revision unit: Lesson 1 PEOPLE AND LOVE UNIT one
Lesson Objectives
• to develop intensive and extensive reading skills • to develop speaking skills
Task 1 Expressing opinions (5 minutes) 8 true 9 true 1 Focus student’s attention on the question and 10 false read the instruction.
2 Check understanding. Give an example.
3 Allow students three minutes to do the task.
4 Ask students to compare their answers in pairs.
5 Conduct a general feedback session choosing some students at random to share their ideas.
A possible production model Accept students’ responses.
Task 2 Reading for general idea (5 minutes)
1 Ask students to read the task instructions silently. Check understanding.
2 Allow a few minutes for the students to read.
3 Conduct a general feedback session.
Key romance
Task 3 Reading for specific information (15 minutes)
1 Read the task instructions. Check understanding and focus the students’ attention on the example.
2 Tell students to work individually.
3 Check the task orally and write the answers on the board.
Key 1 true 2 false 3 false 4 true 5 false 6 true 7 true
6 UNIT one Love and Romance Lesson 1
Task 4 Vocabulary development (5 minutes)
1 Read the task instructions. Check understanding.
2 Match number 1 to letter d as an example.
3 Tell students to work individually.
4 Check the answers on the board.
Key
1 d 2 c 3 b 4 a
Task 5 Speaking (10 minutes)
1 Tell students to read the task instructions. Check understanding.
2 Organize students in pairs to do the task.
3 Ask the first question to a student as an example.
4 Monitor and help students if necessary. Listen to them, but do not interrupt to correct. If you hear a lot of mistakes, correct them with the whole group afterwards.
A possible production model Accept the students’ response.
Score Key Assign one point to each of the following answers:
1 yes 2 eat at home 3 a bunch of flowers 4 the boy 5 yes 6 moonlight 7 romance
5 - 7 points You are a very romantic person.
3 - 4 You are more realistic than romantic.
0 - 2 points You are not romantic at all. You are very practical.
7 Laughter Lesson 2 UNIT one
Lesson Objectives • to develop the ability to tell jokes in English • to develop intensive and extensive listening skills • to develop speaking skills
Task 1 Vocabulary development (5 minutes) pituitary gland lowers the production of stress hormones. The heart increases its beat, supplying 1 Read the task instructions. Check understanding body cells with more oxygen and nutrient-rich blood. and focus the students’ attention on the example. The adrenal glands increase the production of antibodies and natural killer cells that help fight 2 Tell students to do the task individually. cancer.
3 Ask students to compare their answers in pairs. Key muscles / lungs / brain / pituitary gland / heart / 4 Check the task orally and write the answers on the adrenal glands board. Task 3 Listening for specific information Key (10 minutes) 1 brain 2 pituitary gland 1 Read the instructions for the task. Check 3 lungs understanding. 4 heart 5 muscles 2 Focus students’ attention on the example 6 blood vessels provided to demonstrate the task. 7 adrenal glands 3 Play or read Audio Script 1 once or twice (or until Task 2 Listening for general information most of the students have completed the task). (10 minutes) 4 Ask students to compare their answers in pairs. N.B. Please check your pronunciation, stress and intonation with the CD before teaching. 5 Check the task and write the answers on the board. 1 Read the task instructions. Check understanding. Key 2 Play or read Audio Script 1 once. the muscles release tension in the shoulders, neck and back 3 Check the task orally and write the answers on the the lungs increase respiration board. the brain shows chemical balance Audio Script 1 Laughter change and causes a feeling of Listen to a doctor talking about laughter. peace the pituitary gland lowers the production of stress hormones Dr Lee Berk, a scientist at Loma Linda University the heart increases its beat and supplies in California, has revealed the health benefits of body cells with more oxygen laughing, which may include fighting cancer and heart and nutrient-rich blood disease. Some parts of the body that react during the adrenal glands increase the production of laughter are, for example, the muscles, the lungs, antibodies and natural killer the blood vessels, the brain, the pituitary gland, the cells heart and the adrenal glands.
While laughing, the muscles release tension in the shoulders, neck and back. The lungs increase respiration. The brain shows chemical balance changes causing a feeling of peace of mind. The 8 Lesson 2 UNIT one
Task 4 Reading and choosing information (10 minutes)
1 Read the task instructions and check understanding.
2 Demonstrate the task. Ask one or two students: "Do you laugh when you get embarrassed?" Encourage more than one student to answer.
3 Tell students to do the task individually and silent- ly. Allow the students enough time to do the task.
4 Monitor and help if necessary.
5 Ask students to get into pairs to compare their answers.
6 Ask some students at random for the situations they chose.
Task 5 Writing (10 minutes)
1 Read the task instructions. Check understanding.
2 Demonstrate the task by reading the examples provided.
3 Get students into groups to discuss the jokes and write them down. Ensure that all students write down their jokes.
4 Monitor and help if necessary.
N.B. Do not check the task.
Task 6 Exchanging information (10 minutes)
1 In each group, nominate each student with letters A, B, C, D, E. Then, group students A, students B, students C, students D and students E.
2 Copy the key on the board to explain its meaning. Use the jokes in Task 5 to demonstrate the task.
3 Ask students in each group to tell their jokes and qualify each others jokes according to the key.
4 Monitor and help if necessary.
9 Lesson 3 True Stories UNIT one
Lesson Objectives • to raise awareness in teenagers of the need to • to develop extensive and intensive listening skills practise responsible parenthood • to develop speaking skills
Task 1 Listening for general idea (5 minutes) 2 Play or read Audio Script 2 once or twice. 3 Check the task orally and write the answers on the N.B. Please check your pronunciation, stress and board. intonation with the CD before teaching. Key 1 Read the task instructions. Check understanding. 2 Play or read Audio Script 2 once, for the students to get Carla the general idea. conceiving age: 15 3 Check the task orally. Write the answers on the board. reason why she got pregnant: was raped what she did after the baby was born: gave the baby up for Audio Script 2 True Stories adoption her present situation: dreams about the baby Listen to Dr. Ana Salas and her experiences as a social Adriana worker in one of the secondary schools of our city. conceiving age: 18 reason why she got pregnant: her uncle used a drug to “Today I want to tell you four true stories that I have rape her registered in my files. Of course, to maintain privacy I what she did after the baby was born: the baby was not have changed the names of the people. Even though they born, she had an abortion are different, all the young people involved paid a high her present situation: remembers the terrible experience emotional price for getting pregnant.” Diana conceiving age: 16 1 Carla was only 15 when she conceived. She claimed reason why she got pregnant: once or twice they didn’t use she was raped by an acquaintance. The baby’s father was protection arrested and tried for rape, but he was not put into jail. what she did after the baby was born: kept the baby When the baby was 6 months old she decided to let a her present situation: no money, no going out, no studying childless couple adopt him and then lost track of him. “I Janet still dream about him and when that happens I feel as if a conceiving age: 17 dagger were plunging into my heart.” reason why she got pregnant: did not take precautions what she did after the baby was born: kept the baby 2 Adriana was 18 when she found out she was pregnant. her present situation: single mother, left school She didn’t have sex with her boyfriend Brian but she said that something happened one day with her uncle. She Teaching Tip doesn’t remember it very well. It seems he used a drug to Remember that the third conditional is formed like this: rape her. Later she went to her gyneacologist and had an Modal verb + have + past participle abortion. Adriana is 20 and unfortunately she has already Eg. should have / could have been broken up with Brian. She said, “Even though my priority never was and still is not having a baby, I remember the Task 3 Speaking (15 minutes) experience as something I wouldn’t wish to happen to anyone else in the world.” 1 Read the task instructions. Check understanding. 2 Organize students into pairs. 3 Billy and Diana had been dating for 18 months. Diana 3 Focus students’ attention on the illustration in Task was 16 and they planned to get married. When they 3. Say: "Look what the boy says. He thinks Carla started having sex, they always used protection. They used should have gone to the police immediately." condoms and she tried birth control pills. Only once or "What does the girl say?" twice they experimented without any protection and she got 4 Encourage students to say: "She agrees and thinks pregnant. He still hadn’t graduated from school and didn’t Carla should have kept the baby". have a job but they were both against abortion. She said, 5 Invite students to exchange opinions. “He has a job now and our life has changed a lot. We can’t 6 Monitor and help if necessary but do not interrupt the go out with friends and we are always short of money.” students. Take note of the most common errors for general correction afterwards. 4 Janet was a 17-year-old school senior when she discovered she was two months pregnant. She was afraid A possible production model of telling her mother. “I was panicky”, she said. “I didn’t - I think Carla should have gone to the police immediately. know how she would react. My mom cried but in the - Yes, I agree and I think she should have kept her baby. end she supported me.” Her boyfriend Tony promised to - I think Adriana should have reported her uncle to the support her but in the end he didn’t. Janet had to quit police. school and now she is raising the baby as a single mother. - You are right but maybe she was scared. - Diana and her boyfriend were naive. They shouldn’t have Key had sex without protection. They should have known that even once is enough to get pregnant. The number of girls mentioned: 4 - I feel sorry for both of them. They both lost their An experience they all had in common: unplanned freedom. pregnancies - Tony acted irresponsibly. He shouldn’t have left Janet. - I think Janet was very brave to raise her baby as a Task 2 Listening for specific information (25 minutes) single mother. - Yes, I agree. 1 Read the task instruction. Check understanding and focus students’ attention on the table. 10 Dishonesty in Advertising Lesson 4 UNIT one
Lesson Objectives
• to raise students’ awareness of values • to practise speaking skills • to practise writing skills in form of letters of complaint.
Task 1 Speaking (10 minutes) I bought some Slimsticks two months ago. I tried the product for a month and it caused me to get severe 1 Read the task instructions and check understanding. anaemia as I did not eat anything else. While taking these tablets I started feeling weaker and weaker. I 2 Focus students’ attention on the advertisement. went to the doctor and after some tests, he diagnosed anaemia. In addition, this has caused me 3 Organize students into pairs to do the task. Make considerable inconvenience, since I had to cancel my sure that they understand it is an oral task and business meetings in other cities of the country. that they do not need to write. I would therefore like to be reimbursed for the total cost of the doctor’s appointment and medicine. I look 4 Monitor and listen to students, but do not forward to hearing from you at your earliest interrupt them to correct them. convenience.
5 Lead a brief classroom discussion. Encourage Yours faithfully, students at random to tell you their ideas about the advertisement. Martha Carpio
A possible production model Task 3 Role play (15 minutes) The advertisement could be dishonest as it says that slimsticks are the natural way to diet. This is not true 1 Read the task instructions. Check understanding. as they are not natural. It says slimsticks contain things to make you happy and healthy. This could be a lie. 2 Organize students into pairs. Tell them that one of them (A) has to take the role of a manager and Task 2 Writing (20 minutes) the other (B) has to take the role of the customer. Encourage them to change roles. 1 Ask students to focus their attention on the advertisement and the phrases. 3 Monitor and help students if necessary.
2 Tell students to do the task individually. Give the 4 Bring two students to the front of the class to students 15 minutes to do the task. perform the role play.
3 Walk around monitoring. Help students if A possible production model necessary. A: Can I help you madam? B: Yes, I’d like to complain about your product 4 Ask students to exchange their letters. Slimsticks. A: What happened with it? 5 Invite one student to write his/her letter of B: I bought some Slimsticks two months ago. I tried complaint on the board. the product for a month and it caused me to get severe anaemia as I did not eat anything else. 6 Conduct a group correction session using the A: I’m very sorry about that. This is the first time I example on the board. have heard bad news about this product. How can we help you now? A possible production model B: I would like you to reimburse me for the total cost Quito, 13.06.2007 of the doctor’s visit and medicine I had to take. A: Well, we can reimburse you for all the money you Dear Sir or Madam, spent as soon as you bring in the corresponding I’m writing to complain about your product Slimsticks. receipts.
11 Lesson 5 Honesty UNIT one
Lesson Objectives • to provide variety in the form of a song • to develop intensive listening skills • to provide links with other areas of the curriculum, • to develop speaking skills e.g. music
Task 1 Activating general knowledge (5 minutes) 1 Read the task instructions and check understanding. 1 Read the task instruction and focus the students’ attention on the questions. 2 Play the fourth verse of Audio Script 3 once or twice. 2 Organize students into pairs to answer the questions 3 Check the task orally and write the words on the board. orally. Key 3 Check the task orally. Encourage students to give you 1 friend their ideas. Write the answers on the board. 2 end 3 again Key 4 me Billy Joel 5 concerned He’s from the United States. 6 gone 7 sincerity Task 2 Listening and matching (3 minutes) 8 turn 9 upon N.B. Please check your pronunciation, stress and intonation with the CD before teaching. Audio Script 3 Honesty
1 Read the task instructions and check understanding. Listen to the song and do the tasks. 2 Play the first verse of Audio Script 3 once or twice. If you search for tenderness it isn't hard to find 3 Check the task orally. you can have the love you need today and if you look for truthfulness Key you might just as well be blind 1 c it always seems to be 2 a so hard to get 3 f 4 b Honesty, is such a lonely word 5 d everyone is so untrue 6 e honesty is hardly ever heard and mostly what I need from you Task 3 Listening for detailed information (3 minutes) I can always find someone 1 Read the task instructions and check understanding. who say they sympathize if I wear my heart out 2 Play the second verse of Audio Script 3 once or twice. on my sleeve but I don't want some pretty face 3 Check the task orally and write the words on the board to tell me pretty lies all I want is someone to believe Key lovely / just / very / really Honesty is such a lonely word everyone is so untrue Task 4 Listening and completing information (3 minutes) honesty is hardly ever heard and mostly what I need from you. 1 Read the task instructions and check understanding. I can find a lover I can find a friend 2 Check that students know what all the words in the box I can find security or tell the thinner end mean. anyone can comfort me with promises again I know I know I know wo wo 3 Play the third verse of Audio Script 3 once or twice. when I'm deep inside of me don't be too concerned 4 Check the task orally and write the words on the board. I won't ask for nothing while I'm gone when I want sincerity Key tell me where else can I turn 1 find cause you're the one that I depend upon 2 they 3 heart Honesty, is such a lonely word 4 my everyone is so untrue 5 pretty honesty is hardly ever heard 6 lies and mostly what I need from you 7 someone Task 5 Listening and ordering (3 minutes)
12 Checking My Progress 1 UNIT one
Task 2 Finding words
Key
P R P B H E R I A G O R R V C O N T R A C E P T I O N A E P H N N C E C G T T O S I N E O T X N R O L
A production model
1 My friend got pregnant last year. 2 Always use protection to avoid infections. 3 Report a rape to authorities. 4 Responsible couples use birth control methods. 5 Be careful when having sex. 6 Contraception is used by most couples.
13 Lesson 1 THE UNIVERSE UNIT two
Lesson Objectives
• to develop intensive and extensive listening skills • to provide variety in the form of an experiment • to provide links with other areas of the curriculum, e.g. astronomy
Task 1 Activating general knowledge (5 minutes) For many years people wrongly believed that our Earth was the centre of the universe. Believe it or 1 Tell students to read the task instructions silently not, we are not at the centre of anything - there may and check understanding. be other universes, as well as our own.
2 Focus students' attention on sentences 1 to 3 and Key give them enough time to tick the one they agree 1 The universe started to take shape after a huge with and discuss the reasons for their choice. explosion.
3 Accept students' opinions. Task 3 Listening for specific information (10 minutes) Task 2 Listening for general information (5 minutes) N.B. Please check your pronunciation, stress and intonation with the CD before teaching. N.B. Please check your pronunciation, stress and intonation with the CD before teaching. 1 Ask students to read the task instructions and check understanding. Focus the students' 1 Ask students to read the task instructions silently attention on the information required. and check understanding. 2 Play or read Audio Script 4 two or three times, 2 Point out that the first listening task is just to according to your students' needs. get the general idea. Say: "Don't worry if you don't understand every word. Just check your 3 Tell students to compare their answers in pairs for answers in Task 1." a few minutes.
3 Play or read the first part of Audio Script 4 once or 4 Check the task orally. Say: "(Name), can you twice. tell me the answer for number one?" and write the answer on the board. Continue with the other 4 Ask students to compare their answers in pairs. questions.
5 Check the task orally and write the answer on the Key board. 1 Around 15,000 million years ago. 2 The Big Bang Audio Script 4 The Universe 3 The universe started after a huge explosion in Listen to a scientist talking about how the universe which clouds, gas and dust caused by the big began. Check your answers in Task 1. bang eventually formed planets, suns and stars.
Astronomers have worked out that the universe we know started around 15,000 million years ago, with a terrible explosion which they call the “Big Bang”.
Scientists believe that there was nothing before the explosion: no space, time, matter, energy or nothing.
The Big Bang threw out a huge amount of atomic energy particles in all directions, and these began to form into clouds of gas and dust. The clouds, gas and dust eventually formed galaxies, planets, suns and stars.
14 The Big Bang UNIT two Lesson 1
Task 4 Playing Bingo (10 minutes) A production model A lot of gas caused an explosion. That was when I 1 Read the task instructions. Check understanding. blew up the balloon. My breath is the Big Bang and the balloon is the expanding universe. The circles are 2 Tell students to choose 9 words from the box and the planets and represent how they grew larger and to fill in the grid. drifted further apart all the time. When we inflated the balloon some more, we saw that the circles 3 Tell students to listen and play the game. representing the planets had grown larger and that they had moved further away from each other. 4 Play Audio Script 4 and check if the students are crossing the words out. Carry on until someone shouts Bingo.
5 Check the winner’s grid against the Audio Script.
Task 5 Doing an experiment (10 minutes)
1 Read the task instructions and check understanding.
2 Organize students into pairs. Say the instructions one by one. Point at the instructions in the book as you read them. Perform the instructions with your students.
3 After they do instruction number 3, ask them the questions and elicit their answers.
4 Carry on with instruction number 4. Encourage them to tell you what they see.
5 Check their answers.
Key 3 What do the circles represent? The planets. What has happened to these circles? They became larger and moved apart a little. 4 What do you see? The circles grew larger and they moved further away from each other.
Task 6 Speaking (10 minutes)
1 Organize students into pairs and encourage them to use their observations in Task 5 to explain the experiment in terms of the universe and how it all began.
2 Monitor the task. Help students if necessary.
3 Invite a pair of students to explain the experiment in front of the class.
15 The Universe Lesson 2 UNIT two
Lesson Objectives
• to develop intensive and extensive reading skills • to provide links with other areas of the curriculum, • to develop speaking skills e.g. astronomy
Task 1 Activating general knowledge (5 minutes)
1 Read the task instructions and check understanding.
2 Organize students into pairs and ask them to try to decide whether the statements are true or false.
3 Monitor and help students if necessary.
4 Do not check the task.
Task 2 Reading for specific information (10 minutes)
1 Tell students to read the task instructions silently and check understanding.
2 Divide the class into As, Bs, Cs. Tell all the As to read The location of the Earth in the Universe, the Bs to read The Round Earth and the Cs to read The Flat Earth. Ensure they understand that they only have to read one text.
3 Give them ten minutes to read silently and to complete the table. While students are working, copy the table onto the board.
4 Do not check the task with the whole group, but help students as you monitor if necessary.
Key (For teachers’ use)
arguments to description who believed support their it ideas the stars at the most ancient and planets the location centre of Greeks moved of Earth universe around the Earth in circles the earth the Earth’s the round must be Aristotle shadow on Earth round the moon was curved They thought that a canopy the Earth ancient of stars the flat Earth was flat Babylonians revolved around a flat Earth once a day.
16 UNIT two Lesson 2
Task 3 Speaking (10 minutes) Key 1 The Earth is round but they said it was flat. 1 Tell students to read the task instructions and check understanding. 2 The stars and planets move around in circles but they said they didn't move around in circles. 2 Organize students into groups of three. Make sure each group has an A, a B and a C. Tell them that 3 The circle is not created by gods but they said it they have to ask about the beliefs they did not was created by gods. read about and to complete the information in the table. Further Practice (10 minutes)
3 Demonstrate the task. Ask one group to come 1 Ask a student to tell you his name. up to the board. Encourage B and C to ask A one 2 Say: "He said his name was Carlos." question about the location of the Earth in the 3 Get students to give more examples. universe and fill in the space in the table on the board.
4 Encourage A to ask B and C a question and fill in the corresponding space in the table on the board.
5 Monitor students’ work. Help them if necessary, but do not interrupt to correct them.
6 Check their answers and fill in the table on the board.
A production model A: Tell me about the flat Earth. C: They said that the Earth was flat. B: Who believed that? C: The ancient Babylonians. A: What were their arguments to support their idea? C: They said that a canopy of stars revolved around the Earth once a day.
Task 4 Grammar awareness (10 minutes)
1 Tell students to read the task instructions and check understanding.
2 Write the first phrase on the board. Focus students’ attention on instruction 1. Demonstrate the task with the first sentence.
3 Give students enough time to complete the task.
4 Check the task on the board. Point out that the verb changes into the past form in the second clause.
17 The Solar System Lesson 3 UNIT two Lesson Objectives
• to develop intensive and extensive reading skills • to provide links with other areas of the curriculum, • to develop intensive and extensive listening skills e.g. astronomy, social sciences • to develop speaking skills and students' ability to talk about imaginary situations
Task 1 Labelling planets (5 minutes) Saturn consists mainly of gas. Saturn looks spectacular. It is yellow, with many 1 Ask students to look at the solar system and to read the instruction. rings in orbit. These rings are pieces of ice and rock. It has at least 18 moons. 2 Copy numbers 1 to 8 on the board. Demonstrate the task with an example. The distance from the Sun is about 1,427 million km and the time to orbit it is 30 Point at planet number 3 and say: "Look at this planet, do you know its Earth years. name?" If no one answers, say: "It’s Earth." Write the word on the board, next to number 3. Uranus has rings around its equator. It spins on its “side” at 98 degrees with 3 Tell students to do the task. Help them with the words of the planets in the pole pointing at the Sun. This means that each of the poles gets around forty English if they know them only in Spanish. years of sunshine followed by forty years of darkness. It has 15 moons. The 4 Check the task orally and write the answers on the board. distance from the Sun is around 2,870 million kilometres and the time to orbit the Sun is around 84 Earth years. Key 1 Mercury Neptune is a deep blue colour. This comes from the methane in its atmosphere. 2 Venus It also has a “Great Dark Spot”, which is actually a massive windstorm. Neptune 3 Earth is so far from Earth that it cannot be seen easily. It has 8 moons. The distance 4 Mars from the Sun is around 4,497 million km, and the time to orbit the Sun is around 5 Jupiter 165 Earth years. 6 Saturn 7 Uranus Key 8 Neptune planets distance time to orbit number special Task 2 Listening for general information (5 minutes) from the Sun the Sun of moons features N.B. Please check your pronunciation, stress and intonation with the CD Mercury 58 million km 88 Earth days no moons nearest to the sun before teaching. Venus 108 million km 225 Earth days no moons lots of sunlight Mars 230 million km 687 Earth days 2 red surface 1 Ask students to read the task instructions silently and check understanding. Jupiter 780 million km 12 Earth days 16 very big 2 Tell them that the first listening task is just to get the general idea. Say: Saturn 1,427 million km 30 Earth years 18 yellow with many "Don't worry if you don't understand every word. Just try to complete rings the information." Uranus 2,870 million km 84 Earth years 15 rings around its 3 Play or read Audio Script 5 once or twice. equator 4 Ask students to compare their answers in pairs. Neptune 4,497 million km 165 Earth years 8 blue colour 5 Check the task orally and write the answers on the board. Task 4 Grammar practice (10 minutes) Audio Script 5 The Solar System 1 Ask students to read the task instructions silently and check understanding. Listen to an astronomer talking about the solar system. Complete the information 2 Tell them they should use the information in the table in Task 3 to fill in the below. missing information. Explain that they need to change the form of the adjectives in brackets. Earth’s orbit of the sun is not circular, it is elliptical (oval). This means that at 3 Demonstrate with the example provided. Ask students how they make some times during the year we are closer to the sun than at others. The part superlatives. closest to the sun gets warmer, and we call this time summer. Earth also spins around once a day on its own axis. Teaching Tip We make superlatives by adding the particle -est to one-syllable adjectives. To As well as Earth, there are seven other planets orbiting our sun, each following adjectives with two or more syllables put the word most before the adjective. a different orbit. All eight planets are held in place by the sun’s gravity. They all The superlative ‘far’ can be the ‘farthest’ or the ‘furthest’. They have the same travel in the same direction. meaning. Key 4 Copy the other adjectives on the board and invite some students to the board 1 elliptical (oval) to write the superlatives. 2 the sun’s gravity 5 Give students 5 minutes to do the task. 6 Check the task on the board. Task 3 Listening for specific information (10 minutes) N.B. Please check your pronunciation, stress and intonation with the CD Key before teaching. 1 The (near) nearest planet to the Sun is Mercury 2 The (far) farthest planet from the Sun is Neptune. 1 Ask students to read the task instructions and check understanding. Copy the 3 The (small) smallest planet is Mercury. table on the board. 4 The (hot) hottest planet is Mercury. 2 Give students a few minutes to read the information in the table. Tell them 5 The (fast) fastest planet to orbit the Sun is Mercury. to pay attention to the missing information they need to complete through 6 The (slow) slowest planet to orbit the Sun is Neptune. listening. 7 The (large) largest planet is Jupiter. 3 Play or read Audio Script 6 two or three times according to your students' 8 Saturn has the most moons. needs. 4 Tell students to compare their answers in pairs for a few minutes. Task 5 Speaking (10 minutes) 5 Check the task orally. Say: "(Name), can you tell me how far Mercury is from the Sun?" and write the answer on the table. Continue with other 1 Ask students to read the task instructions silently and check questions to get the information. understanding. 2 Ensure that students understand that to talk about imaginary situations they Audio Script 6 The Planets have to use the modals ‘would/ wouldn’t.’ 3 Organize students into pairs and make them practise the first Listen to an astronomer talking about the planets. Complete the information in question. the chart. 4 Guide them to continue with the dialogue. 5 Monitor and help students if needed. Mercury is the nearest planet to the Sun, so it orbits more quickly than the other seven. It doesn’t have any moons. Its distance from the Sun is around 58 million A possible production model kilometres. It takes 88 Earth days to orbit the Sun. As Mercury is so close to the A: Which planet would you most like to visit? Sun, its temperature is very, very high! B: I’d like to go to Saturn. A: Why? Venus is the second planet from the Sun. It is nearly as large as Earth and is B: Because I’d like to touch its rings. around four fifths of Earth’s weight. Venus is surrounded by clouds. These reflect A: Which planet would you least like to visit? lots of sunlight, which makes the planet look very attractive. It doesn’t have any B: I wouldn’t like to go to Uranus because it’s dark for 40 years! moons. The distance from the Sun is around 108 million km, and it takes 225 And what about you? Which planet would you most like to visit? Earth days to orbit the Sun. A: I’d like to go to Mars. B: Why? Mars is also known as the red planet because of its red surface. It has a thin A: Because it has some oxygen and I could breath at least a bit. atmosphere, consisting mainly of carbon dioxide, but with traces of oxygen and B: Which planet would you least like to visit? water. It has two moons. The distance from the Sun is around 230 million km. A: I wouldn’t like to go to Mercury because its temperature is very, very high! The time it takes to orbit the Sun is 687 Earth days. Jupiter is a huge planet. It has at least 16 moons. The distance from the Sun is around 780 million km, and the time spent to orbit the Sun is 12 Earth years.
18 The Chinese Horoscope UNIT two Lesson 4
Lesson Objectives
• to develop extensive reading skills • to promote some fun in the classroom • to raise awareness of information about a different type of horoscope
Task 1 Reading and circling (5 minutes) questions and answers in the bubbles. Ask them to perform the example. 1 Read the task instructions and check understanding. 3 Encourage students to work together in the task.
2 Tell students to look at the drawings, the names A possible production model and the years. A: Ok. Let’s see. The tiger and the dragon. Would they make a good couple? 3 Give students five minutes to do the task. B: Yeah. The tiger is decisive and the dragon is aggressive. Both of them are extroverted. 4 Monitor and help students if necessary. A: Yeah! What about the rooster and the goat? B: No, I don’t think they would make a good couple. 5 Ask a few students which sign they are. Roosters are talkative and goats are introverted. A: Well, what about oxen and sheep, then? Task 2 Reading and matching (10 minutes) B: Yeah, oxen are reliable and sheep are trustworthy. Both of them are introverted. 1 Read the instructions and check understanding.
2 Demonstrate the task with the given example.
3 Tell students to work on their own.
4 Ask students to check the task in pairs and then check it on the board.
Key 1 l 2 k 3 g 4 h 5 i 6 j 7 c 8 d 9 f 10 e 11 b 12 a
Task 3 Speaking (10 minutes)
1 Organize students into pairs. Tell them that one student in each pair is A and the other is B.
2 Demonstrate the task with an example. Invite a pair to the front. Focus students' attention on the
19 Life on Other Planets Lesson 5 (Illustrated Writing Contest) UNIT two
Lesson Objectives
• to practise giving opinions • to build on students' existing knowledge • to develop intensive and extensive reading skills • to develop writing skills
Task 1 Activating general knowledge (5 minutes) A possible production model Life on other planets 1 Read the task instructions and check understanding. Clothes: grey plastic suits, black boots, glasses Food: take food in tablets, eat metals, rocks 2 Tell students to read the questions and give them Defence: special weapons, laser ray guns, invisible a few minutes to express their opinions. bombs Housing: oval, made of rocks 3 Accept students’ opinions. People’s appearance: very short with a big head and very intelligent, green with two big eyes, long hair, Task 2 Reading for specific information (10 yellow with two big holes instead of eyes minutes) Task 4 Writing (15 minutes) 1 Tell students to read the task instructions silently and check understanding. 1 Read the task instruction.
2 Focus students' attention on the first letter. Ask 2 Tell students to use the notes from Task 3 to them to read the first sentence. Ask them to find write a paragraph answering the question: Do you two phrases to express opinion. believe there’s life on other planets?
3 Write the phrases on the board: I believe, I don’t 3 Give students 15 minutes to do the task. Remind think. them that this is an illustrated paragraph. They could complete it for homework. 4 Ask students to do the task. 4 Bring one student to the front and ask him/her to 5 Tell them to compare their answers in pairs. write his/her paragraph on the board.
6 Check the task on the board. 5 Correct spelling and grammar mistakes with the group. Key I believe … / I don’t think … A possible production model I don’t think … / I think … I believe that there’s a big possibility that there’s life I definitely think … on other planets. I think that people there might be I would say that … very short with big heads, green with two big eyes and long hair. They might wear grey plastic suits, Task 3 Brainstorming (10 minutes) black boots and glasses. I would say that they eat only tablets instead of 1 Read the task instruction. normal food. They may also live in oval houses made of hard rock. 2 Ask students their opinions about life on other To defend themselves they could use special planets. weapons and laser ray guns.
3 Copy some of their ideas on the board.
4 Ask students to complete the mind map. Meanwhile, copy the mind map on the board.
5 Check the task orally. Complete the mind map on the board.
20 Checking My Progress 2 UNIT two
Task 2 Completing sentences
A production model 1 The Earth is round but they said it was flat. 2 The stars and planets move around in circles but they said they didn’t move around in circles. 3 The circle is not created by gods but they said it was created by gods. 4 The universe didn’t start with a huge explosion but they said it had started with a huge explosion. 5 The universe started after several meteors collided into each other but they said it hadn’t started after several meteoros collided into each other. 6 The universe started after the sun crashed into a planet but they said it hadn’t started after the sun crashed into a planet.
Task 3 Completing notes
Key Pigs are home-loving, family-centred, humorous, caring, trusting, introverted, sociable and hospitable.
21 Lesson 1 THE STATE OF THE EARTH UNIT three
Lesson Objectives
• to develop intensive and extensive reading skills • to raise awareness of the need to protect the earth • to develop speaking skills • to practise the first conditional to predict consequences N.B Ask in advance for the materials needed in Task 2 Lesson 5, e.g. cardboard, markers, etc.
Task 1 Reflecting on ecological matters (10 minutes)
1 Read the task instructions. Make it clear that the students have to work first individually to answer the questionnaire and to write their answers in the corresponding columns under the heading ‘My answers’.
