English book 4 teacher 2015 - 2016

ADVERTENCIA
Un objetivo manifiesto del Ministerio de Educación es combatir el sexismo y la discriminación de género en la sociedad ecuatoriana y promover,
a través del sistema educativo, la equidad entre mujeres y hombres. Para alcanzar este objetivo, promovemos el uso de un lenguaje que no
reproduzca esquemas sexistas, y de conformidad con esta práctica preferimos emplear en nuestros documentos oficiales palabras neutras,
tales como las personas (en lugar de los hombres) o el profesorado (en lugar de los profesores), etc. Sólo en los casos en que tales expresiones
no existan, se usará la forma masculina como genérica para hacer referencia tanto a las personas del sexo femenino como masculino. Esta
práctica comunicativa, que es recomendada por la Real Academia Española en su Diccionario Panhispánico de Dudas, obedece a dos razones:
(a) en español es posible «referirse a colectivos mixtos a través del género gramatical masculino», y (b) es preferible aplicar «la ley lingüística de la
economía expresiva» para así evitar el abultamiento gráfico y la consiguiente ilegibilidad que ocurriría en el caso de utilizar expresiones como las y
los, os/as y otras fórmulas que buscan visibilizar la presencia de ambos sexos.
PRESIDENTE DE LA REPÚBLICA
Rafael Correa Delgado
MINISTRO DE EDUCACIÓN
Augusto Espinosa Andrade
Viceministro de Educación
Viceministro de Gestión Educativa
Wilson Ortega
© Ministerio de Educación del Ecuador, 2015
Primera Edición: Julio 2015
Av. Amazonas N34-451 y Atahualpa
Quito, Ecuador
www.educacion.gob.ec
La reproducción parcial o total de esta publicación, en cualquier forma y por
erpmeisaditimrepátse,ocinórtceleoocinácemoidemreiuqlauc
y cuando se cite correctamente la fuente.
DISTRIBUCIÓN GRATUITA - PROHIBIDA SU VENTA
Subsecretaria de Fundamentos Educativos
María Brown Pérez
Directora Nacional de Currículo
Nancy Carrillo Sánchez
Subsecretaria de Administración Escolar
José Ramos
Directora Nacional de Comunicación Social
María Lorena Portalanza Zambrano
Marcelo Salazar Ch.
Diseño Gráfico
TEACHER´S BOOK- LEVEL 4
ISBN: 978-9942-18-281-4
Freddy Peñafiel Larrea
Coordinación-Área de Ingés
Alexandra Pérez Valencia
Karen Navarrete Soria

Viewpoints is a series of English textbooks for
highschool students whose main purpose is to
introduce students to English and its culture through
a variety of activities and projects intended to tap
into students’ real lives and expectations. The series
also intends to show learners the variety of topics and
subjects through which they can learn English not only
as a language, but also as a vehicle to learn information
from areas such as social studies, natural science and
popular culture. Furthermore, Viewpoints makes an
important contribution to education by proposing
discussions about values and providing learners with
academic and citizenship tools to apply to their school
life and their adulthood.
A. Objectives and Characteristics
The series is organized into a number of units whose
goals and standards mirror those of internationally
and sequential syllabus which allows teachers to build
students’ language competences on previous work, in
the areas of content and language skills. Besides the
work in the areas of linguistic competence, the units
are designed to contribute to students’ cognitive and
social development.
I.GeneralDescription
B. Rationale
The series takes into consideration the fact that
students already possess a wealth of knowledge in
their L1 (Spanish), so the teacher´s job is to provide the
language input for students to be able to build on them
in their L2 (English).
In regard to students’ social development, the series
promotes language activities oriented towards
students’ language practice in real settings. Many of
the activities are structured around sample dialogs
from which students build a repertoire of vocabulary
and language expressions that they can use as a
framework for further practice. Besides the activities
based on the role-play of dialogs, students also
carry out collaborative projects and information gap
activities to maximize their chances of interaction
using the language input.
Language-wise, each book of the series contains six
are explored through listening, speaking, reading and
writing activities, together with the development of
both vocabulary and grammar skills. The treatment
of these language components is also aided by the
formulation of a number of strategies aimed at giving
students tools to advance through their independent
learning.
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1. Student Centeredness
The authors of Viewpoints have designed our learning activities taking into account the theory of Multiple
learning potential at school and in life.
The ability to decode meaning and
use words orally and in writing.
• Discussions and mini-debates
• Reading and writing stories,
reports, reviews, e-mails
• Inferring grammar rules
Linguistic
The ability to use numbers, analyze
data, understand abstract symbols,
relations.
• Classifying
• Sequencing
• Problem-solving activites
Logical and
Mathematical
The ability to use movements and
gestures, when interacting, to
express feelings and ideas using the
body.
• Role plays
• Games and contests
Bodily/Kinesthetic
The ability to understand and
interact with other people,
establishing rapport and empathy.
• Projects
• Group work
• Games and contests
Interpersonal
are and how to cope with personal
feelings.
•
• Self-evaluations
• Talking about community
and personal issues
Intrapersonal
The ability to feel music and rhythm. • Tapping the rhythm
• Listening to stress, rhythm
and music
Musical
The ability to cope with the world
outside of the classroom.
• Campaigns to become
environmentally sensitiveNaturalist
The ability to understand and
perceive spatial relationships and
aspects, such as shape, color and size.
• Drawing and interpreting
maps and graphs
• Doing crossword puzzles
Visual and Spatial
Intelligence Activities
66

2. Teaching and Learning Approach
Viewpoints is based on an eclectic but informed series
of ideas and constructs in language teaching and
learning. Viewpoints has been developed by taking B.
Kumaravadivelu´s (2003) ideas into account. He clearly
conceptualizes teaching as being enacted through the
parameters of particularity, practicality, and possibility.
Particularity has to do with the fact that teaching has
to be responsive to particular contexts where teachers
and learners are entitled to have their own ideas about
learning. Practicality refers to the idea that teachers
need to come to terms with the dichotomy of theory
and practice, in order to empower themselves to
through their classroom experiences. Lastly, the idea
of Possibility has to do with the empowering of learners
so that they can critically appraise both the social and
historical conditions of their learning, and therefore
pursue new forms of understanding and recreating
reality.
Viewpoints also derives its theoretical foundations from
task-based instruction, cooperative learning, cross-
curricular studies and the cross-cultural approach to
language teaching and learning. The main idea behind
task-based learning is the fact that learners will be
engaged in a series of real-life language tasks that will
help them improve their language skills and enhance
their world knowledge.The series’ approach also takes
into consideration the situation of both teachers and
studentsinEFLcontexts.Thesetextbooksthereforeare
aided by focused instruction especially in the areas of
vocabulary and grammar as important building blocks
Cooperative learning is the basis of many of the
activities in Viewpoints, since students need to adopt
a variety of interaction patterns: individual, pair and
group work. One of the highlights of each unit is the
work students do progressively to create, develop and
present a group project related to the topic of the unit.
This project also involves the making of some sort of
product that helps students use the input language
meaningfully when creating and presenting it.
In the design of other cooperative tasks, Viewpoints
has also considered the ideas of Spencer Kagan (1994),
who suggested the acronym PIES to stand for the basic
principles of cooperative work, where P stands for
Positive Interdependence, I for Individual Accountability,
E for Equal Participation, and S for Simultaneous
Interaction. Positive Interdependence means that group
members need to be aware of the fact that there is no
I
contribution of all members. Individual Accountability
has to do with the responsibility that each member has
to have for the success of the entire group´s project.
Equal Participation calls for the idea of an inclusive
group where all members are entitled to have a say
regardless of the quality of their ideas or, in the case
Simultaneous Interaction has to do with the amount of
projects.
Cross-curricular activities are among the most
important features of Viewpoints, since students
are exposed to a wide variety of topics and activities
from areas such as natural science, technology, social
studies, literature, arts, etc. Consequently, students
in these subjects. For example, the use of timelines for
historic or personal events, and the use of graphs and
tables to make sense of information in social studies or
science.
The cross-cultural approach also runs through the
entire series since students will be able to expand their
intercultural awareness by studying topics in which
family, school, and workplace interactions that appeal
to a wide variety of communities since they are not
necessarily related to English speaking countries or
cultures.
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C. Lesson Planning
Lesson planning is perhaps one of the most fundamental aspects that contribute to learning. Teachers have the
responsibility to create the conditions for students to get the most out of the language lessons.Thus, the lessons
in the units follow a predictable structure, namely Warm Up, Presentation, Practice and Application.
1.WARM UP
The purpose of the Warm Up stage is to assess students’ prior knowledge, so that they become aware that they
already have a lot of ideas to contribute to the class. Nevertheless, the teacher also has to be ready to start
preparing students for either the content or vocabulary that they will encounter throughout the unit.Teachers are
always encouraged to assess students’ knowledge through activities such as short discussions, looking at pictures
or talking about students’ prior experiences.
2. PRESENTATION
The Presentation stage is intended to get students familiar with either the vocabulary or the grammatical aspects
in each of the lessons. The presentation introduces the context where students will use the language for most of
the lesson´s activities.
WARM UP (books closed)Show students a picture of a famous inventor you are sure
they know something about. Ask students questions about
the inventor´s full name, achievement, place and year of the
invention. Have other pictures available so that you have the
chance to elicit questions from the students. Have students
male inventors, female inventors, American inventors,
Europeaninventors,19th
centuryinventors,20th
–21th
century
inventors, etc.
nationalities they could recognize in the audio. Alsothem what names they recognized.some sentences like:
Baekeland).You can look these people up on the Internet to
PRESENTATION
1. Read the following expressions and their
meanings. Listen to a radio program and match
them.
Have students read the idioms and their meanings. Ask
them to try to match them by inferring. Ask students for
their answers to see their reasoning but do not tell them the
or correct their ideas. Use the information on the accidental
invention of Play-doh to review information questions.
Make sure students understood the reason Play-doh was an
accidental invention.
PRACTICE
structure the dialogs including both the idioms and the Ke
Expressions. Tell them, for instance, that they may hav
wise to it
ask students to think of situations where they can use th
expressions. List the situations and give them prompts
start their dialogs. Encourage them to rehearse the situati
before they do it in front of the class.
88

audio. Also ask
s and the Key
ey may have
ey can use the
m prompts to
se the situation
3. PRACTICE
Each unit has several moments of Practice. One of the
aims of the series is to work towards skill integration.
Consequently, students have plenty of opportunities
to be exposed to the language input through listening
and reading, and to use the newly learned language
of texts. Besides the integration of language skills,
Viewpoints promotes cognitively challenging activities
so that students are encouraged to have a problem-
solving attitude towards language learning.
4. APPLICATION
Most lessons end up in a moment of Application so that
contexts. One of the most important ideas in the
application activities is that students have the chance
to make personal connections with language learning.
Consequently, the idea that language is much more
than a linguistic or a cognitive enterprise is reinforced
by the idea of social relationships, which is a present in
every unit.
5. EXTRA IDEAS
Many lessons can be enhanced by the suggestions
given in the Extra Ideas section. The books in the
series are always promoting teacher and student
involvement and further practice by suggesting new
scenarios for learning, such as practical activities or
the use of online resources.
PRACTICE
2. Complete the conversation among Sandra,Martin and Monique by using the idioms above.situations or problems they face. You may come up with
examples using some of the idioms. Then have studentstell them to share the answers with their classmates tothem role-play the dialog.
nature of their an
talk about group
go beyond schoo
Gap Activity
Tell students that
and the aim is to
(William Perkin),
Baekeland).You can look these people up on the Internet to
PRESENTATION
1. Read the following expressions and their
meanings. Listen to a radio program and match
them.
Have students read the idioms and their meanings. Ask
them to try to match them by inferring. Ask students for
their answers to see their reasoning but do not tell them the
or correct their ideas. Use the information on the accidental
invention of Play-doh to review information questions.
PRACTICE
Complete the conversation among Sandra,
Martin and Monique by using the idioms above.
Expressions. Tell them, for instance, that they may have
wise to it
ask students to think of situations where they can use the
expressions. List the situations and give them prompts to
start their dialogs. Encourage them to rehearse the situation
before they do it in front of the class.
Then ask them to do the matching exercise. Tells students
of the object in the entry and the relevant information which
may include examples. Encyclopedia entries have pictures,EXTRA IDEASYou may bring some encyclopedia entries that have parts
missing so that students have to provide the missing
information regarding the inventor, the invention, or other
relevant data. Once they are familiar with the text, you
may have students work in groups. Give each group some
information regarding a particular inventor or invention.
based on the organization of the entry so that they organize
one entry, as a class.
Bill Gates (1955– ) Co-founder and chairman, Microsoft
Corporation
Bill Gates studied at Harvard University between 1973 and
1975. He left college to become the founder and chairman
computer programs, but later it developed other products,
such as Internet service. He has won several awards for
his excellence as a businessman and inventor. He left his
company to work with several associations that help the
underprivileged.
Makesurestudenttheir PowerPoint ppresentations so thproduction.a good modelMake sure students hencyclopedia entries.
99

II.SeriesComponents
The series authors, editors and developers are well aware of the fact that students need constant exposure to the
language as well as to a variety of exercises and evaluations. For this reason, the series has a Student´s Book, a
Teacher´sGuide, an audioCD (within the student’s book) and two audioCDs for the teacher.A workbook, tests and
online support activities will soon be available.
A. Students’ Book Structure
Each book begins with a Scope and Sequence which describes each of the six main units in the book.
Additionally, there is a Review Unit at the beginning of each book, where students are given another
opportunity to practice some of the contents and language aspects studied in the previous book.
1. Unit Opening Page
Each unit begins with a description of the unit contents
as well as a number of illustrations and questions.They
help to activate students’ background knowledge. At
the same time they provide an opportunity for students
collaborative atmosphere.
2. Lessons 1-2 Grammar andVocabulary
Each unit has four lessons in which to develop the
unit topic. Lessons 1 and 2 are meant to introduce
the target vocabulary and grammatical structures,
which students are able to process through listening,
speaking, reading and writing activities.
InspirationalPeople
UNIT
1
General Objective
You will be able to talk about lifestyles, personality types,
preferences and interests.
Communication Goals
You will learn how to
ask for and give personal information.
about goals, obstacles, important decisions
and achievements.
describe inspirational people’s lifestyles.
talk about a person’s experiences.
Topics
PersonalityTypes and Attitudes
Inspirational People
Facebook
Vocabulary
Vocabulary related to teens’ lifestyles
Grammar
Verb patterns,Time expressions, Adverbs of sequence
Idioms and Colloquial Expressions
To be worlds apart
To have the knack
To do it for kicks
For one thing
To facebook
Go for it
Project
a visual presentation of an inspirational person in your
life.
Discuss:
What types of teenagers are
there?
Do any of these people
represent you?
Do you think any of these
characters have any
inspirational characteristics?
Lesson 1
I like to travel by
(a).They’re much faster than cars,
aren’t they? I like staying in
(b) with air conditioning
and Internet, cableTV, etc.You know, it’s very comfortable.I love staying in
(c). It’s much closer to nature. I prefer going
(d),
(e) and that kind of thing. I also
love
(f). On my last trip, I slept in
(g). It’s
much harder but much more exciting. It’s all ecological and healthy, isn’t it?
My favorite activity is to go
(h). I love taking
pictures of statues and churches so I prefer traveling by bus. It’s more
interesting. I also enjoy going green. On my last vacation, I stayed in
(i). It is much more eco-friendly.
WhatKindofTravelerAreYou?
1. Number the pictures. Then classify them under
the corresponding column.
Word Bank
1. kayaking
2. a tent
3. hiking
4. a hotel
5. by plane
6. by canoe
7. on foot
8. a cabin
9. sightseeing
10.a campsite
11.a bicycle trip
12.a bus tour
13. a cruise
2. Listen and complete.
Key ExpressionsTo go green: to be aneco-friendly person
Vocabulary Strategy
Classify words to rememberthem better.
Neil
Oscar
Jane
Activities
Accommodations
Transportation
Types ofTrips
Key Expressions…and that kind
of thing: similar
things to the
ones mentioned
previously.
48
Lesson 2
2. Listen again and fill in the blanks with time
expressions and adverbs of frequency. Then
complete the grammar chart.
a. I
Sophie’sWorld
. It was very interesting. I haven’t read
any other book since then.
b. I’ve
the same
snacks. I’m picky when I eat. I eat only what I like.
c. I’
spinning .
d. Yeah. I saw an excellent movie
. I can’t remember its name, though.
e. I have some friends at school and in the neighborhood. I
anyone
.
f. Yes, I have. The school
the whole class to
the Metropolitan Museum like
.
g. I’
to concerts
.
For example, my friends and I went to a great concert last
month.We only go to reggaeton concerts.
1. Read, listen and complete.
Use the Word Bank.
Discover how culturally literate you are!
How much knowledge have you acquired
lately?
Name: Linda Diaz
Age: 14
If yes, which one?
Sophie’s World
Yes No
a.
a good book recently?
b.
any new dish or food?
c.
a new sport or hobby?
d.
a good movie?
e.
new people?
f.
to museums or exhibits?
g.
any special event?
Grammar
Strategy
Use yes/no
questions to
approach a topic.
Use wh-questions
to go into details.
Reflect on Grammar
Present Perfect vs. Simple Past
Present Perfect
I’ve been to concerts
.
Simple Past
I went to a great concert
.
The
is used
the past or actions that are repeated.
The
is used
Word Bank
attend
take up
meet
see
be
3. Take the test with a partner.
Take turns asking and answering the survey.
CulturalLiteracyforEveryone
read
last year
ve practiced
haven’t met
took
many
times
Have you read
Have you tried
24
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3. Lesson 3 Reading andWriting
Lesson3isentirelydevotedtoworkingonthereadingprocess,whichissubdividedintoPre-Reading,While-Reading
and Post-Reading
Pre-Reading Activites
ThepurposeofPre-Readingactivitiesistohelpstudents
get ready to read a text and be better prepared to
understand it. When students preview vocabulary, use
prior knowledge and predict, they feel more motivated
and connected to the text.
While-Reading Activiities
While-Readingactivitiesaredesignedtohelpthereader
deal with the text while he or she is actively involved in
comprehension, using strategies like: stopping to think,
re-reading, asking themselves questions, visualizing,
making inferences, underlining or using context clues to
work out meaning.
Post-Reading Actiivities
Students need to apply some Post-Reading strategies
to achieve a deeper understanding of the text.To do so,
idea,summarize,andholdmini-debatesordiscussions.
These activities are also aimed at enhancing readers´
ability to think about what they read and take a critical
position.
This section also provides students with writing models
and strategies. The idea is to help them determine
writing elements and give form to their ideas in an
generate, organize, connect, rephrase, and develop
Lesson 3
ACityLikeNoOther
1. _____________________
2. _____________________
_____________________
3. _____________________
4. _____________________
5. _____________________
1. Label these landmarks.
Word Bank
TVTower
City Cathedral
Lake Bridge
City Park
2. Read this brochure and name the places on the map.
Then complete the chart on page 53.
Reading Strategy
Reading a map
Identify the cardinal points.
B
rasilia is a unique city that was declared a
World Heritage site by UNESCO because of its
organization and great architecture. Most of its
buildings were designed by the famous architect Oscar
Niemeyer, known worldwide for his futuristic views.
The city has the shape of an airplane and is divided
by a Monumental Axis (main road) into the northern
and southern sectors. The arched roads that intersect
the axis encompass the commercial and cultural area.
There are sectors assigned for commerce, housing,
hospitals and banking.
Brasilia is very convenient. It offers a variety of
experiences for all kinds of travelers. If you prefer the
city, you’ll love its architecture, monuments, cultural
and entertaining centers. For example, on the southeast
City Cathedral with
its impressive architecture as it looks like two hands
put together moving towards the sky. Don’t miss it.
At one end, on the northeastern part of the axis you
Three Powers Square. In this area of the city
the Congress (two tall
buildings), the Presidential Palace and the Supreme
Court.
In the middle of the axis and the intersection, we can
TV Tower, a spectacular place to see the whole
city from. If you like adventure and eco-activities, you
can visit the City Park, which is much larger than New
York’s Central Park. It is a perfect place to go jogging,
cycling, or just having a picnic. It’s located on the
southwest side of the monumental axis.
Commercial and
cultural area
Monumental
Axis
The Congress
Supreme Court
Presidencial
Palace
First
Avenue
Paranoá Lake
4. Think about a place. Investigate and write.Place:
General description:
Give a general opinion about the place:
Giveareason:
Talk about the alternatives or things to do. (Include
directions to get there)
Project Stage 3
Reading and Writing
Another green alternative is Paranoá Lake.It is all
around the east part of the city. You can practice water
sports and even swim. The Paranoá Lake Bridge is
another excellent place to watch Brasilia’s famous
sunsets.
AveryimportantthingaboutBrasiliaisitstransportation
system. The bus system can take you anywhere inside
the city fast because the city was designed without thevery smooth. Besides this, there is a subway system
that connects important and far areas with the city
center. Read more…
Writing Strategy
Writing a BrochureBrochures are texts that
travel destinations. Their
things to do, places togo to, and general tips to
write a brochure, include
forget to give opinionswith reasons in order to
Opinion
Support (Why is that?)It is organized and has great architecture…
The cathedral has
Reading StrategyLook for reasons that supportopinions. Opinions are just the
3. Complete the sentences.a. Tourists can see great sunsets inb.
.c. You can practice water sports in
.
d.
and
.
1111

4. Lesson 4 Culture and Communication
Lesson 4 is entitled Culture and Communication. The
purpose of this lesson is to help students widen their
oral skills through the learning of idiomatic expressions
associated to cultural aspects of the language. This
page ends with a section, whose
purpose is to make students aware of cultural aspects
that underline the lesson contents and to help them
learn to be self-critical about their attitudes and values.
5. Share your Project
Lesson 4 has a second section, Share Your Project,
to help students wrap up their ideas about the class
the nature of cooperative work and gives them extra
presentation.
6. Comic
Units 1, 3 and 5 have a Comic section that helps
students look at the class topics, language structures
up the unit in a memorable and relaxed way.The comic
can be used for either reading or listening practice.
Lesson 4
InTheSameBoat
I have taken a rain check many times.The last time I took a rain
check was
I have hit the books...
Reflect on Values
Always Sometimes Never
I use my free time adequately.I am learning to learn.
I am open to new things.
Gap ActivityStudent A goes to page 87.
Student B goes to page 89.
1. Look and match the pictures with the idioms.
1. a real page turner
2. take a rain check
3. in the same boat
4. hit the books
a.
b.
c.
d.
2. Listen and match the idioms with their meaning.
3. Read and complete the conversations with the correct idiom.
4. Complete. Then share with your partner.
a. To be in the same boat
1.
b. To hit the books
2. to postpone an invitation or plan
c. To be a real page turner
3. to study hard
d. To take a rain check
4. to be in the same situation
Conversation 1
A: What are you doing this afternoon? How about
going out to a movie?B: Sorry, I have
(a).
I have an exam tomorrow.
A: I promise we’ll get home early. Have you ever seen
A Brilliant Mind? It has great reviews.
B: Sounds like a good movie but I’d rather
(b).
Conversation 2
A: Have you read The Chronicles of Narnia?
B: No, I haven’t.What’s it like?
A: It’s
(c).
It’s a fascinating story!B: Well, I’ve seen the movie bu t I haven’t read the book.
C: Me too! We’re
(d).
A: OK! Some other time! No problem!
c
to hit the books
28
1. Discuss your experience.
Give your Presentation
Useful Expressions
To introduce your campaign
To express the purpose of the campaign
To engage students into the activity your group is
promoting
To give tips
Real Communication
ShareYourProject
Answer these questions:
a.
b.
c.
2. Read and answer.
29
Comic
The Great Moon Hoax!Read and listen.
1. In 1835, the New York Sun published an
unbelievable story! 2.
3. Soon the news was copied and published in mostmedia.
4.
5. More stories were told and the newspaper
6.
7.
were disappointed, others were very suspicious!
The discovery was made
by means of a powerful
telescope!
A powerful telescope,
are you kidding me?
“There are people almost like
human beings. They walk
erect but they have wings…”
Did you read about the
discovery of life on the moon?
According to the newspaper,
there are temples.They’re made
of precious stones like sapphires.
Where do these people
live?What are cities like
on the moon?
How was that
telescope made?
Who made that
discovery?
Sorry!We cannot report
anymore. The telescope
was damaged by the
sun’s rays.
They pulled
our legs.
They
discovered us!
8.
70
1212

7. Game
Units 2, 4 and 6 have a full-page Board Game so that
students have the opportunities to use the language
are also confronted with the idea of collaboration in
learning, since the games are meant to be played in
pairs or groups.
8. Evaluation
A section entitled Quiz Time is devoted to evaluating
students’ progress during the unit. The exercises are
aimed at presenting students with new contexts so
that they are able to see how much they have learned.
9. Self Evaluation
Every unit has a Self-EvalutionChart
how well they achieved the objectives.At the same time, it encourages students to understand their strengths and
to their learning.
Start
Complete.
What
you done lately?
How
have you
English?
YOU’RE
YOU’RE
Talk about it.
Recommend a
good movie.
Transform
these verbs into
the past participle
form: take, be, see,
study and read.
Correct this
sentence.
I have studied
years.
Answer.
When was the
last time you hit
the books?Why?
Ask a question.
I’ve been a member
of this group for a
short time.
Mention 5
verbs in their
past participle
form.
Mention as
many cultural
activities as
possible. If you
mention 6, you can
advance 3 squares.
Make a question
following this
structure:
Wh + Aux + subject
+ verb in past participle
+ preposition of time +
years?
Organize this
sentence.
a camp you going
thought to summer
ever Have of?
Create 2
sentences for
these time
expressions.
last night
lately
Ask have you
ever questions to
your partners using
these verbs: dance,
travel, escape,
cried, learn, travel
and practice.
Mention three
books you
consider real
page turners.
Complete these
sentences.
I
abroad two times.
I
to
Canada in 1990 and
in 2003.
Complete these
sentences.
I’ve been abroad
2 years.
She’s
in
a reading campaign.
Talk about it.
Recommend a
book you’ve read
recently.
1
2
3
4
9
8
7
6
5
10
11
12
13
14
19
17
17
16
15
20
21
22
23
24
1. Think about experiences you have had.
Get in pairs. Move around the board buy tossing a coin. Move one or two spaces (Head = 1;Tails = 2).
Game
Time to Play
30
Self-Evaluation
Now I can... VeryWell OK A Little
talk about styles, personality types, preferences and interests.
describe inspirational people’s lives.
5. I will keep studying drawing. It’s my thing.e. Why you decide to become a vet?
Quiz Time
2. Choose the best option.
1. Listen, read and check the correct boxes.
Self-Evaluation
Now I can...
VeryWell OK
A Little
a. Mike is really
. He
dances and sings
beautifully.
1. artistic
2. brainy
3. stylish
b. At an early age, Natalieshowed her energeticpersonality. She’s a real
.
1. eco-friendly
teen
2. stylish girl
3. live wire
c. Go-getters tend to be
.They loveto compete and win.
1. competition
2. competing
3. competitive
d.
teensare very committed
to animal and
conservation causes.They always help
animals in need.
1. Trend-setters
2. Eco-friendly
3. Brainy
3. Complete this paragraph with the correct verb
combination.
Kevin Joe Nick
a. He enjoys wearing trendy clothes.b. He likes nature and loves being outdoors.c. He’s a tech-head.
d. He will write a book about his life.e. He’ll go solo or create his own band.f. He’ll travel around the world.
What’s my brother like? Well, for one thing,
he’s extravagant and the typical rebel. Rebels(a. be) freedom lovers. He likes(b. look) different. He’s very smart,
though. He’s interested in
(c. know)
all the different views, but he enjoys(d. create) controversy. Recently he decided(e. be) more relaxed and friendly.He plans
(f. study) ecology at
the university. My parents think he’ll(g. become) a great professional.
4. Complete the questions with the correct auxiliary verb. Then, match with the questions.
1. I was 8 years old.
2.
online.
3. I’m interested in learning languages.4. Well, for one thing, I love animals.5. I will keep studying drawing. It’s my thing.
a. What
you enjoy doing?b. How old
you when you began to
pratice taekwondo?
c. What
you do next year?d. What
you interested in learning?
e. Why
you decide to become a vet?
are
do
19
1313

10. Glossary
The unit ends with a Glossary and a number of Glossary Activities. This section is oriented towards reinforcing
students´ learning of the vocabulary presented in the unit.
References
Gardner, H. (1983). Frames of Mind.TheTheory of Multiple Intelligences. NewYork. Basic Books.
Kagan, S. (1994). Cooperative Learning. San Clemente, CA. Kagan Publishing.
Kumaravadivelu, B. (2003). Beyond Methods. New Haven.Yale University Press. E lessons.
review: n. a text that gives an opinion
about an event or product like a movie
or a book. Movie reviews can help you
decide what to see.
schedule: n. a timely planning of
events. What’s on schedule?
survey: n. a method to collect
information.
take up: v. start a sport or activity;
become interested in the activity and
spend time practicing it. I took up chess
last month.
U – Z
useful: adj. helpful to do what you
want or need. The books contains useful
workshop: n. an educational session
for improving people’s knowledge or
skills. I’m taking a workshop on art.
A – E
abroad: adv. out of the country (syn.
overseas). We’ve traveled abroad twice
this year.
attend: v. to go to an event, to be
present at. He has attended all the
lectures at the conference.
campaign: n. an operation, carried out
by means of propaganda, to obtain
some political, social or commercial
goal. Actions taken in order to achieve
a particular goal. He’s organizing a
campaign.
custom: n. tradition and knowledge
from a place and its people. A
conventional mode of acting. The
movie shows traditional customs from
other countries.
enlighten: v. to provide light, to give
knowledge or truth, to explain (syn.
edify, instruct). This book will enlighten
the world of teens.
entertaining: adj. serving to entertain,
agreeably diverting (syn. amusing, ant.
boring). It’s an entertaining website.
F – N
guidance: n. help and careful
instructions (syn. counseling).
This website provides guidance for
homework.
journey: n. a long overland trip,
travel from one place to another (syn.
expedition).
distant place.
knowledge: n. information and
abilities acquired through experience
(syn. awareness, understanding).
Reading will help you improve your
knowledge of the world.
leadership: n. the position of being a
leader, the act of leading. This course
develops leadership skills.
Louvre: n. a well-known museum in
Paris.
O –T
picky:adj.apersonwhoiscomplicated.
He’s a picky eater.
recipe: n. instructions for preparing
particular types of food. I have a recipe
for preparing a great sauce.
Glossary
Colloquial Expressions
That is: it is to say.
That’s awesome! It’s great!
To be a real page turner: a great
book to read fast; a very exciting
novel or book.
To hit the books: to study hard.
To be in the same boat: to be in
the same situation.
To take a rain check: to
postpone an invitation or plan
for another time.
Activities on page 94
32
Unit 4
GlossaryActivities1. Label the pictures.
2. Use the clues to discover the words in this puzzle.9
1
2
10
3
4
5
11
6
7
8
3. Match the synonyms.
a. convenient
b. ecological
c. forbidden
d. impressive
1. prohibited
2.
3. eco-friendly
4. appropriate
4. Complete the sentence with a word from the glossary.It’s f
n to throw g
e on the
street. Let’s all take care of the e
t and let’s alle.I practice j
g on the beach from 5- 6 PM.
s.They’re b
l.
Down
9. a stream or river that falls over a
10.
11. contamination of the environment
Across
1.
2.
3. waste material that is thrown away4.
5.
geographical characteristics6.
7. activity consisting of visiting
8.
goes down and evening begins
96
1414

Dear students,
Welcome to Viewpoints, the new English program for teenagers.
It will help you to:
This series contains:
social studies and others.
enjoy learning English.
• discuss topics that are important for our society.
• learn lots of colloquial expressions that people use in daily
criteria of the Common European Framework to see
your progress.
Enjoy Viewpoints!
The Editors
15

Topics
• PersonalityTypes and
Attitudes
• Inspirational People
• Facebook
• Learning Experiences
• Cultural Literacy
• Mysteries
• Greek Myths
• FairyTales
• Fantasy
Goals
• talk about goals, obstacles,
important decisions and
achievements.
• describe inspirational people’s
lifestyles.
• talk about a person’s
experiences.
• ask and answer questions
about experiences.
• talk about the length of
experiences.
• recommend cultural activities
like reading and going to
museums.
• narrate stories and events in
the past.
• convey attitudes related to the
events of a story.
• talk about imaginary
situations.
•
ways.
Grammar
• Verb patterns in present,
future and past
• Verbs related to starting,
• Time Expressions
• Present Perfect tense in
interrogative forms
• Since / For
• Yes / no-questions and
wh-questions in the Present
Perfect tense
• First and Second Conditional
sentences
• Past Perfect tense
SkillsandStrategies
Vocabulary:
create adjectives and nouns
Grammar: identifying principal
verbs in verb patterns
Reading: previewing a text
Writing: signposting the
chronological sequence of
events
Listening:
• getting familiar with the topic
and the kind of activity
•
information
Speaking: using “I mean” to
clarify ideas
Vocabulary: grouping verbs
Grammar: using wh-questions
to get details and yes/no-
questions to approach a topic
Reading:
• focusing on familiar words
• understanding key ideas
Writing: connecting similar and
contrasting ideas
Listening: paying attention to
key words to identify relevant
details
Speaking: explaining and giving
more information with “that is”
Vocabulary:
• using adverbs to convey
attitude
• associating vocabulary with
pictures
Reading: reading literary texts:
skimming, predicting and
analyzing story elements
Writing: summarizing a story
Listening: identifying important
elements of a story
Speaking: reacting to a story
Project
A Learning Campaign A Storytelling Show
UNIT
1
UNIT
2
UNIT
3
16

Topics
• Types ofTravelers
• Going Green
• ATour of Brasilia
• FindingYourWay in a
Campsite
• TheWeather
• Crazy News
• Disasters
• Digital Lives
• Technology
• TV vs. YouTube
• Tech Gadgets andToys
Goals
• give and ask for directions and
information in a polite way.
• ask people to agree with you.
• give emphasis to descriptions
and comparisons.
• tell and react to news.
• describe natural disasters and
extreme weather.
• talk about inventors,
inventions, artists and artwork.
• talk about Internet habits and
wishes.
• give instructions to use
technology.
• give opinions about
technology.
Grammar
• Tag Questions
• Indirect Questions
• Placing Emphasis with much
and very
• PassiveVoice
wh-questions in the Passive
Voice
• Past and Past Participle forms
of verbs
• Wishes
• PhrasalVerbs
SkillsandStrategies
Vocabulary: classifying words
Reading:
• reading a map
• identifying informed opinions
Writing: using facts and reasons
to support opinions
Listening:
• listening for repetition
• using visuals
Speaking:
• asking for directions politely
• addressing people politely
Reading: inferring
Writing:
• generating ideas
• writing an information report
or news
Listening: understanding
numbers
Speaking:
• reacting to news
• introducing a piece of news
Vocabulary: understanding
prepositions
Grammar: visualizing phrasal
verbs
Reading: drawing conclusions
Writing:
• writing a “how to” article
•
Listening: taking notes
Speaking: checking instructions
and clarifying
Project
A Brochure A News Broadcast AWeb Survey
UNIT
4
UNIT
5
UNIT
6
17

Review
1. Complete and classify the questions. Then spin a pencil and play.
a. What your family like?
b. What kind of inventions you like?
c. Who you admire?Why?
d. What your city like?
e. What qualities should a friend ?
f. What you and your best friends
have in common?
g. How many cousin you have?
h. What your favorite invention?Why?
i. What your plans for the future?
j. What your favorite place to live?
k. Who been an important person
in your life?
l. What kind of friends you have?
m. What your most memorable vacation?
n. What kind of places you like to visit?
o. What hobbies you have?
p. you and your family get along well?
q. What career you like to study?
r. Where you study that career?
s. What you do in your leisure time?
t. you ever won a medal?
CareerChoices
Placesand
Traveling
a
Inventors
Inventions
Great
People
The
Wheel
o f
T r u t h
is
6
b
h
c
k
d
n
q
r
do
do
is
have
do
do
do
do
do
Do
do
Have
is
is
is
are
has
would
would
618

and Leisure Time
q
r
UNIT
WARM UP (books closed)
Invite students to create possible penalties for the following
game. Have the whole class brainstorm and agree to those
penalties. Provide examples of possible penalties:
• dance
• draw a picture of themselves
• tell a joke
• clean the room after the class is over
1. Complete and classify the questions. Then spin a
pencil and play.
In this exercise students will revise the questions using
Simple Present and verb to be.
Have students go over the questions to complete them.
Remind students that most questions need auxiliaries that
depend on the tense and the subject. Set a time limit and
then correct as a class. After that, direct students’ attention
Ask a volunteer to read the headings. Encourage students to
associate the questions they have already completed to the
corresponding section. Have students check their answers
in pairs.
pencil over the wheel. The sharp end of the pencil indicates
a section. The group spinning the pencil should answer one
of the questions. The students answering should talk for
over, invite students to tell the rest of the class interesting
information about their classmates.
EXTRA IDEAS
You might like to have students assign points to each of
students get if they answer correctly.
Review
Planning
Learning Goals Indicators KeyVocabulary and Structures Strategies
This lesson will enable
learners to revise
topics, vocabulary and
structures seen in the
previous book.
Asks and answers questions
about world facts, inventors,
and inventions.
Understands and completes a
story in the past tense.
Talks about hobbies, personal
experiences and preferences.
Vocabulary
wheel, inventions, qualities,
career, leisure, medal,
accomplishment
Structures
Simple Present, Simple Past and
Present Perfect review.
Asking follow up
questions to keep a
conversation going
Using games
Taking turns to
speak
Using pictures
6 19

2. Read the story. Then complete it by using the
words below. Unscramble them.
In this exercise students will review the past tense and will
practice telling a story.
Explain to students, they should read the complete story
and predict the verbs they need in the spaces.
Then direct their attention to the crossword puzzle below
and have them unscramble the verbs for each of the spaces.
Correct answers in pairs and then invite students to role-play
the story.
7
a
q
r
20

Friends
Fam
ily
Future Goals
Hobbies, Music
and Leisure Time
Accomplishments
2. Read the story. Then complete it by using the words
below. Unscramble them.
One day, I was walking down the street when something
strange (a) to me. A strange man (b)
me a wizard’s wand. A hole in the
ground (c) right in front of me and I (d)
an alien coming out of a spaceship.
Luckily, I (e) a phone, so I called my friend
and I (f) him the story. As expected, he (g)
that I was crazy. He (h)
and didn’t believe me. He (i) to help me
but was not sure how. So, I (j) to look
inside the hole, use the wand and take pictures of the alien.
When I (k) closer to take the picture, I (l)
down the hole, I (m) the
magicwords “AbraKadabra,”andI (n) very
(o)
voices in my mind and to (p) things from
my past. At that moment, I woke up and rushed to go to
school because I was really late.
a. peedahnp
b. vgea
c. poened
d. was
e. dah
f. dolt
g. gutothh
h. helguda
i. foederf
j. ceedidd
k. ecma
l. netw
m. dais
n. elft
o. raeh
p. mebremre
a
happened
7
t
e
f l
s
m o
q
r i
g
pj
gave
opened
saw
had
told
thought laughed
offered
decided
came
went said
felt
hear
remember
h a p p e n e d
g a v e
o p e n e d
s a w
h a d
t o l d
t h o u g h t
l a u g h e d
o f f e r e d
d e c i d e d
c a m e
w e n t
s a i d
f e l t
h e a r
r e m e m b e r
21

3. Choose your answer. Then listen and check.
Welcome to the show where we’ll see
how much you know about the world.
Geography
Which planet is
closer to the sun?
a. Jupiter
b. Neptune
c. Venus
Which country is
the largest?
a. Canada
b. Russia
c. Brazil
Which ocean is the
deepest?
a. The Atlantic
b. The Artic
c.
Which is the highest
mountain?
a. Everest
b. Aconcagua
c. The Snowy
Mountains
Who invented the
printing press?
a. Thomas Edison
b. Johannes
Gutenberg
c. Louis Braille
Who invented the
lighting system?
a. Tim Berner Lee
b. Graham Bell
c. Thomas Edison
Who invented the
WWW?
a. Joseph Marie
Jacquard
b. Tim Berner Lee
c. Steve Jobs
4. Go around the class and interview your partners.
Find Someone Who…
Name Extra Information
has learned to play the guitar.
went out of the city on his / her last
vacation.
has practiced karate.
has learned French.
will study architecture in the future.
has visited an interesting city.
has a pet.
has met someone famous.
has been onTV.
is sociable and outgoing.
Who invented the
motor car?
a. Karl Benz
b. Thomas
Edison
c. Graham Bell
Sarah She learnt last year.
8
People and Jobs
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
822

3. Choose your answer. Then listen and check.
Students will revise comparatives, superlatives and Simple
Past.
Divide the class into two groups. Tell students they will
participate in a trivia contest. Explain that a trivia contest is a
contestwherepeopleshowtheirculturalknowledge.Choose
a student from one group and ask him/her a question. If they
get it right, assign 5 points for each correct answer. Bring
a little something for the winning group. You might like to
have small groups playing against each other.
EXTRA IDEAS
You might like to have students create their own trivia
questions to include more questions.
4. Go around the class and interview your partners.
In this exercise students will practice the Present Perfect and
who has done the activities mentioned. First they need to
go over the items and think about the complete question.
Go around the class providing help. Then when students
are ready, have them stand up and mingle, asking everyone
Encourage students to ask and provide extra information.
8 23

InspirationalPeople
UNIT
1
Skills CEF Standards Indicators
Listening
Comprehension
Can understand the
main points of clear
standard input on
familiar matters
regularly encountered
in contexts such as
work, school and
leisure activities.
Understands descriptions of different lifestyles,
experiences and future plans.
Predicts ideas about styles and famous people.
Uses background knowledge to aid
comprehension.
Explores visual aids before listening.
Reading
Comprehension
Can understand texts
that consist of mainly
high frequency words
associated with familiar
topics.
Understands the connection between
paragraphs in a wiki text, identifying the main
ideas of each of the aspects mentioned.
Scans and skims texts to locate specific
information.
Identifies connectors of sequence and time
expressions.
Previews a topic by exploring previous
knowledge.
Uses context clues.
Oral
Interaction
Can deal with most
situations likely to
arise whilst traveling
or in familiar situations
pertinent to everyday
life or of personal
interest.
Sustains a conversation about personal styles,
interests, preferences and plans using simple
vocabulary and some fixed expressions.
Plans what to say and how to say it considering
the effect on the audience.
Asks questions.
Uses I mean to clarify the meaning of
idiomatic expressions.
Oral
Expression
Can narrate
experiences and events
giving brief reasons and
explanations.
Expresses and connects his/her ideas in a
reasonably clear way to describe his/her or
someone else’s goals, difficult moments, past
experiences and lifestyles.
Uses circumlocution and paraphrases to cover
gaps in vocabulary and structure.
Signposts important information to guide the
listener.
Written
Expression
Can produce simple,
connected texts on
topics which are
familiar or of personal
interest.
Narrates and connects ideas chronologically,
which describe important events in a person’s life.
Writes a wiki entry about an inspirational
person and includes important details.
Plans, edits, self-evaluates and peer-evaluates
his/her work and his/her partner’s work.
924

InspirationalPeople
UNIT
1
General Objective
You will be able to talk about lifestyles, personality types,
preferences and interests.
Communication Goals
• ask for and give personal information.
about goals, obstacles, important decisions
and achievements.
• describe inspirational people’s lifestyles.
• talk about a person’s experiences.
Topics
• PersonalityTypes and Attitudes
• Facebook
Vocabulary
• Vocabulary related to teens’ lifestyles
•
processes
Grammar
• Verb patterns,Time expressions, Adverbs of sequence
• To be worlds apart • To have the knack
• To do it for kicks • For one thing
• To facebook • Go for it
Project
a visual presentation of an inspirational person in your
life.
Discuss:
• What types of teenagers are
there?
• Do any of these people
represent you?
• Do you think any of these
characters have any
inspirational characteristics?
25

a. adventur c. styl
b. success d. spiritu
Lesson 1
TeensofToday!
3. Complete the sentences about the different teen
types. Use the adjectives above.
a. people care about the
spirit.They’re inspired by nature.
b. Trend-setters are very .
They have a lot of talent and imagination.
c. Jane knows what she likes. She will probably be
d. Go-getters feel most of
the time.They think life is an adventure.
1. Read and complete each list. Use the Word Bank.
a.
b.
c.
d.
e.
f.
g.
h.
brainy
2. Find more adjectives and identify the suffixes.
Key Expressions
For one thing:
many examples
4. Read and practice. Replace the personality type.
What are nature
lovers like?
Well, for one thing,
they’re eco-friendly
and spiritual.
ous
Teens’lives.com
Are you a tech-head?
You’ll enjoy using our
online community with
new apps every day!
Or a nature lover
interested in protecting
the environment? Find
your causes here!
How about trend-setters?
You like to express yourself
in artistic ways. Find a way
here!
Or maybe you’re the go-getter?
Well, you like to take risks
and compete to go after your
dreams. Register now!
Word Bank
• competitive
• artistic
• brainy
• spiritual
• tech-savvy
• eco-friendly
• stylish
• adventurous
Groups for everyone! For one thing, you’ll make friends and
discover your passions for successful future jobs! Join now!
Vocabulary Strategy
ous / ful / y / ish / ive / al.
spiritual
adventurous
10
tech-savvy eco-friendly
artistic
stylish
competitive
ish
ful al
stylish
successful
adventurous
spiritual
26

Lesson 1
TeensofToday!
Planning
learners to talk about
preferences and
lifestyles of teenagers
today.
Describes interests,
preferences and
lifestyles.
Identifies common
adjective suffixes (-ous,
-ive, -ful, -y) and noun
suffixes (-er, -or, -ist).
Vocabulary
Teen lifestyles: tech-heads,
trend-setters, go-getters, nature
lovers
Structures
Verb patterns with enjoy, like and
interested in
Predicting before
listening
Identifying common
suffixes
Identifying principal
verbs and their pattern
when combined
Invite students to describe the styles of today’s teenagers.
Ask a couple of questions and encourage opinions without
rejecting any. Have volunteers write important words on the
board. Use a semantic map to group words: clothing, music,
etc. Have them race to the board to write their ideas.
aspects they need to mention. Activities teenagers do: go
to concerts, listen to music, play musical instruments, play
games online, etc. Places teenagers like to go to: concert
halls, malls, parks, etc.
1. Read and complete each list.
Use the Word Bank.
Invite students to explore the text visually before doing
the exercise. Ask these questions: What kind of text is this?
(a website) What is its purpose? (to invite people to join the
site) What’s the topic? (teenagers’ personalities and future
careers)What’s your opinion about it? (answers vary)
Focus students’ attention on the photos representing
Invite students to associate each style with a characteristic
by identifying transparent words, word families and related
words. Then have them complete each list. Ask them to
justify their answers.
EXTRA IDEAS
To challenge students and to clarify the meaning of these
word.
Brainy: an intelligent person
Stylish: a person who wears fashionable clothes
Adventurous: a person who likes adventures
Tech-savvy: a person who is good at computers and spends a
lot of time using gadgets
PRACTICE
2. Find more adjectives and identify the suffixes.
Ask students to read the Vocabulary Strategy and discuss
what they understand. Ask what kind of words “adjectives”
have completed the exercise, have them read the words out
come up with more examples. At some point, go over the
pronunciation of the words.
3. Complete the sentences about the different teen
types. Use the adjectives above.
Ask students to read the sentences before completing.
Encourage them to create new sentences using the
vocabulary. E.g. Trend-setters love fashion. Tech-heads are
crazy about computers.
APPLICATION
4. Read and practice. Replace the personality type.
Invite students to read the model and replace the words in
colors. Call their attention to the Key Expressions box. Tell
students that an abbreviated version of the expression For
one thing is For one. For example: There are many reasons
to believe in her. For one, she‘s an excellent dancer. This
someone has for something. Have students realize the
importance of practicing. Tell them to expand their
conversation by using the newly learned language together
with what they already know. That way they will be able to
integrate and consolidate knowledge.
1027

