English, please! Student’s Book
FAST TRACK 10 th 2 Grade
All the written activities in this book must be completed in your own notebook, and not in this book. Todas las actividades de escritura contenidas en este libro se deben realizar en un cuaderno aparte, no en el libro. English, please! 2 Student’s Book
GINA PARODY D'ECHEONA Ministra de Educación Nacional
VÍCTOR JAVIER SAAVEDRA MERCADO Viceministro de Educación Preescolar, Básica y Media
ANA BOLENA ESCOBAR ESCOBAR Directora de Calidad de Educación Preescolar, Básica y Media
PAOLA ANDREA TRUJILLO PULIDO Subdirectora de Fomento de Competencias
ROSA MARÍA CELY HERRERA Gerente Programa Colombia Bilingüe
Equipos Técnicos
Ministerio de Educación Nacional: Coordinación editorial: Martha Sofía Galvis Silva - Coordinadora de Proyectos Programa Colombia Bilingüe Carlos Javier Amaya González – Profesional Colombia Richmond, 58 St Aldate’s, Oxford, UK Bilingüe Sue Ashcroft, Lorna Heaslip y Deborah Tricker Mauricio Ríos Delgado - Profesional Colombia Bilingüe Richmond Colombia Andrés Guerrero, Nancy Ramírez British Council: Andrés Giraldo Medellín – Gerente de proyecto Diseño: Camila Andrea Murcia Torres – Directora Editorial Richmond design team: Lorna Heaslip, Dave Kuzmicki Carolina Cruz Corzo – Consultora Académica EES y Magdalena Mayo. Viviana Caicedo Triana – Coordinadora de Proyecto Colaboradores de diseño: Chrome Dome Design, H L Studios; Roarr Design. Autores: English, please! 1, 2, 3 Fast Track: Edición: Pat Chappell, María Isabel Gutiérrez, Thomas Richmond editorial team: Sue Ashcroft, Luke Baxter, Hadland, Andrea Langton, Alastair Lane, Luz Rincón, Stephanie Bremner, Emma Clarke, David Cole-Powney, Larissa Tatiana Rico y Paola Andrea Urueña Martínez. Belén Fernández, Simone Foster, Helen Kunzemann, Sophie Sherlock, Deborah Tricker. First Edition English, please! 1, 2, 3: Colaboradores editoriales: Lizbeth Arévalo, Maya Briggs, Nancy Echeverri, Celia Bingham, Trish Burrow, Sarah Curtis, Sarah Frank Giraldo, María Isabel Gutiérrez, Oscar Hernán McConnell, Isabel Palma, Tania Pattison, Kerry Powell Montoya, Luz Karime Calle, María Eugenia Oviedo Bocanegra, Yuddy Pérez, Nancy Paola Riascos, Larissa © Ministerio de Educación Nacional, 2016 Tatiana Rico, María Alejandra Roa, Nathalie Ruge, ISBN 978-958-691-786-5 Helen Speranza, Paola Andrea Urueña Martínez. Calle 43 No. 57-14 Piso 5. Bogotá D.C. - Colombia www.mineducacion.gov.co Ilustración y Fotografía: Citación: Ministerio de Educación Nacional. (2016). Fotografía: English, please! 1. Bogotá D.C. - Colombia David Osorio, Parques Nacionales, Fundación Proaves, Impresión: Imprenta Nacional Fundación Natura, If the World were a Village, Disponible en línea a través de la página: Green Hope, Mike Ceaser. www.colombiaaprende.edu.co/colombiabilingue Banco de imágenes: ©2003-2016 Shutterstock, Inc; fotocolombia.com®; Todos los derechos reservados. ©2016 iStockphoto LP Prohibida la reproducción total o parcial, el registro o Carátula: la transmisión por cualquier medio de recuperación de Lorna Heaslip, Richmond información, sin autorización previa del Ministerio de Educación Nacional.
Bogotá D. C. – Colombia Estimada Comunidad Educativa,
Una de las prioridades del Ministerio de Educación Nacional es lograr la construcción y la consolidación de estrategias que ofrezcan a todos los niños, niñas y jóvenes del sistema educativo colombiano estar en igualdad de condiciones en materia de calidad. Lo anterior se logra a través de acciones, tales como brindar a los estudiantes de los colegios públicos el acceso a una lengua extranjera como el inglés y, a la vez, brindarles los recursos educativos que favorezcan el desarrollo de sus competencias y los pongan a la par, a nivel de herramientas, con otros estudiantes de colegios privados en el país.
Trabajar por la construcción de la equidad en el aprendizaje del inglés, posibilita que los estudiantes puedan interactuar en escenarios de desarrollo personal y profesional y de consolidación de su identidad y proyección de vida. A la vez, les permite reconocer la diversidad local y global mediante el conocimiento, el diálogo y la interacción con otras culturas en su rol de ciudadano del mundo, lo que finalmente les abre las puertas hacia oportunidades de estudio y formación en el extranjero.
Lo anterior se enmarca en un contexto en el que el aprendizaje del inglés se ha convertido en un requisito fundamental, por ser ésta una lengua franca común para la comunicación en los intercambios comerciales y una herramienta que posibilita la integración de los países a las dinámicas de una economía globalizada.
En este contexto, para el Ministerio de Educación Nacional es gratificante presentar al país la serie de textos escolares para el aprendizaje del inglés English, please! (edición Fast Track) dirigida a los estudiantes y docentes de los grados 9, 10 y 11. Esta serie ha sido desarrollada en el marco del programa Colombia Bilingüe, como material educativo que busca orientar y apoyar el aprendizaje del inglés mediante procesos de construcción personal y significativa, los cuales están en estrecha relación con los intereses y con las necesidades de los estudiantes colombianos en el sector oficial.
Invito a todos los Establecimientos Educativos, a sus estudiantes, docentes y directivos docentes para que a través de English, please! y el trabajo arduo, luchemos por la formación de ciudadanos bilingües, capaces de valorar y comprender nuestras culturas y las de otros, buscando siempre el diálogo y el compartir de sus experiencias y conocimientos a través del inglés.
Así aportaremos juntos a la gran meta de construir un país en paz y el mejor educado de la región en 2025.
GINA PARODY D’ECHEONA Ministra de Educación Nacional © MEN Colombia 3 © MEN Colombia Introducción escolares que apoyará yacompañarátuaprendizajedeinglésdurantelosgrados9°,10°11°. escolares queapoyará y producidolaserie“English, please!” (ediciónFastTrack ), comounconjuntodetextos El MinisteriodeEducaciónNacional,atravésdelPrograma ColombiaBilingüe,hadiseñado a futuro,tuscapacidadescomoprofesional,serhumanoyciudadanodelmundo. las detusdocentes,yquelogrescomunicarteeninglésconestaherramientapotenciará expectativas ytus lograr esta rutaqueiniciastellevea que estamosviviendo.Esperamos cambiantey globalizado mundo el con relacionarlos y particulares intereses tus reconocer es compañeros, pueselobjetivosean relevantesparatiytodostus Deseamos queestostemas diversidad sexualytucompromisoparasalvaranuestroplaneta(grado11°). sobre tucontribuciónparalograrcambiosenelfuturo,rolcomociudadanoglobal,la reconocimiento deladiversidadcomosereshumanosyelecoturismo(grado10°),así (grado 9°);laculturadelosjóvenes,manerarelacionarnosconeconomía,el como joven,tuherenciacultural,losestilosdevidaysaludlaconcienciaambiental ofrecemos proyectosyactividadesamenaseintegradorasrelacionadascontusvivencias con tuscompañeros,profesoresypersonasdealrededordelmundo.Para lograrlo,te Preinglés sencillaforma de interactuar cual podrás el con 11, y culminar grado Intermedioal Esta seriedetextosesunaherramientaesencialconlaquecuentasparalograrunnivel 5 Contents
Money makes the Teen culture ...... 8
Module 1 Module 2 world go round ...... 46
Unit 1 Having fun Unit 1 What we spend
Lesson 1...... 10 Lesson 1...... 48 Lesson 2...... 14 Lesson 2...... 52 Lesson 3...... 18 Lesson 3...... 56
Unit 2 Teen power Unit 2 How the world works
Lesson 4...... 22 Lesson 4...... 60 Lesson 5...... 26 Lesson 5...... 64 Lesson 6...... 30 Lesson 6...... 68
Unit 3 Spending time well Unit 3 Ready to change
Lesson 7...... 34 Lesson 7...... 72 Lesson 8...... 38 Lesson 8...... 76 Let's work together...... 42 Let's work together...... 80 Self-assessment...... 44 Self-assessment...... 82
6 Contents
7 124 128 132 148 136 152 156 140 158 144 122
...... Our natural Our natural environment ......
and environment 4
...... cultural paradise cultural Module Unit 1 Eco-tourism Lesson 1 Lesson 2 Lesson 3 Unit 3 Colombia: a natural and Unit 3 Colombia: a natural Lesson 7 Unit 2 Protecting our native culture Lesson 4 Lesson 8 Lesson 5 Let's work together Self-assessment Lesson 6 94 90 86 98 84 102 106 110 114 118 120 ...
...... We are all different all different are We
......
3 ...... Module Lesson 3 Lesson 2 Lesson 5 Lesson 6 Lesson 7 Unit 3 Mind your manners Lesson 8 Let's work together Self-assessment Unit 2 Be yourself Lesson 4 Lesson 1 Unit 1 Different looks, different lifestyles Unit 1 Different looks, different Teen culture
Module 1
In this module you will ...
▪ talk about hobbies, sports and leisure activities and urban tribes, in Unit 1 Having fun
▪ reflect on teen issues and learn about teenagers in action, in Unit 2 Teen power
▪ learn about different teenage groups and making the most of your free time, in Unit 3 Spending time well © MEN Colombia 8 © MEN Colombia ▪ ▪ ▪ ▪ ▪ ▪ You willalso... ▪ ▪ ▪ ▪ ▪ ▪ write ashortstory a campingtrip write aposterfor activity sport, orleisure favourite hobby, about your write anarticle activities their favourite talking about listen toteens organisations leaders ofyouth speeches byteen listen to heroes interview about listen toan Let's worktogether Let's organisation. Youorganisation. will: youth organisationsandheroes. Your projectwillbetocreateyourownyouth In thismodule,youwilllearnaboutteenageculture, identity, interests, Create ayouthorganisation activities dotheydo? activities They canbelocal,national orinternational.Whataretheirobjectives,and what To starttheproject,thinkofsomeyouthorganisations thatyoualreadyknow. ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ present ittotheclass decide whatactivitiesitwilldo decide whatitsobjectivesare think ofanameandlogoforyourorganisation
rite Liste
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e
a
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S a p e ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ better place make theworlda people whohelp read aboutyoung suffering teenagers are problems that read about tribes different urban read about teen problems give adviceabout on urbantribes give youropinion their abilities classmates about interview
9
1 Module 1 10 8 1 2. Lesson 1 Focus on Vocabulary Focus ▪ ▪ ▪ ▪ Then writesentencesliketheonesbelow. Choose threesports orhobbies. Copy andcomplete thetable withinformationforeach. ▪ ▪ ▪ ▪ ▪ ▪ ▪ Skateboarding ▪ ▪ ▪ fishing skateboarding white waterrafting skydiving You canplaythemwithoneormoreplayers. You canplaythemindoorsoroutdoors. Playing boardgamesisahobby. 5 Sport 1.
Match pictures tothesports andhobbies.
2 9 games Playing board
Hobby ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ playing board games playing boardgames chatting online playing music horse riding 6 Indoors X
10
3
Outdoors
X X 7 ▪ ▪ ▪ ▪ ▪ ▪ playing icehockey playing basketball bowling Team X
11 4 Individual X X
© MEN Colombia © MEN Colombia 1 1 3. 4. b. they doanddon'tdo. the tablewithhobbies andsports about theirhobbies andsports.Complete Listen to Thomas, Angela andChristalk a. Listen againandcomplete thesentences. c. Chris Angela Thomas
Names Listen Angela: I Thomas: Ireallyenjoy playing sports.I Chris: I the countrywhenI'molder. playing theguitar. I staying indoorsatweekends. extreme sports.I sports orhobbies.I experiencing newthings.I sentences or questions to know what sentences orquestionstoknowwhat Try toguesstheanswerbeforeyou information youneedtolistenfor. listen. This will help you listen for listen. This willhelpyoulisten for
Before you listen, read the Before youlisten,readthe does specific information. Listening TipListening Hobbies to try bungee jumping. try bungee to doesn’t doesn’t do doingallkindsof paintingand does tolivein Sports
doesn’t doesn’t
do 6. 5. 7. 9. 8. like Focus onLanguage Verb +-ingform b. a. after comes afterlike? Whatverb formcomes Look atthesesentences.Whatverbform a. would like. Complete thesentenceswithlikeor write theverbs inthecorrectcolumn. copy thetableinyournotebook and What verbformcomesafterthem? Then Find theverbsinbox inexercise4. b. a. f. to theclass. using Write fourquestions,twousinglikeand My father Example: in exercise7andtheverbsbrackets. Write truesentences.Useverbs fromthebox b. c. e. d. love –enjoywanthate I wouldliketoliveinthecountry. I likebeingoutdoorsattheweekend. We use in thefuture things youwantnow, oratsometime We use things youlikeallthetime. I My friendsandI My bestfriend My mother My uncle My grandfather games) would like? would like. Ask aclassmate. Then report likes playing (goskateboarding) would /’dlike Verb +infinitiveto totalkabout totalkabout football.(playfootball) (buyamotorbike) (chatonline) (dancehip-hop) (eatfish) (playboard UNIT 1
11
1 Module 1 12 2 4 3 11. 10. Lesson 1 12. ▪ ▪ ▪ ▪ ▪ ▪ if youareflying. exercise anddiscoveryourbody’s potential. Try it! You feelas can sometimeshurtyourself,butIthinkitisaperfectwayto It cantakealongtimetobecomegoodatParkour andyou You alsoneedtotrainalotsoyoudon’thaveaccidents. you needtoknowandunderstandthedifferentbasicmoves. However, Parkour can bedangerous.Ifyou’renewtoParkour, physical condition,andyouneedagoodpairofrunningshoes. And that’s all! confident, too. Anothergoodthingabout Parkour isthatit’s verycheap. You needtobeingood Parkour isexcellentexercisebecauseithelpsyoutokeepfit andhealthy. Itmakesyoubraveand ▪ ▪ ▪ ▪ ▪ ▪ Read thearticleand checkyourpredictions. c. b. a. Look atthepictures and discusswithapartner. d. c. b. a. Read thesentencesandwritetrue(T)orfalse (F). fit: enforma hurt yourself:hacerse daño train: entrenar moves: movimientos confident: confiado/a brave: valiente
What doyouneedifwanttoParkour? sport /hobby? Do youthinkthatitisateamorindividual Do youthinkParkour isasportorhobby? You canbecome goodatParkour veryquickly. Parkour isn’talwayssafe. It’s expensivetodoParkour. Parkour isonlyasport. Read Glossary
Parkour: You feelasifyouareflying! your body to get from one point to another without stopping. your bodytogetfromonepointanotherwithoutstopping. can beahobby, anextremesport,orart.InParkour, youuse with onlymybodyandskill.Ialsoclimbrun.Parkour my bodytomovefreelyandjumpobstaclesinpublicplaces 1 Parkour is definitely my favourite outdoor sport. I love using pictures beforeyouread. This canhelp and predict the information you will and predicttheinformationyouwill you get an idea of what the topic is you getanideaofwhatthetopicis
Look at the title of a text and the Look atthetitleofatextand Reading Tip read in the text. read inthetext.