2 Tell students that when they finish they have to ask the questions to their partners and to take notes of their answers in the corresponding column.
3 Provide examples by asking questions to students at random.
4 Tell students to calculate their scores using the information in ‘How to score’.
A possible production model Accept the students’ responses.
Task 2 Finding information on a map (5 minutes)
1 Read the task instructions and check understanding.
2 Focus students’ attention on the colour key for degraded forests.
3 Ask a student to tell you the name of a country whose forests are being degraded, e.g. Spain, Eastern United States, India
4 Monitor and help while the students do the task.
Key Indonesia / El Congo / India / Cambodia / Thailand / Russia / Sweden / Finland / Portugal /Spain / Canada / United States / Mexico / Guatemala / El Salvador / Nicaragua / Costa Rica / Ecuador / Peru / Brazil / Bolivia / Argentina
22 A World Transformed Lesson 1 UNIT three
Task 3 Reading for general idea (5 minutes) the previous answer to say an ‘if’ clause again and a student from group B has to say another 1 Read the task instructions and check understanding. consequence. 6 If a student from a group fails, the other team will 2 Allow students some time to read. get one point and start the round again.
3 Check the task orally and write the answers on the 7 The arbiter may decide to allow group B to stop board. the chain and to start with a new idea.
Key 8 All the ideas have to be related to the topic of the air / water / land lesson. Teaching Tip Task 4 Reading for specific information (10 We use the first conditional (if + verb in the minutes) present simple) to talk about a possible future action or situation. The if-clause is often followed 1 Tell students to read the task instructions silently. by a main clause with will or won’t. Check understanding. e.g. If factories throw out smoke, the air will be contaminated. 2 Guide students to read the first line of the text In addition to the future will, we can also use and find the answer to number one. Point out the can, should, ought to, may, might, must or an example. imperative in the main clause.
3 Tell students to do the task. Chain 1 - If factories throw out smoke, the air will be 4 Monitor and help if needed. contaminated. - If the air is contaminated, people won’t be able to 5 Check the task orally and write the answers on the breathe. board. - If people don’t breathe, they will die. - If people die, the earth will be useless. Key 1 false. The number of inhabitants has increased slowly over the course of time. Chain 2 2 true - If we throw chemicals in rivers, the fish will 3 true disappear. 4 false. Oil contaminates water. - If the fish disappear, marine life will be affected. 5 false. Smoke comes out of factories. - If marine life is affected, the ecological system in 6 true oceans and seas will be destroyed. 7 false. They will run out one day.
Task 5 Playing The Consequence Game (15 minutes)
1 Tell students that they are going to play a game.
2 Organize students into groups of odd numbers, e.g. 3, 5, 7. Divide the group into two teams (A and B) and appoint one student to be the arbiter.
3 Focus students’ attention on Task 5 in the book. Make them realize that one student from group A has to initiate the game by saying a clause starting with ‘If’, like in the example.
4 A student from group B has to complete the phrase saying a consequence in the future.
5 Then another student from group A has to use
23 People, Progress and Pressure Lesson 2 UNIT three
Lesson Objectives
• to develop extensive and intensive listening skills • to develop the ability to interpret and describe • to provide links with other areas of the graphs curriculum, e.g. social studies • to develop speaking skills
Task 1 Activating general knowledge (5 minutes) Task 3 Listening for more specific information (10 minutes) 1 Read the task instructions. Focus on the question. N.B. Please check your pronunciation, stress and 2 Ask a student to tell you an example, e.g. India. intonation with the CD before teaching. 3 Organize students into pairs and ask them to do the task, marking the countries they think are 1 Tell students to read the task instructions and going to be the most densely populated. check understanding. 2 Play or read Audio Script 8 once or twice. Key 3 Check the task orally. Accept students’ ideas. Do not check the task at this stage. Audio Script 8 Population and Resources
Only for teachers’ information India Listen and chose the correct anwer. Task 2 Listening for specific information (5 minutes) Overpopulation is reached when resources cannot support the number of inhabitants. Thirty years ago, N.B. Please check your pronunciation, stress and it was considered that the planet would soon be intonation with the CD before teaching. unable to support its population. People thought the Earth would collapse due to overpopulation. 1 Read the task instructions. Check understanding. 2 Focus students’ attention on the key. It may be estimated that the planet’s capacity of between 7.7 and 12 billion will be reached within 3 Play or read the first part of Audio Script 7 once or the next 50 years. Production must obviously be twice or until most of the students have finished. increased in line with any population explosion in order to ensure that the capacity of 12 billion is not 4 Check the task on the board. exceeded. Natural resources are suffering though, Audio Script 7 Population Growth and have decreased because of agricultural progress.
Listen to an extract from a lecture given by Dr Countries are worried about the increasing population Carroll, an expert on population, at the Catholic growth rate. India is the first country to adopt a University in Quito. family planning policy which has managed to slow the growth rate. However, although it has been reduced, First of all, let’s have a look at this map, which it is still at a higher level than that of developed shows population growth rates. The brown areas countries. The rate is expected to level off by 2050 represent a growth rate of 3%, orange areas between due to the adoption of fertility reduction policies. 2% and 2.9%, yellow 1% to 1.9%, green, 0 to 0.9% However it is still projected that India will become the and dark blue shows a reduction in the population world’s most populous country by the year 2050. growth rate. Key 1 b Key Percentage of increase 2 c 3 c brown 3% 4 a orange 2% - 2.9% 5 b yellow 1% -1.9% 6 a green 0 - 0.9% dark blue reduction
24 UNIT three Lesson 2
Task 4 Listening and matching (10 minutes)
1 Read the task instructions and check understanding.
2 Play or read Audio Script 8 once or twice.
3 Check the task orally and write the answers on the board.
Key 1 b 2 d 3 a / c 4 a / c
Task 5 Describing a graph (10 minutes)
1 Organize the students into pairs.
2 Read the task instructions and check understanding by focusing the students’ attention on the bubbles at the bottom of the page.
3 Tell students also to pay attention to the colour keys for developing and developed countries and to the years at the bottom of the graph.
4 Monitor and help if necessary.
Possible production models -What does your graph represent? - It shows the population rates in urban areas. - Could you describe it to me? - In 1975 the population in developed countries reached 70%, whereas the population in developing countries reached 27%. At present urban population in developed countries is 73%. In developing countries it covers as far as 39%. The population projection for the year 2015 is 84% in developed countries and 57% in developing countries.
- What does your graph represent? - It shows the fertility rates in developing and developed countries. - Tell me about it. - Well, in 1950, developed countries had a 2.8 % fertility rate and in developing countries it reached 6.2 %. At present the fertility rate is 1.6 % in developed countries and 3.3 % in developing countries. It is estimated that by 2050 both developed and developing countries will level off their fertility rates at 2.1 %. It is assumed that in developing countries the fertility rates will be reduced.
25 What Can We Do to Help? Lesson 3 UNIT three
Lesson Objectives
• to develop extensive and intensive listening skills • to develop further practice with vocabulary related • to develop reading skills to ecological topics. • to establish links with the school curriculum, e.g. ecology
Task 1 Activating general knowledge (5 minutes) A possible production model 1 Read the task instructions. Check understanding. You should save glass to recycle. You mustn’t waste water. 2 Focus students’ attention on the questions. You should classify rubbish. You should protect nature reserves. 3 Organize students into pairs and tell them to You must save electricity. discuss the questions. N.B. If time allows, you could expand on this A possible production model activity buy asking the students to give and Accept the students’ responses. receive some advice orally.
Task 2 Reading and matching (10 minutes)
1 Read the task instructions and check understanding.
2 Focus students’ attention on the example.
3 Tell students to do the task.
4 Check the task orally and write the answers on the board.
Key 1 d 2 e 3 b 4 f 5 c 6 a
Task 3 Reading and making notes (10 minutes)
1 Read the task instructions. Check understanding.
2 Select one element. Write some advice on the board as an example.
3 Allow some time for the student do the task.
4 Ask 5 different students to tell you one piece of advice each. Write the different notes on the board.
Teaching Tip ‘advice’ is an uncountable noun. We use ‘a piece of advice’ to make it countable. ‘advise’ is the verb and is pronounced slightly differently: advice / ∂dvais / advise / ∂dvaiz/ 26 Water, Water Everywhere UNIT three Lesson 4
Lesson Objectives
• to develop reading skills • to raise awareness of the need to save water • to develop writing skills • to develop map reading skills
Task 1 Activating general knowledge (15 minutes) 1 Read the task instructions and check 1 Read the task instructions and check understanding. understanding. 2 Tell students to look at the map. 2 Ask students to write true or false by each statement. 3 Go through the key with the students. Name the colours and ask what they represent, e.g. In light 3 Tell students to discuss answers in pairs. blue-coloured countries, more than 90 % of the population has access to clean water. 4 Do not check the task at this moment. In green-coloured countries, 76% to 90% of the population has access to clean water. Teaching Tip We can say ‘the Earth’, or just ‘Earth". ‘The Earth’ 4 Tell students to read the caption silently. is more common. 5 Focus students’ attention on the example. Task 2 Reading and checking answers (10 minutes) A possible production model In North America, Europe and Australia, more than 1 Read the task instructions and check 90% of the population has access to clean water; understanding. four countries in Latin America are in this group, too. In most Latin American countries, between 76 to 2 Ask students to turn to the Pair Work Activities 90% of the population has access. section, Unit Three, Lesson 4. In some East Asian and many African countries 51 to 75% of the population has safe water, whereas 3 Allow some time for the students to read and in a few countries in Africa and one or two in South check their answers. Asia only 25 to 50% of the population has access to clean water. What is striking is that there are still Key some countries in Africa and North west of India 1 true where less than 25% of the population has access 2 false/ Only about 3% of the Earth’s water is to clean water. fresh. 3 false/ One third of the world’s people live in countries where water supplies often don’t meet demand; more than a billion lack access to clean drinking water altogether. 4 true 5 false / The United States will have to spend 1.5 billion dollars annually for twenty years to remove groundwater contamination, while half of the wells that supply affluent Santa Monica, California, have been closed because of high levels of a gasoline additive. 6 true 7 true
Task 3 Writing (15 minutes)
27 Project Work Lesson 5 UNIT three
Lesson Objectives
• to provide variety in the form of a project work • to practise and develop vocabulary related to • to add a practical element to the lessons environmental protection
Task 1 Organizing a campaign (10 minutes) Task 5 Keeping weekly results (5 minutes)
1 Read the task instructions and check understanding. 1 Read the task instructions and check understanding.
2 Organize students into groups of five. 2 Tell students to look at the format in Task 5 as a follow up model for their projects. 3 Ask students to decide on the objective of the project, e.g. to recycle rubbish. 3 Warn students that the format must be filled in according to the results they are getting from their 4 Take notes of which project each group is going to project. carry out. 4 Don’t forget to collect the project results at the Task 2 Writing and illustrating (25 minutes) end of the month.
1 Read the task instructions. Check understanding. A possible production model 1st week 2nd week rd th 2 Focus students’ attention on the signs in Task 2. 3 week 4 week 4 families 6 other Students There is a 3 Tell students to do the task. collaborated families from other fixed day joined the classes are for the City A possible production model campaign joining. The Council to Let’s save the Earth! City Council collect Switch off lights! has been recyclable Don’t take long showers! collecting material. Our Don’t throw rubbish in the streets! glass and neighbourhood Keep used paper! paper. looks tidier. Re-use paper! Separate your glass bottles from the rubbish! Look for a place to hand in your waste material!
Task 3 Organizing a meeting (10 minutes)
1 Read the task instructions and check understanding.
2 Tell students to discuss ways to meet with the community neighbours. Guide them to establish the date, the time, the students who are going to lead the meeting, the plan to motivate neighbours.
3 Remind students to get permission from the school authorities to organize the meeting.
N.B In the same class period tell students to pay attention to Tasks 4 and 5. Task 4 has to be carried out as an extra-curricular activity. You need to organize the students who are doing the rubbish recycling project to visit the City Council to find the information.
28 Checking My Progress 3 UNIT three
Task 2 Unscrambling words
Key 1 paper 2 rubbish 3 glass 4 bottles 5 waste 6 Earth
Task 3 Writing verbs
Key 1 recycle 2 classify 3 separate 4 keep 5 look for 6 save
Task 4 Writing sentences
A production model 1 Recycle paper. 2 Classify your rubbish 3 Separate glass bottles from the rubbish. 4 Keep used paper. 5 Look for a place to hand in your waste material. 6 Save the Earth.
29 MUSIC Lesson 1 UNIT four
Lesson Objectives
• to develop intensive and extensive reading skills • to practise time expressions • to develop writing skills
Task 1 Activating general knowledge (5 minutes)
1 Read the task instructions and focus students’ attention on the map.
2 Ask students the questions.
3 Check the task orally.
Key Liverpool is in England. It’s an old, cold, flat and industrial city. The Beatles
Task 2 Activating general knowledge (5 minutes)
1 Read the instructions for the task and check understanding.
2 Organize students into pairs and ask them to do the task.
3 Monitor and help students if necessary.
4 Do not check the task.
Task 3 Reading and checking (10 minutes)
1 Ask students to read the task instruction silently. Check understanding.
2 Ask students to do the task individually and silently.
3 Monitor and help students if necessary.
4 Check the task orally and then write the answers on the board.
Key 1 false 2 true 3 false 4 true 5 false
30 A Great Band UNIT four Lesson 1
Task 4 Reading for specific information (10 left the group and was replaced by Mick Taylor, who minutes) left the group in 1974. In 1995, Bill Wyman left the group. Their most famous hit was an LP, ‘Sticky 1 Read the task instructions and check Fingers’, launched in 1971. The writers of the group understanding. were Mick Jagger and Keith Richards.
2 Focus students’ attention on the scale and the time expressions. Ask students to explain what they have to do.
3 Demonstrate the task with the first exercise. Say: "Look at the line. It goes from 1959 to a little bit passed 1960. It corresponds to ..." Encourage students to say: "the following year."
4 Tell students to do the task individually.
5 Ask students to compare their answers in pairs.
6 Ask some students to complete the information on the board.
Teaching Tip ‘By’ is used to refer to the time that passed before a certain date. For example, ‘by 1962’ refers to the years before 1962. They could be 1959, 1960 and 1961.
Key 5 by 1962 2 in 1964 3 by late 1966 1 the following year 4 between 1964 and 1966
Task 5 Writing (10 minutes)
1 Read the task instructions and focus the students’ attention on the information in the table.
2 Tell students to do the task individually. Monitor and help if necessary.
3 Ask one student to write his/her paragraph on the board. Ask the other students to help you correct the summary.
A possible production model The Rolling Stones got together in 1962 in London. The members of the group were Mick Jagger, who was the singer; Brian Jones and Keith Richards, who played the guitar; Charlie Watts, who played the drums; and Bill Wyman, who played the bass. They mostly played rhythm ‘n’ blues. In 1969, Brian Jones
31 Famous Rock 'n' Roll Musicians Lesson 2 UNIT four
Lesson Objectives:
• to develop intensive and extensive listening skills • to develop intensive and extensive reading skills • to develop writing skills
Task 1 Activating general knowledge (5 minutes) of Korn and requested to meet them in person. After the meeting, Korn wrote a song about him, called 'Justin'. 1 Read the task instructions and check understanding. 2 Focus students’ attention on the photographs. Ask By the year 1999, many bands were imitating Korn’s style, students the questions. Encourage more than one so Korn decided that they needed to reinvent themselves student to answer. and change their style to something not only new and fresh, but to be unique again. They made a new album Key called ‘Issues’, which became number one, for the second John Lennon sang rock ‘n’ roll. time in their career. Korn sing rock ‘n’ roll. Eminem sings rap. Key Elvis Presley sang rock ‘n’ roll. 1 (✓) They sing rock ‘n’ roll. 3 (✓) They became famous for their music. Task 3 Listening for detailed information (10 minutes) Task 2 Listening for general idea (10 minutes) N.B. Please check your pronunciation, stress and N.B. Please check your pronunciation, stress and intonation with the CD before teaching. intonation with the CD before teaching. 1 Read the task instructions and check understanding. 2 Play the first part of Audio Script 9 to demonstrate the 1 Tell students to read the instructions silently. Check task with the given example. understanding. 3 Play or read Audio Script 9 once or twice or until most 2 Play the CD or read Audio Script 9 once or twice. of the students have completed the task. 3 Check the task orally and tick the answers on the 4 Tell students to compare their answers in pairs. board. 5 Check the answers on the board.
Audio Script 9 Korn Key a 2 Listen and order the events. b 1 c 4 Korn, one of the most popular contemporary rock bands d 6 in the U.S.A, started off in a small and boring town called e 3 Bakersfield, just west of Death Valley. Fieldy, the group’s f 8 bass player, spent much of his adolescence hanging g 7 around, drinking beer and watching other kids fight, until h 5 one day, he and his friends decided to get together and start making music. So in 1992, Fieldy and his five friends Task 4 Reading and making notes (10 minutes) became known as Korn, and started to tour with their music. 1 Read the task instructions. Check understanding. 2 Copy part of the time line on the board. Point out that Their music was influenced by hip-hop, heavy metal, and students should first find all the dates in the text. Ask rap, but the band turned these influences into something them to write those dates in chronological order in the totally unique and new on the music scene. They used boxes. guitars with seven strings, tuned very low, and mixed a 3 Tell students to find the corresponding information for heavy metal sound with funk and pleasant nursery rhyme each date and to write it down. melodies. 4 Copy the rest of the time line on the board. Monitor and help students if necessary. After touring for nearly two years, they were signed up by 5 Check the task orally and write the answers on the Immortal recording studio. They released their first album board. in 1994. Their aggressive, rebellious lyrics attracted many fans, although neither the radio stations nor MTV were Key ready to play their music for the public as they found it too 1935 / He was born in Tupelo. offensive. Their fan club began to grow and Korn released 1953 / He paid to make a record for his mother’s birthday. their second album, ‘Life is Peachy’, in 1996. This album 1954 / He had his first local hit. got platinum sales. 1956 / He was a national star. 1957 / He slowed down his recordings. Their first number one album was ‘Follow the Leader’, and 1958 / He joined the army. it came out in 1998 and was voted as one of the best mid-1960 / He was challenged by other stars such as The alternative albums in the 90's. After the release of this Beatles. album, Korn met a 14-year-old boy called Justin, who was 1977 / He died of heart failure. suffering from terminal intestinal cancer. He was a big fan
32 Lesson 2 UNIT four
Task 5 Language awareness (10 minutes)
1 Read the task instructions. Check understanding.
2 Read the first part of the text to demonstrate the task with the given example.
3 Tell students to work individually.
4 Monitor and help students if necessary.
5 Ask students to compare their answers.
6 Check the task orally.
Key was / belonged / was / moved / became / spent / paid / was / created / were / loved / was/ wore / had / made / sang / was / slowed down / were / recorded / were / became / surprised / was / was / was / was / recorded / starred / was / continued / became / had / died
Task 6 Speaking (10 minutes)
1 Read the task instructions and check understanding.
2 Demonstrate the task. Invite two students with their notes to talk about Elvis Presley.
3 Monitor and listen to the students, but do not interrupt them to correct them.
4 Note down the most common errors and correct them afterwards.
A production model Elvis Presley was born in Tupelo in 1935. In 1953, he paid to make a record for his mother’s birthday. He had his first local hit in 1954. By 1956, he was a national star. By 1957, he slowed down his recordings. Then in 1958, Elvis joined the army. By the mid-1960’s, he was challenged by other stars such as The Beatles. Finally, in 1977, he died of heart failure.
N.B. Remind the students to bring the information about their favourite musicians for Lesson 4.
33 Musical Instruments Lesson 3 UNIT four
Lesson Objectives
• to develop intensive and extensive listening skills • to develop writing skills • to build on the students’ existing knowledge of • to provide links with other areas of the vocabulary related to music curriculum, i.e. musical education
N.B. Ask the students to bring information about their favourite musicians for Lesson 4. 6 Check the task orally and write the answers on the board.
Task 1 Vocabulary development (10 minutes) Key wind string keyboard percussion 1 Read the task instructions and check instruments instruments instruments understanding. clarinet harp xylophone castanets trumpet cello electronic gong 2 Focus students’ attention on the example. tuba double bass keyboard cow bells panpipes drum 3 Elicit students’ ideas using the first picture and maracas the words in the box. triangle cymbals 4 Tell students to do the task.
5 Monitor and help students if necessary.
6 Check the answers orally.
Key 1 harp 2 castanets 3 clarinet 4 gong 5 maracas 6 triangle 7 trumpet 8 tuba 9 xylophone 10 cello 11 double bass 12 cow bells 13 cymbals 14 drum 15 panpipes 16 electronic keyboard
Task 2 Classifying information (10 minutes) 1 Read the task instructions and check understanding. 2 Copy the table on the board and demonstrate the task with the given example. 3 Ask students to work individually. 4 Monitor and help students if necessary. 5 Ask students to compare their answers in pairs.
34 My Favourite Musicians Lesson 4 UNIT four
Lesson Objectives
• to promote research • to develop writing skills • to develop speaking skills
Task 1 Making notes (5 mimutes) 2 Focus students’ attention on the example.
1 Read the task instructions and check understanding. 3 Tell students to work individually.
2 Ask students to do the task individually. 4 Monitor and help students if necessary.
3 Monitor and help if necessary. A possible production model My favourite singer is Shakira. I like her a lot. She 4 Do not check the task. sings pop music. She was born in Colombia in 1979. Her most famous songs are Objection, Underneath Task 2 Speaking (10 minutes) your Clothes, Eyes like Yours, Ready for the Good Times, The One, Poem to a Horse, Whenever, 1 Tell students to read the instructions silently. Wherever. Check understanding. The reasons why I like her are because she speaks three languages and also because her music tells 2 Copy the second column of the table on the board. real life stories. If I met her, I would ask her how she learnt three 3 Invite a student with his/her notes to the front. languages and what she does to keep fit. Ask him/her questions. Say: "Who is your favourite musician?" Copy his/her answer on the board. Continue with two or more questions to demonstrate the task.
4 Organize students into pairs. Tell them to take it in turns to ask and answer the questions.
5 Monitor and help students if necessary.
A production model Who’s your favourite musician? Shakira Where was she born? In Colombia When was she born? In 1979 What kind of music does she sing? Rock’n’ roll, pop, blues What are her famous songs? Objection, Underneath your Clothes, Eyes like Yours, Ready for the Good Times, The One, Poem to a Horse, Whenever, Wherever. Why do you like her? Because she speaks three languages and also because her music tells real life stories. What would you say if you met her? I would ask her how she learnt three languages and what she does to keep fit.
Task 3 Writing (10 minutes)
1 Tell students to read the task instruction silently. Check understanding.
35 Lesson 5 Imagine UNIT four
Lesson Objectives
• to develop intensive listening skills • to provide an element of variety in the form of a song • to develop speaking skills • to establish links with other areas of the curriculum e.g. musical education
Task 1 Listening and ordering phrases (3 minutes) Key 1 possessions 1 Introduce the lesson by asking students who is 2 wonder in the picture. Encourage students to guess his 3 need name. 4 man 2 Read the task instructions. Check understanding. 5 people 3 Demonstrate the task with the given example. 6 sharing 4 Play the first verse of Audio Script 10 once or twice. Task 5 Listening and ordering (5 mimutes) 5 Check the task orally. 1 Read the task instructions and check Key understanding. 2 2 Play the fifth verse of Audio Script 10 once or 4 twice. 1 3 Check the task orally and write the words on the 6 board. 5 3 Key You may say I'm a dreamer Task 2 Listening and matching information (3 But I'm not the only one minutes) I hope someday you'll join us And the world will live as one 1 Read the task instructions and check understanding. 2 Play the second verse of Audio Script 10 once or Audio Script 10 Imagine twice. 3 Check the task orally. Listen to the song and do the tasks. Key Imagine there's no heaven 1 d It's easy if you try 2 f No hell below us 3 a Above us only sky 4 e Imagine all the people 5 c Living for today... 6 b Imagine there's no countries Task 3 Listening for specific information (3 It isn't hard to do minutes) Nothing to kill or die for And no religion too 1 Read the task instructions and check Imagine all the people understanding. Living life in peace... 2 Play the third verse of Audio Script 10 once or twice. You may say I'm a dreamer 3 Check the task orally and write the words on the But I'm not the only one board. I hope someday you'll join us And the world will be as one Key big / just / really / whole Imagine no possessions I wonder if you can Task 4 Listening and completing information (3 No need for greed or hunger minutes) A brotherhood of man Imagine all the people 1 Read the task instructions and check Sharing all the world... understanding. 2 Check that students know what all the words in the You may say I'm a dreamer box mean. But I'm not the only one 3 Play the fourth verse of Audio Script 10 once or I hope someday you'll join us twice. And the world will live as one 4 Check the task orally and write the words on the board.
36 Checking My Progress 4 UNIT four
Task 2 Writing sentences
Key
1 The Beatles were from Britain. 2 John Lenon was the most successful member of the band. 3 The Rolling Stones got together in 1962. 4 Mick Jagger was the singer of he group. 5 Korn is a famous rock’n’ roll band. 6 Elvis Presley was the first rock’n’ roll singer.
Task 3 Checking information
1 false 2 true 3 false 4 true 5 true 6 false
37 DRUGS AND HOW TO FIGHT Lesson 1 UNIT AGAINST THEM five
Lesson Objectives
• to develop intensive and extensive reading skills • to provide links with other areas of the curriculum, • to develop speaking skills e.g. Health Education
N.B. Ask students to bring a shoe box for Key (Only for teachers’ reference) Lesson 5. drug name made from effects dangers heroin opium -users become - to become a Task 1 Activating general knowledge (5 minutes) poppies anxious and heroin addict depressed, - stress, 1 Tell students to read the task instructions silently -power unhappiness contentment and check understanding. cocaine leaves of coca -users become -tissue bush confused and damage 2 Focus students' attention on the questions and anxious, energy -holes in nasal give them enough time to discuss them. septum LSD a fungus -hallucinations -fear, 3 Monitor the task. Accept students' opinions. -‘bad trips’ -depression, -mental illness Task 2 Reading for predicting information solvents and glue, paint, -floating feeling -heart damage glue cleaning fluid -hallucinations -acne, (5 minutes) --depression
1 Tell students to read the task instructions silently and check understanding.
2 Organize class into pairs. Tell them to guess if the statements are true or false.
3 Do not check the task with the whole group, but help students as you monitor if necessary.
N.B. The key is in Task 5.
Task 3 Reading and completing information (10 minutes)
1 Tell students to read the task instructions silently and check understanding.
2 Divide the class into As, Bs, Cs and Ds. Tell all the As to read Heroine, the Bs to read Cocaine, the Cs to read LSD and the Ds to read Solvents and glue. Tell them to complete the corresponding part of the table. Ensure they understand that they only have to read one text.
3 Give students ten minutes to do the task. While students are working, copy the table onto the board. Do not write the answers in the table.
4 Do not check the task with the whole group, but help students as you monitor if necessary.
38 Different Types of Drugs Lesson 1 UNIT five
Task 4 Speaking (10 minutes) Task 6 Vocabulary development (10 minutes)
1 Tell students to read the task instructions and 1 Read the task instructions. Use the example to check understanding. demonstrate the task.
2 Organize students into groups of four. Make sure 2 Tell students to match the words with their each group has an A, a B, a C and a D. Tell them definitions. that they have to ask about the missing information in their tables. 3 Ask students to compare their answers.
3 Demonstrate the task. Ask one group to come up 4 Check the task on the board. on the board. Encourage A, C and D to ask B one question about the effects of cocaine and fill in Key the space in their tables on the board. 1 c 2 e 4 Monitor students’ work. Help them if 3 a necessary, but do not interrupt to correct them. 4 b 5 g A possible production model 6 d A: What’s cocaine made from? 7 f B: It’s made from the leaves of the coca bush. A: What are its effects? B: It gives a feeling of energy. A: What are its dangers? B: It can cause damage in the nose and holes in the nasal septum.
B: What’s heroine made from? A: It’s made from opium poppies. B: What are its effects? A: It gives a feeling of power and contentment. B: What are its dangers? A: Users become anxious and depressed.
Task 5 Using notes for checking (5 minutes)
1 Tell students to read the task instructions and check understanding.
2 Ask students to use the information in Task 3 to check their answers in Task 2.
3 Check the task orally.
Key 1 false. It is made from opium poppies. 2 true 3 false. LSD, solvents and glue cause users to have hallucinations. 4 true
39 Lesson 2 Keeping Healthy UNIT five
Lesson Objectives
• to develop extensive and intensive reading skills • to raise awareness of the need to keep healthy • to develop extensive and intensive listening skills through exercise • to develop and practise vocabulary related to body postures
Task 1 Activating general knowledge (5 minutes) 5 c 6 b 1 Read the task instructions.
2 Organize students into pairs and tell them to choose the correct answer.
3 Do not check the task.
Task 2 Reading for general information (5 minutes)
1 Tell students to read the task instructions. Check understanding.
2 Give students a few minutes to do the task.
3 Check the task orally.
Key 1 Exercises to improve the mind and the body.
Task 3 Reading for specific information (10 minutes)
1 Ask a student to read the task instructions. Check understanding. Say: “Are you going to underline words? Are you going to choose only one option?”
2 Read the first sentence including the options to demonstrate the task. Encourage students to find the answer in the first paragraph.
3 Ask students to do the task individually.
4 Walk around monitoring. Help students if necessary.
5 Ask students to compare their answers in pairs.
6 Check the answers on the board.
Key 1 c 2 a 3 c 4 b
40 UNIT five Lesson 2
Task 4 Listening for specific information (15 Key minutes) 1 tree 2 cobra N.B. Please check your pronunciation, stress and 3 corpse intonation with the CD before teaching. 4 rod 5 butterfly 1 Read the task instructions and check understanding. Task 5 Vocabulary development (10 minutes) 2 Focus students‚ attention on the example. 1 Ask students to read the task instructions silently. 3 Play the CD or read Audio Script 11 twice. 2 Demonstrate the task with the example. 4 Write numbers 1 to 5 on the board. 3 Tell students to do the task. 5 Check the task orally and write the answers next to the numbers on the 4 Monitor and help the students if necessary. board. Key Audio Script 11 Some Yoga Postures 1 forward bend 2 backbend Listen to a talk describing some Yoga postures. 3 twist 4 right-bend There are more than 200 postures in Hatha Yoga. 5 left-bend To start with, there is a warming exercise called the 6 upward-facing ‘Butterfly.’ First you sit down with your knees wide 7 wide leg apart and your feet together. Neck, shoulders and 8 stretch head must be relaxed, shoulders parallel, spine straight and extending upwards. Both buttocks Task 6 Writing (10 minutes) resting on the floor, knees pushed out and down. Then you breathe deeply, into your stomach first, 1 Ask students to read the task instructions. then fill your lungs. 2 Tell them to do the task. The next posture is called ‘Tree.’ It is a standing posture. You have to bend your right knee to your 3 Monitor and help if necessary. chest, take your right foot and sole high up and place it against your inner left thigh and breathe deeply. Possible production models The Tree There is a sitting posture called ‘Rod’ or ‘Staff.’ You Stand up straight. Put your right foot on your left have to sit tall on your buttock bones, legs stretched inner thigh. Put your arms over your head and join out in front of your body, arms relaxed down by your your hands. sides, palms resting on the floor beside your hips. The Rod Another type of posture is the one called ‘Corpse’. Sit on the floor with your legs straight. Put your You lie with your back flat on the floor, your body in a hands next to your thighs. Keep your back straight. straight line, facing the ceiling. Arms relaxed by your sides, palms up, eyes closed. Breathe deeply.
The ‘Cobra’ is a backbend posture. You lie with your body straight on the floor, facing down, then you push up with your hands, arms straight, and a bend your neck back to look up.