5. What type of future occupation suits you best
according to your personality? Take this test.
Then complete the grammar chart below.
of style is the closest to their’s and the kind of jobs that they
may succeed at. Have them preview the test and go over
students have chosen their answers, have them compare
result they might get. Have them share the answers they
.
Direct students’ attention to the bold type, illustrating the
students to identify those expressions and write the main
verbs on the board (like, enjoy, be interested in). Ask these
questions:
“like”? What combination(s) do you see for the verb “enjoy”?
What happens after the preposition “in” in the expression “be
interested in”?
Strategy. Make sure students identify the principal verbs
that mark each combination (enjoy, like, to be interested
in
combinations, have them complete the chart.
Explain that some verbs like love, like and prefer can be
people use the -ing forms when expressing preference in
general: I love listening to music,
the preference depends on the situation: I love to listen
. In American English
If you have time and want to have students listen to the text,
Finally, call on a volunteer to check the answers and elicit
more examples from students.
PRACTICE
6. Complete the words in blue with the correct
suffix. Then listen and check.
Have students brainstorm occupations that can be suitable
for each style. Write the occupations they mention on
the board (doctor, biologist, psychologist, dancer, singer,
communicator, etc.). Direct students’ attention to the
Vocabulary Strategy. Call on a volunteer to underline
model: Tech-heads can be excellent computer programmers.
Then play the audio for the students to check their answers.
Finally, elicit some reactions to the test results. Ask these
questions:
you agree?Why?
7. Complete the questions and answers.
some volunteers describe the picture. Have half the class
think of questions to ask to the other half of the class. After
students have come up with some examples, have them
students create similar conversations using images.
EXTRA IDEAS
Copythisontheboardandhavestudentscompleteandshare
this personal information with their partners. Challenge
them to create a song using the expressions seen in class.
I’m a . (style)
I’m . (characteristic)
I like to . (activity)
I enjoy . (activity)
I’m interested in . (interest)
Introduce Project Stage 1 by telling students to list all the
inspirational people in their lives. Then have them identify
a characteristic that makes each person important and
explore more characteristics, e.g. .
Have students think about an inspirational person in their
lives. Tell students to investigate as much information as
possible about the chosen inspirational person for next
class and write some sentences about that person. Then,
encourage students to say something about this person
My inspirational person
interested in books and computers. Sometimes he likes to play
.
1128

5. What type of future occupation suits you best according to your personality?
Take this test. Then complete the grammar chart below.
Reflect on Grammar
When you’re using more than one verb in a sentence,
there are some special combinations you need to do.
Only
Gerunds
Gerund and Gerund after
Prepositions
I
being
indoors.
I to buy new
cell or computer
gadgets.
I having
friends that are online
when I need them.
I’m interested
in
the world and
a creator.
a. When you have free time, do you enjoy…
1. being indoors, searching the web?
2. going out, maybe camping or trekking?
3. looking at fashion and music magazines?
4. recycling paper and participating in social activities?
b. When you have money to spend, do you like...
1. to buy new cell or computer gadgets?
2. to meet new people or learn new things?
3. to go shopping for clothes or go to the beauty
salon?
4. to buy food to feed stray dogs?
c. You likehaving friends that are…
1. online when you need them.
2. risk takers and adventurous.
3. stylish and have a good sense of color and design.
4. eco-friendly and care about the environment.
d. When you think about the future, are you
interested in…
1 getting to know about tech-advancements?
2. traveling the world?
3. being the creator of new trends?
4. being an environmental activist?
6. Complete. Then listen and check.
Results
4 +You’re a .You’ll probably be interested
in working as a marine biolog or an ecolog .
3+You’re a .You’ll enjoy working as a
media communicat or a fashion design .
2+You’re a .You’ll probably love to be a
manag or a political lead .
1+You’re a . You’ll be successful as a
computer programm or a web special .
Grammar Strategy
Pay attention to the principal verb
to identify the combinations.
7. Complete the questions and answers.
A: What does she enjoy (a) in her free time?
B: She is interested in (b) to all kinds of music.
A: Does she like (c), too?
B: Of course, she loves samba!
Take this test and discover what occupation suits you best.
Vocabulary Strategy
-or and -er to transform verbs into nouns,
and -ist to change nouns or adjectives into nouns.
• Write some sentences about a person you admire.
• Get in groups and talk about your persons to discover things in common.
Project Stage 1
E.g. Our fathers love to watch sports onTV.
enjoy
nature lover
ist ist
Grammar and Vocabulary
11
Answers may vary.
Answers may vary.
like
like
traveling
being
trend-setter
or er
go-getter
er er
tech-head
er ist
doing
listening
to dance
29

1. Listen, read and correct the false statements. Then complete the grammar chart below.
2. Fill in the blanks with the correct verb form. Use the verb in parentheses.
Lesson 2
GreatPeopleInspiringTeens!
Anne:That was an excellent match!
Bill: Thanks, our team needed to win.
Anne: Congratulations! Keep working
hard and you’ll probably be the best.
By the way, do you plan to become
a pro soccer player when you
studying?
Bill: Yes, I want to play for the best
teams in the world.You know, just like
Messi. And what would you like to be?
Anne:Well, I want to take drama
classes next semester.
Bill: Drama? But you just began
taking martial arts!
Anne: Yeah, I know. But just like
Noah Ringer, the actor inAvatar,
I’m into acting. Maybe I’ll be a great
taekwondo actress!
Bill:Taekwondo actress? I won’t miss
any of your movies.
Anne: I’ve decided to take up
taekwondo and continue doing
drama.
Bill:Well, then go for it!
a. Bill’s team lost the game.
b. Anne enjoyed watching the game.
c. Bill inspires Messi to be a great soccer player.
d. Bill will probably be a pro soccer player.
e. Anne is going to take taekwondo classes.
Bill’s team won the game.
Key Expressions
Go for it:You can do it
Noah Ringer is the actor who plays the
leading role of Aang in the movie The Last
Airbender. He began
(a. practice) taekwondo when he was 10.
At the age of 12, he obtained his black belt.
Noah kept (b. train) and
(c. learn).The following year
he won theTexas StateTaekwondo Championship.
He became an actor because of his great
resemblance to the character of the television
series Avatar, and, of course, for his excellent
taekwondo skills. For the future he would like
(d. teach) taekwondo to
other kids and teens, but for sure he’s
going (e. continue)
(f. act) in many
more movies.
Good luck, Noah!
f
Reflect on Grammar
Ways to express future Ways to express desire, necessity and decision
• I’ a great taekwondo actress!
• You be the best.
• Do you to become a pro soccer player?
• Our team needed to win
• I
• I to take up taekwondo and continue doing
Use after these verbs. Use after these verbs.
He keeps practicing sports.
He enjoyed taking sports classes.
He’ll studying soon.
Notice:
I’ll start practicing chess.
begin to practice
continue
I wanted
She planned to be an actress.
You would like
She is going
´ll be
practicing
acting
12
t
f
t
f
Messi inspires Bill to be a great soccer player.
Anne is going to take drama classes.
´ll probably
plan
want
´m going
gerunds
training
learning
to teach
to continue
30

Lesson 2
Planning
This lesson will
enable learners
to talk about
inspirational
people and
describe important
events in their
lives.
Talks about goals,
experiences and
lifestyles.
Describes
important events
in the life of
people.
Vocabulary
Verbs related to processes: become, begin,
keep
Structures
Verb Patterns: enjoy, like, love
interested in + verb in -ing form, in the past,
present and future tenses.
Identifying different
verb combinations in
different tenses
Looking at pictures and
identifying topics to
activate background
knowledge
Have students talk about the future occupations of people
competition for students to say the correct occupation.
Have them add any interesting information about their lives.
Monitor the use of the past tense as this is important when
mentioning achievements, obstacles, etc.
1. Listen, read and correct the false statements.
Invite students to look at the picture and establish the topic
of the conversation. Ask: Who are the people? Is it a formal
conversation? Where are they? Have them listen to the
conversation with books closed. After students listen to the
conversation, guide students’ comprehension with these
questions:
does he/she admire?What classes is the girl taking?Why? Play
the audio again and have them listen and read. Have them
pay attention to the verb combinations in the conversation.
or ideas. Then have students identify which sentences
are true or false, and correct the false ones. Call students’
attention to the Key Expressions box. Have them tell you a
situation in which they could use this expression. Model an
example:
Have students practice repeating the conversation with a
partner. Encourage students to imitate correct intonation
and linking, and to support the verbal discourse with the
correct body language. Encourage peer correction by calling
on some pairs to give feedback. You can also ask them to
create a new dialog based on the exercise for them to use
the Key Expressions.
are there to express a future activity? Have them identify the
do you express necessity, desire and decision?
Ask students to look for the verbs in the conversation or write
them on the board: , , need and decided. Call
on volunteers to complete the sentences from the box. Ask:
What combination do these verbs use?
Continue with the gerund group. Have students identify the
principal verb combinations.
EXTRA IDEAS
As a strategy, use a Venn diagram to help students visualize
thecombinationcases.Encouragethemtousethemethodto
Have them organize the verbs in the diagram.
PRACTICE
2. Fill in the blanks with the correct patterns.
Use the verb in parentheses.
Invite students to test their knowledge of verb combinations
by completing this exercise. Call students’ attention to the
pictures. Ask some questions to introduce the topic: Who
has seen the movie “Avatar,The LastAirbender” or the series in
(before the parentheses) when completing the paragraph.
answers in pairs.
1231

3. Answer the questions and compare with a
partner. Then complete the grammar chart
below.
Direct students’ attention to the pictures and the web
page. Then have them notice the Listening Strategy and
describe the pictures. Challenge students to say anything
they know about Lionel Messi. Ask: What’s happening in this
picture? What’s Messi receiving? Then have them answer the
questions and compare with a partner. Challenge students
to support their answers. Ask some further questions: What
about your favorite athletes or celebrities? If you want to, you
can play the audio for students to listen to the questionnaire.
and use some of the questions in the trivia quiz to have
students notice how questions are formed. Invite them to
Elicit
examples. Have a volunteer tell you what auxiliaries are used
inthetriviaquestions.Askthesequestionstoguidestudents’
discovery: In the questions “ and “When
verb indicate? Finally, students complete the sentences in
“who questions” and tell students “who questions” do not
have an auxiliary verb if the answer is the subject. If the
answer is not the subject and refers to a complement, they
must use the auxiliary. Illustrate this information with these
examples:
Who inspired him?
EXTRA IDEAS
Have a competition. Divide the class into two groups. Invite
them to read the trivia questions and answer quickly. Call
a volunteer from each group to call out the answers. The
for winning.
PRACTICE
4. Unscramble. Then listen, check the questions
and tick the correct answers.
Tell students they’re going to listen to an interview with
Messi. Call their attention to the Listening Strategy: listen
students that the answer is the clue to know for sure what
the question is. Invite students to put the words in the
correct sequence. Then invite students to listen to check
their questions. Finally, ask students to compare answers
with a partner.
Pronunciation
theirpartnerwithinterestingquestionsaboutachievements,
obstacles, goals, desires and needs. Help the students by
writing some model questions they can use: What are your
high school studies? Where do you plan to study? Where did
Finally, play the audio
for students to practice reduction and contractions.
EXTRA IDEAS
Write some questions on the board and focus students’
attention on the pronunciation of contractions, reductions
pronunciation as they carry out the interview.
inspirational person and the aspects of his/her life they want
to talk about. At this stage, students should concentrate on
choosing an inspirational person. All people in the group
presenttheirpersonandthentheyhavetoagreeonselecting
only one of them and the aspects they consider important to
elaborate on.
Write questions about this person and assign students to
investigate the answers to those questions.
guide them into elaborating the necessary questions to
be answered by their investigation. Write some examples
on the board. Aspect: Achievements: What is (are) the
person’s most important achievement(s)? Aspect: Childhood
momentsinthosedays?
providing help which the construction of questions. Assign
using reliable sources of information.
EXTRA IDEAS
This project gives teachers an interesting opportunity to
information.
1332

4. Unscramble. Then listen, check the
questions and tick the correct answers.
• In groups, select an inspirational person and the
aspects of his/her life you want to talk about.
• Write questions about this person and assign
responsibilities to investigate the answers to those
questions.
Project Stage 2
E.g. Who inspired Justin Bieber to…?
3. Answer the questions and compare with a partner. Then complete the grammar chart below.
You think you know a lot about
your favorite soccer star?
Answer these questions.
1. What’s Messi’s full name?
a. Leonardo Messi
b. Lionel Andres Messi
c. Lionel Nicolas Messi
2. Where was he born?
a. Buenos Aires
b. Mendoza
c. Rosario
3. How old was Messi when he
began to play professionally?
a. 12
b. 17
c. 16
4. What is Messi’s position?
a. defender
b. forward
c.
Reflect on Grammar
How old Messi when he began to play professionally? you plan to become
you going to do after that?
Notice “Who” questions do not have an auxiliary verb, e.g. Who inspired you?
a. inspired / who / to become / you / a soccer player?
1. My father
2. My mother
3. My grandmother
b. do / what / in the future / plan / you / to / do ?
1 Keep playing and traveling around the world.
2. Keep playing and helping sick children through
UNICEF.
3. Become a soccer coach.
c. an important obstacle / be / what / you / had / to face?
1. My family was very poor.
2.
3. I was not fast enough at the beginning.
d. be / your / most / what / achievement / important?
1.
2. Obtaining a gold medal at the Beijing 2008
Olympics.
3. The Under 20 SoccerWorld Cup.
Pronunciation
Some sounds are shortened with reductions:
I’m going to / gona / be a pro-soccer player.
Some other sounds are shortened with
contractions:
I’ll / ail / be a taekwondo actress.
I’d / aid / like to become a scientist.
Listening
Strategy
Before listening,
get familiar with
the topic and
type of activity.
Listening Strategy
was
Who inspired you to become a soccer player?
1.
13
Do
are
What do you plan to do in the future?
What is an important obstacle you had to face?
What is your most important achievement?
33

Lesson 3
1. Read the text quickly to answer the
following questions.
What type of text is this?
a. a blog
b. a wiki
c. an article in a magazine
What’s the topic of the text?
a. The Facebook community
b. Social networks
c. The creator of Facebook
TheCreatorandHisCreation
Reading Strategy
To get familiar with the topic of a text, take a
quick look at the vocabulary it contains.
2. Look at the text below and look for the words in bold type corresponding to these definitions.
a. to give people control over a situation 1.
b. a set of computers connected to each other to share information 2.
c. people with the same occupation or work as you 3.
d. to get unauthorized access to manipulate information 4.
e. a computer system through which programs run 5.
3. Read the text below and identify the heading for each section of the contents.
Contents
Achievements
Future goals
Origins
Obstacles and
controversy
Mission
Achievements 1
In 2004, Mark Zuckerberg surprised the world
when he and other colleagues co-built one of
the most recognized and used social networks
of today. 3 years later Facebook was chosen
by most media experts as “the website of the
decade” with more than 500 million users all
around the world.
2
Mark was born on May 14, 1984, in Dobbs
Ferry, NewYork. At an early age, he created
Synapse Media Player, an early operative
system version of an Mp3 and an instant
messaging application for his father’s business.
He even designed computer games for his
friends.When Mark was at Harvard, he
developed a university social network based
the university.
3
In a short time, Mark opened his own
company and became very rich, successful
and famous. But it wasn’t easy. At the
beginning, Harvard University accused him of
violating individual privacy and hacking their
internal system.
4
Behind Facebook’s tech essence there is a
social phenomenon that has revolutionized
people’s lives. Mark sees his company as the
platform to empower people to share openly
and communicate online in rich and varied
ways.
Reading
Strategy
Read quickly
looking for words
each paragraph.
empower
14
network
colleagues
hacking
operative system
Origins
Obstacles and controversy
Mission
34

Lesson 3
Planning
learners to use clues
in the context in order
to improve reading
comprehension.
Skims through a text
to determine its topic.
Scans for specific
details in a reading.
Writes aWiki entry.
Vocabulary
Time expressions and adverbs to
sequence the stages of a person’s
life: at an early age, some time
later, recently, etc.
Associating words and
expressions with a
particular context
Skimming and scanning
Invite students to associate the word Facebook with as many
reward the winning pair.
Pre-Reading
1. Read the text quickly to answer the following
questions.
Invite students to preview the text by looking at the layout,
remind them of the advantages of
activating previous knowledge and getting prepared to
read. Make sure they understand that knowing the topic of
a text is a very important way of getting prepared to read.
Have students answer and justify.Ask these questions about
Facebook:
Invite students to tell you about famous wikis they use as
references. Clarify the characteristics of wikis. Make sure
students understand that wikis are texts supported by clear
references and evidence that anybody can write on the Net.
A wiki is also understood as a website whose pages can be
edited by multiple volunteers: they can create, modify or
erase a text that is being shared.
Then go to the question regarding the topic of the text.
Make sure students notice the repetition the name of Mark
Zuckerberg, Facebook’s creator. Make sure they understand
option A is not correct as it refers more to the community
that makes up Facebook than to its creator, and that option
So, by eliminating incorrect options, we arrive at the right
one, option C, which coincides with the repetition of and
constant reference to Mark Zuckerberg.
2. Look at the text below and match the words in
bold type corresponding to these definitions.
Direct students’ attention to the text. Have them look over
it quickly to locate the words in red. Challenge students to
identify the kind of words they are. Explain that looking
at vocabulary is another way of getting familiar with the
topic of a text (readers do not necessarily read for detailed
ideas right away).
sense relationship of synonymy.
While-Reading
3. Read the text below and identify the heading for
each section of the contents.
Invite students to give the text a second reading but this
time they should try to understand the gist (that is, the
general idea) of each paragraph or section so that they can
label each section with the correct heading.
Have students associate the heading with some of the most
important words in each paragraph. Challenge students
to do the exercise quickly without asking for further
meanings (other than those they already worked on) or
checking dictionaries.
“Achievements”, is an example for them to follow.
1435

4. Read again more carefully and answer the
questions.
practice makes
perfect.
each time.Tell them that in order to apply this strategy, they
Help them become aware of how the
previous stages in reading help them get prepared for the
following ones, in which they will have to deal with meaning
know what to focus their attention on and invite students
to read silently and thoroughly all the text to answer the
questions.
Post-Reading
5. Read again and decide where to put these
sentences (1, 2, 3, 4, 5).
Explain that context
clues are words or expressions that are found before or
antonyms, and association restatements (paraphrasing).
similarity, examples, etc., so students can identify context
clues necessary to put the sentence in the correct space.
about achievements, so a good example is:
. The sentence that should
go in this section of the wiki should give another example of
an achievement, that is:
magazine chose Mark as the person of the year.After students
the context clues that helped them guess meaning.You can
ask: What are the context clues that helped you determine the
correct position?
Pre-Writing
6. Read and choose the correct expression.
Call students’ attention to the Writing Strategy. Explain
a person’s life, they need to use expressions that signal or
indicate the chronological sequence of those ideas. These
expressions not only show the sequence but also help make
connections. Have a volunteer read the examples and clarify
the use of the expressions if necessary. Invite students to
choose the correct expression in each sentence. Ask a few
questions to evaluate students’ comprehension: What
MySpace?
While-Writing
7. Write a paragraph about a website or social
network you use. Explain past, present and
future interests, motivations, obstacles and joys
using it.
As a pre-writing strategy, invite students to do some free
writing.Tell them they should write whatever comes to their
minds as a way to produce ideas. Then have them organize
those ideas and evaluate their sequence and relevance.Then
main aspects to deal with (motivations, interests, obstacles,
joys) and elicit some ideas they can be related to.
students of the use the expressions to sequence those
experiences.After planning, have them write in pairs so that
each student helps another. Finally, have students exchange
their paragraphs for peer correction. Then invite them to
display their work on a bulletin board so that other students
can read the texts.
Organize chronologically the information about the
person you chose.
Have students get in groups, organize, summarize and write
the information in their own words. Encourage students
to use the expressions in the Writing Strategy so that they
organize the information chronologically.
Create a visual presentation for this information.
magazines, or ask students to bring their own materials.
Have students create a collage to use as a visual aid. Tell
students to use only visual aids and to keep the text to a
minimum so that they get help from the pictures and avoid
reading everything. Encourage students to prepare the
presentation.
1536

7. Write a paragraph about a website or social network you use.
Explain past, present and future interests, motivations, obstacles
or joys using it.
• Organize chronologically the information about the person you chose.
• Create a visual presentation for this information.
Project Stage 3
E.g. At an early age, Justin Bieber began
to play the piano. In the year…
4. Read again more carefully and answer the questions.
5
Facebook’s creator is now focused on the future of Facebook. He and his team of collaborators are interested in
improving the social experience of users by giving them more and better options to interact over the net.
Reading Strategy
Use context clues to discover
what comes after or before
these sentences.
5. Read again and decide in which paragraph to put these sentences.
This means that in the years to come the way people search for
Quickly, it worked so well that Mark decided to drop out of the university
to dedicate himself completely to the development of his company.
Recently, in 2010 the famousTime magazine chose Mark as Person of the
Year.
More recently Mark had to face hard critics on privacy issues and the
policies of his company.
6. Read and choose the correct expression.
In a short time / Soon / Currently the social network I use is Facebook.
I enjoy facebooking. Before / When / At the beginning I have free time, I see
pics of my friends and write quick messages on their walls and, of course, I
play games. Two years ago / In the years to come / Now, my favorite social
network was My Space because all my friends had their accounts there. At
an early age / Recently / When I started to have problems logging in and I
got bored. So I signed up withTwitter but I don’t use it much. I think I’ll keep
facebooking!
a. What did Mark do at an early age?
b. What happened in the year 2004?
c. What did Mark do when he was at Harvard?
d. What happened in the year 2007?
e. What will happen to Facebook in the future?
Writing Strategy
Use these expressions to attach
ideas smoothly and to signpost
the chronological sequence of
events.
At an early age, Mark showed
great talent for computers.
In the year 2007, Facebook
became the leading social
network.
He created Synapse Media Player.
Reading and Writing
5
15
future goals
Facebook was chosen the website of the decade.
Zuckerberg created Facebook.
He developed a university social network.
It will be improved.
2
1
3
Answers may vary.
37

Lesson 4
IHavetheKnack!
Reflect on Values
I have role models that nourish my life.
I choose the people I admire.
I respect my friends the way they are.
Gap Activity
Student A goes to page 87.
1. Complete with the expressions below by listening to the dialogs.
Word Bank
• do it for kicks
• Facebook
• live wire
• have the knack
• worlds apart
2. Match these idioms with their meanings.
a. to be worlds apart
b. to facebook
c. to do something for kicks
d. to be a live wire
e. to have the knack
1. to do something for excitement or fun
2. to have a talent to do things easily
3. to be an energetic and enthusiastic person
4. to post something on Facebook
5.
3. Complete with information about you.
4. Share with a partner.
Speaking Strategy
Use “I mean” to clarify your ideas.
Conversation 1
Bonny: Look at this picture I took!
Alan: It’s great! I mean,
(a).Why
don’t you (b) it?
Bonny: No, it’s not really good.
Alan: Come on! It’s great. Just
(c). Everybody
is going to enjoy it.
Bonny: All right!
Conversation 2
Ted: Let’s invite the new guy to
be part of our team. He’s a real
(d).
Lynn: What do you mean?
Ted: I mean he’s enthusiastic and very
energetic.
Lynn:Yeah, but we don’t have anything in
common.We’re (e).
Ted: Come on, give him a chance.
• Things I like to do for kicks
• People I know that are live wires
• Things I or friends do when facebooking
• People I know that are worlds apart
Reason
Reason
Reason
Reason
Speaking Strategy
Integrate idiomatic expressions into
your daily communication.
What do you like
to do for kicks?
Do you know anyone
who’s a live wire?
worlds apart
c
16
you have the knack
facebook
do it for kicks
live wire
e
d
b
a
Answers may vary.
Answers may vary.
38

Lesson 4
IHavetheKnack!
Planning
This lesson will enable learners
to communicate using idioms,
to exchange information in gap
activities and to give a formal
presentation.
Uses idiomatic
expressions
to describe
people.
Vocabulary
to do something for kicks.
to facebook
to have the knack
Using I mean to
rephrase what he/she
have said
from each group runs to the board to write an idiomatic
to come up with as many expressions as they can. Then
challenge them to explain those expressions or mention
concrete situations in which they would use those idioms.
PRESENTATION
1. Complete with the expressions below by
listening to the dialogs.
Ask students to explore the pictures in order to understand
some predicting or guessing just for fun.Then play the audio
andhavestudentschecktheiranswers.Atthispointstudents
should not be given any translations. They’re getting
acquainted with the expressions in context. They should be
encouraged to interpret the meaning of the expressions.
PRACTICE
2. Match these idioms with their meanings.
practice explaining them by using the expression presented
in the Speaking Strategy: I mean. You might like to model
the strategy so students see how to deal with situations in
which they have to explain.
EXTRA IDEAS
Write this conversation on the board and model an example
with a volunteer. Encourage students to personalize the
idiomatic expressions by using real and meaningful contexts.
A: I am going to be a pro soccer player one day. I have the
knack.
B:The knack?What do you mean?
A: I mean, I have a talent for soccer.
B: Oh, I get it!Yes, you do.
APPLICATION
3. Complete with information about you.
They should not only read but also explain their answers.
Challenge them to report interesting information at the end
of the exercise.
4. Share with a partner.
Have students role-play short dialogs, like those of the
conversations containing the idioms focused on in the
lesson.
Invite students to explore the idea of role models, respect
and personal decisions. Have them name people who could
them check the grids and invite volunteers to explain their
answers.
Gap Activity
Tell students to get in pairs and assign roles for each student.
Explain to students that each person has a part of the
information.They share it by being asked the corresponding
questions.
1639

questions honestly. Clarify ideas by telling students to talk
about the positive things of people at school.Then compare
their answers with the options in the book:
Engage students in deciding what’s the most and the least
important aspect (clothes, achievements, etc.).
Ask students to work individually and think of the positive
how they can be inspiring for him/her.
According to your experience, identify and rank
Have them practice some debating skills by asking: Who’s
learned those things.
in a journal, learning blog or forum. Invite everyone to read
Invite students to read the paragraph out loud and practice
some diction and speed. Ask them to answer the questions
labeling
vs. the fact of being unique as human beings.
Assignsometimeforstudentstoorganizetheirpresentations.
importance of signposting. Explain that people signpost
when they want to set out the stages of a presentation
and orient the listener’s attention. Walk around the room
look all people in the eyes and stand up straight. Have them
rehearse how they will use their visual prompts correctly.
Share Your Project
1740

• Give a basic introduction of the person you chose and
his / her personality.
•
• Explain clearly why you chose that person as someone
who inspires you.
• Give biographical information to illustrate those
aspects.
ShareYourProject
Useful Expressions
• To Introduce the group: Good morning, this is my
• To introduce the topic: We’re going to talk
• To list one of the many qualities of the person:We
• To give reasons: He’s ourVIP (very inspiring
a.
• their looks • their talents • their achievements
• their personalities • their clothes • other:
b.
working in groups.
the leader the joker the rebel
the brainy one the eco-friendly person other:
c.
to accept my partners just as they are to help my partners
to look for creative ways to solve problems to take the initiative
to share ideas
d. Evaluate your process.
• I contributed interesting and relevant information.
• I had a positive attitude about the activity.
Understanding personality and people’s preferences
Psychologists, teachers, researches, marketers, etc. use
tech-
heads, rebels, nature lovers, etc.These descriptors are
used for example to target a product (a book or piece of
world. Unfortunately, sometimes people label others to
place them in boxes and limit their growth. For instance,
when a characteristic of an individual is over-generalized
and projected into a group, e.g. “all tech-heads are
addicted to the net.” In short, even when individuals are
• What’s the reason that people are labeled?
• Why do you think labeling limits people’s growth?
• Why do people pay attention to the lives of others?
Real Communication
2. Read and answer.
17
Answers may vary.
Answers may vary.
41

1. One day, Gina discovered her passion was music!
She loves listening to music and going to concerts.
Comic
BecomingYourDream!
2. In class Gina daydreams too much.
3.
I need to look
trendy!
4.When she arrived at the club, the audition
was already over.They found someone else.
5. Gina’s dream is over…
6. But Gina’s not alone. She still needs another opportunity.
7. Gina starts to practice
and practice…
8. Finally, she’s going to
be a great singer!
You need to achieve your dreams by
working hard.That’s what really counts!
I want to become
a great singer!
Look!TheTrendy Rockers
are looking for a guitar player.
This is my
opportunity!
Listen and read.
1842

Comic
BecomingYourDream!
Listen and Read.
Pre-Reading (books closed) sed)
Call students’ attention to the title of the comic. Write it on
the board and invite them to make some predictions.
While-Reading
Have students open their books and read the comic silently
Have them look at the pictures carefully so that they can
understandbetter.Encouragestudentstoreadthecomplete
story without stopping to look up new words. Ask them
to highlight words they don’t understand. Tell them you’ll
discuss them the second time they read the story.
Post-reading
Have students answer these comprehension questions:
What’s Gina’s passion? What does she enjoy doing? What
happens at school? Why is she trying on clothes? What
a rocker?
EXTRA IDEAS
Invite students to tell the story with books closed. Have them
role-play the story and add more information. To make it
into a play, have them create a complete script by doing the
following dynamics:
Drawthisdiagramontheboardandselectacoupleofstronger
students to be the narrators of the story. Divide the class into
groups and assign each group a
in charge of creating questions that help clarify the ideas the
narrators have. Ask narrators to add more ideas to the story.
ideas by asking logical questions: e.g.
Who group: Who became famous?Who helped her?
What group: What did she do exactly? What happened after
that?
Where group: Where did she go?
How group:
Why group: Why did she become famous?
Invite all students to make notes and at the end put together
the story by inviting everyone to re-tell it using the notes they
made.
Who?
Why? What?
How? Where?
Tellers
1843

Quiz Time
Before the test
strategies they know of to complete a test like this one.
predict information and use background knowledge.
Encourage them to do it on their own.
This exercise helps you assess students’ understanding of
conversations about styles, preferences and future plans.
Challenge stronger students to get extra information from
the conversations.
This exercise helps you assess vocabulary and the uses of
choosing one.
combination.
This exercise helps you assess verb patterns with the gerund
4. Complete the questions with the correct
auxiliary verb. Match them with the questions.
This exercise helps you assess the use of auxiliaries in the
present, past and future.Tell students to read the questions
and the answers fully so they get a better idea of the kind
of auxiliaries they need. Should students use their preferred
approach for this exercise. First, they can either complete
the questions or match them with the answers.
Have students read the Self-Evaluation chart. Tell them to
complete it and share the answers with their classmates.
Invite students to illustrate each of the descriptors with
examples.
To help weak students and challenge the stronger ones, you
might like to have the stronger ones explain the topics to
their classmates.
Glossary
skills. Invite students to go over the words identifying the
over the pronunciation and add some interesting examples
or elicit examples from students.
Divide the class into two groups, say a word out loud from
where it was used. Then invite the students from the same
group to say the kind of word it is or the corresponding
synonym.
time. Have them close their books, and challenge them to
to think of the corresponding word.
to create a story. When they’re ready, they tell the story out
loud in front of the class, but instead of saying the word,
they pause or make a funny noise. The other students have
to say the missing word.
Play Dictionary
to guess.
EXTRA IDEAS
You might like to have students create their own glossaries
based on their interests and the new vocabulary that
appeared in their presentations and project. Have them use
the glossary of the book as a model. Invite students to do the
1944

Quiz Time
Self-Evaluation
a. Mike is really
. He
dances and sings
beautifully.
1. artistic
2. brainy
3. stylish
b. At an early age, Natalie
showed her energetic
personality. She’s a real
.
1. eco-friendly
teen
2. stylish girl
3. live wire
c. Go-getters tend to be
.They love
to compete and win.
1. competition
2. competing
3. competitive
d. teens
are very committed
to animal and
conservation causes.
They always help
animals in need.
1. Trend-setters
2. Eco-friendly
3. Brainy
combination.
Kevin Joe Nick
a. He enjoys wearing trendy clothes.
b. He likes nature and loves being outdoors.
c. He’s a tech-head.
d. He will write a book about his life.
e. He’ll go solo or create his own band.
f. He’ll travel around the world.
What’s my brother like? Well, for one thing,
he’s extravagant and the typical rebel. Rebels
(a. be) freedom lovers. He likes
(b. look) different. He’s very smart,
though. He’s interested in (c. know)
all the different views, but he enjoys
(d. create) controversy. Recently he decided
(e. be) more relaxed and friendly.
He plans (f. study) ecology at
the university. My parents think he’ll
(g. become) a great professional.
4. Complete the questions with the correct auxiliary verb. Then, match with the questions.
1. I was 8 years old.
2.
online.
3. I’m interested in learning languages.
4. Well, for one thing, I love animals.
5. I will keep studying drawing. It’s my thing.
a. What you enjoy doing?
b. How old you when you began to
pratice taekwondo?
c. What you do next year?
d. What you interested in learning?
e. Why you decide to become a vet?
are
do
19
artistic
live wire
competitive
Eco-friendly
look
knowing
creating
to be
to study
become
were
will
are
did
b
a
d
e
c
45

Glossary
A – E
achieve: v. to obtain the desired
We
achieved our goals easily.
app: n. short for application program.
Visit the website for more information
on new apps for cell phones.
become: v. to turn or develop into
First she was an
assistant, then she became the boss.
cause: n. a reason for adopting a
particular position and attitude that
you feel is worth supporting.
challenge: n.
skill or knowledge in an interesting
way.
character: n. a person in the narrative
of a book, play or movie.
coach: n. a person who trains others.
A trainer. Most soccer players become
coaches.
committed: adj. a person engaged in
a cause and willing to support it (syn.
competitive: adj. a characteristics
of people who enjoy competition or
regard it as a very important aspect.
defender: n. the player who prevents
the opposition from scoring while
playing near a goal.
For one thing:
possibilities.
Go for it: you can do it.
To be a live wire: to be an
energetic and enthusiastic person.
To be worlds apart: to have
interests.
To do it for kicks: to do something
for excitement or fun.
To facebook: to post something
on Facebook.
To have the knack: to have
the talent to do things easily.
F – N
forward: n. a player who attacks in
search of scoring goals.
goal1
: n. an objective you hope to
goal2
: n. the space between the two
posts where the ball should score (in
hormone: n. a chemical substance
produced by glands in the body to
help in processes such as growth or
metabolism.
interactive: adj. to have the ability to
make contact with others.
keep: v. to carry on / to continue doing
an action. Keep writing.
O –T
obstacle: n. something that makes
policies: n. the activities / regulations
of people who have the power in a
group or a company.
quit: v. to stop doing something, to
withdraw from participation. He quit
out of the university.
resemblance: n. similarity.
risk: n. a potencially dangerous or
successful: adj. having achieved
goals.
treatment: n. a set of actions and
medicine given to recover a patient’s
health.
trekking: n. an activity in which people
go on adventurous walks.
U – Z
wiki: n. a website with software
that allows many web pages to be
interlinked and gives people in general
the possibility to edit the entries.
2046

Unit 1
GlossaryActivities
1. Label the pictures.
2. Read the definitions in the box to find the corresponding words in the puzzle.
3. Classify the words above into nouns, adjectives and verbs.
NOUNS VERBS ADJECTIVES
4. Complete the sentences.
Leonel Messi plays as f d .
The c h gave the players clear instructions to win the match.
If you love outdoor activities and the mountains, you’ll enjoy t g .
He was a s l student. He got good grades in all subjects.
k p trying.
People who play sports are usually very c e .They love competition.
having achieved goals
to stop doing something
person engaged in a cause
person who enjoys competition
outdoor adventurous activity
person who attacks to score goals
to obtain a goal
person who defends in soccer
to carry on
to turn into something
able to establish contact
person who trains others
orwar
w p o i e q d t h k u d j f l
t g b o j v q e c c p l s o u
i u t k d y i w f r a n w r f
u p a j y b c t n e h o o w s
q c i o u s g o i z n o c a s
k j n y k g m g j t o d p r e
c q z b u i o i t u e m e d c
e v i t c a r e t n i p d r c
d c f t r e k k i n g h m l u
e f e m o c e b f t i p s o s
c o m m i t t e d e e m l a c
u b x g u y t k v e h o s g v
e p t k k e r e k v c m t f t
20
trekking coach goal defender
oac
rekkin
uccessfu
ee
ompetitiv
forward
trekking
defender
coach
quit
obtain
become
keep
successful
interactive
committed
competitive
47

ExperienceCulture!
UNIT
2
Listening
Comprehension
Can understand the
standard input on
familiar matters
in contexts such as
work, school and
leisure activities.
Identifies the final sounds of regular verbs in the
past and participles.
Identifies the principal ideas in short
conversations about learning experiences.
Identifies key words to get relevant details (days,
numbers, places).
Reading
Comprehension
associated with
familiar topics.
Previews the text by focusing on familiar words.
Identifies key ideas.
Works out meaning using context.
Oral
Interaction
Can deal with most
or in familiar
situations pertinent
to everyday life or of
personal interest.
Offers advice on simple learning matters.
Sustains a conversation about learning
experiences using simple vocabulary and some
fixed expressions.
Uses that is to explain or give more detailed
information.
Oral
Expression
Can narrate
experiences and
events giving
brief reasons and
explanations.
Expresses and connects his/her ideas in a
reasonably clear way when describing his/her or
someone else’s experiences.
Gives recommendations and advice to improve
people’s learning experiences.
Uses fixed expressions and appropriate body
language to convey feelings and meaning.
Written
Expression
Can produce simple,
connected texts on
topics which are
interest.
Gives reasons to support opinions.
Connects ideas using connectors of similarity
and contrast.
Writes a review following a set of steps.
2148

General Objective
You will be able to talk about your most
Communication Goals
•
•
•
Topics
•
•
•
Grammar
•
•
•
tense
• That is • To hit the books
• That’s awesome • To be a page turner
• To be in the same boat • To take a rain check
Project
ExperienceCulture!
UNIT
2
Discuss:
•
•
•
49

Lesson 1
WhatHaveYouDoneLately?
a. c. a e.
d. f. in ab. a
1. Look and complete. Use the Word Bank.
Word Bank
•
• attended
• been (2)
• studied
•
2. Complete the chart. Listen and check. Then complete the grammar chart.
3. Listen and match each
conversation with the
situations in exercise 1.
Conversation 1
Conversation 2
Conversation 3
Conversation 4
Reflect on Grammar
Present Perfect tense
I
You
Use the Present Perfect tense for:
a.
b.
REGULAR VERBS IRREGULAR VERBS
Present study take go be
Past form
Past
participle
4. Circle an option to make these sentences true for you.
a. I have haven’t b. I have haven’t been c. has hasn’t
been
Vocabulary Strategy
attended
taken up
traveled
traveled
took
taken
have
22
studied
been participated
supported studied went were was
supported studied gone been
c
d
a
b
have
has
been
Answers may vary.
50

Lesson 1
Planning
This lesson will
enable learners
to talk and ask
about learning
opportunities and
cultural literacy
experiences.
Asks and answers
questions about
experiences.
Describes the length of
experiences.
Recommends cultural
activities like reading and
going to museums.
Vocabulary
road, to study a foreign language, to take
up karate, to attend a workshop, to be a
member, to participate in a campaign
Expressions
that is, that’s awesome
Structures
past that continue in the present
Providing
additional
information
Identifying
patterns and
classifying words
Invite students to mime some of the activities they believe
to be important in their learning process. If students are
shy or cannot think of any activity, make a list of activities
to propose to some outgoing volunteers and encourage
outgoing students to set an example.
Possible list: play sports / read books / travel / talk to people /
go to museums / take pictures/ read the newspaper, etc.
PRESENTATION
1. Look and complete. Use the Word Bank.
Invite students to explore the text visually before doing
the exercise. Direct students’ attention by asking these
questions: Where are the people in the pictures? What are
they doing? Ask a volunteer to read the words in the Word
Bank and complete the sentences. Welcome questions
related to meaning. Examine the words in the Word Bank
and check students’ understanding. Ask students to read
the sentences carefully and complete them with one of the
words from the box.
2. Complete the chart. Listen and check. Then
Direct students’ attention to the chart. Point out the two
questions like:
Why do you think they are called “regular” and “irregular”
verbs? Have a volunteer read the Vocabulary Strategy and
invite students to complete the chart. Encourage them
to correct any mistakes while listening. Invite students
to practice pronunciation by listening to the audio and
repeating as many times as necessary.
EXTRA IDEAS
Elicit more present, past and participle forms and write the
list on the board. Make students organize them according
to similar sounds, similar patterns and verbs that do not
change their past and participle form. Encourage students
to discover the patterns themselves.
PRACTICE
3. Listen and match each conversation with the
situations in exercise 1.
that they are going to listen to four conversations related to
some of those images. Play the audio while students look
at the images. Then play the audio for the second time,
stopping after each conversation to give students time
to answer. Discuss the clues that helped them match the
conversations with the situations.
4. Circle an option to make these sentences true
for you.
Now that students identify the structure and the
circumstances involving them, invite students to examine
sentences which are true for themselves. Call volunteers to
complete the information.
EXTRA IDEAS
Ask students to read the sentences in exercise 4 and choose
one option to talk about themselves. Invite students to
pair up and share their answers with their partners and as
you walk around the classroom. Encourage students to ask
follow–up questions: What sport / hobby have you taken up?
Where have you traveled? Where has your mother studied
English? Finally, ask students to report their partner’s
information.
2251

5. Listen and fill in the blanks. Then complete the
grammar chart.
Invite students to look at the pictures below the
conversations. Challenge them to recognize the places
in the pictures. Then have them listen and complete the
Ask a few questions to check comprehension after the
exercise is done:
When did she go?
Invite students to go over the grammar chart. Have them
volunteers to explain their understanding of since and
information. In this section students will be challenged to
explain the use of these words by themselves but you should
guide them with these questions:
Key Expressions
Draw students’ attention to the Key Expressions box. Have
students tell you how this expression was used in the dialog.
Have them create a similar dialog using the Key Expression.
Model an example: I’m the best student in my class!
Congratulations. That’s awesome!
Promote its use by asking students to perform small
conversations in pairs where they might use the expression.
Encourage students to imitate correct intonation, linking
and to support the verbal discourse with the correct body
language.
Pronunciation
Guide students through the pronunciation of contractions
and the pronunciation of the reduced form of have. Repeat
with them several times until they pronounce properly.
Have students practice more by reading out loud the
around. Do individual and choral repetition.
6. Unscramble the sentences and complete with
your information.
Invite them to put into practice what they have just learned.
Tell them to put the questions in the correct sequence and
complete the answers with their own information. Remind
questions’ structure in these four conversations.
EXTRA IDEAS
Create more examples of scrambled questions and assign
one word per person in groups. Have them go to the front
and organize themselves according to the position of their
word in the sentences. Look at the time to see which group
7. Ask and answer the questions in exercise 6 with
a partner.
Invite students to create a role-play, elaborating on the
conversations in exercise 6. Invite some volunteers to
performinfrontoftheothersandencouragepeercorrection.
Remind students of the contractions and reductions of
the auxiliaries have and has. In addition, draw students’
attention to the Speaking Strategy and encourage its use.
Provide a personal example.Write on the board:
Explain to students the overall purpose of the project. They
should create and carry out a campaign to promote the
cultural learning of the students in their class or school. It
will be carried out in groups. Each group will be in charge of
begin to work, explore the concept of campaigns with the
students. Invite students to share their understanding and
they lack knowledge.
Give an example of a possible campaign.
Campaign: Healthy Eating Campaign
Purpose:
Methodology: investigate good and bad eating habits.
Actions: make people conscious of bad habits that are
present by creating posters, interviewing people, showing
movies or documentaries, asking people questions to make
Ask students to get into groups and list activities that
promote cultural understanding and learning. Provide
a model for students to elaborate on: going to concerts,
reading books, traveling
investigate if their classmates have had these experiences.
asking their classmates if they have done any of them. Based
on this information, students should start creating their
campaigns. Remind them to use the result of this activity in
the presentation. As a conclusion, invite groups to choose
an aspect or event they would like to promote, taking into
for them to follow:
2352

6. Unscramble the sentences and complete with your information.
5. Listen and fill in the blanks. Then complete the grammar chart.
Key Expressions
That’s awesome!
Pronunciation
Contraction of have and has
Reduction of have
How
7. Ask and answer the questions in exercise 6 with a partner.
Project Stage 1
Some students have
practiced martial arts.
•
•
A:
(a)
B: (b)
(c)
C: (d)
(e)
(f)
D: (g)
(h)
E:
F:
(i)
E: (j)
Speaking Strategy
How long
That is
Conversation 2
Al:
Sarah:
Al:
(a)
Sarah: (b)
Al: (c)
Sarah: (d)
Conversation 1
Ann:
Bob: (a) you taken
Ann: (b)
(c)
Bob: (d) (e) been in
(f)
(g)
Ann:
Reflect on Grammar
Questions
How
Use
Use
Use
Have
have ve since
Have have
How long
How long have you studied English?
23
haven’t
been
since
for
long
Has
has
hasn’t
Has has
she
she graduatedlong
for
since
Answers may vary.
Answers may vary.
How long have you been in your group?
Answers may vary.
How long has she been your friend?
53

Lesson 2
a. I Sophie’sWorld
b. ve
c.
d.
e.
anyone
f.
g.
1. Read, listen and complete.
Use the Word Bank.
Discover how culturally literate you are!
Name: Linda Diaz
Age
which one
Sophie’s World
Yes No
a.
b.
c.
d.
e.
f.
g.
Grammar
Strategy
Use yes/no
questions to
Reflect on Grammar
Present Perfect vs. Simple Past
Present Perfect
ve been
Simple Past
I went
is used
is used
Word Bank
• attend
•
• meet
• see
• be
3. Take the test with a partner.
read last year
ve practiced
haven’t met
took
many times
Have you read
Have you tried
24
Have you taken up
Have you seen
Have you met
Have you been
Have you attended
spinning
can’t remember
Metropolitan Museum
a concert
always eaten
just couple of times
yesterday afternoon
lately
a year ago
ve been many times
last month
Present Perfect tense
Simple Past tense
54

Lesson 2
Planning
This lesson will
enable learners
to give advice
about how
to improve
or achieve
cultural
literacy.
Talks about
goals, past
experiences
and lifestyles.
Describes
important
events in
people's
lives.
Vocabulary
attend, take up, participate, visit, meet, see.
That’s awesome!
Structures
to Present Perfect tense for actions in an
Providing additional
information
Using yes/no and wh-
questions
Identifying general and
specific information
Paying attention to key words
to identify relevant details
Previewing information
students they have to match the present and participle
forms of the verbs seen last class. Write a list of verbs for
your reference:
attended
Divide the class into two groups, make sure all books and
notebooks are closed and no one has a pen or pencil in their
hands.Then invite a member of a group to say two numbers.
Say out loud the answers for those numbers for everyone to
it’s the next group’s turn. Cross out the numbers that have
been found. Invite students to predict the forms of the verbs
before calling them out.
1. Read, listen and complete. Use the Word Bank.
Invite students to describe the kind of text it is. Have
them read the heading, look at the picture and ask some
preliminary questions:
(an online survey or questionnaire)
(website for teenagers,
educational website)
(cultural literacy and
learning experiences)
You might like to explore the concept of cultural literacy
and invite students to give their own ideas. You can add to
this by explaining that in order to understand and interact
in an adequate manner with people from another culture it
is important to have some knowledge of their values, beliefs
system and customs. When people do that, they tend to
develop cultural skills such as tolerance, respect, foreign
is acquired through many experiences such as reading,
learning languages, traveling, interacting with people and
being in contact with their cultural expressions (movies,
music, art, etc.). Invite students to name more ways to
improve cultural literacy.
EXTRA IDEAS
They can prepare a presentation about cultural literacy to
show in front of the class. They can even interview or invite
someone with that kind of experience and have a discussion
in class.
Then invite students to look at the questions and predict the
over theWord Bank and play the audio. Students should tick
the appropriate box. Tell students that they will listen again
and they should complete the information for questions
with a yes answer. Point out the Grammar Strategy and
invite students to be attentive to the details and the extra
information.
EXTRA IDEAS
Challenge students to come up with an appropriate wh-
question to replace the which one question, e.g. Sophie’s
World: What book has she read recently? You may prepare
the answers beforehand in an appealing way and play a
students.
2455