© MEN Colombia © MEN Colombia 3 2 15. 14. 13. ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ d. c. b. a. Listen and repeatthesesentences. e. d. c. b. a. and answerquestions. What doyou inyourfreetime?Inpairs, ask d. c. b. a. you like. sentences: Circle theword/wordsyouhearinthese ... isadangerous/safesport. I'd liketotry.../Ireallywant In mycountry, ...arepopularsports/hobbies. I likefishing./don'treally
Speak/Listen Speak Would youliketoplaythedrums? Do youlikecycling? I'd reallyliketotrybungeejumping. I reallylikeplayingboardgames. country? hobbies / What are sports popular in your you like? What outdoor/indoorsportshobbiesdo like totryit?Why/not? What doyouthinkofParkour? Would you like -'dDoyouWould youlike like -'dDoyouWould youlike like -'dDoyouWould youlike like -'dDoyouWould youlike Which /hobbies would sports you like to try? safe? Which /hobbies are sports dangerous or Useful expressions
like, ’dlike,Doyoulike orWould
16. 17. h. g. f. e. d. c. b. a. name. answer isyes,writetheperson’s to different classmates.Whenthe the roomandaskayes/noquestion below.of theactivities Walk around Find someoneintheclassforeach questions tohelpyou. a shortarticleaboutit.Usethe Choose asport thatyoulike.Write Who isyourfavourite team/player?
Why doyoulikeplaying/doing it? Write would liketotryskydiving doesn't likeoutdooractivities enjoys bowling plays thepiano rafting would liketotrywhitewater hates soccer plays basketball does spinning Is itateamorindividualsport? What sport or hobby do you What sportorhobbydoyou What doyouneedtoit? Where canyoudoit? want towriteabout?
UNIT 1
13
1 Module 2 Lesson 2
Read
1. Read the definition of urban tribes and check that you understand it. Then match the urban tribes in the box to the pictures.
An urban tribe is a group of people who have a strong identity. They express their identity through their clothes, their style, and often the music that they listen to.
skinheads – punks – emos – metalheads - rappers
1 2 3 4 5
2. Read about Jim and David. Why do they like being part of their urban tribe?
Skaters: a free style Floggers: a colourful style
Hi, my name is Jim. I am a Hello! I’m David. I’m a flogger. skater. Skaters have a simple The name ‘flogger’ comes style. We prefer wearing from ‘Fotolog’ – a website light shorts, skinny denim where we share our photos jeans, T-shirts, dark trainers and comments. Everyone or skate shoes. there has a love of fashion.
We love skating in parks and on the streets, but skate Floggers wear fun, colourful clothes. For example, parks are the best places for us. They have ramps and we often wear brightly coloured jeans or trousers, obstacles, and it’s safer than skating on the streets. fluorescent T-shirts and colourful trainers. The most exciting part is when we jump in the air and We love music. We like dancing to electro house and do tricks. listening to techno music. Skaters are an urban tribe, but we are more interested I love being a flogger. We have lots of fans who in having fun together. Looking good or competing follow our styles. It’s very popular with teenagers with other groups isn’t important to us. We love because everyone enjoys taking photos of skateboarding and that’s why we do it. themselves! It’s a great urban tribe.
Glossary
▪▪ skinny: ajustado/a ▪▪ ramp: rampa ▪▪ do tricks: hacer maniobras ▪▪ compete: competir ▪▪ brightly coloured: colorido/a ▪▪ follow: seguir © MEN Colombia 14 UNIT 1 1 Module
Focus on Vocabulary
3. Copy and complete the table with information about skaters and floggers.
Clothes Activities
Skaters
Floggers
4. Correct the mistakes in the following sentences.
a. Skaters wear skinny shorts, jeans and trainers. b. Jim thinks that the street is the best place to skate. c. Looking good is important to skaters. d. Floggers wear dark clothes. e. Floggers love taking photos of other people.
5. Match the words in the box with the parts of the body and clothes in the pictures.
leg – foot (feet) – head – arm – knee – trousers – socks – shoes – tie – T-shirt – elbow – hand - chest jacket – skirt
Example: 1 head
1 9 2 3 10
11
4
5 12 6 13
7 14 8
15
6. Describe the fashion style of these urban tribes.
▪▪ skinhead ▪ punk ▪ emo ▪ metalhead ▪ rapper ▪ skater © MEN Colombia 15 2 16 4 4 Lesson 2 9. 8. 7. 10. Focus onLanguage superlative form. Copy and complete thetablewithadjectivesinbox.Write thecomparative and f. e. d. c. b. a. Compare onethingaboveallothers: Compare twothings: one thingabove allothers? Read thesentences.Whichsentencescompare twothings?Whichsentencescompare Listen again.Whatanswers dothestudents give foreachquestion? Look atthebox. Listen totwostudents.Whichquestionsinthetabledo theydiscuss? What isthe older
One syllable, or two One syllable, ortwo old –modernextremedirtyfashionablelongpopularhealthydangerous Listen syllables ending-y Emos havethemostinterestingstyle. Heavy metalmusicismorepopularinColombiathantheUK. Goths weardarkerclothesthanrockers. Breakdancing ismorepopularthanhiphop. Punks arethecoolestpeopleinworld. Reggaeton ismoremodernthanRap. COMPARATIVES b o j t s e b most difficultlanguage most expensivefood biggest country more modern Two ormoresyllables
e g a u g n a l t s e i s a e most dangerousanimal longest river most beautifulcity the oldest One syllable, or two One syllable, ortwo syllables ending-y SUPERLATIVES the mostmodern Two ormoresyllables in theworld?
© MEN Colombia © MEN Colombia 12. 11. 13. In smallgroups, discuss thequestionsbelow. In pairs, makemorequestionsfromthetable inexercise9. Ask andanswer. personal webpage. personal webpage. Complete thetable withinformationaboutyou. Then writeadescription ofyoufor your My urbantribe(ifyouhaveone) My ‘look’ Music thatIlistento Clothes thatIusuallywear My style
Write Speak urban tribes?Whichones? Do youknowanyother there inyourtown/city? Which urbantribeswear
What urbantribesare Where dotheymeet?
the coolestclothes? urban tribe?Whichone,andwhy? Would youliketobelongan What isyourfavourite Do youknowanyone who belongstoan type ofmusic? urban tribe? UNIT 1
17
1 Module 3 Lesson 3
Focus on Vocabulary
1. Match the words in the box with the pictures. Which items do people take on a camping trip?
backpack - sleeping bag - hiking boots - swimsuit - life jacket - camera - sunglasses - tent - helmet - torch - trainers - waterproof jacket
1 2 3 4
5 6 7 8
9 10 11 12
2. Put the items from exercise 1 in the correct column. Then add one more item for each activity.
hiking at the beach sleeping canoeing horse riding
3. In pairs, ask and answer about the items in exercise 1. Use the language in the box.
Useful expressions
▪▪ What do we use (a backpack/sunglasses) for? ▪▪ We use it/them for (carrying our things). ▪▪ We use it/them to (protect our eyes). © MEN Colombia 18 © MEN Colombia 4. 6. 5. g. d. c. afternoon and evening. Read about Forest thatyou’dliketodo inthemorning, HillSummerCamp. Chooseanactivity f. a. A: Whatdoyouwanttointhemorning?B:Igodrawingclass.aboutyou? Example: thatyouwantto do attheSummerCamp. In pairs, askandanswerabout theactivities Read theboxandcomplete thesentences withat, e. b.
We’re going to go hiking and horse riding in the active! get to going We’re In theafternoon: every day, andhaveaconcerteveryweekend. rehearse We camp! to it bring – instrument an play we’re you If too. and together music play to classes going drama classes, drawing and art have to going We’re people. creative for great are mornings The In themorning: summer, ifyouwant! one day, twodays,awholeweek…orall and haveanawesometime! You for canstay not comeonoursummercamp inForest Hill What areyougoingtodothissummer?Why ▪ ▪ ▪ Saturday andSunday. The nextschoolcamptrip isgoingtobe the evening. We aregoingtohaveartslessons play hideand seek. at thelake,and We get homeonSunday campfire ratherthantellingstories. the river. We’re goingtoreturnthecamp The songfestivalis morning. ▪ ▪ ▪ Read rehearse: ensayar drawing classes:clasesdedibujo creative: creativo/a Saturday, doactivities goingto we’re June. nearthe playinggames I prefer night, pm. 6:00 goto to we’regoing afternoon, the night we’re goingto nightwe’re FOREST HILL SUMMERCAMP 9:00 pm 9:00 Glossary 7:00pm ▪ ▪ ▪ ▪ ▪ ▪
the go hiking:hacer senderismo bring: traer campfire: fogata End: Sunday31st August Start: Monday2ndJune aren’t we going totellyouwhatdo–it’s your choice. But volcano! a even and beaches mountains, – places interesting to excursions weekend:the At are there weekend, the At watcha movie inthetent. can the you round you prefer, if stories Or campfire. and barbecue, a music, with night EVERY party a have to going We’re relaxing. for are evenings The In theevening: white waterraftingintheriver. forest, swimming in the lake, and canoeing and
in, oron. ▪ ▪ ▪ ▪ ▪ ▪ Prepositions oftimein/onat the day. Example: We use Example: onMarch28th,Monday We use morning Example: We use and at theweekend. infor at for on for at 6o’clock,Christmas in February, in 1981,the Useful language months,years times dates , festivals and days and . , atnight UNIT 1 partsof
19
1 Module 3 20 5 5 Lesson 3 7. 12. 11. 9. 10. 8. Focus onLanguage c. e. d. c. b. a. Listen againandanswerthequestions. Which thingsonthelistdo theytalkabout? Listen toSusanatalkinghermotheraboutacampingtrip. Then writetwoquestionstoaskyourclassmatesabout theirplans. What areyourplans forthisweekend? Makenotesinyournotebookusingbegoingto. a. Write truesentencesforyouusingtheverbs inbrackets. Usebegoingto. c. a. Read thesentencesinexercise7and choosethecorrectoption. a. Complete thesentencesfromtext. b. d. b. c. b. ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪
fishing protection againstthesun Susana’s tent transport Susana’s backpack activities inthewater Listen What areyou What isn’tshe goingtodointheevenings? What isshegoingtodoin the evenings? What doessheneedtobring? What activitiescanSusana dointhemornings? Is Susanagoingtopackmore thingsinherbackpack? I To makequestions,weputtheverb These sentencestalkabout We We use My friends We We My family We aren't be goingto+infinitivefor videogames after class.(play) videogamesafter totheUSA onholidaythisyear. (go) musictogether. youwhattodo. ourgrandmotheronSunday. (visit) intheseathisweekend.(swim) thissummer? the present/pastfuture future plans / activities you doeveryday future plans/activities be before/after thesubject.
. .
© MEN Colombia © MEN Colombia 17. 16. 15. 14. 13. f. e. d. c. b. a. In pairs, askandanswerthefollowingquestions. Our campiscalledChampions'Camp.It’s awintercamp!Inthemorning,studentsgoskiing... Example: Work withanothergroup. Showthemyourposter and tellthemaboutthecamp. from exercise15.Ifpossible, includepictures. Create aposter for your camp. Includetheinformation Decide thefollowingthingsabout yourcamp: text about theForest Hill SummerCamp onpage 19again. Work ingroups ofthreeorfour. Imagineyouareorganisingasummercamp.First,lookatthe ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪
What equipmentdopeopleneedtobring? weekend? What specialactivitiesarethereatnightorthe Where arepeoplegoingtosleep? What activitiesarethere: What isthenameofyourcamp?
Write Speak wear ahatinthesummer? What happensifyoudon’tusesunscreenanddon't What activitiescanyoudoonacampingtrip? If youhaveaproblem,whocanspeakto? to gocamping? Where canyougoinyourcountrywhenwant with you? When yougocamping,whatdoneedtotake take? If youwanttogoswimming,whatdoneed
in theevening? in theafternoon? in themorning?
UNIT 1
21
1 Module 4 22 2. Lesson 4 1 3 a Read thesituationsquicklyand matchthemwiththepictures. Whataretheteensdoing? Rachel, 14 hurts whentheyaremean. care whattheysay, butsometimesit say itlooksstupid.NormallyIdon’t helmet. Iwanttobesafe,butthey I thinkit’s safertoalways weara to school. The roadsarequitebusyso wear acyclehelmetwhenI’mcycling make funofmebecauseIalways Two peoplefrommyclassalways Jack, 14 smoking too? losing myfriends.MaybeI shouldstart play basketballnow, andIfeel likeI’m them behindthegym.We hardlyever to getcigarettesatbreakandsmoke have agroupofnewfriendswhogo basketball. Butnowtheysmoke. They Max andLarryatbreak–wealllove I usuallyhangaroundwithmyfriends
Read 1. order fromthemostcommontoleastcommon. Discuss inpairs. Whattopics doteenagersusuallytalkabout? Putthetopics in ▪ ▪ ▪ ▪ ▪ ▪ problems withfriends siblings problems withparentsor the future b
2 c ▪ ▪ ▪ ▪ ▪ ▪ TV, music,films sports homework andexams Aleja 15 again. apologises, butthenshestartsdoingit I talktoheraboutit,andshealways having forlunch–everything.Sometimes we wear, whatwesay, whatwe’re She alwayscriticisesoneofus–what But myfriendDianaisreallyannoying. I haveagroupoffivereallygoodfriends. ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ descanso break: descanso hang around:pasar elrato apologise: disculparse annoying: fastidioso/a I don’tcare:nomeimporta make funof:burlarse de Glossary
© MEN Colombia © MEN Colombia 7 6 4. 3. 7. 6. 5. Focus onLanguage b. Read thesituationsonpage 22againandcomplete thetable. b. a. Look againatthemodal verbs inexercise 4.Whichverb doweuseto: f. e. d. c. b. a. MatchthesentenceswithRachel, Read theadvice. Aleja andJack. a. Listen and writethe wordyouhear. c. b. a. Listen and repeatthe sentences. c. e. f. d. c. 1. 2. You about it. give adviceandtellsomeonetodosomething? give asuggestion? You shouldn’tdothingsthatarebadforyourhealth. You shouldn’tworrywhatotherpeoplesayaboutyou. You should You could You shouldn’tbefriendswithsomeonewhoisalwayscriticisingyou. You should You You couldtryanewsport. You shouldn’tdothingsthatarebadforyou. You shouldtalktoyourfriends. give adviceandtellsomeoneNOT todosomething? You with me. You What You What is the problem? isthe What the problem? isyourideatosolve What askyourfriendsandotherclassmatestowearonetoo. askherwhyshealwayscriticisesfriends. findsomenewfriendswhoenjoyyourhobby. cometodrama club stayathomeallday. findotherthingstodo. getupset. talktoyourparents Ido?
Rachel
words: good, ʊ modal verbsandthevowelsound The letter‘l could shouldn't should Pronunciation ofmodal verbs: ispronouncedlike‘oo’ inthe /kʊd/ Useful language Aleja /ʃʊd/ /ʃʊdnt/ ’ issilentinthese wood. Jack UNIT 2
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1 Module 4 24 8 8 11. Lesson 4 8. 10. 9. Focus on Vocabulary Focus d. a. exercise 10. Complete thesentences withtheadjectivesin b. e. c. a negativemeaning? have apositive meaning,andwhichofthemhave Look attheadjectivesinbox.Whichofthem f. e. d. c. b. a. Listen againandanswerthequestions. and checkyourideas. Look atthepictures and read thedescriptions. Whatishappening ineachpicture?Listen
Listen nice –generousmeaninterestingfun annoying –busyfriendlyboringactive Some ofmylessonsarereally me andsayshorrible things. Jenny isareally Brandy isreally knows somuchabouteverything. I don’tlikeLaura –she’s really I can’tconcentrate. The CommunityFirstmeeting willbe any freetime! How oftencanyougotoit? How doesthe Tutoring Cooperative work? When isthefirstmeeting? How doesCommunityFirstwanttochangetheneighbourhood? When canyougototheFunClub? Who istheFunClubfor? a. The FunClub
. Everyone wants togo. . Everyonewants . Sheneverhas person.She
b. CommunityFirst and to
▪ ▪ describe aperson, place orthing. Descriptive adjectives arewords that ▪ ▪ Susana isbeautiful. John isthekindboywholivesnextdoor. Adjectives cangoaftertheverb be. Adjectives cangobeforeanoun. c.The Tutoring Cooperative verb +adjective adjective +noun Useful language
© MEN Colombia © MEN Colombia 13. 12. 14. Who isdoingorsayingwhat? 1 Actions or behaviour Actions orbehaviour causing theproblem a. In pairs, discussthequestionsabout thepictures: Plan yourstoryfirst: class andvoteonthebest ending. In yourgroups, write anewstorywithtwoormoredifferent endings. Shareyourstorywiththe c. b. a. from thislessonand actitout. In smallgroups, chooseoneofthestories
Write Speak teenager isarguingwith… In thefirstpicture, Example: What aretheteensdoing? for yourroleplay. Choose themostappropriateending say. Make notesonwhatyouaregoingto characters ifyouwant. going toplayeachrole. You canadd are inthestory. Decidewhois Decide howmanycharactersthere
2 people feeloract? How isthismaking Consequences b. 3 she's angrywithhimbecause... Maybe theboyisherlittlebrother, and Example: What problemsdoyouthinktheyhave? ▪ ▪ ▪ ▪ ▪ Giving advice Giving ▪ ▪ ▪ ▪ ▪ feels likethat. new friends. a coffeetogether? Why don’t you…? Try You could to people. You shouldn’t You should
-ing
Useful language …
… Try understanding whyhe …
You couldlookfor some
How canthepeopleinvolved You shouldtalktoher. …
You shouldn’t bemean react tothissituation? Why don’t yougofor 4 Choice UNIT 2
25
1 Module 5 Lesson 5
Listen
1. In pairs, discuss the questions.
a. What is a hero? b. What qualities does a hero need? Think of five. Example: Heroes need to be brave, strong …
9 2. Listen to an interview about heroes. List three examples of heroes, according to Julia.