41 A True Story of a Drug Addict Lesson 3 UNIT five
Lesson Objectives
• to develop intensive and extensive listening skills • to develop speaking skills • to raise awareness of the danger of using and abusing alcohol and drugs
Task 1 Activating general knowledge (5 minutes) In fact, not drinking or using drugs at all is the only way to go. 1 Ask students to read the task instructions and check understanding. Key 2 Lead feedback. Accept students’ ideas. 2 an ex-drug addict
Key N.B. ‘pot’ refers to marijuana A drug addict is a person who is unable to free him/herself from drugs Task 3 Listening for specific information (10 minutes)
Task 2 Listening for general information (5 minutes) N.B. Please check your pronunciation, stress and intonation with the CD before teaching. N.B. Please check your pronunciation, stress and intonation with the CD before teaching. 1 Ask students to read the task instructions and check understanding. 1 Ask students to read the task instructions silently and 2 Give students a few minutes to read the information in check understanding. their books. Tell them to choose the correct 2 Point out that the first listening task is just to get the information. general idea. Say: "Don't worry if you don't understand 3 Play the CD or read Audio Script 12 two or three times, every word. Just tick the correct information." according to your students' needs. 3 Play the CD or read Audio Script 12 once or twice. 4 Tell students to compare their answers in pairs for a few 4 Ask students to compare their answers in pairs. minutes. 5 Check the task orally. Say: "(Name), let’s check 5 Check the task orally and write the answer on the board. number 1. Scott lived with …." Continue with the other questions to get the information. Audio Script 12 The Story of a Drug Addict Key Listen to an interview with Scott, a 17 year-old boy who 1 c plays the drums at his school. He loves music, any kind of 2 b music and sports. 3 c 4 a I: Where were you born? 5 c S: In South Dakota. I was adopted when I was six weeks 6 b 7 b old. I moved around a lot. I never stayed in one school 8 a for very long, and that was really hard. I: When did you start drinking? Task 4 Speaking and writing (10 minutes) S: When I was 11. It was for social reasons. It didn’t get extremely bad until I was 13. I had problems with my 1 Ask one student to read the task instructions and check family. Then I discovered marijuana to escape from my understanding. problems. On my sixteenth birthday, I smoked some pot 2 Demonstrate the task with an example. Say: "For and that got me kicked out of school. example, I think a person who uses alcohol and I: What happened after that? drugs feels insecure, depressed and ashamed." S: My parents didn’t want me to live with them so I went Write the words on the board. away. 3 Tell students to work in pairs. I: What did you decide to do then? 4 Monitor and listen to the students. Do not S: That’s when I decided I was done with alcohol and interrupt them while speaking. drugs. It was a hard, cold feeling. Each time I said no to 5 Check the task orally. alcohol and other drugs it was another little step toward being sober. I joined a support group with a substance A possible production model abuse counsellor. I do one-on-one with him now … 1 insecure, depressed, ashamed I: How do you feel now? 2 sad, shocked, hopeless S: Life right now is so much more fulfilling because I know 3 unhappy, worried, sad I’m not going to go home to get drunk or stoned. 4 angry, horrified, confused I: What would you like to tell other teenagers like you who are possibly facing the same problems? S: If you drink and use drugs, it’s going to hit you someday.
42 Marijuana UNIT five Lesson 4
Lesson Objectives
• to develop intensive and extensive listening skills • to raise awareness of the danger of using marijuana
Task 1 Activating general knowledge (5 minutes) Audio Script 14 Marijuana. Part 2 1 Tell students to read the task instructions silently and check understanding. Listen to some advice to say 'No' to drugs. 2 Organize students into pairs and tell them to brainstorm words associated with the effects that Please follow these recommendations and learn how to say marijuana might cause. 3 Give students some minutes to do the task. 'No' to drugs. 4 Do not check the task. 1 Avoid being around drugs and people who use them. If Task 2 Listening for general information (5 minutes) you are at a party or another gathering where drugs are being used, leave. N.B. Please check your pronunciation, stress and 2 Make a firm commitment to stay drug-free. You may intonation with the CD before teaching. even sign a contract or make a drug-free pact with a close friend. 1 Ask students to read the task instructions silently and check understanding. 3 Learn and practise effective lines to use in refusing drugs. 2 Play the CD or read Audio Script 13 once or twice. Possibilities include: “No thanks, I don’t do drugs”; “That 3 Ask students to compare their answers in pairs. stuff makes me sick”; or: “I’m on medication.” Once you 4 Check the task orally and write the answers on the have said no, stick to it. board. 4 Stick with friends who support your drug-free commitment. Audio Script 13 Marijuana. Part 1 5 Create a life that is active, full, and contrary to a life of Listen to Dr. Palacios talking about the dangers of drug use. marijuana. Key Some teenagers think that smoking Marijuana is less 1 b harmful. But they should know that Marijuana contains 2 d 421 different chemicals. The carcinogens in marijuana 3 e smoke are more abundant than those in tobacco smoke. 4 c Marijuana is considered addictive. When smoked, over 5 a 150 chemicals are burnt and these turn into more than 2,000 chemicals. Marijuana slows down the ability to Task 4 Speaking (15 minutes) react, interferes with the proper functions of muscles, the perception of distance, the perception of depth, slows 1 Organize students into pairs. Bring a pair of reflexes and impairs good judgement. students to the front to model the task. Tell them to Key practice the advice to say ‘No’ to drugs. 2 Give students 10 minutes to do the task. slows down the ability to react 3 Monitor the task. Help students if necessary. causes cancer is addictive A possible production model interferes with the proper functions of muscles To keep away from drugs, please follow these slows reflexes recommendations. Task 3 Listening for specific information (15 minutes) 1 Avoid being around drugs and people who use them. If N.B. Please check your pronunciation, stress and you are at a party or another gathering where drugs are intonation with the CD before teaching. being used, leave. 2 Make a firm commitment to stay away from drugs. 3 Learn and practise possibilities to say ‘’No’ to drugs, 1 Ask students to read the task instructions and check such as: "No thanks, I don't do drugs". understanding. 4 Stick with friends who support your drug-free 2 Give students a few minutes to read the sentence commitment. halves in their books. 5 Create an active life, contrary to a life of drug use. 3 Tell them to match the sentence halves while listening. 4 Play the CD or read Audio Script 14 twice or three times N.B. Remind students to bring a shoe box for the next according to your students' needs. class. 5 Tell students to compare their answers in pairs for a few minutes. 6 Check the task orally and write the answers on the board.
43 Make a ‘Say No to Drugs’ Campaign Lesson 5 UNIT five
Lesson Objectives • to involve students in the knowledge of the • to encourage students to make a commitment dangers of using drugs against the use of drugs • to follow instructions
Task 1 Activating general knowledge (5 minutes) 2 Ensure that students have all the materials to make a suggestions box. 1 Tell students to read the task instructions silently and check understanding. 3 Organize students into groups. Tell them to follow the instructions to make the suggestions box. 2 Organize students into groups and tell them to think of the problems a drug addict may have. Task 4 Following up on the project (one month later) 3 Give students some minutes to do the task. Monitor the task. 1 Tell students to check the suggestions box for after a month. 4 Check the task orally. 2 Remember to carry out a feedback of session the Possible answers suggestions received. no friends lack of confidence health problems slow reactions no money
Task 2 Writing (15 minutes)
1 Tell students to read the task instructions silently and check understanding.
2 Focus students’ attention on the example. Ask them to write as many ways as they can think of to help people involved in drugs.
3 Give students some minutes to do the task. Monitor the task.
4 Check the task orally and write their ideas on the board.
Possible answers By inviting him/her to watch an informative video about the dangers of drugs. By inviting him/her to attend a conference about the dangers of drugs. By inviting him/her to be part of a dance group, a painting club, a sports club, etc.
Task 3 Following instructions (15 minutes)
1 Tell students to read the task instructions silently and check understanding.
44 Checking My Progress 5 UNIT five
Task 2 Completing sentences
Key 1 gives 2 become 3 is 4 gives 5 feel 6 have
Task 3 Vocabulary
Key 1 unhappy 2 unpleasant 3 unhealthy 4 happy 5 bad 6 weak
45 ANCIENT CIVILIZATIONS Lesson 1 UNIT six
Lesson Objectives
• to develop intensive reading skills • to build on students’ existing knowledge of • to develop intensive and extensive listening skills vocabulary related to Egypt • to develop writing skills • to provide links with other areas of the curriculum, i.e. history N.B. Tell students to bring the materials needed for Lesson 5.
Task 1 Activating general knowledge (5 minutes) Key 1 Ask students to tell you how much they know 1 b about ancient civilizations, Egyptian civilization, for 2 g example. Accept their answers. 3 j 4 h 2 Read the task instructions. Check understanding. 5 f 6 c 3 Ask students to do the task individually. Tell them 7 d that it doesn’t matter if they don’t know all the 8 e words related to ancient Egypt. 9 a 10 i 4 Do not check the task.
Task 2 Reading and checking (5 minutes)
1 Read the task instructions and check understanding.
2 Tell students to read the text silently.
3 Monitor and help if necessary.
4 Check the task orally by asking some students to say the words aloud. Correct the pronunciation afterwards.
Key pyramids / gods / kings / treasure / queens / hieroglyphs / the River Nile / tombs / gold / emperors / curse
Task 3 Vocabulary development (10 minutes)
1 Read the task instructions. Check understanding.
2 Demonstrate the task with the given example.
3 Tell students to do the task individually.
4 Monitor and help students if necessary.
5 Tell students to compare their answers in pairs.
6 Check the task orally and write the answers on the board.
46 Lesson 1 UNIT six King Tutankhamun
Task 4 Activating general knowledge (5 minutes) Task 6 Listening for specific information 1 Read the task instructions and check understanding. (10 minutes) 2 Demonstrate the task with the given example. 3 Organize students into pairs. N.B. Please check your pronunciation, stress and 4 Monitor and help students if necessary. intonation with the CD before teaching. 5 Do not check the task. 1 Tell students to read the task instructions silently. Task 5 Listening and checking (10 minutes) Check understanding and focus their attention on the information in the table. Explain any word that N.B. Please check your pronunciation, stress and students don’t know. intonation with the CD before teaching. 2 Play or read Audio Script 15 once or twice (or until 1 Tell the students to read the task instructions most of the students have completed the task.) silently. Check understanding. 2 Play or read Audio Script 15 once or twice. 3 Check the task orally and write the answers on 3 Check the task orally. the board. (Do not erase this information.) Key Audio Script 15 Tutankhamun 9 Tutankhamun became a king at this age. 1323 B.C. Tutankhamun died. Listen to an archaeologist talking about King Lord Carnarvon spent to find the hidden $500,000 Tutankhamun and complete the information. tomb. 1917 Howard Carter went to Europe. Tutankhamun, one of the youngest Egyptian kings, 1922 Carter found Tutankhamun’s tomb. came to the throne at the age of 9. He reigned for the weight of sand and stones covering 200,000 10 years and died in 1323 B.C. at the age of 19. He the tomb. was mummified and buried in a tomb which was filled 4 the number of rooms in the tomb. with treasure and was said to be "cursed". 1 the gold mask on the mummy’s head. This caused great interest among archaeologists in London just before the 1920s. A British millionaire Task 7 Writing (15 minutes) called Lord Carnarvon spent $500,000 (in today’s money) to find the hidden tomb. He sent the British 1 Tell students to read the task instructions silently archaeologist Howard Carter to Egypt in 1917 to and check understanding. find it. After 5 years of digging in the valley of the 2 Focus students’ attention on the information in Kings, Carter found the tomb. It had been buried tasks 4 and 6 and the example in Task 7. under 200,000 tons of sand and stones. When 3 Tell students to write the questions individually. Carter entered the tomb it was like a giant treasure 4 Monitor and help students if necessary. chest, full of golden objects with precious stones. 5 Ask one student to write his/her questions on the There were four rooms in total and the last one board. they entered was the burial chamber, where the 6 Correct then with the class students. mummified body of King Tutankhamun lay inside three layers of coffins. A possible production model The third and final coffin, which held Tutankhamun’s body, was made of solid gold and weighed 250 1 Who became a king at the age of 9? pounds. A solid gold mask had been placed on the 2 When did Tutankhamun die? mummy’s head. 3 Who found Tutankhamun's tomb? 4 How many rooms were in the tomb? Key 1 true 2 false 3 false 4 true 5 true
47 Lesson 2 Roman Ancient History UNIT six
Lesson Objectives
• to develop intensive and extensive reading skills • to learn from other cultures • to provide links with other areas of the curriculum, i.e. history
Task 1 Activating general knowledge (10 minutes) Key 1 Ask students to read the instructions. Clarify the task with the example provided. Say: “‘Gallia’ was the Latin name of France.” Point to the country on the map as you speak. Say: “Now, try to guess the English names of the countries and write them under their Latin names, please.”
2 Give students enough time to do the task.
3 Ask them to check the names in pairs.
4 Check the task on the board.
Key Latin names English names Britannia Britain Germania Germany Belgica Belgium Gallia France Italia Italy Hispania Spain Palaestina Palestine Aegyptus Egypt
Task 2 Reading for general information (5 minutes)
N.B: Keep in mind that the objective of this task is to show students how far the Roman Empire reached and how many countries they conquered.
1 Tell students to read the first part of the text and to mark the borders of the Roman Empire on the map with a red pencil.
2 Monitor students’ work.
3 Check the task on the board.
4 Tell students to discuss in pairs whether the Romans influenced other countries’ lives or not.
5 After a few minutes lead a feedback session. Accept students’ answers.
6 Tell them that in Task 3 they are going to find out more about the Roman Empire.
48 UNIT six Lesson 2
Task 3 Reading for specific information(10 Task 5 Speaking (10 minutes) minutes) 1 Organize students into pairs. 1 Copy the table on the board. Ask students to read 2 Tell them to choose three different aspects of the the information in the table, that they have to find Roman Empire and to talk about them. in the reading. Clarify any word or phrase students 3 Ask them to take it in turns to do the task. might not understand. 4 Monitor the students’ performance. 5 Bring two students to the front of the class to 2 Tell students to read The Roman Empire again perform the task. and to complete the table. A possible production model 3 Ask students to compare their answers. Many Roman people lived in blocks of flats or in flats above shops. Some rich people lived in private 4 Check the task on the board. houses with rooms for slaves and a quiet garden. The Romans liked their foods with lots of spices, and Key the main meal of the day had three courses. There average people: blocks of were shops where they could buy food, clothes and flats or apartments above jewellry. shops housing rich people: private houses There were many Roman ruins found in many with rooms for slaves and a countries. For example, theatres in Cyprus, quiet garden aqueducts in Spain, villas in France, and fortresses characteristics of lots of spices, main meal in Israel. food consisted of three courses Some languages influenced by the Latin language to buy food, clothes and shops are Italian, Spanish, French. The English words jewellery influenced by the Latin language are the word Cyprus: theatres ‘family’, the months of the year and the numerals. types of ruins Spain:aqueducts found France: villas Israel: fortresses languages influenced Italian, Spanish, French by Latin language English words the word ‘family’, the months influenced by of the year, the numerals Latin language
Task 4 Vocabulary development (5 minutes)
1 Read the task instructions and check understanding. 2 Ensure students know what they have to do. 3 Give them 5 minutes to do the task. 4 Check the task on the board.
Key 1 d 2 e 3 a 4 b 5 c
49 Roman Baths Lesson 3 UNIT six
Task 1 Activating general knowledge (5 minutes) libraries snacks 1 Ask students to look at the picture. Encourage cleanest them to discuss the facilities the Romans had in their public baths. Task 3 Listening for specific information (16 2 Accept their answers. Do not confirm any answer. minutes)
Task 2 Listening for general information (10 N.B. Please check your pronunciation, stress and minutes) intonation with the CD before teaching.
N.B. Please check your pronunciation, stress and 1 Ask students to read the incomplete sentences. intonation with the CD before teaching. 2 Tell them to listen again and to complete the table. 3 Play the CD or read Audio Script 00 twice. 1 Ask students to read the words in the table. 4 Check the task orally and then on the board. 2 Tell them to listen to a talk and to tick the words they hear. Key 3 Play the CD or read Audio Script 16 twice. 1 saunas, central heating, running water,etc. 4 Check the task orally and then on the board. 2 11; 926 3 enormous Audio Script 16 Roman Baths 4 305 AD 5 3,000 Listen to a talk about Roman baths. 6 hot, warm, cold 7 exercise areas, barbers, stores, restaurants, Announcer: And now it’s time for Dr. Maureen libraries Stevenson’s talk about the Roman baths. 8 in the afternoon, at abut two Dr. Stevenson: In this module we’re looking at 9 early part of the day everyday life in ancient Rome. We always think that 10 children were not allowed to go to baths modern life is civilized. We have running water, baths, flush toilets, saunas and central heating. It Task 4 Speaking (10 minutes) may be surprising, but the Romans had all these things in their public baths seventeen hundred years 1 Tell students to read the task instructions and ago. By the end of the 4th century AD, there were 11 check understanding. public baths and 926 private baths in Rome alone. 2 Write the first part of the description of Roman And some of the baths were enormous. For example, baths on the board. the bath of Diocletian, built in 305 AD, could 3 Encourage students to write the paragraph. accommodate over 3,000 bathers. Can you imagine, 4 Collect some of the students’ paragraphs to over 3,000 bathers? Inside there were hot, warm correct after class. and cool baths. There were also exercise areas, barbers, stores, restaurants and even libraries. A possible production model When people got hungry after exercising and bathing, The Roman baths had saunas, central heating, they could also buy snacks. running water, flush toilets, etc. There were 11 Since the Roman working day began at sunrise, work public baths and 926 private baths. Some of was usually over at midday. Men went to the baths the baths were enormous. The Diocletian bath in the afternoon about two o’clock and stayed until was built in 305 AD. It could accommodate over closing time at sunset. Women could go as well but 3,000 bathers. There were hot, warm and cool only during the early part of the day. Children weren’t baths. The baths offered many facilities, such as allowed to go to the public baths. Most Romans tried exercise areas, barbers, stores, restaurants and to visit the baths at least once a day and they were even libraries. Men used to go to the baths in the possibly the cleanest people in history! afternoon at about two o’clock, women used to go during the early part of the day but children were not Key allowed to go at all. saunas baths bathers
50 Religion and the Arts in Ancient Greece UNIT six Lesson 4
Task 1 Activating general knowledge (5 minutes) Key 1 Ask students to read the task instructions. Check 1 d understanding. 2 b 3 e 2 Focus students’ attention on the information in 4 f the spidermap. Tell them to use the headings as a 5 a guide to brainstorm what they know about Greece. 6 c
3 Accept students’ answers. Do not confirm any Task 4 Illustrating (15 minutes) idea. 1 Ask students to draw one of the aspects of the Task 2 Reading for general information (10 culture of Ancient Greece on their notebooks. minutes) 2 Give them 10 minutes to do the task. 1 Ask students to read the text in order to check and complete their answers in Task 1. 3 Organize students in pairs. Tell them to take it in turns to describe their illustrations. 2 Tell them to check their answers in pairs.
3 Check the answers on the board.
Key
had festivals religion believed in many gods running discus built many temples javelin
for large number of people athletics ANCIENT theatres Athens GREECE theatre for 10,000 people jumping, boxing, wrestling singers chanting plays with actors drama the subject of plays was tragedies
Task 3 Reading for specific information (10 minutes)
1 Ask students to read the task instructions and check understanding.
2 Demonstrate the task with the example provided. Say: “Read the first part of the text and check which sentence half goes with number 1.” Give them some minutes to answer.
3 Tell students to do the task individually.
4 Check the task on the board.
51 How to Make a Mediterranean Salad Lesson 5 UNIT six
Task 1 Matching (5 minutes) Key (1) lettuce (some) grated cheese 1 Tell students to read the task instructions silently. (1) red pepper Point out the example. (1) white onion 2 Help them if necessary. (some) garlic N.B. Focus students’ attention on the name (10) olives of the salad. ‘Mediterranean’ comes from the (2 spoons) vinegar Mediterranean countries where olive oil is (4) radishes produced, such as Spain, Italy and Greece. (some) celery (1) green pepper Key (8) mushrooms 1 lettuce (2) red tomatoes 2 red tomatoes 3 red pepper (1) carrrot 4 green pepper (some) salt 5 radishes (3 spoons) olive oil 6 mushrooms (1) cucumber 7 carrot 8 cucumber Task 3 Listening for detailed information (5 9 celery minutes) 10 olives 11 white onion 1 Read the task instructions and check 12 vinegar understanding. 13 garlic 14 salt 2 Focus the students’ attention on the example. 15 grated cheese 16 olive oil 3 Play the CD or read Audio Script 18 once or twice.
Task 2 Listening for specific information (5 4 Check the answers on the board. minutes) Audio Script 18 How To Make A Mediterranean N.B Please check your pronunciation, stress and Salad. Method intonation with the CD before teaching. Listen to the method and put the pictures in order. 1 Read the task instructions and check understanding. 1 Wash and disinfect the vegetables. 2 Peel them, if necessary. 2 Demonstrate the task with the given example. 3 Chop the vegetables into small pieces. 4 Put the vegetables in a deep bowl and mix them 3 Play the CD or read the Audio Script 17 twice. up. 5 Add 3 spoons of olive oil, 2 spoons of vinegar and 4 Check the task orally and write the answers on the some chopped garlic. Mix thoroughly. board. 6 Grate the cheese. Sprinkle the cheese on top of the salad. Audio Script 17 How to Make a Mediterranean Salad. Ingredients Do not mix again! Bon Appetite!
Listen to the recipe and write the quantities of the Key ingredients in Task 1. 1 / 6 / 5 2 / 3 / 4 To make a Mediterranean salad you need the following ingredients: a crispy head of lettuce, 2 Task 4 Project Work (30 minutes) red tomatoes, 1 red pepper, 1 green pepper, 4 radishes, 8 mushrooms, 1 carrot, 1 cucumber, some Tell students to follow the instructions and make the celery, 10 olives, 1 white onion, 2 spoons of vinegar, salad. some garlic, some salt, 3 spoons of extra-virgin olive oil and some grated cheese.
52 Checking My Progress 6 UNIT six
Task 2 Writing questions
Key 1 Who became a king at the age of 9? 2 When was Tutankhamun’s tomb discovered? 3 What was said to be ‘cursed’? 4 What were there in most of the Roman houses? 5 Who were deeply religious? 6 Where did the Greeks hold the athletic contests?
53 ENGLISH-SPEAKING Lesson 1 COUNTRIES : AUSTRALIA UNIT seven
Lesson Objectives
• to develop intensive and extensive reading skills • to provide links with other areas of the • to develop speaking and writing skills curriculum, e.g. geography
Task 1 Activating general knowledge (5 minutes)
1 Tell students to read the task instructions silently and check understanding.
2 Focus students' attention on the example. Point to the Simpson Desert on the map.
3 Give them enough time to do the task.
4 Do not check the task.
Task 2 Reading and checking information (5 minutes)
1 Tell students to read the task instructions silently and check understanding.
2 Tell students to check their answers in Task 1. Give them five minutes to do the task.
3 Check the task orally and write the answers on the board.
Key 1 true 2 false. It’s in the southeast. 3 false. It is an island off the south coast. 4 false. It is in the centre of the country. 5 true 6 true
54 General Information UNIT seven Lesson 1
Task 3 Reading for detailed information aboriginals. (5 minutes) 6 No, Ayers Rock is a well-known sacred place.
1 Tell students to read the task instructions silently Task 5 Speaking (10 minutes) and check understanding. 1 Tell students to read the task instructions and 2 Focus students’ attention on the example. Ask check understanding. them to read the text silently. 2 Organize students into pairs. Tell them to take it 3 Give them a few minutes to do the task. into turns to talk about Australia.
4 Check the task orally. 3 Monitor students’ work. Don’t interrupt the students. Correct any pronunciation mistakes Key afterwards. Canberra, Sydney, Queensland, South Australia, Victoria, Western Australia, Australian Capital A possible production model Territory, Northern Territory, Ayers Rock. Australia is a big continent. It is divided into six states called Tasmania, Queensland, South Australia, 5 Bring one student to the front of the class. Ask New South Wales, Victoria and Western Australia. him/her to identify the first place on the map. There are some exotic animals there like kangaroos, koala bears, parrots, fish and iguanas. Its climate 6 Organize students into pairs. Tell them to take it in is hot and dry. There are two huge deserts, the turns to locate the places on the map. Simpson Desert and the Great Sandy Desert.
7 Monitor the students’ work. Task 6 Writing (10 minutes)
Task 4 Reading and correcting information 1 Tell students to read the task instructions and (10 minutes) check understanding.
1 Tell students to read the task instructions and 2 Ask students to use the information in Task 4 and check understanding. the map to write the sentences.
2 Write the first sentence on the board. Read the 3 Invite two students to the front of the class to sentence. Ask students to check that write their sentences on the board. information in the text to see whether it is right or wrong. 4 Ask students to spot the mistakes. Correct grammar and spelling with them. 3 Ask one student the answer and tell him/her to correct the information on the board. A possible production model Australia is a big continent. 4 Give students 10 minutes to do the task. Australia is divided into six states called Tasmania, Queensland, South Australia, New South Wales, 5 Monitor students’ work. Help them if Victoria and Western Australia. necessary. In Australia, there are some exotic animals like kangaroos, koala bears, parrots, fish and iguanas. 6 Check the task on the board. Australia’s climate is hot and dry. In Australia, there are two huge deserts, the Key Simpson Desert and the Great Sandy Desert. 1 No, Canberra is the capital city of Australia. 2 That’s wrong. Australia is hot and dry. 3 No, Australia is mostly flat. 4 That’s wrong. On the opposite side of our planet from Australia is England. 5 No, the native people of Australia are called
55 Living Down Under Lesson 2 UNIT seven
Lesson Objectives
• to develop intensive and extensive reading skills • to develop pronunciation skills • to develop speaking skills and students' ability to • to provide links with other areas of the talk about imaginary situations curriculum, e.g. Social Sciences
Task 1 Activating general knowledge (5 minutes) Key advantages disadvantages 1 Tell students to read the task instructions silently keep cool no windows and check understanding. avoid the swarms of they never hear flies and dust storms the sound of the 2 Focus students' attention on the photographs and play their music as rain on the roof the four titles. Give them five minutes to discuss loud as they like their answers in pairs. no limit on the size of the houses 3 Accept students' answers and write the right indoor swimming pools answer on the board.
Key A House Down Under
Task 2 Predicting information (5 minutes)
1 Tell students to read the instructions and check understanding.
2 Focus students’ attention on the example. Give them a few minutes to do the task.
3 Ask students to discuss their answers in pairs.
Possible answers advantages disadvantages keep cool not enough air no noise no windows very low cost possible claustrophobia
Task 3 Reading for specific information (10 minutes)
1 Ask students to read the text silently and to underline the advantages and disadvantages of living underground.
2 Give them a few minutes to do the task.
3 Ask students to compare the underlined sentences with their answers in Task 2.
4 Check the task on the board.
56 UNIT seven Lesson 2
Task 4 Reading and correcting information Task 6 Pronunciation practice (5 minutes) (10 minutes) N.B. Please check your pronunciation, stress and 1 Tell students to read the task instructions and intonation with the CD before teaching. check understanding. 2 Write the first sentence on the board. Read the 1 Focus students’ attention on the circle above the sentence. Ask students to check the information in word indoors in Task 5. Point out the stress on the the text to see whether it is right or wrong. second syllable. 3 Ask one student the answer and tell him/her to 2 Tell students they are going to listen to the correct the information on the board. Encourage pronunciation of the other words in Task 5. Tell him/her to choose the initial response from the them to draw a circle above the words according to box. where the stress is. 4 Give students 10 minutes to do the task. 3 Play the CD or read Audio Script 19 once or twice. 5 Monitor students’ work and help them if 4 Check the task orally and mark the stress on the necessary. words on the board. 6 Check the task on the board. 5 Ask students to practise saying the words with the correct stress. Key 1 No, it isn’t. It can be over 37,5 degrees Teaching Tip centigrades. You can demonstrate the stress on a word by 2 No, they don’t. Half of them live underground. clapping your hands as you say the stressed 3 No, there aren’t. There are many swarms of flies in syllable. You can also say the stressed syllable in Coober Pedy. a louder voice, eg. NEIGHbours. 4 No, it isn’t. The sound of the rain on the roof is never heard. Audio Script 19 Pronunciation Practice: Word 5 No, it doesn’t. In aboriginal language, Coober Pedy Stress means “white man in a hole.” Listen to the words and mark the stress. 6 No, they don’t. There is no limit on the size of the dugout homes. nature: turkeys, emus, hawks, kangaroos, caves, hills, flies, storms, outdoors, dust Task 5 Vocabulary development (10 minutes) buildings/homes: indoors, neighbours, roof, caves, 1 Read the task instruction. Check understanding. machines, windows, flies, air conditioning, dust 2 Focus students’ attention on the example. Key 3 Tell students to classify the words according to their correct category. nature buildings/homes 4 Give students a few minutes to do the task. turkeys indoors 5 Check the task orally and then on the board. emus neighbours hawks roof Key kangaroos caves nature buildings/homes caves machines turkeys indoors hills windows emus neighbours flies flies hawks roof storms air conditioning kangaroos machines outdoors dust caves windows dust hills air conditioning flies flies storms dust outdoors caves
57 Boomerangs Lesson 3 UNIT seven
Lesson Objectives
• to develop intensive and extensive listening skills • to provide links with other areas of the • to provide interesting insights about other cultures curriculum, e.g. carpentry
Task 1 Activating general knowledge (5 minutes) flexible wood. Then you look for a natural bend, or curve, in the trunk or branches of the tree. This is to make the 1 Tell students to look at the photo and to read the task curved boomerang. After that, you cut the wood from the instructions. Check understanding. tree with an axe. We only make one boomerang from one 2 Organize students into pairs and give them some time to do tree, so it doesn’t harm the tree. Then we carve the wood the task. and rub it with sandpaper. Finally we scrape it with a piece of glass to make it smooth. Possible answers Ways you could use a boomerang I: And what did they use to use before sandpaper and glass as a hammer were invented? for planting for checking the weather U: Well, my grandfather used to use stone tools. for playing games for finding water I: And are there standard measurements for boomerangs?
Task 2 Listening for general information (5 minutes) U: No, not really, but the middle should be less than half an inch thick and the edges should be even thinner. N.B. Please check your pronunciation, stress and intonation with the CD before teaching. I: Thank you very much. That was very interesting.
1 Ask students to read the task instructions silently and U: You’re welcome. check understanding. 2 Play the CD or read Audio Script 20 once or twice. Key 3 Ask students to compare their answers in pairs. a 4 4 Check the task orally and write the answers on the board. b 3 c 2 Audio Script 20 Boomerangs. Part 1 d 1 e 5 Listen to an interview with an Australian aboriginal, talking about boomerangs. Task 4 Listening for specific information (10 minutes) I: Uluru, could you tell me what boomerangs are used for? N.B. Please check your pronunciation, stress and U: Oh, yes, for thousands of years, our ancestors have used intonation with the CD before teaching. boomerangs for hunting. We throw them at kangaroos and birds, which we then eat. They are also traditional musical 1 Ask the students to read the task instructions silently and instruments which we hit together to make different rhythms. check understanding. Nowadays, boomerangs are sold to tourists as souvenirs. 2 Play or read Audio Script 21 once or twice. 3 Ask the students to compare their answers in pairs. Key 4 Check the task orally and write the answers on the board. for hunting as musical instruments Key as souvenirs 1 look for 2 find Task 3 Listening and ordering (10 minutes) 3 cut 4 carve N.B. Please check your pronunciation, stress and 5 rub intonation with the CD before teaching. Task 5 Listening and matching (5 minutes) 1 Ask students to read the task instructions silently and check understanding. N.B. Please check your pronunciation, stress and 2 Play the CD or read Audio Script 21 Part 2 once or twice. intonation with the tape before teaching. 3 Ask students to compare their answers in pairs. 4 Check task orally and order the pictures on the board. 1 Ask the students to read the task instructions silently and check understanding. 2 Play or read Audio Script 21 once or twice. Audio Script 21 Boomerangs. Part 2 3 Ask the students to compare their answers in pairs. 4 Check the task orally and write the answers on the board. Listen to the second part of the interview. Key I: And could you explain how you traditionally make 1 d boomerangs? 2 c 3 b U: Well, I used to watch my father and grandfather make 4 a boomerangs and so I have followed the same tradition. First 5 e of all you have to look for an acacia tree, which has hard, 58 A Nice Place for a Holiday UNIT seven Lesson 4
Task 1 Activating general knowledge (5 minutes) understanding. 2 Play the CD or read Audio Script 23 twice or until the 1 Tell students to look at the photographs in Task 1 and to majority of students complete the task. describe them. 3 Ask students to check the task in pairs. 2 Ask them to discuss the question. 4 Check the answers on the board. 3 Accept their ideas. Audio Script 23 Visiting Sydney Key Listen to Phillip Atkins talking about his Christmas holiday in Sydney is located in Australia. Sydney.