Explain to students they will listen to the audio again to
complete the sentences. Tell them they should be focusing
on the forms of the verbs, as well as the time expressions
and adverbs of frequency. Play the audio and give students
time to complete. Play the audio twice if necessary. Invite
the box. Provide time to complete and call volunteers to go
over the information. Invite students to give you a personal
example using the Present Perfect and Past Simple model:
Last year I went to San Felipe island. I’ve been there only one
time. Invite the whole class to evaluate the answers and
provide peer correction.
3. Match these comments to Linda’s answers in
exercise 2.
to Linda on how to improve her cultural literacy. Invite
students to explore the text: its title, picture captions, its
main purpose and where it can be found (recommendations
comments posted in a blog about the survey.) Invite students
and have them complete it. Remind students to refer to
the verbs and point out that some verbs are followed by a
can be followed by either of them. Provide time to complete
and call volunteers to go over the information. For a more
EXTRA IDEAS
Ask volunteers to read the excerpts aloud. Remember that
reading is a good opportunity to check pronunciation. Invite
Write some of the verbs on the board and encourage
students to recommend things depending on the problem.
Write some problems on the board:
4. Listen to a phone call to the Youth Cultural
Center and choose the corresponding poster.
questions: What’s this place? (a museum). Direct their
attention to the three posters and ask: What activities is it
(workshops, conferences and movies) After that,
explain to students they’re going to listen to the museum's
announcements about its activities for the month and invite
them to choose the right poster. Ask a volunteer to read
the Listening Strategy, then play the audio for students to
answers in pairs. Remind students that when they preview,
theycanfocustheirattentionandmakeconnectionsbetween
Guide them with questions such as:
This way they will know they need to focus on
numbers, days and certain activities.
5. Listen again and choose.
Help students previewing what kind of information they
establishing beforehand what words may complete
the sentences, as well as the most likely options for the
multiple choice section. Then play the audio once more
and invite then to complete and choose the correct option
for each activity. Tell students to concentrate on the target
information directing their attention just to numbers and
days, and the second time, to the activities. This way they
will not be overwhelmed by the detailed information.
In groups students will vote for an activity they wish to
explore in order to promote a campaign.
Once they’ve chosen the activity they must work in groups
to prepare a list of recommendations and reasons to
motivate students to get involved in that activity. Remind
them to use the grammar structures (verb combinations)
they learned in the lesson.They should now start identifying
campaign. They should think about a way to promote their
recommendations.
2556

a. Webhelper Monday 14th
b. Friendly surfer Tuesday 15th
c. Charisma Tuesday 15th
d. ArtMaster 678 Wednesday 16th
•
•
Campaign: Learn to enjoy
reading books.
Project Stage 2
these workshops,
conferences and classes.
• Reading workshop
• Conference Study Abroad
• Course Learning toWatch
Movies
these workshops,
Movies
these workshops,
Movies
4. Match these comments with Linda’s answers in exercise 2. Then complete the grammar chart.
Dare to be different!
5. Listen to a phone call to the Youth Cultural Center and choose the corresponding poster.
Activity Objectives
• learn to
a. b. c.
•
a. b. working abroad c. studying in a
Course
•
a. b. c.
Listening Strategy
a b c
Reflect on Grammar
GivingTips!
Followed by
gerunds
Followed by
Listening Strategy
Pay attention to key words to
to listen
consider
need
25
f
b
g
e
eating
dare
suggest learn
avoid be sure
practice
start
57

Lesson 3
1. Look at the texts below and label them.
I
Sophie’s World
Sophie’s World
Reading Strategy
Understanding Key Ideas
A.A.
T
also
Additionally
a.
b.
c.
d.
e.
2. Read these reviews and answer the questions below.
B.B.
Who am I?Where do I
come from? Where is God?
also
Reading Strategy
Stop and think.
What’s the author’s opinion about the web-site?
a.
b.
c.
Unlike MSAE
Stop and think.
What’s the book about?
a.
b.
c.
ReadingtoChoose
A book review
26
A web-site review
58

Lesson 3
ReadingtoChoose!
Planning
This lesson will
enable learners
to identify and
use key ideas
to enhance
comprehension.
Previews to determine the
topic of a text.
Considers the purpose of the
text to better understand key
ideas.
Writes a review of a product
or service.
Vocabulary
Connectors of similarity
and contrast: unlike, also
additionally
Identifying key ideas
Previewing reviews
Organizing ideas to
structure a review
Linking ideas with
connectors of similarity
and difference
Bring some of your favorite books and show them to the
class. Ask students to choose one book they would like to
read. Ask them to explain their choice. Then give a short
review of each of the books and ask students to choose
again. Did their opinion change? Elicit from them that
reviews give people information to help them choose.
Tell students that a review is text about someone's opinion
kinds of reviews. Invite them to name some typical reviews
that might be helpful for people to choose: a movie review, a
book review, a video game review, etc.
Pre-Reading
1. Look at the texts below and label them.
Explain that to preview a topic, students can look for familiar
words but also they should look at the pictures, the opening
lines of the text and any titles or subtitles.Tell students that
is each text is.
While-Reading
2. Read these reviews and answer the questions
below.
Invite students to read all the texts silently and thoroughly
and then to answer the questions below. Refer them to the
strategy and elicit their understanding of key ideas. Explain
to them that when they perform while-reading activities,
their concentration and comprehension increases due to the
fact that they have to achieve a set goal. Explain that key
ideas tell them what is really important in the text. Point out
that in order to decide what is important, they should have
about a review’s purpose.Ask:What do you think the purpose
(a
review’s purpose is to express an opinion about a service or
or drawbacks.)
Also explain that in paraphrasing, the same ideas are used,
to look for synonyms when looking for paraphrased ideas.
What’s the author’s opinion about the website?
Ask students what they think the author’s intention is.
What’s the book about?
While students check their answers ask them why they think
answers and ask them to support his / her reasons why.
2659

Post-Reading
Start a discussion on how important reviews are. Ask
students things like: What’s your opinion on reviews? Do you
(Facebook’s "I likes";
YouTube video ratings).
3. Complete the expressions to recommend items,
services and events.
Go over the Word Bank with the students. Remind students
to read the sentences before answering. Give them time to
do the exercise and then ask for volunteers to read out the
answers.
4. Follow the models in the reading and organize
these steps to write a review.
Ask for a volunteer to read the Writing Strategy. Invite
students to discuss how to write opinions clearly. Accept
their ideas and tell students that to write clearly, writers
should have a purpose and should know what result they
want to achieve. They also need a logical development of
their ideas.
a review according to the models read before.
5. Choose the correct connector.
not everything they need to write one. They also need to
know how to connect their ideas. Invite a volunteer to read
out loud the Writing Strategy about connecting similar and
contrasting ideas. Ask them to complete the paragraph
with the connectors in the box. To check answers, call on a
student to read out loud the paragraph to check the answers
and pronunciation.
6. Write a review of a product or service.
Ask students to think about a recent learning experience
they have had. Ask the following questions:
Then invite a volunteer to recommend it to their classmates.
Encourage the student to give the reasons why he/she would
like to recommend it. Invite students to do some free writing
to explain the reasons. Give students time to complete the
going to write the complete review about the item they like
and want to recommend.Write the following writing plan on
the board to guide students:
Thinkabouttheproductorserviceyouaregoingtorecommend.
List the reasons why you want to recommend it.
to support your ideas) and conclusion (make sure you conclude
your argument).
adequate connector.
for peer correction. Some of the best reviews can be posted
on a bulletin board.
planning the strategy they need to use to fully achieve
more as a group planning, organizing and rehearsing their
presentations.
2760

• •
•
Project Stage 3
3. Complete the expressions to recommend items, services and events.
a. I
b. I like to
c.
d. It also
A
MelodySummerCamp
Reading and Writing
C.C.
Stop and think.
What’s the author’s opinion of Melody Summer Camp?
a.
b.
c.
5. Choose the correct connector.
Word Bank
•
•
•
• interesting
4. Follow the models in the reading and organize these steps to write a
review.
Writing Strategy
.
6. Write a review of a product or service.
a.
b.
Writing Strategy
Use also and in addition
Use unlike
• also • additionally • unlike
27
A summer camp review
would recommend
interesting
contains
3
1
2
Unlike
also
Additionally
61

Lesson 4
InTheSameBoat
Reflect on Values
Always Sometimes
Gap Activity
1. 2. 3. 4.
a. b. c. d.
3. Read and complete the conversations with the correct idiom.
a. 1.
b. 2.
c. 3.
d. 4.
Conversation 1
A:
B: (a)
A:
A Brilliant Mind
B:
(b)
Conversation 2
A: The Chronicles of Narnia
B:
A: (c)
B:
C:
(d)
A:
c
to hit the books
28
3 4 2 1
d
b
a
take a rain check
a real page turner
in the same boat
Answers may vary.
Answers may vary.
62

Lesson 4
IntheSameBoat
Planning
to communicate using idioms,
to exchange information in
gap activities and to give a
formal presentation.
Uses
idiomatic
expressions
to talk about
experiences.
Idioms
to be in the same boat
to hit the books
to be a page turner
to take a rain check
identifying topics to activate
background knowledge
Associating words and expressions
with a particular context
Review previous idioms or some of your favorite idioms.
The group with most points will be the winner and will be
given a prize.
EXTRA IDEAS
(even acting could be accepted), opposites, the shortest/
PRESENTATION
Invite students to look at the pictures and describe each of
them. Then have them label the pictures. Have them check
their answers in pairs. Remind students that this is only the
literalmeaningandalthoughtheycanusethemasamemory
aid, they should know idioms have a special meaning.
Have students read the meanings. Then have students
came up with it. Before playing the audio, have them explain
their answers. Play the audio for them to check. Explain how
provide examples from the audio in which the context helps
to illustrate the meaning.
PRACTICE
3. Read and complete the conversations with the
correct idiom.
complete the conversations. Ask volunteers to role-play
the conversations. Encourage students to imitate correct
intonation, linking and to support the verbal discourse with
the correct body language.Correct any mistakes if necessary
and check pronunciation.
APPLICATION
Ask students to complete with their own information. Then
get them in groups to share information. Encourage the use
of follow-up questions during the session.
Invite students to explore the idea of using time adequately,
the importance of being open to learning new things and
creating new strategies and habits during any learning
end up postponing things and become procrastinators
respectable people who have achieved important goals
just by organizing their time and priorities (e.g. Bill Gates).
Have them create a poster where they highlight strategies
lives of others, or if there is not enough time, discuss in
groups. Finally, remind them that regardless of how brilliant
we are, anything can be achieved through determination,
organization and hard work.After this, have them check the
grids and invite volunteers to explain their answers.
Gap Activity
Tell students to get into pairs and assign roles for each
student. Explain to students that each person has one part of
the information.They have to share it by asking appropriate
questions. Tell students the activity has a part A and part B
so they can both do the questioning and answering. Invite
some pairs to perform their role plays in front of the class
and encourage them to expand and spontaneously build on
the conversation using the idioms and Key Expressions seen
in the unit.
2863

Students work individually to rank the activities. After they
them to discuss and complete honestly the second part of
the exercise regarding their group’s performance and work
in the campaign.
Invite them to draw some conclusions. Remind students
the importance of being objective in order to come up with
better projects in the future and develop better team work
skills, which are fundamental in society and when they
become adults and start their working life.
Invite students to read the paragraph out loud and practice
Answers
It is an organized activity to achieve a goal.
thinking and acting.
Answers may vary.
Ask a volunteer to read the Useful Expressions. Go over the
pronunciation of those phrases and encourage students
to use the appropriate body language. Walk around the
room providing help for students to get ready for their
presentations. Remind students to look at the audience and
not the teacher. Have them rehearse how to use their visual
prompts appropriately. At this point, they can rehearse by
presenting to the class the information they got from the
elaborate on some of the information by using that is and
the rest of the class to react by using that’s awesome if the
information is interesting.
Share Your Project
2964

•
•
•
•
Useful Expressions
• To introduce your campaign
• To express the purpose of the campaign
• To engage students into the activity your group is
promoting
• To give tips
Real Communication
ShareYourProject
C
a.
b.
c.
2. Read and answer.
29
Answers may vary.
Answers may vary.
Answers may vary.
65

Start
Complete.
How
YOU’RE
YOU’RE
Talk about it.
take be see
study and read
Correct this
sentence.
Answer. Ask a question.
Mention 5 Mention as
Make a question Organize this
sentence.
Create 2
sentences for
these time
expressions.
lately
Ask have you
ever questions to
dance
travel escape
cried learn travel
and practice
books you
Complete these
sentences.
I
I to
Complete these
sentences.
in
Talk about it.
1 2 3 4
9 8 7 6 5
10 11 12 13 14
19 17 17 16 15
20 21 22 23 24
1. Think about experiences you have had.
•
•
Game
Time to Play
30
have
long
studied
have been
went
for
participted
66

Game
TimetoPlay
Think about experiences you have had. Remind
students to think of common activities that teens
like them can have.
Provide some examples:
country?d)
paper. Next, collect all the questions and put them in plastic
bags. Divide the questions among the groups. Explain to
students that they will move around the board using a coin.
Students should complete each task on the square they land
on. Ifthey landon asurprisesquare,they haveto takea piece
of paper from the plastic bag and answer the question. If
Read the instructions with the students and answer any
doubts or questions. Walk around the classroom providing
help and encouraging students to talk as much as possible.
3067

Quiz Time
Before the test
proposed by the unit: to ask and answer questions about
experiences,describethelengthofexperiences,recommend
about experiences and activities. Remind students to do the
test individually and with a good attitude. Encourage them
to use all strategies they have learned and to apply them in
an independent way: before answering, look over the test,
look at pictures, look at the questions, predict information,
use background knowledge etc.
1. Listen and choose the right answer.
This exercise helps you assess the students’ listening
kinds of experiences and the length of those activities. Have
students go over the questions and options before you play
the audio.
2. Complete with the Simple Past tense or the
Present Perfect tense.
This exercise helps you assess the students’ understanding
the Simple Past tense. Ask students to write the verbs in
parenthesis in their correct form plus the corresponding
auxiliary if necessary.
3. Complete with since or for.
about past experiences…
4. Complete with the correct word or expression.
need to develop their communicative skills, that grammar
and vocabulary are also important components of
communicative competence.
Self- Evaluation
Have students read the self-evaluation chart. Allow some
time for students to check achievements and invite them to
provide examples to support their answers. Help students
recognize how well (very well, ok, a little) they have achieve
the objectives of the unit. Provide concrete advice on what
to do and refer them to the corresponding pages of the book
Tell them to complete it and share the answers with their
classmates. Invite students to demonstrate each of the
descriptors with examples. To help students and provide
with those things.
Glossary
Have students use the Glossary to develop dictionary
skills. Invite students to go over the words identifying the
information provided by the Glossary. You might like to go
synonym.
Invite students to go over the Glossary and study it for some
time. Have them close their books and challenge them to
Students use the pictures and the words from the Glossary
they should pause or make a funny noise.The other students
have to say the missing word.
Play Dictionary
to guess.
EXTRA IDEAS
3168

2. Complete with the Simple Past tense or the
Present Perfect tense.
All my life I (a. love) to travel.
When I (b. go) to New York in
2005, I (c. meet) wonderful
people and I (d. learn) a lot of
things. It was a great experience.
I’ve never (e. be) to Europe
but one day I’d like to go and travel by train
and visit interesting places like Paris and Rome.
I (f.hear) interesting things about
these cities. My best friend
(g. travel) with her family to Rome last summer and
she (h. take) some great pictures
of the Coliseum.
Self-Evaluation
Now I can... A Little
Quiz Time
a.
1.
2.
3.
b.
1.
2.
3.
c.
1.
2.
3.
d.
1.
2.
3.
4. Complete with the correct word or expression.
a. Learn
1. to take
2. taking
3. take
b. Gina suggested
1. to go
2. going
3. went
c.
1.
2.
3.
d. Elkin andTeresa are
1.
2.
3.
3. Complete. Use since or for.
A: (a)
B: (b)
A:
B: (c)
(d)
’ve loved
been
for
31
went
met
learnt / learned
’ve heard
traveled
took
since
since
for
to take
going
hit the books
in the same boat
69

review: n.
Movie reviews can help you
decide what to see.
schedule: n.
What’s on schedule?
survey: n.
take up: v.
I took up chess
last month.
U – Z
useful: adj.
The books contains useful
workshop: n.
I’m taking a workshop on art.
A – E
abroad: adv.
We’ve traveled abroad twice
this year.
attend: v.
He has attended all the
lectures at the conference.
campaign: n.
He’s organizing a
campaign.
custom: n. tradition and knowledge
The
movie shows traditional customs from
other countries.
enlighten: v.
This book will enlighten
the world of teens.
entertaining: adj.
It’s an entertaining website.
F – N
guidance: n.
This website provides guidance for
homework.
journey: n.
He took a journey to a
distant place.
knowledge: n. i
Reading will help you improve your
knowledge of the world.
leadership: n.
This course
develops leadership skills.
Louvre: n.
O –T
picky:adj.
He’s a picky eater.
recipe: n.
. I have a recipe
for preparing a great sauce.
Glossary
That is:
That’s awesome!
To be a real page turner: a great
To hit the books:
To be in the same boat: to be in
To take a rain check: to
3270

1. Find these words in the crossword puzzle.
Unit 2
GlossaryActivities
5. Use the matched words in exercise 2 to complete the following sentences.
I was sick yesterday. I couldn´t Did you tell the teacher?
I have a lot of free time. I think I am going to like basketball or tennis.
They are going to soon.They want to see the world.
For this job, you need . It’s important to take a leading role later.
What a .Write it down so you don’t forget.We can use it later.
f He enjoys going on a . He’s quite a traveler.
We are promoting a .We believe books are great teachers.
He’s a . He avoids eating vegetables and grains.
Sit down and watch. It’s an .
g d e k e m c a c m h k y l m
w q a g t l e a f k f a m g l
v b b o s a m y e n r u o j e
e v x g r p o p a j a c h a a
q n r i a b u n m j a v z v d
p x t i q e a i p d d h m k e
y i g e k u s e f u l l w d r
f n c a r k v c h r y d e d s
j x t k d t r n x k m f k n h
d t n n y b a p f y r i w e i
x h i l r t u i s x a i j t p
t j t x q l q g n x y k g t a
i h r v w d g e u i q d t a y
w l b o w i w a t x n u o r v
z i o v i m p o v a g g y y e
4. Write the numbers of the correct match next to each word.
Word Bank
abroad
attend
take up
leadership
entertaining
picky
journey
useful
campaign
travel
attend
take up
leadership
entertaining
picky
sea
useful
reading
meet
a sport
movie
class
campaign
idea
people
abroad
journey
eater
skills
3. Find the synonym.
instruct
amusing
expedition
counseling
2. Complete with an idiom and then match it
with the exercise above.
.
Basketball is a great sport.
Sorry I didn’t go to class, either. I think
we
.
Sorry, .
I have a lot of things to do. Maybe we
can do something next Friday.
Some books like Soul can be
.
32
That’s awesome!
are in the same boat
I’ll take a rain check
real page turners
enlighten
entertaining
journey
guidance
7
3
1
10
2
9
8
5
4
6
attend class
take up a sport
travel abroad
leadership skills
useful idea
sea journey
reading campaign
picky eater
entertaining movie
71

This test assesses students’ achievements at the level B1
of the Common European Framework of Reference for
including exercises to evaluate all competences (listening,
reading, speaking and writing). At the same time it provides
the opportunity to practice test taking strategies.
Listening
Listen to a short conversation twice. There are five
questions. For questions 1-5 check the correct
answer (A, B, C).
Tell students to preview the pictures before you play the
to listen out for the kind of information they will need.
Test Training A
their answers.
Strategy:
Speaking
Remind the students to use the information
provided.
While Student A prepares the questions, Student B should
plan complete answers. Allow sometime for both students
to get together and prepare the complete interaction.
Strategy: Supporting verbal discourse with body language.
3372

Reading
Complete the following report about frequent
accidents people are facing now. Choose the best
for each space. (12-16)
Clarify to students they have to complete using one of
the options. Invite them to preview the text and read it
completely before choosing the options. Direct students’
attention to read the example and have them notice how
they should mark their answers on the answer grid.
Strategy: Previewing the text and use context clues.
Choose the correct answer.
Clarify to students that the second part of the reading
exercise is based on the same report. Students will now be
assess on their comprehension of the text. Remind them
to re-read the text and have the question in mind and the
possible answers as they read.
Strategy: Previewing questions and answers and scanning
the text.
Writing
Invite students to read the instructions and look at
the pictures carefully.
Encourage students to center their writing on the purpose of
the text: to give recommendations.
Strategy: Establishing the goal for writing.
3475

StoryTime!
UNIT
3
Listening
Comprehension
Can understand the
standard input on
familiar matters
in contexts such as
work, school and
leisure activities.
Understands stories and narratives with highly
familiar vocabulary.
Uses background knowledge to aid
comprehension.
Uses visual clues to relate to the topic and work
out meaning.
Recognizes the sequence of the events of a story.
Reading
Comprehension
associated with
familiar topics.
Understands the plot of familiar stories and
narratives fairly well.
Skims the text to make informed predictions.
Identifies the literary elements of a story.
Oral
Interaction
Can deal with most
or in familiar
personal interest.
Tells a story.
Reacts to a story with simple comments and
questions.
Oral
Expression
Can narrate
experiences and
events giving
brief reasons and
explanations.
Narrates real and fictional events and connects
those events, conveying attitudes and moods.
Written
Expression
Can produce simple,
connected texts on
topics which are
interest.
Maps a story to identify its elements and
summarize it.
Narrates stories connecting events.
3576

General Objective
messages.
Communication Goals
•
•
•
•
Topics
•
•
•
•
•
Grammar
•
•
• To give someone the creeps
• To draw a blank
• To have something on the tip of the tongue
• To be between a hard place and a rock
• To be all ears
• To sound creepy
• Not to take it
Project
StoryTime!
3
Discuss:
•
•
•
•
•
•
77

Lesson 1
Mysteries
a. When something is unexpected and quick, it happens .
b. When something occurs in a complete manner, it is done .
c. When something is unusual, it happens .
d. When something occurs with surprise, it happens .
e. When something occurs against good luck, it happens .
f. When something is surrounded by mystery, it is said to happen
.
marked on it.
1. Listen to the story and match the pictures to the events by placing the
corresponding capital letters in the circles. Then listen again and
complete the texts. Use the Word Bank.
Word Bank
A.
B.
C.
D.
E.
F.
2. Listen again and put the events in (capital letters) chronological order.
1. 3. 5.
2. 4. 6.
Immediately
C
3. Match these adverbs to their meaning.
Vocabulary Strategy
ly
manner and attitude
ous
ful
ate
ing
Immediately, she picked it up and
examined it carefully.
suddenly
1
a.
F
c. e.
b. d. f.
•
•
•
•
•
36
completely
unusually
unfortunately
surprisingly
mysteriously
A
B
D
F
E
Strangely
Suddenly
Mysteriously
Unfortunately
D A
B C E
78

Lesson 1
Mysteries
Planning
This lesson will
enable learners
to sequence,
connect and
describe events of
short stories.
Describes and sequences
events chronologically.
Describes the attitude of
the speaker and the way
actions happen.
Recognizes the sequence
of the events in a story.
Vocabulary
strangely, mysteriously, immediately,
suddenly, unfortunately
Expressions
Sounds creepy!
I’m all ears.
I don’t take it.
Structures
Past Perfect tense
Associating vocabulary
with pictures
Using body language to
memorize words
Using the context to
understand unknown
words
Play Hangman by inviting students to discover the
mysterious character. Prepare the description of a well-
known fairy tale character. Write a tale dash for each of the
letters in the character’s name. Invite students to guess
the character. Provide clues when students ask for help.
Example: She’s a girl who walks through the woods with a
basket of food. (Little Red Riding Hood)
1. Listen to the story and match the pictures to
the events by placing the corresponding capital
letters in the circles. Then listen again and
complete the texts. Use the Word Bank.
Draw students’ attention to the title of the lesson. Invite
students to think about famous mysteries.Then invite them
events of a story. Allow students enough time to look at
the pictures carefully as visual support plays an important
role in increasing understanding. Ask some volunteers
to describe the pictures. Guide the students: Who’s the
principal character of the story? What happened to her? Point
out there is no sequence yet. Next, invite some volunteers
to read the sentences below the pictures. Clarify doubts and
invite students to match. Check answers as a class.Then call
students’ attention to the words in theWord Bank. Introduce
the adverbs by telling students they are words that convey
manners (the way things are done and moods, which are
the emotion or attitude behind the action). Ask students to
predict some of the answers as most adverbs tend to be true
predictions.
2. Listen again and put the events in
(capital letters) chronological order.
Now invite students to go back to the pictures and predict
the correct sequence of the actions. Encourage them to use
thesewordstoexplainthesequence: ,second,third,then,
next.Then have them listen and check their predictions.
3. Match these adverbs to their meaning.
Draw students’ attention to the adverbs and Vocabulary
Strategy. Guide students into explaining in their own words
the strategy by asking some questions: How do you form an
Write this example: Immediately, she picked it up and
examined it carefully. Invite students to identify the adverbs
of manner (carefully) and attitude (immediately). Write
some more examples and call on more volunteers: She went
home quickly (manner). Obviously, (attitude) it wasn’t the
same ring.
EXTRA IDEAS
Ask students about the position of the adverb: What position
do adverbs of attitude and manner usually take? Invite
corresponding adverb. After that, write the adjectives and
and how the adverbs relate to the events by asking these
questions: What event happened “suddenly” in the story?
(She saw a shining object) Continue asking the same
question with the rest of the adverbs.
3679

4. Complete. Use the two Word Banks. Use either
the Simple Past or Past Participle form of the
verbs. Then listen, check and complete the
grammar chart below.
First, write the sentence: Tina had missed the school bus
so she was walking in the park. Ask students to focus their
attention on the Past Perfect. Ask: What action happen
After that, invite
students to preview the conversation to notice that it’s the
same story but this time it is being told. Clarify that they will
need to complete the narration using the Simple Past or the
past participle of the verbs in theWord Bank and the adverbs
need an adverb or a verb. Elicit the past participles of the
audio.
Direct students’ attention to the grammar and have them
choose the correct option to form the rules and complete
where they can discover by themselves the use of the Past
Perfect and its formation. Call on some volunteers to draw
conclusionsandelicitexamplestosupportthoseconclusions.
Make sure you ask these questions: What are two important
do you use the Past Perfect? How is this structure formed?
5. Write T (true) or F (false).
Invite students to read the sentences and decide if they’re
true or false. Have them compare their answers with a
partner and elicit an explanation for every true or false
answer. Have them underline the expressions used with
the Past Perfect: before, before that day. Clarify that those
expressions can be used as time expressions: Before that
day, she had never found anything.Or in a time clause: Before
passing the bridge, she had already lost the ring.
6. Complete. Use Past Perfect or Simple Past.
Have students work individually. Invite students to compare
answers so that they can discuss their ideas with peers.Walk
around the class providing help. Invite students to identify
and locate more time expressions that are usually combined
with the Past Perfect: until, by the time, when.Invite students
to give their opinions about the story, and then direct their
attention again to the conversation and call on volunteers to
read the Key Expressions. Ask students: What is the function
of these expressions? (reacting to the story) What kind of
expressions are these? (comments about the events of the
story)
Play the audio again, and invite them to pay attention to
with questions and comments about the story. Challenge
board: Ways to react to a story. Guide students to discover
Making a comment
That’s … unbelievable. / Sounds creepy…
Showing interest or disbelieving
Really? / Uh huh. /Yeah, sure. I don’t buy it.
Asking questions
Was it magical? /What happened after that?
Have the class come up with more expressions. In the
same way, have them identify expressions to deal with
interruptions: Why don’t you just listen? To
wrapup,invitestudentstoactouttheconversation,reacting
verbally and with the appropriate body language.
EXTRA IDEAS
Invite students to tell the story again but adding or changing
play the story and change the reaction to the events of the
story!
Inform students about the project’s purpose. Students
should plan a story telling session where they will tell and
listen to stories. Invite students to read exercise 3 on page 43
so that they get a better idea of the kind of narratives they
can use. Remind students that story telling combines many
Have them get in groups. The group size will depend upon
the size of the whole class but to tell a story, 3 is a good
number. Inform the students that each group will look for a
story they would like to tell.
They can choose a well known story and give it a spin, or they
can create a whole new story. It’s up to them. If they want to
create their own stories, help them by asking questions to
lead their imagination to a starting point and then let them
build on it as desired.Ask: What characters would you choose
for a story? What’s happening to this character? Where is he
/ she? Encourage them to explain the reasons for choosing
the story.
3780

5. Write T (true) or F (false).
a.
b.
c.
d.
e.
Word Bank
• arrive
• see (2)
• walk
•
• belong
• lose
Word Bank
• • •
Key Expressions
I’m all ears:
4. Complete. Use the two Word Banks. Use either the Simple Past or Past Participle form of the
verbs. Then listen, check and complete the grammar chart below.
A:
B:
A:
(a)
(b)
(c) (d)
. It was a ring.
B:
A: (e)
(f)
(g)
(h)
B:
A:
(i)
Key Expressions
Sounds creepy:
B: (j)
A:
(k)
B:
Reflect on Grammar
Past Perfect
missed / had missed decided / had decided
X X X
before / at the same
6. Complete. Use Past Perfect or Simple Past.
a. I (hear)
(tell)
b. (think)
out it was
c. (fall)
d. (arrive)
(lose)
•
•
Project Stage 1
E.g.We like stories full of fantasy and magic.
We think they’re entertaining.
Key Expressions
I don’t buy it:
F
walked
had heard
37
saw
picked
carefully
Strangely
Unfortunately
arrived
Mysteriously
seen
lost
belonged
told
had thought
found
had fallen
arrived
had lost
T
T
T
F
81

Lesson 2
Fantasy!
.
character .
.
.
into
.
1. Look up the words below in your
dictionary. Then number them based
on the picture.
gold
a dragon
a gnome straw
a giant
Puss in Boots
2. Classify and complete the chart.
TheThreeWishes
4. Read and complete the story with some of the words in exercise 1.
Then complete the grammar chart on page 39.
O nce in a kingdom far, far away,
woodcutter
(a)
(b)
(c)
3. Complete the sentences. Use the vocabulary above.
Magical or Mythical
Characters
People Wishes Places
into gold.
strong
.
straw
2
(d)
(e)
31
4
5
7
13
10
I’d live in a castle
12
11
14
98
6
11
10
7
5
magical tree
15
a fairy a woodcutter
38
fairy
wishes
sausage
woodcutter
1
2
8
12
13
14
6
9
4
15
3
a gnome
an elf
Puss in Boots
a prince
a princess
a knight
a juicy sausage
giant
a castle
Answers may vary.
Answers may vary.
82

Lesson 2
Fantasy!
Planning
This lesson will
enable learners
to talk about
imaginary
situations or
unlikely events.
Describes images of
fantasy characters.
Classifies vocabulary
according its semantic
function.
Expresses imaginary
consequences or results.
Vocabulary
fairy, princess, castle, prince, magical
tree, gold, woodcutter, dragon,
gnome, straw, elf, giant, Puss in
Boots, knight
Structures
Second Conditional
Relating visuals to
words
Classifying information
Using and activating
Identifying the
elements of a story
Invite students to agree or disagree with this sentence:
Imagination is more important than knowledge. Challenge
studentstothinkofthecreatorofthisquote(AlbertEinstein).
Scramble the letters of his name and have students discover
the name. Write on the board: RATBLE TNEESIIN. Invite
students to give their opinions about the quote. For each
opinion help students by organizing one letter of the name.
For example, the next letter arrangement could be: ARTBLE
TNEESIIN. Encourage students to speak spontaneously and
accept all opinions.
1. Look up the words below in your dictionary. Then
number them based on the pictures.
Invite students to look at the pictures and write the number
of the character next to its corresponding word.
Allow some time for students to use their dictionaries
and clarify doubts. Get students in pairs to check their
answers and have them practice saying the words out loud.
Challenge students to close their books and remember all
the characters and places that appear in the illustration.
Explain that this technique helps them remember.
2. Classify and complete the chart.
Go over the headings of the chart before you ask students to
classify the words. Allow some time for this and then have
them get in pairs to check their answers. To activate the
vocabulary, invite students to describe magical characters,
people and places. Model an example:
have wings and they’re magical beings. A miller works in a
mill. He’s a poor man. Kings live in castle.
Have them predict the kind of stories these words belong to:
The three wishes and Rumpelstilskin.
3. Complete the sentences. Use the vocabulary
above.
Write imagine on the board and clarify to students that this
exercise has sentences that refer to imaginary situations.
Invite students to complete the sentences with the words
from the previous exercise and their own ideas. Go over the
example. Clarify that answers vary. Invite students to share
their answers with peers and discover very original fantasies.
4. Read and complete the story with some of
the words in exercise 1. Then complete the
grammar chart on page 39.
Invite students to read the title and explore any ideas they
might have about the story. Ask: Have you heard this story
before? What might the three wishes be? Activating their
background knowledge before reading helps students
improve their understanding. Remind students that they
students have read and completed the story, call on
volunteers to check their answers. Ask some questions to
check comprehension: Why did the fairy grant a wish to the
woodcutter? Why did the wife ask for a sausage? What’s the
moral of the story?
Invite students to go over the story once more but this
time invite them to focus their attention on the conditional
examples so that they can easily identify the grammar point.
some questions to guide their thinking processes: Which
conditional refers to a situation likely to happen? Why do you
think so? Which conditional refers to a situation not likely to
students to complete the chart and compare with a partner.
3883

5. Match the if clauses with result clauses.
Students will focus their attention on the parts of the
First and Second Conditional. Invite students to read the
sentences before matching. Remind students to match the
sentences according to the story. They need to refer to the
story.
6. Complete with the Second Conditional.
Now get students to focus their attention on the forms of
the verbs. Call students’ attention to the last exercise. They
shouldcompletewithamoreopenanswer.Invitestudentsto
read the pronunciation section. Have them practice saying
the sentences using the contraction for would and for had.
Remind students to round their lips to when pronouncing
would and that‘d in the contraction. Invite students to tell
you how to distinguish when the contraction ’d refers to the
Past Perfect and when it refers to would.
7. Complete with the Second Conditional.
Invite them to predict. Call their attention to the chart and
the possible answers. Have a volunteer read the Listening
Strategy. Go over the elements of a story and clarify that
the setting is not only the place but also the time when the
story happens. Invite them to predict what happens in the
story they are about to listen to. Remind students they will
alternative ending. When students are ready, play the audio
and have them check and share their answers.
8. Listen to the second part of the story and
answer the questions.
In the second part, students will listen to how the story ends.
Have them compare their predictions and the ending in
the story. Call on some volunteers to check answers. Invite
students to discuss the moral of the story.
EXTRA IDEAS
voices depending on to the events in the story and the
characters.
APPLICATION
9. Get into groups and play a game. Make a wish
game.
Invite students to get in groups and play the game. One
student begins by proposing a situation. Then the other
result clause. Have groups compete for the most interesting,
ilogical and fun sentences.
EXTRA IDEAS
Invite students to spontaneously put their imaginations
at work by completing a sentence starting with What if…
Explain that this is the abbreviation for What would happen
if…
Provide some examples:
What if animals could talk ?
What if I could turn things into Gold?
Invite students to continue working and create the story for
and settings so that there is discussion and students use the
Second Conditional. Invite students to report some good
possible endings and give you the reasons to support their
choice.
3984

8. Listen to the second part of the story and answer
the questions.
a.
b.
9. Get into groups and play a game. Make a wish game.
•
•
Project Stage 2
E.g. If the queen didn’t keep her promise,
the gnome would do something bad.
Reflect on Grammar
Conditional Sentences
Use
I
a. simple present / simple
past.
b. would (’d) / simple
past.
be
If I were you, I wouldn’t cut that tree.
5. Match the if clauses with result clauses.
a.
b.
c.
d.
6. Complete with the second conditional.
a. (see)
(wish)
b. (to be)
(live)
c. (live)
(be) a king or queen.
d. (be)
.
e. .
f. .
Listening to a story
When listening to story, identify its most important
elements:
7. Use the vocabulary from exercise 1 and
predict the story. Then listen and choose.
Finally complete the sentence below.
Main Characters Setting
a gnome and a
a girl and a gnome
a king and a servant
a lie and a promise
a mystery and a
murder
a bad decision
Pronunciation
Notice how would is contracted.
I’d
She’d
I wouldn’t
cut
1.
2.
tree.
3.
4.
saw
d
39
will make
were wouldn’t cut down
granted
’d ask
’d wish
were would live
lived would be
were
a
c
b
Answers may vary.
She sent a servant to spy on the gnome.
The baby remained with the queen and king.
Answers may vary.
Answers may vary.
85

Lesson 3
StoriesofAllKinds!
2. Match the columns. Use your dictionary.
a.
b.
c. draw
d. not to move
e. stand still
f.
g. awaken
1. Look at the text quickly and choose the word cloud that best represents it.
a. b.
a
3. Read.
Stop and think. If you were Perseus, how would
you use the magical objects to kill Medusa?
Choose.
a. b.
Reading Strategy
Skimming
A
stone and die.
(1) (2)
(3)
Stop and
think. Look
at the picture
and number
the magical
objects
Perseus
received.
40
f
b
d
e
g
c
Answers may vary.1
23
86

Lesson 3
StoriesofAllKinds!
Planning
This lesson will
enable learners to
identify the most
important elements
of a story.
Identifies the correct word
cloud to approach the text.
Narrates the plot of a story
by summarizing its most
important information.
Writes a summary of a story.
Vocabulary
challege, fool, draw, hide, stand
still, behead, awaken
Using prior knowledge
Skimming the text
to make informed
predictions
Identifying and mapping
the literary elements of
a story
Play a trivia game about Greek stories. Ask these questions.
• A horse with wings
a. Hercules b. Pegasus c. Zeus
• The most powerful God
a. Hades b. Aphrodite c. Zeus
• A monster with serpents on her head
a. Poseidon b. Medusa c. Minotaur
• The place where the Gods lived
a. Athenas b. Mount Olympus c. MountTrojan
EXTRA IDEAS
Bring pictures of these characters to helps students visualize
the questions. Invite them to create more questions about
fairy tales and Greek myths in general.
Pre-Reading
1. Look at the text quickly and choose the word
cloud that best represents it.
Explain that a word cloud is a visual representation of the
most important words.The size represents how many times
a word appears in a text. Challenge them to tell you the 3
most important words in each cloud. Encourage them to tell
you what they know about these words. Also ask them to
students read the Reading Strategy. Explain that skimming
is a strategy for readers to gain an overall understanding of
the whole text in a short time (looking quickly around the
text to obtain clues about general meaning or to activate
prior knowledge.)To create interest in the story, invite them
to predict.
Encourage students who know the stories to go to the
front and have the rest ask them questions. Predicting
is an important skill because it permits the students to
try out their ideas and theorize so they can activate their
background knowledge and at the same time be ready to
make connections.
2. Match the columns. Use your dictionary.
Invite students who don’t have dictionaries to locate those
words in the story and try to infer their meaning using the
context. Invite students with dictionaries to correct those
guesses and to supply extra information about those words,
such as: grammar category, pronunciation, additional
meaning, etc. Encourage students to share this information
with all class.
While-Reading
3. Read.
Invite students to read silently and do the corresponding
exercises. Point out that while students are reading they
can apply a variety strategies like: pausing to think about
previous ideas, asking themselves questions and using
context and visual clues. If students are reading silently they
might not read at the same pace, so you can go around the
classroom giving the instructions individually.
• Stop and think. Look at the picture and
number the magical objects Perseus received.
Direct their attention to the pictures. Invite students to label
the pictures, check with peers and continue reading.
4087

• Stop and think. If you were Perseus, how would
Choose one.
When students make predictions, it helps keep them
involved in the text. Have them continue reading and direct
theirattentiontothepicturessotheyunderstandeachofthe
alternatives they can choose. Allow some time for students
to read the choices, clarify vocabulary. Ask some volunteers
to read the answers for the class to discuss those answers.
Encourage students to give their point of view.
Answers
a. Flying above her and using the sword to hit her in the
head. (It’s not a good idea as Medussa could kill him only
by looking at him)
b.
kill her without looking at her. (It’s the right answer)
c. Using the helmet to be invisible and getting near to kill
her. (It could be, but Medusa would see his sword and his
shield)
d.
into stone. (Perseus needs the head of Medussa to kill the
Invitestudentstocontinuereadingtochecktheirpredictions.
• Stop and think. If you were Perseus, how would
Choose.
Invite students to give you their opinion about Perseus.
Elicit more characteristics or idiomatic expressions about
Perseus. Call on volunteers to say their answers out loud
but challenge them to explain the reasons. Ask: What event
in the text makes you think Perseus was intelligent? Brave?
Impulsive?
Post-Reading
4. Read again and answer the questions.
Point out re-reading is a strategy that can help them clarify
ideas because they get another chance to read while
thinking about the overall message of the text and how all
the information is related and how it is organized. Go over
the questions before students read for the second time
so that they can focus on the answers to these questions.
Allow some time for students to write the answers. Then
have them get in groups and discuss those answers. Remind
students to write their answers using the Simple Past and
Past Perfect.
5. Read again and complete the chart.
Explain to students that this technique helps students
visualize the story and therefore understand and enhance
their comprehension of the text. Go over the Writing
Strategy with the students and clarify that this kind of
the bigger picture.
6. Summarize the story of Perseus and Medusa by
using the map of the story.
Remind students that “summarizing” is telling the most
important ideas. Stories can be long or short but sometimes
short stories are better at keeping the audience engaged.
Invite them to rephrase the information on the map and
write the summary. Have them imagine they’re telling the
story to someone who has not read it.
Help students begin the story with a catchy phrase (Long,
long ago Once upon a time) and connect their ideas with
adverbs of attitude as well as connectors. Have them get in
Get students to work in their groups on their stories. Invite
students to check if their story is too long.Tell students that
stories should be kept short so that the audience does not
lose interest. Have a look for details that might be irrelevant
or repetitive. Encourage them to create a summarized
version of the story using the key elements of this kind of
narrative.
4188

4. Read again and answer the questions.
1.
2.
3.
4.
5.
Reading and Writing
Stop and think. What do you think? What was Perseus’
best quality?
a.
b.
c.
5. Read again and complete the chart.
Reading Strategy
6. Summarize the story of Perseus and Medusa by using the map of
the story.
Writing Strategy
Project Stage 3
1.
2.
Setting
Characters
Resolution
stone.
invisible and get near to kill
c. d.
41
Because he had been challenged by Polydectes.
Hermes and Athena helped him.
Winged sandals, a shield and a helmet.
By asking (forcing)
He used Medusa’s
The Greek island of Seriphos
Remote land
Perseus • Polydectes • Hermes
Athena • The Graeae • Medusa
Polydectes enslaved Perseus’ mother.
Answers may vary.
Answers may vary.
Answers may vary.
89

Lesson 4
HeGivesMetheCreeps!
Reflect on Values
Never
I like to listen to stories.
Gap Activity
Student A goes to page 88..
Student B goes to page 91..
2. Complete this anecdote with the expressions above. Make the corresponding changes in the verb tense.
(a)
(b) .
(c) .
(d)
Oedipus and the Sphinx
3. Discuss.
1. Match the expressions with their meaning. Then listen and check.
Expressions Meaning
a.
b. to draw a blank
c.
tongue
d.
1.
2.
3.
4.
• give you the
creeps
• draw a
blank
• feel
between a hard place and a rock
a
he gave me the creeps
42
between a hard place and a rock
have it on the tip of my tongue
drew a blank
d
b
c
90

Lesson 4
HeGivesMetheCreeps!
Planning
This lesson will
enable learners to
communicate using
idioms, to exchange
information in gap
activities and to give a
Uses idiomatic
expressions to talk
about anecdotes.
Associates words
and expressions
to a particular
context.
Idioms
to give someone the creeps
to draw a blank
to have something on the tip of
your tongue
to be between a hard place and
a rock
Using idiomatic expressions in
context
Personalizing idiomatic
expressions to share personal
anecdotes
Activating previous knowledge
by listening to a Greek story
Invite students to revise and use idioms from previous
and invite them to create a story. Model some examples:
The miller’s daughter could not turn straw into gold.She didn’t
have the knack. So a gnome had to help her.
PRESENTATION
1. Complete with the expressions below by
listening to the dialogs.
Invite some volunteers to read the two columns. Encourage
studentstopredictthemeaningoftheseidiomsanduseclues
in the context to guess their meaning. To check answers,
pair up the students and have them discuss their answers
with their partners. Remind students not to use a dictionary.
When you draw a blank, you fail to remember but also you
are unable to speculate on the matter (unable to think of
something), where as when you have something on the tip of
the tongue, you can think of it but you can not say it.
Write these sentences on the board and have students
replace the underlined words for the correct idiom.
(he was between a hard place
and a rock) because he didn’t know what to do and could not
I did not answer the question the teacher asked me, I could not
think of something to say. ( I drew a blank)
When I saw her, I was going to call her name but I couldn’t.
I was sure I knew her name (I had her name on the tip of my
tongue) and when she looked at me, I had to apologize and ask
her to repeat her name.
My uncle lived in a very old and mysterious house. I never went
there because the house frightened me. (the house gave me
the creeps)
PRACTICE
2. Complete this anecdote with the expressions
above. Make the corresponding changes in the
verb tense.
Before students complete this anecdote, ask them if they
know theGreek story of Oedipus and theSphinx.Tell students
thestorysothattheycanrelateandconnecttothestorywhen
reading the anecdote.You might like to show students some
pictures from the Internet so they get familiar with the story.
Write these important words on the board and have students
riddle,
evil, gate, crawl, cane. Give some background information:
Thebes was a city in Greece. Hera was Zeus’ wife. Oedipus was
a mortal man. The sphinx was a monster. Now tell the story
for students to enjoy and to learn some techniques for their
own presentations.
HerahadsentthesphinxtopunishthecityofThebesanditsking
for some evil doing long ago.The sphinx was a monster which
had the head of a lion, the wings of a bird and the face and torso
of a woman. She was treacherous and merciless. She stood
in front of the entrance to the great city of Thebes. Whenever
someone wanted to come in or go out of the city, they had to
answer a riddle.Those who could not answer the riddle had to
die.When Oedipus came to the gates, the sphinx asked: “What
walks on four legs in the morning, two legs at noon, and three
legs in the evening?” He suddenly had a vision of a baby, a man
andanoldmanallwalkingtogetherandsoonitcametohimthat
a man crawls on all fours in infancy, walks upright on two legs in
adulthood and uses a cane as a third leg in old age.The sphinx
was ready to devourOedipus, when he told her the answer: “It is
a man.” Oedipus solved her riddle.With this answer the sphinx,
who was so frustrated that Oedipus had answered her riddle as
the oracle had predicted, threw herself down a precipice and
died.Oedipus became the new king ofThebes.
Once students are familiar with this story have them read
the anecdote and complete it with the idioms proposed in
4291

Discuss your experience.
Invite students to read the questions and prepare to discuss
as a class.Allow some time for students to classify their ideas
important aspect proposed in the exercise and encourage
them to explain their reasons. Invite them to draw some
conclusions. Remind students that commitment, decision
making and disposition are all skills that can be learned
through these kinds of exercises and that in their future life
they will be crucial to their jobs and occupations.
Read and answer.
Ask the questions the exercise proposes before students
read. Invite them to talk about these ideas before reading.
At this point students will show how much they know. Then
invite students to read out loud the paragraph and practice
some diction and speed. Invite them to name other types
of stories that exist (jokes, historical stories, stories about
nature, real-life stories, fables, biblical stories).
3. GiveYour Presentation.
Invite the whole class to create a inspiring space where
they stories can be told. Encourage them to create the
right atmosphere to tell the stories. The class can go to an
the most comfortable possible. Ask a volunteer to read the
Useful Expressions. Go over the pronunciation of those
phrases and encourage students to use the appropriate
body language. Remind students of some important
recommendations when telling their stories:
It’s important to:
• give some information about the story itself: the author
and the book where it was taken from.
• as stories might contain vocabulary that is not known
by all students, groups should be encouraged to teach
those words before telling the story. The use of visual
prompts can help in increasing comprehension.
• be very aware of facial expressions because they’re a
powerful way to convey meaning.
• speak clearly, loudly and not too quickly. The tone of
your voice should be appropriate and interesting.
• mimeandbodylanguagecanalsohelpincomprehension.
Share Your Project
APPLICATION
3. Discuss.
Have students look at examples. Have some volunteers
read those examples and ask some further questions to
make students elaborate on their ideas: What kind of body
language do they have? (They’re biting their nails) Why
would people bite their nails? (If they’re scared or anxious)
Invite students to read the questions and ask them to
personalize the idioms by thinking about a situation of their
own when they have done or felt that way. Encourage the
students to provide more information with these questions:
What was the situation? How did you feel? Why did you feel
back in time?
Go around the room, making sure the students link and
supporttheverbaldiscoursewiththecorrectbodylanguage.
Correct any mistakes if necessary and check pronunciation.
Go over the values and invite students to express their ideas
about the activities. Ask these questions: Do you usually read
because you have to or because you like it? Is there someone in
your family who tell stories? What do you think of this person?
Haveyouevertoldsomeoneastoryyouheardfromsomeoneelse?
Have you told someone a story you read in a book or magazine?
Why are stories an important cultural element a nation?
stories can be a good way to improve their language skills as
well as a good way to improve their understanding of other
people.
volunteers to explain their answers.
Gap Activity
Tell students to get in pairs and assign roles for each
student. Explain to students that each person has a part
of the information. They have to share it. In this exercise
students will negotiate telling a story together.They will also
transform dialogs into narrative sentences and will include
more details to “decorate” the story. Write these questions
on the board to guide the students: Why did the boy decide
to cry “wolf” when there wasn’t wolf? What did he do when
people came to help him?Why didn’t people come when there
was a real wolf?What’s the moral of the story?
Then challenge them to connect the sentences and
sequence the events using the Past Perfect and the Second
Conditional if possible. Remind them of the connectors they
can use with the Past Perfect: before, until, by the time, when.
Suggest to the whole class that they decide the moral of the
story. Invite some couples to read their versions and invite
another couple to act out the story.
4392

•
•
•
language.
•
ShareYourProject
Useful Expressions
• Introduce your story like this…
Once upon a time…
You won’t believe this but…
Here’s what happened long ago…When
Legend has it that …
• To talk about the story…
This story is about a woman who…
This is based on…
•
•
•
Real Communication
2. Read and answer.
.
a.
b.
c.
43
Answers may vary.
93