9 3. Listen again. For each sentence, find the ending that is incorrect.
a. Heroes in Hollywood movies … c. Heroes are ordinary people … have supernatural abilities. with supernatural abilities. are sometimes the bad guys. who make a difference. save the world. who can’t just watch someone in danger. b. Heroes can be real people such as … teachers. mothers. basketball players.
Say it!
10 4. Read the information. Then listen and repeat these sentences from the interview.
▪▪ When we speak English, we often don’t pronounce each word separately – we connect them. We often do this when a word starts with a vowel sound. I’m eighteen. My dad is my hero.
a. Today we’re going to talk about heroes. c. They believe it’s the right thing.
b. They always put their kids first. d. We can all be heroes! © MEN Colombia 26 © MEN Colombia 6. 5. 2 1 Look atthepictures. Whatsocialproblems doyouthinkeachpicture represents? Read thestories.Matchthemwithpictures inexercise5andcheckyourideasfrom5. a and moneyfortheirschoolfees. get aneducationandimprovetheirlives.Itgivesthemuniforms,books The Kliptown Youth Program helpsotheryoungpeopleinKliptownto carried have Thulani When living intheslumsofKliptown,South Africa. Thulani Madondo and get food and health care. havewho chance the to go to school in Nepal. prison for children are who growingin up aday runs care Basnet Pushpa centre
a residential for home older children Read Pushpa Pushpa university. day she One when enoughmoneyforhishighschoolfees. Thulani visited children living there. was She ▪ ▪ ▪ shocked byshocked this situation and she opened centre. centre. ▪ ▪ ▪ Every day, children the under boxestoearnhisownmoneypaygoschool. age of six leave in the prison morning to spend the day the morning to spend at the centre.the runs also Pushpa earn money:ganar dinero school fees:matrícula slums: barrios bajos awomen’s she prison, studied achildren’s day care left primaryschool,hisfather Everyday started social work at work social aneducationalprogrammetohelpchildren peoplechanging b
Glossary saw
▪ ▪ ▪ ▪ ▪ ▪ training: formación grow up:criarse day carecentre:guardería 3 told himthathe Catalina’s Felipe Juan baby son treatmentthe to save him. later, Aweek teenage mother didn’t have for money boy day,in Cartagena. One atwelve-day-old Catalina worked livesthe of Colombian teenage mothers. Catalina Escobar’s foundation transforms to have abetter life. and theirmothers children toprogrammes help teenage medical care and training foundationHer offers terrible situations. more children to die in these balcony and died. Catalina washed the world died in her arms because the baby’s the because in arms her carsand didn’t c as avolunteer as in ahospital
didn’t want any fell UNIT 2 from a
27
1 Module 5 Lesson 5
7. Complete the table with information from each text:
Questions Thulani Pushpa Catalina
a. Where do they live?
b. Why did they decide to help people?
c. How do they help people?
Focus on Language
8. Look at the underlined past simple affirmative and negative forms in the stories in page 27. Answer the questions.
a. What is the past simple affirmative ending for regular verbs? b. What do we do when a verb ends in -y? Find an example in the text. c. Irregular verbs don’t end in -ed. Find the past simple form of four irregular verbs in the text. What are their infinitive forms? d. Find three negative forms. To make the negative, we use + infinitive.
9. Read the story of Chris, a sixteen-year-old boy from Toronto. Complete it with regular past simple forms of the verbs in brackets.
It was a Tuesday. Chris (1) (finish) school, and (2) (decide) to go to the park. He (3) (relax) on a bench near a lake. Suddenly, someone (4) (scream) loudly. A woman was at the edge of the water, and a small boy was in the middle of the lake. The boy (5) (try) to swim, but he (6) (disappear) under the water. Chris (7) (not have) time to put on a swimsuit. He (8) (jump) into the water and (9) (pull) the boy out of the water. The boy’s mother (10) (want) to give Chris some money, but he (11) (not take) it. He was a true hero!
10. Read the stories on page 27 again. Answer the questions. Write full sentences and use the past simple in your answers.
a. Why did Thulani Madondo have to work while he was still at school? b. What kind of organisation did Thulani create to help poor children? c. What did Pushpa study at university? d. Why did Pushpa start a children’s day centre? e. What happened to Catalina Escobar’s son? f. Why did the twelve-day-old baby die? © MEN Colombia 28 © MEN Colombia 13. 12. 11. 14. Focus on Vocabulary Focus Example: one affirmative,andnegative. affirmative forms. A lotofcommonverbs areirregularinEnglish.Matchtheinfinitiveswithpastsimple Tell yourstory toanotherpair. Whatisthesameand whatisdifferentinyour stories? simple. In pairs, lookatthepictures andinvent ashortstory. Write yourstoryusingverbsinthepast Choose sixirregularverbsfromexercise11.For eachverb, writetwopastsimple sentences Infinitives
Write teach –run get –swimsleepmeetreadbuy drink –drivecomegivehavego do –makewriteleavesayeat Speak My friends went to the cinema at the weekend. Theydidn’t thecinemaatweekend. My friendswentto gotothezoo. night.Ididn’tI sleptverywelllast Saturday. sleepwellon
Past simpleforms came –gaveleftran drank –atesleptwrotedrove did –swamreadtaughtgotmet had –wentmadesaidbought UNIT 2
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29
1 Module 6 Lesson 6
Speak
1. What sort of person are you? Describe yourself to your partner.
2. In pairs, do the quiz. Then check your answers at the bottom. WHAT SORT OF PERSON ARE YOU? TRY THE QUIZ AND FIND OUT!
1. You see some students bullying another 5. You see a young child on the student. You: street without an adult. You: a. tell them to stop. a. ask the child if he/she is lost and b. feel bad, but it isn’t your problem. look for their parents. c. look for a teacher or an adult. b. don’t do anything. It’s normal, right? c. tell a police officer. 2. You see the new kid in your class eating his lunch alone. You: 6. Your best friend asks you to skip school a. have lunch with him. to go to the beach. You: b. sit with your friends as usual. a. don’t want to go. Your exams are more important. c. invite him to join your friends. b. go! 3. You see a nine-year-old child drinking c. want to go, but decide it’s a bad idea. beer on the street. You: a. talk to him/her and explain to them 7. You see someone having difficulties in why it’s a bad idea. the sea, but you can’t swim. You: b. think it’s funny. a. go into the water to help them. c. tell your parents. b. do nothing. They’re probably fine. c. shout for help – someone else on the 4. If you have some money, you usually: beach can help them. a. spend it on things for your family. 8. When your sports team wins, you say ‘…’ b. spend it on things for yourself. to the other team: c. spend it on having fun with your a. ‘You played really well.’ friends. b. ‘Haha, losers!’ c. ‘Good game, but the best team won.’
Check your answers • Most of your answers are A. • Most of your answers are B. • Most of your answers are C. Congratulations! You are a You are quite a selfish person. You are a good person who wonderful person. People like Maybe life is good for you right likes helping others, and you you change the world. But be now, but what about if you need usually make the right decision. careful – don’t put yourself in someone to help you one day? Continue doing the right thing, danger if it isn’t necessary. We all need to help each other but consider taking more risks! in this life!
Glossary Listen ▪▪ bully (verb): amenazar spend money: gastar dinero 11 ▪▪ 3. Listen to two students. Which questions in the ▪▪ loser: perdedor quiz do they discuss? ▪▪ skip school: escaparse de clase © MEN Colombia 30 © MEN Colombia repair waterpumps. South Africa. Nowhecanteachyoungpeoplehowtomaketheirownwindmills and William’s windmillwasverysuccessful,andhewonascholarshiptouniversityin and pumpwater. Sohedecidedtobuildawindmill. William wasveryinterestedinreadingabouthowwindmillscouldmakeelectricity instead. Hecouldreadbooksandteachhimselfthings. because hisfamilywerepoor. However, therewasalocallibrary, sohewentthere up withoutelectricityorrunningwater. After hewas14,couldn’tgotoschool William Kamkwamba wasborninMalawi, Africa inverypoorconditions.Hegrew ECO-FRIENDLY INVENTOR lives withherthreechildreninahousethatshebuiltherself. fact, somepeoplepreferwomenbuildersbecausetheythinkthataremorecareful.Sandranow a house.Somepeoplethinkthatwomencan’tbebuilders,butSandraknowstheyarewrong.In Sandra andotherwomenlikeherlearntalot.Shecannowmakebrickssellthem,shebuild get ajob. had herbaby, LuaNovahelpedSandratolearnaboutbuilding,sothatshecould which helpspregnantwomeninBrazil,gavehersomewheretolive. She becamepregnantwhenshewasjustateenager. An organisationLuaNova, couldn’t workbecauseshewassoyoung,beggedformoneytosurvive. Sandra FerreiradeSouzagrewuponthestreetsofSãoPaolo, Brazil.She FROM BEGGING TO BUILDING 4. b. a. Follow theinstructions.
Read thetextsandcheckyourideas. What iseachtextabout? Read thetitleofeachtextandfirstsentenceparagraph. Read ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ agua corriente running water: aguacorriente build: construir pregnant: embarazada beg formoney:pedir limosna Let’s findouthowtheseamazingyoung
people changed their communities. people changedtheircommunities.
AMAZING PEOPLE Glossary ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ scholarship: becadeestudios successful: exitoso/a pump water:bombear agua windmill: molino After she
UNIT 2
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1 Module 6 Lesson 6
5. Read the texts again and answer the questions.
a. What organisation helped Sandra when c. Why did William leave school when he she was pregnant? was 14? b. How does Sandra make extra money now? d. What did William build?
Focus on Language
6. Complete the sentences from the text.
a. She work because she was c. She build a house. so young. d. Some people think that women b. He read books. be builders.
7. Complete the table about Sandra and William.
Things they could and couldn’t do (past) Things they can and can’t do (present)
Sandra
William
8. Write the words in the correct order to make sentences.
a. fast run can’t dog can speak but our he b. I was couldn’t English I speak when younger c. brother could one walk my he was when d. because can pilot fly a a plane she Lidia is
Focus on Vocabulary
9. Match the verbs with the words to make expressions for abilities.
paint – play (x3) – speak – a foreign language – a horse – chess - a magic trick – run – repair – draw – do – a poem – a bike (x2) – a motorbike – tennis – a story – write (x2) – ride (x3) 5 kilometres – a musical instrument – a picture (x2)
Example: play tennis
10. Write five sentences about things that you can do. Use the expressions in exercise 9. Give extra information.
Example: I can speak a foreign language. I can speak English and Portuguese. © MEN Colombia 32 © MEN Colombia 13. 12. 11. 14. Copy thetableandcomplete itwitheightabilitiesfromexercise9. Answer thefollowingquestions.Write aparagraph foreachquestion. Example: them whentheywereyounger. Tell yourclassmate. Think ofsomepeople youknowwhocan doamazing/difficult /unusualthings,orcould do Example: questions. Try tofindadifferentstudentforeachexpression. Find aclassmatewhocandoeachoftheexpressions inthetable. Ask differentstudents
Write Speak It’s true. Hecanplaythree musical instruments now. No way! was three. My cousinRodrigo could playthepianowhenhe Yes, Ican. Can youplaychess?
now, butyouwanttolearn
when youwere10that What couldn’tyoudo What can’tyoudo you candonow? in thefuture?
when youwereavery What couldyoudo small child? ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ Useful expressions I don't believe it! I don'tbelieveit! That’s awesome! Really? No way!
UNIT 2
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1 Module 7 34 Lesson 7 3. 2. Focus on Vocabulary Focus Example: Themostimportant thingisawaterbottle.We can'tsurvivewithoutwater! important thingstotake. In pairs, thinkofmoreusefulitemsforacamping trip. Then decide thethree most Match thewordsinboxwithpictures. 9 5 1 1. flask –map binoculars them. What doyouknowaboutScouts?Lookatthetwopictures belowanddescribe – compasslamp – waterbottle 10 6 2 – raft – hat – suitcase – bootscookingpot 11 7 3 – penknife 12 8 4
© MEN Colombia © MEN Colombia the GirlGuides. teenagers. In1910,girlscouldjointheirowngroup– Beavers andCubsforyoungerboys,Scouts join, sothreedifferentagegroupswerecreated: More andmoreboysofalldifferentageswantedto Baden-Powell startedtheofficialScoutingmovement. Lots ofpeoplewereinterestedintheidea,so1908, 2 the book. Boys createdtheirowngroupsandpractisedtheideasin book in 2 5. 4. 6. Scouting for boys,whichbecameverypopular. Read thetextaboutScouting.Usewordsinglossarytocomplete thetext. c. b. a. Work withapartner. Answer thefollowingquestionsabout Scouting. d. c. b. a. Which questionbest matcheseachparagraph inthetext.
Would youliketobeaScout?Why?/Whynot? What doyouthinkScoutsdo? Are youaScout,ordoknowone? How didScoutingdevelop? What doScoutsdo,andwhy? How didScoutingbegin? What doScoutslooklike? Read ▪ ▪ ▪ ▪ ▪ ▪ skills. After that,hewrotehis leader: líder badges: insignia uniform: uniforme 1 Scouting isaninternational 1 group of boys and trained them group of boys and trainedthem Robert Baden-Powell tooka in 1907whenBritishsoldier WHAT ISSCOUTING?
. It started . Itstarted Glossary
▪ ▪ ▪ ▪ ▪ ▪ usually wearakhaki,greenorblue wear differentclothesincountries,butthey You canrecogniseaScoutorGirlGuideeasily. They 4 modern world. with a shirt, shorts and a tie. They often wear with ashirt,shortsandtie. They oftenwear 6 3 learn anewskill,orgainexperienceinactivity. Girl Guideisaboutbeinga develop spirituallyandintellectually. BeingaScoutor sports. But they also learn social skills, and sports. Buttheyalsolearnsocialskills,and activities, suchasclimbing,hiking,campingandwater and improvetheirlifeskills. They traininphysical Scouting givesyoungpeopletheopportunitytohavefun 3 take partin:participar survival: supervivencia movement: movimiento , too. They earn these when they , too. They earnthesewhen they activitieswhichhelpthemto
4 5
UNIT 3 in the inthe
35
1 Module 7 36 12 12 9. 8. 7. Lesson 7 10. 11. Focus onLanguage Listen againandcomplete thesentences. Do youhearyourideasfromexercise7? Listen toaScoutleadertakingabout ahikingtrip. problems ordangers canyouthinkof?Makealist. Imagine you’regoingtogohikingintheforest.What d. b. c. Example: Ifyoustartthedaywithagoodbreakfast,havelotsofenergyallday. Complete thesentencesusingzeroconditional.Compare yourideaswithapartner. d. c. b. a. Read thesentencesinexercise9and choose thecorrectoption. a.