Task 2 Prediction (5 minutes) It’s fabulous to remember my last Christmas holiday in Sydney. What did I do on December 21st? … Ah, great. Went 1 Tell students to read the words in the table silently. surfing. There were lots of sharks. The lifeguards watched the 2 Ask them to tick the words they think might be used to water with binoculars. It felt a bit scary! On December 22nd, describe Sydney. I visited the Powerhouse Museum. There were lots of new 3 Give them 5 minutes to do the task. things there! Enormous old steam trains – it was possible to 4 Do not check the task at this stage. get in the driver’s seat. Most museums are boring, but not this one! Hmm, and on December 23rd? Yeah, I took a long Task 3 Listening for general information (10 minutes) drive (about 500 kilometres) to Warrunbungle National Park. There were lot of kangaroos, one with a baby in its pocket! N.B. Please check your pronunciation, stress and I didn’t know that kangaroos of all sizes have one thing in intonation with the CD before teaching. common, powerful back legs with long feet. And kangaroos are the only large animals to use hopping as a means of 1 Ask students to read the task instructions and check locomotion. I also saw parrots, kookaburra, koalas and lots of understanding. fantastic birds. On December 24th I went snorkelling in Jervis 2 Play the CD or read Audio Script 22 twice. Bay (about two hours from Sydney). I saw warm and clean 3 Check the task orally and then on the board. water. There were lots of colourful fish. Oh… December 25th, Christmas day. No rain, no snow! Incredible! How different Audio Script 22 Describing Sydney from my country. The temperature was high (320C in the Listen to Phillip Atkins, a student from Scotland, describing shade). We had a turkey barbecue in the garden and lots of Sydney. presents. Wonderful! I’ll never forget my holiday in Sydney!
I had a fantastic time in Sydney. I went there for my first time Key last Christmas. If you haven’t been to Sydney I can tell you 1 sharks / 2 binoculars /3 trains /4 boring /5 drive it is a beautiful and commercial city, full of new and modern 6 pocket /7 legs /8 locomotion /9 hours /10 colourful buildings. Its weather is warm in the summer with a maximum 11 temperature /12 presents of 16 degrees centigrades. In the winter it has a minimum of 9 degrees centigrades. Task 5 Speaking (10 minutes) Sydney is an industrial city. The developed industries are the ones which are dominant in the global economy – Business 1 Read the task instructions and check understanding. and Financial Services and Telecommunications. 2 Organize students in pairs. Tell them to use the information Key in Task 4 to do the task. beautiful industrial 3 Walk around helping students if necessary. commercial modern A possible production model warm On December 21st, Phillip went surfing on Bondi Beach. He saw lots of sharks there. On December 22nd, he visited to Task 4 Listening and completing information (15 minutes) the Powerhouse Museum. He saw enormous old steam trains. On December 23rd, went to Warrunbungle National Park. He N.B. Please check your pronunciation, stress and saw lots of kangaroos, parrots, kookaburra, koalas and lots of intonation with the CD before teaching. fantastic animals. On December 24th, he went snorkelling in Jervis Bay. He saw warm and clean water and colourful fish. 1 Ask students to read the task instructions and check On December 25th, he had a turkey Barbecue in the garden.
59 Make a Boomerang Lesson 5 UNIT seven
Lesson Objectives
• to develop intensive and extensive reading skills • to provide variety in the form of a practical activity
Task 1 Vocabulary development (5 minutes) Task 3 Reading and completing instructions (10 minutes) 1 Tell the students to read the instructions and check understanding. 1 Ask the students to read the task instructions. Check understanding. 2 Ask them to look at the drawings and to match them with the words in the box. 2 Ask the students to look at the box with the verbs. Do the first sentence with them. 3 Monitor and help students if necessary. 3 Give them five minutes to do the task. Help them 4 Check the task on the board. as necessary.
Key 4 Check the task orally and then write the answers 1 tracing paper on the board. 2 scissors 3 coloured markers Key 4 white glue or stapler 1 Find 5 cardboard 2 Hold 6 a pencil 3 Throw 4 Adjust Task 2 Reading and matching (20 minutes)
1 Tell the students to read the task instructions and check understanding.
2 Draw six squares on the board and demonstrate the task with the example provided. Read instruction number one and say: "Which drawing do you think goes with this instruction?" Confirm the correct answer and write it on the board.
3 Ask the students to do the task individually.
4 Monitor and help the students if necessary.
5 Check the task orally and write the answers on the board.
Key 1 a 2 e 3 f 4 c 5 b 6 d
60 Checking My Progress 7 UNIT seven
Task 2 Completing sentences
Key
K O A L A S A B U N D E R G R O U N D G O U A M G R E O O I R U O S A T S L N S A G B R A N C H E S D D E S E R T
Task 3 Writing sentences
A possible production model 1 Kangaroos use hopping as a means of locomotion. 2 There are a lot of koalas in Australia. 3 People in Coober Pedy live underground. 4 Tasmania is an island. 5 Australian aboriginals make boomerangs. 6 Boomerangs are made from branches of trees. 7 Dugouts can be any size. 8 The Simpson Desert is located in the middle of Australia
61 WHAT TO DO AFTER FINISHING Lesson 1 SECONDARY SCHOOL UNIT eight
Lesson Objectives
• to develop intensive and extensive reading skills • to present and practise can and may to express • to help students to broaden their occupational field possibility
N.B. The students will need to bring the materials for carrying out the project work in Lesson 5.
Please bear in mind that previously the students need to have the small plants from the seeds in the seed bed. The seeds need to be planted at least 15 days in anticipation
Task 1 Activating general knowledge (5 minutes)
1 Read the task instructions and check understanding.
2 Focus students’ attention on the question.
3 Tell students to discuss the answers in pairs.
4 Monitor and listen to the students.
5 Accept students’ responses.
A possible production model The illustrations show the different possibilities school leavers have. Some will continue their studies in university, others will get a fixed job. There are other options too. Some students could start their own business.
Task 2 Reading for general idea (5 minutes)
1 Read the task instructions. Check understanding.
2 Focus students’ attention on the question and the possible headings.
3 Point out that students only need to read quickly to get the answer.
4 Check the task orally.
Key Starting a business 0r Options for school leavers
62 Setting Up a Small Business UNIT eight Lesson 1
Task 3 Reading for specific information (10 in the text. minutes) 2 Ask the students what these underlined words are. (can /may) 1 Tell students to read the task silently. Check understanding. 3 Ask: "What sense do can and may give to the sentences?" 2 Focus students’ attention on the example. 4 Tell students to discuss their answers in pairs. 3 Tell students to work individually. Key 4 Copy the table on the board while students do the They express possibility. task. Teaching Tip 5 Check the task orally. Complete the table. The meaning of modal auxiliaries depends on the context. One modal can have several 6 Do not erase the table. meanings depending on their function, or purpose . For example, we use may /can when we options advantages disadvantages say that something is possible. study at you may get you need money university a good job start working for you may have may not be very Task 6 Speaking (5 minutes) someone else fewer profitable responsibilities 1 Read the task instructions. Check understanding. running your you are your may be difficult own business own boss to begin 2 Focus students’ attention on the examples and on the table in Task 3. Key Task 4 Reading for more specific information 3 Tell students to do the task. (10 minutes) 4 Monitor. Help if needed but do not interrupt the 1 Read the task instructions. Check understanding. students unnecessarily.
2 Organize students into As and Bs and tell them to 5 Take note of the most common mistakes and read the corresponding list. carry out an overall correction session afterwards.
3 Check the task orally and write the answers in the A possible production model table under the appropriate heading. Student A: Running your own business is the best option 4 Tell students to copy the information they don’t because you can be your own boss. You can also have. have a flexible work schedule. Additionally, you can make your own decisions. A possible production model Two more advantages Student B: Yes, that’s true, but when you run your You can make your own decisions. own business there are a lot of demands on your Your family may get financial benefits. time. If you have employees, you have to deal with their problems. You may not have time for your Two more disadvantages family. I think the best option is to continue studying You risk your money. at university. Then you can get a better job… You need some money to start.
Task 5 Grammar awareness (10 minutes)
1 Read the task instructions and check understanding by pointing at the underlined words
63 A Business Plan Lesson 2 UNIT eight
Lesson Objectives
• to develop intensive listening skills • to develop speaking skills • to provide alternative farming as a way of small business
Task 1 Reading and making notes (10 minutes)
1 Tell students to look at the pictures and to describe them.
2 Expand the conversation to the point of encouraging students to think of how convenient, it is to set up a small business.
3 Ask them to read the outline to develop a small business and to organize their thoughts to do that in the space provided.
4 Check the answers on the board.
A possible production model 1 The name of the business: “My Favourite Place” 2 The address: Cañaris 6-08 y General Vintimilla 3 The name of the owner: Santiago Vélez 4 The telephone number / e-mail: 2240994/ [email protected] 5 The company’s goal: babysitting 6 The market: children from the surrounding area 7 The competition: 2 day care located two blocks further down 8 The manager: Lorena Aguilar 9 The employees: Carla Vélez, Sonia Malo, Susana Ruales 10 The timelines: Date to start: October 12.
64 UNIT eight Lesson 2
Task 2 Activating general knowledge (5 minutes) Audio Script 25 Hydroponic Farming. Part 2 1 Read the task instructions. Check understanding. Listen to the second part of the talk. about 2 Tell students to do the task. Hydroponic farming. 3 Do not check the task. To start hydroponic farming you need to follow these Task 3 Listening and checking (10 minutes) steps: 1 Adapt a container to grow seeds. It can be any N.B Please check your pronunciation, stress and box, a children’s bathtub, an oil container, etc. intonation with the CD before teaching. Plant your seeds in normal soil. 2 Build a wooden box to use as a container to grow 1 Read the task instructions and check the plants. It has to be at least 5 cm deep. It has understanding. to be located near a clean water supply and has to 2 Play the CD or read the first part of Audio Script get at least 6 hours of sunlight a day. 24 until the students can hear the information 3 Cover the bottom of the container with a sheet of needed. plastic and make a hole on one side of the box. 3 Stop and check the task orally. Write the answers This is for drainage. on the board. 4 Place the substratum in the box. It can be made of 80% gravel and 20% sawdust or 50% gravel and Audio Script 24 Hydroponic Farming. Part 1 50% rice husk. 5 Take out the small plants from the seedbed and Listen to a talk about Hydroponic Farming. sow them in the substratum. 6 Feed the plants with the plant food six days a Presenter: Today in our programme, Mr. Gabriel week and one day with pure water. Andrade from the Quito City Council is going to tell 7 Protect your plants from insects and pests by us something about Hydroponic Farming. sprinkling them with a natural solution, such as nettle or garlic extract. G.A.: Hydroponic farming, depending on the situation, is another type of small business or large Key economic activity. Even if you don’t use hydroponic 1 c farming as a business, it is a good way of growing 2 a cheap and healthy food for your family’s table. 3 f Hydroponic farming is an agricultural technique 4 e for growing products without using land and the 5 d nutrients are given through watering. 6 g 7 b Key 1 ( ) Task 6 Speaking (15 minutes) 3 ( ) 1 Read the task instructions. Check understanding. Task 4 Vocabulary development (5 minutes) 2 Organize students into As and Bs. Double check understanding by pointing at the corresponding 1 Ask students to look at the drawings and to steps. identify them 3 Let students speak. 2 Read the task instructions and check 4 Take note of the main mistakes made by students understanding. but do not interrupt them. 3 Demonstrate the task with the example provided. 5 Conduct an overall correction session afterwards. Clarify that students have to choose the phrases from the box and to label the drawings. A production model 4 Check the task on the board. Model the Student As: pronunciation of the words so students can 1 Adapt a container to grow seeds. Plant your seeds pronounce them correctly. in normal soil. 2 Build a wooden box to use as a container to grow Key the plants. 1 a bathtub with some soil. 3 Cover the bottom of the container with a sheet of 2 a wooden box plastic and make a hole on one side of the box. 3 some gravel 4 Place the substratum in the box. It can be made 4 some sawdust of 80% gravel and 20% sawdust or 50% gravel and 5 some plastic 50% rice husk. 6 some seeds Student Bs: Task 5 Listening for specific information (15 minutes) 5 Take out the small plants from the seedbed and sow them in the substratum. 1 Tell students to read the task instructions silently. 6 Feed the plants with the plant food six days a Check understanding. week and one day with pure water. 2 Play the CD or read Audio Script 25 two or three 7 Protect your plants from insects and pests by times. sprinkling them with a natural solution, such as 3 Focus students’ attention on the example. nettle or garlic extract. 4 Check the task orally. Write the answers on the board. N.B. Remind students to bring the materials needed for carrying out the project in Lesson 5.
65 Working in the Health Sector Lesson 3 UNIT eight
Lesson Objectives
• to develop intensive reading skills • to present and practise vocabulary related to • to provide more choices for careers health careers • to provide practice in marking stress
Task 1 Activating general knowledge (5 minutes) negative - the economic - demanding points factor - job in terms of 1 Tell students to think of as many professions as time they can related to the health sector. studies - 8 years - 3 years
2 Accept their answers. feelings about - he likes his - loves her job career job very much Possible answers A doctor, a nurse, a veterinarian, a dentist. advice - work hard - stay calm in Task 2 Reading for specific information - have a emergencies (15 minutes) passion for - be kind to biology people 1 Read the task instructions and check - be patient - respect people understanding. - update your knowledge 2 Organize the students into As and Bs.
3 Tell the students to read their corresponding texts and to fill in the table.
4 Copy the table on the board while the students are reading.
5 Do not check the task at this stage.
Task 3 Speaking (15 minutes)
1 Tell the students to read the task instructions. Check understanding.
2 Tell the students to work with the same partner and ask each other questions to complete the table with the missing information.
3 Ask one student A and one student B to pass to the front and ask each other questions to fill out the corresponding part of the table on the board.
Key vet nurse experience 5 years 16 years positive points - works for the - promotes health benefit of - prevents animals and diseases through them - restores health for the benefit - relieves pain of human beings 66 Business Activities UNIT eight Lesson 4
Task 1 Activating general knowledge (5 minutes) 1 Ask students to read the task instructions and check understanding. 1 Tell students to think of the business activities a 2 Clarify the use of the adverbs of sequence. Play the CD businessman may do. or read Audio Script 26 again twice. 2 Accept their answers. 3 Check the task orally and then on the board. Possible answers Key Have meetings, travel in and out of the country, give 1 First speeches, visit clients. 2 Next 3 After that Task 2 Listening for general information (10 minutes) 4 After 5 Finally N.B. Please check your pronunciation, stress and intonation with the CD before teaching. Task 5 Listening for specific information (10 minutes) 1 Ask students to read the task instructions and check N.B. Please check your pronunciation, stress and understanding. intonation with the CD before teaching. 2 Play the CD or read Audio Script 26 twice. 3 Check the task orally and then on the board. 1 Ask students to read the task instructions and check understanding. Audio Script 26 Business Activities 2 Play the CD or read Audio Script 26 to demonstrate the Listen to a businessman talking about his business. example. 3 Play the CD or read Audio Script 26 twice. Good morning. I’m Jorge Pazmiño and I have started a 4 Check the task orally and then on the board. small business in the industrial sector. We manufacture different types of locks. At the beginning our business Key was a kind of family business, but now little by little we have grown to the point that we have installed a plant with more or less 30 workers. I’d like to describe the activities M T W T F 1answer urgent I do every day and during the week. I usually arrive at the √ √ √ √ √ office at half past seven. First, I check my mail and my messages e-mail messages. I always answer the urgent messages 2 lunch in the cafeteria √ √ √ √ myself; my secretary deals with the other letters. Next, I 3 drink alcohol at phone the sales manager to check the figures. After that, business lunch I usually have lunch in the cafeteria, except on Tuesday 4 attend meetings √ √ √ √ √ when I have a long business lunch in a restaurant. I never 5 visit branches √ drink alcoholic drinks at lunchtime – it makes me want to 6 leave before 8 pm √ √ √ √ √ sleep in the afternoon. After lunch, I often attend meetings with the heads of the departments. On Wednesdays I occasionally visit one of our branches. Once a week, on Task 6 Listening for specific information (10 minutes) Friday afternoon, I usually sign checks. Finally, I leave work at about eight o’clock in the evening. I never finish earlier. N.B. Please check your pronunciation, stress and intonation with the CD before teaching. Key 1 Ask students to read the task instructions and check industrial locks understanding. 2 Play the CD or read Audio Script 25 twice again.. Task 3 Listening and putting events in order (10 3 Check the task orally and then on the board. minutes) Key N.B. Please check your pronunciation, stress and 1 always intonation with the CD before teaching. 2 usually 3 never 1 Ask students to read the task instructions and check 4 occasionally understanding. 5 often 2 Play or read the first part of Audio Script 26 to 6 never demonstrate the example. 3 Play the CD or read Audio Script 26 twice. Task 7 Speaking (5 minutes) 4 Check the task orally and then on the board. 1 Organize students into pairs. Key 2 Tell them to read the task instructions. leave work 6 3 Perform the task. Describe the main activities you do in the week. Emphasize the use of the frequency words. attend meetings 5 4 Walk around monitoring students’ performance. check the mail and e-mails 2 arrive at the office 1 A possible production model I’m going to describe one day in my school. First, I always have lunch 4 arrive early to school at about 7 o’clock. Then, I usually phone the sale managers 3 have classes from seven thirty to ten o’clock before the break. The break always lasts thirty minutes. On Task 4 Listening for specific information (10 minutes) Wednesdays, during the break I usually have some time to go the library. My classes always finish at one o’clock. On N.B. Please check your pronunciation, stress and Tuesday afternoon, I often have extra-curricular activities. I intonation with the CD before teaching. have chosen cookery and art. I enjoy these activities a lot and I have learnt lots of new thing to do in my spare time.
67 Project Work Lesson 5 UNIT eight
Lesson Objectives
• to present and practise vocabulary related to • to develop writing skills farming • to introduce variety in the form of a project work
Task 1 Vocabulary development (10 minutes) Organize the school timetable to obtain the time needed. 1 Read the task instructions and check understanding. 1 Read the task instructions and check understanding. 2 Organize students into groups of five. 2 Make students aware of the fact that they need to 3 Tell them to do the task. Encourage them to give have the seeds already planted. reasons for their choices. 3 Tell students to read the instructions carefully and A possible production model do the task. - I’d go for sowing tomatoes. I think they are easier to grow. Task 4 Reporting (10 minutes)
- Yeah, but insects are fond of them. 1 Ask the groups to send the results of their project to the given address. - Why don’t we try lettuce? It is delicious. 2 Guide the students to send the information in an - I’d rather to grow silverbeet. organized way, e.g. starting and final dates; difficulties the students face; time the plants - Let’s vote! needed to be ripe; what the students did with the product, etc. Task 2 Making a list (10 minutes) A possible production model 1 Read the task instructions. Check understanding. Sowing tomatoes Starting date: 15th June 2 Focus students’ attention on the example. Harvest date: 15th August In one month some tiny tomatoes appeared. 3 Tell students to do the task. The tomatoes became red in 15 days. We took turns among the members of the group to 4 Check the task orally. Write the answers on the water the plants. board. When the tomatoes were ripe we prepared a salad and shared it with our teacher and classmates. Key We enjoyed the activity. It was a good first 1 bathtub with some soil experience and we are planning to reproduce it in 2 a wooden box our homes. 3 some gravel 4 some sawdust N.B It may be difficult to get the substratum in an 5 some plastic agricultural shop so you may have to make it by 6 some seeds yourselves.
N.B In addition, the students will probably need a hammer, some nails and a handsaw.
Task 3 Following instructions (10 minutes)
N.B Notice that for doing this task the students will actually need more than an hour class.
68 Checking My Progress 8 UNIT eight
Task 2 Completing information
A possible production model 1 The World of Ceramics 2 Laura Plaza 3 Montufar 445 and Mejia 4 024573463 5 to sell ceramics 6 housewives 7 there are no similar business around 8 Laura Plaza 9 I do not need employees.
Task 3 Grammar practice
Key sequence adverbs frequency adverbs first often after that always after usually next never finally occasionally
69 GLOBAL WARMING Lesson 1 UNIT nine
Lesson Objectives
• to review vocabulary related to environment • to develop intensive and extensive listening skills • to develop intensive and extensive reading skills • to provide links with other areas of the curriculum, e.g. science Task 1 Activating previous knowledge (5 minutes) Key 1 true 1 Read the task instructions and check 2 true understanding. 3 false 4 false 2 Ask students to describe the pictures. 5 false 6 true A possible production model Picture one is the earth sphere. In picture number 2 we can see the consequences high temperatures. In picture number 3 we can see people experiencing extreme temperatures and lack of water.
Task 2 Activating general knowledge (5 minutes)
1 Ask students to read the instructions. Check understanding.
2 Tell students to do the task. Help them if necessary.
Key Do not check the answers.
Task 3 Reading and checking ideas (5 minutes)
1 Read the task instructions and check understanding.
2 Tell students to read quickly to check the information. (skimming)
Key a
Task 4 Reading for specific information (5 minutes)
1 Read the task instructions and check understanding.
2 Focus students’ attention on the example.
3 Ask students to do the task.
4 Monitor and help if necessary.
5 Check the answers orally and on the board.
70 What’s Global Warming? UNIT nine Lesson 1
Task 5 Reading for specific information (10 interrupt students. minutes) 4 Lead a general correction of mistakes afterwards. 1 Tell students to read the task instructions. Check understanding. A possible production model The world has become warmer. This increase 2 Focus students’ attention on the pictures and on of temperature is called global warming. Global the example. warming is changing the Earth's climate. It causes some natural disasters such as floodings, drought 3 Monitor and help if necessary. and extreme temperature. Global warming is caused by the greenhouse effect. This happens because 4 Check answers on the board. men throw gaases into the atmosphere and the gases trap the Sun energy making it hotter. Key 1 b 2 a 3 e 4 d 5 c
Task 6 Listening, marking the stress and saying words (5 minutes)
NB. Please check your pronunciation, stress and intonation with the CD before teaching.
1 Read the task instructions and check understanding.
2 Read the words or play the CD.
3 Give an example and ask students to do the task.
4 Check understanding orally and on the board.
Audio Script 27 Pronunciation practice: Word stress
Listen,mark the stress and say it .
greenhouse effect global warming climate flooding drought
Key greenhouse effect global warming climate flooding drought
Task 7 Speaking (5 minutes)
1 Read the task instructions and check understanding.
2 Put students into pairs to take it in turns to speak.
3 Monitor and take notes of mistakes but do not
71 Floods and Droughts Lesson 2 UNIT nine
Lesson Objectives
• to develop extensive and intensive reading skills • to develop speaking skills • to make students aware of the need to protect the • to present and practise passive voice Earth Task 1 Reading and matching (5 minutes) 6 Check the answers on the board. Key 1 Read the task instructions and check understanding. produced charact. worst in worst by other in Ecuador 2 Remind students that this task is based on the countries knowledge they got in the previous lesson.
3 Focus students’ attention on the example. -ice melts too -high produced 4 Check the answers orally and on the board. floods much in China tides by El Niño water Key - heavy 1 d rain 2 e 3 c 4 a -drought 5 b dries long plants, Task 2 Labelling (5 minutes) period -animals in Pata droughts in Loja of dry trample gonia 1 Read the task instructions and check weather -wind understanding. blows hard 2 Ask students to describe the pictures.
3 Tell students to label the pictures.
Key 1 flood 2 drought
Task 3 Reading for specific information (10 minutes)
1 Read the task instructions and check understanding.
2 Point to the information about floods, and focus students’ attention on the information.
3 Ask students to do the task.
4 Tell students to concentrate on the requested information without worrying too much on unfamiliar words.
5 Monitor and help if necessary.
72 UNIT nine Lesson 2
Task 4 Identifying adjectives and nouns (5 minutes)
1 Ask students to read the instructions and check information.
2 Focus students’ attention on the example.
3 Tell students to do the task.
4 Monitor and help if necessary.
Key adjectives: natural, different, long, heavy, worst, croweded, coastal, warm, massive, dry, bare, dusty, good, severe, high nouns: disasters, factors, periods, rain, floods, places, current, region, destruction, weather, soil, top soil, droughts
Task 5 Grammar awareness (5 minutes)
1 Ask students if they have noticed where adjectives in English are located.
2 Confirm their ideas.
Key Usually adjectives in English are located before the noun.
Task 6 Writing and speaking (10 minutes)
1 Read the task instructions and check understanding.
2 Put students into pairs: A and B. Ask them to do the task.
3 Check when the students finish writing and tell them to describe the pictures to each other.
A possible production model Picture 1: There is a lot of water. It is a flood. Houses, cars and people are covered by water. There is a fire engine. Maybe firemen are rescuing people.
Picture 2: There are not any plants. The soil looks arid and eroded. It represents the effect of a severe drought. The picture is depressing.
73 Climate and Weather Lesson 3 UNIT nine
Lesson Objectives
• to develop intensive and extensive listening skills • to establish links with other curriculum areas, e.g., • to develop speaking skills science
Task 1 Activating general knowledge (10 minutes) to wear warm clothes. Weather sometimes is unpredictable. In the summertime you do not expect 1 Read the task instructions and check understanding. to have rain, but sometimes it happens. In the winter you expect mostly rain, but sometimes there 2 Focus students’ attention on the pictures and on the is sunshine. example. The climate of any place or region is the average pattern of weather over a period of years. When we 3 Tell students to do the task. talk of climate, we use the words temperature and precipitation (rainfall, snowfall, and hail). For 4 Monitor and help if necessary. example, in the coastal region of Ecuador we may say that the climate is hot, but there are some 5 Check the answers on the board. days where the weather may be cold.
Key Key 1 rain Weather is the condition in the atmosphere and their day- 2 clouds to-day changes. 3 sunshine 4 wind Climate: is the average pattern of weather over a period of 5 fog time. 6 hail 7 snow Task 4 Listening for specific information (5 minutes)
Task 2 Speaking (15 minutes) 1 Ask students to read the task instructions an check understanding. 1 Read the task instructions and check understanding. 2 Read or play Audio Script 28 one or two times. 2 Put students into pairs. Tell them to discuss what weather and climate are. 3 Tell students to tick the correct information.
3 Ask students to tell you their ideas. Ask for examples. 4 Check the task on the board.
4 Do not check the answers. Key 1 Task 3 Listening for general information ( 5 minutes) 2 √ 3 √ NB. Check your pronunciation, stress and intonation with 4 √ the CD before reaching. 5 6 1 Ask students to read the task instructions and check understanding. Task 5 Speaking (10 minutes)
2 Read or play Audio Script 28 one or two times. 1 Read the task instructions and check understanding.
3 Tell students to check their previous ideas. 2 Put students into pairs and tell them to talk about the weather and climate of a place in Ecuador. 4 Check the task orally. 3 Monitor but do not interrupt students. Audio Script 28 Climate and Weather A possible production model Listen to the differences between climate and Student A: In Riobamba the climate is cold, and weather. sometimes very cold. But there are some days when the weather is nice and even warm. The conditions in the atmosphere and their day-to- day changes make up the weather. For example, as Student B: In Milagro the climate is hot. However last soon as you wake up you can notice what the week it was kind of cold. weather will be like. If the day is sunny, you will wear light clothes, and if the day is cold, you need 74 Let’s Do Our Part UNIT nine Lesson 4
Lesson Objectives
• to develop intensive and extensive listening skills • to raise students’ awareness of the fact that we are • to develop speaking skills all responsible for taking care of the environment
Task 1 Activating general knowledge (10 minutes) NB. Please check your pronunciation, stress and intonation with the CD before teaching. 1 Read the task instructions and check understanding. 1 Read the task instructions and check understanding. 2 Put students into pairs and tell them to answer the questions. 3 Give an example. Read or play Audio Script 29 until you find the information for completing number 1. 3 Do not check the answers. 4 Read or play Audio Script 00 two or three times or until Task 2 Listening for general information (10 minutes) most of the students have finished.
NB. Please check your pronunciation, stress and intonation 5 Check the answers orally and on the board. with the CD before teaching. Key 1 Tell students to read the instructions and check 1 understanding. a Get informed b learn 2 Read or play Audio Script 29 one or two times. c environment 2 3 Ask students if they had any coincidences. a save b electricity Audioscript 29 How Can We Help? c lights d them Listen to an extract taken from a web page about how to 3 reduce greenhouse gas emissions. a Bike b sometimes Modern life provides us with a lot of services which facilitate c riding our daily activities. But this sometimes causes an increase in 4 greenhouse gases and consequently in global warming. It is a Talk almost impossible to stop using modern benefits, however if b climate we try, most of us can do our part to reduce greenhouse gas 5 emissions. Here are some ideas. a Plant 6 1 Get informed. It is important that you learn as much as a Recycle possible about the environment. b rubbish c natural 2 Save electricity. Whenever we use electricity we send gases into the atmosphere. Turn off the lights, the television, and Task 4 Speaking and writing (10 minutes) the computer when you are not using them. 1 Ask students to read the task instructions and check 3 Bike, Bus, and Walk. You can save energy by sometimes understanding. taking the bus, riding a bike, or walking. 2 Tell students to form groups of five students each. 4 Talk to your family and friends about climate change. Tell them what you know. 3 Ask students to think individually about an action plan to stop global warming and then tell their ideas to the group. 5 Plant Trees. Trees absorb carbon dioxide, a greenhouse gas from the air. 4 Tell students to make notes of each one’s ideas.
6 Recycle. Recycle cans, bottles, plastic bags, and 5 Do not check answers. newspapers. When you recycle, you send less rubbish to the landfill and you help to save natural resources. A possible production model - I am going to read as much as possible about te environ- A possible production model ment. Accept students’responses. - I am going to ride my bike to go to school. This can help to save energy. Task 3 Listening for specific information (10 minutes) - I am going to turn off the TV when I am not watching it.
75 A Project Work Lesson 5 UNIT nine
Lesson Objectives
• to develop speaking skills • to introduce variety by means of Project Work • to develop writing skills
Task 1 Speaking (10 minutes) Task 3 Writing and speaking (10 minutes)
1 Ask students to read the task instructions and 1 Read the task instructions and check check understanding. understanding.
2 Tell students to work in the same groups they did 2 Encourage students to illustrate the plan and to in Lesson 4, Task 4. display it in the classroom.
3 Ask students to vote for the best idea within the Task 4 Presenting the plan (5 minutes) group. 1 Tell students to nominate a member of the group A possible production model to present the plan to the class Accept students’responses. A possible production model Task 2 Speaking and writing (10 minutes) Accept students’ ideas.
1 Read the task instructions and check Task 5 and 6 Speaking (10 minutes) understanding. 1 Read the task instructions and check 2 Tell students to think of an action plan to understanding. implement the idea chosen. Encourage them to write out the plan. 2 Lead voting to choose the best action plan and encourage students to send the results to: 3 Check that everybody in the group gets involved in the activity. The CRADLE Project, San Gregorio y Juan de Murillo (esq) A possible production model Oficina 405, Quito-Ecuador Let’s recycle
1 Organize a meeting with our classmates.
2 Invite parents, school authorities and members of the community.
3 Ask for some ideas on how to recycle waste material.
4 Sign a commitment letter to recycle.
5 Ensure to get four containers for recycling: one for paper, one for organic waste, one for plastic and one for glass, at home and at school.