The End
Listen and read.
1.
2.
3.
4.
5.
6.
a wooden trunk.
“If you enter,
the end.”
7.
The End.
room to investigate.
4494

Comic
TheEnd
The comic helps you wrap up the unit by presenting the
structures and vocabulary seen in class in a memorable and
relaxed way. It can be used for reading practice only but
there is the option to listen to it as well.
Listen and Read.
Pre-Reading (books closed))
Toactivatestudentspriorknowledge,invitethemtopreview
the comic by reading the title of the story: “The End”. Have
them close the books and predict what it might be about.
Ask some questions:
What do you think about when you read the words “The End” ?
What do you think the story is about?
While-Reading
Then have then open their books and read and listen to
the story. Encourage them to identify any unknown words
and to ask themselves questions as they read. Write these
questions on the board and have them think of these
questions while they read:
Why was the room hidden and locked?
Why was he unsure about entering the room?
Post-Reading
Allow students some time to make a summary of the
comic. Invite them to explore the pictures and add details
describing what they see. Invite students to give a narrative
of the story. Use these questions to guide them:
What was the house like?
What did his friends advise him to do?
What did “The End” refer to?
EXTRA IDEAS
Challenge students to create, expand, modify or come up
with other possible endings to the story.
Then personalize the activity by asking these questions for
students to explore in small groups:
If you found a secret room in your house, what would you do?
4495

Quiz Time
Before the test
proposed by the unit: narrating stories and events in the
past,conveyingattitudes,talkingaboutimaginarysituations
and reacting to a story, using adverbs of attitude, the Past
Perfect to sequence past events, the Second Conditional to
describe imaginary situations and colloquial expressions.
1. Listen and put the events in the correct order.
comprehension of a story, where they must give the
sequence of the events. Remind students to look at the
pictures before you play the audio. Have them number the
2. Listen again and choose the correct option.
comprehension of a story, where they must recognize its
important elements. Have students read the complete
sentences before they choose.
3. Complete with the Simple Past tense or the Past
Perfect tense. Use the verbs in brackets.
This exercise helps you assess the students’ ability to
between the Past Perfect tense and the Simple Past tense.
Remindstudentstowritetheverbsinbracketsintheircorrect
form plus the corresponding auxiliary if necessary.
4. Choose the correct adverb.
of the adverbs of attitude and the way answers also describe
the speaker’s mood.
5. Complete the sentences using the Second
Conditional.
of the Second Conditional when talking about imaginary
situations. Remind students to write the verbs in brackets
in their correct form plus the corresponding auxiliary if
necessary.
Self- Evaluation
Have students read the Self-Evaluation chart. Allow some
recognize how well (very well, ok, a little) they have achieved
the objectives of the unit. Provide concrete advice on what
to do and refer them to the corresponding pages of the
book and Grammar Charts appendix to help them any with
Glossary
skills. Invite students to go over the words, identifying the
synonym.
Play Dictionary
to guess which one is correct.
EXTRA IDEAS
4596

Quiz Time
Self-Evaluation
Now I can... A Little
1. Listen and put the events in the correct order.
(a) bird / boy / river
(b) would never die / would die soon/
died would
(c) the chief / the chief’s brother / Quetzal’s
brother (d) the chief / a hummingbird
/ a wise man. (e) a feather /
a humming bird / a rock
into (f) a bird / a feather / a chief.
3. Complete with the Simple Past tense or the Past
Perfect tense. Use the verbs in brackets.
I never (a. see) such a
mysterious house until I (b. visit) an
old relative in a lonely and remote village. There I
(c. meet) a strange man. He
(d.look) familiar but I was sure we
(e. not talk) before. He (f. invite)
me to go horseback riding. Before that day I
(h. not go) horseback riding. I liked
it a lot but since I (i. not sleep)
properly the night before I (j. fall) asleep
on the horse and I almost had an accident.
4. Choose the correct adverb.
a.
1. 2. 3.
b.
1. 2. 3.
c.
1. 2. 3.
5. Complete the sentences using the second conditional.
a. If he (be) a wizard, he
(turn) the teacher into a tree.
b. If she (remember) the story,
she (tell) it to us.
c. If Tony (study) movie making,
he (make) a film based on
the story.
d. If the story (be) true, it
(be) very strange.
e. If a fairy (grant) me a wish, I
(ask) for happiness.
2. Listen again and choose the correct
option.
45
3 4 1 2
had seen
visited
met looked
hadn’t talked
invited
hadn’t gone
hadn’t slept
fell
mysteriously
Fortunately
Sadly
were
would turn
were
remembered
would tell
studied
would make
would be
granted
would ask
97

R – Z
reward: n.
The girls received a
reward for their good action.
riddle: n.
Oedipus
was the only one who answered the
riddle of the Sphinx.
sphinx: n.
straw: n.
The gnome turned
the straw into gold.
sword: n.
trip: v. She
tripped and fell to the ground.
A – E
arrow: n.
beyond: prep.
The land is beyond this world.
brave: adj.
She was
brave and wise.
chief: n.
The chief of
the tribe sent the warriors home.
evil: adj.
The evil king sent Perseus on
a dangerous trip.
F – L
far: adj. In a far
kingdom, there lived a princess.
v.
gnome: n.
Glossary
To give someone the creeps: to
To draw a blank:
To have something on the tip of
the tongue:
a word.
To be between a hard place
and a rock:
situation.
I’m all ears:
attention.
To sound creepy: to sound
Not to buy it: not to
hummingbird: n.
M – Q
miller: n.
pillar: n.
Perseus stood
still against a pillar.
petrify: v. If you
looked into Medusa’s eyes, she would
petrify you.
principal: n.
quetzal: n.
gorgon: n.
grant: v.
The fairy
granted the woodcutter 3 wishes.
4698

Unit 3
GlossaryActivities
2. Unscramble the words. Use the clues.
a. rowra
b. wodrs
c. diedrl
d. veli
e. rabev
f. tagrn
g. pirt
h. drwear
i. dinf tou
j. arf
a. a thin pointed weapon
b. a long sharp metal blade
c.
d. not good
e. courageous and intrepid
f. to give something to a person
g. to lose balance when walking
h. something that is given to someone as a result of his / her
good action
i.
j. a long distance away
3. Classify the words and then complete the story.
4. Complete with the words in exercises 1 and 2.
Once upon a time, there lived a (a). who had a (b). son. One day the son found
a fairy who (c). him a wish. In return, he had to (d). the way to turn an
(e). gorgon into a beautiful princess. The fairy gave him a (f). to protect
himself. When he arrived at the gorgon’s place, she asked him a (g). “What falls but never
, (h). and never gets hurt?The son said, “the rain.” Immediately, the gorgon turned into a
beautiful princess and they lived happily ever after.
noun
verb
adjective
verb
noun
noun
verb
adjective
46
arrow miller sword hummingbird
sword
riddle
reward
arrow
grant
trip
evil
brave
far
miller brave
granted
evil sword
riddle
trips
99

TravelingtheWorld
UNIT
4
Listening
Comprehension
Can understand the
standard input on
familiar matters
in contexts such as
work, school and
leisure activities.
Understands simple directions and requests
concerning tourist activities.
Understands main points of short conversations
with highly frequent vocabulary.
Reading
Comprehension
associated with
familiar topics.
Understands descriptions of cities and tourist
facilities.
Uses information in graphs to expand their
understanding.
Identifies the reasoning behind opinions to
make better sense of them and to be critical of
information.
Oral
Interaction
Can deal with most
or in familiar
personal interest.
Requests information about tourist activities.
Asks and gives simple directions to find the
location of places.
Confirms information and gets the speaker to
agree with comments.
Oral
Expression
Can narrate
experiences and
events giving
brief reasons and
explanations.
Describes places and their tourist facilities.
Written
Expression
Can produce simple,
connected texts on
topics which are
interest.
Writes a brochure about a place for tourists,
giving recommendations and directions.
Provides reasons to support opinions and
descriptions.
47100

TravelingtheWorld
UNIT
4
Discuss:
• What kind of traveler are you?
• Do you enjoy doing any of these activities
when you travel?
• What’s your dream trip?
General Objective
You will be able to describe, compare and give opinions about
travelers and touristic activities.
Communication Goals
• give and ask for directions and information in a
polite way.
• ask people to agree with you.
• place emphasis on descriptions and comparisons.
Topics
• Going Green
• ATour of Brasilia
• FindingYourWay
Vocabulary
Vocabulary related to trips, travelers, travel activities and the
environment
Collocations with “go”
Grammar
• Tag questions
• Indirect questions
• Placing emphasis using much and very
• Going green • Get out and about
• Spill the beans • You can’t miss It!
• Shake a leg • Hit the road
• …and that kind of thing!
Project
A Brochure
You will present tourist information on a place
of your selection in a brochure.
101

Lesson 1
I like to travel by (a).They’re much faster than cars,
aren’t they? I like staying in (b) with air conditioning
and Internet, cableTV, etc.You know, it’s very comfortable.
I love staying in (c). It’s much closer to nature. I prefer going
(d), (e) and that kind of thing. I also
love (f). On my last trip, I slept in (g). It’s
much harder but much more exciting. It’s all ecological and healthy, isn’t it?
My favorite activity is to go (h). I love taking
pictures of statues and churches so I prefer traveling by bus. It’s more
interesting. I also enjoy going green. On my last vacation, I stayed in
(i). It is much more eco-friendly.
the corresponding column. Word Bank
1. kayaking
2. a tent
3. hiking
4. a hotel
5. by plane
6. by canoe
7. on foot
8. a cabin
9. sightseeing
10.a campsite
11.a bicycle trip
12.a bus tour
13. a cruise
Key Expressions
To go green: to be an
eco-friendly person
Vocabulary Strategy
Classify words to remember
them better.
Neil
Oscar
Jane
Activities Accommodations Transportation Types ofTrips
Key Expressions
…and that kind
of thing: similar
things to the
ones mentioned
previously.
48
plane
hotels
campsites
kayaking hiking
bicycle trips a tent
sightseeing
a cabin
sightseeing
kayaking
hiking
a tent
a campsite
a hotel
a cabin
by plane
by canoe
on foot
a bicycle trip
a bus tour
a cruise
5
13
4
8
12
9
10
11
6
3
1
7
2
102

Lesson 1
Planning
This lesson
will enable
learners to talk
about travelers
and traveling
experiences.
Describes tourist
activities.
Compares
travelers.
Vocabulary
kayaking, tent, hiking, hotel, plane, canoe,
foot, cabin, sightseeing, campsite, bicycle trip,
bus tour, cruise trip
Expressions
to be green, that kind of thing
Structures
Using much and very, tag questions
Classifying words
Relating pictures to words
Using clues in the context
Associating movement
and intention with
intonation
Play a game. Tell students you’re traveling with some of
them. You’ll take only the students who are cool travelers.
Students’ answers should comply with a rule you decide
upon.That is, if you decide all activities are related to water,
all students have to mention an activity that involves doing
that. Provide examples: I’m going swimming. What are you
going to do? Possible categories:
in their names
Urban tourist activities
the corresponding column.
Direct students’ attention to the pictures and go over the
Word Bank. They need to look at the pictures carefully
these ambiguities, call their attention to the chart below
so they know they’re identifying words related to activities,
accommodations, transportation and types of trips. Allow
some time and get students to check their answers in pairs.
To practice pronunciation, make students repeat the words
as a group and call on some volunteers to repeat individually.
Remind students that in order to learn vocabulary, they
should actively work with the words and make them
meaningful and memorable. Go over the Vocabulary
Strategy with the students and point out that when words
for students to classify and go over the answers as a class.
PRACTICE
Challenge students to discover the relationship between
establish the context, call students’ attention to the title
of the lesson and ask:
Ask students to think about a typical person who would
travel and do such things. Remind students to read all the
paragraph before completing so that they can use clues in
the context.
Remind students to go over the Key Expressions and make
sure they can locate the expressions in the context where
they appear. Write some more examples on the board for
them to replace with the correct expression:
and kayaking.
Invite students to go over the exercise again but this time
have them underline the sentences containing much and
very. Write some examples on the board and have them
analyze those examples by asking some questions: Why do
we use "very" and "much"? (to give emphasis) What comes
after "much"? (a comparative) What comes after "very"?
(adjectives) In which case is “much more” used? (in adjectives
that have three syllables or more).
have them choose the correct option. Call on volunteers to
rephrase and conclude in their own words the grammatical
rules they have deduced.
48103

3. Complete this conversation, listen and check.
Then complete the grammar chart.
Set up the context. Explain that the three travelers they
in a reality show that is looking for the most eco-friendly or
greenest traveler. Have them complete using much or very.
Have them check their answers in pairs. Assess students’
comprehension by getting say them to saw if these
sentences are true or false:
The jury does not know anything about the participants.
Invite students to go over the conversation again, but this
time, have students identify and underline the questions the
conversation presents. Write a couple of examples on the
Jane
these questions to guide their thinking process: What do you
(a statement that can be
either positive or negative and a tag that contains a subject
and auxiliary) (it depends on
the statement)
Allow some time for students to listen to and re-read the
Grammar chart and invite them to complete the tags and
the rules. Call on some volunteers to draw conclusions with
their own words. Clarify that tag questions can be used
is not sure) or can simply be used for the listener to agree.
Tell students that tags can mean something like: Is this true?
Do you agree?
To clarify this point, direct students’ attention to the
pronunciation section. Play the audio and engage them
in choral and individual repetition. Invite students to use
hand movements to do audio and kinetic association of the
concept of rising and falling intonation. Remind students
reference.
EXTRA IDEAS
Have students listen again to the conversation and draw and
an arrow indicating rising or falling intonation:
she? (falling) …, hasn’t he? (falling) …, does he? (rising) …,
didn’t she? (rising) …, don’t we? (falling) …, isn’t he? (falling)
APPLICATION
4. Complete these questions. Then match them
with an answer.
After students complete the questions individually and
check it in pairs, you might like to ask them to answer them
by creating a short dialog so that they get some practice at
answering tag questions.
EXTRA IDEAS
Pair up students that do not usually work together and have
them make some guesses about the kind of traveler his/her
partner is.
Model an example:
do you?
Inform students about the project’s purpose. In groups, they
will create a brochure about a place and do a presentation
on it. They will have to select a place, gather information,
organize, summarize and use that information to make a
visual presentation following the guidelines about how to
write and create a brochure.
Encourage students to compare the options using very
and much. Then they brainstorm activities to do in those
places, taking into account a green approach (taking care
of the environment and being responsible about the use of
resources).
Finally, each group will give a report of their ideas in a
persuasive way (using tag questions). Remind groups to
start planning their presentation by investigating and
bringing more information about the places or place they
plan to choose.
Report model
We chose two cities: Salento and San Gil.They are excellent
places to go on vacation, aren’t they?
These places are vey touristic.We know thatSalento is much
more touristic.
49104

A: Let’s compare these three travelers.
B:
by plane because they’re (a) faster than
cars and trains.
A: Yeah, and Jane prefers to travel by bus, doesn’t she?
B: Yes, she does, because it’s
(b) interesting to her.
A: How about Oscar? He has traveled by bicycle, hasn’t he?
B: Yeah, he has. He also loves going camping because he feels
(c) closer to nature. He thinks it’s
(d) harder but
(e) exciting.
A: How about accommodations? Neil doesn’t like to sleep in
tents, does he?
B: No, he doesn’t. He loves to stay in hotels with cableTV,
Internet and that kind of thing.You know, hotels are
(f) comfortable than
tents.
A: And Jane stayed in a cabin on her last vacation, didn’t she?
B: Yes, she did. And Oscar…
A: I know… He loves going to campsites.We all know who’s a
(g) greener traveler,
don’t we?
B: Yeah, Oscar is a (h) green traveler, isn’t he?
3. Complete this conversation, listen and check. Then complete the
grammar chart.
• Think about great places to go on vacation.
• Make a list of green activities to do.
Check if the rest of the class agrees or not.
Project Stage 1
E.g.
Pronunciation
Use rising intonation in tag
questions when you don’t
know the answer.
Neil doesn´t like to sleep in
Use falling intonation
when you are asking for
Reflect on Grammar
Placing Emphasis
Use very / much with basic
adjectives.
Use very / much with comparatives.
4. Complete these questions.
a. You are not going with us, _______________?
b. The bus tour was terrible, _______________?
c. It’s much more ecological to travel by bus
than by plane, _______________?
d. They can’t swim, ________________?
e. Dory didn’t go on a cruise, ______________?
Reflect on Grammar
Jane prefers to travel by bus, she?
He has traveled by bicycle, he?
Neil doesn’t like to sleep in tents, he?
Jane stayed in a cabin on her last vacation, she?
We all know who’s a much greener traveler, we?
Oscar is a green traveler, he?
• To make tag questions, use the verb in the corresponding
doesn’t
49
much
much
more
much
much much
more
much
much
more
very
hasn’t
does
didn’t
don’t
isn’t
auxiliary
are you
wasn’t it
isn’t it
can they
did she
105

Lesson 2
YouCan’tMissIt!
3. Number the sentences (from 1 to 6 with different colors) to
unscramble the two conversations (A-B; C-D).
1. Look at the map to number the map legend. Use the
Word Bank.
2. Read, listen and identify where the speakers are located on the map (A, B, C or D). Then
complete the grammar chart below.
Conversation 1 A B C D
Lynn: Excuse me, ma’am. Could
you tell me where the hiking trail
is?
Guide: Sure, go along the walking
path, go over the lake and turn left.
You can’t miss it.
Lynn: Thanks so much!
Conversation 2 A B C D
Miguel: Excuse me, ma’am. Do you know if we can swim in
the lake?
Guide: No, it’s forbidden. But you can go kayaking.
Miguel: Can you tell me where the kayak rental is?
Guide:Walk across the campsite. It is in front of the lake,
next to the showers. You can’t miss it.
Miguel:Thank you.
Word Bank
1. restrooms
2. maple tree
3. cabin
4. parking lot
5. cafeteria
6. campsite
7.
8.
9. showers
10. statue
Key Expressions
You can’t miss it: It’s easy to get there.
Map Legend
Reflect on Grammar
Giving Directions
Go the walking
path, the lake and
left.
Walk the campsite.
Prepositions of Place
The statue is in front of the building.
The building is next to the statue.
The statue is between the building
and the tree.
The statue is behind the building.
B: I think it’s on the other side of the forest.
A:That’s OK.
D:Yes, it’s over there, behind the statue.
D: It opens at 8:30 a.m.
C: Can you tell me what time it opens?
A: Excuse me, sir. Do you know if the waterfall is near?
C: I see it, yes, thanks.
C:Thank you, ma’am.
D: But right now, it‘s closed.
B: Sorry, I don’t know.
A: Do you know how to get there?
C: Excuse me, ma’am, do you know if there’s a cafeteria around here?
A
B
C
D
4
50
along
turn
across
2
5
2
6
5
1
3
7
4
4
3
1
10 5 2 9
3 6 7 1 8
over
106

Lesson 2
YouCan’tMissIt!
Planning
This lesson will
enable learners
to request
information
politely and ask
for and give
simple directions.
Identifies repetition.
Identifies conventions
on a map.
Listens for the main
idea.
Vocabulary
restrooms, maple tree, cabin, parking lot,
Expressions
You can’t miss it. It’s forbidden.
Structures
Indirect questions
Using maps
Using context clues
Making predictions
Activating
background
knowledge
Write these sentences on the board and invite students to
much
and very. Hold a contest or mini-debate with the whole class:
a. fast.
more eco-friendly
b.
PRESENTATION
1. Look at the map to number the map legend. Use
the Word Bank.
Explain to students that this is the map of a campsite. Ask
their opinions about campsites and invite some volunteers
to talk about experiences in this type of place. Next, invite
students to look at the map and tell you what kind of
invite students to look at the map legend (the conventions)
to identify more details:
. Encourage students to check answers with peers. Go
overthepronunciationofthewordschorallyandindividually.
2. Read, listen and identify where the speakers are
located on the map (A, B, C or D). Then complete
the grammar chart below.
Before playing the audio, direct students’ attention to the
letters on the map, which represent people in the campsite.
Invite students to locate those people by pointing at them in
their books and saying:
Play the audio, and invite students to concentrate on the
they listen). Ask: (A)
going? (the hiking trail)Then ask: How can she get there? and
play the audio again. This time invite students to open their
books and read the conversation. Ask them to underline the
expressions that are used for giving directions.
Where are
(C) Where is the boy going? (to the kayak rental
and have them complete the instructions for directions
based on the conversations. Invite some volunteers to come
to the board and illustrate the directions. For that purpose,
ask students a few questions to guide them into analyzing
the forms and uses of those expressions: What word goes
direction? (by using a command)
You might also like to ask some volunteers to act out the
directions. Remind students about the cardinal points:
and east.Add that there are other possible
combinations to give directions. Act out these concepts and
write on the board:
Invite students to work in pairs and read the sentences in the
draw pictures illustrating the sentences or call on some
volunteers to use the map to give examples and illustrate
50107

3. Number the sentences (from 1 to 6 with
different colors) to unscramble the two
conversations (A-B; C-D).
Once students unscramble the two conversations, have
them practice. Call students’ attention to the way the guide
is addressed. Clarify that the Madam, or Madame, is a polite
way to address women whose name is not known, and it is
often abbreviated as ma’am. Sir is the equivalent for a man.
4. Listen and complete by looking at the map on
page 50.
Explain to students they will use the same map but this time
theywilllistenonlytodeterminewherepeopleareandwhere
they want to go. Direct students’ attention to the Listening
Strategy. Point out that when people give directions,
clarify information. Ask students to remind you some of the
expressions people use to check understanding (Did you get
and clarify information
Challenge them to listen and to pay attention to these
expressions.
5. Listen, check your answers and complete the
requests.
Students will listen to the same conversations and will
identify the questions to ask for directions. Write the title:
Indirect Questions and Direct Questions. Then write the
questions from the exercise on the board and invite students
tocomeupwiththedirectquestions.Invitestudentstostudy
some time and then go over the chart and invite students to
Guide students with these questions:What is the information
Once
students have the whole picture (direct and indirect
PRACTICE
In this exercise students will become more aware of the
typical introduction they need for the indirect question.
Have them complete and then check their answers in
pairs. Have them practice saying the sentences. Do some
pronunciation practice by inviting students to link sounds
and say the sentences as quickly as they can. Make sure they
stress only content words. Also make students aware of
the cases of linking that occur so that their speech does not
sound choppy. For example, if I is pronounced /ifai/.
7. Circle the correct connector.
Invite students to read the statements. For letters b and
c, clarify the context by reading these sentences: b. The
The person doesn’t know of any kayaking facilities.Then ask
students to check their answers in pairs.After that, call their
reduce sentences containing can in indirect questions.Write
on the board:
The sentence is reduced to:
Then ask students to study sentence a.
subject and the auxiliary verb can)
8. Change these direct questions into indirect.
questions ( and before
changing the questions into indirect ones. To include some
examples with yes/no, , write them on the board:
if this is the way to the restaurant?
9. Role-play conversations about situations in the
camping site.
Invite students to role play conversations using the map or
the school grounds.
Have them read the example and encourage them to use
the expressions and the grammar they practiced in class.
Remind them to use hand movements and gestures to back
up their verbal production.
Invite students to locate some interesting places in the
city or area they chose for their brochures, not necessarily
their city. Have them draw the map and suggest how to
get from one place to another. Also encourage students to
use indirect questions to share the information that each
member collected.
Model:
A:
B.
important tourist activities and the location of important
spots within the place, like accommodations, transportation
and restaurants. They will have drawn a map showing the
location of these places and a few directions on how to get
to them.
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6. Complete. Use the Word Bank.
a. you tell me if I can camp here?
b you tell me if there is a bike rental around?
c. you have any idea if there are any trash
cans near?
d. Excuse me, you know what eco-tours are?
7. Circle the correct connector.
a. Can you please tell me how / when I can get to the
waterfall?
b. Do you know what / where
accommodations around here?
c. Could you please tell me what / where I can go
kayaking here?
d. I’d like to know if / where the hotel is.
• Investigate interesting places in your city. (a historical neighborhood /
a theme park, etc.).
• Draw a map and trace the route to explore the area. Give some directions.
Project Stage 2
E.g. If you want to go from the lake
walking path.
4. Listen and complete by looking at the map on page 50.
Conversation 1
a. She’s at .
b. She’s going to .
Conversation 2
a. He’s on .
b. He’s going to .
Reflect on Grammar
Indirect Questions
Indirect questions are questions inside other questions or
statements.
Could you tell me the waterfall is?
Yes/no-question Do you know we can swim in the lake?
Introduction Question
Do you know if a. we can swim in the lake?
b. can we swim in the lake? Choose:
• For yes/no questions use if / wh-words to
connect the introduction to the question.
• For wh-questions, use wh-words / can to
connect the introduction with the question.
Wh-question
Could you tell me a. where the hiking trail is?
b. where is the hiking trail?
Can you tell me what time a. the cafeteria opens?
b. does the cafeteria open?
5. Listen, check your answers and complete the requests.
a. Can tell me where are ?
b. Do you which way the is?
a. What kind of traveler are you?
b. What time is it?
c. Where’s the swimming pool?
9. Role-play conversations about situations in the
camping site.
A: Excuse me, could you tell me if we can go hiking
around here?
B:Well, yes, there’s a hiking trail.
A: Do you know which way it is?
Listening Strategy
Pay attention to repetition
and notice how to ask for
Word Bank
• can
• could
• do (2)
51
the showers
the tree
the campsite
you the showers
the campsiteknow
where
if
Can
Can
Do
do
Can you tell me
what kind of traveler you are?
Can you tell me what time it is?
Can you tell me
where the swimming pool is?
109

Lesson 3
ACityLikeNoOther
1. _____________________
2. _____________________
_____________________
3. _____________________
4. _____________________
5. _____________________
1. Label these landmarks. Word Bank
• TVTower
• City Cathedral
• Lake Bridge
• City Park
2. Read this brochure and name the places on the map.
Then complete the chart on page 53.
Reading Strategy
Reading a map
Identify the cardinal points.
B
rasilia is a unique city that was declared a
World Heritage site by UNESCO because of its
organization and great architecture. Most of its
buildings were designed by the famous architect Oscar
Niemeyer, known worldwide for his futuristic views.
The city has the shape of an airplane and is divided
by a Monumental Axis (main road) into the northern
and southern sectors. The arched roads that intersect
the axis encompass the commercial and cultural area.
There are sectors assigned for commerce, housing,
hospitals and banking.
Brasilia is very convenient. It offers a variety of
experiences for all kinds of travelers. If you prefer the
city, you’ll love its architecture, monuments, cultural
and entertaining centers. For example, on the southeast
side of the axis, you’ll find the City Cathedral with
its impressive architecture as it looks like two hands
put together moving towards the sky. Don’t miss it.
At one end, on the northeastern part of the axis you
find the Three Powers Square. In this area of the city
you can also find buildings like the Congress (two tall
buildings), the Presidential Palace and the Supreme
Court.
In the middle of the axis and the intersection, we can
find the TV Tower, a spectacular place to see the whole
city from. If you like adventure and eco-activities, you
can visit the City Park, which is much larger than New
York’s Central Park. It is a perfect place to go jogging,
cycling, or just having a picnic. It’s located on the
southwest side of the monumental axis.
Commercial and
cultural area
Monumental
Axis •The Congress
• Supreme Court
•
Presidencial
Palace
First
Avenue
Paranoá Lake
52
TV Tower Lake Bridge City Cathedral City Park
TV Tower
City Cathedral
City Park
Three Powers
Square
110

Lesson 3
ACityLikeNoOther
Planning
learners to connect graphic
and written information and
understand the information
a brochure contains.
Talks about cities.
Predicts content.
Compares cities.
Vocabulary
TV tower, city cathedral, lake,
bridge, city park, square, main
axis (road)
Using maps to reinforce
understanding
Previewing a text to
make connections
Asking questions to
clarify meaning
Invite students to get in groups and challenge the other
groups to discover a mysterious city. Each group should
found in those places. Give an example: You can visit the
(City: NewYork).
Pre-Reading
1. Label these landmarks.
connections and get in the right mood to begin reading.
Invite students to read the title of the lesson,
to explore students’ knowledge and spark their
curiosity on the content of the reading passage. Invite
students to describe what their dream city is like. Invite
students to use the model:
Have them preview the text to discover the city they will
readers preview a text by demonstrating how you would do
it. Use the think-aloud technique:
Once students identify the city,
activate their background knowledge by asking them to tell
you what they know about Brasilia. Model an example for
them to follow:
Then invite students to look at the pictures and match them
to check their answers in pairs and go over the words,
modeling their pronunciation. Have students do some more
scanning exercises by inviting students to identify more
words about landmarks and city places:
Finally, get them to make
predictions by asking some questions: Do you think these are
While-Reading
2. Read this brochure and name the places on
the map. Then complete the chart on page 53.
Remind students of while-reading strategies they can
use:
information to information in the text. To work on the latter
strategy, challenge students to look at the map and tell you
strategy and write the cardinal points on the board. Have
them identify more cardinal points like
southwest and southeast. After that, have them tell you the
location of the following places: (in
the
(south east).
Allow some time for students to read and remind them to
stop to think and connect the information they’re reading to
the information on the map. Go around the classroom and
help students as needed.
examine the information they need to supply. Encourage
them to think about it by asking these questions: What do
chart? (the two columns)
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Go over the strategy and clarify that, as was mentioned
before, this text contains descriptions, opinions and facts.
If they’re facts, you can easily corroborate with reference
material such as an encyclopedia. If they’re opinions, then
they need to be supported by reasons to give credibility.
Point out that the question, Why is that?, can be used to
the procedure with the example in the book, and invite
students to locate the support for this example. Invite them
to do the same thing with the other sentences. Have them
compare their answers in groups. Challenge the groups to
Post-Reading
These exercises can help students consolidate and expand
on their understanding of the text. They can re-read, make
connections, determine the validity of the information,
re-state in their own words, and ask questions about the
Students re-read by scanning to locate the information
needed to complete the sentences. Allow some time and
then invite groups to check answers.
EXTRA IDEAS
Invite students to compare the city where they live with
Writing
4. Think about a place. Investigate and write.
Invite students to think about the text they just read
contains and how it is organized. Ask them to tell you the
kind of characteristics brochures or tourist information
usually contain. Ask: What’s the purpose of a brochure?
(historical
information, opinions, descriptions, recommendations,
directions to get to the places) Direct their attention to
the Writing Strategy to round up ideas. Invite students to
identify the elements of this kind of text and give you some
examples. Ask:
present? (Brasilia was declared a World Heritage site by
UNESCO)
it give? Ask students to locate this information.
Now direct their attention to the writing diagram or
organizer and invite students to identify the aspects they
need to include in their writing. Go over the items providing
Place: Get them to think of a place they know about.
Location: Have them give as much information as possible
(country, city or region).
Description: Remind students they need adjectives to
Reasons: Invite students to explore the reason behind each
adjective they use, using the question, Why is that?, so that
they can build on their ideas and support them accordingly.
Once students have written their texts, invite them to
exchange their compositions with peers and have them ask
each other questions. Tell students that this is a powerful
technique to improve their writing and their ideas. Once
they correct, display their work on a wall or bulletin board
for the rest of the class to read and learn from their texts.
Invite students to use the ideas and the insights they learned
pictures and maps to decorate their brochure. Have them
edit and peer correct the information so that it contains
relevant and interesting facts, opinions and descriptions of
the place they chose.
53112

4. Think about a place. Investigate and write.
Place:
General description:
Give a general opinion about the place:
Giveareason:
Talk about the alternatives or things to do. (Include
directions to get there)
• Investigate interesting information about the place
you chose.
• Write a brochure about that place. Remember to
give strong support to your ideas. Include facts and
reasons. Use a map and visuals.
Project Stage 3
Reading and Writing
Another green alternative is Paranoá Lake.It is all
around the east part of the city. You can practice water
sports and even swim. The Paranoá Lake Bridge is
another excellent place to watch Brasilia’s famous
sunsets.
AveryimportantthingaboutBrasiliaisitstransportation
system. The bus system can take you anywhere inside
the city fast because the city was designed without the
need of many traffic lights and this makes the traffic
very smooth. Besides this, there is a subway system
that connects important and far areas with the city
center. Read more…
Writing Strategy
Writing a Brochure
Brochures are texts that
give information about
travel destinations. Their
purpose is to inform and
recommend the reader
things to do, places to
go to, and general tips to
have a pleasant stay. To
write a brochure, include
some brief historical
information, descriptions
and comparisons. Don’t
forget to give opinions
with reasons in order to
support them.
Opinion Support ( Why is that?)
Brasilia is a unique city. It is organized and has great architecture…
Brasilia is very convenient.
The cathedral has
impressive architecture.
Reading Strategy
Look for reasons that support
opinions. Opinions are just the
impressions people have. Facts
are pieces of information that
a. Tourists can see great sunsets in
b. The monumental axis divides the city into
.
c. You can practice water sports in .
d. If you don’t have a car, you can go around the city of Brasilia by
and .
53
Answers may vary.
Answers may vary.
Answers may vary.
the Paranoá Lake Bridge.
the northern and
bus subway
southern sectors
Paranoá Lake
If offers a variety of experiences…
If looks like two hands put together moving
towards the sky.
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Lesson 4
Reflect on Values
I care about the environment.
I value contact with nature.
I enjoy traveling.
Gap Activity
1. Listen and read these conversations. Then match each idiom with its meaning.
I had a terrible trip. As soon as we
___________________, I felt sick, so we
had to stop a few times on the road.
I’m tired of waiting. _____________
or we’ll go without you.
Could you tell me who
______________________?
Nobody was supposed to know.
I just prefer to stay home alone,
sleeping and that kind of thing.
I don’t understand people who enjoy
_____________________________.
ShakeaLeg!
Conversation 1
Liz: Guess what?
Ted:What?
Liz: Ali is going to India next month.
Ted: I know, but don’t spill the beans.
Liz: I didn’t know I couldn’t tell anyone.
Conversation 2
Father:Time to hit the road.
We need to get going now.
Mother:
purse.
Father: Come on. Shake a leg.
It’s 7:30.
Mother:We’re not late, are we?Conversation 3
Myriam: I’m tired of being home all weekends.We never
do anything interesting.
Glen:What do you want to do?
Myriam: Let’s just get out and about
something to do.
Glen: Ok! Good idea. Joe and his friends are there for sure.
a. to reveal a secret
b. to start a trip
c. to hurry
d. to go places where you can meet people
2. Read and use the correct idiom.
3. Make short dialogs using the idioms.
I remember when …spilled
the beans about…
…hit the road…
That’s terrible.We just
went out and about…
…shake a leg…
54
don’t spill the beans
hit the road
shake a leg
get out and about
shake a leg
getting out and about
hit the road
spilled the beans
114

Lesson 4
ShakeaLeg
Planning
to communicate using idioms
related to traveling, to
exchange information in gap
activities and to give a formal
presentation.
Uses idioms to talk
about anecdotes.
Associates words
and expressions
with a particular
context.
Idioms
going green
hit the road
... and that kind of thing!
Using idioms in context
Personalizing to
information when
sharing anecdotes
Reflecting on their
attitudes and behavior
Play tic-tac-toe, using the idioms from previous lessons.
each of the squares. Divide the class into two groups. Have
each group have a go and say out loud a number. Read the
corresponding idiom and give the group some time to come
they can mark their grid.
to facebook to do something for kicks 6. to be in the same
boat to hit the books 8. to have something on the tip of your
tongue to give someone the creeps to have the knack
turner to take rain check.
1. Listen and read these conversations. Then
match each idiom with its meaning.
Invite students to close their books and listen to the
conversations containing idioms. Ask them to identify the
expressions by listening. Play the audio as many times as
necessary. Have a volunteer write the expressions on the
board. Then to check answers invite students to open their
books and check the expressions. Go over the conversations
again, but this time focus students’ attention on
understanding each expression. Guide students with these
questions: What association did you make with the idiom?
Invite students to get in pairs, check answers and practice
those conversations.
2. Read and use the correct idiom.
Invite students to look at the pictures and read the text to
complete. Explain that to remember idioms, it is a good idea
to practice them in context and to personalize them. Allow
some time and then suggest students get in pairs to check
answers and create more sentences for their partners to
complete. Model an example:
shake a leg.
3. Make short dialogs using the idioms.
Have students create conversations based on the initial
comment. Invite students to act those conversations out.
Remind students that expressions are easier to learn when
associated with gestures and body language.
Go over each statement as suggested below:
I care about the environment. Ask students about the
implications of this statement. Invite the whole class to
brainstorm. Model an idea:
Then invite students to see if
Ask:
I value contact with nature. Suggest to students that it’s also
important to discover the reasons why we believe in certain
things. Ask them to think about why being in contact with
nature is important for them and for society. Ask: What can
I enjoy traveling. Suggest to students that values cannot
be learned until they’re fully experienced. Compare this
idea with the activity of traveling. Ask students about the
Invite students to draw conclusions and share a perspective
Gap Activity
Tell students to get in pairs and assign roles for each
one. Explain to students that each person has part of
the information. They have to share it by asking the
corresponding questions. Invite some pairs to role-play
the situations in front of the class and encourage them to
spontaneously expand and build on the conversation using
the exercise as the central part but including idioms and the
Key Expressions learned in the unit.
54115

Invite students to go over the questions individually and
prepare some answers before discussing in open class. It
is always a good idea to remind students why working in
Ask: Write some ideas on
the board and leave some inspiring comment written on
the board. Go over each question and involve all students in
class.
Was it easy to agree on how to proceed with the
Clarify the question by inviting students to name some of
the tasks or steps they went through and have them identify
the obstacles they encountered for each of the steps. Guide
them with some questions:
appropriate for each person’s skills. Encourage all members
to give their opinions about the negotiations and their level
of satisfaction. Ask some follow up questions: Was everyone
Finally, ask students to express their real feelings in a cordial
but honest way. Remind students that whenever they talk
about something negative they should try to suggest a
always look at the positive side.
in relation to the ideas they’re about to present.Connect this
the importance of the project, not only in their academic
lives but on a personal level.You might like to have students
read the paragraph using the reading strategies they know.
You can also suggest they stop to think about interesting
ideas that might need to be discussed such as changing old
habits, making a change, and contributing to a cause.
EXTRA IDEAS
Invite students to summarize the paragraph in only one
sentence.Then challenge them to make it a word.
Example:
better future (Word: change).
Encourage students to give suggestions on how to change
a bad habit.
Remind students of the value of presentations. When
students work together to present their ideas and talk to
requirementbutthey’redevelopingabilitiestocommunicate
in real life situations. Oral presentations empower students
to join conversations, voice their ideas and their own
experiences. Remind them that it’s natural to feel nervous
but that with time and practice, they’ll do it much better.
Make sure you go over the mistakes and things that didn’t
work the last time students gave a presentation. Invite
them to remind themselves of the important tips when
doing these kinds of activities: Speak clearly, so everyone
can hear and make eye-contact. Control body movements.
presentation. Involve listeners with questions and activities.
Finally, ask a volunteer to read the Useful Expressions. Go
over the pronunciation of those phrases and allow some
time for students to practice. Walk around the classroom
providing feedback.
Share Your Project
55116

• Make a little introduction of your place and
ask your classmates how much they know
about it.
•
interesting sites within that place. Describe,
compare and give opinions about your
place.
• Talk about tourist activities and the facilities
there are, and give green recommendations.
ShareYourProject
Useful Expressions
• Our tour begins at…
• If you want to go sightseeing, you’ll
love to go to…
• There people can…
• There are many interesting
monuments in…
• This is a convenient / great / exciting
/ eco-friendly place because…
a. No
Why?
b. How did the group negotiate ideas?
Listened to everyone’s ideas and then chose the most interesting place.
Everybody had the same idea.
Couldn’t negotiate; only one person made the decision.
Other
c. Were you happy to be in the group?Yes No What was fun?What wasn’t?
Why?
Going outdoors is a great way to be close to nature
and appreciate the natural world around. But being
close to nature and appreciating it doesn’t mean going
green. Going green is about changing our old ways and
not only when we travel but in most circumstances in
our lives. Being green is not only about the environment.
It is related to the economy of a community, its health,
its culture and its spirituality. So it makes sense to think
that if we make a contribution and make a change, it
will impact positively the lives of others and our own
than buying more plastic means less garbage for a
community and more money for you, doesn’t it?
Remember these tips:
Camping can save money and protect the environment.
Still, do not forget to dispose of your garbage properly
Hiking, kayaking, trekking and climbing are also
excellent ways to protect the environment, but you need
to follow certain rules.
Eating and drinking local things means your food travels
less distance to get to you, producing less pollution
in transport, plus you have a much more authentic
experience while supporting local economy and that is
the idea, isn’t it?
a. What is the real sense of being green?
b. What aspects of our lives are connected to the caring
of the environment?Why?
c. Mention one green activity at school
and how it relates to other aspects.
Real Communication
2. Read and answer.
55
Answers may vary.
Answers may vary.
117

Game
station?
it?
6
city
2
Do
don’t
staying
in hotels
than
the
is
5
The
1
isn’t
3
don’t You love
going
camping
it? greener
way to
fun
4
where tell traveling Could You isn’t much
you the don’t bus me by train
eco-
friendly
more is
is like you by like don’t are They not? Kayaking
this Could traveling tell They know you are ecological Some
if me what do why their cars
1. Find tag questions or indirect questions in this crossword puzzle.
Use adjacent squares only.
Let’s Have Fun!
You can go in any directions and repeat words.
Use capital letters as clues to start sentences.
can be any word the player
wants. / You can use the same words
(even if they start with a capital) but
creating new sentences.
Example:The city isn’t fun, is it?
56118

Game
Let’sHaveFun!
The objective of the game is for students to get more
practice using the structure of tag questions and indirect
questions. They can work in pairs or you might like to scan
the game and project it on the board for the whole class to
play in two groups.
Instructions
Students have to create sentences using only adjacent
grids. They can begin anywhere they want to and can use
the words as many times as they want to, as long as they
create new sentences. The asterisks indicate that students
can choose any word they think would work. Give points
for each correct sentence. The group or student who gets a
correct sentence keeps playing. Set a time limit so students
create the sentence in the time given. When time is up, it’s
the next group’s turn.
56119

Quiz Time
proposed by the unit: to describe and understand types of
trips and travelers, ask for and give directions, and request
tourist information. Students are also challenged by the
the activities: before answering, looking at pictures, reading
the questions, predicting information, using background
knowledge.
1. Listen to the conversations and check the
correct option.
comprehension of short conversations, where they must
identify the participants, the settings, main ideas and
detailed information. Remind students to read the possible
answers before you play the audio. Have them check the
correct answer.
2. Complete these tag questions.
This exercise helps you assess the students’ use of tag
questions.
3. Complete these sentences with much and very.
This exercise helps you assess the students’ use of emphasis
and comparatives with adjectives.
4. Change these direct questions into indirect
ones.
This exercise helps you assess the students’ use of indirect
questions to request tourist information.
recognize how well (very well, ok, a little) they have achieved
they have discovered and the attitude they should have.
If mistakes are not detected, they cannot be corrected.
Studentsneedtoseethatthey’repartofthelearningprocess
and that the important thing is to get into action and learn
from them. Refer students to the corresponding pages of
the book and Grammar Charts appendix to help them cope
Tohelpstudentsandprovidechallenge,inviteweakstudents
advice on how to deal with those challenges.
Glossary
synonym.
to create a story. When they’re ready they tell the story out
Play Dictionary
to guess.
EXTRA IDEAS
57120

Quiz Time
Self-Evaluation
compare types of trips, travelers and traveling activities.
ask for and give directions.
ask for and confirm information with tag questions.
1. Listen to the conversations and check the correct option.
2. Complete these tag questions.
a. The restrooms are next to the restaurant, _________________________?
b. You saw the monument on the tour, _________________________?
c. Rick is going camping this weekend, _________________________?
d. They don’t like city tours, _________________________?
e. We can become greener, _________________________?
3. Complete these sentences with much and very.
a. Bicycles are ___________ more eco-friendly than cars.
b. Digital cameras are ___________ convenient.You can decide which photos to print.
c. Feeding wild animals is ___________ irresponsible.
d. Traveling by plane is ___________ fast but it causes a lot of pollution.
Where is the cathedral?
Do you know ______________________________________________________________?
What time does the museum open?
Can ______________________________________________________________________?
Where can I rent a bike?
Could ____________________________________________________________________?
Conversation 1
1. What kind of reservation is the man making?
a. hotel accommodations
b. city bus tour
c. safari
2. What activities make part of the tour?
a. The City Bridge, the River and the City
Museum
b. The CityTower, the Cathedral and the City
Bridge
c. The City Bridge, the National Museum and
the CityTower
3. Where is the National Cathedral?
a. in the National Park
b. in the City
c. in front of the clock
Conversation 2
1. Where is this conversation taking place?
a. in a classroom
b. in a campsite
c. in a museum
2. What’s rule #1?
a. Tourist can’t take pictures of wild
animals.
b. Tourist can’t walk on the trail.
c. Tourist can’t feed the animals.
3. Where can the students swim?
a. both in the river and the lake
b. in the lake
c. Tourist can’t swim anywhere. It’s
dangerous.
57
aren’t they
didn’t you
isn’t he
much
very
very
very
where the cathedral is
you tell me what time the museum opens
you tell me where I can rent a bike
do they
can’t we
121

A – E
cabin: n. a small rural house made of
wood.
convenient: adj. useful in many
ways, something that does not cause
problems (syn. appropriate).
cruise: n. a holliday journey by boat.
environment: n. the living things
aroundus,includingair,waterandland.
We need to protect the environment.
ecological: adj. a caring attitude
towards the environment (syn. eco-
friendly, green).
F – J
forbidden: adj. not permitted. (syn.
prohibited, impermissible). Swimming
is strictly forbidden in this area.
garbage: n. waste material that is
thrown away. Let’s not make too much
garbage.
heritage: n. the cultural value of a
place, thing or person.
hiking:n.anoutdooractivityconsisting
of taking a walk in a mountain.
impressive: adj.
on the mind or emotions (syn. striking,
remarkable; ant. unimpressive). Shakira
gave an impressive presentation in the
concert last night.
jogging: n. a form of running at a slow
pace or rhythm.
Glossary
Going green: to care for the
environment, changing attitudes
and actions.
To spill the beans: to reveal a
secret.
To shake a leg: to hurry!
To hit the road: to start a trip.
To get out and about: go out to
meet people.
You can’t miss it: it’s easy to
...and that kind of thing:
similar things to the
ones mentioned
previously.
L – O
kayaking: n. an outdoor activity that
uses a boat and paddles to move
across water.
landmarks: n. places of interest for
tourists because they have interesting
physical characteristics or historical
imporatnce. The Statue of Liberty is a
famous landmark.
landscape: n. an area of land with
I
love traveling by bus so I can observe the
landscape.
path: n. a road made for a particular
purpose; for instance: a bicycle path.
Bogota has great bicycle paths.
pollution: n. contamination of the
environment.
S – Z
sightseeing: n. tourist activity
consisting of visiting famous places.
square: n. open area in a surrounded
by buildings.
subway: n. transportation system that
runs under the ground.
sunset: n. the time of the day when
the sun goes down and night begins. I
love watching sunsets on the beach.
trails: n. road in dirt or stone used for
traveling or walking in nature.
traveler: n. a person who travels
frequently. I’m a complicated traveler.
UNESCO: n. United Nations
Organization.
waterfall: n. a stream or river that falls
58122

Unit 4
GlossaryActivities
2. Use the clues to discover the words in this puzzle.
9
1
2 10
3
4
5
11
6
7
8
3. Match the synonyms.
convenient
ecological
forbidden
impressive
prohibited
eco-friendly
appropriate
4. Complete the sentence with a word from the glossary.
It’s f n to throw g e on the street.
Let’s all take care of the e t and let’s all beautify the l
e.
I practice j g on the beach from 5- 6 PM because I
love to see s s.They’re b l.
Down
a stream or river that falls over a
outdoor activity in which people
use a boat and paddles to move
across water (inv)
contamination of the environment
(inv)
Across
place of interest for tourists
transportation system that runs
underground
waste material that is thrown away
the living things around us
including air, water and land
geographical characteristics
taking a walk in a mountain
activity consisting of visiting
famous places
the time of the day when the sun
goes down and evening begins
58
sunset jogging landscape waterfall
c
d
b
a
orbidde arbag
nvironmen
andscap
oggin
unset eautifu
l a n d m a r k
g a r b a g e
e n v i r o n m e n t
l a n d s c a p e
s u b w a y
h i k i n g
s i g h t s e e i n g
s u n s e t
l
f
r
t
a
w
n
k
y
a
o
t
l
l
o
p
123

reading, speaking and writing). At the same time it provides
Listening
Listen to five different conversations twice. There
are five questions. For each question check the
correct answers (A, B or C).
Invite students to read the question and look at the pictures
before the audio is played. Remind them of the importance
of concentrating and quickly previewing the questions and
possible answers before the audio is played. Direct their
attention to the example. Ask them to look at the pictures
Play the audio and have them look at the answer grid. Call
their attention to the fact that each conversation is repeated
twice.
Strategy: Previewing information
Test Training B
Speaking
Candidate A
Look at this information. Answers your partner’s
questions about the tour.
Clarify that Student A is a receptionist or clerk in a tour
agency. She or he will use the information in the table to
guide a customer and provide information about a tour
around the city. Use the information to role-play a dialog
with a customer.
Strategy: Checking comprehension
59124