Listen If theybiteyou,it’s If bearssmellfood,they If youstayinthewateralongtime,yourbodyloses This iscalled We use We use These sentencestalkabout If snakesaren’tscared,theydon’t If amosquito bitesyou,… If youdon’tsleepwell,… If youstartthedaywithagoodbreakfast,… If youdon’tdrinkenoughwater, … present simple/past present simple/past and it’s and difficulttoswim. zero /first If dogsarescared,… conditional. an imaginarysituation/somethingthatisalwaystrue andyoucangetill. ! intheotherpartofsentence. after If thereisaforestfire,… If youstayin the sunalldaywithoutany protection,… if.
.
.
© MEN Colombia © MEN Colombia 13. 12. 14. How manycanyoufind? Discusswhytheyarewrong. Look atthescheduleforaScoutcamping trip. There arelotsofmistakesintheschedule. you’re doing,andhowfeeling. Imagine thatyouareonaScoutcamping trip. Write anemailto your family, explaining what Compare withanotherpair. Howmanymistakesdid youfind? Example: 11:00 10:30 9:00 Morningactivities:artclasses(art 8:30 Tidy tentsandmake beds 8:00 Breakfast(foodtent) 7:30 Wake up 7:00 Showers
Writing anemail Write ▪ ▪ ▪ ▪ ▪ ▪ Speak ▪ ▪ ▪ ▪ ▪ ▪ I missyou! The bestthingaboutthecampingtripis… Tomorrow morning/afternoon,I’mgoingto… This morning/afternoon,I… It’s reallycoolhere. I’m havingagreattime! music rehearsals(lake) tent), dramaclasses(drama round thecampfire Campfire! Songs,storiesandgames Break forasnack I agree I think they go swimming in the lake, or river. goswimminginthelake,or I agreethinkthey inthemusictent!That’sLook –theygoswimming amistake.
Useful expressions
22:00 Bed 19:00 Dinner(arttent) 16:30 16:00 14:00 13:00 (boys only),running(girlsandboys) Sports: football(girlsonly),basketball Break forashower (forest) swimming (musictent),horseriding (forest), Afternoon activities:hiking Lunch (foodtent) UNIT 3
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1 Module 8 Lesson 8
Focus on Vocabulary
1. Look at the social problems in the box. Which of them are a big problem in your town or city?
homelessness – poverty – drug abuse – gangs – violence – domestic abuse – teenage pregnancy – underage drinking – bullying – unemployment
2. Match the social problems in exercise 1 with three of the quotes below.
a d My daughter is only 17, so I started drinking when I the baby is going to live with us. was 14. All my friends did it We don’t have much space in too, and I wanted to be the our apartment. same as them.
b e Lots of people sleep under A group of men attacked the bridge by the canal at night. my friend after he left a It’s warm there and they feel party. He was in hospital safer than on the streets. for three days.
c f My dad lost his job in a A group of girls at school factory three months ago. He’s are always mean to me. They looking for a new one – he wants tell people things about me to be a taxi driver. that aren’t true.
3. In pairs, discuss which are the worst problems in your town or city.
Example: I think the worst problem in our town is unemployment. © MEN Colombia 38 © MEN Colombia 14 13 13 6. 5. 4. 7. Focus onLanguage d. a. b. a. Listen againandchoosethecorrectanswers. Claudia’s organisationhelp? Look attheproblems inexercise1again. Then listentoaninterview. Whichproblem does You wanttobeintheschoolbasketballteam,butcoachnever selectsyoufor theteam. Example: suggestions about thesituation. Look atthepictures. and Think ofaproblem connectedtoeachsituation. Then giveadvice c. b. a. againand check. to thelastpart oftheinterview and suggestions?Matchthe sentencehalves. Then listen Do youremember howtogiveadvice
Listen eating well playing sport 3. 2. 1. start anorganisation? important thingthatpeopleneedto What doesClaudiasayisthemost 3. 2. 1. What doesClaudia’s organisationdo? You could Why don'tyou You should a website passion money It solvespeople’s problems. money.It givespeople tosleep. somewhere It givespeople Why don’t youtryadifferentsport? You shouldtrainwith yourfriendsafterschool everyday. look forsponsors. try contactinglocalbusinesses. awebpage? create e. b. something difficult learning todo working inateam
c. 3. 2. 1. money? sayabout doesClaudia What Your canhelpyou. website You business. tostarta needmoney It’s notimportant. c. f. going camping being inthehot sun UNIT 3
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1 Module 8 Lesson 8
Read
8. What youth organisations do you know? Are there any in your neighbourhood, city or region?
9. Look at the pictures. Which of the statements below do you think are true about the organisation Interact?
▪▪ Interact is a Colombian organisation. ▪▪ Interact is for both girls and boys. ▪▪ Interact is a children's organisation.
10. Read the text quickly. How many members are there in Interact?
Interact at Rotary International Have you heard of the Rotary International? It started in the USA in 1905, and now has millions of members all over the world. Its members are mostly business people who want to improve people’s lives, both in their local communities and abroad. Young people can also get involved in Rotary International’s Interact programme. Interact is a club for young people aged 12–18. Each Interact club has different rules – some are only for boys, some only for girls, and some are mixed. Sometimes, the members only come from one school. In Interact, members can participate in projects where they help people locally and in other countries. This helps to create international understanding and goodwill, and you can also make friends for life. Members learn the importance of respecting people from different cultures, taking individual responsibility, and working hard. There are now over 10,000 Interact clubs throughout the world, with nearly 200,000 members. If you’re interested, find out if there is a local Rotary Club in your town.
Glossary
▪▪ business people: gente de negocios ▪▪ mixed: mezclado/a ▪▪ abroad: en el extranjero ▪▪ international understanding: conocimiento internacional ▪▪ rules: normas ▪▪ goodwill: buena voluntad
11. Read the text again and write true (T) or false (F).
a. Rotary International is for people who want to improve their own lives. b. Interact is for people of all ages. c. Interact clubs are only for boys. d. You can meet people from abroad in Interact. e. You can learn important life skills in Interact. © MEN Colombia 40 © MEN Colombia 12. 14. 13. Alex Sara Sara c. b. a. the questions. Read thedialoguebetweenSara and Alex and answer dialogue. Explain the problem and what you would like them to do. dialogue. Explain the problem andwhatyouwouldlikethem todo. Write aletteroremailtoanorganisationwhichhelps people thatyoutalked about inyour the sentencetotalkabout differentpeople, adifferentproblem, anddifferent suggestions. Practise thedialogueinpairs. Then, createyourowndialogue.Changetheunderlinedparts of Alex Sara Alex Sara Alex Sara Alex Sara
Writing aletter
▪ ▪ ▪ ▪ ▪ Write Speak ▪ ▪ ▪ ▪ ▪ Can youthinkofanymoresuggestionsforSara? What does Alex suggest? What istheproblem? Best wishes Please tellmehowIcanhelp. I wouldlikeyouto… I’m worriedabout… I’m writingtotellyouabout… Why? What’s upwith who livenextdoor I think I Hi to youabout Alex. Ineedtotalk organisation thathelps Well, you findoutifthere’s problemalone.Whydon’t youcan’tsolvethe an What shouldIdo? That’s awful. house andaskmyparentsifwehaveanyfood. without shoes. gooutside children theyounger Sometimes Really? Howdoyouknow? Another goodidea. Thanks, thing,butyoucould Also, thisisjustasmall That’s agoodidea.
Useful expressions
they are living in poverty they arelivingin
Also, . they oftencometoour ? them people whoarelivinginpoverty Alex. . the family
take food tothem,ifthey’rehungry take food
? UNIT 3 .
41
1 Module 42 4. 3. 2. 1. together work Let's Create ayouthorganisation
Choose anameforyourorganisation. • • tasks include: In yourgroups, giveeachperson arole. The • • • • • Decide: to oneinModule 1,orsomethingtotallynew. that youwould liketocreate.Itcanbe similar Work ingroups. Think ofayouthorganisation Example: for example: and writeadescription ofwhateachonedoes, Make alistofallthedifferent organisations, Look back throughallthelessonsinModule 1. presenting theorganisationtoclass designing alogo young peoplehelp? Who willruntheorganisation?Howcan ages? Is ittohelpyoungpeopleorofall Who willyourorganisationhelp,andhow? What problemsarethereinthisarea? access toeducation,etc.) (e.g. homelesschildren,peoplewithout What areawillyourorganisationworkin? helps pregnant women inBrazil helps pregnantwomen which Lua Nova–anorganisation each other with their school subjects each other withtheir schoolsubjects organisation where studentshelp Tutoring Cooperative –an
© MEN Colombia © MEN Colombia 9. 8. 7. 6. 5. Present yourorganisation Plan apresentation Design alogo is the best youth organisation. Have a class vote. is thebest youthorganisation.Have aclassvote. After allthepresentations arefinished, decide which about theorganisations. After eachpresentation, theclasscanaskquestions you canand showthe classyourlogo. Talk aboutyourorganisation,givealltheinformation Each group presents theirorganisationtotheclass. • • • • to theclass.Include: members could speak.Decidewhatyou’re goingtosay One person could talkaboutit,orallthe group Plan howtopresent yourorganisationtotheclass. • • • Design alogoforyourorganisation. involved, orfindoutmoreinformation. How peoplecanjointheorganisation,get Who theorganisationhelps,andhow. chose thisname. What yourorganisationiscalled,andwhyyou Why youchosethisareaforyourorganisation. coloured penstodesignyourlogo. If possible,useacomputer. Ifnot,usepaper and organisation. The logoshouldreflecttheobjectivesof and interesting. plus anysymbolsandiconstomakeitattractive Use thenameofyourorganisationinlogo, LET'S WORKTOGETHER HANDS HELPING
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1 Module 44 Self-assessment LISTENING SPEAKING READING WRITING 1. Assessment of your English language skills SKILL ▪ ▪ Look back over the module. What have you learned? Tick ( Look backoverthemodule.Whathaveyoulearned? Tick C. Icanunderstandaninterview withanauthoraboutheroes B. Icanunderstandadialoguebetweenteenager A. Icanunderstandteenagerstalkingabouttheirhobbies C. I candescribemyabilities nowandwhenIwasyounger. B. Icantellastorysetinthepastusingphotosasguide. A. Icangiveadvicetoteenagersabouttheirproblems. C. I canplananidealcampingtripandwriteadescription B. Icanwriteadescriptionofmylookandstyle. A. Icanwriteadescriptionofsportthatlike. C. IcanreadatextabouttheoriginofScouting B. Icanreadanarticleaboutpeoplewhohavemadeabig A. Icanreadadescriptionoftwodifferenturbantribes. in themodernworld. preparing foracampingtripandhermother. and interests. of theactivitiesyoucandothere. movement. difference intheircommunities. STATEMENT ) theappropriatebox. ✓) I cando this this with I cando help I needto work on this
© MEN Colombia © MEN Colombia 3. Assessment of Let's work together 2. Assessment of your English study skills 4. Assessment of Module 1 5. SpeakEnglishinclass. 4. Review mynotesandtexts 3. Usenewvocabularylearnt 2. Organisemythoughtsand 1. Relate newmaterialtowhatI group Me ▪ ▪ ▪ My after Iwritethem. when Iexpressmyideas. activity. ideas beforestartingan already know. ▪ ▪ ▪ work. Write atleastthreecommentsforeachaspect. First individually, andthenwithyourgroup,assessperformance intheproject study skills. Study skillshelpyouimproveinanyschoolsubject.Sayhowoftenusethese 4. 3. 2. 1. Look backoverthemodule thencompletethesentences. I need to practise … topractise I need about… learning I enjoyed wordsorwere … most useful expressions The … was My favouriteactivity STUDY SKILLS What wentwell ALWAYS What didn’twork SOMETIMES SELF-ASSESSMENT What I/we can do What I/wecando better nexttime NEVER
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1 Module Money makes the
Module 2 world go round
In this module you will …
▪ discuss how people spend money and prioritise their spending, in Unit 1 What we spend
▪ read and talk about work, how products are made and who makes them, in Unit 2 How the world works
▪ talk about the power of the consumer, and how the things we buy can make a difference, in Unit 3 Ready to change © MEN Colombia 46 world go round Money makes the
© MEN Colombia ▪ ▪ ▪ ▪ ▪ ▪ You willalso... ▪ ▪ ▪ ▪ ▪ ▪ company responsible for ajobin write anadvert for aproduct write anadvert money classmates spend on howyour write areport jobs describing their listen topeople about products listen toadverts about Fairtrade owner talking listen toashop Let's worktogether Let's product, andcreateabrochureforit. You will: For theprojectinthismodule,youwillbecomeadvertisers. You willplana Make anadvertisingbrochureforaproduct company's advertisingstrategy? people likethem?Whatsort ofpeoplebuythem?Whatdoyouknowabout the To starttheproject,think ofsomesuccessfulproductsthatyouknow. Whydo ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ present ittotheclass think ofhowtomakeyourproductbetterthansimilar products decide whoatypicalcustomerwillbe plan howyourproductismade
rite Liste
W n
R
e
a
d
k
S a p e ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ consumer being anethical read about a product production lineof read aboutthe spends itsmoney of acountry the government read abouthow habits their spending classmates about interview your market dialogue ina role playa on TV advert describe an
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2 Module 1 48 15 4. 3. Lesson 1 2. Work ingroups ofthreeorfour. Follow theinstructionstoplay a gamewithbig numbers. Listen and repeatthe numbers inExercise2. d. c. b. a. ▪ ▪ ▪ Oscar: Taylor: Lucia: Sam: Christie: Look atthenumbers intheboxes. Then inpairs, saythenumbers belowoutloud. ▪ ▪ ▪
Speak 64,900 4,780 909 273 The firststudenttofindthenumberwinsapoint. One studentsaysoneofthenumbers(withoutpointing toit). Write 20bignumbersonapieceofpaper. One hundred 1. 100 ‘When my parents give memoney, myparents ‘When itimmediately.’ Ialwaysspend ofthemonth.’ ofthingsattheend buylots Ican ‘I workhardso Ineed.’ buywhat ‘I only caseofanemergency.’some savemoneyin ‘I always every week.’ newclothes ‘I buy shopaholics? Howabout you?Discuss withapartner. Read thedefinitionofshopaholic Other similarwords: A shopaholic six million 6,000,000 isapersonwhoaddictedtoshopping. h. g. f. e. Two thousand 72,000,000,000 45,000,000 999,999 129,000 workaholic, alcoholicchocaholic. 2,000 in thebox. Are thepeople below thirteen billion 13,000,000,000 Thirty-five thousand 35,000
© MEN Colombia © MEN Colombia 16 16 5. 8. 7. 6. Focus on Vocabulary Focus Can you name all of these products? Match the names of the products with the pictures. Can younamealloftheseproducts?Matchthenamesproducts withthepictures. notes. notes. Listen againand makenotesabouttheproducts. Then inpairs, describe theproducts usingyour Listen tothedescriptions. Whichproducts fromexercise5dothe speakers describe? Put theproducts inexercise5thecorrectcategory.