5 Organize a contest in our school to choose the most organized and cleanest classroom.
6 Get prizes for the winners.
76 Checking My Progress 9 UNIT nine
Task 2 Writing
A possible production model Men throw gases and chemicals into the atmosphere. These gases trap the energy from the sun and keep it in the atmosphere heating the Earth. This causes global warming.
Task 3 Marking stress on words
Key greenhouse effect global warming climate flooding drought
Task 4
Key 1 b 2 d 3 c 4 a 5 e
77 NATIONAL PARKS Lesson 1 UNIT ten
Lesson Objectives
• to develop intensive listening skills • to make students aware of the potential of Ecuador’s • to develop speaking skills natural resources • to establish links with other areas of the curriculum e.g. tourism
78 Ecuador’s National Parks UNIT ten Lesson 1
Task 1 Activating general knowledge (10 minutes) I: Wow! That’s really interesting. Please tell us more. Mr Lasso: Ecuador possesses between 20,000 and 1 Read the task instructions and check 25,000 species of vascular plants. The orchid family in understanding. Ecuador is the largest in the world. I: Well, that is something! 2 Ask the first question aloud. Point to the example. Mr. Lasso: The Ecuadorian diversity of fauna is huge too. There are 706 fish species and more than 400 3 Tell students to do the task. species of amphibians, which makes us fourth place in the world. There are around 400 reptile species (4% of 4 Do not check the answers at this stage. worldwide species). Additionally, we have 320 mammal species, which is 8% of the world’s biodiversity and Task 2 Listening for specific information (10 minutes) 1550 bird species, which represents 18% of the world’s total species. Despite its size, Ecuador also holds 13th N.B. Please check your pronunciation, stress and place in the number of vertebrate species in the world. intonation with the CD before teaching. I: Well, that’s fantastic.
1 Tell the students to read the task instructions silently Key and check understanding. 1 a protected area 2 Play the CD or read Audio Script 30 once or twice. 2 24 3 Check the task orally. Write the answers on the board. 3 46,190 km2 4 17% Audio Script 30 National Parks and Nature Reserves 5 1550 Task 3 Listening for more specific information (10 Listen to an interview with Enrique Lasso about National minutes) Parks and Nature Reserves in Ecuador. 1 Tell students to read the task instructions silently. Check I: Mr. Lasso, it seems that nowadays the topic of nature understanding. protection is becoming more and more popular. What do 2 Focus students’ attention on the example. you think? 3 Play or read Audio Script 30 once or twice. Mr Lasso: Yes, governments all over the world realize that 4 Check the task orally. Write the answers on the board. it is necessary to save and protect nature. Otherwise our children and grandchildren will only have reminders Key of nature to observe in museums or zoos. 1 (✓) I: What’s the situation in Ecuador? 2 ( ) 2 decades ago. Mr. Lasso: Well, the new Constitution has established that 3 (✓) it is in the interest of the Ecuadorian population to have 4 (✓) a National System of protected areas. It was hoped that 5 ( ) Ecuador has a great variety of natural habitats which this System might help to preserve biodiversity and the should be protected. maintenance of ecological services. The system has 6 (✓) been going for more or less 20 years. 7 ( ) It has the largest orchid family in the world. I: Could we say then that national parks are protected 8 (✓) areas? Mr Lasso: Certainly. National parks, reserves of different Task 4 Speaking (15 minutes) kinds, some recreational areas and wildlife refuges are considered protected areas. 1 Organize students into groups. Identify them with I: What’s the difference between national parks and nature letters: A, B, C, etc. reserves? 2 Read the task instructions. Check understanding. Mr. Lasso: Let me put it simply. National Parks are areas 3 Ask the questions to the different groups in turn. Set of land that are set aside because of their natural a time limit for the answer, e.g. 3 seconds, and assign beauty or because rare and interesting animals and a point for each correct answer. If a person in a group plants live there. The same applies to nature reserves. fails, the group misses a turn. The winning group is the The difference is that the land of national parks is one with the highest score. owned by the state, so it is administered and paid for by central government funds. Reserves may be paid for by A possible production model local councils, societies and even by individuals. In size, - Where is El Cajas National Park? national parks are much larger than nature reserves. - It is in Azuay province. I: How many protected areas are there in Ecuador then? - In what province is Machalilla National Park? Mr. Lasso: According to INEFAN, as of 1998, there were - In Manabí. 24 protected areas, which include national parks and - Where is El Angel reserve? different kinds of reserves. - In Carchi province. I: What area of Ecuador’s land surface is protected areas? etc… Mr. Lasso: 46,190 km2, not including the Galapagos. I: What percentage of the country is that? Mr. Lasso: 17%. I: Is it worth having such a huge protected area in a small country like Ecuador? Mr.Lasso: Oh, yes! Definetely yes. Because of its geographical situation, Ecuador has a great variety of natural habitats. Consequently, there is an amazing diversity of plants and animals. Did you know that Ecuador has one of the greatest number of plants and animals per m2 in the world? 79 Tourism in the Parks Lesson 2 UNIT ten
Lesson Objectives
• to develop extensive and intensive reading skills • to establish links with other areas of the school • to develop speaking skills curriculum, e.g. tourism
Task 1 Activating general knowledge (5 minutes)
1 Read the task instructions. Check understanding.
2 Tell the students to do the task individually.
3 Check the task orally. Write the answers on the board.
Key 1 El Angel Ecological Reserve 2 Llanganates National Park 3 Yasuní National Park 4 Manglares-Churute Reserve
Task 2 Jigsaw reading (10 minutes)
1 Read the task instructions. Check understanding.
2 Organize groups of four students. Assign a letter to each group: A, B, C, D.
3 Tell the students to read their corresponding text.
4 Copy the table onto the board while the students are doing the task.
5 Do not check the task at this point.
80 UNIT ten Lesson 2
Task 3 Speaking and writing (15 minutes) Yasuní National Park location: Pastaza and Napo 1 Organize the students into groups of four. There how to get there: using tour operators should be an A, B, C, D, student in each group. climate: tropical and humid special features: has many rivers, islands and an 2 Read the task instructions. Check understanding. impressive biodiversity, 3 types of jungle warnings: you must not try to visit the park on your 3 Focus students’ attention on the bubbles below own the task instructions. recommendations: listen to the tour operator on the clothing needed 4 Ask a student to pass to the board and write the location of El Angel reserve. ‘Carchi’, and how to Task 4 Speaking (15 minutes) get there, ‘from Tulcán’. 1 Read the task instructions. Check understanding. 5 Tell students to do the task. Monitor and help if necessary but do not interrupt the students. 2 Ask a student at random: "Which do you think is the most interesting park?" Accept the 6 Take notes of the most common mistakes and student’s response. conduct a general correction session afterwards. 3 Now, say: "Why?" Accept the student’s response. A production model 4 Organize the students into pairs. Tell them to take El Angel it in turns to ask and answer questions. location: Carchi province how to get there: from Tulcán/North Panamerican A possible production model highway - Which do you think is the most interesting park? climate: cold/ 10 degrees year round special features: ‘frailejones’ forest - I think the Llanganates Park is the most interesting warnings: no information place. recommendations: take warm clothes - Really? Why? Manglares- Churute location: Guayas province - Because of all the mystery surrounding the place how to get there: Guayaquil-Machala highway / and also because I am interested in its fauna. Guayas river / Matorrillos Channel I’d just love to see the different kinds of animals climate: humid and tropical which live there. What about you? special features: perfect habitat for mangrove / many bird species / remnants of the Valdivia culture - Well, I find the Llanganates fascinating, but what warnings: not to travel during night / abundant I’d really like to visit is El Angel Reserve. I’ve mosquitoes heard that ‘the frailejones’ forest is impressive. recommendations: take light clothes and long sleeved shirts
Llanganates National Park location: Cotopaxi, Tungurahua, Napo, Pastaza how to get there: from west of Píllaro / Salcedo / Patate / Baños climate: cold special features: linked to the legend of Atahualpa’s treasure / animal variety / irregular topography warnings: easy to get lost recommendations: experienced guides / very warm clothes
81 A Terrifying Experience (Part 1) Lesson 3 UNIT ten
Lesson Objectives
• to develop intensive listening skills • to encourage students to develop their creative • to get students interesting in storytelling skills
Task 1 Predicting (5 minutes) said. “Walk together.” It was impossible to see each other, we didn’t even dare to say a word. I guess each 1 Read the task instructions. Focus students' attention on one of us was immersed deeply in our own thoughts and the question. feelings. 2 Tell the students to discuss the answer in pairs. Suddenly I knew no more. I fell and fell maybe into an 3 Accept the students’ responses. abyss. An eternity later, I woke up, and found myself 4 Do not confirm their ideas. covered in mud on a bed of leaves and sticks. Luckily, I wasn’t hurt. I had nothing more than a few scratches Task 2 Listening for general idea (5 minutes) caused by thorns during the fall. I heard a noise, it was running water. Feeling thirsty, I drank lots of it from the N.B. Please check your pronunciation, stress and transparent stream nearby. intonation with the CD before teaching. I couldn’t find my friends. I could only hear the noise of 1 Tell the students to read the task instructions silently. insects and birds and from time to time the howl of a Check understanding. hungry wolf. I started trembling and feeling the coldness 2 Focus the students’ attention on the example. of panic. 3 Play the CD or read Audio Script 31 once. 4 Check the task Suddenly, to make matters worse, a huge man appeared from nowhere. “The Rumiñahui ghost,” I thought. He Audio Script 31 A Terrifying Experience. Part 1 looked like a giant, with no visible skin, but covered in dark hair. His eyes were lost, as though taken in by the Listen to the story of a terrifying experience. surrounding fog. He opened his mouth. I saw no teeth in it and he grunted fiercely at me. “You came to steal my Hello, I’m Roberto. Luciano Andrade Marín once wrote that treasure,” he said. “I’m going to kill you.” This is a mad Llanganates park was the best place to hide anything from the man, I thought. “No, I came here to help you,” I said. rest of the world. In fact, a legend says that Rumiñahui, the “You see, I heard there are others looking for your indigenous Ecuadorian hero, hid Atahualpa’s treasure there. treasure. Let’s keep watch together.” I think I convinced My adventure started when I decided to visit the Llanganates him because he gave me a sort of smile and then he said: park. So, I gathered my gang; Mauricio, a classmate; Pablo, “If you help me, then I’ll get some sleep. I haven’t slept a colleague from the climbing club; Mike, a Canadian Social for years,” and he fell into a long, deep, sleep… Studies teacher and myself. Of course, I hadn’t counted on my sister Liz coming along too but she begged and begged Key to be included. Frankly speaking, I wasn’t so happy to have 1 b her in the group because she is a girl, but then I didn’t want 2 a to disappoint her. We hired a local guide in Pillaro, José. He 3 e was good tempered and lively. Immediately we knew we could 4 f trust him. 5 c 6 d Key place: Llanganates Task 4 Speaking (10 minutes) characters: Roberto, Mauricio, Pablo, Mike, Liz, José 1 Read the task instructions and check understanding. Task 3 Listening for specific information (10 minutes) 2 Give an example. Point to picture number 1 and say: “Roberto gathered his friends and organized the trip.” N.B. Please check your pronunciation, stress and 3 Put students into pairs and ask them to describe the intonation with the CD before teaching. pictures. 4 Monitor and listen but try not to interrupt the students. 1 Tell students to read the task instructions silently and 5 Take notes of common errors to lead a general correction check understanding. afterwards. 2 Tell students to take into account Part 1 of the story. 3 Focus students’ attention on the example. A possible production model 4 Play the CD or read Audio Script 32 once or twice. 1 Roberto gathered his friends and organized a trip to the 5 Check the task orally. Write the answers on the board. Llanganates. 2 They hired a local guide in Píllaro. His name was José. Audio Script 32 A Terrifying Experience. Part 2 3 They headed to El Mirador hill and from there planned to reach Cerro Hermoso. The zone was impressive. Listen to part two of the story of a terrifying experience. 4 Suddenly, Roberto fell and fainted. When he woke up he couldn’t see his friends. The morning of our journey was cold and foggy. We headed 5 A huge man appeared from nowhere. He looked like a to El Mirador hill and from there planned to reach Cerro giant “You came to steal my treasure. I am going to kill Hermoso, the highest hill in the area. you.” he said. The zone was impressive. Along the path, abundant green 6 Roberto said: “I came to help you. Others want to foliage hung wet and lush over our heads. It gave me the steal your treasure.” impression it was wondering who the intruders were. Roberto convinced the man, who went to sleep soundly. Athick mist fell all around us. “Keep on the track,” José 82 A Terrifying Experience (Part 2) UNIT ten Lesson 4
Lesson Objectives
• to develop intensive listening skills • to encourage students to develop their creative skills • to get students interested in storytelling
Task 1 Listening for specific information (10 experience. minutes) Key 1 If he hadn’t gone to Llanganates Park, he wouldn’t 1 Have a short introduction asking students for a have had that terrifying experience. summary of the story. 2 If he hadn’t fallen, he wouldn’t have met that scary man. 2 Read the task instructions and check 3 If he hadn’t been thirsty, he wouldn’t have drunk understanding. the water. 4 If Roberto hadn’t convinced the man he was a 3 Focus students’ attention on the example. friend, he would have killed him. 5 If the man hadn’t been mad, he wouldn’t 4 Ask students to do the task. have thought there was a hidden treasure in Llanganates Park. 5 Monitor and help if necessary. Teaching Tip Key We use the third conditional to talk about a 1 Roberto and his friends went to Llanganates hypothetical situation in the past, i.e. something National Park. that did not happen, e.g. He didn’t buy a lottery ticket. 2 Roberto was the trip organizer. third conditional: If he had bought a lottery ticket, he would have won $5,000. 3 They hired a local guide in Píllaro. Task 3 Speaking (5 minutes) 4 The morning of the trip was cold and foggy. 1 Read the task instructions. Check understanding. 5 They didn’t talk. 2 Emphasise that the students have to tell their own 6 Roberto fell but he didn’t get hurt. version of the points mentioned.
Task 2 Grammar Awareness (10 minutes) 3 Ask a student at random: "Why do you think the man was in Llanganates Park?" Accept the 1 Read the task instructions. Check understanding. student’s response.
2 Focus the students’ attention on the phrases in 4 Organize the students into pairs. the box and on the example. 5 Monitor and help if necessary. 3 Tell the students to do the task A possible production model 4 Check the task orally and if time allows, write the An explanation for the man’s presence in answers on the board. Llanganates Park: maybe he went to look for the hidden treasure, he got lost, couldn’t find his way 5 Copy the grammar pattern under the first sentence back and went mad. and focus the students’ attention on it. If + noun + had + past participle, noun + would + An ending for the story: Roberto used his cell phone have + past participle and managed to communicate with the others. They in turn called for help in Píllaro. A helicopter rescued Teaching Tip Roberto. Make students aware of the fact that the structure indicates something that didn’t happen in the past, e.g. Roberto didn’t stay at home, instead he went to the Llanganates and had a terrible 83 Why Do We Need to Protect Certain Areas? Lesson 5 UNIT ten
Lesson Objectives
• to develop extensive and intensive listening skills • to motivate students to practise responsible • to make students aware of the need to take care citizenship by being part of an environmental issue of our natural resources
Task 1 Activating general knowledge (5 minutes) 2 Play the CD or read Audio Script 33 once or twice or until most of 1 Read the task instructions. Check understanding. the students have finished. 2 Organize students into pairs and tell them to do the task. 3 Tell the students that they have to give a reason if the answer is 3 Monitor and help students if necessary. false. 4 Accept students’ responses. 4 Check the task orally. Write the answers on the board.
Task 2 Listening to confirm ideas (10 minutes) Key 1 true N.B. Please check your pronunciation, stress and intonation 2 true with the CD before teaching. 3 false. Human beings are totally dependent on the elements in nature. If we affect an element, this in turn affects us. 1 Tell students to read the task instructions silently and check 4 true understanding. 5 false. These areas were created to protect animal and plant species 2 Read the CD or play Audio Script 33 once or twice. from extinction. 3 Check the task orally. 6 true
Audio Script 33 Why Do We Need To Protect Certain Areas? Task 4 Listening for more specific information (10 minutes)
Listen to an extract of the talk Dr Roberto Endara gave at Central N.B. Please check your pronunciation, stress and University. intonation with the CD before teaching.
It seems that Ecuadorians have taken for granted the richness 1 Read the task instructions and check understanding. and beauty of our natural world. Maybe many of us thought it was going to last forever. In fact, we used to relate ecological 2 Focus students' attention on the words and the example problems only to developed countries. But the truth is that we are losing our natural resources to a great extent. Consequently some 3 Read or play Audio Script 33 two or three times. systems within nature are no longer balanced. 4 Check the task orally and on the board. Human beings are totally dependent on the elements in nature. If we affect one element, this in turn affects us. It is a cycle. For A possible production model example, if we drop litter in the water of rivers and lakes, this Some problems visitors water is not safe to drink anymore. If we overuse chemicals, cause solutions we pollute air and air pollution then destroys our respiratory system. If we cut down trees, phenomena such as floods and drop litter install more bins droughts will affect our lives and so on. The examples are leave fires unattended restricted areas for fire endless. feed animals check tourists do not take What can we do to remedy the situation? food for the animals I think the first action we have to take is to educate people so pick plants fine people who pick plants that they understand that they have the main responsibility for the ignore warning signals fine people who go against world’s welfare or for its destruction. the rules Some governments have decided to create certain areas such as national parks and reserves to protect animal and plant species Task 5 Writing (10 minutes) from extinction, but again, it is not possible to do much if people don’t accept their responsibility to protect nature. 1 Read the task instructions and check understanding.
Several problems have been detected in our national parks 2 Focus students' attention on the information on the table. and reserves. For instance, visitors drop litter, leave fires unattended, scare animals away, hunt them or feed them, pick 3 Tell students to use scrap paper to write their letter. plants, ignore warning signs, try to avoid entrance fees, and smoke in protected areas. It seems this is common A possible production model everywhere. If the situation goes on, what will become of our Dear Editor: country and our planet in the future? Some visitors cause many problems to the environment. They do not drop liiter in bins anad leave fires unattended. They also feed animals Key and pick plants. In addition, they ignore warning signs. I think this is - Nature is being destroyed not only in developed countries. It is going to destroy our environment. happening to us, too. Please tell local authorities to install more bins, restrict areas for fire, - Yes, protecting nature is everybody’s responsibility. check that tourists do not take food for animals, fine people who pick plants and please fine people who go against the rules. Task 3 Listening for specific information (10 minutes)
N.B. Please check your pronunciation, stress and intonation with the CD before teaching.
1 Tell students to read the task instructions silently and check understanding. 84 Checking My Progress 10 UNIT ten
Task 2 Matching
Key 1 b 2 c 3 a 4 d
Task 3 Writing
A possible production model One day I went on a boat trip with some friends. We were laughing and feeling very happy. Suddenly the boat hit a rock and it was seriously damaged. It was scary. Fortunately, we were wearing life vests and everything ended up fine. If we hadn’t worn life vests, we would have died.
85 Communication Lesson 1 UNIT eleven
Lesson Objectives
• to develop intensive reading skills • to provide links with other areas of the • to develop speaking skills curriculum, e.g. history and technology
Task 1 Activating general knowledge (5 minutes)
1 Tell students to read the task instructions silently and check understanding.
2 Focus students' attention on the information in the table and tell them to do the task.
3 Do not check the task.
Task 2 Jigsaw reading (10 minutes)
1 Tell students to read the task instructions silently and check understanding.
2 Divide the class into As, Bs, Cs. Tell all the As to read A History of Communication I, the Bs to read A History of Communication II and the Cs to read A History of Communication III. Ensure they understand that they only have to read one text.
3 Allow students ten minutes to read silently and to complete their part of the table. While students are working, copy the table onto the board.
4 Do not check the task with the whole group, but help students as you monitor if necessary.
Key (For teachers’ use) 1/ France (cave Lacaux) /cave paintings/ 20,000 years old/ colourful hunting scenes 2/ Egypt/ papyrus/ 5,000 years ago/ lightweight paper 3/ Egypt/ hieroglyphs/ 2,000 years old/ scripts on stone 4/ Ancient China/paper/ 105 AD/tree bark, fish nets, old rags 5/ Europe/ quill pens/ 600 AD/ feathers 6/ China/printing press/ 6th century / movable type, individual characters 7/ Germany / pencil/ 1565/ wood and graphite 8/ Hungary/ ballpoint pen/ 1938/ thick ink 9/ Germany/ electric telegraph/19th century/ electricity travelling along wires 10/ Scotland/ telephone/19th century/ human voice down a wire
86 A History of Communication UNIT eleven Lesson 1
Task 3 Speaking (10 minutes)
1 Tell the students to read the task instructions and check understanding.
2 Organize the students into groups of three. Make sure each group has an A, a B and a C student. Tell them that they have to ask about the missing information and to complete the table.
3 Demonstrate the task. Ask one group to come up to the board. Encourage A and C to ask B some questions about the text he/she read. Guide them to use the questions in their books.
4 Encourage B to ask A and C the questions needed to get the information and fill in the table. Finally, encourage C to ask A and B the questions needed to get the information and fill in the table.
5 Monitor the students’ work. Help them if necessary, but do not interrupt to correct them.
6 Check their answers and fill in the table on the board.
A production model A: What did you read about? B: I read about paper. C: Oh, really, when was it invented? B: In 105 AD. A: Where was it invented? B: It was invented in China. A: What were its characteristics? B: It was made of tree bark and fish nets.
Task 4 Reading and checking information (5 minutes)
1 Tell the students to read the task instructions and check understanding.
2 Ask the students to check the information in the table.
Key 4/ 1/ 8/ 7/ 3/ 6/ 10/ 11/ 5/ 2
87 Working in Television Lesson 2 UNIT eleven
Lesson Objectives • to develop intensive reading skills • to broaden the students’ scope of the • to develop intensive listening skills occupational field • to develop speaking skills
Task 1 Vocabulary development (5 minutes) Key 1 Read the instructions and check understanding. a 8 b 5 2 Demonstrate the task with the example. c 1 d 3 3 Tell the students to work on their own. e 10 f 9 4 Ask the students to check the task in pairs. g 2 h 4 Key i 6 j 7
Task 3 Speaking (10 minutes)
1 Tell the students to read the task instructions and check understanding.
2 Focus the students’ attention on the phrases in the box. Tell them they have to use those phrases during the oral practice.
3 Bring a pair of students to the front of the classroom. Help them to model the questions and answers.
4 Remind the students of the use of the comparative and superlative adjectives.
5 Organize the students into pairs. Help them if 1 camera operator ✓ necessary. 2 cartoonist ✓ Teaching Tip ✓ 3 costume designer We use comparatives to compare one person or thing 4 director ✓ with another person or thing, e.g. He’s more 5 editor ✓ important than her. 6 hairstylist ✓ We use superlatives to compare one person or thing with his/ her/ its whole group, e.g. She’s the most ✓ 7 make-up artist important of all. 8 newsreader ✓ 9 scriptwriter ✓ A possible production model 10 sound engineer ✓ A: Which do you think is the most important job? B: Well, let me see, I think that the director is more important than the hairstylist, what about you? Task 2 Activating general knowledge (10 minutes) A: Yes, I agree, and I think the make-up artist isn’t as important as the editor. 1 Read the instructions and check understanding. B: Yeah. I also think that the sound engineer isn’t as important as the camera operator, what do you think? 2 Tell the students to read the descriptions of the jobs A: Well, I don’t know, maybe both of them are the same. and explain any new word.
3 Demonstrate the task with the given example.
4 Tell the students to work on their own.
5 Ask the students to check the task in pairs and then check it orally. 88 UNIT eleven Lesson 2
Task 4 Listening for general information (10 minutes) Task 5 Grammar Practice (5 minutes)
N.B. Please check your pronunciation, stress and 1 Ask the students to read the task instructions intonation with the CD before teaching. silently and check understanding.
1 Ask the students to read the task instructions 2 Demonstrate the task with the example provided. silently and check understanding. 2 Focus the students’ attention on the example. 3 Monitor the students’ work and help if necessary. 3 Play or read Audio Script 34 once or twice. 4 Ask the students to compare their answers in 4 Check the task on the board. pairs. 5 Check the task orally and write the answers on the Key board. 1 as much as 2 the most Audio Script 34 TV Worker’s Salaries 3 the same 4 more than Listen to a talk about television workers’ salaries. 5 less than
People who work in television earn very good Task 6 Speaking (10 minutes) salaries in the United States. A sound engineer generally earns between $800 and $1,700 per week 1 Ask the students to read the task instructions and A camera operator earns around $1,500 per week. check understanding. A cartoonist can earn up to $2000 per week. A costume designer usually earns anything between 2 Bring two students to the front of the class and $750 and $4000 per week, depending on their guide them to do the example given. Ensure they experience. At the lower end of the scale you have use only yes/no questions. the make-up artists and hairstylists who generally make about $1000 per week. Then at the top end 3 Organize the students into pairs. we have the scriptwriters who can make anything between $20,000 and $50,000 for an original 4 Monitor the students’ work. screenplay. The film director comes next on the scale with a salary of anything between $6000 and A possible production model $9,500 per week. Film editors normally earn about A: Do you earn more than $2000 per week? $1,500 per week. B: No, I don’t. So, as you can see, television work can be very well A: Do you have to do people’s hair in your job? paid, but it’s not easy to get into, as there is a lot B: Yes, I do of competition. And when you do manage to get A: Are you a hairstylist? involved in TV work, it’s not very stable: there will B: Yes, I am. be times when you have too much work and other times when there is no work around. A: Do you earn more than $1,000? B: No, I don’t. Key A: Do you have to make the artists up? camera operator $1,500 B: Yes, I do. cartoonist up to $2,000/week A: Are you a make-up artist? costume designer $750-$4,000/week B: Yes, I am. director $6,000-$9,500/week editor $1,500/week hairstylist $1,000/week makeup artist $1,000/week newsreader $1,500/week scriptwriter $20,000-$50,000/screenplay sound engineer $800-$1,700/week
89 Making a Television News Bulletin Lesson 3 UNIT eleven
Lesson Objectives
• to develop intensive and extensive listening skills • to develop speaking skills
Task 1 Activating general knowledge (5 minutes) 1 Read the instructions for the task. Check 1 Read the task instructions and check understanding. understanding. 2 Clarify any questions the students may have in relation 2 Say: "Listen again, please, and put the sentences in to vocabulary. order." 3 Give students a few minutes to discuss the questions. 3 Read or play the Audio Script 35 one or two times. 4 Do not check answers. 4 Ask the students to compare their answers in pairs. 5 Check the task orally and write the answers on the Task 2 Listening for general information (10 minutes) board.
N.B. Please check your pronunciation, stress and Key intonation with the CD before teaching. a 7 b 6 1 Tell students to read the instructions and check c 3 understanding. d 4 2 Read or play the Audio Script 35 one or two times. e 5 3 Check the answers orally. f 1 g 2 Audio Script 35 How to Make a Television News Bulletin
Listen to How to Make a Television News Bulletin Task 4 Listening for specific information (5 minutes)
Reporters stationed in different places collect the news N.B. Please check your pronunciation, stress and from the place where it happens or from other editors. intonation with the CD before teaching. This material includes films, interviews, photos, etc. All the reports arrive on the news editor’s desk. The news editor 1 Read the task instructions and check understanding. meets with the editor and they together decide on what 2 Focus students’ attention on the example. news should be presented. A team of writers prepare the 3 Read or play Audio Script 35 again. news bulletin. 4 Check answers orally. The newsreader reads through the scripts from a machine called teleprompt which has a little screen and is attached Key to the front of the camera. The teleprompt is operated from / on / at / with / during / by by the teleprompt operator. All the news bulletins go out live and the producer has to make changes even during Task 5 Speaking (10 minutes) transmission. The newsreader sits at his desk. During transmission of 1 Ask students to read the task instructions and check the news the cameraman films not only the newsreader, understanding. but the photos or films of the event that are inserted in 2 Put students into pairs to do the task. the background. 3 Tell students to do the task. Most television stations have an announcer who appears 4 Monitor and listen but do not interrupt. Take notes of the on screen to introduce the programmes. most important or common mistakes and lead a general correction afterwards.
Key A possible production model 1 All news bulletins are live The reporters collect the news and hand them in to the 2 No, they read the news from a machine called telepromt. news editor. He/She meets with the producer and together decide on the news to be presented. A team of writers Task 3 Listening for specific information (15 minutes) prepare the news bulletin with the agreed upon news. The newsreader reads through the scripts and the cameraman N.B. Please check your pronunciation, stress and films not only the news but also the photos and films of intonation with the CD before teaching. the event. 90 E-Mail UNIT eleven Lesson 4
Lesson Objectives
• to develop extensive and intensive listening skills • to develop speaking skills • to inform students about an updated matter • to develop writing skills
Task 1 Activating general knowledge (5 minutes) When you have your own e-mail address, write it 1 Read the task instructions and check understanding. down in the address bar once you are connected to 2 Focus students’ attention on the pictures. Point to the Internet Explorer to communicate with your teachers picture of the ‘chasqui.’ Ask: “Do we still communicate and friends by means of messengers who walk long distances?” 3 Continue pointing to the pictures and asking. Task 4 Listening for specific information (10 minutes)
Possible answers N.B. Please check your pronunciation, stress and Don’t use any more: messenger who walk long intonation with the CD before teaching. distances, pigeon Less frequently used: posting letters 1 Tell students to read the task instructions and check Currently used: fax, internet, telephone understanding. 2 Read or play the corresponding part of Audio Script 36 Task 2 Activating general knowledge (10 minutes) two or three times. 3 Focus students’ attention on the example. 1 Read the task instructions and check understanding. 4 Continue playing the Audio Script. 2 Put students into pairs to discuss the answers. 5 Check answers orally. 3 Do not check answers. Key Task 3 Listening for general information (10 minutes) 1 false 2 true N.B. Please check your pronunciation, stress and 3 true intonation with the CD before teaching. 4 false. They are free.
1 Tell students to read the task instructions and check Task 5 Completing information (10 minutes) understanding. 2 Read or Play Audio Script 36 two or three times. N.B. Please check your pronunciation, stress and 3 Check answers orally. intonation with the CD before teaching.
Key 1 Read the task instructions and check understanding. E-mail is usually used to send simple text messages, 2 Read or play the corresponding part of Audio Script 36 but can also be used to exchange formatted documents two or three times. (including word-processed documents, sound files, 3 Focus students'attention on the example pictures, computer software, and even full-motion video) as 4 Check answers orally and on the board. attachments. Key Audio Script 36 Electronic Mail 1 Click 2 Write Listen to Electronic Mail and do the tasks. 3 addresses 4 bar The most common way of computer– mediated 5 Follow communication (CMC) is electronic mail, now referred 6 instructions to almost exclusively as e-mail. E-mail is usually used 7 computer to send simple text messages, but can also be used to exchange formatted documents (including Task 6 Speaking (5 minutes) word processed documents, sound files, pictures, computer software, and even full-motion video) as attachments. 1 Read the task instructions and check understanding. 2 Put students into pairs to speak. If you have access to the Internet but don’t have an 3 Monitor the task e-mail account, you can use one of the many free e- mail services on the World Wide Web, with the two A production model best being Yahoo! Mail (http://www.yahoo.com) and 1 Click on the Internet Explorer icon of you computer to Hotmail (http://www.hotmail.com). access internet. To register as a user you have to: 2 Write one of the addresses suggested above on the address bar. 1 Click on the Internet Explorer icon of you computer to 3 Follow each one of the instructions that appear on the access internet. computer’s screen. 2 Write one of the addresses suggested above on the address bar. 3 Follow each one of the instructions that appear on the computer’s screen.
91 Making Your Own News Bulleting Lesson 5 UNIT eleven
Lesson Objectives
• to develop speaking skills • to introduce variety by means of a project work • to encourage team work
Task 1 Activating general knowledge (5 minutes) A possible production model. Accept students’ answers. 1 Read the task instructions and check understanding.