Reading
Read and decide if the sentences from 6 to 9
are true or false. If the text does not have the
information, choose“Doesn’t say”(C).
Remind students to preview the test quickly and to read
to connect the pictures and the story to their personal
experiences to activate background knowledge.
Point out that most True, , Doesn’t say exercises require
learners to infer information.
Strategy: Activating background knowledge
Choose A, B, or C to complete the sentences.
sentences are about the previous reading.
answers are misleading because they appear to be correct
but they’re not. Remind students they can go back and
scan the reading to look for the answers. Direct students’
attention so that they read the example and the answer grid.
Strategy: Scanning the text
Writing
You’re camping. Your parents are picking you up.
Point out that students should use the map to give
instructions to their parents to pick him/her up.
Remind the students to begin the letter, note or e-mail by
giving a general description of the campsite.
Tell students to write a summary of your activities and
pencil and check their paragraphs for spelling, structure
and content. Make sure the instructions are clear. Remind
students to have the reader of the message in mind. Ask
them to think about how much the other person knows
about the camp.
Strategy: Writing with a reader in mind
Speaking
Candidate B
You’re interested in going on a tour around the
Central City. Ask the receptionist about the tour.
Be polite.
Use the information provided to create questions about
those aspects. At the end, decide if you want to go or not.
Strategy:
60127

NewsMedia
UNIT
5
Listening
Comprehension
Can understand the
standard input on
familiar matters
in contexts such as
work, school and
leisure activities.
Understands the main points of diverse short
pieces of news.
Understands main ideas about disasters.
Reading
Comprehension
associated with
familiar topics.
Understands news about a familiar topic.
Makes inferences using clues in the context.
Oral
Interaction
Can deal with most
or in familiar
personal interest.
Comments on simple pieces of news and talks
about disasters and their consequences in a
simple way.
Uses idiomatic expressions to comment on
news about people.
Oral
Expression
Can narrate
experiences and
events giving
brief reasons and
explanations.
Narrates a short news item.
Interviews people with a specific purpose.
Describes disasters and their consequences in
a simple way.
Written
Expression
Can produce simple,
connected texts on
topics which are
interest.
Writes short pieces of news based on school
issues.
Uses signal words and connectors to cite
statistics.
Shows a different opinion, provides
alternatives and makes generalizations.
61128

UNIT General Objective
You will be able to report news about general interest topics and
major disasters.
Communication Goals
• report on an event.
•
• introduce and tell news stories.
Topics
• Local News
• Disasters
• School News
Vocabulary
• Vocabulary related to local news, disasters and emergencies
Grammar
• PassiveVoice
• Wh- and yes/no-questions in the PassiveVoice
• Past tense and past participle forms of regular and irregular verbs
• At large
• Face the music
• Pull someone’s leg
• Tie the knot
• No kidding
• What a shame
Project
A News Broadcast
You will present a news broadcast reporting
on an interesting event at school.
NewsMedia
5
Discuss:
• How do you prefer to get
informed?
• Why?
• TV news
• Newspapers
• Internet
• Other
• What’s your favorite kind
of news?
• Sports
•
• Entertainment
•
• Why?
129

Lesson 1
Extra!Extra!
1. c
A. 3 According to NASA, the earth
will be hit by an asteroid in about
350 years.This asteroid is made of
rock and metals and it’s not very
big, but it can cause a catastrophe.
Scientists made such a discovery
with the help of the Hubble
telescope.
D. 180 donuts were stolen
from a bakery. Nobody has been
captured but police
who the robbers might
have been.
B. A pet named Ringo was
trapped inside a car when some
trees fell over it. The trees were
cut into smaller sections to rescue
the dog. Fortunately, the dog was
not hurt.
C. Eight beautiful kittens were left in
a box in front of the local school.The
kittens were found by some students
who are looking for people to adopt
them as pets. 1 kitten was adopted as
mascot of the school soccer team.
E. A UFO was seen
by at least 10,000
people who attended
over the stadium. It
was a striking sight,”
said Steven Markle, a
witness.
Reading Strategy
previous knowledge.
1. Match the headlines to the photos and then the photos to the
news.
2.
3.
4.
5.
a. The happened in a bakery located on Main Street.
b. The Hubble telescope was used to make the great .
c. The soccer match was interrupted by the strange .
d. The
e. The campaign has been led by local students.
Word Bank
robbery
Vocabulary Strategy
them more easily.
;
;
robbery
• robbery
• rescue
• discovery
• sighting
• adoption
62
sighting
discovery
adoption rescue
rescue
discovery
sighting
adoption
d e
a
b
5
4
2
1
130

Lesson 1
Extra!Extra!
Planning
This lesson will
enable learners
to report news
and react
appropriately.
Tells an item of
news, creating
expectation.
Makes
comments on
news items,
showing
surprise and
relief.
Vocabulary
headline, robbery, sighting, adoption, rescue,
discovery, to trap, to rescue, to hit, to adopt, to
discover, to rob
Expressions
Are you kidding me? No kidding!
Thank goodness!
Structures
Using pictures, titles
and words they know
to activate previous
knowledge
Classifying and associating
words and sounds
Role-playing a
conversation
Write on the board: Every picture tells a story. Bring a picture
and invite students to describe the story behind the picture.
Use a humorous picture with which students can make a lot
of guesses and inferences. Ask questions: What happened?
What’s the story behind the picture? Have the whole class
listen to all stories and decide which one is the best.
PRESENTATION
1. Match the headlines to the photos and then the
photos to the news.
Explain to students that they will read short pieces of
exercise and ask them to read the Reading Strategy. Ask
some questions to guide them:
Direct their attention to the pictures. Ask: Do you look at the
photos? Have them describe the pictures. Then invite them
to read the headlines, and explain that a headline is the title
of the news and because of space restrictions headlines
are not complete sentences but rather, important content
words summarizing the topic of the news. Allow some time
for students to match each photo with its corresponding
headline. Have students call out the answers. Go over the
answers and have students re-read the news and answer
these comprehension checking questions: When will the
asteroid hit the earth? Who adopted one of the kittens? How
many donuts were stolen? How many people saw the UFO?
EXTRA IDEAS
Clarify that in order to cope with limited space, newspapers
use a variety of strategies to make headlines short but
interesting and meaningful. Some strategies are:
• Using the present tense to give more realism: U.S
• Using abbreviations: UN warns NASA about UFO
• Students to
• Omission of verb to be:
now.
• Omission of function words: (a)
Bring some newspapers in English or project some online
news on the board. Invite students to read some of
the headlines and note some of the peculiarities in the
headlines.Ask some questions to guide their thinking: What
word is omitted here?What does UFO stand for?What are the
important words here?
Explain how important the recognition of roots of words
helps students understand and use new vocabulary. Have
a volunteer go over the words in the Word Bank and then
direct students’ attention to the sentences and clarify
vocabulary. Then encourage students to complete. Allow
answers with partners. Go over the pronunciation of the
words individually and with the whole class. Expand on
rescue (n, v): the word doesn’t change.
adopt (v); adoption
rob (v); robbery
and [-y].
(n);
Write these words on the board for extra practice: destroy -
- scientist - science; fortune - fortunately
- unfortunately; beauty - beautiful - beautify; student - study -
studious
examples of families.
62131

3. Go back to the news and fill in the blanks.
Direct students’ attention to the conversation. Have them
look at the picture and understand the situation (two
students are checking the news). Invite them to read it
completely before doing the exercise. Refer students to the
news in the previous exercise and clarify that they have to
complete the sentences. Allow time to complete and invite
students to check their answers in pairs.Call on pairs to read
the conversation and invite them to pay attention to the
Key Expressions presented there. Ask: What ‘s the purpose
of these? Give students choices. Write on the board: a. to
introduce the news b. to react with surprise to news c. to
correct the other person.
Go over the conversation and challenge students to discover
more expressions to react to news (unbelievable, come on,
) and to introduce news (Did you hear? Here’s
another story! Listen to this news!)
expression to express relief ( ).
Have couples practice these conversations several times.
While they work on memorizing the expressions, getting the
correct intonation and pronunciation, make sure they switch
roles and use the correct body language. Have a couple of
pairs act out the conversation!
Continue with the grammar. Remind students that this is
the part of the class when they have to examine, experiment
and discover the rules and language structures found in
the conversation and presented earlier in the lesson. Invite
the students to explore and complete the chart by asking
these questions: What is the title of the chart? (PassiveVoice)
(to emphasize
actions or when the doer of the action is not known or not
important)
column and make sure students understand their relation
examples)Invitethemtocompletethesentencesinthethree
tenses. Continue asking questions to guide the students in
their discovery of the grammar patterns in the third column.
Ask these questions:
do we use this structure? What does the preposition “by”
introduce? Invite students to conclude with their own words.
EXTRA IDEAS
Have students create chants using the participles and past
tenses.To make it fun, have them give the lists of verbs some
kind of rhythm and invite students with musical abilities to
help create a nice chant. Example: (3 beats)
do did done
Let’s say it all for fun!
PRACTICE
4. Change these sentences from Active to Passive
Voice. Introduce the doer of the action only if it’s
important to know it.
In this exercise students will compare theActive and Passive
Voice and will include the doer of the action using by.
is active voice. In Active Voice, the doer of the action is the
most important information. Ask students to identify the
doer of the action by asking:
the action? (someone) Allow students some time to do the
exercises and have them check their answers with partners.
EXTRA IDEAS
Have students brainstorm issues they have heard in the
news. Get students in pairs and invite them to report those
pieces of news to their classmates.
Inform students about the objective of the project. They
will create a news report about school events. They will
look for the news item, investigate, write and adapt it
according to the media they choose to use (they choose a
radio, TV, online broadcast or blog). It will be a process in
which they will have to look for the best news, collect (real
and meaningful) information and write a report or various
piece of news but will work in teams to help each other come
up with a good product. Appoint a strong student to be the
editor in each group.
Brainstorm situations or events you would like to report on.
Invite students to get in groups. Encourage them to work
with people they have not worked with before. Have them
talk about the possible situations that can be turned into
news. Have them write sentences explaining the situation
(using the PassiveVoice if possible). Have each group report
to the class the type of news they’re interesting in reporting.
Have each group justify their choices.
63132

a. Someone found a piece of an asteroid in a valley.
b. A famous archeologist discovered the ruins of an
ancient city.
c. A construction company will cut down the tallest tree
in the tropical jungle.
d. A woman left a bag with $300,000 in it in a taxi.
• Brainstorm situations or events you would like to
report on. E.g. The school needs new computers.The
soccer pitch is damaged.
• Select some situations and explain why they would
make a great piece of news.
Project Stage 1
3. Go back to the news and fill in the blanks. Then complete the
Sara:
Peter: Are you kidding me?
Sara: (a)
Peter:
(b)
Sara:
Peter:
Gina:
(c)
Sara:
Peter:
was
Reflect on Grammar
Passive Voice
Use the PassiveVoice to emphasize on actions or when the doer of the action is not known or not important.
Present
Past
Future
Asteroids made of rock and/or
metals.
180 donuts stolen.
The earth hit by
an asteroid in 350 years.
Passive Voice sentences require auxiliary verb
and the
form of the main verb.
Use the PassiveVoice to focus on the
a. doer of the action
b. the action itself
Use the preposition to introduce
the doer in the PassiveVoice.
Irregular verbs: similar past and past participle forms
left: found:
made:
steal, stole, see, saw,
Regular verbs: similar past and past participle form
trapped: adopted:
captured:
Similar present, past and past participle forms
cut, cut, hurt, hurt, hit, hit,
left
4. Change these sentences from Active to Passive Voice. Introduce the doer of the action only if it’s
important to know it.
A piece of an asteroid was found in a valley.
are
Key Expressions
Are you kidding me?: You’re joking!
No kidding:
seen
63
were stolen
be
hit
were
will be
to be past participle
by
found
made
stolen seen
trapped adopted
captured
cut hurt hit
The ruins of an ancient city were discovered
by a famous archeologist.
The tallest tree in the tropical jungle
will be cut down.
$ 300,000 were left in a bag in a taxi.
133

Lesson 2
DisastersandConsequences!
1. “Hurricane Kim is expected to hit the coastal area of San Felipe. Schools and roads
are closed and people are being evacuated.”
2. Yesterday at 4:00 PM, the east coast was hit by a tsunami.The tsunami destroyed
most houses around the beach and damaged important bridges and roads. Luckily,
the tsunami was announced and people could leave the area before it arrived.
3. The small city of Gaia was shaken by a powerful earthquake early this morning. The
earthquake destroyed a big part of the city. Luckily, just a few people were injured
and most were rescued alive from buildings and houses. About 56 were taken to
hospitals with minor injuries.
4. A huge tornado was detected by the National Emergency Center and people were
taken to shelters before it happened. No one was injured but all houses were
destroyed. “We’re happy to be alive. Houses are ruined but they will be rebuilt and
destroyed
injured
trapped
ruined
damaged
/t//d/ /id/
• If a disaster is
• If a tornado is
people are or
to shelters.
• Houses are or damaged.
•
earthquakes or
tsunamis.
• People are or injured.
• Houses are .
• People who are trapped are
.
• .
People
Disasters
Places
1. Match the pictures with the news.
2. Write verbs (actions) that apply to people, disasters and places.
Vocabulary Strategy
3. Complete the sentences choosing words from the vocabulary in
exercise 2.
Before the disaster During the disaster
evacuated
Pronunciation
your throat.
detected
a.
b.
c.
d.
destroyed causeddetected
4
4. Listen and classify the verbs according to their /ed/ endings.
64
3
1
2
expected / announced / detected
closed / destroyed / hit / shaken / ruined / rebuilt
announced
taken
ruined
destroyed
hit
evacuated
ruined
rescued
rebuilt
injured
ruined
rescued
damaged
expected
evacuated
predicted
produced
trapped
announced
closed134

Lesson 2
Planning
This lesson will
enable learners
to talk about
disasters and their
consequences.
Identifies
numbers.
Listens for the
main idea.
Listens for
important details.
Vocabulary
earthquake, hurricane, evacuate, tsunami, close,
destroy, cause, announce, hit, shake, ruin,
rebuild
Expressions
What a shame!
That’s terrible!
Structures
PassiveVoice questions
Using pictures
Associating
concepts
Identifying voice
and voiceless
sounds
Recognizing
numbers
Select some English newspaper articles and make copies.
Cut the headlines from the texts and invite students to
match the headlines and texts as quickly as possible. Advice
the task.
1. Match the pictures with the news.
Invite students to look at the title of the lesson. Ask them
to cover the text and only look at the pictures. Students
explore the topic by having them tell you about the pictures
they see. Guide them with these questions: What natural
disasters can you name? What’s the worst disaster in your
opinion, why? Play the audio and invite students to listen
to the news and identify the disaster. Play the audio twice.
Ask some students to say their answers, invite the whole
class to agree or disagree with those answers, and then
play the audio a second time with books open, but this
time have them read and listen to check answers. Clarify
meanings and doubts about the vocabulary. Write these
questions on the board to check comprehension: a. What
expected to occur? c. When did the earthquake happen?
d.Who detected the tornado?
2. Write verbs (actions) that apply to people,
disasters and places.
Invite students to concentrate on the vocabulary to talk
about disasters. Have them underline the words they
think they need in order to understand this kind of news.
Brainstorm with the whole class.
Remind students of the importance activating vocabulary
by means of associating concepts. Direct their attention
to the Vocabulary Strategy and go over the chart and the
example. Challenge students to explain the relationship
among the words. Provide a model so they can use it and
build on it:
to be rescued or evacuated when there are disasters. Allow
students some time to go over the complete chart and have
them compare their answers with a partner.
EXTRA IDEAS
Challenge students to classify words according to the
disaster. Encourage them to use graphic organizers.
3. Complete the sentences choosing words from
the vocabulary in exercise 2.
Students will now use the words in context. Draw students’
attention to the title of each of the columns (before, during
and after). Ask:
Invite them to think
of an example and then how words relate by completing
the sentences with the appropriate vocabulary. Remind
students of the use of the past participle in the sentences
using PassiveVoice.
64135

4. Listen and classify the verbs according to their
/ed/ endings.
Have some volunteers go over the previous sentences
and call their attention to the Pronunciation Strategy. Tell
students that the pronunciation of regular verbs depends on
if they sound is voiceless (no vibration), the pronunciation is
and classify the verbs into the three categories.
5. Listen to the conversation and tick true or
false below. Then complete the grammar chart.
Have students preview the conversation and tell you how
the information is shared. Remind them to look at the
pictures and pass their eyes quickly over it to work out the
context and the topic of the conversation. Ask: Who are
the speakers? (two students)
What does the Richter scale
measure? (the strength of the earthquake) Direct their
attention to the sentences below and have students read
the conversation again with the statements in mind and
check true or false. Then invite students to look at the
Key Expressions. Explain that the purpose of this kind of
sentence is used to react to bad news in a sympathetic way.
Add more examples. Write on the board: What a pity!That’s
terrible!That’s too bad!That’s too + adjective. I’m sorry to hear
that.
Have students practice the conversation in pairs.Allow some
time for students to become familiar with the language.
Encourage them to change roles and practice the correct
intonation and rhythm. After students have practiced the
conversation, direct their attention to the questions in
Passive Voice. Have them underline those questions and
invite them to infer the question patterns and rules. Guide
them with these questions: Which is the auxiliary verb? (verb
to be).
sentences? What form does the
main verb take?
on Grammar chart and have them compare their answers in
pairs.
6. Unscramble the words to create a question in
the Passive Voice.
Direct students’ attention to the words. Remind them that
they need to include the verb to be in past. Allow time to
You might like to write these sentences on the board to give
students extra practice.
7. Listen to the interviews and choose the correct
answer.
Set the scene with the students: they’ll listen to two
news reports on the radio. Have students center their
attention on the questions for the listening exercise and
call their attention to the Listening Strategy. Remind them
that to make predictions they need to use the clues the
context provides and their own experience or knowledge.
Previewing the exercise can help them make more informed
predictions. Have them relate the three questions to predict
the news. Ask them to read the questions and the possible
answers to make predictions about the two conversations.
Ask: What clues in the context helped you predict?
Challenge them to name typical information that comes in
numbers when listening to the news. Write the list on the
board. Go over those numbers with the students.
years:
times:
prices and money:
number of people:
temperature:
Richter scale:
Draw students’ attention to the exercise and have them
identify the questions that need a number and have them
practice saying those numbers out loud.
Create questions to explore your piece of news.
Once students have chosen the news, go over the example.
Remind students that not all questions need to be in Passive
Voice. You might like to tell students that journalist use
the question approach to collect information. Write on the
board wh-questions (what, who, where, how, when, why) and
have students decide which ones are the most important (it
will depend on the news, but usually the what and who are
the most important).
Go around the class providing help .
Investigate the answers to those questions: read, talk to
people, interview people, etc.
Once students have created their questions, get students
to name the kind of sources and methods they’re going to
complete the collection of information for next class.
65136

• Create questions to explore your piece of news.
• Investigate the answers to those questions: read, talk to
people, interview people, etc.
Project Stage 2
E.g.What’s the problem?The soccer pitch is damaged.
How much money is needed to repair the soccer pitch?
Listening Strategy
5. Listen to the conversation and tick (True) or (False) below.
Then, complete the grammar chart.
A: destroyed
B: were
A:
wasn’t it?
B:
A:
B: All the nearest sea towns are destroyed and lots of people are
A:
B:
Reflect on Grammar
Questions
Past
your house destroyed by the
quake? (Yes / no question)
Present
What destroyed in a tsunami?
(Wh-question)
Future
quakes predicted
one day? (Yes/no question)
1. Questions in the PassiveVoice use
the auxiliary and the
form of the verb.
2.
Past Present Future
T F
a. Koichi’s house was destroyed in the disaster.
b. Koichi’s in America on vacation.
c. 9.0 on the Richter scale is said to be a low number.
d. Tsunamis are produced by earthquakes.
e. Earthquakes are predicted nowadays.
6. Unscramble the words to create a question in the
Passive Voice.
Key Expressions
What a shame!:
a. earthquake / shaken / the city
b. cut / electric service / tornado
c. people / tsunami / injured
d. announced / hurricane / on time
7. Listen to the interviews and choose the correct answer.
1. A. Where were the people
taken?
a. to the hospital
b. to a shelter
c. to the police station
B. How many houses in total
were damaged?
a. 1 b. 3 c. 4
C. When was the house built?
a. in 1993
b. in 1893
c. in 1883
2. A. How many houses were damaged?
a. 12 b. 5 c. 2
B. How many houses were
destroyed?
a. 12
b. 5
c. 24
C. How many people are staying in
the refuge?
a. 512
b. 500
c. 524
was
65
is
will be
to be
past participle
was / were am / is / are will be
Was the city shaken
by the earthquake?
Was the electric
service cut by the tornado?
Were people
injured by the tsunami?
Was the hurricane
announced on time?
137

Lesson 3
School News!
2. Read and choose the best headline for this news article.
Clearly, there are pros and cons
about using a cell phone in class.
As Margaret Hillon, a student
counselor, puts it: “Students do
not need prohibition; instead they
should be taught how to use these
technologies in a responsible way.
After all, new technologies like cell
phones are not only possessions.
They represent the acquisition of
newtechnological,social,andethical
skills.”
Southlake educational community
has been divided by the recent
announcement by the principal of
the school about the banning of cell
phones.
Principal Kaila Cramp has decided
to ban the use of cell phones in our
school as some teachers and parents
complained about the inappropriate
use of those devices. According to
her announcement, as of May 23rd,
students won’t be able to use their
phones inside the school building.
When Mrs. Cramp was asked, she
explained that there were many
examples of cell phone abuse:
unimportant calls are made in the
middle of classes, distracting messages
are received, pranks are played and
some illegal activities like cheating,
copying, stealing and
bullying are being
carried out.
a. to ban
b. to complain
c. to cheat
d. to steal
e. to bully
f. to prance
A. prank
B. complaining
C. bullying
D. banning
E. cheating
F. stealing
On the other hand, we have students
who disagree with these reasons.
They think some of the problems will
continue even if students do not have
cell phones in class. “We could not
believe it when the principal made the
announcement. A month ago, a cell
phone survey, where around 1,000
students participated, showed clearly
that only 15 % of students were using
the cell phone in inappropriate and
illegal ways,” said Mark Cling, a 10th
grade student.
The survey also showed that 78%
of students used their phones for
educational activities like searching
the web for information, e-mailing
assignments for classes, and taking
pictures or making videos for class
projects. Only 15 % accepted having
used the cell phone inappropriately.
1. to take someone’s property
2. to behave dishonestly
3. to frighten or hurt people who are weaker
4. to make fun of other people
5. to prohibit
6. to express dissatisfaction about something
1. Look up the following words in a dictionary. Then, match them to their meaning and
finally to their corresponding nouns.
A
B
C
D E
66
d
c
e
f
a
b
f
b
e
a
c
d
138

Lesson 3
SchoolNews
Planning
to infer ideas using context
clues, to understand and
identify how a story news is
organized, and to write a news
story about a school issue.
Previews vocabulary from a
reading text.
Reads a news article and
takes a position on the
topic.
Identifies the different
elements of a news story.
Vocabulary
ban, complain, cheat, steal,
bully, prance, prank
Asking questions
to themselves
Inferring
meaning from
context
Using clues in
the context
Bring newspapers in English. Have students get in groups
and distribute the papers. Invite students to search for the
subjects on the board:
an ad for a car
a picture of a disaster
a sports headline
Invite each group to create their own searches, and have the
Pre-Reading
1. Look up the following words in a dictionary. Then
match them to their meaning and finally to their
corresponding nouns.
are central to the main ideas in the text.Clarify that students
relationship among the words (most relate to undesirable
to come to the board and write the phonetic transcription
of the words. Once students have done the matching, have
them go over the pronunciation.
Invite students to predict the content of the news based on
the words they have previewed. You might also have them
ask questions about the text.
While-Reading
2. Read and choose the best headline for this news
article.
Call on a student to read the three possible headlines. Have
them explore all the headlines with possible questions to
activate previous knowledge: Ask: What kind of cell phone
be banned?
After that, invite students to read individually. Remind them
to think about the best headline and the reasons why. You
might like to have them underline chosen parts of the text
that ustify their headline.
After students read, write some wh-questions to check
comprehension: What happened at Southlake school? Why
did it happen? What was the reaction of students? What are
Once students have chosen the correct headline (Cell phones
banned at Southlake school!), challenge them to say why the
(although there are
phones, it is too general)
Cell phones and Southlake Crime! (the abuse the article talks
about is not considered crime)
66139

Post-Reading
3. Read the article again and identify its parts.
Have them look back at the text to recognize the typical
format of a news report. Clarify that the text is divided into
5 sections (A-D). Have students go over the sentences in
the exercise and identify each part. Get students in pairs to
check their answers.
4. Who would say it? Write S for students, P for
principal or C for counselor.
Allow some time for students to go over the sentences and
clarify that students have to infer the connection between
these opinions and the cited people on the text. Draw
students’ attention to the Reading Strategy. Ask students
questions to assess their understanding of the strategy:
How do you infer? What do you have to do? (re-read, think
about the ideas and search for clues). Write these questions
Who thinks cell phones are used badly at school? (the school
principal)
(she mentions examples of cell phone abuse)
Finally, invite students to take a position, and have a class
discussion about the issue which arises in the news story.You
might like to hold a mini-debate in which all the positions
are defended and supported with good reasons.
Writing
5. Scan the text for signal words and match them
to their function.
Explain that through signal words students can easily
recognizeanorganizationalpatternaswellastheconnection
among ideas. Have them scan the text quickly to locate and
highlight the signal words in the exercise and analyze them
in context. Once students have located those words, have
them analyze their purpose to see how those expressions
6. Complete these opinions with the correct signal
word.
in. Remind them to use clues in the context to help them
determine the pattern of the connection. Invite students to
compare their answers in pairs. Have them explain the clues:
According to needs to be followed by a noun.
Clearly
Instead
alternative.
On the other hand introduces a statement that presents a
7. Write a news story based on a situation at
school.
Invite students to read the Writing Strategy to clarify that
little, a news story goes directly to the point). Ask students
Why do you think news stories are like
that? (because they seek to get the attention of the reader
as soon as he or she begins to read)
makes a good news article. Opinions need to be basked up
them exchange articles and invite their peers to comment
on the news and analyze their objectivity.
Write your news story following the suggestions in the
writing section, look for photos that go with your article
and adapt them for an oral presentation. Invite students to
adapt their news story to a presentation or broadcasting.
Have them include pictures or images, and relate them to
the news using captions (a small explanation below each
picture).
67140

• Write your news following
the suggestions in the
writing section. Look for
photos that go with your
article and adapt it for an
oral presentation.
Project Stage 3
Reading and Writing
Reading Strategy
Inferring
3. Read the article again and identify its parts.
a. E more facts or opinions to lead to a conclusion
b summary of what the news article is about
c. all the important facts (answers to wh-questions)
d. one opinion (one side of the story)
e. the other side of the story
4. Who would say it? Write S for students, P for principal or C for
counselor.
a. Cell phones are badly used at school.
b Cell phones can be used to record important information in class.
c.
d. Schools are the perfect place for a student to learn to use cell
phones in an ethical way.
e.
us because of an emergency.
5. Scan the text for signal words and match them to their
function.
a. according to 1.
b. on the other hand 2.
c. clearly 3. to identify a source of information
d. Instead 4.
Writing Strategy
explaining
Don’t forget to quote the
6. Complete these opinions with the correct signal word.
a. “ the statistics, people are spending a lot of money on
cell phones.”
b. “Last month 150 cell phone thefts were reported at school.
This month, the number has increased. , we need
better school security.”
c. “The cell phone is not the problem. , it’s how, where
and when it is used.
d. “The good thing about cell phones is that you can call your parents any
moment you need them. , they sometimes ring
and interrupt the classes.”
7. Write a news story based on a situation at school.
67
A
B
C
D
P
C
P
C
S
d
c
a
b
According to
Clearly
Instead
On the other hand
Answers may vary.
Answers may vary.
141

p33a
Lesson 4
You’rePullingMyLeg!
Reflect on Values
Always Never
I read to inform myself.
Gap Activity
3. Discuss.
Listen up! Brad and
Jennifer are going to
tie the knot. I bet it’s
going to be a wonderful
wedding!
criminals but they’re
still at large. If you
have any information,
please, call. Brad and Jennifer are
getting married? They’re
pulling people’s legs.They
broke up long ago!
I can’t believe those
criminals escaped. I hope
they face the music soon.
1. Listen, read and choose
the correct meaning.
a. b. c.
a. b. c.
a. b. c. to get married
a. to fool people b. c. to hurt people’s legs
2. Complete this conversation with the correct idiom. Then listen and check.
A:
It’s a great program.
B:
Saturday. What happened?
A:
B:
A: ________________ (a).
B:
people made a mistake so they had to _____________
_________________ (b)
A: Really?
B: ___________
_______________ (c).
B: They get married in jail? ____________________
______________________________ (d)
A:
68
at large
face
the music
tie the
knot
You’re pulling
my leg.
142

Lesson 4
You’rePullingMyLeg!
Planning
learners to communicate
using idioms, exchange
information in gap
activities and give a formal
presentation.
Uses idiomatic
expressions
to talk about
experiences.
Idioms
to face the music
to tie the knot
identifying topics to activate
Associating words and
expressions to a particular
context
Invite students to revise and use idioms from previous
classes. Make a list of the idioms and their meanings. Divide
the class into two groups. Invite a volunteer from one group
to come to the front.Show an idiom and its meaning (in case
the student doesn’t remember) and have the student draw
a picture for their group to guess the idiom. Set a time limit
and remind students that the person who is drawing can’t
talk, only draw.
PRESENTATION
1. Listen, read and choose the correct meaning.
Have students preview the exercise quickly to tell you what
idioms they will study (the ones in bold type). Ask students
about the situation depicted in the pictures: the topic, type
of interaction, context, pictures (two people watching the
news). Ask some questions to explore some interesting
elements of the context: What kind of news are these? (local
and entertainment) What are people’s reactions to the news?
Why? Have students read and match the pieces of news to
their appropriate reaction. Then play the audio for them to
check. After that invite them to go over the possible answers
to compare their answers in pairs. Encourage them to identify
the clues in the context which helped them choose an answer.
2. Complete this conversation with the correct
idiom. Then listen and check.
Remind students to preview the whole conversation before
completing. Have them check answers with a partner. Use
this conversation to do some communication practice. Invite
students to rehearse and role-play the conversation by using
closed, keeping eye contact, using gestures, etc.
3. Discuss.
To personalize idioms, have students think about personal
experiences with which to use the idioms practiced in class.
Invite students to get in groups and think of the Discuss
question.You might like to add these questions to promote
more interaction:
Go over the values and invite students to express their ideas
freely as a whole class or in small groups.
• I read to inform myself.
Ask questions about the important events that are going
on to see how many students keep up with news. Ask some
questions to help them share ideas: Why is it important to be
• I am critical of the news I read.
Invite students to tell you what being critical means and
its importance when reading news. Remind students that
being critical is not to be negative but to be able to explore
ideas on a deeper level by asking questions and looking for
reasons. It is important to know that information can be
manipulated and the reader does not have to agree to all
that is published.
Encourage students to reach conclusions and commit to
make changes that might help them align their values to
their actions.
Gap Activity
Explaintothemthateachpersonhaspartoftheinformation.
They have to share it by asking the corresponding questions.
Tell students the activity has two parts so they can change
roles and get to do both the questioning and answering.
Remind them to spontaneously expand the conversation
using the exercise as the central part, and including idioms
and the Key Expressions seen in the unit.
68143

Write the important concepts on the board: commitment,
cooperation. Invite students to brainstorm using these
concepts to show their understanding. Accept all ideas
without judging them but make sure students are clear with
these concepts so that they can grade the statements easily.
in groups and share their answers. Remind students to
for future work. Invite some volunteers to talk about the
things they learned. Model the language they can use:
I learned the value of… active participation.
Read and answer.
Values section. Invite students to read silently and answer
the questions individually. Remind them of the strategies
they can use to deal with the text: looking for clues in the
questions, stopping to think about it, going back and re-
reading.
Invite them to share their opinions about the topic and give
examples of the concepts: objectivity and reliability. It might
be easier to ask students their opinions about how pieces of
news are presented in their local media and their opinions
about the work of journalists.
Answers:
a. Objectivity and reliability
b. Obtain it from a reliable source and quote.
c. Answers may vary. Objectivity can be found when a
journalist interviews all people involved in an issue and
white perspective.
Ask a volunteer to read the Useful Expressions.Tell students
Clarify that those expressions are to introduce the news
and present an interview, like on a TV news show. Go
over the pronunciation of those phrases and provide
vocabulary as needed. Remind students some important
recommendations when telling their news stories: If they’re
and use gestures and body language.
Present the headline and the summary of the news.
If students are not presenting the news as if they were on
TV, they can involve the other students by asking them to
predict the news just by looking at the headline.
Continue with the extra information and the support you
have for the news: statistics, interview, quotations or
pictures.
Students might like to present the headline and summary in
front of others, in real time or on video. Make sure students
use photos and visual aids appropriately.Tell them to explain
how the images were obtained. Ask them to answer these
questions: Where were the photos taken? When were they
of the story.
Invite the rest of the students to validate the objectivity of
the news by paying special attention to this aspect. Have
them express their points of view about their partners’ news
item and news presentation.
Share Your Project
69144

• Present the headline and the summary of the news.
• Continue with the extra information and the support
you have for the news: statistics, interview, quotations
or pictures.
•
sides of the story.
ShareYourProject
Useful Expressions
To introduce yourself
This is with the
(your name)
news.
(kind of news)
To quote a source
“ ”
To introduce an interviewee
Mr. is here with us to talk
(name of the person)
…
• active participation of all members.
• respect for everyone’s ideas.
• autonomy and commitment from all people in the group.
• the same amount of work for everyone.
• good time management to complete the task.
• happiness.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Real Communication
Decisions were easy to make.
There was a lot of cooperation.
Everyone had a great attitude.
There was a great outcome
2. Read and answer the questions.
W hen writing a news story, journalists have to be
careful about the information they are supplying. The
news has to have two important characteristics. First,
the information has to be true. It cannot be based on
a rumor and it cannot be invented. The best way to
validate the information is to obtain it from a reliable
source and quote it. When you quote, you repeat what
is said directly by the people involved. You can also use
interviews. They’re a great technique to get opinions to
support the news. Secondly, the information has to be
objective. Objectivity means to present the situation just
as it is, providing all sides of the story so that the reader
can make an interpretation based on the facts and not
feelings or opinions of the person who writes the story.
a. What important characteristics should news have?
b. How can information be validated as true
information?
c. Can you give an example
of objectivity in
the news?
69
Answers may vary.
Answers may vary.
145

Comic
The Great Moon Hoax!
Read and listen.
1. 2.
3. Soon the news was copied and published in most
media.
4.
5. More stories were told and the newspaper
6.
7.
The discovery was made
by means of a powerful
telescope!
A powerful telescope,
are you kidding me?
“There are people almost like
human beings. They walk
erect but they have wings…”
Did you read about the
discovery of life on the moon?
According to the newspaper,
there are temples.They’re made
of precious stones like sapphires.
Where do these people
live?What are cities like
on the moon?
How was that
telescope made?
Who made that
discovery?
Sorry!We cannot report
anymore. The telescope
was damaged by the
sun’s rays.
They pulled
our legs.
They
discovered us!
8.
70146

Comic
TheGreatMoonHoax
Listen and Read.
Pre-Reading (books closed))
To activate students’ prior knowledge, invite them to
preview the comic by reading the title of the story “The
Great Moon Hoax!”. Invite them to look at the pictures and
add details describing what they see. Then invite them to
close their books and predict what it might be about. Ask
some questions:
story be about? Have students brainstorm, do not give them
the answer. Invite them to discover the meaning of the word
by reading the story. Write some of their predictions on the
board.
While-Reading
Then have students open their books and read and listen to
thestory.Encouragethemtoidentifyandunderlineunknown
words. Inform students they can use a lot of strategies while
they read: pausing to think, asking themselves questions,
using the pictures to clarify and improve comprehension.
To help them make connections and inferences, ask these
needed. Ask: What did people think of aliens back in those
Post-Reading
Remind students they can go back, skip parts, re-read and
use a variety of strategies to understand more deeply.Write
these questions on the board and have them answer them
in pairs: When and where did the story happen?What was the
headline of the newspaper? Why were people surprised with
the news? Why do you think people believed the story? Who
was suspicious?Why were people disappointed at the end?
Invite students to tell the plot of the story. Give students
time to make a summary of the comic. Write on the board:
The text was about … and have students tell you in one
sentence what it was about.
Finally, invite students to give their opinions about it. Ask:
What do you think about life on other planets? What do you
think of this hoax?
You might like to tell students the true story behind the
comic. “The Great Moon Hoax” was a real event back in
1835. It caused a lot of stir. Obviously, it was a hoax because
there was not such a telescope in those days. It was a made
up story but a lot of people believed it.
EXTRA IDEAS
Challenge students to create, expand, modify or come up
with other possible endings to the story.
Personalize
If you read that news story in a newspaper, would you believe
it?What evidence would you need to make sure the newspaper
about?
70147

Quiz Time
Before the test
proposed in the unit: understand principal ideas and
important details in local news, use the Passive Voice to
report news and use some idiomatic expressions in the
appropriate context.
Remind students to do the test individually and with the
right attitude. Encourage them to use all strategies they
have learned and to apply them in an independent way:
beforeanswering,lookingatpictures,readingthequestions,
predicting information, using background knowledge and
clues in the context, etc.
comprehension of local news stories. Remind students to
read the questions and possible answers before you play the
audio.
2. Complete this report in the Passive Voice. Use
the Word Bank.
This exercise helps you assess the students’ use of the
PassiveVoice. Remind students to use the verbs in the box in
their correct passive forms with the corresponding auxiliary.
3. Change these sentences to the Passive.
of the grammatical change from the Active to the Passive
Voice.
4. Choose the correct idiom or expression.
This exercise helps you assess the students’ use of some
of the idiomatic expressions learned in this unit. Remind
students to read the complete situations before choosing
the expressions.
Self- Evaluation
time for students to check achievements and invite students
to demonstrate each of the descriptors, giving examples.
Help students recognize how well (very well, ok, a little) they
have achieved the objectives of the unit. Provide concrete
advice on what to do and refer them to the corresponding
pages of the book and Grammar Charts appendix to help
Glossary
information provided in the Glossary. You might like to go
where it was used. Then invite the people from the same
synonym.
to create a story. When they’re ready they tell the story out
Play Dictionary
to guess.
EXTRA IDEAS
71148

Quiz Time
Self-Evaluation
Very Well OK
report on an event.
News 1
What emergency is the report talking
about?
a. a tornado
b. an earthquake
c. a tsunami
News 2
What time is the hurricane
expected to hit?
a. 4:30 PM
b. 3:30 PM
c. 5:30 PM
News 3
What happened?
a. a dog was trapped in an elevator.
b.
c. a man was trapped in an elevator.
News 4
How old is the discovery?
a. 10,000
b. 10,000,000
c. 1,000
2. Complete this report in the Passive Voice. Use the Word Bank.
About 1,200 people ________________ (a) yesterday
when a tornado hit the city of Joplin. After the
disaster, most people __________________ (b)
in the basement of the houses. The Fire Department
and the National Department for Emergencies
rescued them today in the morning. Some people
_____________________ (c) to hospitals where
they’re recovering now. Some old buildings resisted the
tornado but they ________________ (d) so people
living there ________________ (e) today because
they are in terrible condition and might collapse any
minute.“These buildings _______________ (f) to fall
3. Change these sentences to the Passive.
a. City planners will build a new stadium. _________
__________________________________________
b. Seaquakes produce tsunamis. _______________
__________________________________________
c. Someone stole 100 cell phones. _______________
__________________________________________
d. Some people saw a UFO near the western
mountains. ________________________________
__________________________________________
4. Choose the correct idiom or expression.
Word Bank
Adam: I’m going out with Pat next Saturday.
Dana: Really? I don’t believe it. (a. are you pulling my leg? /
b. Are you going to tie the knot? / c. Are you at large?)
Adam: No, it’s not a joke. It’s true. I asked her out and she
said “yes.”
Dana: (a. Thank goodness! / b. What a shame! / c. No kidding!)
She has a boyfriend, and she doesn’t like you. I know.
Conversation 2
A:Were you playing soccer in the living room?
B: No, I wasn’t. I was studying in my room.Why?
A:Well, the window is broken!
B: (a. What a shame! / b. No, kidding! /
c. Goodness!) It’s impossible.
A:Whoever did it will (a. tie the knot / b. face the
music / c. be at large).
• damage
• injure
• evacuate
• expect
• trap
• take
71
were injured
were trapped
were taken
are damaged
were evacuated
were expected
A new
stadium will be built.
Tsunamis
are produced by seaquakes.
100 cell
phones were stolen.
A UFO was seen near
the western mountains.
149

Glossary
shelter: n. a place where people go for
protection (syn. refuge).
source: n. a person who gives
information to a reporter. For security
reason I cannot reveal my source.
theft: n. the illegal taking of other
person’s property (syn. robbery).
witness: n. a person who can testify
about an incident because she was
there to experience it.
A – E
bakery: n. place to make or sell baked
products like cakes, bread and cookies.
to be on time: v. to be punctual. I like to
be on time so people take me seriously.
to be trapped: v. to be caught in a
place where you cannot get out.
bridge: n. structure built over a
depression or obstacle to permit
transportation of products and people.
car crash: n. when cars collide or
come together hard and noisily (syn.
collision).
citizen: n. a person who inhabits or
lives in a city or town.
collide: v. to come together in a solid
impact.
eager: n. with the desire to do
something.
F – L
headline: n. title of a story or article
printed in large type in a newspaper.
hoax: n. something used to trick or
cheat (syn. fraud). The 2012 Mayan
predictions are just a hoax.
interview: n. meeting in which a
reporter asks questions to obtain
answers from a person.
inundated: adj. a place covered in
kitten: n. a baby or young cat.
M – Q
mascot: n. a person, animal or object
believed to bring good luck. The
university’s mascot will start with a
dance before the football match.
move on: v. to move forward;
metaphor for conquering any obstacle
and continue one’s life.
quote: v. n. to speak or write using a
passage or words from another person
When you quote someone else’s words
you should use quotation marks.
R – Z
Richter scale: n. a scale used to
express the total quantity of energy
liberated by an earthquake. Its values
typically fall between 0 and 9.
refuge: n. a place providing protection
or shelter.
road: n. open way for the passage of
vehicles, people and animals.
to shake: v. to move with short and
quick irregular vibrations.
To be at large:
To face the music: to assume the
to fool
someone.
to get married.
Are you kidding?: You’re joking!
No kidding:
serious.
What a shame: That’s
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Unit 5
GlossaryActivities
1. Unscramble the words.
RAC SACHR VINWEERIT SETLERH DOOFLDE
2. Find the words below in the puzzle.
move on
inundated
witness
hoax
shake
interview
collide
eager
x a k i e o m v o y p z p s k
t x i c n o q a r c u x h r i
z f c r v u e k a h s a a y t
y v e e e z n d e d o o l f t
t t o h z f f d n m h h b t e
r n d k t l u w a d d i a h n
b t p i s l p g i t h w v a k
v o k z h z v w e k e j y s e
y w l y u y w d t r a d h e b
a t e n r j a l g k d e i d o
e c b e h e r w f p l q o i p
f t k q e j b c q t i p z l r
w a i y r i n b e r n r a l q
b r i d g e y r o b e h y o c
w o k c u h z j k r g t m c w
3. Classify the words and then complete the story.
Word Bank
bakery
bridge
shelter
headline
hoax
refuge
shake
inundated
fooded
kitten
theft
robbery
move on
collide
4. Complete the sentences with the words above.
a. After a tragedy people just have to m n.
b. The i d areas were evacuated 2 hours before the hurricane.
c. The sighting at the stadium was just a h x.
d. e with the planet.
72
car crash interview shelter
witness
interview
shake
eager
151

ATech-World
UNIT
6
Listening
Comprehension
Can understand the
standard input on
familiar matters
in contexts such as
work, school and
leisure activities.
Understands main points of diverse short
conversations about tech habits and problems.
Reading
Comprehension
associated with
familiar topics.
Understands graphs.
Skims reports to find the organizational pattern.
Oral
Interaction
Can deal with most
or in familiar
personal interest.
Expresses wishes about tech situations and
related events.
Gives instructions on how to use devices,
gadgets and appliances.
Uses idiomatic expressions to comment on
everyday situations.
Describes tech habits.
Oral
Expression
Can narrate
experiences and
events giving
brief reasons and
explanations.
Describes visual information.
Gives recommendations to save energy.
Written
Expression
Can produce simple,
connected texts on
topics which are
interest.
Writes a report based on school research.
Uses signal words to introduce typical elements
in reports.
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ATech-World
UNIT
6
General Objective
You will be able to describe tech habits and
wishes.
Communication Goals
• express a wish.
• talk about tech habits.
• describe the kind of tech-user you are.
Topics
• Smartphones
• Phantom Energy
Vocabulary
• Vocabulary related to computers and cell phones
• Compound nouns
• Antonyms and synonyms
Grammar
• Making wishes
• Phrasal verbs
• Wait a sec
• To cost an arm and a leg
• To shape up or ship out
• To pull the plug
• 24/7
Project
AWeb Survey
You will carry out a survey on tech issues
and present it with a graph.
Vote and then discuss.
How is technology changing our lives?
• It’s creating problems because people are
• It’s making our lives easier and safer.
• It’s a mix of advantages and disadvantages.
153

Lesson 1
IWishIHadOne
Features
a. Cell phone
b. Music player
c. Messenger
d. Internet access
e. Digital Camera
1. Match the features to the actions.
2. Complete the chart. Use exercise one.
3. Complete the questionnaire. Then listen and check.
Vocabulary Strategy
by a preposition, adjective or another noun.
To create or understand a compound noun,
the second word (always a noun) is the most
web page
(gives information (principal idea)
about the kind of page)
1. go online, browse the web, send e-mails, access your favorite
2. listen to music, record audio
3. send instant messages and chat
4. take pictures , make video calls, record video
5. send and receive calls, send text messages
Name: ______________________________________________ Age: ______ Gender:______
Are you satisfied with your cell phone? Check.
Yes. No, but I wish Don’t need it.
I could / did.
Do you have access?
Do you have a music ?
Can you access your e-mail and your social ?
Can you apps?
Can you send messages?
Can you make calls?
Do you have a camera?
Introducing… Centauries XXZ new generation.It’s not a regular
cell phone,it’s a smartphone! Don’t you wish you had one?
Adjective- Noun Noun-Noun
Preposition-
Noun
With space
_________ message
______ camera
______ mail
_______ message
_______ calls
_______ phone
_______ player
With no space
________ phone _______ work ______ line
text
Internet
d
Answers may vary.
74
instant
digital
e-
video
cell
music
smart net on
b
c
e
a
player
networks
download
instant
video
digital
154

Lesson 1
IWishIHadOne
Planning
This lesson will
enable learners
to express wishes
about using, owning
and operating
devices, gadgets
and appliances.
Describes their cell
phone features.
Talks about their
technological
wishes.
Vocabulary
cell phone, music player, messenger, Internet
access, digital camera, go online, browse the
web, send e-mails, access social networks
Expressions
Wait a sec! Goodness! Anyway!
Structures
Wishes in the present
Using prior
knowledge to make
inferences
Previewing
vocabulary
Predicting
Making inferences
Write these abbreviations and invite students to come to the
board and write their meaning.
:-) = smile
;-) = wink
:-@ = screaming
(*o*) = surprised
(^_^) = cute
PRESENTATION
1. Match the features to the actions.
Go over the illustration and elicit some opinions about cell
phones. Ask students about the most important features of
the cell phone being advertised. Invite students to go over
the features and the functions. Clarify vocabulary before
they match. Explain that apps refer to applications.
2. Complete the chart. Use exercise 1.
Students might be familiar with this vocabulary yet they do
not see the relationship among the words. Refer students
to the Vocabulary Strategy and have them classify the
prepositions.Tellstudentscompoundnounsarecombination
of words. Some of them are written in a separate way (web
page), some of them are written with a hyphen (e-mail),
and some are written as a word (network). You might like
to provide examples of these words. Clarify that there are
many more combinations for compound nouns. There can
also be combinations with verbs (haircut), but the words act
like nouns in the sentence. Invite students to check their
answers in pairs.
3. Complete the questionnaire. Then listen and
check.
Invite students to preview the exercise and explain what
it is about to their partners. Have them notice that they
compare their answers, have them do the survey. After they
features and level of satisfaction with their cell phones.
Allow sometime for students to share this information with
partners. To wrap up, invite some pairs to share interesting
information about their cell phone features and preferences.
EXTRA IDEAS
You might like to take the opportunity to talk about the use
of cell phones in class and their correct use.
4. Complete. Use the Word Bank. Then listen and
check.
Clarify to students that they need to complete the
paragraph with the correct form of the verbs in the Word
Bank. Have them go over the entire conversation before
completing. Encourage them to identify the characters,
setting and general idea.Then allow some time for students
to complete. Play the audio for students to check their
answers. Finally, write these questions on the board to check
their comprehension:
Who has a new cell phone?Who doesn’t?
What does the woman wish?
What does the man wish?
74155