1 9 5 tablet –mousejeans T-shirt –soapdeodorant cap –facecreammemorystickkeyboardmobilephoneheadphones Listen Skin andbody care 10 2 6 Technological items 11 3 7 Clothing cap 12 4 8
UNIT 1
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2 Module 1 50 Lesson 1 12. 11. 10. 9. Focus onLanguage b. d. b. c. a. Example: I’vegot Complete thesentences withmoreorlessand thenounsin box. a. Complete thesentences fromthetext. Read thetext.Whichofthingsinexercise9doesitmention? pictures inorder from1–4. Look atthepictures. Whatdoyouthinkyourcountryspends mostmoneyon?Putthe cars –timeenergypollution
to spendalotprotecttheircitizens. much tax.Othercountriessufferfromnaturaldisasterslikefloodsandhurricanes,need gives themlotsofmoneytospendanditmeansthattheircitizensdon’tneedpayso Some countriesareverylucky, andhavenaturalresourceslikeoilthattheycansell. This more expensive. earn, butthegovernmentthenhaslessmoneytospend,andpublicservicesareusually people shouldpaylesstax. This meansthatpeoplecankeepmoreofthemoneythey that theycangivetheircitizensbasicserviceslikecleandrinkingwater. Othersthinkthat people thinkthatrichcountriesshouldspendmoremoneyonhelpingpoorerso important thingistohaveexcellentpublicservices,suchasschoolsandhospitals.Other Politicians rarelyagreeaboutthebestwaytospendmoney. Somethinkthatthemost health, transport,research,foreignaidandmuchmore. nations spendbillionsofdollarseachyearonanenormousvarietythings:education, One ofthemostimportantjobsagovernmentistodecidehowspendmoney. Most Others thinkthatpeopleshouldpay helping poorercountries. There’s There are I gorunningin themorningbecauseI’ve got I’ve got Rich countriesshouldspend Read Defence more peopleinmyfamilythanbest friendhas.He’s anonlychild. How inmycitynow. The airfeelscleaner. tospendwithmyfriends at themomentbecauseI’mstudyingforexams. ontheroadsnow. The trafficisreallybad. your governmet Education moneyon spends tax.
your money Health then. ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ floods: oil: citizens: tax: foreign aid:ayudaalextranjero research: spend money:gastar dinero
petróleo impuestos inundaciones ciudadanos Glossary investigación Drinking water
© MEN Colombia © MEN Colombia 14. 13. c. b. a. help you. Discuss inpairs. Imagineyouareinthesesituations.Usethelanguagebox below to c. b. a. Look attheitemsbelow. Write about whatyouthinkyourcountryshouldspenditsmoneyon. ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪
Write Prioritising and giving reasons Prioritising and giving Speak Look attheitemsinexercise5.Were anyofthemonyourtwolists?Explainwhyornot. A hurricaneisonitswaytoyourtownorcity. Whatfivethingsdoyoutakewithyou? take fiveitems.Whatarethey? You areonasinkingship. You needtoleaveitimmediatelyandgetintoaliferaft. You can Explain whyyourbottomthreeitemsarelessimportant. Explain whyyouthinkyourtopthreeitemsaremoreimportant. can thinkofthem. Number eachitemfrom1(mostimportant)to8(leastimportant). Add moreitemsifyou transport social protection the environment foreign aid research education health defence ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ … isn’t useful because … … isn’tusefulbecause … ismoreimportant/usefulthan If wehave…,can… We need…to I thinkweshouldtake…,becauseit’s usefulfor…
Useful expressions iving youropinion Giving ▪ ▪ ▪ ▪ Useful expressions ▪ ▪ ▪ ▪ I feel that … … that feel I I believethat… I thinkthat… In myopinion,… UNIT 1
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2 Module 2 Lesson 2
Focus on Vocabulary
1. Match the adjectives to the definitions. Then describe the clothes in the pictures.
smart – baggy – cool – fashionable – sporty – tight – casual – formal – sensible
a. informal clothes that you can wear at home b. clothes that are popular in your country at the moment c. clothes that people often wear in an office or at school d. clothes that you wear to do exercise e. clothes for special occasions f. clothes that are really big for you g. clothes that are practical h. clothes that fit closely i. clothes that you and your friends like
1 2 3
2. Complete the sentences with an adjective from exercise 1.
a. My best friend bought a suit for his prom. b. I usually wear clothes when I’m relaxing at home. c. I run a lot, and prefer wearing clothes. d. These jeans are really . I need a bigger pair. e. Those white shoes look great but they aren’t for going to the park! f. My mum works with politicians, so she has to wear clothes at work.
3. Talk to a partner about the clothes in your closet. Describe them using the adjectives in exercise 1. When do you wear them? © MEN Colombia 52 UNIT 1 2 Module
Read
4. Read the first part of the article below. What is the Fashion Trap?
THE FASHION TRAP Fashion is an industry that is changing all the time. What is ‘in’ now might be ‘out’ in a week’s time. You can wear quality clothes for a long time, but clothes companies don’t want this. They want you to regularly buy new clothes, and that’s why they invent fashion trends. These are new styles that appear throughout the year and make you feel the need to buy new clothes.
5. Now read the rest of the article. Match a heading to each paragraph.
a. Don’t buy clothes which advertise themselves c. Follow your instincts b. Be yourself d. Choose classic brands
AVOIDING THE FASHION TRAP
1. Don’t buy clothes from new brands. These clothes don’t stay in fashion for long, so you will soon need to buy some more new clothes from newer brands. If brands are important to you, buy clothes by designers who are popular and well known. These don’t go out of fashion so quickly.
2. When choosing your clothes, avoid items which have big printed words which advertise the company. If the company goes out of fashion, you will feel under pressure to stop wearing them, even if they are in good condition.
3. Don’t buy clothes just because everybody is wearing them. Instead, buy clothes that you really like. This can help you save a lot of money. Buy what you really need and concentrate on clothes that fit you and make you feel comfortable.
4. Don’t get clothes because you think they will make you look more interesting and attractive. Clothes don’t define who you are. What really matters is what kind of person you are, so be authentic!
6. In pairs, discuss the tips in the article. Which do you think is the most useful tip and why?
Glossary
▪▪ trap: trampa ▪▪ fashion trends: tendencias de moda ▪▪ be ‘in’: estar a la moda ▪▪ brands: marcas ▪▪ be ‘out’: ser anticuado ▪▪ avoid: evitar ▪▪ constantly: constantemente ▪▪ fit (verb): quedar bien © MEN Colombia 53 2 54 17 17 Lesson 2 9. 8. 7. 12. 11. 10. Focus onLanguage f. d. c. b. e. d. c. b. a. Write affirmativeandnegativeimperatives usingtheverbs inthebox. Choose thecorrectwordstocomplete therules. a. Complete thesentencesfromarticle. e. ▪ ▪ ▪ c. Discuss inpairs. Are youmorelike Markor Tom? Explain why. a. Listen againandcomplete thesentences. her opinion onthe sunglasses? Listen totheconversation.WhydoesMarkaskLeanne b. e. d. ▪ ▪ ▪
We use We usethe Imperative sentencesdon’thavea use – think – put – say – buy – touch use –thinkputsaybuytouch Listen Look, here’s apresentfromGrandma. Tom saysthatthematerialisbetter Mark boughthissunglassesatthe Tom’s sunglassescostover Tom boughtsomeexpensive came fromthemarket. At first,Leannesaysthat No / Don’t infinitive the firstpairofjeansthatyousee. the themachine,please. yourcardinto newclothes.Doyoureallyneedthem? youbuy before inclass. yourmobilephones plate.It’s the really hot. authentic. youthinktheywillmakelookmoreinteresting. clothesbecause reallylike. clothesthatyou bigprintedwords. whichhave items brands. clothesfromnew innegativeimperatives. / -ingformtomakeanimperative. subject ’s sunglasses . lastweek. /averb. . . ‘thankyou’ to her!
© MEN Colombia © MEN Colombia 012345 A BARGRAPH 15. 14. 13. 16. students thequestionsandmakeanoteoftheiranswers. Find outwhatyourfriendsusuallyspend moneyon.Choosetwoquestionsfromthelist. Ask ten b. a. In groups,discussthefollowingquestions: Write a report of your results. Then present it to your classmates. Write areportofyourresults. Then present ittoyourclassmates. way.statistics inavisual You canusedifferenttypes ofcharts.Herearesomeexamples: Collect, countandcategorisetheanswerstoquestionsyouaskedinexercise14.Presentyour ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪
What wouldyoumostliketobuy? Are yousavingforsomethingrightnow?What? Do youusuallygetmoneyasapresentforyourbirthdayoronotheroccasions?Howmuch? What doyoubuywithyoursavings? Do yousaveanymoney?Howmuch? What doyouspendyourmoneyon? Do yougetpocketmoney?Howmuchdoeveryweek? Write Reporting statistics Speak What shouldteenagersspendmoneyon? What doyouliketospendyourmoneyon? ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ The most interesting thing was … … was thing interesting most The Almost everyone… (Over) Half/A quarter/A thirdofmyclassmates… … %ofmyclassmates I foundoutthat…
Useful expressions 0 1 2 3 4 5 A COLUMNGRAPH A PIECHART UNIT 1
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2 Module 3 Lesson 3
Focus on Vocabulary
1. Think about products that you see or hear about in TV or radio adverts. Copy the table. Then complete the headings with the types of product in the box.
kitchen products – beauty products – hygiene products – electronic products – clothes – toys – sports equipment – travel products – pet products – food and drink
kitchen Type of product products washing-up Example computer jeans bread soap liquid
Type of product
Example guidebook face cream train dog food tennis racket
2. Think of one more example for each type of product. Add them to your table.
Speak
3. Think of an advert that you can remember. Describe it to your partner.
Example: It’s an advert for deodorant that shows a woman running for miles. She doesn’t sweat because the deodorant is so good. I like this advert because the message is very clear.
Useful expressions Describing an advert
deodorant. It’s an advert for … a mobile phone. jeans.
a woman running. It shows … two people on the beach.
I like this advert it’s interesting. because … it’s funny.
I don’t like this it’s violent. advert because … it isn’t true. © MEN Colombia 56 © MEN Colombia 4. 5. complete the table. complete thetable. Read thetext. Then thinkabout theadvertsthatyoudiscussed inexercise3and e. d. c. b. a. partner. Answer thequestions. Then discussyouranswerswitha is usuallynottrue! something forfreeifyoubuytheirproducts.Becareful–this Companies oftenmakeyoubelievethataregetting Special offers associate thispleasantfeelingwithaproduct. laughing, andtheyliketowatchadvertsagainifarefunny. Soon,you This isaverycommonandsuccessfulwaytoadvertiseproduct.People enjoy Humour powerful waytoattractyoutheirproduct. stories thattouchyouremotions–love,friendship,nostalgia,etc. This isavery A lotofadvertspromotetheirproductsbyusingmusic,imagesand Emotional attraction they lookgood. colours tocatchyoureye,becausetheyattractustheproductand Companies advertisetheirproductsinacreativeway. They usestrong V be justlikeyourfavouritecelebrity. model usingaproduct,anditmakesyouwanttobuyit,sothatcan We allknowtheseadverts–youseeapopularsinger, sportspersonor Celebrities to theirproducts.Herearesomeofthemostcommonstrategies. Companies usedifferenttechniquesintheiradvertstoattract people
Think ofsome examples. children? Are theydifferentfromproducts foradults? do companies usewhentheyadvertise products for Look atthepictures.What dotheyshow?Whattechniques they advertising? emotional? Whatemotion do youfeel?Whatproductsare Can youthinkofanyadverts thatmakeyoufeel at themoment?Whatdoyou thinkoftheadverts? Which celebritiesareadvertisingproductson TV ineffective? Why? Which ofthesetechniquesdoyoufindannoyingor is themosteffective?Why? Which ofthetechniquesintextdoyouthink Read isual stimulation isual stimulation Product THE ADVERTISI NG Advert GAME
Technique ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ for free:gratis special offer:oferta pleasant: promote: catch youreye:llamar laatención strategies: celebrities: Glossary agradable promocionar estrategias famosos/as UNIT 1
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2 Module 3 58 18 18 Lesson 3 7. 6. 9. 8. Focus onLanguage a. Complete thesentencesusingwill/won’t forpredictions. c. b. a. Match thesentencehalvesfromadverts. b. Advert 2 3. 2. 1. a. Advert 1 Listen againandchoosethecorrectoptions. a. Listen tothreeadverts.For eachone,write: b. e. d. c. 3. 2. 1.
Listen I’m surethatmysister You will Your childwon’t Your dogwill What How muchdoesitcosttocallabroad? the nameofproduct I don’tthinkthatmyclothes new toybear. sure thatI I get3hoursoffreecallsevery day!I’m that shehasDoggyFoodeveryday! My dog we’ve gotanewoven. delicious pancakeseverymorningnowthat I thinkthatmydad fashionable nextyear. It’s time. freeallthe perminute. 30 pesos It’s aday. freefor30minutes Fall off. Explore thehouse. Go intothegarden. can’t youdowiththisproduct? eatanyotherfoodnow fall off. love youforever! call. twiceaboutmakingthat never think usethemall. cook loveher
be the type of product b. thetype 3. 2. 1. c. Advert 3 What Predicting Predicting I’m surethatyouwon’t find a betteroffer. I doubtthatitwillraintomorrow. Example: It contains one type of meat. typeof one contains It Yourday.every dogshouldeatit vitamins. contains It ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ isn’t I doubt that … I doubtthat… I’m surethat… I thinkthat/don’t… to makepredictionsaboutthefuture: We often usethesephraseswithwill/won’t trueaboutthisproduct? Useful language
© MEN Colombia © MEN Colombia b 10. 13. 12. 11. listened toinexercise6.Matchthedescriptions totheparts ofthetext. You aregoingtowritearadio advert foraproduct. First,read oneoftheadvertsthatyou In groups,discusswhichwas yourfavouriteadvert, andwhy. Present youradvert totheclass. e. d. c. b. a. Follow theinstructions. Now writeyourownradio advert.Itcanbeaproduct fromexercise1,oryour ownidea. ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪
A linethattouchesthelistener’s emotions A descriptionoftheproduct The nameoftheproduct(repeated) A predictionabouthowtheproductwillimprove thelistener’s life Write Speak Use predictionswith Decide ifyouwanttomakethelistenerfeelemotional. a specialoffer. Decide whatyouwanttheadverttoinclude,forexample: adescriptionoftheproduct, Decide whotheaudienceforadvertis. Choose aproductthatyouwanttoadvertise. a DoggyFood. Your dogwillloveyouforever! thatstrengthenyourdog’swith extra vitamins bonesandteeth. DoggyFood isadeliciousmixtureofturkey, chickenandpork, friend too! himDoggyFoodAnd thatmeansgiving everyday! will alwaysbebyyourside. That iswhyyouhavetobehisbest Your dogisyourbestfriend.Hewillalwayssupportyou,andhe
will/won’t, toshowhowtheproductwillimprovelistener’s life. c d UNIT 1
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2 Module 4 60 19 Lesson 4 3. 2. Focus on Vocabulary Focus e. a. producing? What doyouthinktheyare work withFairtrade products. The people inthepictures all Listen and check. fruit drinks fresh fruit standards. international Fairtrade organisation, whichsets a Fairtradecertification have beencertifiedby classed asFairtrade. They coffees toflowersare Over 4,500productsfrom 1. below. Read aboutFairtrade. Then matchtwowordsinthebox witheachproduct f. b. coffee chocolate smoothies –greendark towels –herbalshirtscocoameloncarnations roses –pineappleespressotropicalinstant g. c. flowers cotton d. tea
© MEN Colombia © MEN Colombia 20 20 5. 4. 6. 1 d. b. Look atthephoto ofSusanaand read thequestions.Listenandanswertwo partner. Read abouttwoFairtrade farmers.Choosetwoideasthatyoufind interestingand tellyour a. Listen againandcomplete thesentences. c. e.