2 Focus students’ attention on the examples.
3 Ask students to do the task.
4 Check the task orally and on the board.
Key 1 reporters 2 receives the information from the reporters. 3 newsreader 4 operates the teleprompt 5 announcer 6 prepare the news bulleting with the news agreed upon 7 news editor/producer 8 films not only the newsreaders but films and videos to be used as background
Task 2 Speaking (10 minutes)
1 Read the task instructions and check understanding.
2 Organize students in groups of seven and assign a job to each person. Tell them to read what their responsibilities are.
Task 3 Speaking and writing (15 minutes)
1 Read the task instructions and check understanding.
2 Tell students to select the piece of news they want to transmit and to rehearse the presentation.
Task 4 Speaking (15 minutes)
1 Read the task instructions and check understanding.
2 Have a raffle to select one or two groups to present.
92 Checking My Progress 11 UNIT eleven
Task 2 Reading and completing
Key 1 as quick as 2 most 3 more 4 less
Task 3 Completing words
Key 1 camera operator 2 hairstylist 3 newsreader 4 editor 5 director 6 scriptwriter
93 SOURCES AND USES OF INFORMATION Lesson 1 UNIT twelve
Lesson Objectives
• to develop intensive listening skills • to develop writing skills • to develop intensive and extensive reading skills • to provide links with other areas of the curriculum, e.g. language and communication
N.B. Remember to get some English-English dictionaries for Lesson 2
Task 1 Activating general knowledge (5 minutes)
1 Tell students to read the task instructions silently and check understanding.
2 Emphasize that the different pieces of information on the left have to be matched with the sources on the right.
3 Check the task orally and then write the answers on the board.
Key 1 d 2 f 3 g 4 c 5 b 6 a 7 e
Task 2 Reading and matching (10 minutes)
1 Tell students to read the task instructions silently and check understanding.
2 Demonstrate the task with the example provided. Tell the students to read the first extract. Give them a few minutes to do it.
3 Ask students to do the task individually.
4 Monitor and help the students if necessary.
5 Check the task on the board.
Key 1 b 2 a 3 f 4 d 5 c 6 e
94 Books UNIT twelve Lesson 1
Task 3 Reading for specific informstion (10 minutes)
1 Read the task instructions and check information.
2 Focus students’attention on the excample.
3 Tell students to do the task.
4 Monitor and help if necessary.
5 Check answers on the board.
Key 1 true 2 false. Usually is on the back of the first page or on the back of the last page. 3 true 4 false. Usually it is included at the beginning. 5 true 6 true
Task 4 Finding out information (10 minutes)
1 Tell students to read the task instructions and check understanding.
2 Give the students five minutes to go through OWTE No. 6 and answer the questions.
3 Check the task orally.
Key 1 They are on the front cover. 2 132 3 On the last page of the Student’s Book. 4 Edimpres. 5 The CRADLE Project. 6 On the last page of the Student’s Book.
95 Using a Dictionary Lesson 2 UNIT twelve
Lesson Objectives • to develop intensive reading skills • to give students practice using a monolingual • to make students aware of the different parts dictionary and uses of a dictionary
Task 1 Activating general knowledge (5 minutes) check understanding. 2 Give them five minutes to do the task. 1 Tell students to read the task instructions silently 3 Check the task on the board. and check understanding. 2 Lead the discussion on when to use a dictionary. Key Encourage all students to participate. flat / flap / flammable 3 Accept the students’ opinions. Task 3.2 Ordering words (5 minutes) Possible answers When we do not understand the meaning of a word. 1 Tell the students to read the task instructions and When we need to check spelling. check understanding. When we need to check grammar. 2 Remind them that the words are in alphabetical When we need to check pronunciation. order. 3 Monitor the students’ work. Task 2 Matching information (5 minutes) 4 Check the task orally.
1 Read the task instructions and check Key understanding. flag / flagday / flagellate / flamingo / flannel 2 Ask students to find the Dictionary Page, then ask / flare / flask them to complete the information. 3 Tell the students to work on their own. Explain Task 4 Reading for detailed information (10 what an entry is. (Look at the Teaching Tip). minutes)
Teaching Tip 1 Tell students to read the task instructions and A dictionary entry means the head-word for a check understanding. definition. These words are in bold type. There 2 Focus students’ attention on the Dictionary Page. can be 2 or 3 or more entries for the same word, Tell them to use it to complete the information. depending on its part of speech, i.e. whether it’s a 3 Give them five minutes to do the task. noun, verb or adjective, etc. Each entry is marked 4 Check the task on the board. with a raised number (like flame1 and flame2), so if you do not find the meaning you want in the first Key entry, carry on looking. This numbering system 1 /fleik/ is also used for words with completely different 2 countable meanings. 3 the first syllable 4 both, transitive and intransitive 4 Ask students to check the task in pairs and then check it on the board. Task 5 Vocabulary development (5 minutes)
Key 1 Read the task instructions. Check understanding. 1 flag/flat-let 2 Encourage students to work in pairs and to do the 2 Because all the words on the page should go task. between flag and flat-let following the alphabetical 3 Check the task orally. Tell them that flat has order. different meanings such as an apartment or dull 3 It has 2 entries, one as a noun and the other one and boring, but in this sentence, it refers to an as a verb. area with no mountains or hills. Key Task 3.1 Finding out information (5 minutes) c
1 Tell students to read the task instructions and
96 UNIT twelve Lesson 2
Task 6 Vocabulary development (10 minutes) Task 8 Making notes 1 Read the task instructions. Check understanding. 1 Read the task instructions and check 2 Focus students’ attention on the example. understanding.
3 Ask students to do the task. 2 Encourage students to fill out the table in their notebook each time they come across a new word 4 Check the task orally and then on the board. that they want to give special attention to.
Key a 6 b 3 c 5 d 2 e 1 f 4 g 7
Task 7 Using an English - English dictionary (10 minutes)
1 Read the task instructions. Check understanding.
2 Organize the students in groups. Give each group an English-English dictionary. Explain to them that they have to look up words in the dictionary and complete the information in the table.
3 Give the students ten minutes to do the task.
4 Monitor the students’ work. Check the task orally and then on the board.
A possible production model word parts of meaning(s) pronunc. example speech punch noun 1. a strong blow 1. His punch broke his nose. with the fist 2. I'd like to punch that man on the nose. verb 2. to hit someone with the fist mood noun 1. a state of feeling mu:d 1. His moods change very quickly. at a particular time. 1. 1. a temperature that 1. It's cool in the shade. cool adj. is pleasantly cold Ku:l 1. neat and orderly in 1. Mary is very tidy. tidy adj. appearance or habits. t∂idi
daring adj. 1. adventurous; bravery de∂ri n 1. It was very daring of him to swim in or willingness to take risks the river.
N.B. You might need more time to finish Lesson 2. If so, set it for homework.
97 Note-Taking Lesson 3 UNIT twelve
Lesson Objectives • to develop speaking skills • to develop intensive and extensive reading skills • to develop writing skills • to develop intensive listening skills • to develop note taking skills
Task 1 Activating general knowledge (5 minutes) information about a house to rent from a newspaper.
1 Tell students to work in pairs and think of as Task 3 Reading for detailed information (5 many situations as possible in which they need to minutes) make notes. 2 Give them five minutes to write a list. 1 Read the instructions for the task. Check 3 Elicit ideas and write the list on the board. understanding. 2 Write numbers 1 to 10 on the board. Possible answers 3 Give students enough time to do the task. On the phone taking a message, at a university 4 Ask students to compare their answers in pairs. lecture, listening to directions, reserving rooms, 5 Check the answers on the board. getting information about a product, a shopping list, a ‘to do’ list, a note to someone to give information Key (e.g. they are out and the cat needs feeding), notes 1 to plan a trip, a party, a holiday, a meal, notes about 2 job adverts from the newspaper, notes to rent a flat 3 or house from the newspaper, etc. 4 5 Task 2 Listening for specific information (5 6 minutes) 7 8 N.B. Please check your pronunciation, stress and 9 intonation with the CD before teaching. 10
1 Ask students to read the task instruction silently Task 4 Reading for detailed information (5 and check understanding minutes) 2 Play or read Audio Script 37 once or twice. 1 Read the task instructions and check Ask students to check the answers in pairs. understanding. 2 Focus students'attention on the example. Audio Script 37 A Talk About Note-Taking. 3 Give students enough time to underline the words. 4 Ask one student to write the first 5 words he/she Listen to a university teacher talking about the skill underlined on the board. of note taking. 3 Ask the student to organize the words into notes. Then tell all students to follow the same procedure We all need to take notes at some time in our to organize their notes. lives. In fact, the majority of people use the note- 5 Check the task on the board. taking skill at least once a week in their jobs or daily routine. Some examples of when we need to A possible production model take notes about something are taking a message yellow – warm, cheerful, positive, happy, caring on the phone; at a university lecture; when listening purple – art-loving, passionate, unique, mood to directions; reserving a hotel room; getting changes – keep cool information about a product; writing a shopping green – earthy, natural, easy going, energy, list; leaving someone instructions; planning a trip; determination a holiday, a party, a meeting; jotting down a recipe; orange – confident, energy, sporty, sociable, fun getting information about a house to rent from a black - mysterious, hostile newspaper or a telephone call, etc. As you can see pink – sweet, romance, sincere from this short list, there are so many reasons to white – pure, clean, tidy, simple, sexy take notes that it is a skill we should all improve.
Key Taking a message on the phone; at a university lecture; when listening to directions; reserving a hotel room; getting information about a product; writing a shopping list; leaving someone instructions; planning a trip, a holiday, a party, a meeting; getting 98 End of Year Vocabulary Exercise UNIT twelve Lesson 4
Lesson Objectives
• to review vocabulary related to the different • to provide a fun and motivating activity based topics learnt by the students on the vocabulary learnt
N.B. You might like to bring some sweets as Possible answers prizes for the students. Group 1. People and Love: romantic, love, realistic, disappointed Task 1 Activating general knowledge (5 minutes) Group 2. The Universe : big bang, revolve, dust, stars, gas 1 Tell students to read the task instructions silently Group 3. The State of the Earth : sewage, recycle, and check understanding. rubbish, deodorant, pollute 2 Organize students into groups of five. Give each Group 4. Music: clarinet, castanet, electronic group a topic chosen from OWTE 6 and five keyboard, cello, harp, minutes to write all the words related to that Group 5. Drugs and How to Fight Against Them: topic. heroin, cocaine, LSD, solvents and glue 3 After five minutes, say: "Time's up." Group 6. Ancient Civilizations: pyramids, tomb, 4 Check that all students stop the activity. hieroglyphs, curse, mummies 5 Do not check the task. Group 7. English-speaking Countries: Australia: Koala, kangaroo, air conditioning, dust storms Possible topics Group 1. Love and romance Task 4 Reviewing vocabulary (10 minutes) Group 2. The state of the Earth Group 3. The universe 1 Read the instructions for the task. Check Group 4. Communication understanding. Group 5. Drug use and abuse 2 Give them enough time to do the task. Group 6. Music Group 7. Ancient Egypt Possible answer There are different possibilities. Check the key in Task 2 Sharing information (5 minutes) Task 3 for one of them.
1 Ask the students to read the instructions and Task 5 Vocabulary development (10 minutes) check understanding. 2 Give them a few minutes to do the task. 1 Ask the students to read the task instructions and 3 Ask each group the number of words they wrote. check understanding. 4 Write the numbers of words on the board per 2 Ensure that all students understand the group. instructions. This is an individual contest. 5 Congratulate the winning group. 3 Say for example: "Drug use and abuse". Encourage students to write as many words as Task 3 Reviewing vocabulary (10 minutes) they can in one minute. 4 Check the time and stop the activity after a 1 Tell the students to read the task instructions minute. silently and check understanding. 5 Check the words the students wrote and 2 Work with Group 1. Ask its reporter to go to congratulate the winner. the board and to write the words his/her group 6 Continue with three or four more topics. thought of. 3 Give him/her a few minutes to copy the words on A possible production model the board. The same as in Task 3 4 Check spelling and pronunciation with the whole class. 5 Ask the other groups’ reporters to do the task. 6 Check spelling and pronunciation with the whole class.
99 A Written Quiz Lesson 5 UNIT twelve
Lesson Objectives
• to review the work studied during the year • to provide a fun and motivating activity for the • to practise using question forms last class
N.B. The students will need some pieces of scrap paper for this lesson. You might also like to bring Task 4 Speaking (10 minutes) some sweets as prizes for the students. 1 Hold a quiz in the classroom. Tell the students to Task 1 Writing questions (10 minutes) work in the same groups they were in to write the questions. Ask them to give their team a name. 1 Tell students to read the task instructions silently and check understanding. 2 Ask one team at a time to ask all their questions. Tell the other teams to listen and discuss and 2 Focus students’ attention on the example write their answers on a piece of scrap paper. questions. Ensure that students understand that they should write general knowledge questions, 3 When all the teams have finished asking their not grammar questions or questions which require questions, tell them to write the name of the students to remember information about fictional team at the top of the paper. Then ask them to characters or texts. exchange papers with another team.
N.B. Remind students that they must know the 4 Ask the teams who read the questions to give answers to the questions they write. the answers. Tell the teams to check the answer sheets they have. Tell them to score 1 point per 3 Put the students into groups and ask them to correct answer. start the task. Make sure they understand that they should write on scrap paper first and not 5 Write the points for each team on the board. directly in their books. Tell them they can look through their Student’s Book and use it as a 6 At the end, give the team with the most points a reference. round of applause (and if possible, a prize)
4 Monitor and help the students if necessary.
A possible Production Model 1 How did the universe begin? 2 What does yoga mean? 3 What options do you have after leaving school? 4 What are planets? 5 Where do koalas live? 6 Can you name a famous rock 'n' roll musician? 7 Where can you find the appendix in a book? 8 Do you know what to do to protect the environment?
Task 2 Checking questions (15 minutes)
1 As you monitor, correct the students’ questions. Don’t leave all the checking until the end.
Task 3 Writing (10 minutes)
1 Once checked, tell the students to copy their questions correctly into the Student’s Book. Tell them not to write the answers. 100 Checking My Progress 12 UNIT twelve
Task 2 Completing sentences
Key 1 Make 2 Be 3 Don't 4 Make 5 Don't check 6 Don't 7 Use 8 Don't write 9 Only 10 Recognise
101 Grammar Keys REVISION UNIT: PEOPLE AND LOVE UNIT one
Exercise 1 Key Key 4 / 1 1 asks 3 / 2 2 like 5 / 6 3 don’t have 4 are Answers may vary slightly. A possible 5 believes production model. 1 Alberto met Natalia at a party. Answers will vary. A possible production 2 He invited her to a film. model. 3 She said yes because she likes romantic 6 I want to meet an intelligent person. films. 7 I don’t like to go on dates. 4 They saw a romantic film. 8 My girlfriend is a romantic person. 5 They ate pizza after the movie. 6 They said goodnight. Exercise 2
Key Answers will vary. A possible production model. 1 I don’t do sports on a date. 2 I don’t take midnight walks on dates, either. 3 My date and I don’t hike in the mountains. 4 I don’t like to eat at home on a date.
Exercise 3
Key 1 shouldn’t 2 should 3 shouldn’t have 4 should 5 should have 6 should 7 should
Exercise 4
Key Answers will vary. A possible production model. 1 He should break up with her. 2 She should have tried it at the store. 3 He should try to be more romantic. 4 She should have used protection. 5 Fernando shouldn’t have asked Gaby out. 6 She should invite him to a movie.
Exercise 5 102 THE UNIVERSE Grammar Keys UNIT two
Exercise 1 Exercise 5 Key 1 a is not A possible production model b was 1 I don't belive that horoscopes can predict the 2 a isn’t future. b was 2 I don't think that there is life on other planets. 3 a doesn’t have 3 I don't believe that ghosts exist. b had 4 Maybe it is true that aliens have visited the 4 a is Earth. b was 5 I think that is possible man will live on the moon. Exercise 2
Key 1 The Earth is round but they said it was flat. 2 The Earth moves around the Sun but they said the Sun moved around the Earth. 3 The Earth is not the centre of the universe but they said it was the centre of the universe. 4 The Milky Way is composed of stars but they said it was composed of clouds.
Exercise 3
Key 1 the largest 2 the nearest 3 the hottest 4 the coldest 5 the fastest 6 the smallest 7 the farthest
Exercise 4
Key 1 Juan Felipe doesn’t think that there is life on other planets. 2 Ester thinks that there is life on other planets. 3 Juan Felipe believes that man will live on the moon. 4 Ester believes that man will live on the moon. 5 Juan Felipe doesn’t think that aliens have visited Earth. 6 Ester doesn’t think that aliens have visited Earth.
103 Grammar Keys THE STATE OF THE EARTH UNIT three
Exercise 1 Exercise 5
Key Key 1 will not have 1 musn't 2 will be 2 should 3 buy 3 must 4 will become 4 musn't 5 continues 5 should 6 don’t save 6 should
Exercise 2
Key Answers will vary. A possible production model. 1 …there will be less waste in landfills. 2 …the air won’t be so polluted. 3 … you will learn about ways to protect our planet. 4 …you will produce less contamination.
Exercise 3
Key 1 The air is pollute by dirty smoke and poisonous gases. ______polluted 2 The world’s population are counted in billions now. ______is 3 Metal cans is recycled in many countries. ______are 4 Glass, metal and paper are classify and then recycled. ______classified 5 Paper is re-use in many schools and offices. ______re-used 6 Animals is protected in nature reserves. ______are Exercise 4
Key 1 because of/due to the use of chemicals in farming. 2 because of/due to the noise outside. 3 because of/due to road work. 4 because of/due to human activities 5 because of/due to the effects of pollution. 6 because of/due to stress at home.
104 MUSIC Grammar Keys UNIT four
Exercise 1
Key 1 died 2 found 3 played 4 made 5 became 6 was 7 began 8 ran 9 named 10 appeared
Exercise 2
Key 1 When was King born? 2 When did his mother die? 3 Where did he find inspiration? 4 When did he make his first recording? 5 Why did he run back into the bar? 6 How many times did he appear on Billboard’s R&B charts?
Exercise 3
Key 1 In 1959 the Beatles got together in Liverpool. 2 Ringo Starr joined the group the following year. 3 By 1962 the Beatles were the most popular band in Liverpool. 4 The Beatles had many popular songs between 1962 and 1966. 5 The Beatles stopped doing live performances by 1966. 6 Elvis was a national star by 1956. 7 Elvis joined the army in 1958.
Exercise 4
Key 1 Shakira was born in Baranquilla, Colombia in 1977. 2 In 1985 she wrote her first song. 3 By 1990 she signed her first record contract with Sony Music Colombia. 4 By 1991 her first album was released. 5 In 1994 she starred in a soap opera. 6 In 2000 she won a Grammy. 7 By 2001 she produced her first English- speaking album called Laundry Service
105 Grammar Keys DRUGS AND HOW TO FIGHT AGAINST THEM UNIT five
Exercise 1 13 didn’t think 14 took Key 15 stayed 1 Cocaine is not a black powder. Cocaine is a white powder. 2 Glue sniffers don’t inject the glue into their blood vessels. They breathe in the fumes from the glue. 3 Cocaine users don’t sleep well at night. Cocaine users often cannot sleep. 4 LSD isn’t made from coca leaves. It is made from a fungus. 5 Heroin isn’t made from a fungus. It is made from opium poppies. 6 Heroin is not easy to stop using. It is very addictive.
Exercise 2
Key 1 stimulates 2 produces 3 makes 4 increases 5 releases 6 cause 7 occur
Exercise 3
Key Answers will vary. A possible production model. 1 My friends and I like to chat on the internet. 2 We do community work after school. 3 At weekends we spend time with our families. 4 We talk on the phone a lot, too. 5 I like to read magazines in my free time. 6 I play football for a neighbourhood league.
Exercise 4
Key 1 started 2 was 3 tried 4 couldn’t 5 decided 6 had 7 died 8 spent 9 wanted 10 made 11 asked 12 lied
106 ANCIENT CIVILIZATIONS Grammar Keys UNIT six
Exercise 1
Key a were found b were influenced c were held d were invented e was spread
1 c 2 b 3 a 4 d 5 e
Exercise 2
Key Answers will vary. A possible production model. 1 The dead bodies of most Egyptians were preserved for about 3000 years. 2 First, all the water or liquid was removed from the body. 3 The internal organs (brain, heart, lungs) were extracted. 4 The organs were stored in special jars. 5 The bodies were wrapped in about 20 layers of linen strips.
Exercise 3
Key 1 When were they built? 2 Where were they found? 3 It was discovered in 1922. 4 The athletic contests were held at Olympia.
Exercise 4
Key 1 Was Cleopatra queen of Egypt? Yes, she was. 2 Was a poisonous spider the symbol of ancient Egypt? No, it wasn’t. A poisonous snake was. 3 Did only men build the Egyptian pyramids? No, they didn’t. Men and women built the pyramids. 4 Did ancient Romans take baths? Yes, they did. 5 Was Athens famous for pyramids? No, it wasn’t. It was famous for drama.
107 Grammar Keys ENGLISH-SPEAKING COUNTRIES: AUSTRALIA UNIT seven
Exercise 1
Key 1 had 2 did 3 went 4 took 5 decided 6 wanted 7 expected 8 climbed 9 was 10 met 11 tried 12 didn’t try 13 told 14 sounded 15 drank 16 didn’t want 17 wasn’t 18 saw
Exercise 2
Key First, Natalia and Gabriel saw the Great Barrier Reef. Then Natalia visited Uluru (Ayers Rock) and Gabriel visited an aboriginal community on Melville Island. Next, Gabriel tried wines in a vineyard in Barossa Valley. Natalia didn’t try the wines. After that, they went to Sydney, where Natalia tried beet root and billy tea. Then Gabriel went to Taronga Zoo while Natalia took a tour of the Sydney Opera House. Finally, they both saw the Harbour Bridge.
Exercise 3
Key Dingoes 1 What are dingoes? They are wild dogs. 2 Where do dingoes live? They live in parts of Southeast Asia and Australia. 3 What do they eat? They eat rodents, rabbits, birds, and lizards. 4 How often do they breed? They breed once a year. Kangaroos 5 What do they eat? They eat grass and roots. 6 How often do they attack humans? They almost never attack humans. 7 What dangers do kangaroos have? They can be hit by a car, or eaten by dingoes.
108 WHAT TO DO AFTER FINISHING Grammar Keys UNIT eight SECONDARY SCHOOL
Exercise 1 Exercise 4
Key Key 1 a can 1 Ana doesn’t usually finish her homework. b may 2 Roberto always attends meetings on 2 can Mondays. 3 may 3 Sometimes Pamela reads about new 4 a can procedures. b may 4 Oswaldo occasionally studies until midnight. 5 can 5 The administrative assistant never signs the checks. Exercise 2
Key 1 do 2 √ 3 √ 4 keep 5 help 6 √ 7 feel 8 sounds 9 √ 10 work 11 doesn’t 12 √ 13 √ 14 √ 15 read 16 attend 17 √ 18 sounds 19 am
Exercise 3
Key 1 √ 2 X – Magdalena is usually on time. She was late only once this month. 3 X – Karina occasionally answers the phone, although it is her assistant’s job. 4 √ 5 X – Sometimes Lucía works the night shift. 6 X – I always call in orders to our providers by 10 a.m. 7 √ 8 √
109 Grammar Keys GLOBAL WARMING UNIT nine
Exercise 1 Exercise 5
Key Key 1 will affect Answers may vary. A possible production 2 will melt model. 3 will rise a deep 4 will create b heavy 5 will destroy c high 6 will not be able to d bad 7 will become e high f warm Exercise 2 1 An ocean is very deep. Key 2 Heavy rain affected my town last night. Answers will vary. A possible production 3 High temperatures are unbearable. model. 4 I don’t like to travel during bad weather. 1 I predict that glaciers on Cotopaxi Volcano will 5 High winds can take down trees and power begin to melt. lines. 2 High tides will destroy coastal cities. 6 I’d like to live in a warm climate. 3 Some plants will become extinct. 4 Some animals will disappear forever. Exercise 6 5 Ocean levels will rise. Key Exercise 3 1 In Riobamba the climate is cool. 2 In Guayaquil there is hot weather most of the Key year. 1 √ 3 In Esmeraldas heavy rain lasted for three 2 X was recorded hours. 3 X has been caused 4 The polar ice-caps are melting because of 4 X are thrown warm temperatures. 5 X has been caused 5 Large areas of Loja are often affected by dry 6 √ weather. 6 Natural disasters occur due to the greenhouse Exercise 4 effect.
Key 1 A flood is produced by too much water. 2 Patagonia was affected by the worst drought in history. 3 The world’s worst flood was caused by the Huang He River in 1931. 4 Bad weather such as hurricanes has been predicted by technology. 5 Many windows in New Orleans were broken by high winds. 6 Many bridges in the Orient Region have been destroyed by high water. 7 Some natural disasters are caused by global warming. 8 Flooding is created by a rise in the Earth’s temperatures.
110 NATIONAL PARKS Grammar Keys UNIT ten
Exercise 1 Exercise 4
Key Key 1 How do you get to Llanganates National Park? 1 a had hired You can enter through Píllaro. b wouldn’t have gotten 2 Is the Manglares-Churute Reserve in Manabí 2 a would have seen or Guayas? It is in Guayas. b had gone 3 What is the most outstanding feature of El 3 hadn’t lost Angel Reserve? It is the forest of frailejones. 4 a would have had 4 What bird species can you see in Yasuní b had come National Park? You can see toucans, parrots, 5 would have disappeared guacamayos and other rare birds. 6 a would have taken 5 What animals can you find in the b had brought Llanganates? You can find deer, condors, 7 hadn’t seen dantas, wild guinea pigs, and others. 8 hadn’t introduced 6 Are there mosquitoes in the Manglares- Churute Reserve? Yes, there are. Exercise 5 7 What is the climate in El Angel Reserve? It is cold. Key 8 Is it dangerous to go alone to Yasuní National Answers may vary. A possible production Park? Yes, it is. model. 1 …she would have been cold. Exercise 2 2 …her sister wouldn’t have had to give her an extra pair of boots. Key 3 …she would have seen some birds. 1 went 4 …she wouldn’t have gotten hurt. 2 decided 5 …they would have stayed longer. 3 is 4 brought 5 didn’t have 6 gave 7 went 8 forgot 9 loves 10 took 11 fell 12 ate 13 didn’t have 14 plan
Exercise 3
Key Answers may vary. A possible production model. Roberto and Andrés entered the park through Píllaro. Next, they saw condors and deer. They didn’t see any toucans. They decided not to hike up Cerro Hermoso. Obviously, they didn’t find Atahualpa’s hidden treasure, although they looked for it. They wore warm clothes and bathed in a small waterfall, too. They had a great time.
111 Grammar Keys COMMUNICATION UNIT eleven
Exercise 1 7 e 8 c Key 1 are interpreted Exercise 5 2 is done 3 is checked Key 4 were created Answers may vary. A possible production 5 were developed model. 6 are designed 1 A teacher doesn’t earn as much as a lawyer. 7 is styled 2 A police officer is more important than an 8 are controlled auto mechanic. 9 are supervised 3 An actor’s job is more interesting than a chef’s job. Exercise 2 4 A newsreader is less important than a doctor. 5 A musician earns more than a dentist. Key 1 Paper was invented by the Chinese. 2 The Rosetta Stone was discovered by a French soldier. 3 In 1940 a cave at Lascaux with ancient paintings was discovered by a group of schoolchildren. 4 Alexander Graham Bell was given the credit for inventing the telephone. 5 The first printing methods were developed by the Chinese. 6 Ink pens were replaced for quill pens in the nineteenth century. 7 The ballpoint pen was invented by two Hungarians in 1938. 8 Messages are sent along metal wires.
Exercise 3
Key 1 bought 2 brought 3 opened 4 took 5 decided 6 was 7 answered 8 worked 9 scanned 10 didn’t work
Exercise 4
Key 1 g 2 a 3 f 4 b 5 h 6 d
112 SOURCES AND USES Grammar Keys UNIT twelve OF INFORMATION
Exercise 1 exam. Study a little every day.
Key Exercise 4 Answers may vary slightly. A possible production model. Key 1 Who is the author of the Harry Potter series? Answers may vary. A possible production 2 Where can you find information about the model. book? Be positive. Tell yourself that you can do it. 3 How often does your book club meet? Bring a watch so that you can monitor the time 4 What newspaper does Agustín write articles you have left. Do the easiest questions first. for? Save the harder ones for the end. Keep your 5 How often do you buy the newspaper? eyes on your own paper. Read the instructions 6 Do you use an English-English dictionary? and questions carefully. Go back and check 7 How many pages does this magazine have? your answers if you have time. 8 Where can you find a recipe for locro?
Exercise 2
Key Book clubs 1 is (are) very popular nowadays. Many people 2 joined (join) book clubs every year. Some people join because they like to read. Others 3 becomes (become) members in order to meet new people. It 4 are (is) very rewarding to talk about books, share opinions with others and meet in an informal setting. Successful book clubs 5 specializes (specialize) in a specific genre (type of book). Popular genres are history, romance, or mystery. They also 6 needed (need) a leader, someone who is responsible for choosing which books the group will read. The leader also 7 start (starts) the discussion and keeps it going. There 8 is (are) discussion guides on the Internet for most books. The members reflect on the events and characters in the book. Meetings usually 9 took (take) place in a member’s house, but they can also be held in coffee shops or bookstores. Book clubs often 10 meets (meet) once a month.
Exercise 3
Key Answers may vary. A possible production model. Make a study schedule. Write the things you should do to prepare for the exam. Think about the times of the day when you study best. Take good notes in class. Don’t just re-read material you don’t understand – ask a teacher, friend, or tutor for help, or read more about it on the internet. Don’t study with the radio or TV on. Don’t study everything the night before an
113 Testing
The book contains one test for every three units which could be applied after a month of normal work and a term test for use after four units have been studied. The tests have been designed to measure the students’ performance and achievement in the areas of language skills, (listening, reading, writing and speaking), grammar and vocabulary. The purpose of the tests are:
(a) to give students a focus for studying and revision. (b) to motivate students to develop fluency and accuracy. (c) to provide teachers with a system for assessing the students’ progress. (d) to standardize levels of students’ performance and achievement.
There are four monthly tests. In addition, a final term test is provided for each term. This organization could be modified according to different school programmes, e.g. the schools which work dividing the school year into quimestres. The monthly tests are part of a formative evaluation, while the term test is summative.
There are two versions of each monthly test (a and b). There are also two versions of each term test (a and b). This is to enable teachers with large classes or a lack of space to give different versions of the term test to different rows of students to ensure that the marks reflect the students’ own ability.
The testing section is now part of the Teacher’s Book. You should select the tests you are going to use and photocopy them in the form of a proper test. It is important that no student see the tests beforehand to ensure the tests’ reliability and validity.
All tests contain six sections:
Listening 5 marks Reading 5 marks Speaking 5 marks Writing 5 marks Grammar 5 marks Vocabulary 5 marks Total 30 marks
N.B. Teachers have to transform this mark to a mark out of 20. e.g. 18/30 equals 18 x 20 ÷ 30 = 12/ 20
Listening
The elements of this section are designed to test listening skills only. For this reason, the majority of the listening tests do not involve writing. In the tests where some writing is required, students should not be penalized for spelling mistakes.
114 Speaking and Writing
These two sections are presented separately. However, there are some speaking and writing tasks where students can use the same input to produce oral or written language.
Testing speaking is important since the course contains many oral tasks. However, administrative and time constraints can make oral testing difficult. This is a problem you should solve according to your school conditions. For example, you can give oral tests at the end of three units, at the end of the term, etc. In the same way you can organize speaking tests according to your classsroom conditions, e.g. individually, in pairs, in groups, etc.
If a formal oral test is not possible, you may mark the students’ speaking competence on the basis of your classroom experience of the students’ performance. Marking speaking and writing can be generally subjective. The grade should depend on the students’ ability to communicate in oral and written modes. However, at this level the language used by students is largely guided, which minimizes subjectivity.
Please tell students that they can do written tasks on scrap paper if the space provided in the test is not sufficient.