Direct students’ attention to the Key Expression. Encourage
the correct pronunciation. Challenge students to identify
more special expressions (Goodness! Sorry! Anyway, I know.
Really?) and have volunteers explain the meaning and
the body language that is appropriate when using these
expressions. You might like to have students practice the
conversation once or twice.
chart. Invite students to focus their attention to the use of
wish. Have them complete the chart. Then ask them some
questions to assess their understanding of the meaning of
the sentences with wish. Ask: Does the person know how
to use the cell phone? What tense does the person use? Is it
December? What does the person wish now? Call on some
volunteers to explain the rules for wishes in the present.
5. Complete each sentence about the conversation.
Allow some time for students to complete. Call students’
attention to the use of how to explain that the long form:
Francis wishes she knew how she could use her cell phone.
Clarify there can be more than one right answer.Then invite
them to check their answer in pairs.
6. Write sentences using“wish.”
Clarify to students they have to read and understand the
situation so that they can complete the sentences. Call on
volunteers to read their answers.
7. Listen to the conversation and check [ ] yes or
no.
Explain they will listen to a conversation about a change
brought about by technology. Challenge them to speculate
what it might be.
To set the context for the listening exercise, write these
possible topics on the board. Have students choose one of
the topics:
New languages created by the new technologies
Cell phone advantages
The “Digital Divide” (the gap between people who have access
to technological devices and those who do not.)
Call students’ attention to the Listening Strategy. Engage
What does
inferring imply?
using prior knowledge) Why is it important to infer? (if you
don’t infer, important information is missed out)
connect what is in the text with what is in the mind to create
an educated guess”. Tell students that when they infer,
they do it based on some evidence. Invite some volunteers
to read the statements and have the whole class call out
the answers. Challenge them to identify the evidence
that helped them choose. Ask these questions to check
comprehension:
opinions?
Havestudentspreviewthequestionsinthelisteningexercise
and invite them to predict answers in pairs. Play the audio
and correct with the whole class. Play the audio again for
some of the rules people use to abbreviate and use textese:
vowels are omitted, some letters represent words (u = you)
(r = are) and long words are shortened.
a. b.
c. d. RUOK? (Are you OK?)
e. f.THNX ( thanks) g. plz (please)
EXTRA IDEAS
Invite students to call out their own wishes in relation to the
use of technology. Ask follow-up questions to elicit more
information. Monitor the use of the structure with wish and
the compound nouns.
Think about popular tech devices and survey your
had.
Clarify to students that they have to interview their
class. Brainstorm popular tech devices with the whole class.
them.
Students should try to get as many details as possible about
how students use their devices and if they know how to use
allthefeatures.Goaroundhelpingstudentswith vocabulary.
poll or survey like this one to get the information they need.
75156

Key Expressions
Wait a sec: wait a second
Reflect on Grammar
Wishes
I wish I how to use this cell
phone.
I wish you write normally.
I wish it December already.
Choose:
1. After “I wish” you need the verb in the
a. present
b. past tense.
2. The sentence “I wish it were
December already.” is
a. simple past tense
b. present tense
• Think about popular tech devices and survey your
had. E.g. Do you have a cell phone with Internet access?
Project Stage 1
Listening Strategy
Infer information by using the
context and your own ideas
about a situation.
5. Complete each sentence about the conversation.
a. Francy wishes she how to use her cell phone.
b. Joe wishes .
6. Write sentences using“wish.”
a. Grandpa would love to send photos to his friends by e-mail, but he
doesn’t know how to do it.
He wishes he knew how
b. Mary wants to call Peter but she doesn’t have his number.
c. Paul doesn’t have the money to buy a smartphone.
d. Diana’s boyfriend is away. She keeps sending text messages to him
but she doesn’t have any news from him.
4. Complete. Use the Word Bank. Then listen and check.
Joe: I _________ (a) a text message an hour
ago, did you ______________(b) it?
Francy: Sorry, I haven’t checked. I wish I knew
those numbers and letters? I wish you could
write normally.
Joe:
Francy: Anyway, I really hope you can make it
today. I need your help.
Joe: I know, it’s your new cell phone. Don’t
worry, I’ll show you how to use it. It’s a great
phone. You can ____________ (c) the web,
____________(d) video calls, ____________
(e) pictures and ____________(f) instant
messages. I wish I had one like that.
Francy: Really? Marcos is planning to
give you one for your birthday.
Joe: I wish it were December
already.
Word Bank
sent
a. Someone wishes you could wait,
so he or she writes…
1. U8
2. W8
3. WAT
b. If you wish to say “I don’t know”
you can type…
1. 4004
2. 444
3. 404
c. Laughing out loud can be typed
like…
1. lol
2. latl
3. lgl
d. As soon as possible is…
1. ASSP
2. ASAP
3.
e. You wish you could send a kiss, so
you write…
1. KX
2. KS
3. X
f.
1.
2.
3.
7. Listen to the conversation and tick [ ] yes or no.
a. The people in the conversation are young. Yes No
b. They wish they could learn to text. Yes No
c. They plan to use “textese.” Yes No
knew
• Find out what they do with the devices and how they
use them. E.g. What activities do you do with your cell
phone? What activities do you wish you could do?
• sent
• make
• receive
• browse
• send
• take
75
Diana wishes she had news from her boyfriend.
Paul wishes he had the money to buy a smartphone.
Mary wishes she had Peter’s phone number.
to send photos to his friends.
receive
browse
make take
send
knew
he had a cell phone like Francy’s / it were December
could
were
157

Lesson 2
1. Match the photos to the tech profiles.
TechUsersandCommonHabits
3. Match these words with their synonyms.
a. unplug 1. enter
b. turn on 2. switch on
c. hook up 3. connect
d. 4. remove
e. sign in 5. disconnect
I’m a technophobe. I wish
I didn’t have to work with
computers.When I get
home, I unplug.You know,
noTV, no computers. I
just take my shoes sit
down on the couch and
read a book.
I’m a computer
geek. I love to go
online and stay
up all night, you
know, to browse
the web and do
I’m a texter. I love
texting. I sign in to
my social network,
or use the messenger
and text all day. I wish
I could do it in class,
too.
I’m a music lover. As
soon as I get up, I plug
in to my iPod. I put on
my headphones, turn
up the volume and I
just forget about the
world.
Key Expressions
Computer geek:
a computer enthusiast
What kind of tech user are you?
2. Look at the picture and complete the sentences. Use the Word Bank.
___________________
___________________
Don’t waste energy.
___________________
doing my task.
__________________
the volume. I can’t
hear the music.
_______________
your headphones.
We need to talk.
I need to ___________
my glasses. I can’t see.
Don’t __________
late. You have to get
up early.
___________ theTV to
the camcorder. I want
to see the recording.
To ___________ your
social network, you
need your password.
Vocabulary Strategy
Use synonyms (words
with similar meaning) and
antonyms (words with
opposite meaning) to
remember new vocabulary.
these relations.
4. Match these words with their antonyms.
a. turn on 1. turn down
b. put on 2. unplug
c. turn up 3.
d. plug in 4.
e. sign in 5. sign out
a. b. c. d.
1.
Word Bank
•
• plug in / unplug
• put on
• hook up
• turn up / down
• stay up
•
• sign in / out
Unplug the phone
charger.
1. 1. 1.c
a.
b. c.
h.
d.
g.
f.
e.
76
Turn off Turn up
Take off
put on
stay up
sign in Plug in
a d b
5
2
3
4
1
4
3
1
2
5
158

Lesson 2
TechUsersandCommonHabits
Planning
This lesson will
enable learners
to describe
tech habits and
users.
Gives
commands to
use devices.
Identifies tech
users and
their habits or
preferences.
Vocabulary
computer geek, music lover, texter,
technophone
Structures
Separable and inseparable phrasal verbs
Using pictures to
associate concepts
Previewing conversations
Using the context to
determine the meaning
and predict what they
will hear
Write these statements on the board and invite students to
take part in the poll and hold a mini debate based on their
points of view.
It’s making our lives easier and safer.
It’s a mix of advantages and disadvantages.
Other: ____________________________________________
Count the number of votes and create groups to defend
their ideas. Each group should give a reason to defend their
position. The winning group is the one that doesn’t run out
of reasons to support their position.
PRESENTATION
1. Match the photos to the tech profiles.
Invite students to cover the text and look at the pictures to
imagine the kind of tech user behind their photo. Encourage
these questions to help students hypothesize: What kind
of person would typically write a lot of text messages? Who
would listen to a lot of music? Who would be a person not too
fond of computers?
with the students. Refer students to the Key Expression.
Challenge students to identify the words to label each one
of the tech users in the pictures.
PRACTICE
2. Look at the picture and complete the sentences.
Use the Word Bank.
Go over the Word Bank. Direct students’ attention to the
pictures and invite students to read theVocabularyStrategy.
Remind students that the thesaurus is an important
reference material.
3. Match these words with their synonyms.
Allow sometime for students to match. Then write on the
board:
What’s another word for_______________________?
Invite volunteers to call out answers.
4. Match these words with their antonyms.
Go over the words with the students and invite students to
match them with their opposites.Write on the board:
What’s the opposite of ______________________________?
76159

5. Read and complete. Then listen and check..
and the particle. Remind students to preview the text and
examples and explain the rules about the use of separable
phrasal verbs. Ask questions for students to discover the
rules:
What words are part of the phrasal verb? (verb and particle)
What word separates the particle and the verb? (a noun /
What position can the noun take? (between the verb and the
particle or after the particle)
What position can the object pronoun take? (between the
verb and the particle)
6. Look at the pictures and give an instruction.
Write the three possibilities.
Go over the example. Refer students to the pronunciation
section. Play the audio and invite the class to imitate the
linking and stress of the particle in the phrasal verbs. To
Make it quick and connected. The stressed words are the
ones that are louder and clearer (verbs).
7. Choose the correct form to complete each
sentence.
In this exercise students will practice with inseparable
phrasal verbs. Have them complete and check answers with
a partner. Explain that some intransitive verbs cannot be
verb).
As a class or in small groups, invite students to go over the
sentences and say if they’re true for them. Have them ask
follow-up questions to discover more interesting things
about their tech habits. Encourage students to use the
phrasal verbs seen in class.
EXTRA IDEAS
Invite students to look for more phrasal verbs they may have
come across before. Have them decide if they’re separable
or inseparable. Clarify that some phrasal verbs can have a
separable and inseparable depending on to their meaning.
The machine broke down (inseparable). Break the task down
to make it easier (separable).
Some extra phrasal verbs:
sit down
get up
stand up
go down
go up
stand for
Students get in groups and share the information they
collected from the previous survey. Clarify to students
that they will continue asking questions and surveying the
members of other groups, using the new vocabulary and
structures.
Once students collect all the information they need, they
Explain to students that reports are summaries of the most
important information. Make sure students go over the
example.
77160

7. Choose the correct form to complete each sentence.
5. Read and complete. Then listen and check.
Dare to be different!
6. Look at the pictures and give an instruction. Write the
three possibilities.
Reflect on Grammar
Separable PhrasalVerbs
How do I the computer?
To turn on, you need
to plug it in.
Then you can turn on.
Notice:
Separable phrasal verbs take an object
(computer).
The object can be replaced by an object
pronoun (it).
Choose:
The object pronoun position is between
the verb and the particle / after the
particle.
Inseparable PhrasalVerbs
I could up all night.
Notice:
Inseparable phrasal verbs do not take
objects.
Choose:
Verbs like
do not take take an object.
Plug in the cell phone charger.
Plug the cell phone charger in.
Plug it in.
Hook up ____________________
__________________________
__________________________
Put on _____________________
__________________________
__________________________
Turn down __________________
__________________________
__________________________
a. I always my
earphones when I listen to music.
1. put on
2. put it on
3. put them on
b. I love to go online at night.
l late , you know.
1. sign out
2. stay it on
3. stay up
c. Help me with my e-mail account.
I want to in
order to check my messages.
1. sign it in
2. sign in
3. sign out
•
have when they entertain and communicate.E.g. Some
people spend too much time on the Internet.
Project Stage 2
•
refute your ideas. E.g. Do you spend a lot of time
online? How much?
Father: I don’t understand. I can’t
_______________(a) the computer.
Son: Before you turn the computer on,
you need to ___________(b) it in, and then
you can ________ it ________ (c). See?
Father:
I just need to _____________(d) my
glasses.
Son:What do you want to do?
Father: Let me think... I want to watch a
music video.
Son: In that case, let’s _______________
(e) the speakers and theTV to the
computer.
Father: I wish I knew how to hook them
up.
Son: No problem. I’ll show you. Now click
on your favorite video, and ____________
(f) the volume.
Father:There are thousands of videos.
I could ______________ (g)
all night.
turn on
Pronunciation
Turn it on. Plug it in.
77
turn on
plug
turn on
hook up
turn up
stay up
put on
stay up sign in
put on
the computer
it
stay
the computer to the net.
Hook the computer up to the net.
Hook it up.
your headphones.
Put your headphones on.
Put them on.
the volume.
Turn the volume down.
Turn it down.
161

Lesson 3
1. Match each word with its definition.
Graph 2.Graph 2.
a. appliance 1.
b. phantom 2. a piece of equipment used in people’s homes,
especially one that requires electricity to work.
c. power 3. ghost
d. device 4. electrical force
Graph 1.Graph 1.
BeaSmartTechUser!
2. Match the title to the correct graph.
a. Distribution of phantom energy per device or appliance.
b. Distribution of energy used at home.
3. Read the caption and choose its graph.
According to the U.S. Energy Information
Administration, 20% of the energy used at home is
phantom energy (wasted energy from devices that
performing their primary function). Graph # ______Graph # ______
4. Write True or False. Correct the false statements.
a.
energy.
b. 18 % of the computers at home waste energy.
c. Phantom energy is the energy wasted when the
appliance is not in use, but it is plugged in.
d. If you don’t unplug the charger of your cell phone
when the battery is charged, you will waste 3% of the
total phantom energy you waste at home.
e. 80% of the total energy used at home is not phantom
energy.
True.
Gaming Console
Speakers
Printer
Television
Power tools (battery chargers)
Computer
DVD player
5%
45%
11%
18%
10%
8%
3%
Energy spent
when in use
Phantom
Reading Strategy
Reading a Graph
To interpret a graph, ask yourself: “What is the
purpose of the graph?” and explore its elements.
numbers relate to the title. Finally, read the caption
78
2
3
4
1
Distribution of phantom energy per device Distribution of energy used at home
2
False. Computers waste 18% of the energy wasted
at home.
True.
True.
True.
162

Lesson 3
BeaSmartTechUser!
Planning
This lesson will
enable learners to
interpret graphic
information.
Understands graphic
information.
Identifies how
information reports are
typically organized.
Writes a report based on
information collected.
Vocabulary
phantom, appliance, power
strip, device, tools, graph, plug,
unplugged, perform, overnight
Using prior knowledge
Identifing purpose for reading
Skimming and scanning a
report
Using a graph to represent
numerical information in a
visual way.
Ask students to tell you the technological devices, gadgets
or appliances they consider to be the most useful.
Divide the class into two groups. Challenge them to name
and spell as many items as possible.The winner is the group
with the most correct answers.
Pre-Reading
1. Match each word with its definition.
Go over the words with the students. Have a volunteer
appliances and devices they have at home. Invite students to
make predictions about the reading based on these words.
Ask the relationship between the words ghost and phantom
and the lesson topic.
While-Reading
2. Match the title to the correct graph.
Direct students’ attention to the graphs. Invite them to
read the Reading Strategy. Clarify that students should
conventions, numbers, legends. Once all elements are
3. Read the caption and choose the graph.
Explain that a caption is a line of text that appears below
graphs and provides an explanation. Invite students to give
their own explanations of the graphs before they choose
the one corresponding to the graph. Allow some time for
students to read and have them compare their answer with
a partner.
Post-Reading
4. Write true or false. Correct the false
statements.
Invite students to look closely at the graphs while choosing
true or false. Allow some time for students to answer.
Remind them to correct the false statements. Have them
check their answers in pairs.
78163

5. Read this report and label the sub sections. Use
the Word Bank.
Brainstorm the purpose of reading this report. Clarify
that they will read to identify its common elements and
organizational patterns. Call their attention to the Writing
Strategy and invite volunteers to explain what impersonal
means. Then challenge them to name reports people make
in everyday life. Give them some clues:
A report with your grades that you and your parents receive at
school (school report)
A report in which a salesman gives information about sales
(sales report)
A report about a book (book report)
Allow some time for students to read, remind them to skim
the text and use clue words to do it quickly. Then when
answers are corrected, invite students to read the report
again and write these questions on the board:
What’s the purpose of the report?
research)
What was the methodology used to get the information? (a
survey)
What’s one result? (some people are lazy and do not unplug
appliances even when they know they consume energy)
What are some recommendations?
nobody is watching and plug it out when not in use, among
entertainment equipment, TVs are the biggest energy
vampires)
EXTRA IDEAS
Have students give their opinions about the report. Ask
these questions and remind students of the importance of
being critical:
What’s the viewpoint of the writer?
What’s your opinion?
Is this information useful?
6. Find in the report…
them introduce and phrase some of the typical elements of
can check their answers in pairs.
7. Write a report about the results of a survey on
a tech issue.
reports using the information they collected from previous
classes. Challenge them to apply all the information they
learned about reports. Invite groups to do peer editing. Go
around the classroom providing help as needed.
Remind students of the elements of graphs and how they
support numerical information in a visual way.
79164

• • Analyze the results of the survey and write a report.
Project Stage 3
6. Find in the report…
Reading and Writing
Word Bank
• Results
• Purpose
• Methodology
• Recommendations
Writing Strategy
Writing a Report
A report is an objective summary of data and
and describing a situation.
Use an impersonal style to sound more reliable.
5. Read this report and label the sub sections.
Use the Word Bank.
Apartments.
about their home habits and attitudes in relation to the
consumptionofenergyoftypicalappliancesandequipment
like desktop and laptop computers, digital cameras, iPods,
Mp3 players, cell phones, and small power tools (cell phone
chargers, and battery chargers). The survey asked the
residents to identify the state in which the device was left
after using it.
The results showed that 30 people out of 100 were always
careful about saving energy, while 25 other people reported
caring but not being conscientious of that thought, and 45
people reported not knowing about phantom energy. It was
also found that TVs and computers tend to be unattended
for a long time on a daily basis. 67% of the people left the
cell phone changers plugged in overnight and 30 percent
7. Write a report about the results of a survey on a tech issue.
of the people reported forgetting to unplug the cell phone
charger right after the battery is charged. Furthermore 45%
admitted they did not forget but simply felt lazy to unplug
right away.
plugged in when not in use, and the main reasons are
laziness 67%, ignorance of phantom energy 15%, and 18%
The following are some recommendations for people
interested in lowering their consumption of phantom
energy:
• Unplug equipment and appliances that are not
frequently used.
• Leave the charger plugged in for two hours maximum.
Cell phone batteries do not need to be plugged in all
night.
•
out when not in use. Among entertainment equipment,
TVs are the biggest energy vampires.
•
equipment connected to it, at the same time.
Remember, we can be better
every day! Let’s not waste energy.
a. An expression introducing the purpose of the report
b. Two expressions to introduce the methodology of the
survey
c.
survey
d.
79
Purpose
Methodology
Results
Recommendations
research made by…
The residents of High Cliff Apartments answered…
The survey asked the residents to…
The results showed…
It was also found that…
The following are some recommendations
for people…
165

Lesson 4
PullthePlug!
Reflect on Values
I control my online time.
I am careful about saving energy.
Gap Activity
1. Read the expressions below and choose the option that best corresponds to its meaning.
• 24/7 a. all the time b. 24 or 7 c. 24 divided by 7
• to cost an arm and a leg a. very cheap b. good price c. very expensive
• to pull the plug a. stop an activity b. go to bed c. change the game
• shape up or ship out a. b. to behave or leave c. to attend class
2. Complete the conversation and match it with a picture. Then listen and check.
Conversation 1
Tutor:Well, when you sign up for the
virtual English course, you get a
personal tutor .
Student: Any time I want?
Tutor:Yes, any time.
Conversation 2
Abby: Check out the new cell
phone I want.
Lynn:
Abby:Yeah, it
. I don’t
Conversation 3
Mother:You have been playing that
online game all day. Don’t you have
something else to do? I think it’s time
to .
Son:
I’m about to win.
Give me 5 minutes
more.
Mother:
that’s all.
Conversation 4
Teacher: Could you please
stop texting your friends?
You know, here there are rules,
if they’re broken, there are
consequences.
Student:
Discuss
• What kind of services should be
• Is there anything you would like to buy but it costs an arm and a leg?
• Name some circumstances when you have pulled the plug.
Buy now!
$5,000
a.
b. d.
80
3
2
24/7
costs an arm
pull the plug
Shape up or ship out
and a leg
4
3
1
166

Lesson 4
PullthePlug!
Planning
learners to communicate
using idioms, to exchange
information in gap
activities and to give a
Uses idiomatic
expressions to talk
about anecdotes.
Associates words and
expressions with a
particular context.
Idioms
to pull the plug
to cost an arm and a leg
to shape up or ship out
Using idiomatic
expressions in context
Personalizing idiomatic
expressions to share
personal opinions and
anecdotes
Invite students to recycle idioms from previous classes.
the idioms. Give clues:
To be in the same situation as another person
When you have talent for something
When you want someone to hurry
To reveal a secret
To get married
To publish photos on a popular social network (Facebook)
To feel very frightened
To forget something
To play a trick on someone
1. Read the expressions below and choose the
option that best corresponds to its meaning.
With books closed, write the idioms on the board and
encourage students to guess the meaning of the idioms.
Write some of the guesses on the board, then invite
students to open their books and read all options before
checking. To check answers, pair up the students and have
them negotiate their answers with their partners. Remind
students not to use a dictionary. Clarify that the idiom
is read twenty four seven.
2. Complete the conversation and match it with a
picture. Then listen and check.
Invite students to use the idioms in context. Remind them
to read the complete conversation before starting and to
use the verbs in the correct form. After that, ask students
to match each conversation to a picture. Invite pairs to
such as switching roles, books closed, expanding on the
conversation and applying the idioms to other kinds of
situations.You might like to provide a context and get pairs
to create a short conversation where they feel the idiom can
be used. For example, they can ask about a store’s opening
hours to include the idiom . Write these places and
situations on the board:
at the airport.
at a movie theater
3. Discuss.
Invite students to read the questions and ask them to
personalize the idioms by giving opinions and talking about
personal experiences that apply to the idioms. Encourage
the students to provide more information by explaining the
reasons and giving concrete examples. Ask students more
questions to elicit as much information as possible:
Why do you think so?
What was the situation?
How did you feel?
Why did you feel that way?
Go around the room, making sure students support the
verbal discourse with the correct body language. Correct
any mistakes if necessary and check pronunciation.
y i o s w b k g f t n t h a g z t l l y
p a u u i a c e m v z f c m z o n h r f
t b f l p e a d b a n n b y b c s p b u
o o c d x z k s x w m h i c r y i b x b
t s t o t i e t h e k n o t u e h g w d
y p r z x r h q e w t l v k x s k w u m
x i a a q l t w v h f r f x k a v p p t
a t s b l m a v r y m k s n z t x b c i
s h d p g m h u m u r f p i p x l n i g
r e o o l z y t t z n k p e w r t r l w
a a w t x u i p h u z q k z v z e t s d
t n e l t o s h a k e o n e s l e g s s
v k o o b e c a f o t s i d q f n w o e
k b t o d r a w a b l a n k r x g s r q
80167

Explain to students that they have to mark a place on the
spectrum where they identify themselves. Clarify that the
this chart will show how their feelings / thoughts on a scale
of measurement that goes between two opposite sites.
Invite students to read the statements and get prepared
to discuss in their groups or as a class. Allow some time for
students to check and encourage students to share this
them to draw some conclusions. Remind students that there
are not right or wrong answers. Everyone should discover
their real feelings and how much progress they have made
in relation to this important skill of working in groups.
You might like to use this reading to help students
understand and get familiar with the idea of polls and
same procedure you would use for a reading passage. Ask
some preliminary questions to introduce the topic, invite
students to speculate a little about the content and have a
clear purpose for reading.While reading invite them to have
the questions below the text in mind. After students read,
invite them to summarize the principal ideas.
a. What’s the purpose of surveys and polls? (collect
information for research purposes)
b.
(a poll is a simple question with options, a survey is a
c. What kind of data is collected by surveys and polls?
(habits, attitudes, opinions, feelings and personal or
Ask a volunteer to read the Useful Expressions. Go over the
pronunciation of those phrases and encourage students to
use the appropriate body language. Remind students of
some important recommendations when presenting their
• give some information about how the information was
collected.
• explain complicated numerical data by means of a graph.
Invite the audience to explore the graph but provide an
interpretation.
• be very aware of the facial expressions because they’re a
powerful way to convey meaning.
• speak clearly, loudly and not too quickly. Your voice
should be appropriate and interesting.
Share Your Project
Gap Activity
Explain to students that each one has to complete the
compare the information they obtained. In this exercise
students will share information about their personal wishes
they have in common). Encourage students to use wish.
Remind students of the importance of talking about issues
that relate to the way we act and think. Go over the values
and invite students to express their ideas freely as a whole
class or in small groups.
I control my online time
Use this statement to lead the discussion towards the idea
that technology can sometimes take up most our free time
and can have negative consequences on interpersonal
relations and responsibilities.
I am careful about saving energy
Ask students to mention things they do to save energy.
Remind students that energy is not the same as electricity.
Saving energy refers to reducing the carbon footprint
so that less dangerous CO2 gases are emitted. It’s about
examples. You will use a lot of energy if you use a new cup
you turn on the heating. Finish the discussion by engaging
students in a commitment to change an old habit that they
carbon footprint.
81168

• Present the purpose of your report.
• Talk about how the information was collected.
•
•
• Finish with some recommendations.
Useful Expressions
To start the presentation…
• We made a survey / poll because we wanted to
research…
To talk about how the information was
collected…
• We made a survey about…
• …participated in this survey…
• We chose people taking into account…
To show the graphics to illustrate your
• This graph shows…
• It can be concluded that…
• 34 out of 45 people…
• We think it’s important to…
Real Communication
ShareYourProject
S urveys and polls are instruments to document data
like attitudes, opinions, feelings and personal or factual
a single and simple question that can be answered
by picking an option from a set of answers. Surveys
are more complex because they include many types
of questions and answer forms. Both surveys and
health, psychology, sociology, etc. Since surveys and
polls use a sample of the population, it’s crucial to select
to be measured or documented. This means that if we
want to poll people about their cell phone habits, the
participants will be the people who have cell phones
and have used them for some time.
a. What’s the purpose of surveys and polls?
b.
c. What kind of data are collected by surveys and polls?
2. Read and answer.
a. I prefer doing things by
myself.
b. I develop excellent ideas
when I’m working in groups.
c. I can never do what I do best.
d.
in a group.
e. I wish I didn’t have to work in
groups.
50 0 50
1. Discuss your experience. Check where you are on the spectrum.
a. I enjoy working in
groups.
b. I develop excellent ideas
when I’m alone.
c. I always get to do in a
group what I do best.
d. I’m learning a lot of
things from my partners.
e. I wish we had more
group activities.
81169

1 2
3
4
9
8
6
5
10 11
12
13
14
18
16
20
15
19
Game
Start
Finish
What do you wish you
could change about your
life?
Use shape up or
ship out in a
sentence.
Make 5 compound nouns
with these words: video /
call / online / message /
phone / instant
Unscramble this
sentence:
glasses / on / put / my
/ I / need / to
What do these
abbreviations mean?
XX
What does
she wish she
could buy?
What does
he wish he
knew?
What features
does this
telephone
have?
What
does this
man
wish?
Use this idiom in a
sentence: pull the
plug.
Complete this sentence:
If a person is an
enthusiast of computers,
he / she is a
.
Write the synonyms.
turn on
wear
remove
connect
go to bed late
What can
people do when
they want to
save energy?
Look at the picture
and say what the
problem is.
What does this mean?
…CU@4
Go back
2 spaces.
Go forward
2 spaces.
Go back
2 spaces.
Go forward
2 spaces.
Go back
2 spaces.
Time to Play
82
Oh, my God!
Laughing
out loud
Kisses
Switch on
Put on
Take off
Plug in
Stay up late
computer geek
See you at four.
170

Game
TimetoPlay
tasks in each space.
game is for students to review the contents of the lesson.
Have groups use counters and take turns to move on the
board according to the toss of a coin. Agree on the way to
use the coin: heads move one space, tails two spaces.
On each square students will have to perform a task.
to play with the whole class divided into two or three groups.
82171

Quiz Time
Before the test
proposed by the unit: describe tech habits and wishes
using wish and phrasal verbs. They will also listen to short
conversations about tech situations and personal wishes.
1. Listen and choose the correct sentence.
comprehension of short conversations about tech situations
and habits. Remind students to read the options before you
play the audio.
students that one balloon has a command and the one in
front provides a response to the command.
3. Look at the picture and write a wish.
of how to express wishes in the present. Direct their
situation. They need to complete the line with a wish about
the situation. Remind them to use wish in their answers.
4. Choose the correct expression.
This exercise helps you assess the students’ use of the
idiomatic expressions and Key Vocabulary seen throughout
the lesson.
5. Match the synonyms with a line and antonyms
with a double line.
This exercise helps you assess the students’ understating of
synonyms and antonyms.You might like to ask the students
to write sentences using those words in contexts.
Self- Evaluation
recognize how well (very well, ok, a little) they have
on what to do and refer them to the corresponding pages of
the book and Grammar Charts appendix to help them with
answers with their classmates. Invite them to demonstrate
each of the descriptors, giving examples. To help students
and provide challenge, invite weak students to explore their
to deal with those things.
Glossary
information provided in the Glossary. You might like to go
where it was used. Then invite the people from the same
synonym.
Play Dictionary
to guess.
EXTRA IDEAS
83172

Quiz Time
Self-Evaluation
Now I can... VeryWell A Little
make a wish in the present.
talk about tech habits.
describe the kind of tech-user you are
5. Match the synonyms with a line and antonyms with a double line.
1. Listen and choose the correct sentence.
Conversation 1
The man can’t hook up the computer to theTV because
a. He doesn’t understand the instructions.
b.
c. He can’t read the instructions.
Conversation 3
Why doesn’t the man buy a cell phone with MP3 player?
a. He doesn’t have the money.
b. He has one but it doesn’t work.
c. He already has an iPod.
Conversation 2
What’s the girl’s problem?
a.
b. She doesn’t know how to turn on the cell phone.
c. She left the phone at home.
Conversation 4
What does they boy do when he crosses a street?
a. He puts on his earphones.
b.
c. He turns the volume down.
the printer / just / plug in / Let / me /
________________________________________
____________________________________________
hook up / the computer / I’ll / it / to /
_____________________________________
______________________________________
3. Look at the picture and write a wish.
Sara: I want to enter the photography contest but I need a new camera.
Tom: Really? I have a new digital camera but I don’t know how to take good pictures.
Let’s do this. I’ll lend you my camera and you teach me how to take good pictures.
4. Choose the correct expression.
turn down put on
wear turn up
remove turn on
If you get 24/7 access to a
website or service, it means…
a. unlimited access.
b. only the 24 of July.
c. you have to pay $24.7.
If you don’t behave in class,
the teacher will tell you to…
a. pull the plug.
b. wait a sec.
c. shape up or ship out.
If you’re afraid of technology
or don’t like it much, you’re a…
a. computer geek.
b. technophobe.
c. texter.
83
Let me just plug in the printer. I’ll hook the computer up to it.
Turn off the lights before you leave the house. I always turn them off.
I wish I had a camera.
I wish I knew how to use it.
173

socialnetwork:n. onlinecommunityin
which people share their preferences.
n. informal for “things.”
texting:n. theactofwritingmessages.
thesaurus: n. dictionary where you
U – Z
unattended: adj. without attention.
wish: v. a desire.
waste: n.
resources.
A – E
v. to have enough money to
buy something.
new cell phone.
behave: v. to do something according
to the norms of society.
browse: v. look for information
charger: n. a piece of equipment used
to put energy into a battery. Don’t
forget to unplug the charger.
contest: n. a competition. I entered a
texting contest and I won.
couch: n. a comfortable sofa.
device: n. a machine that does a
specialized job. Devices left plugged in
waste energy.
F – N
features: n. characteristics. Check the
features of this new model.
full: adj. complete or with the
necessary amount of something (ant.
empty).
headphones: n. an electrical device
consisting of two earphones held in
passing over the head.
O –T
overnight: adj. all night.
phantom: n. a ghost or something
perform: v. to do a task.
power strip: n. a set of plugs all
connected in a unit.
pull: v. to move something towards
you. Pull the door to open it.
put on: v. wear something.
reliable: adj. a person, company or
service that has a good reputation.
residents: n. people who live in a
place like an apartment, house or
neighborhood.
sample:n.asmallpartof abiggerthing
sign in: v. to enter a password to get
access (syn. log in).
Glossary
all the time, twenty-four
hours, seven days a week.
To cost an arm and a leg: to be
very expensive.
To pull the plug: a to stop doing
an activity.
To shape up or ship out: to
behave properly or leave.
84174

Unit 6
GlossaryActivities
2. Unscramble the words. Use the clues.
a. faorfd
b. veehab
c. nisg ni
d. tufsf
e. merrofp
f. waets
g. rillaebe
h. reposhena
i. deivec
j. chcou
k.
a. to have enough money to buy something
b. to do things according to the norms of society
c. to register to get access
d.
e. to do a task
f.
g. a person, company or service that has a good
reputation
h. device to listen to audio that is put in people’s
ears
i.
j. a comfortable sofa
k. complete or with the necessary amount of
something
3. Find synonyms and antonyms. Match synonyms with a line and antonyms with a double line.
a. sign in
b. browse
c. empty
1. full
2. log in
3. examine
4. Complete the sentence with a word from the glossary.
a. I can’t s n because I forgot my password.
b. When the battery is f l, unplug it.
c. B e the web and look for a new charger.
d. I can a d to buy a new cell phone.
e. These devices are r e.
f. Unplug your devices in order not to w e energy.
84
phantom social network plug power strip
a f f o r d
b e h a v e
s i g n i n
s t u f f
p e r f o r m
w a s t e
r e l i a b l e
e a r p h o n e s
d e v i c e
c o u c h
f u l l
ign i
ul
rows
ffor
eliabl
ast
175

reading, speaking and writing), at the same time it provides
Listening
Listen to journalist Sarah Smith reporting on a
disaster.
For each item, choose the right answer (A, B or C).
Listen to the report twice.
Clarify to students they will listen to three conversations
and there will be two questions for each conversation.
Invite students to read the statements and possible answers
before you play the audio.
Direct their attention to the example. Play the audio and
have them notice the answer grid. Call their attention to the
fact that each conversation is repeated twice.
Activating background knowledge and listening
for key words.
Listen to the following dialog and choose what each
person (7-11) wants to buy (A-F). Listen to the
dialog twice.
Clarify to students they will listen to only one conversation,
two times.
Invite them to get familiar with the names, their
pronunciation and the options in the other column.
Previewing options and identifying
Speaking
Candidate A
You’re a journalist. You want to write an article
about the cell phone in the photo.
Studentswillaskquestionsaboutanewcellphoneinvention.
Have the student complete the questions he or she will ask
the seller.
Test Training C
Reading
Complete the following report about frequent
accidents people are facing now. Choose the best
for each space. (12-16)
Clarify to students they have to complete with one of
the options. Invite them to preview the text and read it
completely before choosing the options. Direct students’
attention to read the example and have them notice how
they should mark their answers on the answer grid.
Previewing the text and using clues in the context.
Choose the correct answer.
Clarify to students that the second part of the reading
exercise is based on the same reading. Students will now be
assessed on their comprehension of the text. Remind them
to re-read the text and have in mind the questions and the
possible answers as they read.
Previewing questions and answers and scanning
the text.
Writing
Invite students to read the instructions and look at
the pictures carefully.
Encourage students to center their writing on the purpose of
the text: to give recommendations.
Establishing the goal for writing.
Speaking
Candidate B
You’re a tech store owner. You’re showing
a prototype phone of the future. Answer the
journalist’s questions.
Remind the student to use the information provided. While
Student A prepares the questions, Student B should plan
complete answers.Allow some time for both students to get
together and prepare the complete interaction.
Supporting your verbal discourse with body
language.
85176

GapActivity Unit 1
Unit 2
Gypsy Rocker
STUDENT A
1. Use this information to answer student B’s
questions about Gypsy Rocker.
Interest: music
Goal: to become a song writer and a rock singer
Joys: to be outdoors and write songs
Likes: to listen to all kinds of music
Obstacle: couldn’t go to music school
Achievement: learned to play the guitar on her own
2. Then ask your partner questions and complete
the information about Green Savvy.
What’s Green Savvy’s plan for the future?
What does he enjoy doing?
What does he like to do in his free time?
What obstacle did he have to face?
What’s his biggest achievement?
STUDENT A
1.
tourist in that country. Use the pictures as clues.
E.g. Student A: Have you taken pictures of the Sidney Opera House?
Student B: Yes, I’ve taken some pictures. I visited the Opera House yesterday at 4:00 p.m.
2. You’re on a trip in NewYork.Your friend calls you and
answer your partner’s questions saying what you have
or haven’t done and when you did it.
go sightseeing toTimes Square (yesterday midday)
go to a Broadway show (last night)
go to the top of the Empire State Building
go to the Metropolitan Museum ofArt (this morning)
take pictures of the Sidney
Opera House?
see a kangaroo? go snorkeling?
go on a tour of the
Australian countryside?
87179

Unit 3
1 2
3
STUDENT A
Answer student B’s questions about HillyTown.Then ask
Town.
Finally, compare the two places and decide where you two
would like to go on vacation.
Use indirect questions and tag questions.
CentralTownHillyTown
Facilities
Weather
Tourist activites
Landscape
cabins, natural park, hiking trail, lake,
colonial church, street market
very hot
small town in the mountains near a river
Unit 4
STUDENT A
Look at the comic and ask questions to your partner to complete the story.Then tell the complete story between the two of
you.
I’m a shepard and I take
care of sheep.
Wolf!
Wolf! Help!
The wolf is here! What’s wrong?
Nobody comes!
They came again,
ha, ha!
HillyTown
88180

GapActivity Unit 1
Unit 2
Green Savvy
STUDENT B
1. Ask student A these questions about Gypsy
Rocker.
What’s Gypsy Rocker’s plan for the future?
What does she enjoy doing?
What does she like to do in her free time?
What obstacle did she have to face?
What’s her biggest achievement?
2. Then use this information about Green Savvy
to answer student A’s questions.
Goal: to go around the world in a balloon
Joys: to go hiking and take pictures of eagles and
condors
Likes: to watch movies and read
Obstacle: was afraid of heights
Achievement: designed and constructed his
own balloon
STUDENT B
1.
E.g. Student A: Have you taken pictures of the Sidney Opera House?
Student B: Yes, I have. I visited the Opera House yesterday at 4:00 p.m.
take pictures of the Sidney Opera House (yesterday at 4:00 P.M.)
see a kangaroo
go snorkeling (two days ago)
go on a tour of the Australian countryside (on the weekend)
2.
pictures as clues.
go sightseeing to
Times Square?
go to a Broadway
show?
go to the top of the
Empire State Building?
go to the Metropolitan
Museum of Art?
89181

Unit 5
STUDENT A
Unit 6
STUDENT A
Part A
You’re writing a news report about a museum robbery.You do not have all the information, but fortunately, your partner
had access to the security camera and has some images of the robbery. Ask and answer questions to solve the mystery.
Yesterday at AM, men broke into the National Museum and stole the
famous painting “ ” by the great artist .
The painting is valued at about Euros. Fortunately, it was a copy.The museum had taken the
Part B
Now look at the pictures and give your partner information about these pictures.
A manuscript is found by Isabella
Einstein, Albert Einstein’s niece.
It was written by Albert Einstein.
called to see the discovery.
They discovered that the
manuscript is a cookbook.
Your Classmate’s Wishes
Possessions
Friends
Family
Talents
School
Possessions
What do you wish you could
_______?
Friends
What do you wish you _______
change about your friends?
Family
How _______ you wish your
family _______
Talents
_______?
School
_______ about your school?
City
What changes do you wish you
_______ make to your city?
90182

Unit 3
STUDENT B
Look at the comic and ask questions to your partner to complete the story.Then tell the complete story between the two of
you.
1 2
3
STUDENT B
Ask your partner questions to complete the chart about
Town.
Finally, compare the two places and decide where you two
would like to go on vacation.
Use indirect questions and tag questions.
CentralTownHillyTown
Facilities
Weather
Tourist activites
Landscape
two airports, banking area, hotels,
museums , cathedral, malls, beaches
hot
sightseeing , shopping
big city near the sea
Unit 4
They all came
to help me!
If a wolf came close, I’d
cry and people would
come and help me.
I’ve learned my
lesson!
CentralTown
91183

Unit 5
Unit 6
STUDENT B
Your Classmate’s Wishes
Possessions
Friends
Family
Talents
School
Possessions
_______?
Friends
What do you wish you _______
change about your friends?
Family
How _______ you wish your
family _______
Talents
_______?
School
_______ about your school?
City
What changes do you wish you
_______ make to your city?
STUDENT A
Part A
You are a private investigator.You’re investigating a robbery at the National Museum. You had access to the recordings of
the security camera, but the pictures do not make sense to you.Talk to the reporter and complete the case. Answer student
A’s questions based on the information below.
Last week, a very important written by the famous
was discovered by his when she was moving to a new house. Immediately, the woman
was his valuable .
Part B
house and take pictures of the manuscript but you did not talk to anyone.Talk to the reporter and ask questions to complete
The men taking “Starry Night” by
VincentVan Gogh, which is priced
at $ 65,000,000.
The director of the museum3 men breaking into the museum
You can see a clock. It’s 4AM.
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Audio Transcripts
Page 6
Exercise 2. Read the story.Then complete it by using
the words below. Unscramble them.
Boy: One day, I was walking down the street when something
strange happened to me. A strange man gave me a wizard’s
wand. A hole in the ground opened right in front of me and I
saw an alien coming out of a spaceship. Luckily, I had a phone,
so I called my friend and I told him the story. As expected, he
thought that I was crazy. He laughed and didn’t believe me. He
inside the hole, use the wand and take pictures of the alien.
When I came closer to take the picture, I went down the hole. I
remember things from my past. At that moment, I woke up and
rushed to go to school because I was really late.
Unit 1
Page 10
Inspirational People
Lesson 1 Teens of Today
Exercise 1. Read and complete each list. Use the Word
Bank.
Narrator: teenslives.com
Groups for everyone! For one thing, you’ll make friends and
discover your passions for successful future jobs! Join now. Are
Host (woman): Absolutely right. Mount Everest is the highest
This is really exciting. We are even again. Two questions for
contestant number one and two for contestant number two.
And let’s move to our second section... Now, we are going to
invented the printing press? a. Thomas Edison, b. Johannes
Gutenberg, c. Louis Braille. Ok, go ahead contestant number
two.
I think it wasThomasAlva Edison…Yes, it was
Thomas Alva Edison.
Host (woman): Well, I’m so sorry, but, the turn goes to
contestant number one.
It was Louis Braille, yes, it was Braille.
Host (woman): Well, sorry for you two, but the answer is
Johannes Gutenberg. The printing press was created around
b.Thomas Edison, c. Graham Bell.
The answer is Karl Benz. He received the
Host(woman):Yes,thatistotallyright.Nowcontestantnumber
two has three points. This is really exciting. Let’s continue.
Thomas Edison, b. Graham Bell, c. Tim Berners Lee. Again, it’s
your turn, contestant number two.
The answer is Thomas Edison. It was in the
and thanks to it, we can do this program today.
Host (woman): Yes, yes, that is correct. Now we are four to two.
Well, the last question, even though it is clear that the winner
is contestant number two. Ok, here it goes… Who invented the
WorldWideWeb? a.Tim Berners Lee, b. Joseph Marie Jacquard,
Host (woman): Ok, let´s see. Contestant number two again.
Your turn.
The answer is Tim Berners Lee . In the year
Page 8
Exercise 3. Choose your answer.Then listen and
choose.
Host (woman): Welcome everybody. Let’s start with our
Which planet is closer to the sun? a. Jupiter, b. Neptune, c.
The answer is ….Venus.
Host (woman): Yes, that’s correct. Its distance from the sun
Canada, b. Russia, c. Brazil.This is great!Again, the turn goes to
The answer is... is... is... Canada.
Host (woman): Do you know the answer? OK. Let´s listen to
contestant number two.
kilometers.
Host (woman): And that is...correct! Ok, so we are even. One
question for contestant number one and one for contestant
again. Contestant number one. It is your turn.
Conductor (woman):
Mariana Trench. All right, let’s continue with question number
number two.
The answer is Everest.
Review Unit
108186