Listen Fairtrade farmersandproducersworkinawaythatisgoodforthe Fairtrade farmersandproducersalwaysgeta Farmers don’tmakemuchmoneyifpricesgo Farmers andproducersreceivepremiumsiftheygive If youbuyFairtradeproducts,aresupporting is Susana.Iowna Read Hello! Myname Fairtrade shop the methodsinourownfarms.’ taking coursestolearnnew techniques,sothatwecanuse their resourcesinabetterway. A lotoffarmerslikemeare communities totrainpeoplebemoreefficientand use The techniciansfromFairtradeusuallyworkwith reasonable prices. our farmsmoreproductive,andwecansellproducts at learning tomakecompostfertiliseourplants.Itmakes learning howtoprotectourwaterresources.We’re also to takecareoftheenvironment. At themoment,we’re ‘Fairtrade helpsustohaveabetterqualityoflifeand Gerardo Arias Rodríguez isacoffeefarmerinCostaRica. What is‘Fairtrade’? . pricefortheirproducts. allaroundtheworld. to supportFairtrade tolocalpeople. So whatcanyoudo producers? . UNIT 2
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2 Module 4 62 10. 9. Lesson 4 8. 7. Focus onLanguage 2 b. a. Our situationischanging. Fair tradehelpsustohaveabetterqualityoflife. Read thesentencesfromtext. Then complete theruleswithpresentsimpleorcontinuous. Example: Write atruesentenceabout youwitheachword/expression. Look atthewordsinbox. Doweusethem withthepresent simple orpresent continuous? poem, newsreport ordrama about yourcasestudy. Choose oneofthestoriesand telltherestofclassabout it. You canproduceasong,rap, Complete theinformationbelowabout thefarmers. every day–usually –atthemomentalways –todaynowoften – never We usethe We usethe in thefields–theygotoschoolinstead.’ the decisionsthatwemake. And ourchildrendon’tgotowork Our communityischanging,too.Women areparticipatingin is more,we’regettingabetterpriceforourcocoabeans. they arealwaysopenforeveryone,andwelovethat! And what drinking watereveryday. We haveahealthcentreandschools– that wecanspendonimprovingourcommunity. We nowhave Because weworkwithFairtrade,nowhaveextramoney and othervitalfacilities.Butnow, oursituationischanging. Most peopledon’thaveaccesstohealthcare,drinkingwater ‘Life isusuallyveryhardinvillageswherepeoplegrowcocoa. Comfort Akoye isacocoafarmerinGhana. Name ▪ ▪ ▪ ▪ ▪ ▪ Today Today –presentcontinuous. aboutFairtradeproducts. I’mlearning fertilise: compost: abono water resources: abonar foractionshappeningnow, ortemporarysituations. forroutines,factsandstates. recursos deagua Place Glossary ▪ ▪ ▪ ▪ ▪ ▪ Product cocoa beans: vital facilities: reasonable: We’re learninghowtomakecompost. We that! love razonable granos decacao servicios vitales How Fairtrade is helping
© MEN Colombia © MEN Colombia 12. 11. 13. Asking about changes Asking about changes Asking about thepast Asking about everyday life ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ Farmer/producer the Fairtrade programme. foraradio In pairs, plananinterview showbetween apresenter andafarmerorproducer in Look attheposter. Then designyourownposter toencourage people tobuyFairtrade products. Now practise yourinterview. Radio showpresenter ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪
What changes can you see in your community? What changescanyouseeinyourcommunity? What trainingareyoudoing? What waslifelikebeforeyouworkedwithFairtrade? go tobed? Describe atypicaldayforyou.Whattimedoyougetup/ What doyouproduce? Where doyoulive? Look atthequestionsinboxtohelpyou. Plan somequestionstoaskthefarmer/producer. Look atthequestionsinboxtohelpyou. about yourlife. Decide whichcountryyoulivein,andsomeinformation Save planet, the too! families all world. the over Help farmers andtheir Buy Fairtrade! Write Speak
Useful language UNIT 2
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2 Module 5 Lesson 5
Focus on Vocabulary
1. Complete the table with the words in the box.
employer – employee – salary – holiday pay – overtime – pension – sick pay – break – minimum wage – manager/boss – shift
People Things that you do at work Benefits
2. Read the texts and match them with the pictures.
a b c
1. 2. 3. In a cooperative, A responsible company Some factories, often called everyone is the boss. provides a safe place ‘sweatshops’, have extremely The members own for its employees to poor working conditions. the company and run work. It respects the They are dangerous, and their it. Everyone is equal, rights of its employees, employees have long shifts and they make and it respects the with no minimum wage or decisions together. environment too. other benefits.
Say it!
21 3. Listen and repeat.
The sounds /tʃ/ - /ʃ/ - /dʒ/ ▪▪ /tʃ/: teacher, check, choose ▪▪ /ʃ/: shifts, shoes, fashion, ▪▪ /dʒ/: wage, disadvantage, join a. Workers join a cooperative for better wages and conditions. b. Many fashionable shoes and shirts are made in sweatshops. c. Chinese products are much cheaper than local ones. © MEN Colombia 64 © MEN Colombia 4. 5. a. Read eachsituation. Then, inpairs discussifthesituationispositive ornegative: e. d. c. b. a. Read thesituations again.Whichsituation:
for you. is benefiting the local community inother ways? localcommunity the is benefiting is badfortheenvironment? will providejobsforlocal (2situations) people? is badforlocalbusinesses? (2situations) shopsand sweatshop? might bea Read ▪ ▪ ▪ ▪ ▪ ▪ 2. 3. 1. download: band: collapse: building anewschool. It hasalsostarted started toworkthere. Lots ofpeoplehave an officeinyourcity. company hasopened A multinational new music. downloading their Africa and Asia are people fromEurope, the Internet,and really popularon band. Ithasbecome Yourplays ina friend cheaper. production costsare where salariesand new factoryabroad, owns ithasopeneda The companythat your cityhasclosed. A in factory localcar grupo b. forColombia’s economy. derrumbarse descargar
Glossary ▪ ▪ ▪ ▪ ▪ ▪ gold mine: cut down: invest: invertir talar mina deoro 5. 4. 6. South America. South Europe, andNorth made clothesfor building, theemployees have died.Insidethe of theworkersinside collapsed, andlots A has factoryabroad cheaper. where theyaremuch the UnitedStates, in anonlineshopfrom you havefoundthem local shoeshop.But of shoesfromyour You apair buy wantto to buildagoldmine. the rainforest,inorder cutting downtreesin create jobs,butitis in Colombia.Itwill company hasinvested A foreign goldmining UNIT 2
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2 Module 5 Lesson 5
Focus on Language
6. Look at the following sentences. Choose the correct answers in a–c.
1. A local car factory in your city has closed. 2. You have found some shoes in an online shop. 3. A new multinational company has opened an office in your city.
a. This tense is called the present simple / present perfect. We use it when an action in the past has a result in the present. We say / don’t say exactly when it happened. b. We form it with have / be + past participle. c. Regular past participles end in -ing / -ed.
7. Complete the sentences. Use the present perfect form of the verbs in brackets.
Example: Maria has started a new job in a cooperative. (start) a. The employees for a meeting with their boss because they want a better salary. (ask) b. Pablo jobs because he didn’t get sick pay in his last job. (change) c. Sorry, I can’t go for a coffee because I my break. (finish) d. A big oil company in our city, and there will be lots of new jobs. (invest)
Listen 22 8. Look at the pictures and descriptions, and listen to Maria and Fernanda. Which of them has better working conditions?
Maria works in Fernanda works a factory in in a factory in The Philippines. Panama.
22 9. Listen again. Make true sentences using the information below.
▪▪ a lunch break Maria ▪▪ the minimum wage ▪▪ good working conditions has / doesn’t have ▪▪ a good salary Fernanda ▪▪ a job that she likes ▪▪ a long working day © MEN Colombia 66 © MEN Colombia 10. 12. 11. answers tothequestions. In pairs, inventacompany. Lookatthediagram, anddiscuss your Write ajob advertforyourcompany. Include thefollowinginformation: Present yourcompany totheclass. Your classmatescanaskquestions. ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪
a descriptionofyourcompany andwhatitdoes why yourcompanyisagood placetowork what theworkingconditions are what jobyouareadvertising Write Speak place towork? Your factory: Is itasafe
Your employees: What conditions The product: do theyhave? company What isit? Your
The environment: How doyou protect it? UNIT 2
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2 Module 6 Lesson 6
Listen
1. Look at the traditional Colombian products in the pictures. Imagine that you are describing them to someone who doesn’t know what they are. Use the words in the box to help you.
backpack – hammock – shoes – pot – vase – hat – blouse – cotton – wool – clay – traditional – colourful
mochila Arhuaca sombrero vueltiao artesanías en Werregue cerámica de La Chamba
hamaca de San Jacinto Kuna mola alpargatas de fique mochila Wayúu
23 Guajira 2. Listen to descriptions of the products in exercise 1. Which products are they? Atlántico Magdalena Write the name of each product in the San Andrés, Providencia and Santa Catalina Cesar order that you hear them. Sucre Norte de Santander Córdoba 1. Bolívar 2. Antioquia Santander Arauca 3. Chocó Boyacá 4. Caldas Casanare Risaralda Cundinamarca Vichada 5. Quindío
6. Valle del Cauca Tolima Meta
7. Cauca Huila Guainía 8. Guaviare Nariño 23 Vaupés Vaupés 3. Listen again. Where on the map is each Putumayo product made?
Amazonas © MEN Colombia 68 © MEN Colombia 6. 5. 4. 7. pieces /cut is /pickedand bamboo /intothin a Focus onLanguage on Vocabulary Focus d. c. b. a. expressions. For someexpressions, youcanmatchmorethanoneverb. Look attheverbs intheboxformanufacturingaproduct. Then matchthemtothe Unscramble thesentencesabout makingand sellingbaskets. d. c. b. a. 3. 2. 1. Read thesesentencesfromthelisteninginexercises2and3. Answer thequestions. Example: Think ofmoreexpressionsforeachtheverbsinexercise4. sell –pickgrowpackbuyknitcutsendproducesew When doweuse In sentence3,whatprepositiondoweusetosaywhodoestheaction? In sentences1and2,doweknowwhodoestheaction?Isitnecessarytoknow? Are thesesentencesinthepresent,pastorfuture? bythe Marta SierraNevadadeSanta in manufactured bagsare The Arhuacos people. bowlsaresoldinmarkets. The andSucre. inCórdoba This hatisproduced send aletter,some jeansonline buy
fruitfromtrees (2items) clothesbyhand eachyear ofitems thousands (2verbs) clothesinamarket
is made /into by/are artisans /pieces baskets /the +pastparticiple,andwhendoweuse b
are /inthe sold /basketsshops c e. h. g. f. are +pastparticiple? tostoresintrucks inboxes smallpieces thematerialinto cottononfarms customers baskets /used the /areby d UNIT 2
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2 Module 6 Lesson 6
Read
8. Look at the pictures and match them with the words. cotton plant – dye – button – zip – pocket – thread
a b c d e f
9. Read the text quickly. Then list which items from exercise 8 are mentioned in each paragraph.
Example: Paragraph 1 - cotton plant
The life story of jeans A pair of jeans passes through a long process before it arrives at a clothes store. Let’s have a look. 1 Jeans are made of denim, which starts life as cotton. Cotton is mostly grown in warm countries. The cotton plant takes approximately 2 to 6 weeks to produce cotton fibre. When it is ready, the cotton is picked from the fields. 2 The cotton is processed to make thread. First, this thread is coloured blue (or sometimes black, white or other colours) using dye. It is then inserted into a machine and turned into denim. 3 After that, the denim is cut into pieces using patterns in order to create the shape of jeans. These pieces are sewn together on machines to get a perfect pair of jeans. Next, the extra sections are added: buttons, pockets, zips and labels are sewn on, and the jeans are finished! 4 Finally, the jeans are organised into different styles, colours and Glossary sizes, and are sent to the stores in trucks. They are often sold at ▪▪ fibre: fibra high prices, because they are the world’s most popular trousers. ▪▪ thread: hilo ▪▪ dye: tintura ▪▪ pattern: estampado ▪▪ label: etiqueta
10. Write passive sentences using the words below. When you finish, check in the text and correct your sentences if necessary.
Example: The cotton is grown in fields. a. cotton / grow / warm countries e. denim / cut / pieces b. cotton / pick / from the fields f. pieces / sew / together / machines c. cotton / process / to make thread g. jeans / organise / different styles, colours, sizes d. thread / colour / blue h. they / often / sell / high prices © MEN Colombia 70 © MEN Colombia 11. 13. 12. ▪ ▪ ▪ 68, exercise1,tohelpyou. Use thepicturesofproductsfrompage You selltraditional productsatamarket. Student B exercise 1,tohelpyou. market. Usethepicturesfrompage68, of thetraditional productsforsaleatthe You areacustomer. You wanttobuyone A Student ▪ ▪ ▪ ▪ ▪ ▪ a discount. Agree onaprice. If thecustomerdoesn’tlikeprice,offer Answer theirquestionabouttheprice. product. Answer thecustomer’s questionsaboutthe price, askagain. Agree onaprice. Ask foradiscount.Ifyoudon’tlikethe Ask abouttheprice. Ask questionsabouttheproduct. expressions in the box to help you. expressions intheboxtohelp you. In pairs, createaroleplay inatraditional Colombian market.Follow theinstructionsand usethe the following information: the followinginformation: label fortheproduct withadescription. Include exercise 1,page 68, oryourownidea. Write a at amarketfortourists.Chooseproductfrom Imagine youwanttosellaColombianproduct Perform yourroleplay fortheclass. ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪
what itismadeof where itismade any otherinterestinginformation who itwasmadeby Write Speak
Agreeing a price Agreeing aprice Asking about aproduct ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ How about$100? Will yougivemeadiscount? How muchisit? What’s itmadeof? Where isitfrom? What’s itcalled? Useful expressions That’s fine. It’s …. It’s madeof… It’s from…. It’s a… UNIT 2
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2 Module 7 72 Lesson 7 2. Focus on Vocabulary Focus Use theexpressions intheboxtohelp you. to exercise1andsayifyouagreeordisagree. Work withapartner. Compare youranswers 1. desirable? Add thewordstocolumnsintable. Look atthewordsinbox. Inyouropinion,aretheyessentialinlifeor education – work – pets – family – good health – home education –workpetsfamilygoodhealthhome computer –watermobilephonefriendsholidaysoxygencar Essential Disagreeing Agreeing ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ I’m notsureabout that. I’m sorry, I(totally)disagree. That’s right. I (totally)agree. Useful expressions Desirable
© MEN Colombia © MEN Colombia 3. 5. 4. Then, tellyourgroup aboutthepeople inyourparagraph. Work ingroups offour. Eachpersonshould chooseadifferent paragraph ofthetexttoread. c. b. a. Discuss thequestionswith your group. d. c. b. a. Now readallfourtexts.Whichperson/people … ▪ ▪ ▪ ▪ ▪ ▪ happier. travelling, LennyandChristie’s lifeistotallydifferent,andtheyarenowmuch travelling withonlywhattheycouldputinabackpack. After morethanayear unhappy. They decidedtosellalmostalloftheirpossessions,andtheywent Some yearsago,LennyandChristieMcAvoy hadlotsofdebt,andtheywere
Would youliketo livelikethesepeople? Which ofthepeoplein textwouldyouliketointerview?Why? What dothesepeopleallhave incommon? doesn’t getasalaryfortheworkthattheydo? spent mostoftheirtimeworkinginthepast? doesn’t havetheirownhome? had problemswithmoney? Read swap: babysitting: suitcase: Sandra Lópezisagrandmotherwhoseonlypossessionsinlifearethethings gardening, swappingherservicesforfoodorsomewheretosleep.Living that shehasinhersuitcase.Shedoesjobssuchascleaning,babysittingand her philosophy. without moneymakesherfeelhappy, andshelovesteachingpeopleabout much better. stress fromtheirlives. They nowhavelessmoneybutmoretime,andlifeis their jobsandstartedanewlifewithonlybasicpossessions,hopingtolosethe working longhours.Havinglotsofmoneydidn’tmakethemhappy. They quit When theywere30,friendsEmmaMillsandKate Thomas decidedtostop don’t missthethingsthatyouhave. his ownhomeisn'taproblem.Hebelievesthatifyoulearntolivesimply, you Timothy’s passionsinlifearetravellingandwriting.Hesaysthatnothaving Timothy Jayonlyhasfifteenpossessions(notincludingsocksandunderwear)! intercambiar maleta cuidar niños Glossary A simplerlife ▪ ▪ ▪ ▪ ▪ ▪ quit yourjob: miss: echardemenos debt: deuda renunciar altrabajo UNIT 3
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2 Module 7 74 25 24 Lesson 7
6. 11. 10. 9. 8. 7. Focus onLanguage b. b. a. Now listentoJuan’s father. Readthesentencesandwritetrue (T)orfalse(F). b. a. Now listenandanswerthequestions. Read thesituationbelow. Inpairs, discusswhatyouthinkJuanshould dowithhismoney. Complete thetextusinggerundsfromverbs inthebox. Find moreexamplesofgerundsinthetexts. a. Timothy’s passionsaretravellingandwriting. Not havinghisownhomeisn’taproblem. Living withoutmoneymakesherfeelhappy. Look atthesentencesfromtextsonpage 73andcomplete therulesa–c. student for120,000pesosatriptoBogotátheir Historyclass. some newheadphones.However, today histeacheraskedevery birthday yesterday, andhisdadgavehim150,000 pesos.Juanwants recently andhehasverylittlemoneyatthemoment. ItwasJuan’s losthisjob schoolstudent.Hisfather fifteen-year-old Juan isa c.
keep – have – spend – not have – live – not worry – buy keep –havespendnotliveworrybuy stressful. Maybe(6) (1) (2) same thingsforalongtime.Butactually, (4) even careveryyearisveryexpensive,and(5) Listen We formthegerundbyadding Juan’s father feltsadintheendabout whathappened. Juan isatypical teenager. What didhedointheend? Why? What didJuanwanttodo? We oftenuseagerundasthe We makeanegativebyadding newpossessionswillmakethemhappy. They don’tlike(3) moneyirresponsiblyisaverycommonproblem. A lotofpeoplethinkthat somuch,and(7) ofasentence,orasnoun. toaverb. beforetheverb. thelatestphone,computeror muchmoneycanalsobe moresimplyisabetteridea. the
© MEN Colombia © MEN Colombia 13. 12. 14. d. c. b. a. Discuss thequestionswithapartner. Imagine allyourpossessions intheworldcanfitintoasuitcase. Module 2. Copy thecrossword. Then add morewordstoitusingvocabulary thatyouhavelearntin aclassmate usingthequestions. Then interview Copy thetable. Add twomorequestionsaboutmoney. Do youthinkabouthowaproductismadebeforebuyit? Do youbuyproductsbecauseliketheadverts? Are youashopaholic? Do youthinkmoneyisimportanttobehappy?