To Mark Speaking Skills:
Use the following bands:
Band 5: The student can communicate clearly. His speech is grammatically and lexically accurate. Band 4: The student can communicate, but makes some errors in grammar, lexis and pronunciation. Band 3: The student can communicate in a limited way. He makes basic errors in grammar and lexis. Band 2: There is no real communication, just isolated words and phrases.
Band 1: The student is not able to understand or speak at all.
To Mark Writing Skills:
Use the following bands:
Band 5: The text is well written. There are no mistakes. Band 4: The text is well written. There are a few mistakes. Band 3: The idea is understood but there are some basic mistakes. Band 2: The idea is understood, but there are a lot of basic mistakes. Band 1: The ideas are not understood at all.
115 (Units 1, 2 and 3)
Your name______Your class ______
1 Listening Listen to Patricia talking about her relationship and choose the correct information. (5 marks)
1 Patricia was 15 when she 2 Patricia used to a first met Nati. a play with Paul. b first met Paul. b study with Paul. c first went to school. c say hello to Paul. 3 Paul talked to Patricia for the first time for 4 Paul was a about an hour. a angry with Nati. b one and a half hours. b happy in Patricia’s company. c more than two hours. c nervous. 5 Paul, Patricia and Nati 6 Paul and Patricia a went to the movies. a are still in love. b went to eat pizza. b never saw each other again after that day. c went to the movies and eat pizza. c were only together once more.
2 Reading Read Stars and decide if the statements are true or false. (5 marks)
1 Stars are made up of gas. true_ 2 The light from stars takes seconds for us to see. ______3 Stars produce nuclear energy. ______4 Stars contain gas and dust from space. ______5 In the centre of stars the temperature is colder. ______6 Stars are colourless.
Stars On a clear dark night you can see hundreds of twinkling stars in the sky. These stars are huge glowing balls of gas. The light from even the nearest stars takes years to reach us. Hydrogen gas particles crash into each other in the centre of stars and give off nuclear energy. Scientists call this process nuclear fusion. This is what makes stars shine. Stars start off as clumps of gas and dust in space. Once the material begins to collect, the force of gravity makes it pull together even more strongly. In the middle it gets warmer and denser until the gas is so hot and squashed up that nuclear fusion starts. When this happens, a new star is born. Regarding their colour, some stars look quite red while others are brilliant white or blue.
116 3 Speaking Look at the information below. In pairs, take it in turns to act as the manager and the client to complain about the given situation. (5 marks)
You bought a pair of black shoes, which after some rain became red.
Can I help you? Yes, I’d like to complain about …
4 Writing Look at the information in the graph and write a paragraph about Population in Urban Areas. (5 marks)
This graph shows the population rates in urban areas.
117 5 Grammar Complete the sentences with the corresponding superlative. (5 marks)
1 The (hot) hottest star is the Sun. 2 The (bright) ______star in the sky is Sirius. 3 The (near) ______star to Earth, apart from the Sun is Proxima Centauri. 4 The (big) ______star may be greater in size than the Sun. 5 The (easy) ______star cluster to see is called Pleiades or Seven Sisters. 6 The (well-known) ______double star is called Algol, which means ‘the winking demon’.
6 Vocabulary Label the parts of the body. (5 marks)
1 pituitary gland 2
3
4 5
6 adrenal glands 7
118 Test One B (Units 1, 2 and 3)
Your name______Your class ______
1 Listening Listen to Mark talking about his relationship and choose the correct information. (5 marks)
1 Mark met Elisa 2 Mark didn’t believe a when he arrived to Ambato. a in love at first sight. b on his first day at the university. b in love at all. c when he went to school. c in God. 3 When Mark first saw Elisa 4 Mark invited Elisa to a they hated each other. a dance. b nothing happened. b sit down with him in class. c there was an immediate attraction. c talk to him. 5 Mark and Elisa usually talked to each other 6 Mark and Elisa a for hours. a had an argument. b for half an hour. b never saw each other after that day. c for one hour. c are crazy about each other.
2 Reading Read The Sun and decide if the statements are true or false. (5 marks)
1 The Sun is made up of hydrogen and helium. true 2 The Sun has three times the Earth’s mass. ______3 The centre of the Sun is colder than its surface. ______4 It takes the Earth one year to orbit the Sun. ______5 The gases inside the Sun are waste material. ______6 Magnetic storms are energy that comes from the Sun. ______
The Sun The Sun is one ordinary star among millions. It is the centre and energy source of the solar system. It’s over a million times the size of the Earth but only 30,000 times its mass. It consists mainly of hydrogen and helium. Its energy comes from the hydrogen atoms joining together. On the Sun’s surface, the temperature is 11,030 oF, but in the centre it is even hotter, at 30 million oF. The Earth orbits the Sun once a year, at a distance of about 93 million miles. In a spacecraft travelling at the top speed of a normal car, it would take 100 years to get from the Earth to the sun. The Sun converts four million tons of its gases into energy. At its surface, bursts of gas and energy called flares and prominences leap out. These produce so much energy that they can be felt on Earth as magnetic storms.
3 Speaking Look at the information below. In pairs, take it in turns to act as the manager and the client to complain about the given situation. (5 marks)
You bought a pair of black pants, which in the rain, became red.
Yes, I’d like to Can I help you? complain about …
119 4 Writing Look at the information in the graph and write a paragraph about fertility. (5 marks)
This graph shows the fertility rates in developing and developed countries.
Grammar Complete the sentences with the correct form of the verb provided. (5 marks. 1/2 mark each)
My boyfriend When I (meet) met 1 Roberto, I (work) ______2 as an assistant in an important company. For the first weeks we (not greet) ______3 each other. Some time later, both of us (invite) ______4 to have lunch. We (start) ______5 talking to each other and soon we (become) ______6 closer and closer. Since then we (go out) ______7 frequently and now we (go) ______8 to the same university. We are not classmates but we meet each other every day. One thing I like about him is his sincerity. He always (try) ______9 to tell me the truth, whether I like it or not. He (like) ______10 nature a lot and enjoys taking long walks. He (love) ______11 playing football. Although I do not like football very much, whenever possible, I go with him to the football games. One thing I do not like about him is his impatience and seriousness. Most of the time I am the person who tells jokes.
6 Vocabulary Put the words in the correct part of the table. (5 marks. 1/2 mark each) steal brain lie planets heart stars truth space ash lungs cheat human body honesty universe steal
120 (Units 4, 5 and 6)
Your name ______Your class ______
1 Listening Listen to Jill talking about her problem. Complete the information below . (5 marks)
Age: 17 1 Sports: ______2 ______3 Parents: ______4 Addiction: ______5 ______6
2 Reading Read the text and decide if the following statements are true or false. (5 marks) 1 The ancient Egyptians believed that life finished with death. false 2 They were convinced that life after death would be similar to their present life. ______3 The lord of fertility was Ptah. ______4 The goddess Sekhmet was half animal and half human. ______5 The god of marriage was handsome. ______6 The god of arts and crafts was married to the goddess of war. ------
Egyptian gods and goddesses The ancient Egyptians were very religious and believed that gods and goddesses played a great part in their lives. They also believed in the afterlife. They thought that a dead person made a journey to the next world and continued to live the same sort of life there. Some of their gods and goddess were: Amun: king of the gods. He was the lord of fertility. It was by his power that plants grew, animals produced young and humans had children. Bes: god of marriage, dancing and cheerfulness. He was extremely ugly. Ptah: god of arts and crafts. He was gentle and kind, a patron god of doctors and healers. He was married to Sekhmet, and protected people from her attacks. Sekhmet: goddess of war, half woman and half lioness.
3 Speaking Look at the information in the table below and tell your teacher about some drugs. (5 marks)
drug name made from effects dangers users become anxious and -to become a heroin addict heroin opium poppies depressed -stress, unhappiness leaves of the coca users become confused and -tissue damage cocaine bush anxious -holes in the nasal septum LSD a fungus hallucinations, ‘bad trips’ -fear, depression, mental illness solvents glue, paint, floating feeling, hallucinations -fear, mental illness and glue cleaning fluid
121 4 Writing Look at the information in the table. Write about Greece. (5 marks)
Greece location maritime state in the south-east of Europe area 131,944 sq. km population 10,800,464 inhabitants capital Athens language Greek religion 97 per cent of people belong to the Greek Orthodox Church currency the Euro flag Blue and white stripes with a white cross on a blue field in the canton national day March 25th (Independence Day)
______Greece is a maritime state in … ______5 Grammar Circle the correct answer. (5 marks)
1 Hip Hop music (begin / began) in The Bronx. 2 Michael Jackson's album 'Thriller' was very popular. It (sold / sells) at over 104 million copies! 3 John Lennon (met / meets) his wife, Yoko Ono, in 1966. 4 Ricky Martin (releases / released) his first English album in 1999. 5 African folk music (influenced / influences) jazz and the blues. 6 Mark Anthony (is marrying / married) Jennifer Lopez in 2004.
6 Vocabulary Label the musical instruments. (5 marks)
1 castanets 2 3
4 5 6 122 (Units 4, 5 and 6)
Your name ______Your class ______
1 Listening Listen to David talking about his problem. Complete the information below. (5 marks)
Age: 21 1 Hobbies: ______2 ______3 Parents: ______4 Addiction: ______5 ______6
2 Reading
Read Fun and Games in Roman Times. Complete the information. (5 marks)
To entertain the Romans, a town had to have a ______theatre1, a______2 and also an ______.3 The trained men who fought to the death were called ______.4 Animals and human beings were killed in the ______.5 Some people called ______6 were thrown to wild animals.
Fun and Games in Roman Times The Romans liked entertainment, and a town might have a theatre, a stadium and even an amphitheatre (a big theatre). Most Romans probably enjoyed a day at the amphitheatre. One of the spectacles was a cruel sport in which trained men, called gladiators, fought to the death in single combat. Sometimes animals were persecuted and killed in the arena, or even human beings. At various times, persecuted people, such as the Christians, were ‘thrown’ to wild animals. Very large numbers of people went to all sorts of entertainment and many amphitheatres could hold 20,000 spectators.
3 Speaking Look at the information in the table below and tell your teacher about some facts of everyday life in the Roman Empire. (5 marks)
average people: blocks of flats or apartments above shops housing rich people: private houses with rooms for slaves and a quiet garden characteristics of food lots of spices, main meal consisted of three courses shops to buy food, clothes and jewellery Cyprus: theatres Spain: aqueducts types of ruins found France: villas Israel: fortresses languages influenced Italian, Spanish, French by Latin language English words influenced by Latin the word ‘family’, the months of the year, the numerals language
123 4 Writing Look at the information in the table. Write about Pompeii. (5 marks)
Pompeii location on the bay of Naples, Italy date of foundation last part of the sixth century climate pleasant it had lots of shops, public baths, temples, theatres and characteristics sport arenas businesses merchants sold wine, fruits, fish an earthquake devastated the region. The Vesuvius problems faced volcano erupted and destroyed the city
Pompeii was located … ______5 Grammar Complete the text with the correct form of the verbs provided. (5 marks)
Madonna Madonna Louise Ciccone is 1 (be) the most successful female singer of the 1980s and 1990s. She initially ______2 (study) dancing, and then ______3 (combine) her dancing skills with pop singing after moving to New York. Some of her clothes ______4 (attract) as much attention as her singing.
Her hits, including 'Into de Groove'‚ (1985), 'Like a Virgin'‚ (1986), 'Like a Prayer'‚ (1989) and 'Vogue'‚ (1990), ______5 (have) simple dance tunes, but unusual words and images. One of her albums, 'True Blue'‚ (1986), ______6 (be) a number 1 album in 28 countries. She had also acted in several films, including 'Desperately Seeking Susan'‚ (1985), 'Dick Tracy'‚ (1990), and 'Evita'‚ (1996).
6 Vocabulary Label the pictures with their names. Use the words in the box. (5 marks)
king pyramids queen hieroglyphs mummy River Nile
1 pyramids 3
6
2 4 5 124 (Units 7, 8 and 9)
Your name ______Your class ______
1 Listening Listen to a doctor talking about ways to keep healthy. Tick (√) the aspects for keeping healthy that he mentions. (5 marks)
1 Not getting overweight (√) 2 A good working environment ( ) 3 A good diet ( ) 4 Appropriate clothes ( ) 5 Regular exercise ( ) 6 Keeping your body clean ( ) 7 Regular dental care ( ) 8 Laughing a lot ( ) 9 Looking after your mental health ( ) 10 Avoiding smoking, drugs, and too much alcohol ( )
2 Reading Read the text and complete the information in the table. (5 marks) secretary experience 13 years1 ______2 positive points of the job ______3
negative points of the job ______4 studies ______5 one characteristic of a ______6 good secretary
My name is Allison.I studied for six years to become a secretary. I have been working as a secretary for about thirteen years, and I must say it has been a great experience. I have met so many interesting people and I have made so many friends. I really enjoy my work. What I like most about it is putting people from different places, even from different countries, in contact.
In general, I think my work is very interesting and stimulating. Even though things get a bit difficult sometimes when there is too much work, I usually manage to do it and to please everyone.
I think that I'm a good secretary and my boss agrees. I do my best and I try to improve every day by being nice and pleasant to people, being tidy and willing to learn and, doing what I have to do.
3 Speaking Look at the notes below. Tell your teacher about kangaroos. (5 marks)
Habitat: Australia, New Guinea Largest: red kangaroo: head and body – up to 165 cm; tail - up to 107 cm; weight - 90kg. Smallest: musky rat kangaroo: head and body length - 14.5 cm; weight - 0.5 Number of young: usually 1 Number of species: about 45 Special features: powerful back legs / long, narrow back feet, can jump very high, feed on plants
125 4 Writing Choose the option you prefer for when you leave school. Write about its advantages and disadvantages. (5 marks)
to go to university: which degree? advantages / disadvantages to work for someone else: type of job? advantages / disadvantages to start your own business: type of business? advantages / disadvantages
______My plans are to... ______
5 Grammar Rewrite the sentences to include the words in parentheses. (5 marks)
1 Luis doesn’t work on Saturdays. (usually) ______Luis doesn’t usually work on Saturdays.
2 Laura attends classes from Monday to Friday in the afternoon. (always) ______
3 Verónica reads the reports sent by Mario. (sometimes) ______
4 My father opens his business until midnight. (occasionally) ______
5 My teacher arrives on time to class. (usually) ______
6 Ecuadorian people go to the beach on holidays. (often) ______
6 Vocabulary Label the drawings with the words in the box. (5 marks)
forward bend wide leg right-bend left-bend stretch twist
1 left -bend 2 3 4 5 6
126 (Units 7, 8 and 9)
Your name ______Your class ______
1 Listening
Listen to a talk about the effects of global warming. Complete the flow chart. (5 marks)
If the atmosphere gets hotter 1 , ice ______2 will ______3 and the ______4 of the sea will rise.
If the level of the sea ______5 ,there will be ______6
2 Reading
Read Businesses. Decide if the following sentences are true or false. (5 marks) 1 Raw material is material used to make different things. ______true 2 An example of raw material is cacao beans. ______3 Shops make profits out of manufacturing things. ______4 Services are another sort of business. ______5 The majority of businesses are large. ______6 Businesses are carried out only in shops. ______
Businesses Shops make their money from trading. They Many people earn their living by running buy goods in large quantities, then sell them businesses. Shops, offices and factories are at a higher price to make a profit. Other sorts places where different kinds of businesses are of businesses provide services that people run. want. Hairdressers, hotels and entertainers Manufacturing businesses start with raw all make their money by giving a service. Most materials and use them to make things to sell. businesses are small. Often they start with just They might buy cacao beans and turn them into one person working alone. A group of people chocolate, or make television sets from lots of who work together sometimes become partners different electric parts. The finished products are in a business. As the business grows they take ussually sold in shops. on people who work for them.
3 Speaking Look at the notes below. Tell your teacher either about the advantages or the disadvantages of living underground. Give reasons for your answers. (5 marks)
advantages disadvantages keep cool no windows avoid dust storms never hear the sound of rain no limit on size of house never see the sunlight
127 4 Writing Look at the notes below. Write a paragraph on A High School Teacher’s Life. (5 marks)
studies 4 years at university positive points daily contact with people negative points low salary feelings about career happy to help students achieve objectives be patient, kind, truly interested in young advice people, hardworking A High School Teacher’s Life ______To become a high school teacher you need to study ... ______
5 Grammar Complete the sentences. (5 marks) 1 If people throw gases into the atmosphere, the greenhouse effect will appear. 2 ______, the natural reserves will disappear. 3 If people don’t control the Earth’s resources, ______. 4 If people recycle rubbish, ______. 5 ______, living creatures will die. 6 If people continue using aerosols, ______.
6 Vocabulary Label the pictures. (5 marks)
1 rain 2 3
4 5 6
128 (Units 10,11, 12)
Your name ______Your class______
1 Listening Listen to a talk about Ecuador and its natural reserves. Complete the blank spaces. (5 marks)
Our country is very rich in ______natural 1 reserves. Its bio- diversity is one of the most important in the ______2. It has the ______3 number of plant species per surface unit in South America and its fauna is varied and unique .
This means that we need to ______4 our natural reserves. Nevertheless, many Ecuadorians are not aware of the fact that our ______5 won’t last forever. This is why we must make others understand that each one of us is in part responsible for protecting the ______.6
2 Reading Read Internet and decide if the following statements are true or false. (5 marks) 1 The Internet is a very large network which links computers. ______true 2 Only one kind of people use the web. ______
3 The number of internet users is increasing very slowly. ______
4 How we work has changed because of computers. ______
5 Life is different now because of Internet. ______
6 It is not possible to have access to books through Internet, though. ______
Internet The Internet (or just ‘the web") is a huge computer network. It stretches all around the world, connecting millions of computers to each other. All sorts of people use the Internet – scientists, business people, researchers, librarians, and thousands of computers enthusiasts. The number of people connected to the internet, and the amount of information going through it, is increasing at an amazing rate. Some experts think that the internet has gradually changed how we work and live: people work from home, shop, visit the library, choose and watch videos, all through the web.
3 Speaking Look at the information about Yasuní Natural Park. Talk about it. (5 marks)
Location: Pastaza and Napo Geographical characteristic: has many hills which look as islaands Birds species: 500. Made of guacamayos, parrots, toucans Climaate: tropicaal, humid Animal species: 173. Bats, jaguars, ocelots, bears Recommendation: You need a tour guide.
129 4 Writing Look at some problems which contaminate the environment and write some solutions to them. (5 marks)
Use too many chemicals / waste too much water / throw litter in rivers and lakes / use too much paper
People______use to many chemicals... ______
5 Grammar Match the column on the left with the column on the right. (5 marks)
1 If I hadn’t taken that trip, (c) (a) water would have been safe to drink. (b) we would have had a cleaner 2 If he hadn’t lighted fire in the forest, environment. (c) I wouldn’t have seen the rivers and 3 If people would have kept rivers clean, plants. (d) the plants wouldn’t have been 4 If we hadn’t used so many chemicals, destroyed. (e) native species would have been 5 If you had thrown litter in bins, preserved. 6 If men hadn’t introduced certain (f) the streets would have looked much animals to certain areas, nicer.
6 Vocabulary Write the names next to the definitions. (5 marks)
1 printed material with a number of pages fixed inside a cover d (a) programme
2 a book in which the words of a language are listed alphabetically and their cookbook meanings are explained ______(b) 3 a book in which one can find food recipes ______(c) atlas
4 a book of maps ______(d) book
5 a book or set of books with many facts for reference usually in alphabetical dictionary order______(e) 6 a leaflet where you can see the time when a plays starts ______(f) almanac
130 (Units 10, 11, 12)
Your name ______Your class______
1 Listening Listen to Communication and write true or false. (5 marks) 1 There are different ways to record information. true 2 Only in modern times it is possible to keep information. ______3 When information is kept, people can have access to it after a long time. ______4 Printing allows many people to have the same information.______5 Television helps to connect people because long distance telephone calls are not possible. ______6 Modern ways of communication are important but not extraordinary.______
2 Reading Read Endangered Nature Reserves. Tick (√) the correct information and cross out (X) the incorrect information. (5 marks)
1 Only national parks are in danger in Ecuador. ( X )
2 Nature reserves were created with some objectives. ( )
3 Only some objectives have been achieved. ( )
4 Deforestation is not a human activity. ( )
5 Mining affects nature reserves. ( )
6 Water canals do not destroy nature reserves. ( )
Endangered Nature Reserves
Some national parks and reserves are endangered in Ecuador. In fact, there are cases in which the objectives stated at the beginning of their creation have not been achieved. This is due to different factors such as the local population and its related activities; hunting, fishing, mining, deforestation, etc. and, on the other hand, public work such as road work, electric cables, sewage and water canals. These works are sometimes executed without taking into account the need to preserve nature.
131 3 Speaking Think of three inventions related to communication and tell your teacher about them. (5 marks)
Example: The ballpoint pen was invented by John J. Loud in 1888, but modern ballpoint pens… 4 Writing Look at the box. Write the description of three television jobs. ( 5 marks )
camera operator / cartoonist / costume designer / director / editor / hairstylist /make-up artist / newsreader / scriptwriter / sound /engineer
Example: The camera operator works with a machine called a telepromt…..
5 Grammar Use the phrases in the box to complete the sentences. (5 marks)
are the same / as important as/ least important / most important / less important / more important
1 A camera operator's job is as important as any other job. 2 No job is ______than another job.
3 Some people think that their job is the ______.
4 Other people think that their job is the ______Maybe these people are very modest.
5 Being happy with your job is ______important than making money.
6 Not all the jobs ______in terms of responsibility.
6 Vocabulary Complete the table under the corresponding heading. Choose from the words below (5 marks) pigeons / fax / telephone/ internet/ television/ mobile telephone/ messengers/ posted letters/ video conference/ satellite/ telegram
Modern means of communication Old means of communication telegram
132 (Units 1 - 4)
Your name ______Your Class ______
1 Listening Listen to a talk about a famous singer. Complete the information below. (5 marks)
1 the singer: ______Gloria Estefan 2 date she arrived in Miami: ______3 instrument she plays: ______4 time she met her husband: ______5 group she was invited to join: ______6 song of debut: ______
2 Reading Read Constellations and decide if the following statements are true or false. (5 marks) 1 Constellations have different names. ______true 2 All constellations can be seen from anywhere. ______3 Constellations are very close. ______4 Leo can be seen from the southern hemisphere. ______5 Virgo can be seen from the northern hemisphere. ______6 Some people belleve that the Sun influences your life depending on when you were born. ______
Constellations A constellation is a group of stars that astronomers have given a name. Constellations were probably invented as a way of referring to particular stars. Some of the constellations are visible from the northern hemisphere and the southern hemisphere. In reality, most are vast distances away from one another.
The Sun moves slowly through the star patterns making a trip right round the sky once a year. The band of constellations through which the sun’s path goes is called the zodiac. The ancient Greeks divided the zodiac into 12 equal parts, called the signs of the zodiac. Each sign corresponds roughly to one of the zodiac constellations, though the official constellations astronomers use are not all equal in size. From the northern hemisphere you can see: Leo, Cancer, Gemini, Taurus, Aries and Pisces; and from the southern hemisphere, Libra, Scorpio, Sagittarius, Capricorn, Virgo, Aquarius can be seen.
Many people believe that the stars, planets and the constellation in which the sun rose when you were born, could influence your whole life. Astrologers use the signs of the zodiac to make predictions about people’s lives and characters.
133 3 Speaking Do the task that your teacher gives you. (5 marks)
4 Writing Read the following situation and write a letter of complaint to the company manager. (5 marks)
You bought some drops that were going to help you to lose weight. The advert appeared in the local newspaper and it announced that by taking 10 drops every day at meal hours, you would lose 2 pounds daily. After a month, there weren’t any positive results. You didn’t lose any weight but you got severe anaemia and you had to go to hospital for three days. ______Dear Sir or Madam, ______
5 Grammar Complete the text with the correct form of the verbs provided. (5 marks)
The Rolling Stones _____got (get) 1 together in 1962 in London. The members of the group ______(be) 2 Mick Jagger, who was the singer; Brian Jones and Keith Richards, who both played the guitar; Charlie Watts, who played the drums and Bill Wyman, who played the bass. They mostly ______(play) 3 rhythm ‘n’ blues. In 1969, Brian Jones ______(leave) 4 the group and was replaced by Mick Taylor, who left the group in 1974. In 1995, Bill Wyman left the group. Their most famous hit ______(be) 5 an LP, ‘Sticky Fingers’, ______(launch) 6 in 1971. The writers of the group were Mick Jagger and Keith Richards.
6 Vocabulary Complete the text with the correct words related to population growth. (5marks)
beings growth energy people damage water
Population ______growth 1 means more than just greater numbers of ______2. There are now over 5 billion human ______3 on Earth and today there are fewer resources than there were before. More people need more resources to live. This issue affects our planet's natural resources because in the long term, there will be fewer resources for future generations. We should look after the way people use and take care of resources like food, water, fuel, air, etc. For example, we should conserve ______4 by switching off lights and walking instead of using cars. People also should reduce the amount of ______5 they use. People should teach children how to use water carefully. Children should also plant trees to maintain the water cycle. Although poorer countries bring more children into the world, richer countries use far more resources. Both activities ______6 the health of our planet.
134 (Units 1 - 4)
Your name______Your class ______1 Listening Listen to a talk about a famous Ecuadorian musician. Complete the information below. (5 marks)
1 the musician: ______Segundo Moreno 2 place of birth: ______3 date of death: ______4 his job in 1937: ______5 wrote music for: bands and ______6 topic of his most famous book: ______
2 Reading Read Population Growth and decide if the following statements are true or false. (5 marks)
1 The world’s population is growing very fast. ___ true 2 Julian Simon thinks that population growth is good. ______3 Our planet supports more than five billion people. ______4 Living conditions are worse now than some time ago. ______5 Human knowledge is not important for development. ______6 We have to develop our knowledge according to our needs. ______
Population Growth Some demographers consider that population growth is a terrible problem. If the world population continues growing as fast as it is now, there will be fewer natural resources on the planet and also there will be less food to feed people. However, there are other people who think that population growth is not a problem. Professor Julian Simon, a professor of business administration at the University of Maryland, considers that population growth is a miracle. He considers it a miracle that the Earth is actually supporting about five billion people. He says that a long time ago there were fewer people but now, with more than 5.3 billion inhabitants on the planet, living conditions are much better for most people than they have ever been.
Professor Simon thinks that the basic ingredient in development is human knowledge. As population increases, people's needs will increase, so people have to develop solutions to solve their problems. Professor Simon thinks that people can develop their knowledge about how to use raw materials for people's benefit only in response to their needs.
135 3 Speaking Do the task that your teacher gives you. (5 marks)
4 Writing Read the following situation and write a letter of complaint to the company manager. (5 marks)
You bought some ointment that was going to help you to reduce fat. The advert appeared in the local newspaper and it announced that by scrubbing some ointment twice a day, you would lose 0.5 cm of fat daily. After a month, there were no positive results. You didn’t lose any fat on your skin but you had a severe allergic reaction and you could not wear any clothes because your skin was bleeding with the clothes contact the clothes made with your skin. Dear______Sir or Madam, ______
5 Grammar Complete the sentences with the correct form of the verb provided. (5 marks)
Korn is one of the most famous rock bands. They ______started (start) 1 in a small and boring town in the U.S.A. In 1992, the five group members started to tour with their music, which became unique and new on the music scene. They ______(use) 2 guitars with seven strings, tuned very low, and mixed a heavy metal sound with funk and pleasant nursery rhyme melodies. After touring for nearly two years, they ______(release) 3 their first album and from then on they became very famous. In 1996, their album ‘Life is Peachy’ ______(get) 4 platinum sales, but their first number one album was ‘Follow the Leader’ which came out in 1998.
By the year 1999, many bands ______(imitate) 5 Korn’s style, so Korn decided that they needed to reinvent themselves and change their style to something not only new and fresh, but to be unique again. They ______(make) 6 a new album called ‘Issues’, which became number one, for the second time in their career.
Earth planet impact beings erosion pollution
6 Vocabulary Complete the text with the correct words related to population growth. (5 marks)
Population growth also affects our ecosystem. The Earth's ecosystem has not always been the way it is today. The more we learn about how our behaviour affects the ______Earth 1, the wiser we can be in making choices that will preserve our home for future generations. Our ______2 is billions of years old, and it has changed in that time. For about the last 200 years human ______3 and their activities have been the major agents of change. Because there are so many of us, our actions make a big ______4 on the Earth's ecosystem. We should reduce ______5 by limiting the use of chemical pesticides and the emission of gases such as CO2 and CFCs. We also should stop ______6 by planting trees and cultivating fields. Without trees, some living creatures may die and this will cause the extinction of unique species.
136 (Units 5 - 8)
Your name ______Your class ______
1 Listening Listen to some facts about smoking. Decide if the following statements are true or false. (5 marks) 1 People smoke for no reason. ______false 2 Smoking is very harmful. ______3 Tobacco causes cancer because of the chemicals it contains. ______4 Nicotine is harmful but not addictive. ______5 Passive smokers are people who smoke slowly. ______6 Passive smokers’ lungs can be harmed too. ______
2 Reading Read The Family of Gods and decide if the following statements are true or false. (5 marks) 1 According to the Greeks, the gods had the characteristics of a family. ______true 2 When the gods fought, the sun shined a lot. ______3 The skills the gods had were taught to humans. ______4 Gods did not like sacrifices. ______5 People prayed to the gods. ______6 The gods’ time and space equalled humans’ time and space. ______
The Family of Gods The Greeks thought that their gods were like an enormous human family. From time to time the gods fought, and the sky was dark with storms. But they usually got on well and spent their lives feasting and taking care of mortals. Each god had a special skill – music, medicine, war – and taught it to humans. People spoke to the gods by praying, and made sacrifices of chickens, sheep and cattle. The gods were interested only in the smell of sacrifice. The gods were unaffected by human time and space. One step, to a god, might measure a thousand human kilometres.
3 Speaking Do the task that your teacher gives you. (5 marks)
137 4 Writing Look at the notes. Write about Australia. (5 marks)
Australia area: 7,614,500 sq km capital: Canberra English, aboriginal languages, Greek, language: Italian, Vietnamese, others religion: Christian government: federal parliamentary currency: 1 Australian dollar= 100 cents climate: hot, dry interesting fact: it is both a country and a continent
______Australia is both a country and a continent.It has … ______
5 Grammar Complete the sentences with the passive voice of the verbs given. (5 marks)
1 Roman fortresses were found in Israel. (find) 2 Gods ______by Romans. (worship) 3 Temples ______to honour their gods. (build) 4 Spanish ______by the Latin language. (influence) 5 Latin ______by the Romans.(speak) 6 Their main meal of the day ______at about four o’clock. (eat)
6 Vocabulary Complete the sentences using the correct words from the box. (5 marks)
addict coca brain drug hallucinations campaign
1 Ecstasy is a very harmful drug. 2 Someone who cannot stop using drugs is a drug ______. 3 Most drugs damage the ______. 4 More anti-drug ______should be made for teenagers. 5 Some drugs cause ______. 6 Cocaine is made from the leaves of the ______bush.