Exercise 5. What type of future occupation suits you
best according to your personality?Take this test.
A. When you have free time, do you enjoy…
1. being indoors, searching the web?
2. going out, maybe camping or trekking?
3. looking at fashion and music magazines?
4. recycling paper and participating in social activities?
B. When you have money to spend, do you like...
1. to buy new cell or computer gadgets?
2. to meet new people or learn new things?
3. to go shopping for clothes or go to the beauty salon?
4. to buy food to feed stray dogs?
C. You like having friends that are…
1. online when you need them.
2. risk takers and adventurous.
3. stylish and have a good sense of color and design.
4.
D. When you think about the future, are you interested in…
1. getting to know about tech advancements?
2. traveling the world?
3. being the creator of new trends?
4. being an environmental activist?
Exercise 6. Complete.Then listen and check.
Host: Well, we want to talk about choosing the right career
because we know teens today go through this decision in their
lives. For this reason, we invited psychologist Virginia Dunn,
PhD in psychology from Port University.WelcomeVirginia!
Virginia: Thank you. I’m delighted to be here and explore a
very important idea behind careers. For teens, this is a crucial
decision.
Host: We want to know what the secret behind success is.
Virginia: Well, discovering passions to determine careers is
the secret. Find your passions through your preferences and
interests. For example, let’s talk about nature lovers. If most of
are interested in the protection of the environment. They
feel responsible for the future of the planet and its resources.
They enjoy being outdoors. They will probably be successful
setters. These teens are interested in fashion, music, art and
styles. They like to wear stylish clothes. They’re very creative,
imaginativeandstylish.Theyfeelartisaveryimportantelement
in their lives. They need to work with the media to show the
career as media communicators or fashion designers. In the
in everything. You love to practice sports, especially extreme
sports and you also enjoy being a little adventurous. You’ll be
a great manager or a political leader. Finally, if most of your
tech geek. You enjoy working with computers and doing most
are a little obsessive with technology but they have excellent
skills to deal with the information age. Needless to say, they’ll
be great software programmers or web specialists.
Host:Well, how interesting!Thank you,Virginia, for coming and
sharing this information with teens and teenslives.com.
Virginia:
crucialforthemtoknowwhattheyreallycarefor,independently
from what other people say. In the end, it’s your decision, but
you need to be informed and understand your personality,
which will impact your possibilities to succeed or fail at various
careers.
Host:Well, let’s go to the commercial break...
Page 12
Exercise 2. Fill in the blanks with the correct verb form.
Use the verb in parentheses.
Narrator: Noah Ringer is the actor who plays the leading role
of Aang in the movie The Last Airbender. He began practicing
his black belt. Noah kept training and learning. The following
became an actor because of his great resemblance to the
character of the television series Avatar, and, of course, for his
excellent taekwondo skills. For the future he would like to teach
taekwondo to other kids and teens, but for sure he’s going to
continue acting in many more movies. Good luck, Noah!
Great People
Inspiring Teens
Lesson 2
new apps every day. Or a nature lover interested in protecting
setters?You like to express yourself in artistic ways. Find a way
and compete to go after your dreams. Register now!
Page 13
Exercise 3. Answer the questions and compare with a
partner.Then complete the grammar chart below.
Narrator: Lionel Messi trivia. You think you know a lot about
What’s
Messi’s full name?
c. Lionel Nicolás Messi Where was he born? a. Buenos Aires,
b. Mendoza, c. Rosario How old was Messi when he began to
play professionally? What is Messi’s position?
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Quiz Time Cultural Literacy
for EveryonePage 19
Exercise 1. Listen, read and check the correct boxes.
A: The Jonas brothers. Wow! I wonder if they are similar or
B:
A: I heard Joe is the oldest one. He’s very trendy. Look at his
clothes and hair. He’s a great singer and actor. Nick is the
youngest. He likes nature and prefers to be outdoors.
B:
Unit 2
Page 23
Experience Culture!
Exercise 5.
the grammar chart.
Ann: Hi! I’m new to this group.
Bob: Welcome to the group! Have you taken karate before?
Ann: No, I haven’t. I’m just curious. Have you been a member
for a long time?
Bob: Yes, I have. I’ve been in this group since January last year!
Ann: That’s awesome.
Al: I haven’t seen your sister for a long time.Where is she?
Sarah:
Al: To Paris?Oh, that’s awesome! How long has she been there?
Sarah:
Al: Has she visited the Louvre Museum?
Sarah:
museum.
Lesson 1 What Have You
Done Lately!
Exercise 1. Read, listen and complete. Use the Word
Bank.
Counselor: Hello Linda!Welcome to this counseling service.Are
you ready to take the survey?
Linda:Yeah!
Counselor:
lately, I mean, recently?
Page 24
Lesson 2
Exercise 4. Unscramble.Then listen, check the
questions and tick the correct answers.
Host: Today on our daily interview to inspire you, we have here
for coming to our show.
Messi: Thanks for inviting me.
Lionel, we would like to ask you some questions.
Messi:
World Player of theYEAR,The Balld’OR, you name it. But where
did this soccer passion come from?Who inspired you to become
a soccer player?
Messi: Well, my father was a very important person who helped
What do you plan to do in the future, now that you have
been so successful?
Messi: Well, I’ll keep playing, of course, and I’ll also continue
helping sick children around the world through UNICEF, and I’m
going to get married and have children.That’s for sure.
Tell us, what’s an important obstacle you had to face?
Messi:
I wasn’t very tall and my parents decided to move to Barcelona,
problem.
Well, that hasn’t really mattered. In 2005 you became
the youngest forward ever to score a league goal for Barcelona
old, just one year after you began to play professionally. Then
for two years in a row you received the Ball d’OR for being FIFA’s
World Best Player. That’s amazing. You have the knack for it!
You have won many awards but what’s your most important
achievement?
Messi: Well, I am thankful for all the good things in my life, but
I think the most important moment was when I won the Under
of my country and earned the recognition of all the Argentine
people.
Well, you sure did. Thank you, Lionel. And remember
that you are the inspiration of millions of kids and teens who
love soccer.They love you too.
Messi: Thanks a lot! Gracias!
A:
chatting and using computers.
B: Really? I heard they’re not planning to continue singing
together.What plans do you think they have for the future?
A: Well, I read that Joe will write a book about his life.
B:What about Nick?Will he write a book too?
A: No!They say he’ll go solo, or he may create a new band.
B:Wow! And what about Kevin?
A:
travel experience.
B: Really? I have the same plans.Where is he going?
A:Who knows? Oh, come on!These are just things people say…
They might not be true.
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Exercise 5. Listen to a phone call to theYouth Cultural
Center and choose the corresponding poster.
Operator 1: Thank you for calling theYouth Cultural Center. For
information on cultural activities, press one.
Assistant: You have been connected to the Educational
Department. How can I help you?
Linda:
workshops and conferences. I want some information. I’m
interested in workshops, classes, conferences, etc.
Assistant: Yes, thank you for your interest. Our Cultural
read fascinating texts and also explore reading techniques.
The objective is to learn to enjoy reading, to learn to be an
active reader and to learn to understand what you read more
Linda: Yes,
Counselor: Which one have you read?
Linda: I read Sophie’s World last year. It was very interesting. I
reading it… Uhh!
Counselor: Have you tried any new dish or food? Or do you
always eat the same thing?
Linda:Yeah, I’ve always eaten the same snacks.
Counselor: Why?
Linda: I’m picky when I eat. I eat only what I like.
Counselor: I see.Well, have you taken up a new sport or hobby?
Linda: I’ve practiced spinning.
Counselor: How many times have you gone spinning?
Linda: Just a couple of times. Don’t like it, though!
Counselor: Have you seen a good movie?
Linda: Yeah. I saw an excellent movie yesterday afternoon.
Counselor: Which movie?
Linda: I can’t remember its name, though.
Counselor: Have you met new people?
Linda: No, I haven’t.
Counselor:Why not?
Linda: Because … maybe I don’t go out much.Well, I have some
friends at school and in the neighborhood. I haven’t met anyone
lately.
Counselor: Have you been to museums or exhibits? If you have,
how many times?
Linda: Yeah, I have. The school took the whole class to the
Metropolitan Museum… Umm... like a year ago.
Counselor:
Linda: Yes!
Counselor:
special event?
Linda: I’ve been to concerts many times. For example, my
friends and I went to a great concert last month.
Counselor:What kind of concert?
Linda: We only go to reggaeton concerts.
Counselor: Well, that’s all Linda, We’ll post some comments on
these answers soon.
Linda:
Assistant:
recommend this workshop if you feel that you haven’t been
reading much or have problems understanding what you read.
Linda: Well, yeah… I think I need it... but … oh ... I’ve heard
there is a conference for people who are interested in traveling
abroad. Can you tell me about it?
Assistant: Yes, of course! But it’s for people who want to travel
abroad to study a foreign language. Well, this workshop will give
you information about studying in a foreign country. We will give
opportunities abroad.
Linda: Mmm, I thought it was to travel on vacation.
Assistant: The objective of the course is to give you information
about all the opportunities there are for young people to travel
and learn to speak another language. Be sure to register before
am. Can I ask you a question?
Linda: Yes?
Assistant: Do you like movies?
Linda: Yes, I love watching movies.
Assistant: Well, I’d like to recommend this course on movies.
Movies are a great source of entertainment but they can also
be an interesting and fun way to learn lots of things like culture,
history, languages, etc.
Linda: What’s it about?
Assistant: In this course you will learn how to see a movie
and understand its more important information. You’ll watch
encounterotherrealitiesandpeople.Youwilllearntoappreciate
Linda: Thank you… Well, I think I’m interested in the reading
course.
Assistant: Great! Let me take your information…
Quiz Time
Page 31
Exercise 1. Listen and choose the right answer.
Ben:
Allison: Well, for a while, about ten minutes or so, but don’t
worry, I always carry a book to read while I wait for people.
Allison: What have you been up to since I last saw you?
Ben: I’ve done some interesting things.
Allison: Like what?
Ben: Well, I’ve been to the library.There’s an exhibit. It has great
reviews. And I’ve met a lot of interesting people.
Allison: It’s good to meet people from other countries and
cities.You can get to know some interesting things.
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Test Training A
Page 33
answer.
María:
Pablo: Well, because I love to travel and I enjoy going outdoors
and talking to people. I’m very good at canoeing and swimming.
María: Well, as a tourist guide assistant you will help the guide
organize outdoor and indoor activities, and you will need to
prepare the tours inside the museum center. Do you enjoy
museums displays?
Pablo: Well, I haven’t read much about this particular exhibit
but I usually read a lot.
María:Well, what kind of books do you usually enjoy reading?
Pablo: I love books about history, especially about London, and
… I love comics too.
María:Well, how about going around the exhibit and discussing
it together?
Pablo:
......
María:
encourage them to see them. At the moment, we are showing
The Cat. Have you seen it? It got excellent reviews.
Pablo: I haven’t, but I’ve heard it’s quite good. The cast is
María: Excellent.You’ve got quite a lot of information. And the
TheCommander. Do you know
anything about it?
Pablo: I‘ve seen it many times. I enjoy that movie a lot. It’s about
a strange phone call, and suddenly the guys arrive in NewYork
and....
Unit 3
Page 36
Story Time!
Lesson 1 Mysteries
Exercise 1. Listen to the story and match the pictures
to the events.Then listen again and complete the
texts. Use the Word Bank.
Narrator:
legend… Well, it all happened one day when Tina had missed
she saw a shiny object. It was a ring. Immediately, she picked
to take it home and show it to her parents. Unfortunately, when
she was crossing a bridge on her way home, she tripped, the
ring fell out of her backpack and disappeared into the river.
Mysteriously, she found it again under her bed.
Exercise 2. Listen again and put the events in
chronological order.
Narrator:
legend… Well, it all happened one day when Tina had missed
she saw a shiny object. It was a ring. Immediately, she picked
to take it home and show it to her parents. Unfortunately, when
she was crossing a bridge on her way home, she tripped, the
ring fell out of her backpack and disappeared into the river.
Mysteriously, she found it again under her bed.
Page 39
Lesson 2 Fantasy!
Exercise 7. Use the vocabulary in exercise 1 and predict
the story.Then listen and choose. Finally complete the
sentence below.
Narrator: An old miller wanted to impress the king so he told
him that his daughter could turn straw into gold. The king took
the girl to a tower in a castle and locked her there and asked her
to turn some straw into gold.
King: “If you turned that straw into enough gold, I’d make you
my wife.”
Narrator: The girl did not know how to do that, so she began to
cry and suddenly a little gnome appeared in the room and told
her…
Gnome: “I’d help you turn the straw into gold, if you gave me
something in return.”
Ben: Yeah, it’s great to travel. I’d love to travel abroad someday.
Have you traveled much?
Allison: Well, I’ve been to some interesting countries... I’d like
to go to the Great Waterfall. I haven’t been there yet. Have you
been there?
Ben: No, I haven’t. Be sure to go before you leave the country.
People say it’s beautiful. I’m planning to go next week. We’re
going with a travel guide. How about coming with us?
Allison:
112190

Quiz Time
Exercise 1. Listen and put the events in the correct
order.
Narrator: This is the story of a Quiche boy from Guatemala. His
name was Quetzal. He was a brave boy whose father was the
powerful chief of the tribe. Everyone looked up to him. One day
there was a ceremony to honor Quetzal. The wise man of the
tribe announced to everyone that Quetzal would never die and
he gave Quetzal a hummingbird feather. Everyone in the tribe
was happy except one person. His name was Chiruma. He was
the chief’s brother. He was envious of Quetzal because he knew
Quetzal would be the next chief.
Chiruma: “If I can take away the feather, then Quetzal will die,”
Narrator: …thought Chiruma.
Narrator:
Quetzal. Quetzal didn’t notice the feather was missing, but one
day while Quetzal was walking in the forest, Chiruma shot an
arrow right into Quetzal’s chest. As the wise man predicted,
Quetzal didn’t die. Instead he turned into a beautiful bird. His
body was green like the color of the grass, his chest was red as
blood and he had a large and colorful feather for a tail. From
that moment on, Quetzal has lived in the forest of the land of
the Maya Quiche.
Unit 4
Page 50
Traveling the World!
Lesson 2 You Can’t Miss It!
Exercise 2. Read, listen and identify where the
speakers are located on the map.Then complete the
Lynn: Excuse me, madam. Could you tell me where the hiking
trail is?
Guide:
turn left.You can’t miss it.
Lynn: Thanks so much!
Miguel: Excuse me, ma’am. Do you know if we can swim in the
lake?
Guide: No, it’s forbidden. But you can go kayaking.
Miguel: Can you tell me where the kayak rental is?
Guide: Yeah. Walk across the campsite. It is in front of the lake
next to the showers.You can’t miss it.
Miguel: Thank you.
Narrator: Then the girl gave him a beautiful necklace she had.
And so the nights passed, and each night the little gnome came
and helped the girl turn the straw into gold. When she had
wish for, he married the girl and they had a child.That night the
gnome came back to take the baby away.The girl, that now was
a queen, didn’t want to give the baby away. But she had made
a promise.
Girl: “Please, no, don’t take my baby away.”
Gnome: “A promise is a promise. Hahahaha!”
Exercise 8. Listen again and put the events in
chronological order.
Narrator:The gnome gave the queen an opportunity.
Gnome: But… Let’s see. “If you guessed my name, I’d let you
keep the baby.”
Narrator: The gnome was quite sure she would never guess his
name as it was not very common.
Gnome:
Narrator: And he went happily to his house, but the queen
wisely enough sent a servant to follow and spy on the gnome.
Fortunately, the servant heard the gnome say his name as he
was singing happily. His name was Rumpelstiltskin.
Gnome: “If you knew my name, I’d let you keep the baby. But
you don’t, do you?”
Narrator:The gnome asked the queen.
Girl: “I know your name… Your name is Rumpelstiltskin.”
Narrator: The gnome was not happy but he kept his promise
and the baby remained with the King and the Queen.
Page 51
Exercise 1. Listen and complete by looking at the map
Guard:
path.Turn right, and continue walking.They will be on your left.
Lynn: Let’s see, sorry, could you repeat?
Guard:
until you see them on your left.
Ted: Excuse me, ma’am. Do you know which way the campsite
is?
Woman: Well, you’re near. Just get down from the tree. Go
straight, past the cabin, and you’ll see three roads. Just take the
one in the middle. It leads straight to the campsite.
Ted:
Woman:That’s right.
Ted:Thanks.
Exercise 5. Listen check your answers and complete
the requests.
Lynn: Excuse sir, can you tell me where I am? I think I’m lost.
Guard:
Lynn: The showers.
Guard:
walking path.Turn right and continue walking.The showers will
Lynn: Let’s see, sorry, could you repeat?
113191

Quiz Time
Exercise 1. Listen to the conversations and circle the
correct option.
Receptionist:
Man: Hi, I’d like to make a reservation for one of your tours, but
I have some questions. Could you tell me if you have bus tours
around the city?
Receptionist: Yes, sir. We have tours during the day and during
the night.
Man:
Receptionist: We take tourists to the city bridge, the national
museum and the city tower. In the city tower, tourists can have a
great view of the city and the natural reserve around it.
Man: Do you go to the natural reserve?
Receptionist:
Man: One more question. Can you tell me what time the
cathedral opens?
Receptionist: You mean the city cathedral or the national park
cathedral?
Man:
doesn’t it?
Receptionist:
am.
Man: OK, so let’s have the reservation for…
Teacher: Before we begin walking, I’d like to talk about the
rules of this hiking trail. It’s forbidden to feed the animals. Many
small animals will come to the campsite in search of food. If
you give them food, your food, they will come back and will get
Student: I have a question, sir.
Teacher: Yes?
Student:We can swim in the river, can’t we?
Teacher: Well, no, it’s forbidden.The river is a bit dangerous. It’s
much better to swim in the lake. It’s about an hour from here.
We’ll walk to the lake tomorrow.
Student:Why don’t we go by bus to the lake?There’s a road. It’s
much faster.
Test Training B
A: It’s a beautiful day, isn’t it?
B: Yeah, it is.They’re lovely, aren’t they?
A:Yeah, I love dogs.They’re a very good company.
A: I had a wonderful dream about fairies last night.
B: It’s no surprise. You have read a lot of books about fairies
lately.
A: Yeah, but I had never dreamt of them until last night. It was
fantastic. Fairies are beautiful.
A: Let’s just imagine, if you had money to travel abroad, where
would you like to go?
A: And if you could do anything you wanted in that place, what
would you do?
B:
A: Excuse me. Could you tell me where the restrooms are?
B:
on your left.
A: Thanks so much. Let’s see… Go straight, past the library and
turn left?
B: Actually, when you past the library, you have to turn right.
A: Ok, I got it, thanks.
P: Hello class. I have good news!
E: We don’t have class tomorrow, do we?
P: Well, we’re going to a campsite for two days.
E: Really?Where are we going?
P: We’re going to the national park.
E: Do you know if we can swim there?
P: Yes, there’s a beautiful and safe river.
E: Awesome.
Ialwaystravelbybus.It’swonderfultoseethelandscape.Planes
are much faster than buses but that’s ok, I enjoy the bus trip.
I never drive or take my car. Cars are comfortable, but they’re
much more expensive.
Teacher: Yeah, if we go by bus it is much faster than walking
but… If we walk, we’ll be able to enjoy the landscape and be
much closer to nature.We need some exercise, don’t we?
Guard:
until you see the showers on your left.
Lynn: Thank you.
Conversation 2
Woman: Hey, what are doing there? Get down immediately.
The maple tree is very old. It’s not for playing.
Ted:
which way it is?
Woman: Well, you’re near. Just get down from the tree. Go
straight, go past the cabin and you’ll see 3 paths. Just take the
one in the middle. It leads straight to the campsite.
Ted:
Woman: That’s right.
Ted: Thanks.
Page 59
114192

Unit 5
Page 65
News Media
Lesson 2 Disasters and
Consequences
Exercise 7. Listen to the interviews and choose the
correct answer.
Dan:This is Dan Glenn reporting from Main Road and 67 where
several houses and cars were damaged when a tree fell down
because of last night’s storm. According to police reports, some
people were taken to the hospital with minor injuries but they
are recovering now. We have a neighbor who saw everything…
Good morning, could you tell us what happened?
Noah: Well, actually my house and three more houses were
damaged by the tree that fell down.
Dan: Was someone hurt?
Noah: Yeah, my cousin was taken to the hospital, but he’s OK
now.The problem is my house. It was an old house with a lot of
history.
Dan: When was it built?
Noah:
Charlotte: This is special reporter Charlotte Hopkins
here with one resident who lives downtown. Hello, sir! Could
you tell us exactly how it all happened?
Marlon: Well, my family and I were sleeping, when I suddenly
my wife took the kids and ran outside of the house.
Charlotte: Was your house damaged?
Marlon:
Charlotte:
Marlon:
systems were shut down, we went to an emergency shelter with
Charlotte:Well, thank you very much.This is all for now…
Page 71
Quiz Time
Exercise 1. Listen and choose the right answer.
news for today. There was an earthquake on the island of Fiji at
did not cause any damage in the urban areas. According to the
Unit 6
Page 75
News Media
Lesson 2 I wish I Had One
Exercise 7. Listen to the conversation and tick yes or
no.
A: I wish you could have seen the TV program I watched last
night. It was about how young people are communicating
nowadays.
B: Really? And how’s that?
A: Apparently, technology gadgets such as smartphones
and computers are changing communication. First of all,
conversations no longer take place face to face, or even by
phone. Young people chat with their cell phones by texting
messages, and they upload photos to share them with their
time!
B: Wow, I wish I knew how to do all that and save time! But…
That means they must spend long hours just clicking on their
keypads.
A:
shorten words by using numbers or just a few letters, this kind of
language is called “textese” and part of it is based on sounds of
words rather than spelling. Another part is based on situations
happening on the Internet, for example, did you know that
B: Oh my God! It’s amazing, I wouldn’t have imagined that!
A: Yes, now that you mention it, “Oh my God” becomes just
OMG and if someone wants you to wait they play with the
sound of the word and write a “W” and an “8”!
B: But you have to admit, it is clever, isn’t it?
In other news, Hurricane Helen is expected to hit Puerto Rico
will be evacuated soon. The authorities are preparing shelters
and monitoring the hurricane closely. More announcements will
be made soon.
In the local news, a man was trapped in an elevator of an old
building but he was rescued thanks to his dog. “The dog was
very smart, apparently he went out of the building and called
the attention of people,” the man’s wife told our reporters.The
“I saw the dog and immediately I understood it was trying to
communicate something. I followed it to the building and then I
heard the old man shouting for help.
An incredible discovery was made today when a construction
worker found the skeleton of what appears to be a dinosaur.
According to Leo Mendez, a national museum representative,
they’re investigating all about it.
115193

Quiz Time
Exercise 1. Listen and choose the correct sentence.
Tom: Let’s see how you hook up the computer to the TV. Here
are the instructions….
Boy:… I need to put on my glasses.Where are they?
Lucas: Why didn’t you answer? I called you like three times.
Tina:
you’re right. Do you know how to turn on this cell phone?
Lucas: Here, let me help you. Just keep it pressed for a little
time and that’s it.
M: What do you wish you could change about your cell phone?
H: I wish it had a music player. It’s got an excellent camera but I
can’t listen to music.
M: Why don’t you buy an iPod?
H: No, I want to buy a cell phone with a music player.
M: Well, those phones cost an arm and a leg.
H:
have everything.
Mary:
smart!
Thomas:
down.
Test Training C
Listening
Listen to journalist Sarah Smith reporting on a
disaster. For each item, choose the right answer (A, B
or C). Listen to the report twice.
Nicholas Chapman, Chief of the Fire Department, said that the
very dry, due to the high temperatures of this summer, over
estimates … it will take 20 years to recover.
commission for the prevention of disasters has announced
Marino, tomorrow in the morning. Residents will be evacuated
and will be taken to a shelter provided by the city authorities.
The idea of having a planet with this carbon structure had been
of crystal carbons. Amazing, huh?
can near the metropolitan train station.The bag with the money
in it was found by a garbage collector and homeless person
called Jim Kind, who called the police and gave the money
back.The honest man received a reward for his example for the
community.
Listen to the following dialog and choose what each
dialog twice.
Reporter: Here we are on 5th avenue talking to people about
their favorite tech toys. Excuse me, sir. We’d like to ask you a
Justin:
Reporter:Why are you buying this device?
Justin: Well, I love music. It’s great to be able to listen to all your
favorite songs.
Reporter:
also text while listening to music?
Justin: Not really. I don’t really like chatting or texting.
Reporter:Thanks. Excuse me.What’s your name?
Melissa: Melissa.
Reporter:Why are you buying this device?
Melissa: Well, the last one I had was stolen so now I need a
new one. I can’t live without one. I just love calling my friends,
texting and chatting.
Reporter:Thanks. Martin, what are you shopping for and why?
Martin: This is for my father. He needs it for work. You know,
to create, edit and save documents and well, to manage his
business. He has a real old desktop computer but now I want to
him and his job.
Reporter:
buying that?
Sandra: Well, this is a new model. It’s very small but it records
video with great resolution. And it takes wonderful pictures.
Plus you can take photos underwater. You know, I like to go
diving, so this is perfect for underwater pictures.
Reporter: Thanks. Luis, tell us about the device you just bought.
Luis: It’s a great device. You can read books. You just have to
download them and you can read them very comfortably. It’s
like taking a library everywhere.
Reporter: Of course. Well, Rick, how does it work ?
Rick: It connects to the Internet and lets you choose the
channels and programs you want. You can watch up to 1,000
channels, select the language and it has very high resolution
and an incorporated sound system. I’m a movie lover and there’s
nothing better than to stay home, on the couch, watching your
favorite programs.
Reporter: Yeah, sounds nice.Well, to each, his own.
A: Yeah, but I wouldn’t be able to understand a thing! I would
need to write the whole thing to say “as soon as possible” and
LOL”!
B: Well, but we all can learn… I wish we had time to learn more
textese!
A: Yes, me too.Anyway, for you to know, I’ll send you a kiss with
an X next time I text you!
Page 85
116194

TRACKLIST
Track 28 Page 31, Exercise 2
Track 29 Page 33, Test Training A
Track 1 Credits
Track 11 Page 13, Pronunciation
Track 15 Page 18, Comic
Track Contents
117195

Track 52 Page 59, Test Training B
Track 73 Page 85, Test Training C
Track Contents
TRACKLIST
118196

Dear Students,
Welcome to Viewpoints Workbook, the new English series for teenagers.
This Workbook will guide you to:
This Workbook contains:
social studies, among others.
applicable to concrete exercises that will help you become aware of your
learning process.Do not forget that making the most of your book and being an autonomous
• using strategies to approach reading passages and dealing with• learning about our and other people’s cultures.
to check your own progress.Enjoy Viewpoints!
The Editors
197

Topics
• PersonalityTypes and Attitudes
•
• Cultural Literacy
• Mysteries
• Greek Myths
• FairyTales
Goals
• describe goals, obstacles,
important decisions and
• describe inspirational people’s
• describe a person’s
• ask and answer questions
• describe the length of
• recommend cultural activities
like reading and going to
• narrate stories and events in
• convey attitudes related to the
•
•
Grammar
• Verb patterns in present, future
and past
• Verbs related to processes
•
• Present Perfect tense in
interrogative forms
• Since / For
wh-questions in the Present
Perfect tense
• First and Second Conditional
sentences
• Past Perfect tense
SkillsandStrategies
Vocabulary:
create adjectives
Grammar: identifying the
communicative function of
grammar patterns
Reading:
pictures quickly to get a general
sense of their content
Writing:
to sequence the organizational
pattern of events
Vocabulary:
• associating verbs with their
possible complement to
remember new words
• identifying similar words in
English and Spanish help you
understand their meaning
• rephrasing an idea, with
Grammar:
• using time lines to understand
tenses
• paying attention to the time
what tense to use
Reading:
•
Writing: using connectors to link
similar nouns, to contrast two
opposite ideas, and to add new
information
Vocabulary: making adverbs
from adjectives
Reading: using myths to
phenomenons
Writing:
• outlining the story and its
principal elements
•
transition of the events
UNIT
1
UNIT
2
UNIT
3
198

Topics
• Going Green
• FindingYourWay in a
Campsite
• TheWeather
• News
• Disasters
• Digital Lives
• Technology
• Tech Gadgets
Goals
• give and ask for directions and
• ask people if they agree with
• give emphasis to descriptions
•
• describe natural disasters and
• describe inventors, inventions,
• describe Internet habits and
• give instructions on how to use
• give opinions about
Grammar
• Tag Questions
• Indirect Questions
• Placing Emphasis with much
and very
• PassiveVoice
• Yes / No-questions and
wh-questions in the Passive
Voice
• Past and Past Participle forms
of verbs
• Wishes
• PhrasalVerbs
SkillsandStrategies
Vocabulary:
• using pictures to discover
• inferring missing information
by using visual and linguistic
clues
Reading: checking the validity
of opinions by looking for the
reasons that support them
Writing: identifying what
information to include
depending on the purpose and
audience of a brochure
Vocabulary: Associating
words to help remember new
vocabulary
Grammar: using by to mention
the doer of the action when this
Reading:
• identifying connectors to
understand the author’s thesis
and arguments
• using the information
provided and your background
knowledge to infer and
generalize about information
which isn’t clearly stated
Writing: following steps to help
organize writing drafts
Vocabulary: creating a visual
representation of prepositions
to help remember their meaning
Grammar: visualizing phrasal
verbs
Reading: paying attention to
numbers, colors, size and labels
Writing:
• making observations,
interviewing people and
conducting surveys to get
the facts of an ongoing
investigation
• giving background information
the report in the introduction
UNIT
4
UNIT
5
UNIT
6
199

Review
UNIT
1. Unscramble the questions from an interview with Johnny Depp.
a. /you / were / you / what / a / like / were/ teenager /when /?
b. you / a / student / good / school / were /at/?
c. have / siblings / how / you / do / many /?
d. the/you / ever / enjoyable / who/ have / played / been / has / character / most/?
e. been / greatest / your / what / achievement /has /?
f. actor / you / did / how / become /an/?
2. Read the answers and underline the correct form of the verbs. Then, match the questions from exercise
1 with the correct answer.
I wasn’t / am not / weren’t (a) a good student. I
dropped out of school when I had / is / was (b) 13
years old. I wanted to join a rock band.
Well, I have been / has been / have be (g)
nominated for 3 Oscar Awards and I win /
won / wins (h) the Golden Globe once.
When I did live / was living / was live (c) in Los
Angeles, my ex-wife met Nicolas Cage. He
introduced me to a Hollywood agent. I begin /
did begin / began (d)
extra.Then I took acting classes in Los Angeles.
I have two sisters and a brother. My older sister
is a teacher. My younger sister work / working /
works (i) with me. She’s my personal assistant. My
brother has helped / have helped / was helped (j) me
in some movies.
The most enjoyable character I has / have / am (e)
ever played was Captain Jack Sparrow. I had fun
while I was working / working / work (f) on the
three movies.
I was introverted. I didn’t have / had /
having (k) friends. I didn’t like go out /
going out / went out (l).
3. Now it is your turn to ask Johnny Depp questions. Write two for each topic.
a. Famous people:
b. Hobbies:
c. Family:
d. Future goals:
Who do you admire?
What were you like when you were a teenager?
a
6
eb
f c
d
Were you a good student at school?
How many siblings do you have?
Who has been the most enjoyable character you have ever played?
What has been your greatest achievement?
How did you become an actor?
Answers may vary.
200

4. Complete your profile.
5. Complete the statements with the superlative form of the adjectives in parentheses. Then, complete the
sentences with information about yourself.
a. The movie I have ever seen is . (interesting)
b. My friend’s name is . (good)
c. The book I read was . (late)
d. The TV show I have ever seen is . (bad)
e. The person I know is . (friendly)
f. The problem I see in my country is . (big)
g. The place to visit in my country is . (spectacular)
h. The person in my city is . (important)
i. The activity in my neighborhood is . (popular)
I am…
a.
b.
c.
d.
e.
f.
I like to…
a.
b.
c.
I care about …
a.
b.
c.
I …
(a. name)
(b. age)
(c. place of birth)
This year, I would like to…
3 things I like
to do in my
free time
My future
plans
6 words to
describe me
Some
personal
information
about me
The 3 most
important
things in
my life
most interesting
7
best
latest
worst_
most friendly
biggest
most spectacular
most important
most popular
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
201

Lesson 1
TeensofToday!
UNIT
11. Unscramble the letters and label the pictures.
a. have “save-nature” initiatives; they always invite people
to use products.
b. create and popularize their ideas, so they can make things
look .They can be very artistic, thanks to their creativity.
c. are experts or fans of technology. As years go by, people
are becoming more and more .
d. know what they want in life, so they are really
and have an appetite for risks.They are also very .
4. Match the words in column A with the right suffix in column B. Then, choose the type of personality in
column C.
a. ecolog
b. fashion design
c. manag
d. communicat
e. web special
A B C
-er
-0r
-ist
tech-head
nature lover
go-getter
trend-setter
a. g -getterso
c
c
3. Fill in the blanks with the words in exercises 1 and 2 to complete the descriptions below.
c. t -h
b. t -s d. n l
echt-daehs
2. Use suffixes to complete the words below.
og-teretgs
nerdt - testers teranu lervos
Nature lovers
Vocabulary
Strategy
create adjectives.
a. tech-savv___
b. adventur___
c. eco-friend___
d. styl___
e. competit___
8
eadsech
ettersrend oversature
eco-friendly
Trend-setters
stylish
Tech-heads
tech-savvy
Go-getters adventurous
competitive
b
d
a e
e
a
b d
y
ous
ly
ish
ive
202

5. Locate the verbs in the place that suits them best.
a.
b.
c.
6. Circle the word that completes each sentence correctly.
a. Trendy people are interested in creating – to create new styles and tendencies.
b. Tom is a tech-savvy person, so he enjoys the web.
c. You will be a go-getter if you are interested in to take – taking risks.
d. We like having – to have friends who care about the environment.
e. I enjoy to spend – spending my free time hiking.
7. Put the words in order to make sentences.
a. watching /TV fashion shows / sister / My / enjoys
b. taking / Our teacher / of nature / interested in / care / is
c. computer gadgets / like / I / buy / to
d. Mom / having / things / control / likes / under
e. adventurous / Nature lovers / sharing / experiences / enjoy
8. Describe your personality using the vocabulary studied.
I consider myself a(n) (a) because I enjoy (b).
I like (c) and I am interested in (d). In the future
I want to ________________________________________________________________________________ (e).
enjoy
Teens of today…
Conclusion
searching the web.
going out.
taking risks.
to meet new people.
getting to know about technology.
traveling the world.
like
enjoy
be interested in
Word
Bank
and are always followed by gerunds.
.
9
My sister enjoys watching TV fashion shows.
Our teacher is interested in taking care of nature.
I like to buy computer gadgets.
Mom likes having things under control.
Nature lovers enjoy sharing adventurous experiences.
Answers may vary. Answers may vary.
like
are interested in
Enjoy interested in
Like
203

Lesson 2
1. Classify the verbs in the Word Bank.
2. Complete Lio’s information using gerunds and infinitives.
I’m Lionel Andres Messi, but people called me Lio,
“La Pulga.” I’m an Argentinian soccer player. I started
(a. play) soccer when I was very little.
At the age of 11, I needed (b. move) to
used to have.
I planned (c. train) every day
and kept (d. practice) soccer.
I began (e. play) with
debut on November 16, 2003. I was only 16.
In the future, I want (f. win) as many
titles as possible, and I will continue
(g. work) on my foundation: “La fundación Leo Messi.”
I’m going (h. try) to make children’s lives
happier. I would like (i. support) children to
get an education, so they can have a chance in life.
I really enjoy (j. play) soccer and
(k. help) children. There’s nothing more
satisfying than seeing a happy and smiling child.
3. There is a mistake in each sentence. Underline the mistake, correct it and rewrite the sentences.
a. Lio really enjoys to help children.
b. I wanted to being a biologist.
c. You will probably are a pro soccer player.
d. Lio Messi would like winning many titles.
e. My sister wanted giving me her designs.
Followed by gerunds
start
Word
Bank
• keep
• want
• enjoy
• need
• start
• plan
• begin
• continue
• be going
• would like
Followed only by gerunds
Followed only by
10
begin keep want
plan
enjoy be going
continue need
would like
to play / playing
Lio really enjoys helping children.
I wanted to be a biologist.
You will probably be a pro soccer player.
Lio Messi would like to win many titles.
My sister wanted to give me her designs.
to move
to train
practicing
to play / playing
to win
working/to work
to try
to support
playing
helping
204

Express desire
a.
b.
4. Write sentences that express the indicated function. Use the words in parentheses.
I’d like to be a great goalkeeper.
- (be/goalkeeper)
- (bec0me/famous soccer player)
Express decision
- (score/a goal)
- (win/the match)
- (train/every day)
- (help/my team)
5. Complete the questions and place them in the correct space. Use the Word Bank.
6. Answer these questions with personal information.
a. What your most important achievement?
b. Who you to become a martial arts practitioner?
c. How you get the leading role in the movie, The Last Airbender?
d. What you plan to do in the future?
black belt, is going to tell us about himself. ?
Well, my taekwondo teacher advised me to send a DVD to Paramount
pictures. It was a homemade video.
?
My father inspired me to begin practicing taekwondo.
?
Well, I achieved black belt category when I was 10 years old.
?
I think I’ll make a couple of movies and then I’m going to help other teens
become great martial arts practitioners.
a. What do you enjoy doing?
b. Who inspires you?
c. What is your biggest achievement?
d. What do you plan to do in the future?
Grammar
Strategy
Identify the
communicative
function of
grammar
patterns.
c.
d.
e.
f.
• did
• do
• inspired
• is
Word
Bank
11
b
a
d
c
is
inspired
did
do
I’d like to become a famous
I need to score a goal. I’m going to train every day.
soccer player.
I need to win the match. I’m going to help my team.
205

a. What kind of text is this?
a biography
a story
b. What’s the topic of the text?
Mickey Mouse
Walt Disney
Disney Corporation
Lesson 3
1. Preview the text and answer these questions.
2 . Read and label each paragraph.
Use the Word Bank.
c.
At the beginning of 1920, Alice in Wonderland was
interacting with animated characters. In 1922, he created
later, the company went bankrupt but he did not give up.
Instead, he decided to continue trying and went straight
to the movie industry in Hollywood. Soon he a
cartoon studio with his brother. They called it the Disney
Brothers Studio.
d.
In the early 30’s, a big success came with the creation
of his most famous character, Mickey Mouse. Although
Walt Disney created and drew many more characters, it
was Mickey Mouse that embodied the unique vision and
essence of his creator. Walt Disney used his voice for this
Award for the creation of Mickey Mouse.
a.
Walt Disney is one of the most recognized icons
contribution to the development of the motion
picture and the entertainment industry. His creations
revolutionized movies and television, and inspired the
theme park industry of today.
b.
He was born in Chicago, Illinois, on December 5th, 1901.
As a child, Walt Disney lived on a farm in Missouri where
he enjoyed doodling. He also made a lot of detailed
cartoon classes and went to night school to study art.
Back in Chicago, he studied art and photography at The
Academy of Fine Arts. In his younger years, he worked at
and for small commercial art studios.
Word Bank
•The legend •The artist •The producer
•The achiever •The innovator •The entrepreneur
Reading Strategy
quickly to get a general sense
of their content.
The producer
12
The artist
The achiever
The legend
206

e.
Following the success of animated cartoon shorts, the Disney
studio expanded and incorporated new technology. It produced
Snow White, Pinocchio, Fantasy, and
Bamby pioneering
technological advancements, but also heartwarming stories that
broughtWalt worldwide recognition.
f.
media.Walt Disney created his own music division called, Disney
He did not stop there. He kept and developing new
kinds of live entertainment: Theme Parks. In 1955, Disneyland
opened. It was based on successful
Later came DisneyWorld, in Orlando Florida.
Walt Disney died on December 15, 1966, but he left a heritage
that keeps growing and evolving into new kinds of media and
entertainment.
3. Go back to the text and identify the words in bold that match the following definitions.
a. 1.
b. to imagine an idea that might happen in the future 2.
c. to represent an idea or quality 3.
d. 4.
e. to establish 5.
4. Answer the following questions based on the text.
a. Where and when wasWalt Disney born?
.
b.
.
c. What brought him fame and recognition?
.
d. Why was he an entrepreneur?
.
e. What do you think ofWalt Disney’s creations?
.
Reading
13
The innovator
The entrepreneur
pioneering
envisioning
embodied
doodling
set up
He was born in Chicago, Illinois on December 5th.
The company went bankrupt.
The pioneering technological advancements in his movies and also heartwarming stories.
Answers may vary.
Answers may vary.
207

a. As a child
b. Once
c. By the time
d. Eventually
1. Match the expressions to their meaning.
2. Read and complete this excerpt from Walt Disney’s autobiography. Use
the timeline and the Word Bank.
3. Write a short autobiography. Use the expressions above to organize your ideas cronologically.
(a), I lived on a farm in Missouri. I was interested in all kinds of animals. I used to sit under a big
plumtreenearmyhousejusttowatchthesquirrelsandotherwildanimalsandtosketchthem. (b),
my family decided to go to the city so we went to Kansas City. , I did not go to school. Instead,
I took long distance art classes. (c) 16, we went back to Chicago and I wanted to join the army,
but I got rejected for being too young. Then, I decided to join the Red Cross and traveled to France where I drove an
ambulance. (d) I had nothing to do, so I sat inside the ambulance and I covered it with all my
drawings. (e) I was 19, I had decided to start my career as an advertising cartoonist. I began to
(f), I opened my own animation studio.
(place / date of birth)
1. At an
2. Before a certain point in time
3. On one particular occasion
4. When I was a child
• By the time
• In those days
• Eventually
• When I was
• In 1910
• As a child
• Once
Word
Bank
Writing
Writing Strategy
Use time expressions to
sequence the organizational
pattern of events.
In those days
14
d
c
b
a
As a child
Once
By the time
Eventually
When I was
In 1910
Answersmayvary.
208

2. Complete the sentences using some of the idiomatic expressions.
1. Solve the crossword puzzle. Use the Word Bank.
3. Use the idioms above to complete the conversation.
a. From Monday to Friday, Susan gets up at 5:30 AM, exercises for an hour, goes to school, works at a music store, does
homework and watchesTV. She is a .
b. Bob and Jack are . Bob likes to play video games, surf the Internet and read a
lot. On the contrary, Jack enjoys playing basketball in the park, hanging out with his friends, and going to the movies.
c.
physics, he remembers lots of the principles and equations. He for numbers.
I heard your brother is coming to see you.
Yes, he is.
Do you have a lot in common?
Not really! On the contrary, we’re ___________________ (a).
What do you mean?
I mean, he’s a very talented musician. He
___________________ (b), and I’m not musical at all.
Do you spend time together?
Actually, we don’t. In his free time he prefers to
___________________ (c) pictures and videos of his
presentations on the web.
Well, why don’t we invite him to our party? I heard
he’s a ___________________ (d).
Yes, he’s very enthusiastic and energetic. But I don’t
know…
Come on! Let’s ___________________ (e).
Lesson 4
IHavetheKnack!
Clues
a.
d. to post something on facebook
Across
b. to be energetic
c. to have talent
e. to do something for excitement
a.
b.
c.
d.
e.
Word Bank
• worlds apart
• live wire
• do it for kicks
• have the knack
• facebook
Real Communication
15
worlds apart
live wire
worlds apart
has the knack
Facebook
live wire
do it for kicks
has the knack
i
v
t
l
d
a
i
h
od
r
o
w
v
e
f
e
t
o
w
h
r
i
e
k
r
k
i
e
n
cp
ea
br
o
o
t
c
fs
a
k
c k
s
209

Lesson 1
UNIT
2
1. Match the verbs with their complements.
a. travel
b. take up
c. participate
d. attend
1. in a contest
2. class
3. a sport or hobby
4. abroad
2. Read the clues and complete the crossword puzzle. Use the verbs above.
Clues
Down
a. to go to an event.
Across
b. to take part in an event.
c. to go on a trip out of the
country.
d. to start practicing a sport
or hobby.
Vocabulary
Strategy
Associate verbs
with their possible
complement to
remember new words.
3. Complete the sentences with the Simple Past or the Present Perfect form of the verbs from the
exercises above. Then, match each sentence with its explanation.
She‘s not attending class. She’s been absent for several days.
It’s been ten years since she started to practice ballet.
a. Jenny is now 15 years old.When she was 5, she
ballet. Since then, she’s dedicated a lot of her free time to her passion,
dancing.
b. She in several dance competitions.
c. She to represent her city in important contests
three times.
d. She’s been busy with trips and presentations, so she (not)
class lately.
a.
b.
c.
d.
c
took up
a
16
r
a
k
a
r
a
p
b
d
a
t
d
participated
has traveled abroad
hasn't attended
d
c
b
t
n
t
t
v
e
i
e
u
c
l
p
i
a
p
b
a
r
t
o
e
a d
210

4. Complete the conversation between Ann and Bob with the correct form of the Present Perfect tense.
Activity Jan. Feb. Mar. Apr. May.
E.g. play tennis
a. be abroad
b. attend a music workshop
c. study Italian
5. Look at Matt’s agenda. Complete the questions and answer them. Use since and for.
Ann: you (d.
talk) to Diego, I (e. not
be able to) reach him.
Bob: you ?
(f. not hear) He
(g. be) abroad with his father since March. He had
to attend a meeting in San Francisco and they
went together.
Ann: He’s in San Francisco?That’s awesome!
Bob: Yeah!
E.g. How long has he played tennis?
He has played tennis since January or
a. How long ?
.
or .
b. How long ?
.
or .
c. How long ?
.
or .
Grammar Strategy
Use time lines to help understand
Ann:Where (be) lately?
I (a. call) you many times and
you (not answer).
Bob: I lost my cell phone. Didn’t you know? I
(b. be) without my phone
since last week.
Ann: Oh, gosh!That’s terrible.
Bob:Well, actually, it (c.
not be) so bad. It’s good to take a break.
have you been
haven’t answered
6. Here are some questions you need to answer to become a member of a high school
cultural festival. Unscramble the questions. Then, answer them based on your experience.
a. in / have / been/ long /school / you / How / high?
?
.
b. festival / before / participated / you / in / Have / cultural / a?
?
.
17
have called
have been
hasn't been
Haven't heard
beenhas
Have talked
haven't been able to
has he been abroad
He has been abroad since February
He has studied Italian since January
How long have you been in high school Have you participated in a cultural festival before
has he studied Italian
211

Lesson 2
CulturalLiteracyforEveryone!
Word Bank
• recently
• last December
• since February
• four months ago
• lately
• when I began
school
• before
• last Christmas
Grammar Strategy Pay attention to the time expressions when deciding what tense to use.
Questions Box
Hello, Jay! How are you? It’s (be) a wonderful year abroad. I (a. arrive) in Quebec
last December. Canada is a wonderful country. Four months ago, I (b. go) to Niagara Falls. It was
amazing. I have learned a lot too! I (c. attend) French class since February when I
(d. begin (e. take up) basketball last January. Now I’m in the
school team.We (f. win) 5 matches since the championship started. Lately, it
(g. be) wonderful. I have traveled with the team to many cities here in Canada.What about you? I
(h. not hear) from you recently.What you (i. do) last Christmas? Love, Kim.
3. Ben’s a movie club director. Identify
the question he asks Sue. Use the
Questions Box.
Ben: So you want to participate in the movie club?
Sue:Yeah, I’ve always loved movies.
Ben: ?
Sue: I saw “The Red Rose” last Friday. It’s wonderful.
Ben: Really? ? (a)
Sue: It’s about a musician’s life.
Ben: I think that movie is based on a book.
? (b)
Sue:Well, not really! But I’ve seen the movie many times.
Ben:Wow! ? (c)
Sue: I’ve seen it three times.
Ben:Well, you must love it.
a.
b.
4. Ben asks you these questions to make you part of his club.
a. What book have you read recently? .
b. What was it about? .
c. Have you seen a good movie lately? .
d. What’s it about? .
• How many times have you seen it?
• What movies have you seen recently?
• Have you read it?
• What’s it about?
been
1. Classify the expressions in the Word Bank according to the two categories.
2. Kim is on a school exchange. Complete her e-mail with the Simple
Past or Present Perfect form of the verbs in parentheses.
18
arrived
went
have attended began
took up
have won
did
What's it about
Have you read it
do
haven't heard
has been
212

How culturally literate
are you?
a. How many times have you
been to a museum?
b. Have you participated in any
cultural event like traditionaldance contests or theater
plays?
c. Have you taken up any new
hobby or sport lately?
d. Have you eaten food from
other countries or regions?
Adam:
You’ve had some good experiences.
Dare to experiencing /
to experience (i) new things. Don’t
avoid going out / to go out. (j)
You’ll learn great things. Be sure
to discover / discovering (k) new
ways to learn.
Claire:
Congrats!
You enjoy experiencing / to experience
(e) culture.You’re not afraid of the
unknown.You dare to be / being (f)
a global citizen.You want to learn /
learning (g) new things!We suggest
sharing / to share (h) your experiences
with others.
Jonathan:
You need to open up / opening up
(a) to new possibilities. Learn to
appreciate / appreciating (b) culture
and knowledge. Start going / to go (c)
museums and concerts. Consider to
read / reading (d) more. It will help
you open up your mind.
My teacher says I should read
more,but books are boring.
I’m traveling abroad. I’d like
some advice! I’m a little nervous.
You need
Learn
Be sure
When I meet new people I feel shy
because I don’t know what to say.
6. Circle the correct form of the verbs to give these teens some suggestions.
7. Read the comments some teens say in their study group, and give them some suggestions.
5. Read the Cultural Test. Then, label each answer with the question letter.
Adam
a. Yes, two months ago I took up origami, but I’ve lost interest.
b. I’ve eaten food from other countries once or twice.
c. I participated in a theater play a long time ago.
d. I’ve been once. I went to an art exhibit when I was a child.
Jonathan
a. Not really! I only like soccer.
b. No, I don’t like to participate in those activities.
c. I’ve never been to a place like that.
d. I’ve always eaten local food.
Claire
a. I’m taking karate. It’s been a great experience.
b. I’ve taken part in some events. Last month I
participated in a dance contest.
c. I love going to museums whenever time I can.
d.
19
a
b
d
c
a
d
b
c
a
d
c
b
213

Headings Box
Lesson 3
ReadingtoChoose!
• Movie Review
Reading Strategy
eyes quickly over the text
and identify key words.
Reading Strategy
The key idea in a review is the main
point usually stated as an opinion.
1. Scan the two texts and choose a heading for each review.
• Book Review • Website Review • Video Game Review
2. Read the reviews and underline the key idea.
clothes, and you try them on; wouldn’t it be convenient to make sure you like
a book before buying it?You can do this on Readingfun.com.You’ll enjoy using
this practical and innovative website with plenty of services. Unlike other online
Book lovers will get familiar with literature by reading book reviews written by
members, there is a big discount on all books. I think this website is very useful
buying it. I highly recommend it!
In my opinion, Wall-E is an inspiring animated production that captivates children,
as well as adults, through a wonderful story told in an unusual way. It’s the story
of two robots that keep humans’ hope of returning to their homeland alive. Unlike
other Pixar productions, it has long silent scenes and cultural references that might
not be suitable for some kids. Still, the story manages to touch most viewers
as it is very clever, and fun. In addition, it brings up a very important ecological
message. I strongly recommend it!
Stop and think. Which of the sentences below best expresses the key idea?
a. The author thinks this movie has an interesting message for very young
children.
b. The author thinks this movie is unusual and captivating.
c. The author thinks this movie is inspiring because it contains a beautiful
ecological message.
Stop and think. Which of the sentences below best expresses the key idea?
a. The author thinks it’s better to read reviews and not the complete books.
b. The author thinks it’s better to know something about a books and its
author before buying it.
c. The author thinks it’s better to read a book online.
20214