Write Speak Do youthinkit’s possibletobehappy? What arethedisadvantages? What aretheadvantagesoflivinglikethis? What possessionswillfitinasuitcase? s
a b l a r Questions Questions e r b a g g y k r e
e n Yes t No e a UNIT 3
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2 Module 8 Lesson 8
Focus on Vocabulary
1. Look at the places of work in the box. Which places can you see in the pictures?
factory – restaurant – office – mine – store – building site – hotel – market – university – airport – farm – laboratory
1 2 3
4 5 6
2. In pairs, discuss questions a–d about each place of work in exercise 1.
a. Can this be a dangerous place to work? b. Do people usually work outside or inside here? c. Do people usually do physical work here? d. Can you earn a good salary here?
3. Think of more places of work. Then, choose where you would like to work in the future. Write a paragraph to explain why. Then tell your partner.
Useful expressions
Explaining your choices ▪▪ I’d like to work … ▪▪ I think … is (more interesting) than … ▪▪ There are better opportunities … ▪▪ I enjoy (meeting people/working with my hands/working outside). ▪▪ I wouldn’t like to work … © MEN Colombia 76 © MEN Colombia 4. 6. 5. b. a. Read thearticleabouthowtobeanethicalconsumer. Matchtheheadingsbelow toparagraphs 1–4. d. c. b. a. Work inpairs.Discussthequestions. Read thearticleagain. Explain theconnectionbetween the picturesandethicalconsumers. 1. when webuyisstronglyconnectedwithpeople’s lives,andwiththefutureofourplanet. company ethicalorunethical?Isitenvironmentallyfriendly?Everychoicethatwemake products thatwewant,butalsoaboutthecompanymakesproduct.Is Every timethatwebuysomething,makeachoice.Itisn’tonlychoiceaboutthe will youbecomeonesoon? So, areyouanethicalconsumer?Ifaren’t, caring society. we treatanimalswell,willcreateamore products thatarenottestedonanimals.If well aspeople. These days,it’s easytobuy An ethicalconsumercaresaboutanimalsas 4. you willhelpthelocaleconomy. This willmeanmorejobsinyourlocalarea. An ethicalconsumersupportslocalbusinesses.Ifyoubuyproductsfrombusinesses, 3. countries. those workers in you willhelp conditions, working terrible with places other and about thecompany, andhowitsproductsaremade.Ifyouavoidfromsweatshops An ethicalconsumercaresaboutthepeoplewhoworkedonproduct. 2. you canrecycle,willhelptheenvironment. What isthisproductmadeof?CanIrecyclethepackaging?Ifyouonlybuyproductsthat An ethicalconsumercaresabouttheenvironment. They askthemselvesquestionslike:
Keep itlocal It’s notonlyaboutpeople If not,hasthis articlemadeyouconsider becomingone? Do youconsider yourselfanethicalconsumer? Why? What arethecharacteristics ofanethicalconsumer? What isanethicalconsumer? Explaininyourownwords. Read Animals Are youanethicalconsumer? The environment d. c. The peoplethatyoudon’tsee Save theplanet ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ test onanimals: support: packaging: el medioambiente environmentally friendly: care: make achoice: ethical consumer: preocuparse por apoyar empaquetado/a Glossary elegir probarenanimales consumidor responsable People They findout
respetuoso con UNIT 3
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2 Module 8 Lesson 8
Focus on Language
7. Look at the sentence below. This structure is called the first conditional. Answer questions a–d.
If we treat animals well, we will create a more caring society.
a. Does this sentence refer to a present or a future situation? b. Which verb form do we use in the If clause? c. Which verb form do we use in the other clause? d. Find three more first conditional sentences in the article on page 77.
8. Complete the sentences with the correct form of the verbs in brackets.
a. If we (support) unethical companies, we (suffer) the consequences in the future. b. If unethical companies (continue) to grow, global warming (become) worse. c. People (not become) ethical consumers if they (not care) about the environment. d. you (buy) products if they (be) tested on animals? e. Where you (go) shopping if you (want) to make ethical choices?
Listen 26 9. Listen to a conversation between two friends talking about their shopping habits. What things do they talk about from the list?
▪▪ prices ▪▪ Fairtrade products ▪▪ local products ▪▪ the environment ▪▪ recycling ▪▪ working conditions 26 10. Listen again and complete the sentences with a word or expression.
a. Why do you buy so many products that aren’t ? b. I also have a look at the so I can see if they are . c. I try to buy , so I can support . © MEN Colombia 78
© MEN Colombia START handicrafts. Colombian Name 3 spend money governments 11. 12. FINISH things that 1 Name 3 3 on. 3. 2. 1. Play thegame.Follow theinstructions. Example: Write ashortguideabout howtobe an ethicalconsumer. two spaces! Go forward
shopaholic.
Describe a Write Speak 20 All players begin at‘START’.All players third andfourth. goesfirst,second, Decide who need countersandsomedice. ofthreeorfour.Play ingroups You in 3ways:Ifitrains following sentence 4 2 tomorrow… . If you buy items from local markets, you will help local farmers. If youbuyitems fromlocalmarkets,you willhelp Finish the words that
(e.g., job). sound /ʤ/ have the 19 Say 3 Board ga essential things 18 that weneed 5 Fairtrade products to survive. Name 5 Name 4 me bad working bad working examples of examples of conditions. steps inthe Give 3 Give 3 process of producing Name 2 jeans. 6. 5. 4. 17 The winner is the first player toreach‘FINISH’. firstplayer isthe winner The not, yougobacktotheboxwherewerebefore. iscomplete.If answer groupdecidesifyour The the task. 30secondstodo have abox,you youreach When
16 6 Miss one Miss for describing turn! 7 adjectives clothes. Name 5 strategies usedby companies. advertising Name 2 Fairtrade help producers? How does 10 15 number with figures (e.g. 8 6 ormore 235,648). Read it. Write a consumer. how tobe an ethical Explain (e.g., chop). words that 14 have the sound /ʧ/ Say 3 for hermother. Think 12 of aproductthatis birthday present handicrafts? ethically made. UNIT 3 wants tobuya Do youlike Your friend why not? countries in Why or Name 3 Africa. 9 11
79 13
2 Module 80 • conditions? • • THE PRODUCTIONPROCESS 3. 2. 1. worktogether Let's What are theproduction stages? Who worksonit,andwhat are theirworking Where istheproduct made? Produce your brochure Plan yourbrochure Make anadvertisingbrochureforaproduct each section,writeaparagraph forthebrochure. orinpairs todecide thefollowinginformationabout yourproduct. ForWork individually brochure. Giveeachstudentinyourgroup asectiontoworkon. Read about abrochure. Then decide whichsectionsyouaregoingtoinclude inyour has chosenadifferent product. Decideonanameforyourproduct. Module 2togetsomeideas ofdifferentproducts. Beforeyoustart,checkthateachgroup Work ingroups. Chooseaproduct thatyouwouldliketoadvertise.Lookbackthrough • • • • • • • • the followingsections: information aboutaproduct.Itcontainsallorsomeof An advertisingbrochureisasmallbooklet.Itcontains a slogan product (shops,website,etc) tobuythe details ofhow oftheproduct a profileof thetypicalcustomer shouldbuythisproduct information aboutwhypeople oftheproduct a description process oftheproduction a description the product pictures of alogo theproductand the nameof
• • • • THE PRODUCTPROFILE Why isitbetterthanother similar products? What features doesithave? What isitmadeof? What isyourproduct, exactly? CO L OMBIA hadicrafts! C olombian
© MEN Colombia LET'S WORK TOGETHER 2 Module
THE CUSTOMER PROFILE HOW TO BUY IT
• Are the typical customers male, female, or both? • How much does your product cost? • How old are they? • What sort of shops can you buy it in? • What social group do they belong to? • Can you buy it online? What is the website? Is the price the same? • Do they have any particular hobbies or interests?
4. Create the rest of the brochure. Include the following sections:
• a slogan (a short line which attracts people to the product) • pictures of the product (draw these yourself, or find pictures online or in magazines) • a logo (a design that represents your product)
5. Put all the sections of the brochure together. Use a computer or write it on some paper. Organise the text and pictures in a logical order. Read it and check for mistakes.
Present your brochure
6. Produce a copy of your brochure for the other groups in your class. Then present it. Each student talks about the section that they wrote or designed.
7. After each presentation, the class can ask questions about the products.
8. After all the presentations are finished, decide which is the best brochure. Have a class vote. © MEN Colombia 81 82 Self-assessment LISTENING SPEAKING READING WRITING SKILL 1. Assessment of your English language skills ▪ ▪ Look backoverthemodule.Whathaveyoulearned? Tick ( C. Icanunderstandaconversation aboutbeinganethical B. IcanidentifyinformationabouttypicalColombian A. IcanunderstandinformationaboutaFairtradeshop. C. I cangivemyopinionabout whethermoneymakesyou B. Icanpresentanadverttomyclassmates. A. Icandiscussitemsthatneedinanemergencysituation. C. I canwriteabouthowthinkColombiashouldspendits B. Icanwriteanadvert. A. Icandescribetheproductionprocessofaproduct. C. IcanreadandcomparetwodescriptionsofFairtrade B. Icanunderstandadescriptionoftheproductionprocess A. Icanreadatextaboutadvertisingtechniques. consumer. handicrafts. happy. money. farmers. jeans. STATEMENT ✓) theappropriatebox. I cando this this with I cando help I needto work on this
© MEN Colombia © MEN Colombia 3. Assessment of Let's work together 2. Assessment of your English study skills 4. Assessment of Module 2 5. Studyathome. 4. Watch Englishlanguage 3. Organisemynotes/ 2. Makevocabularycardsofnew 1. Usetablesanddiagramsto group Me ▪ ▪ ▪ My movies and TV shows. information inmynotebook. words/expressions. help mewriteatext. ▪ ▪ ▪ work. Write atleastthreecommentsforeachaspect. First individually, andthenwithyourgroup,assessperformance intheproject study skills. Study skillshelpyouimproveinanyschoolsubject.Sayhowoftenusethese 4. 3. 2. 1. Look backoverthemodule thencompletethesentences. I need to practise … topractise I need about… learning I enjoyed wordsorwere … most useful expressions The … was My favouriteactivity STUDY SKILLS What wentwell ALWAYS What didn’twork SOMETIMES SELF-ASSESSMENT What I/we can do What I/wecando better nexttime NEVER
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2 Module We are all different
Module 3
In this module you will …
▪ compare and contrast different traditions around the world and through time, in Unit 1 Different looks, different lifestyles
▪ identify and challenge different concepts of beauty, in Unit 2 Be yourself
▪ develop awareness of cultural diversity and respect, in Unit 3 Mind your manners © MEN Colombia 84 We are different all
© MEN Colombia ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ another country write aquizabout their pasthobbies classmates about interview your the world in adifferentpartof day forateenager describe atypical beauty treatments listen toadvertsfor and now hobbies inthepast interview about listen toan festivals description ofworld listen toa You willalso... Let's worktogether Let's about cultural differences. You will: of beautyaroundtheworld.Inproject,youwill writeandperforma TV show In thismodule,youwilllearnaboutdifferentlifestyles, traditions andconcepts Write andperforma TV show they’re good? good TV show?Do youhaveafavourite TV presenter?Why doyouthink To starttheproject,thinkaboutsome TV showsthatyouenjoy. Whatmakesa ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ perform ittotherestofclass rehearse thewholeshow work ononesectioninsmallgroups plan thedifferentsectionsofshow
rite Liste
W n
R
e
a
d
k
S a p e ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ Colombia of livingin cultural aspects read about the world beauty around concepts of different read about day teenager’s typical read abouta habits their spending classmates about interview your market dialogue ina role playa on TV advert describe an
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3 Module 1 86 2. Lesson 1 Focus on Vocabulary Focus help withthe housework Example: help you. and complete thetable. Usethedialogue below to Ask threeotherstudentsabout theiractivities do sport Activities 1. I spend (20 minutes /twohours)doing sport/chattingwith friends/watchingTV. (20minutes I spend How longdoyouspenddoing sporteveryday? you: 1=mosttime,10leasttime. each day. Number themfor Copy thetable andwritefiveoftheactivities. youspend mosttimedoing Look atthepictures. Think abouttheactivities do homework watch TV watch Me play videogames study forexams Student 1 travel toschool listen tomusic Student 2 chat withfriends check social Student 3 networks
© MEN Colombia © MEN Colombia
4. 3. 5. Read she does these activities each week?Work withapartner anddiscuss yourpredictions. she doestheseactivities You aregoingtoreadabout aJapanese teenagercalled Yuniko. Howoftendo youthink d. c. b. a. againand answer thequestions. Read theinterview with Yuniko.Now readtheinterview Checkyourpredictionsfromexercise3. Yuniko: Reporter: Yuniko: Reporter: Yuniko: Reporter: Yuniko: Reporter: Yuniko: Reporter: Yuniko: Reporter: What doyou What doesshedoinherfree time? How oftendoesshegoto an academy? How manyhoursdoes Yuniko studyatschool? I thinkshe… Rides herbike I thinkshe… Has alie-in
classes andwefinishat4:00 then wehave50minutesforlunch. After that,wecontinue once aweek.Classesstartat8:00,westudyuntil12:00and ready forschool.Inormallywalktoschoolbutridemybike Well, Iworkhard.alwaysgetupat6:30everydayand Tell usaboutyourtypicalweek. Yes, Ido. have abusyweek? Hello Yuniko. Thank youforlettingustalktoyou.Do or playvideogamesuntil9:00 Of courseIdo! After dinner, I’musuallyabitlazy, soIsometimessurfthenet,chatwithfriends Do youeverhavefun? At about8:00…thenIhavedinner. Wow, youreallyarebusy!Whattimedogethome? on TuesdaysMaths and Thursdays. Well, we haveclasseseverySaturday But yourestattheweekend,don’tyou? for thenextdayandIoftengotobedaftermidnight. No, Ihavelotsofhomeworkeverynight,soworkuntil11:00. After that,Iprepareeverything Do yougotobedafterthat? 5:00 three timesaweek,soonthosedaysIleaveschoolat I havealie-inandthengooutwithfriends. I thinkshe… Has Reading Club thinkofher daily routine? pm . I go to an academy for extra classes in English and . IgotoanacademyforextraclassesinEnglishand pm pm , butIhaveReading Club . , but on Sunday , butonSunday It new can the help youunderstand know about atopic about know before reading.