138 (Units 5 - 8)
Your name ______Your class ______
1 Listening Listen to Dr. Suárez talking about addictions. Tick (√) the addictive substances he mentions. (5 marks) alcohol (√) marijuana ( ) cocaine ( ) tea ( ) heroine ( ) coffee ( ) tobacco ( ) glue ( ) solvents ( ) ecstasy ( )
2 Reading Read Ordinary Egyptians. Write true or false. (5 marks)
1 Egyptian farmers performed different jobs. ______true 2 Pigs were unknown in Egypt. ______3 Hunting was forbidden. ______4 Fishing was another type of job. ______5 Thousands of people worked building the pyramids. ______6 Craftspeople built ships in Egypt. ______
Ordinary Egyptians were fishermen, or boat-owners moving goods A lot of ordinary Egyptians worked on up and down the Nile. Builders were needed the lands as farmers. The farmers not for the towns, palaces and the tombs. only planted crops but they kept animals As many as 100,000 people might have such as cows, sheep, goats and pigs. been needed to build the largest pyramids. They also hunted animals such as Craftspeople were trained to be tomb-painters deer, and trapped birds and fished, or statue sculptors, or to make objects such sometimes just for sport. as jewellery. There were also a large number of special jobs to be done. Some Egyptians
3 Speaking Do the task that your teacher gives you. (5 marks)
139 4 Writing Look at the pictures. Write about how to make a boomerang. Use the notes in the table. (5 marks)
a carve b cut c find
d look for
5 Grammar e rub Complete the sentences with the passive voice of the verbs given. (5 marks)
1 Religion was practised by the Greeks. (practise) 2 Processions ______to worship their gods. (hold) 3 Temples ______with big statues of their gods and goddesses. (decorate) 4 Greek ______in Greece. (speak) 5 Athletic contests ______to honour the gods. (invent) 6 Plays ______by actors in theatres. (perform)
6 Vocabulary Match the words with their definitions. (5 marks)
(a) supernatural power causing horrible things to 1 hieroglyphs ___ c happen (b) enormous triangular shaped building, built with 2 mummies _____ huge stones 3 tombs _____ (c) symbols
4 gods _____ (d) preserved bodies wrapped in cloth
5 pyramid _____ (e) graves for burying the dead
(f) divine or immortal beings 6 curse _____
140 (Units 9 - 12)
Your name ______Your class______
1 Listening Listen to An Ordinary Story and put the events in order. (5 marks)
I meet my gang. ( )
I have some lunch. ( )
I get up. ( 1 )
We do something to have fun. ( )
I go to work. ( )
I have breakfast. ( )
2 Reading Read Famine and match the sentences. (5 marks)
1 Famine is produced by c (a) the work in farms in Africa. 2 There are many factors that ___ (b) can destroy plants or sweep them away . 3 Floods and droughts (c) absence of food. 4 Sometimes men make famines ___ (d) cause famines. 5 The civil war affected ___ (e) worse. 6 Poverty causes people not to have ___ (f) enough money to buy food.
Famine When people are starving because they do not have enough to eat, we say there is a famine. Famines may be caused by climatic disasters, such as drought or flooding as well as by pests or diseases. A drought can destroy plants that need water to grow properly and floods can sweep plants away. Both droughts and floods helped to cause severe famines in African countries. Human action can cause famine or make it worse. In the countries mentioned above the famine occurred during the civil wars. The war interrupted the farmers’work and made the distribution of food difficult. There is another basic cause for famine, this is poverty. People may not have enough money to buy food when it is available in the markets.
141 3 Speaking Do the task that your teacher gives you. (5 marks)
4 Writing Write a short e-mail to a newspaper denouncing how people contaminate the environment in the place where you live. (5 marks) People throw litter in the main ______river.
______
______
______
______
______
5 Grammar Look at the salaries of some professionals in the box below. Compare the salaries and complete the sentences with the correct comparative or superlative forms. (5 marks)
1 The teleprompt operator does not earn as much as money as the sound engineer. 2 The sound engineer earns ______. 3 The cartoonist earns______the journalist. 4 The teleprompt operator and the journalist earn ______. 5 The hairstylist earns______the make-up artist. 6 The make-up artist earns ______the cartoonist.
teleprompt operator cartoonist hairstylist sound engineer journalist make-up artist
$500 $800 $600 $900 $500 $400
6 Vocabulary Match the words with their definitions. (5 marks)
1 papyrus d (a) device for sending long distance copied messages 2 hieroglyphics ______(b) global network of linked computers 3 archaeology ______(c) a way of recording sounds and pictures 4 fax ______(d) African plant which was used to make writing material 5 internet ______(e) scientific study of the life of ancient peoples 6 video ______(f) a method of writing through pictures and symbols
142 (Units 9 - 12)
Your name ______Your class______
1 Listening Listen to Books and fill in the blank spaces. (5 marks)
Books
A book is made of a number of pieces of paper 1 usually with words ______2 on them. The people who write books are the authors. Authors must first have an idea of what they want to write about. Most books are ______3 by just one author, but sometimes two or more may collaborate. Books may be either fiction, like a novel or a poem, or non-fiction. Non-fiction books may be about, sports, ______4, astronomy, dinosaurs, history, computing, engineering or a host of other subjects. An ______5, for example, is an unusual kind of book because it needs the skills of many different people: artists and scientists, mapmakers and historians, photographers and ______6 and writers with all sort of knowledge.
2 Reading Read Climate Changes and decide if the sentences are true or false. (5 marks)
1 The Industrial Revolution affected the Earth’s climate. true
2 Life became complicated after the Industrial Revolution started. ______
3 Energy comes only from fuels like coal and oil. ______
4 Human life has changed in the last 2 centuries. ______
5 Electrical devices do not contaminate the atmosphere. ______
6 Power plants generate electricity. ______
Cimate Changes
Once, all climate changes occurred naturally. However, during the Industrial Revolution, we began altering our climate and environment through agricultural and industrial practices. The Industrial Revolution was a time when people began using machines to make life easier. It started more than 200 years ago and changed the way humans live. Before the Industrial Revolution, human activity released very few gases into the atmosphere, but now through population growth, fossil fuel burning, and deforestation, we are affecting the mixture of gases in the atmosphere.
You probably didn't you know that when you watch TV, use the air conditioning, turn on a light, use a hair dryer, ride in a car, play a video game, listen to a stereo, wash or dry clothes use a dishwasher or microwave a meal, you are helping to send greenhouse gas into the air because to perform all these functions you need to use electricity. Electricity comes from power plants. Most power plants use coal and oil to make electricity. Burning coal and oil produces greenhouse gases.
143 3 Speaking Do the task that your teacher gives you. (5 marks)
4 Writing Write about the inventions. (5 marks)
place communication means time characteristics Germany pencil 1565 wood and graphite Germany electric telegraph 19th century electricity travelling along wires Europe quill pens 1600 AD feathers Egypt hieroglyphics 2,000 years old scripts on stone human voice down a wire Scotland telephone 19th century Ancient China paper 105 AD tree bark, fish nets Example: The pencil was invented in Germany in 1565. It was made of wood and graphite.
5 Grammar Read The telephone and complete the information with the correct form of the verbs in brackets. (5 marks)
The Telephone The idea of sending voice over a distance dates back to 1667, when the Englishman Robert Hooke suggested 1 (suggest) joining two cans with a long piece of string. It ______2 (make)a good toy, but ______3 (be) not good for long distances. The invention of the telephone ______4 (come) shortly after the telegraph system was well ______5 (establish). Researchers then faced the problem of ______6 (send) the complex patterns of the human voice down a wire, instead of staying with systems such the Morse code. The man who succeeded, though by only a few hours, was Scottish- born Alexander Graham Bell. 6 Vocabulary Match the word to its definition. (5 marks)
1 e-mail ___f (a) electric device used to send printed material 2 telephone ___ (b) an electronic machine that quickly makes calculations, stores, rearranges and retrieves information. 3 fax ___ (c) huge computer network 4 computer ___ (d) electrical device which sends images and pictures with sound 5 internet ___ (e) electrical system used to talk to someone in another place. 6 television ___ (f ) mail that is sent electronically
144 Test One A (Units 1, 2 and 3) 4 true 5 false 1 Listening 6 false
1 Check the CD player and make sure all students 3 Speaking are able to hear. 2 Give the students a few minutes to look at the A production model task and focus their attention on the information Manager: M Client: C they need to listen for. M: Can I help you, Madam? 3 Play or read each Audio Script at least three times. C: Yes, I’d like to complain about a pair of black The first time students should only listen, the shoes that I bought last Friday. On Saturday second time they should note down the information afternoon, I went out. It was raining and I had to and the third time they should check their notes. walk in the rain. When I arrived to the restaurant where I had a meeting, I was surprised to I notice Audio Script 38 Patricia’s Relationship that my shoes were red and not black. I felt so embarrassed. Therefore, I would like to ask you for Listen to Patricia talking about her relationship and a refund of $70, which was the cost of the pair of choose the correct information. shoes.
I was fifteen when I first met Paul. He was Nati, my 4 Writing best friend’s, brother. I used to go to her house to study and sometimes Paul and I said hello but we A production model never talked. One day I went to Nati’s house but she This graph represents the population rates in urban wasn’t in. Paul insisted that I wait for Nati because areas. In 1975 the population in developed countries she had gone to the local market and it wouldn’t reached 70%, whereas the population in developing take long for her to get back home. I accepted countries reached 27%. At present, urban population and we talked for one hour or so. It felt wonderful in developed countries is 73%. In developing talking to him and it seemed to me that he was countries it covers as far as 39%. The population also enjoying my company. When Nati came back projection for the year 2015 is 84% in developed she wanted to go to the movies with me but Paul countries and 57% in developing countries. insisted on joining us. After the movies, we went to eat pizza and listen to some music. We had a great 5 Grammar time together. When I got home, the telephone rang and it was Paul again. He invited me to a party at Key the weekend. I accepted and I think it was the best 1 hottest thing I could have done. Since then we have been 2 brightest dating and I’m sure both of us have fallen in love. 3 nearest We always have a good time together. I’m really 4 biggest happy with him! 5 easiest 6 best-known Key 1 b 6 Vocabulary 2 c 3 a Key 4 b 1 brain 5 c 2 pituitary gland 6 a 3 lungs 4 heart 2 Reading 5 muscles 6 blood vessels Key 7 adrenal glands 1 true 2 false 3 true
145 Test One B (Units 1, 2 and 3) embarrassed. Therefore, I would like to ask you for a refund of $70, which was the cost of the pair of 1 Listening pants.
Audio Script 39 Mark’s Relationship 4 Writing
Listen to Mark talking about his relationship and A production model choose the correct information. This graph shows the fertility rates in developing and developed countries. In 1950, developed When my family and I moved to Ambato, I never countries had a 2.8% fertility rate and in developing thought my life was going to change for the better countries it reached 6.2%. At present the fertility so drastically. I was eighteen and it was my first rate is 1.6% in developed countries and 3.3% in day at university. I didn’t believe in love at first sight developing countries. It is estimated that by 2050 until I met Elisa. When I first saw her, there was both developed and developing countries will level this immediate attraction. I’d been waiting for the off their fertility rates at 2.1%. It is assumed that Maths teacher, and when Elisa walked into the room in developing countries the fertility rates will be I looked at her. I felt I just had to know her. I invited reduced. her to sit down next to me. We didn’t talk much to each other that day because there were a few 5 Grammar of us hanging out. But I found everything she said to be really interesting. After that day, every time Key we shared our free time, we talked for hours. We 1 met became very close friends and went out a few times. 2 was working We enjoy being together a lot and I think we fell in 3 did not greet love because we are crazy about each other. 4 were invited 5 started Key 6 became 1 b 7 have gone out 2 a 8 go 3 c 9 tries 4 b 10 likes 5 a 11 loves 6 c 6 Vocabulary 2 Reading Key Key human body honesty universe 1 true brain lie planets 2 false heart truth stars 3 false lungs steal space 4 true cheat ash 5 false 6 true Test Two A (Units 4, 5 and 6)
3 Speaking 1 Listening
A production model Audio Script 39 Jill’s Problem Manager: M Client: C Listen to Jill talking about her problem. Complete the M: Can I help you, Madam? information below. C: Yes, I’d like to complain about a pair of black pants that I bought last Friday. On Saturday I’m Jill, a seventeen–year-old girl. I was born in New afternoon, I went out. It was raining and I had to Jersey. I always liked to do sports like basketball walk in the rain. When I arrived to the restaurant and swimming. I never met my parents. I had where I had a meeting, I was surprised to I notice adoptive parents since I was six weeks old. that my pants were red and not black. I felt so 146 My problems began when I was fifteen and I found Greece is a maritime state in the southeast of out I was adopted. I didn’t trust my parents because Europe. It has an area of 131,944 sq km. Its they never told me the truth. We had a hard time population is about 10,800,464 inhabitants. The living together. We were fighting. Then I started capital of Greece is Athens and the language spoken drinking alcohol with my friends at parties as a there is Greek. Ninety seven percent of Greeks social thing. But soon my drinking became heavy belong to the Greek Orthodox Church. The currency because of problems with my family. Then I started in the country is the Euro and its flag has blue and smoking marijuana to escape from my problems. white stripes with a white cross on a blue field. The On my sixteenth birthday, my mind went through national day of Greece is on March 25th. everything that had happened. My mind was just going crazy… 5 Grammar
Key Key 1 17 1 began 2 play basketball 2 sold 3 swimming 3 met 4 adoptive 4 released 5 alcohol 5 influenced 6 marijuana 6 married
2 Reading 6 Vocabulary
Key Key 1 false 1 castanets 2 true 2 drum 3 false 3 xilophone 4 true 4 maracas 5 false 5 triangle 6 true 6 electronic keyboard
3 Speaking Test Two B (Units 4, 5 and 6 ) A production model Heroin is made from opium poppies. Users become 1 Listening anxious and depressed. The dangers include becoming a heroin addict and feeling stressful and Audio Script 40 David’s Problem unhappy. Listen to David talking about his problem. Complete the information below. Cocaine is made from the leaves of the Coca bush. Its users become confused and anxious. Cocaine I’m David. I’m 21 years old now. I always loved to addicts can have tissue damage and holes in their play the guitar and when I was 15, I was part of the nasal septum. school band. I am the son of a single mother who liked to drink LSD is made from a fungus. It produces socially a lot. I didn’t like to see my mother drunk. hallucinations and bad trips. It causes fear, So, I promised myself not to drink too much. depression and mental illness. However, my mother lost her job very frequently and I had to find money for everything. I used to play Solvents and glue are made from glue, paint and the guitar in some nightclubs. Very soon I was using cleaning fluid. They cause floating feelings and drugs. First of all I smoked marijuana and then I hallucinations. started to use cocaine. Life became more and more difficult for me as I had to get more money, not only 4 Writing for drugs but also for my mum’s drinking.
A production model
147 3 heard Key 4 brought 1 21 5 began 2 play the guitar 6 died 3 part of the school band 4 single mother 6 Vocabulary 5 marijuana 6 cocaine Key 1 pyramids 2 Reading 2 River Nile 3 hieroglyphs Key 4 queen 1 theatre 5 king 2 stadium 6 mummy 3 amphitheatre 4 gladiators Test Three A (Units 7, 8 and 9) 5 arena 6 Christians 1 Listening
3 Speaking Audio Script 41 Advice to be Healthy Listen to a doctor talking about ways to be healthy A production model and tick the aspects for keeping healthy he In the towns and cities many Roman people lived mentions. in blocks of flats or in apartments above shops or small factories. Rich people lived in private houses “Since we’ve received so many calls asking for with rooms for slaves and a quiet garden. They also advice on how to keep healthy, in today’s talk we are liked their foods with lots of spices, and the main going to approach this matter. meal of the day had three courses. There were also many shops to buy food, clothes and jewellery. Many diseases can be caused by the environment. The types of Roman ruins found are aqueducts For example, food which is not fresh, or is poorly in Spain, theatres in Cyprus, villas in France and prepared, can cause diseases. Consequently, a good fortresses in Israel. The languages influenced by the diet, which includes fresh food is advisable. the Latin language are Italian, Spanish and French. English words influenced by Latin language are A clean environment promotes health. Keeping your the word ‘family’, the months of the year, and the body, clothes, and surroundings clean will help. Good numerals. habits should include regular dental care.
4 Writing Smoking tobacco puts people at a risk of getting cancer. We should avoid smoking, drugs and too A production model much alcohol. Pompeii was located on the bay of Naples, Italy. It was founded in the last part of the sixth century. The Regular exercise will control your weight. We should city had a pleasant climate and had lots of shops, all avoid getting overweight. There is a variety of public baths, temples, theatres and sport arenas. exercises to fit every ones preferences. Jogging, Some merchants sold wine, fruits, and fish. Pompeii walking, aerobics, weight lifting, yoga and cycling are faced some problems, such as an earthquake which a few examples. devastated the region. Also, the Vesuvius volcano erupted and destroyed the city. Key 1 ( √) 5 Grammar 3 ( √) 5 ( √) Key 6 ( √) 1 usurped 7 ( √) 2 reached 10 ( √)
148 Mario. 2 Reading 4 My father occasionally opens his business until midnight. Key 5 My teacher usually arrives on time to class. 1 13 years 6 Ecuadorian people often go to the beach on 2 very interesting holidays. 3 stimulating 4 too much work 6 Vocabulary 5 six years 6 any of these: nice and pleasant to people / being Key tidy and willing to learn / doing what you have to do 1 left-bend 2 wide leg 3 Speaking 3 right-bend 4 twist A production model 5 forward bend Kangaroos live in Australia and New Guinea. The 6 stretch largest known kangaroo is the red kangaroo. Its head and body length measures up to 165 cm, its Test Three B (Units 7, 8 and 9) tail measures up to 107 cm long and it can weigh up to 90 kg. The musky rat kangaroo is the smallest 1 Listening one. Its head and body length is 14.5 cm and it weighs only half a kilogramme. It gives birth to 1 Audio Script 42 The Effects of Global Warming young kangaroo. There are about 45 species of kangaroos. These Listen to a talk about the effects of global warming. animals have powerful back legs and long, narrow Complete the flow chart. back feet. They can jump very high and feed on plants. Global warming can cause extreme weather conditions like hurricanes. In addition, if the 4 Writing atmosphere gets hotter, ice caps will melt, and if the ice caps melt, the level of the sea will rise. If A production model the level of the sea rises, there will be floods. It's My plans are to go to university. I want to become a necessary to analyse the causes and effects of doctor. global warming to prevent disasters… I think that there are advantages and disadvantages of going to university. Key The advantages could be the following: 1 hotter - to expand my knowledge, 2 caps - to have a good career, 3 melt - to have opportunities to work, and 4 level - to put into practice my knowledge. 5 rises 6 floods I consider the following as disadvantages of going to university: 2 Reading - it is expensive. - studying some degrees can be hard. Key - it takes years to finish some degrees. 1 true 2 true 5 Grammar 3 false 4 true Key 5 false 1 Luis doesn’t usually work on Saturdays. 6 false 2 Laura always attends classes from Monday to Friday in the afternoon. 3 Sometimes Verónica reads the reports sent by
149 3 Speaking Test Four A (Units 10, 11 and 12)
A production model 1 Listening There are some advantages of living underground as some Australian people do. Keeping cool is one, for Audio Script 43 Ecuador And Its Natural Reserves example, since Australia has deserts and its climate is extremely hot. Listen to a talk about Ecuador and its natural In addition, given that in Australia dust storms reserves. are common, it is possible to avoid them by living underground. Our country is very rich in natural reserves. Its However, there are some disadvantages too. There bio- diversity is one of the most important in the are no windows in the houses built underground, you world. It has the largest number of plant species can never see the sunlight or hear the sound of the per surface unit in South America and its fauna is rain. varied and unique .
4 Writing This reveals that we need to protect our natural reserves. Nevertheless many Ecuadorians are not A production model aware of the fact that our resources won’t last To become a high school teacher you need to forever, this is why we must make others understand study 4 years at university in the speciality of your that each one of us is in part responsible for preference, e.g. Maths, Social Studies, Science, protecting the environment. Physical Education, etc. The positive point of a teaching job is the opportunity Key to establish daily contact with young people. 1 natural The negative point of this job is that the salary is 2 world low. I think that the majority of teachers 3 largest feel happy because they can help students to 4 protect achieve their objectives. A piece of advice to those 5 resources students who want to be teachers is that they need 6 environment to be patient, kind, hardworking and truly interested in young people. 2 Reading
5 Grammar Key 1 true A production model 2 false 1 the greenhouse effect will appear. 3 false 2 If people don't preserve natural resources, 4 true 3 they will be wasted. 5 true 4 more resources will be preserved. 6 false 5 If temperature rises, 6 the effects of global warming will be terrible. 3 Speaking
6 Vocabulary A possible production model The Yasuní Park is located in the provinces of Key Pastaza and Napo. You can get there using the 1 rain services of tours operators. 2 clouds The Yasuní Park has a hot and humid climate all the 3 sunshine year round. The park has great number of small hills 4 wind formed by rivers and an impressive biodiversity. In 5 fog addition there are more than 500 bird species and 6 hail many other animal species. The jungle is of three types.
You should not visit the area on your own because it 150 can be dangerous. have extended the ways we can communicate. The internet, television, the telephone, computers have 4 Writing all increased the speed of communication. People can now talk to each other easily, even if they are A possible production model half a world apart. On the internet you can send Humans contaminate the environment because they electronic messages to other users or hold electronic use too many chemicals such as sprays. Another conversations. No other creature can achieve way to damage the environment is to waste too anything quite as amazing as that. much water, some people die because they do not have water for their basic needs and some people Key throw litter in rivers and lakes, this causes some 1 true species of animals disappear. Additionally, the fact 2 false that people waste too much paper also contributes 3 true to damage the environment because paper is made 4 false from trees. 5 false 6 false 5 Grammar 2 Reading Key 1 c Key 2 d 1 X 3 a 2 √ 4 b 3 √ 5 f 4 X 6 e 5 √ 6 X 6 Vocabulary
Key 3 Speaking 1 d 2 e A possible production model 3 b - The pencil was invented in Germany in 1565. It was 4 c made of wood and graphite. 5 f - The printing press was invented in China in the 6th 6 a century but it was not for another five hundred years that the idea of movable type, individual characters Test Four B were carved into hard wood. - The telephone was invented by an Scottish in the 1 Listening 19th Century. It sent human voice down a wire.
Audio Script 44 Communication 4 Writing
Listen to Communication and write true or false. A possible production model The telepromt operator works with a machine called People have a special way to communicate. telepromt. Language is what differentiates us from other The cameraman films the news reader and the species. And since earliest times, humans have photos and films. recorded what they have seen, or felt or thought, in The news editor receives the information from the cave paintings, in hieroglyphics, in writing. Others reporters and revises it. can ‘read’ it, even after thousands of years. 5 Grammar Nowadays information is kept by different means. Printing makes it possible that many people can Key share the same information and video recordings 1 as important as
151 2 less important 3 most important 4 least important Key 5 more important 1 Gloria Estefan 6 are the same 2 March 1959 3 the guitar 4 after her graduation 6 Vocabulary 5 The Miami Latin Boys 6 What a difference a day makes Key modern means of old means of 2 Reading communication communication fax, telephone, pigeons, Key internet,television, messengers, 1 true mobile telephone, posted letters, 2 false video conference, 3 false telegram, posted 4 false letters 5 false 6 true Term One: Test A (Units 1 – 4) 3 Speaking 1 Listening 1 Check the CD player and make sure all students You can select topics from Units 1 to 4. Use pictures, are able to hear. charts, tables and diagrams as input. 2 Give the students a few minutes to look at the 4 Writing task and focus their attention on the information they need to listen for. A production model 3 Play or read each Audio Script at least three times. The first time students should only listen, the second time they should note down the information Quito, 28. 07.2007 and the third time thy should check their notes. Dear Sir or Madam, Audio Script 45 A Famous Singer I’m writing to complain about your drops to lose weight, Listen to a talk about a famous singer. Complete the which appeared in the local newspaper. I bought your information. drops a month ago. I tried them for a month and they caused me to develop severe anaemia as I did not Gloria Estefan is a world-famous singer and eat anything else. While taking these drops I started songwriter. She sings and writes in Spanish and feeling weaker and weaker. I went to the doctor and English. She was born on September 1st, 1957 after some tests, he diagnosed anaemia. In addition, in Havana, Cuba. In March 1959, she arrived in this has caused me considerable inconvenience, Miami with her mother and her father joined them a since I had to cancel my business meetings in other few weeks later. Gloria’s father helped her to study cities of the country. I would therefore like to be music and she learnt to play the guitar. Gloria spent reimbursed for the total cost of the doctor’s visit and all her free time playing the guitar. medicine. I look forward to hearing from you at your After her graduation she met her future husband, earliest convenience. Emilio Estefan, who had formed the group “The Miami Latin Boys”. Gloria was invited to sing with the Yours faithfully, Carla Tamayo group. She sang “What a difference a day makes” in her debut and immediately she was asked to sing more songs.
152 4 director of the National Conservatory of Music of 5 Grammar Cuenca 5 orchestras Key 6 Ecuadorian music 1 got 2 were 2 Reading 3 played 4 left Key 5 was 1 true 6 launched 2 true 3 true 6 Vocabulary 4 false 5 false Key 6 true 1 growth 2 people 3 Speaking 3 beings 4 energy You can select topics from Units 1 to 4. Use pictures, 5 water charts, tables and diagrams as input. 6 damage 4 Writing Term One: Test B (Units 1 – 4) A production model 1 Listening Quito, 28.07.2007
Audio Script 46 A Famous Ecuadorian Musician Dear Sir or Madam,
Listen to a talk about a famous Ecuadorian I’m writing to complain about your ointment to reduce musician. Complete the information. fat, which appeared in the local newspaper. I bought this ointment one month ago. I tried the product for Segundo Moreno is one of the most famous a month and had a severe allergic reaction to it. I musicians in Ecuador. He was born in Cotacachi, in was feeling so bad that I could not wear any clothes the province of Imbabura, in 1882 and died in Quito because my skin was bleeding with the contact the in 1974. clothes made. I went to the doctor and after some He liked music very much when he was a child tests, he diagnosed the allergy. In addition, this has and he enjoyed listening to his town band. He first caused me considerable inconvenience, since I had studied music in the National Conservatory of Music to cancel my business meetings in other cities of the of Quito and at the same time he taught music country. to some students. When he graduated from the I would therefore like to be reimbursed for the total Conservatory, he was chosen to teach there. cost of the doctor’s visit and medicine. I look forward He directed different orchestras for some years and to hearing from you at your earliest convenience. in 1937 he was appointed as the director of the National Conservatory of Music of Cuenca. Eight Yours faithfully, years later, he was appointed as director of the Martha Carpio National Conservatory of Music of Guayaquil. He wrote symphonic, popular and religious music for 5 Grammar bands and orchestras. He also wrote some books about music. His most outstanding book was “La Key música en el Ecuador” about Ecuadorian music. 1 started 2 used Key 3 released 1 Segundo Moreno 4 got 2 Cotacachi 5 imitated 3 1974 6 made
153 3 Speaking 6 Vocabulary You can select topics from Units 5 to 8. Use pictures, charts, tables and diagram as input. Key 4 Writing 1 Earth 2 planet A possible production model 3 beings Australia is both a country and a continent. It has an 4 impact area of 7,614,500 square kilometres. In Australia, 5 pollution the people speak English, aboriginal languages, 6 erosion Greek, Italian, Vietnamese and some other languages. Term Two: Test A (Units 5 – 8) Australia’s capital in Canberra. This country has a federal parliament government. 1 Listening The official currency is the Australian dollar, which equals one hundred cents. Australia’s climate is hot Audio Script 47 Some facts about smoking and dry.
Listen to some facts about smoking. 5 Grammar
People smoke tobacco either as cigarettes or cigars Key or in a pipe, and they smoke for a variety of reasons. 1 were found But there is now clear proof that smoking causes ill 2 were worshipped health and an early death. 3 were built Tobacco smoke contains tar with chemicals that 4 was influenced cause cancer of the lungs, mouth, gullet and bladder. 5 was spoken Tobacco contains nicotine which raises blood 6 was eaten pressure and makes blood vessels contract. This can cause heart disease. Nicotine is also an addictive 6 Vocabulary drug, which makes it hard for people to give up smoking. Key Tobacco smoke can also harm non-smokers. When 1 drug people do not smoke themselves but must live or 2 addict work with people who do, we say they are passive 3 brain smokers. Passive smokers may also suffer from high 4 campaigns rates of lung cancer and heart diseases. 5 hallucinations 6 coca Key 1 false Term Two: Test B (Units 5 – 8) 2 true 3 true 1 Listening 4 false 5 false Audio Script 48 Addictions 6 true Listen to Doctor Suárez talking about addictions. 2 Reading “An addiction is a habit that people find very hard to Key stop. They get so accustomed to having something 1 true that they feel they cannot do without. 2 false They have a constant urge to have more and without 3 true it feel ill or lost. Taking drugs like heroin and cocaine 4 false is addictive and extremely dangerous for the body. 5 true Smoking tobacco, drinking alcohol and sniffing 6 false glue and other substances can easily become addictive. These habits all damage people’s health. 154 It is possible to change a habit but it takes a lot of 5 b determination. Many people need professional help 6 a to overcome an addiction.” Term Three: Test A (Units 9-12) Key alcohol (Units 9-12) heroin cocaine 1 Listening tobacco glue Listen to An Ordinary Story and order the events. (5 solvents marks)
N.B. Take off 1/2 point for each wrong tick. Audio Script 49 An Ordinary Story
2 Reading Listen to An Ordinary Story and put the events in order. Key 1 true I’m Claudio and I’m 14 years old. My story is the 2 false story of many other boys and girls in many countries. 3 false I get up at 6.00 when my grandmother shouts, 4 true “Time to get up!” I don’t think I wash myself very 5 true well because we don’t have much water. I have a 6 false bath only from time to time when there is a chance, Any way, after my ‘washing’ I have a cup of herbal 3 Speaking tea (camomile, mint, cinnamon, or any other). Sometimes I have some bread. After that, I go to You can select topics from Units 5 to 8. Use my ‘work place’ at Amazonas and Naciones Unidas. pictures, charts, table and diagrams as input. Because I don’t have enough money I always ask for a ride to some bus drivers. My job is to do some 4 Writing acrobatics in front of the cars to get some coins from the passengers. A production model At noon I manage to get something to eat, not that 1 First, look for an acacia tree. much but at least something. When the day is over 2 Then, find a natural bend in the branches. I meet my gang and start having fun. I wish I could 3 After that, cut the wood from the tree with an axe. go to school but my parents are in Spain and I have 4 Then, carve the wood into the correct shape. to help take care of my grandmother. I’m sure that 5 Finally, rub it with sandpaper to make it smooth. when my parents come back from Spain my life will be better. 5 Grammar
Key Key 1 was practised 5 2 were held 4 3 were decorated 1 4 is spoken 6 5 were invented 3 6 were performed 2
6 Vocabulary 2 Reading 1 c Key 2 d 1 c 3 b 2 d 4 e 3 e 5 a 4 f 6 f 155 3 Speaking
You can select topics from units 9 to 12. Use pictures, charts, tables and diagrams as input. an unusual kind of book because it needs the skills 4 Writing of many different people: artists and scientists, mapmakers and historians, photographers and A possible production model designers and writers with all sort of knowledge. People never control the waste of water and they never switch the lights off when they are not using Key them 1 paper 2 printed Another problem is that there some people who throw 3 written litter in the streets and the city looks ugly. 4 science 5 encyclopedia 5 Grammar 6 designers
Key 2 Reading 1 as much as 2 the most Key 3 more than 1 true 4 the same 2 false 5 more than 3 false 6 less than 4 true 5 false 6 Vocabulary 6 true
Key 3 Speaking 1 d 2 f You can select topics from units 9 to 12. Use pictures, 3 e charts, tables and diagrams as input. 4 a 5 b 4 Writing 6 c A possible production model Term Three B The pencil was invented in Germany inn 1566. It was made of wood and graphite. 1 Listening The electric telegraph was also invented in Germany Audio Script 50 Books in the 19th century . By this means electricity travels along wires. Listen to Books and fill in the blank spaces. The quill pens were first made of feathers in Europe in A book is made of a number of pieces of paper, 1600 AD. usually with words printed on them. The people who write books are the authors. Authors must first have The hieroglyphics which were scripts on stone are an idea of what they want to write about. Most books 2,000 years old and appeared in Egypt. are written by just one author, but sometimes two or more may collaborate. Books may be either fiction, The telephone was invented in Scotland in the 19th like a novel or a poem, or non-fiction. Non-fiction century. It carried human voice down a wire. books may be about sports, science, astronomy, dinosaurs, history, computing, engineering or a host of other subjects. An encyclopaedia, for example, is
156 The Paper was discovered in China 105 years AD. It was made of tree bark and fish nets.
5 Grammar 1 suggested 2 made 3 was 4 came 5 established 6 sending
6 Vocabulary 1 f 2 e 3 a 4 b 5 c 6 d
157