Reading
3. There are five features that characterize a review. Identify the lines where you find them.
Characteristics Review Review
a. Lines Lines
b. An opinion about the product Lines Lines
c. Rephrasing opinion Lines Lines
d. Description of the product’s characteristics Lines Lines
e. Introducing the topic Lines Lines
1. captivate
2. innovative
3. useful
4. inspiring
5. convenient
6. unusual
7. suitable
a.
b. better, helpful
c. helpful and practical
d. a feeling of excitement about doing something
e. to attract and be interesting
f. the right qualities for a particular purpose
g. strange and exceptional
4. Go back to the reviews and match the word with the definition.
Vocabulary Strategy
Identifying similar words in
English and Spanish help
you to get their meaning.
Vocabulary
Strategy
When you
rephrase an idea,
you express
the idea with
synonyms or
5. Restate the following opinions using the synonyms or definitions from exercise 4.
Eg. You’ll enjoy using this innovative website with plenty of useful services.
The .
a. Wouldn’t it be convenient to make sure you like a book before buying it?
b. suitable for some kids.
c. I highly recommend this movie because it’s inspiring and very clever.
21
e
a
c
d
b
g
f
Website
7
buying it?
215

Writing
2. You’re writing a review for the school magazine. Plan your review. Follow the steps.
a. Choose a topic: an event or product you recommend (use your background knowledge)
b. Write your key idea.
c. Support the idea: give a description or mention some characteristics of your product or event.
d.
e. Rephrase the main idea in a conclusion.
Writing Strategy
• To connect similar ideas and nouns, use
like or and.
• To contrast two opposing ideas use unlike.
• To add new information use also or in
addition.
1. Read this chart and complete the review with the appropriate connector.
SKYUP is a fresh social network with a useful cultural schedule
where you can connect with friends, family and people around
the world. (a) most social networks, you
can upload photos and videos, chat, post comments and make
video calls. It (b)
with a great look. (c), SKYUP has security
settings to protect your information. (d)
many social networks, SKYUP is unique because it is educational
and advertisement free.You can have access to your own
educational feeds. I recommend it as it has limitless possibilities
for you to keep in touch and manage your cultural agenda.
Word Bank
• like
• unlike
• also
• in addition
3. Based on the steps, write your review.
also
22
Like
In addition
Unlike
216

Lesson 4
IntheSameBoat
a. to be in the same
b. to the books
c. to take a check
d. to be a real page
1. to be a very exciting book
2. to reschedule an invitation or plan
3. to study hard
4. to be in the same unpleasant situation
2. Circle the correct idiom in each conversation.
• turner
• rain
• hit
• boat
Word
Bank
Conversation 1
Mom: Stop playing now. It’s raining.
Kid: But mom, we are having so much fun.
Mom: Yeah, but don’t you have to take a rain check /
hit the books? (a)
Kid: Ok mom, you are right.
Conversation 2
Ann:Why don’t we go and see a movie?
Ben: I haven’t seen the new Pixar movie.They say it’s
awesome, but I don’t have money.
Ann: I haven’t either. We’re in the same boat. / It’s a
real page turner. (b)
Conversation 3
Ben: Let’s go.
Kim: There’s a new cafe on Bleeker Street. Let’s try it.
Jessie:Yeah, the atmosphere is great.
Alexis: I’d love to go, but not now. I’ll take a rain check. /
I’ll hit the books. (c) I’m reading a book and I haven’t
Jessie: Poor thing!What’s it about?
Alexis:
society. Actually, it’s a real page turner. / it's a rain check.
(d) I love it.
3. Read the conversations. Cross out the mistakes and correct if necessary.
1. Complete the colloquial expressions with the correct word. Then, match them with
their definition.
wonderful
a. Kim: This is a boring book.
Alexis: Yeah I know! It’s real page turner.
b. Kid: I don't need to hit books if I want to pass the exam.
Mom: Yeah! Do it.
c. Jessie: John invited me to go to the soccer game with him.
Kim: Did you accept?
Jessie:Yes, I had to take a rain check. I have to attend my reading club.
d. Ann: Have you been to the new library?
Ben: No I haven’t. I’ve been too busy. I have had too much work.
Ann: We’re not in the same boat. I also have almost no free time.
Real Communication
23
boat d
c
b
a
hit
rain
turner
No
217

Adverb
Lesson 1
Mysteries
UNIT
3
luckily
surprisingly
The Impostor
It all happened one night when Raj arrived home late.
(a), someone had eaten his dinner.
(b), he went upstairs and noticed
that someone had been in his room.
(c), he ran to ask his mother about
these unusual things.What she told him was very, very
strange.
(d), he went back to his bedroom
and began to look for the person who had done all those
things. He thought that it must have been an impostor.
Raj felt really scared. (f), his best
friend, Carl, knew exactly what was happening.
The next day, when he arrived at school, his class had
(e), someone had
already taken an exam for him. It wasn’t him.
Vocabulary Strategy
Make adverbs from adjectives
• add “ly” at the end of an adjective.
replace it with an “i” and add “ly”.
Adjective
• lucky
• surprising
a. mysterious
b. angry
c. quick
d. suspicious
2. Read the comic. Then, look at Raj’s face nd write the correct adverb. Use the words above.
Let’s talk.
There’s an
impostor
You failed!It can’t be.
To be continued
1. Write the adverbs for the corresponding adjective in the chart below.
You did it!
24
Mysteriously
Angrily
SuspeciouslyQuickly
Surprisingly
Luckily
angrily
mysteriously
suspiciously
quickly
218

3. Look at Raj’s bedroom. Complete the sentences using the Past
Perfect.
By the time Raj went to his bedroom, someone into
his e-mail account. Someone (a. check)
(b. play)
his guitar. Someone (c. call) his friends.
Someone (d. leave) the room through
the window. Luckily, that person (e. not /
wear) his pajamas.
4. The comic continues… Complete it with the Simple Past or Past
Perfect tense.
Raj (show) his friend Carl what (happen)
in his bedroom. Carl was worried about him, so he (a.
explain) to Raj that some days ago, at the chemistry lab, he
(b. fall) down and (c. hit) his head badly. Raj immediately
remembered the incident, but he also (d. remember)
that something strange (e. happen) before to him. A
strange guy (f. follow) him. Raj
(g. realized) he (h. not fall); down as he remembered
someone (i. hit) him from behind. Suddenly, everything
was clear to Raj. Before the incident (j. happen), he
(k. create) a formula to become invisible. Unfortunately,
impostor already (l. take) them.
had happenedshowed
had signed
Grammar Strategy
The Past Perfect shows the action
• I don’t buy it.
• Sounds creepy!
• I’m all ears.
Word
Bank
5. Complete the narration. Use the Word Bank.
Ash: Hey Beth! Listen to this story my chemistry teacher
told me.
Beth: (a).
Ash: Once, a student was working on a formula at the chemistry
lab. After he had completed it, strange things happened to him.
Beth: (b)What happened?
Ash: Well, he began to forget the things he had done. Instead he thought there
was an impostor doing all his things.
Beth: Really?What happened after that?
Ash: He went crazy and had to go to a mental hospital.That is why the lab had
to close.
Beth: (c). It’s just an urban legend people tell.
Ash: Maybe it is…
25
had
had created
taken
I’m all ears
Sounds creepy!
I don’t buy it
happened
realized
hadn’t fallen
had hit
had followed
had happened
remembered
had hit
had fallen
explained
had checked
had played
had called
had left
hadn’t worn
219

Lesson 2
Fantasy
2. Complete the story with some of the words above. Use the words in bold as clues.
The Prince and his Quest
Once upon a time, there was a who lived in a big, old
(a).One night, the prince felt really sad, so he thought: “If I had a princess, I’d be a happy prince.”
men, a
(b), with his ax in his hand, a (c) in a shining armor, and a
(d) by his mill
always got the same reply from them: “If I knew that, I’d tell you. But I don’t so I won’t.”
One morning, the prince saw a (e) counting all his golden coins. He told the
prince, “If I told you where she lives, what would you give me?”
into gold. “If you tell me, I’ll give you a some
.” (f
continued walking. In the afternoon, he came to a beautiful tree and he said to himself, “If I
found a beautiful (g) it
Instead, an (h) with pointed ears appeared and told him
about a girl who was a prisoner in the cave of a (i) as tall as
a mountain. Quickly, the prince went to the cave. On his way, he found a terrible
winged creature. It was a (j). The prince gave it a delicious
(k), and they became friends.The dragon was taller than the
giant.With its size and the prince’s abilities, they rescued the princess.The prince
and the princess met and went back to the castle to live happily ever after with
their big pet!
1. Find these words in the word puzzle.
prince
Word Bank
castle
dragon
elf
fairy
giant
gnome
gold
knight
miller
prince
princess
sausage
straw
woodcutter
26
castle
knightwoodcutter
miller
gnome
fairy
elf
giant
dragon
sausage
straw
220

a. elves/ if / were/ we / tiny/ live/ in/ we’d /tree/ a
.
b. dragon /If/ my/ brother/ had /a/ as/ a/ mom /wouldn’t/ like/ my /pet / it
.
c. If / were/ a/ knight/ he’d /kingdom/have/ to/ defend/ the /king/ his
.
d. If/ I/ fairy/ a / in/ I’d /my/ ask/ saw /her /garden/ to /me /a / wish/ grant
.
e. had /If/ I/ turn/ powers/ I’d /magical/ straw /gold/ into
.
1. he’d tell the prince about it.
2. it’d be easy to rescue the princess
3. he wouldn’t be so sad.
4.
5. he wouldn’t be friendly.
a. If the prince had a princess,
b. If the dragon didn’t like the sausage,
c. If the prince gave money to the gnome,
d.
e. If the giant weren’t so tall,
If I were (be) a prince or a princess, I would live (live) in a castle. If I lived (live) in a
castle,I’dhave(have)abigyard.IfIhad(have)abigyard,I’dplant(plant)amagic
tree. If I planted (plant) a magic tree, I (a. climb) to the
sky. If I climbed to the sky, I
If
If my pet (b. be) a dragon, we (c. )
to school. If we (d. ) to school, we
(e. have) a lot of friends. If we (f. have) a lot of friends, we
.
If
If
If we were elves, we’d live in a tiny tree.
a
4. Unscramble the words to write conditionals about famous fairy tale stories.
Grammar
Strategy
Notice:
If I saw a fairy, I’d be
surprised.
Or
I’d be surprised if I
saw a fairy.
3. Based on the story, match the condition with its result.
5. Look at the pictures and complete the conditionals with your ideas.
27
e
d
c
b
If my brother had a dragon as a pet, my mom wouldn’t like it.
If the king were a knight, he’d have to defend his kingdom.
If I saw a fairy in my garden, I’d ask her to grant me a wish.
If I had magical powers, I’d turn straw into gold.
‘d climb
were
‘d have
had
Answers may vary.
Answers may vary.
Answers may vary.
221

Lesson 3
StoriesofallKinds
1. Preview the text and match the gods to their powers. Check after reading.
1. the god of love
2. the god of the underworld, where the dead live
3. the messenger of the gods
4. the king of the gods and god of the sky
5. the goddess of harvest and fertility
a. Demeter
b. Eros
c. Hades
d. Hermes
e. Zeus
Reading Strategy
A myth explains the
creation of a natural
phenomenon.
The Rescue of Persephone
Long ago, in the mountainous island of Sicily, there lived a goddess called Demeter, the
goddess of harvest and fertility. She allowed people to collect fruits, vegetables, and animals
to eat. She and her beautiful daughter, Persephone, lived happily, but one day this changed.
It all started when Hades, the god of the underworld, wandered into Persephone’s garden.
All of a sudden, he was shot by an arrow sent by Eros, the god of love, who made him fall in
vanished from the earth. Zeus, the king of gods, witnessed everything.
so sad that she stopped blessing the earth. Plants stopped growing, seeds didn’t sprout, so
animals died.
Soon, Zeus realized the terrible consequences of these happenings. So, he told Demeter that
Hades had kidnapped Persephone and had taken her as a prisoner in his realm. Zeus asked
Hermes, the messenger of the gods, to look for Persephone in the underworld. But, Zeus
warnedDemeter,“Icanonlybringherbackifshehasnoteatenanyfoodfromtheunderworld.”
Meanwhile, Persephone was tempted to eat some fruits, but she knew she couldn’t, “If I eat
them, I will never get out of this place.” She thought. Unfortunately, the underworld gardener
tricked her, “It won’t do you any harm to smell their fragrance.”She thought. Persephone took
the fruits. They reminded her of the outside world, so she ate them thoughtlessly. Sadly, by
the time Hermes arrived, Persephone had already eaten the fruits. “She cannot leave, she just
ate some fruits, now she’s my wife,” said Hades to Hermes.
When Demeter found out about her daughter’s fate, she begged Zeus to change her terrible
destiny. “If you don’t help her, I won’t fertilize the soil anymore and all people will die.” Zeus,
almighty, decided that Persephone could stay with her mother for two-thirds of the year. She
had to stay with her husband in the underworld for the other third.
In the end, Demeter accepted the conditions. Every time Persephone came out of the
underworld, the warm touch of Demeter was felt all over the earth for eight months. Seeds
grew and blossomed. Once Persephone had to go back to the underworld to stay with her
husband, for the next 4 months, Demeter’s sadness made the earth sterile. This happened
year after year.
2. Read the myth.
a
Persephone
Hades
Demeter
Zeus
Eros28
b
c
d
e
222

Reading
3. Read again. Identify the characters, the settings, the conflict and the resolution
of the myth.
a. Characters
b. Settings
c.
d. Resolution
1. a kingdom
2. part of a plant that produces a new one
3. to take and keep someone illegally
4. destiny
5. to disappear
6. process of collecting food crops
7. to provide something good or desirable
8. to grow
5. Answer these questions.
4. Go back to the reading and match the words with the definitions. Use context clues.
Persephone,
The island of Sicily.
Persephone vanishes from the earth.
a
a.
b. What would the consequences be if plants stopped growing and seeds didn’t sprout?
c. What natural phenomenon does this myth explain?Why?
a. bless
b. fate
c. harvest
d. kidnap
e. realm
f. vanish
g. seed
h. sprout
29
c
f
b
d
g
e
h
Demeter, Hades, Zeus, Hermes, Eros and the underworld gardener.
Persephone’s garden, and the underworld realm.
Demeter stops blessing the earth. Zeus sends
Hermes to look for Persephone. The underworld gardener tricks Persephone to eat
some fruits. Hermes arrives to the underworld but can not take Persephone back.
Hades says Persephone was his wife.
Zeus decides Persephone can stay with her mother for two-thirds of the year and with
Because she was underground.
There would be no food, so humans would die.
It tries to explain the reason why there are seasons.
Hades the other third.
223

Writing
1. Write your own story. Outline the following aspects.
Main characters
Secondary characters
.
Resolution
.
Expressions
to begin a story to introduce the main events to indicate the ending
Once upon a time
Initially,
Suddenly
Unfortunately
Finally
Eventually
Writing
Strategy
Outline the story
and its principal
elements. Use
expressions to
signal the transition
of the events.
3. Write your story. Use the expressions from the exercise above.
2. Go back to the story“The Rescue of Persephone”and find expressions to complete the chart.
.
30
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
One day
Long ago
All of a sudden
In the end
It all started
Sometime later
Soon
Meanwhile
When
224

Lesson 4
HeGivesMetheCreeps
3. Complete the conversations with some colloquial expressions.
Real Communication
1. Label the pictures with the colloquial expressions in the Word Bank.
2. Use the colloquial expressions to rewrite the sentence.
a. I had a dilemma. I didn’t know what decision to make. .
b. He had no idea. Nothing came to his mind. .
c. .
d. I hate it when I can’t remember a word I know. .
Anne: Have you heard of the story of Odysseus?
Bob: Yeah, he killed… Umm what was the monster called?
Anne: He killed a couple of monsters, which one?
Bob: It was a six-headed sea monster.What’s it called? I know it. I
(a.).
Anne: Medussa?
Bob: No… It was Scylla.That monster (b.). It’s really scary.
Anne: Yeah, anyway, last week I had a quiz on Greek myths.
Bob: How did it go?
Anne: It was terrible.The quiz was aboutThe Odyssey. I hadn’t read the book.
Bob: I know the story. Odysseus returns home after theTroy war,
but it takes him a long time to get home. Most of the time, he
(c.). He had to face monsters and
dangers.
Anne: Why didn’t I talk to you before the quiz?
Word Bank
a. To draw a blank
b. To give someone the creeps
c. To have something on the tip of the tongue
d. To be between a rock and a hard place
I was between a rock and a hard place. I didn’t know what decision to make
31
have it on the tip of my tongue
He drew blank. Nothing came to his mind
The spider gave me the creeps. I just run
I hate it when I have something on the tip of my tongue
b. c.
d.
a.
gives me the creeps!
is between a rock and a hard place
225

Lesson 1
UNIT
4
A
You prefer to stay in a luxurious (a) and
travel by (b). It’s quick and comfortable.
You enjoy going on a (c) to do relaxing
activities like sun bathing.
C
You prefer to stay in a (i) and to travel by
(j) or on . (k)You enjoy
going on (l) and practicing activities like
(m) and (n).
B
You prefer to stay in a peaceful (d) and
to travel by (e) or by (f).
You love to enjoy the landscape.You enjoy going on a
(g) and going (h) around
the woods, towns and cities.
Are you a green traveler?
2. Complete with much or very. Then, find out what kind of traveler you are depending
on the option you chose above.
If your answer is A, you prefer to feel more comfortable than ecological.
Remember that if you make
destination you visit. You might need to be careful when searching or planning your activities to become
(a) greener.
If your answer is B, you’re (b) more conscious and eco-friendly. You’re (c) practical
and responsible. Remember to choose places, travel agencies, and tours that also show responsible attitudes towards the
environment and the local culture.
If your answer is C, congratulations! You’re a (d) green traveler. You’re helping the environment to be
(e) cleaner and healthier. Pass on your tips!
much
very
Vocabulary
Strategy
Use pictures to discover
missing words in texts.
1. Look at the pictures to complete the sentences. Use the Word Bank.
Then, choose which option (A, B or C) best describes you. Word Bank
• bicycle trips
• bus
• bus tours
• cabin
• canoe
• car
• cruise
• foot
• hiking
• hotel
• kayaking
• plane
• sightseeing
• tent
32226

6. You’re going camping. Look at these signs and ask about the rules. Use tag questions.
E.g.We can go kayaking, can’t we?
a.
a.
b.
c.
d.
3. Write sentences to defend a greener position. Use the clues.
E.g. Water skiing is very exciting.
a. Planes are very convenient.
bicycles / ecological / cars.
b. Hotels are very comfortable.
When camping / you / close to nature
c. Crocodile leather hats are very exotic.
Crafts made with other materials / green.
Well, kayaking is much eco-friendly.
4. Underline the correct tag question. Then, match it with an answer.
a. You love traveling by plane, don’t you? / aren’t you? 1. Yes, they do.They’re on sale.
b. The landscape is lovely, don’t you? / isn’t it? 2. Actually, I bought them in Japan.
c. Train tickets cost less than plane tickets, doesn’t it? / don’t they? 3. Yes, I do. It’s comfortable.
d. You bought these crafts in Mexico, don’t they? / didn’t you? 4. No, she hasn’t.
e. She’s been kayaking before, hasn’t she? / doesn’t it? 5. Yes, it is. I love it.
5. Read and complete with a tag question.
Mr. Coe: Hello class, I have good news!We’re going out of town. It will
be fun, (a)?
Lynn: Oh no!We’re sleeping in a hotel, (b)?
Mr. Coe: No, we’re not.We‘re going green!
Tom: We don’t have to wear green clothes, (c)?
Mr. Coe: Actually, to be green is helping to protect the environment.
We’re going camping near Lake Season to appreciate nature.
Meg: We went there last year, (d)?
Mr. Coe: No, we didn’t.We went to Lake Superior. By the way, you
love water sports, (e)?
Meg: Of course!
a
33227

Lesson 2
YouCan’tMissIt!
1. Look at the campsite’s map. Use the clues to complete the missing places.
Vocabulary Strategy
Infer missing information using
the visual and linguistic clues
Map Legend
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
2. Look at the map and follow the directions. Find the right place.
At the entrance
Bill: Excuse me, ma’am, could you tell me where the (a) is?
Guide: Sure! Just go straight ahead, and take the road on the left. Keep walking and go past the cafeteria
middle. Go along the trail until you get there.You can’t miss it!
At the vending machine
Ann: Excuse me, Can you tell me where the (b) is?
Sam: I think it’s on the other side of the campsite. Just walk across the campsite and go south along the bike
Ann: Along the bike path until the cafeteria, and left at the corner.Thanks!
Clues
The cafeteria is between the bike rental
The cabins are in front of the tree house,
The showers are between the restrooms
and the vending machine in the camp site.
The playground is in front of the restrooms.
The tree house is behind the information
the cafeteria
waterfall
restrooms
34228

5. You’re camping and you need some information about the campsite. Ask polite questions
about these things.
a. The money you need to spend to stay in a cabin.
b.
c. A place where you can get a bottle of water.
d. Dangerous animals around.
e. Other:
Todd: Could you tell me where the playground is?
You: (a) and
(b)
Then, (c)
(d)You
can’t miss it!
4. Complete the request and match it with an answer.
Use the Word Bank
a. Do you know swimming is forbidden?
b. Do you know there is a pool in the camp
ground?
c. Could you tell me I can get something to eat?
d. Could you tell me the river is near?
e. Do you have any idea the information
f. Can you tell me I can rent bikes here?
1. No, there isn’t.
2. Sure you can.The bike rental is next to the
cafeteria.
3. Actually, it’s kind of far.You need to walk for
about 45 minutes.
4. I think it’s because there are some dangerous
animals in the river.
5. It opens at 7:30.
6. There is a vending machine
is next to the showers.
Could you tell me how much money I need to spend to stay in a cabin for a night?
Word Bank
• walk across the campsite
• go straight ahead
• it’s in front of the restrooms.
• take the road on your left.
Go straight ahead
• where
Word Bank
• what time • if (x3) • why
3. You’re at the cafeteria. Give directions to get to the playground. Use
the map and the Word Bank.
35229

Lesson 3
ACityLikeNoOther
a. London is a small / medium / big city.
b. London has a river that runs through the city / around the city / in the
north of city.
c. The last time London hosted the Olympics was in 2012 / 2010 / 2011.
d. London doesn’t have / has good cycling facilities.
Cycling Around London
When you live or visit a city like London, getting can be a bit complicated because it has the biggest
population in the UK and Europe (more than 7 million inhabitants) and the number of tourists who visit every year
(almost1millionvisitorsayear)isextremelyhigh.Thatiswhycyclinghasbecomethepreferredmeansoftransportation
and modernity, in as green a way as possible. Our tour includes a visit to famous landmarks, and some of the most
recognizedOlympic venues. Pedal your way bicycle paths, cycle canals and roadsides, and enjoy all
2. Read. Analyze the map, and use the Word Bank to complete the text.
• around
• along
• through
• across
• eastward
Word
Bank
around
along
1. How much do you know about London? Circle the right option.
36230

Reading
Hyde Park Cycling Route
Our tour starts at the greenest and most relaxing place in the middle of London: Hyde Park. It has a wide range of amenities
like restrooms, restaurants, and cafes, as well as sporting facilities like tennis courts, boat rides, children’s playgrounds and
(a)
the Serpentine Lake and visiting a very important monument along the route: Diana’s Fountain, a memorial built to pay
tribute to the late Princess Diana of Wales. Hyde Park is also well known for its vibrant sporting and cultural activities like
concerts, festivals, horse riding, and exhibitions. Don’t worry about your bike if you want to take part in these activities.There
are docking stations to keep your bike safe.
River Thames Route
This route includes a visit to Buckingham palace.Then, it goes (b) the RiverThames and (c)
its banks. It will take you past must-see places like Big Ben, the House of Parliament, the London Eye, The Tate modern, St.
Paul‘sCathedral and the famous, iconicTower Bridge. Enjoy its impressive construction and witness years of history that have
made this bridge one of the most visited tourist attractions.To get there, cycle (d) along the north bank for a
great view of the river.
Olympic Venues Route
London has been an Olympic city on three occasions: in 1908, 1948, and 2012. Visit the Olympic venues and admire the
legacy of these world events with our tour. After theTower Bridge, the tour makes its way (e) the Olympic
Park to the Olympic Stadium where the opening and closing ceremony of the 2012 Olympics took place. Then it goes
(f) the Olympic Park where you can see other interesting Olympic venues, such as the Basketball Arena
and the incredibleVelopark Aquatics Center where some of the most important competitions took place.
1. popular
2. a highly recommended attraction or place
3. land along the side of a river or a lake
4. to be present and see when something happens
5. a location for an organized event
6. variety
7. a place or a person that represent an important idea
8. a small road
5. Answer the questions according to the text.
4. Match the words in bold with their definition.
a. must-see
b. iconic
c. path
d. bank
e. venues
f. witness
g. range
h. well-known
a. Why is cycling a popular activity in London?
b. Why is Hyde Park a well-known place?
c. Why is London a city attractive for tourists?
Reading Strategy
To check the validity of
opinions, look for the
reasons that support
them.
37231

Writing
Purpose
to choose a place to study
to select a tour
to get information about an iconic place
to promote a product
Places
a school or university
a city or town
a store
c.b.a. Welcome to
(name of the place)
Writing Strategy
The information you include
in a brochure depends on its
purpose and audience.
2. Investigate the necessary information to complete this outline according to the place you chose.
1. Design a brochure about a place you choose. Then, select your purpose
for making it. Next, complete the outline using specific information.
Characteristics of the place Activities
Historical or interesting information Other important Information
3. Follow these steps to organize your brochure.
a. Write an introduction that attracts attention to the place.
b. Include background information about the city or place you chose.
c. Describe your opinion about the place, its facilities, and its advantages.
Remember to support your opinions with good reasons.
38232

Lesson 4
ShakeaLeg
2. Complete the crossword puzzle with the right
colloquial expressions.
When I got on the bus, I realized that a
friend was driving.We started our journey.
One day, I almost missed the school
bus back home. I had to hurry.
a.
b.
c.
d.
When we
home,
everyone
in the bus
agreed not
to reveal the
secret.
We won’t (d)Let’s (c)
(a) Let’s (b)
But we didn’t go home.We went all around the
city, sightseeing.We were all very excited.
3. Answer the questions with personal information.
a. Do you remember the last time you spilled the beans?
What happened?
b. When was the last time you hit the road?Where did
you go?
1. Read the story, look at the pictures and complete the dialogs. Use the Word Bank.
Clues
Down
a. when someone is late for something you say…
b. when you start a trip, you say…
Across
c. when you reveal a secret, you…
d. When you go out to public placas to meet
people, you…
Real Communication
• spill the beans
• hit the road
• shake a leg
• go out and
about
Word
Bank
39233

Lesson 1
ExtraExtra!
UNIT
5
Ann: What news do we have for today?
Ben:Well, my story is about the discovery of an ancient city that
located in an ancient underwater cave in Marino lake. Mommies dating back as
far as 5000 years ago (a) been found at the site.
Ann: Sounds interesting! Listen to my news!The KingdomTower, the tallest
building in the world, (b)
Carl:Yeah, but it (c) expected to be the tallest building for a long
time.There are plans to build an even higher building called, the Azerbaijan
Ann:Yeah, but the Azerbaijan project (d) be approved because
Carl: I have a story about a robbery that ended up being a rescue.The thieves
(e)
Ben
Carl: (f) taken to jail but to a hospital.The
vault was a real trap.
is
1. Complete the conversation with the correct form of the auxiliary to be.
Use the Word Bank.
2. Write the noun form of each verb.
Use the conversation above.
3. Complete the chart.
IN THE NEWSROOM
Verb
Tense
Auxiliaries
are (a)
was / (b) (c)
(d) (e)
has been
(f)
(g)
Verb Noun
rob (a)
locate (a)
rescue (b)
discover (c)
trap (d)
robbery
Word Bank
• is
• have
• will
• were
40
location
rescue
discovery
trap
have
will
isn’t
won’t
were
weren’t
am / is am not / isn’t
were weren’t
will be won’t be
have been
hasn’t been
234

4. Complete the headline with the words from the Word Bank.
Then, underline the correct form of the verb.
(2)
The tallest building in the world
/ (e)
It will build / (f) in the city
kilometer high. It
/ designed (g) by architect Adrian
Smith.The tower / will
into a hotel, observatory,
(1)
Two robbers trapped / were
trapped (a)
vault. Police had to rescue / had
to be rescued (b) them when the
criminals were called / called (c)
for help. Authorities took / were
taken (d) the men to the city
hospital as they had spent a lot of
time inside the vault.
(3)
Archeologist, Dave Franco, was
(i) one of the
most important ancient ruins of a city
that
(j) by water for almost 5000 years. Its
exact location
yet , but its
discovery
(l) by local experts.
•
a. .
b.
c.
d.
e.
f.
•
a. First, we hold a meeting to plan the bulletin.
b. The editing committee selects and edits
the best stories.
c. Then, someone writes the script.
d. Some others select the video images.
e. Next, the producer makes the bulletin.
f. Finally, the anchor reports the news in front
of the camera.
5. How is a TV news bulletin made? Change the sentences (a-f) into Passive Voice.
Grammar Strategy Use “by” to mention the doer of the action
only if this extra information is important.
A meeting is held to plan the bulletin
Word Bank
• location • discovery • robbery
41
The best stories are selected and edited
A script is written (by someone)
The video images are selected
The bulletin is made (by the producer)
The news is reported in front of the camera
(by the editing committee)
(by the anchor)
Robbery
location Discovery
235

Lesson 2
Clues
Down
a. When a town is hit by a tsunami, buildings are
by the waves.
b. When a house is destroyed, it needs to be .
Across
c. When someone is in a disaster, he or she
needs medical assistance.
d. guided to
a safe place.
e. When people are trapped after an earthquake,
they must be
C
1.
2.
3. Yes, some people were hurt.
4. Yes it will.Go to a shelter.
B
1. been damaged by the earthquake?
2. injured by the disaster?
3. be hit by huge waves?
4. expected?
A
a. Were people
b. Will the coastal area
c. Was the hurricane
d. Have the main roads
2. Identify synonyms to complete this puzzle. Use the words in bold as clues.
3. Match column A with column B to complete the questions. Then, find the answer in column C.
a.
b.
c.
d.
a.
d.
c.
e.
b.
Vocabulary Strategy
Associations help you remember new words.
Word Bank
• hurricane
• tsunami
• tornado
• earthquake
a
a
hurricane
42
d
t a k e n
r m
e a
p g
a e
i n j u r e d
r
r e s c u e d
d
tornado
earthquake
tsunami
d
b
c
d
b
c
236

4. Journalists are interviewing experts. Write the questions. Use the answers as clues.
is about earthquakes. (a)
No, they .The only thing we
can do is measure them when they happen.
How (b)
They with a device called, seismograph.
What about tornados? How (c)
Well, this phenomenon is not fully understood yet,
but they
temperatures and conditions create atmospheric instability.
5. Choose the correct option from the box to complete
the questions.
a. 1. be
2. is
3. were
b. 1. can - be
2. is - be
3. can - is
c. 1. Was
2. Be
3. Will
d. 1. were
2. are
3. will
a. How
Its strength is determined by the damage it causes.
b. How we prepared for a disaster?
c.
Yes, it was. An earthquake caused the tsunami.
d. When
As soon as the storm stops, a group of local volunteers are sent to the area.
6. You’re being interviewed. Answer the questions according to your personal experiences.
a. Have you ever been injured in a disaster? If not, do you know someone who has?
b. In your opinion, what kind of disaster is the worst?Why?
c. How can we be prepared for a disaster?
43
are they measured?
Can earthquakes be predicted?
are tornados produced?
is
can be
Was
are
Answers may vary.
Answers may vary.
Answers may vary.
237

Lesson 3
1. Rank the following students’problems from 1 to 6, with 1 being the most critical and 6 the least critical.
School absenteeism
Lack of parental care
Name calling
Bullying
Disrespect for teachers
Student apathy
2. Read and complete with the correct expression. Use the Word Bank.
Reading Strategy
Identify connectors to
thesis and arguments.
Saint Joseph school has joined the anti-bullying campaign
that aims to eradicate bullying from schools across the
nation. “The central idea of the campaign is to help students
Tellez, an educational specialist who is behind the campaign.
Mrs. Tellez, when attacking this
problem, we have to pay attention to all the people involved.
the victims and the aggressors.
(a), the
suicidal tendencies, school , poor
school performance, depression, anxiety and lack of self-
esteem. (b), the aggressors are very
likely to behave in a hostile way in most situations in their
long run.
The evidence suggests that an alarming number of school
shootings, suicides and teen crimes are caused by the
and feelings of that bullying produces.
(c) bullying is not a new problem, it has
schools showed that almost 35% of students are bullied or
have been bullied.
Bullying is the hostile toward
peers and it can take the form of verbal, physical or relational
abuse, like when students are the center of pranks, called
names, or excluded from activities in a way that hurts their
feelings.
The good news is that now there are strict school policies
is not seen as a personal problem. , (d)
who has been victimized by bullies in her school.
According to
Word Bank
• instead
• according to
• on the other hand
• although
• on one hand
School News
44
Answers may vary.
Although
Instead
On one hand
On the other hand
Saint Joseph School joins the Anti-bullying Campaign!
238

Reading
3. Read the text again and choose the most appropriate headline for the news story.
Techniques to stop bullying at Saint Joseph!
Saint Joseph School problems!
4. Go back to the text and answer the questions.
a. What is bullying?
b.
c.
5. Match the words from column A with their definitions in column B. Then, go back to the text to find
the noun form of the words and write them in column C. Use the clues from the context.
1. to separate oneself from others
2. to act in a certain way
3.
4. to not to be present
5. to discriminate against
1.
2.
3.
4.
5.
a. to be absent
b. to victimize
c. to behave
d. to despair
e. to isolate
6. Make an inference from what is stated in the text.
Inference
a. Saint Joseph school has joined the anti-
bullying campaign that aims to eradicate
bullying from schools across the nation.
b.
not seen as a personal problem.
c. The central idea of the campaign is
healthy ways.
Reading Strategy When inferring, use the information provided and your background knowledge
A CB
a. a. absenteeism
45
e. e.
c. c.
d. d.
b. b.
behavior
isolation
despair
victim
Bullying is present in most schools across the nation.
Bullying was considered a personal problem before.
School absenteeism, social isolation, suicidal tendencies, poor school performance, depression,
Hostile behavior toward peers.
anxiety and lack of self-esteem.
239

Gather the facts. Identify who, what, why, how, where, and when.
Identify a situation to write about.
Write the headline.
c. Write your story. Use your own words.
a. Identify the situation.
A teacher is in shock.
A snake prank caused an emergency.
b.
the elements.
d.
Snake Prank!
Prank Turned into Emergency!
Snake on the Loose!
1. Number the steps to write a newspaper article.
2. Read the events and organize them to write your story.
a. Lila Markle was taken to the hospital in an ambulance.
b. The snake was fake. Someone put the snake on the desk.
c.
d. Ms. Markle found a snake on her desk.
e. There was an emergency at Lincoln High School in the afternoon.
f.
g. “We will investigate who is responsible for this prank.” said RayGomez, the principal of Lincoln High School.
1
2. Use the information (sentences a-g) to write your newspaper article. Follow the four steps.
1. Who
2. What
3. Where
4. When
5. How
Writing Strategy
Following steps helps you
organize writing drafts.
Writing
46
2
3
4
a teacher
a student put a fake snake on her desk.
yesterday in the afternoon
Lincoln High School.
a snake prank / emergency
Answersmayvary.
240

Lesson 4
PullthePlug
1. Match the idioms with their definitions.
1. to be a fugitive
2. to fool people
3.
4. to get married
Lincoln High School
Student to
for Snake Prank!
Museum Thieves
Royal Youngsters’
will
School Newspaper
with ghost story!
a.
b. to face the music
c. to be at large
d. to tie the knot
Vocabulary Strategy
Great headlines are short and meaningful. Use only
content words like nouns, verbs, adjectives and adverbs.
2. Read this dialog and match each news Ann and Ted talk about
to their headlines. Then, complete the headlines with an idiom.
a. Ted: What are you doing?
Ann:
there was a robbery at the museum?
Ted: Yeah, the criminals escaped and the
police are chasing them.
b. Ann:
years old, but they will get married
soon.
Ted:
c. Ted: Did you know that the principal
discovered who brought the fake
snake to school.
Ann: Poor thing, he or she will have to pay.
d. Ted: Talking about pranks and school, did
you know that the school newspaper
fooled us when they published the
kitchen?
Ann: Yeah, they just did it to keep students
away from the kitchen. It was not
true.
Real Communication
47
a
c
b
d
pulled students’ legs
tie the knot!
at large!
face the music
c
a
b
d
241

1. Read the definitions and match the words from the word clouds to
make the compound noun that best fits each of them.
a. A message that is sent in real time over the internet.
b. A phone characterized by the latest technology.
c. A camera that takes digital images.
d. A short written message sent via mobile devices.
e. A call that uses video images.
f. A group of people sharing information on the web.
g. A mail sent electronically.
h. A device for playing music.
Lesson 1
IWishIHadOne
UNIT
6
3. Complete the description. Choose some of the compound nouns and verbs from exercise 1 and 2.
The new Sun XY incorporates a (a) that
analyzes human emotions to (b) the best pictures. With the
newSunXY,youcanmakeHD (c), (d)theweb
easily and get immediate access to your (e) like Facebook
and Twitter. Sun XY allows you to receive and send (f) from
Text your friends faster than ever with an abbreviated
keyboard and improved autocorrect function. Don’t you wish you could
have one now?
cell phone
g. Touch it to to music.
2. Look at the smartphone icons. Complete the
instructions with words from the Word Bank.
a. Tap it to a phone call.
b. Tap it to a picture.
c. Select it to a text message.
d. Touch it to a video call.
e. Touch it to the web.
f. Tap it to a video.
h. Tap it to e-mails.
Word Bank
• take
• record
• send (2x)
• browse
• make (2x)
• listen
instant message
48
social network
smartphone
e-mail
digital camera
music player
text message
video call
listen
make
take
send
make send
browse
record
digital camera
e-mails
social networks
browsevideo calls
take
u
242

J Welcome to our technology show. Rose is here to talk about the latest innovative gadgets.
operate theTV set without the remote control?
Yeah, I usually spend a lot of time looking for it. I wish remote controls (a)
Well, now a new brand of high-endTV sets incorporates voice recognition,
And, don’t you wish your cell phone battery (b) longer?
Yeah, you can use it to carry your cell phone and any other electronic
Wow, I wish I (c) one of those.
could
• be
• last
• have
• can
Word
Bank
5. Read the conversation again. Write T (true) or F (false). Write a wish for
each statement.
E.g.
a.
b.
Grammar
Strategy
Use the Simple Past
form after the verb
to wish.
He wishes he didn’t spend so much time looking for the remote control.
F
6. Angela is trying to convince hes father to buy a tablet. Analyze her problems and write her wishes. Then,
write yours.
Dad, look at this tablet. It has
homework. It takes so much time. It also lets
us download all our textbooks so that we don’t
have to carry them to school.They’re so
I just saw a
(gadget)
I want to have it because…
Your wishes
I wish I
I wish I
I wish
Angela’s wishes
E.g.
a. She wishes she
b. She wishes she
Angie wishes she had a tablet.
4. Read this TV show about new gadgets. Complete the dialog with the correct form
of the verbs to express wishes. Use the Word Bank.
49
were
lasted
had
He wishes it lasted longer.
He wishes he had a powerbag.
didn’t have to type her homework.
didn’t have to carry her textbooks
to school.
F
T
243

Lesson 2
1. Read the definition and match with the correct phrasal verb.
1. to sign in
2. to stay up
3. to turn down
4. to plug in
5.
6. to put on
7. to hook up
8.
Turn (a) the
computer when you‘re not
using it.
Take (c) the earplugs
or turn the volume
(d) when you’re crossing a busy
street. It’s dangerous.
Plug (b) your cell
phone charger.
Never follow a link to
sign (e) to your
accounts.Type the URL
directly into your browser’s
address bar.
Go to bed early. Don’t stay
(g) all night.
Sign (f) of your
accounts properly.
a. To get dressed with clothes or accessories.
b. To remove clothes or accessories from one’s body.
c. To not go to bed.
d. To connect a device to an electricity supply.
e. To stop a device or machine from working.
f. To make a connection between components of a system.
g. To enter a computer program or internet account that requires a password.
h. To decrease the volume.
2. Be a smart tech user! Complete the recommendation with the correct preposition. Use the Word Bank.
Word Bank
• down
• out (2x)
• in (2x)
• up
Vocabulary Strategy
Create a visual representation of the prepositions
to help you remember their meaning.
Tech Users and Common Habits
off
50
g
c
h
d
e
a
f
b
out
out
up
in
in
down
244

a. I love to put my on and listen to my favorite tracks.
b. I’m always connected to my friends. As soon as I get up, I turn my on
and sign in to check my e-mail and my social network messages. I also use my cell
phone to text my friends. I sign out at night just before I go to bed.
c. Could you help me hook the up to the computer? I can’t do it. It’s so
d.
to turn the
3. Complete the sentences below. Use the Word Bank. Then, underline all the phrasal verbs.
Turn down the volume. I’m
trying to read.
a. I’ll turn
down in a minute.
b. I didn’t plug
in.Who plugged in the
cell charger?
I need to hook up the
speakers to the computer.
c. Let me help you hook
up.
Put on your headphones.
It’s your favorite song on
d. I can’t put
Word
Bank
• printer
• lights
• headphones
• computer
4. Classify the verbs you underlined in the exercise above into separable and inseparable.
Separable Inseparable
a.
b.
c.
d.
e.
f.
g.
5. Write the answers using an object pronoun it or them.
headphones
51
computer
printer
lights
put on get up
hook up sign in
turn off sign out
stay up
it
it
them
them
245

Lesson 3
BeaSmartTech-User!
1. Look at the graph. Match the parts (a-d) to the correct explanation.
a. title 1. They display the data.
b. scale 2. They give information about the data displayed by the bars.
c. bars 3. It shows the units of measurement of the data.
d. labels 4. It describes what the graph is about.
Percentage of Colorado School students concerned about
their digital footprint according to age and gendera
b
c
d
80
60
40
20
0
Percentageofstudents
15-1711-14
Age groups
2. Identify the elements from the exercise above in the graph. Some of them are used twice.
Reading Strategy
To interpret a graph, pay attention
to numbers, colors, size and labels.
the information given in the chart.
3. While you read, complete the results of the report according to the data shown in the graph.
Your Digital Footprint Matters!
I. Introduction
The term ‘digital footprint’ refers to all tech activities that leave a digital record of who you are, what
you look like, what you think, where you live, who your friends are and what you like and do not like.
This includes posting photos, uploading videos, commenting on another person’s status, blogging,
chatting, downloading and anything that you put up or upload onto the net which creates a digital
record or gives away aspects of your personality. Unlike a paper that can be destroyed, your digital
information is permanent.
II. Methodology
The principal objective of this report is to the number of students atColoradoSchool that care
years old11 and 17
52
c
d
b
a
246

5. Go back to the text and answer these questions.
a. What is the main purpose of the report?
b. What is a digital footprint?
c. How is a digital footprint formed?
d. Based on the study, why do you think it is important to have a positive digital footprint?
6. Go back to the text and find the expression used to convey the structured information from the report.
a. Introducing the purpose:
b. Introducing results:
c. To interpret the results:
d. To compare results:
e. To introduce advice it:
Reading
III. Results
Analyzing the results by gender, females between (a) years old are the most vulnerable group as only
(b) of the females surveyed admitted they were concerned about their online behavior.
However, (c) of older females between (d) years old admitted they were worried about their
online safety and reputation. This suggests that females go through a process where they become more cautious
about their online actions.
By contrast, (e) of the younger males, between 11 and 14, seem to be more concerned and knowledgeable
about the topic, but as they grow up and become older, they tend to be less concerned than females. Only
(f) of the older males said they cared about digital footprint.
IV. Conclusions
Comparing the percentages of older females and males with those of the younger ones, the results show a very low
level of awareness in young people. It’s necessary to help younger students understand the importance of a positive
and responsible digital footprint from the moment they start using the internet.Young people have limited experience
fun.”
V. Advice
It is advisable that parents, teachers and older siblings should be involved in guiding young students in their use of new
technologies.As an internet user, you should learn to use privacy tools that help you protect your personal information.
Remember that the safe and responsible use of the internet depends on all of us.
1. to post on any digital space
2. to become older
3. to understand
4. to make a present of
5. to discover
4. Match the phrasal verb to its definition.
a. to give away
b. to put up
c. to grow up
d. to
e. to
53
Answers may vary.
The record left as a result of all the online activities a person does.
With the things you say, post, record, or the things that other people comment on in response.
The principal objective of this report is
The survey results have shown that
Analyzing the results
By contrast
is advisable
c
d
e
a
b
25%
11 and 14
67% 15 and 17
39%
50%
247

3. Write an introduction to a report on one of the
issues above.
Name Age
Gender Issue A Issue B
F M
Text
message
Call Yes No
4. Complete the sentences to explain how you
collected the data.
I surveyed friends. (a) were females and (b)
males.Their ages are between (c) and (d) years
old.
5
6. Summarize the findings.
(title)
7. Based on the findings provide recommendations.
Writing Strategy
A report presents the result of an investigation
about a problem or situation.To get facts,
researchers make observations, interview
people and conduct surveys. Give background
information and explain the purpose of the
report in the introduction.
1. Match the issue with a question to conduct a
survey. Then, choose one to write a report.
a. Calls or text messages
b. Dangerous tech activities
Have you ever chatted to strangers online?
What do you prefer: texting or to calling?
2. Choose an issue (a or b) from exercise 1 and ask
5 classmates the corresponding question. Tally
the answers in the chart below.
5. Make a graph for the results. Give a title to the
graph and label the sides.
Writing
54
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
248

Lesson 4
Pull the Plug!
1. Match the phrases with the pictures. Then, complete the sentences
with the correct colloquial expression. Use the Word Bank.
Word Bank
• to pull the plug
• 24 / 7
• to cost an arm and a leg
• to shape up or ship out
a. The drugstore in my neighborhood is open
b. I’m not happy with my job, I need
c. Wow, this device is expensive.
d. We haven’t finish the project yet, you should
3. Complete the conversations with the correct colloquial expression.
Ann: Hey Guys, what’s up?
Greg and Sam: SHHH!
Ted: Check out this new video game I bought.
Ann:Wow! I bet it
(a)
Ted:Yeah. But I worked extra hours to
pay for it.
Greg: Hey, I’m playing. Let
me focus on the game.
(b)Two hours later
2. Read the definitions and check the correct idiom.
a. When services are available all the time, they are open…
7/7 7/24 24/7
b. When someone needs to stop doing an activity that’s been going on for a long time, you say…
pull the plug put the plug plug the pull.
c. When someone that is part of a group, an activity or a class is not behaving, you say …
shape up or shape out shape up or ship out ship up or ship out.
d. When something is very expensive, you say…
it costs an eye. it costs an arm and a leg it costs a leg and an eye.
Real Communication
Vocabulary
Strategy
Remember to
conjugate verbs
according to the
context of the
phrase.
Ann: I can’t believe it.You’re still playing. Don’t you think it’s
time . (c) Come on let’s go out
and do something exciting.
Greg and Sam: Uhhh like what?
Ann: Let’s go out for a bike ride.
Ted:Yeah, let’s ride to the tech shop, I want to buy a
new game.
Ann: It’s already closed!
Sam: No!They are open (d)
Greg andTed:Yeah let’s go!
Ann: Boring!
55
cost an arm and a leg
it cost an arm and a leg.
Shape up or ship out.
shape up or ship out.
to pull the plug
to pull the plug.
24 / 7
24 / 7.
a.
b.
c.
d.
249

References
Most texts included in this book are the result of the authors’ creativity and academic background. In
*
*
*
* Gardner, H. (1983). Frames of Mind.TheTheory of Multiple Intelligences.
* Kagan, S. (1994). Cooperative Learning.
* Kumaravadivelu, B. (2003). Beyond Methods.
*
Cengage Learning.
253

UsefulWebsites Students
* www.bbc.co.uk/worldservice/learningenglish
* esl.about.com/od/beginningenglish/u/start/htm
* learnenglishteens.britishcouncil.org
* www.eslpod.com
* vocabsushi.com
* www.examenglish.com
* dictionary.cambridge.org
* www.elllo.org
* www.nationalgeographic.com
* education.nationalgeographic.com/education/st/?ar_a=4
* www.youtube.com/user/CCProse
* www.brainpop.com
* www.discoveryeducation.com/students
* www.phrasemix.com
Teachers / Parents
* teachingenglish.org.uk
* vocabsushi.com/pro/teachers
* www.englishgrammar.org
* education.nationalgeographic.com/education/
?ar_a=1
* education.nationalgeographic.com/education/fm/?ar_a=3
* www.discoveryeducation.com/teachers
* www.discoveryeducation.com/parents
254

English book 4 teacher 2015 - 2016

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