Think what about youalready information better. Reading Tip
▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ have alie-in:quedarse enlacama rest: chat: lazy: busy: descansar perezoso/a charlar ocupado/a Glossary UNIT 1
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3 Module 1 88 27 12. 11. 10. Lesson 1 9. 8. 7. 6. Focus onLanguage the times. the times. Matt, an American boy, istalkingabout hisdaily routine.Copy thetable. Then listenand write Example: What’s the sameand what’s different betweenyouand Matt? Tell yourpartner. Look atthetable again. Add anew columnandwritethetimesthatyoudo eachactivity. Look atthefrequencyadverbsintext. Then, complete withbeforeorafter. with Yuniko.Look attheunderlinedwordsininterview Classifythemintothetable. c. b. a. sentence. Write thesentencesagain.Putword/expression inbrackets inthecorrect place inthe in asentence? with Yuniko.Look atthefrequencyexpressions intheinterview Wheredo theseexpressions go ▪ ▪ ▪ ▪ Go tobed other sites Listen tomusic,checksocialnetworksand Do homework Eat dinner Leave school All classesfinish Arrive atschool Take bustoschool Wake upandgetreadyforschool Activity always Adverbs offrequency
Adverbs offrequencygo Adverbs offrequencygo Listen I checksocialnetworks.(everynight) My sisterplaysamusicalinstrument.(twiceweek) I domyhomeworkintheevening.(usually) Both of us wake up at 6:30. He does his homework at8:00butIdomine at7:30. at 6:30.Hedoeshishomework Both ofuswake up otherverbs. theverb be. 6:30 Time every day, onceaweek Frequency expressions e. d. I donotlistentomusicatnight.(often) My dadisathomeonSunday. (always)
© MEN Colombia © MEN Colombia 16. 15. 14. of theteenagerswholivethere. Choose adifferentcountryorregioninColombia. Write someideasabout thelifestyle Example: them. Usethedialoguebelow tohelp you. inexercise1onpage 86. Look attheactivities Ask andanswerquestionsabout howoftenyoudo c. b. a. own lifestyle.Discussthesequestionswithyourpartner. Think ofthetwostudents youhavereadandheard about, Yuniko andMatt. Think alsoaboutyour
28 Write Describing people’s lives Speak Do youprefer Yuniko’s orMatt’s routine?Why? Who hasthehardestdailyroutine? Which person’s lifestyleisthemostsimilartoyours?Why? ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ 13. /θ/ The mostdifferentthingis… Every day, they… They never… They usually… Life isverydifferentforteenagersin… and I help withthehouseworkeveryday.I help thewashing-up.Whataboutyou? Iusuallydo withthehousework? How oftendoyouhelp /ð/ /θ/ Read, listenandrepeat. ▪ Useful expressions ▪ : three,thing,think,something,thank,path,Maths : this,other, those,that,then,brother
/ð/ but theyhavedifferentpronunciation. Notice thewordsthreeandthis.Bothhaveletters“th”inthem, Say it! UNIT 1
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3 Module 2 90 2. Lesson 2 5 1 Focus on Vocabulary Focus give peoplegifts–eat/cookspecialfood wish peopleallthebest–visitfamilywatchparades – pray –dressupwatch/setofffireworks Look atthepictures and answerthefollowing questions. c. b. a. celebrate them? What otherfestivals dopeoplecelebrate, inColombiaandabroad? Howdothey Do youcelebratethesedays? Ifso,how? Which festivalscanyousee inthepictures? 1. Match the words in the box to the pictures. Match thewordsinboxtopictures. 6 2
3 7 called collocation. Learning called collocation.Learning always pair up with other always pairupwithother collocations will help you collocations willhelpyou Notice how some words Noticehowsomewords specific words. This is speak and write more speak andwritemore Vocabulary Tip naturally. 4 8
© MEN Colombia UNIT 1 3 Module
Read
3. Read about two different festivals that are celebrated all around the world. Which festival sounds more interesting to you and why? Tell a partner.
Saint Patrick's Day Irish people celebrate an important day called Saint Patrick’s Day. This is celebrated every year on the 17th of March. It’s an important festival all over the world, not just in Ireland. Lots of Irish people dress up in colourful clothes and hats. They also draw shamrocks and the Irish flag on their faces. A lot of people watch the parade on the street where there are bands playing Irish music and people dancing Irish dances. Not many people go home early! In the evening, people often go to pubs to listen to Irish music and to continue the party.
Chinese New Year Chinese people celebrate New Year on the first day of the Chinese calendar, which is usually in February. Everyone spends time with their family, eating lots of special food, giving gifts and watching fireworks. Parents usually give their children red envelopes with some money inside. There isn’t much money in the envelopes, but they believe it will bring them good luck. For Chinese people, the colour red represents fire and can stop bad luck. The celebration ends with the lantern festival – a night-time parade where people carry lanterns and watch the dragon dance: a huge dragon made of silk, paper and bamboo.
Glossary
▪▪ shamrock: trébol ▪▪ lantern: linterna ▪▪ flag: bandera ▪▪ luck: suerte ▪▪ fireworks: fuegos artificiales ▪▪ silk: seda ▪▪ envelope: sobre de papel
4. Read the texts again. Copy and complete the diagram with information about the festivals.
s Day hinese ick' C New tr Y Pa e t ar Reading Tip in a S Use diagrams to help you organise information. Draw a diagram and Irish music parade write important words or ideas from a text in it. It will help you to see the relationships between the ideas. © MEN Colombia 91 2 92 29 29 7. Lesson 2 5. 6. 8. a Focus onLanguage Listen tofourpeople describing theirfavouritespecial occasion.Matchthepeople tothepictures. Example: Use thequantifiersfromexercise5. Think ofafestivaland aspecial mealthat youeat.Explain whatthingsyoueataspart ofthemeal. There aren’t Not There isn’t Negative sentences We’re drinking We’re making People spend A lotofpeopledressup. Affirmative sentences Some quantifiersgoinmorethanone place. Look atthesentencesandquestionsbelow. Copy andcomplete thetable withthequantifiers. There isn’t the table. and complete Listen again Questions Negative Affirmative
Listen many peoplegohomeintheevening! eat much bread and wedon’teat muchbreadand eatanysalad. WeFor Christmaslunch, weeatalotofvegetables. alsohavesomemeat.We don’t much any any a lotoftimemakingtheircostumes. some specialcakes. milk. some specialtea. a lotof Countable peopleonthestreetsatnight. moneyintheenvelopes. Celebration b Uncountable Place c ▪ ▪ ▪ ▪ Have yougot Have yougot Is there Do many Questions I likemusic.Haveyougotanywater? We can’tcountuncountablenouns. I’ve gotabrotherandtwosisters. We usea/anandnumbersbeforethem. Countable nounsarethatyoucancount. much Useful language peoplewatchtheparades? Time moneyintheenvelopes? any any sugar? biscuits? d Activities
© MEN Colombia © MEN Colombia 9. 11. c. b. a. Work ingroups. Discussthefollowingquestions. e. d. c. b. a. Say whenandwherepeople celebrate and whattheyusuallydo. How do youcelebrate thefollowingfestivalsinColombia? Choose two,and writeadescription.
30
Write Speak Which specialoccasionwouldyouliketohaveinColombia?Why? Which ofthefestivalsinthisunitismostinteresting?Why? in thislesson?Whichones? Do youhavesimilarfestivalsinColombiatotheonesthatreadandheardabout New Year’sNew Eve Independence Day Patron SaintoftheCity Christmas Love andFriendshipDay interesting because… In myopinion,…ismore 10. /v/ Read, listenandrepeat. ▪ ▪ • • • It’s veryimportanttodistinguishbetween /v/and/b/.
van ban vote boat very berry Say it! in Colombiabecause… I wouldliketohave… to …because I think…issimilar UNIT 1
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3 Module 3 94 6 1 Lesson 3 4. 3. going totheswimmingpool–textingfriendsthemeparkswatchingmoviesdoingpuzzles collecting something–goingtopartiesmakingthingstheparkplayingchildren’s games– Focus on Vocabulary Focus
Example: about youand people thatyouknow. Read thebox. Then writefourtruesentences usingplay b. a. Talk above. toyourpartnerabout theactivities which aremorecommonnow? Which activitiesweremorecommoninthepastand Which onesdoyoulike?Why? play ▪ ▪ ▪ ▪ My brotherplays theviolin. Do youplaythe piano? before thenameofinstrument. When wetalkaboutmusical instruments, weuse article after When wetalkaboutgamesandsports,don’tusean I playedchildren’s gameswhenIwasyounger. I playfootball. +games,sportsandmusic 2. 1. I’d like to play the guitar.I’d liketoplaythe My dadpla Match thepictures withtheexpressions fromthebox. thatyoudotohavefun. Write fiveactivities 7 2 play Useful language ys tennis withhisfriendseveryweek. ys tennis . 3 8 the
9 4 Labellingpicturesis Vocabulary Tip help youlearnnew a goodstrategyto vocabulary. 10 5
© MEN Colombia © MEN Colombia 31 31 8. 7. 6. 5. Focus onLanguage inthe1960snow Example: h. g. f. e. d. c. b. a. For inthelist,tick1960sornow. theactivities Copy thelistbelow. Then listentoaradio talkshow. sentences withPeopleusedtoanddidn’t useto . foreachofthefollowing.Useexercises2and5to helpyou. Then write Think ofthreeactivities c. b. a. Look atthesesentencesand question. Then answerquestionsa-c. mentions, and onemorethat Tommy mentions. thatJulia Listen again.Write onemoreactivity ▪ ▪ ▪ ▪
Things thatpeopledo Things thatpeopledid Listen I usedtocollectcoins. take hundredsofphotos play cards visit friends have picnics listen tomusiconaphone text friends go toparties go tothepark Do thesituationsrefertosomethingthathappened just onetime? Are thesituationssamenow? Do thesesituationsrefertoapastorpresentevent? People did friends. cardsalotwiththeir People usedtoplay Did youusetotalkonthephone? n’t usetotexttheirfriends. now in thepast , butdidn'tdo We didn’tusetohavetelephonesathome. , butdon'tdo in thepast now . . UNIT 1
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3 Module 3 96 Lesson 3 9. 10. d. c. b. a. Read thetextagainand answerthefollowingquestions. d. c. b. a. Read thearticlequickly. Putthesentencesbelowincorrectplace.
4. other deviceshavechangedthewayinwhichwefun. Most peoplespendtheirfreetimeusingtechnologyinstead–tablets,smartphonesand children atbedtime.Now, peopleseemtobetoobusyandchildrendon’t readasmuch. 3. become averyunusualhobby. unusual ones. These dayshowever, peoplerarelysendletters.Collectingstamps has and alotofpeoplelovedcollectingthem.Someevenpaidmoneyfor 2. models. on models,buttheyusuallyhaveelectronicparts,anddon’tlookliketraditional making toycars,boatsandplaneswithwoodorplasticparts.Nowadayspeoplestillwork 1. in booksthelibrary. however, ittookalongtime.People askedfriendsorrelatives,lookedforinformation it isreallyeasytogoonlineandfindwhatyouwantknowinseconds.Inthepast Is readingacommon hobbynowadays? Give reasonsforyouranswer. What didteenagers inthepastusetodo whentheywantedtoknow aboutahobby? How havemodelsofplanes, boatsandcarschanged? Why isstampcollectingnot verycommonthesedays? Reading wasoneofthemostpopularpastimes. In themiddleof20thcentury, makingmodelswasreallypopular. Technology canhelpusfindnewideas. Communicating withothershelpedpeopleaparticularhobby. Read ▪ ▪ ▪ ▪ ▪ ▪ stamp: nowadays: pastime: If you want to find out about a new or exciting hobbynowadays, or anew exciting to findoutabout Ifyouwant It was very common to see parents reading along with their readingalongwiththeir verycommontoseeparents Itwas past,likenow, Inthe aletter,sent ifyou onit, youputastamp A tospend theirfreetime used lotofparentsandchildren estampillas pasatiempo Hobbies: thenandnow en laactualidad Glossary ▪ ▪ ▪ ▪ relatives: device: aparato parientes
© MEN Colombia © MEN Colombia 14. 13. 12. 11. d. c. b. a. In pairs orsmallgroups, discussthefollowingquestions. Useful expressions box onpage 89tohelpyou. Now writeashortreport aboutyourclassmates’ hobbies nowandinthepast.Lookat Ask yourclassmatesquestionsand complete thetable. Ask asmanypeople aspossible. inexercise2and yourownideas. questions toaskyourclassmates.Usetheactivities Find outabout yourclassmates’ hobbies nowandinthepast. Copy thetable and writefive
Did you… Do you…inyourfreetime? Did you… Did you… Did youuseto…whenwereyounger?
Questions
Write Speak Do youthinkchildrenandteenagersareashappytheywere?Why? Why havetheactivitieschildrenandteenagersdoforfunchanged? What differencescanyoumentionabouthavingfuninthepastandnow? Do childrenandteenagershaveasmuchfuntheydidinthepast?
Answers Answers UNIT 1
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3 Module 4 98 Lesson 4 3. 2. 1 Focus on Vocabulary Focus Example: it toyourpartner. Doeshe/sheagree? Write asentencetodescribe yourself. Then read Example: in thebox.Wheredoyouthinkpeople arefrom? Describe thepeople inthepictures. Usethewords tattoos – rings – scars tattoos –ringsscars 1. brown eyes. I’ve gotshort,curly, blackhairand I’m medium build. I’m quitetalland from Africa. tattoos onhisface.Ithinkhe’s He’s gotshort,curly, blackhairand Organise the words for describing people into the table. Organise thewordsfordescribing people intothetable. hair curly –short(x2)mediumheightbaldfairlargesporty straight –slimtallspikylongdarkmediumbuildwavy
2 height
3 Adjective order ▪
▪ We usethefollowingorderforadjectives: She’s gotlong,straight,blackhair. He’s gotshort,curly, brown hair. Quite ▪ 1. ▪ Length 2. Shape 3. Colour 2.Shape3. Length He’s very slim. I’m quiteshort. We oftenmodifyadjectives: Useful language andvery Useful language build 4
© MEN Colombia © MEN Colombia 4. 6. 5. say inEnglish,‘beautyisonlyskindeep!’ remember thatthepersonyouareoninsideismoreimportantthanhowlook. As we Everyone hasadifferentopinionaboutwhatmakessomeonebeautiful.Butit’s importantto become large. Being slimisasignofpoverty, andisconsideredunattractive. Young girlseatalotoffoodto In MauritaniainWest Africa, largewomenareconsideredbeautiful –thelarger, thebetter. and moreattractivetowomenifhehastattoos,especiallythetattoosareonhisface. The MaoriarethenativepeopleofNewZealand. A manisconsideredto beabetterwarrior they growolder. OlderKayanwomenhavelongernecksthanusualbecauseof this. a signofbeauty. Girlsbegintoweartheringsataroundfiveyearsold,andmoreareaddedas In theKayancommunityinMyanmar, inSouth-East Asia, womenwearringsroundtheirnecksas are complete,sheisreadytogetmarriedandhavechildren. their chestandstomach. A Karogirlstarts toreceivethescarsatayoungage.When In theKarocommunityfromIndonesia,it’s consideredbeautifulforwomentohavescarson around theworldthathaveverydifferentidealsofbeauty. attractive, someoneelsemightfindstrangeorugly. Herearesomeexamplesofculturesfrom Everyone hasadifferentopinionaboutbeauty. Whatonepersonconsidersbeautifulor What isbeauty? b. person is from. person isfrom. Look atthepictures inexercise2again. Then read thetextand findthecountrywhereeach b. a. Answer thefollowingquestions. a. Choose thebest option tocomplete thefollowingsentences.
3. 2. 1. In theKayancommunity, … What’s theidealof beauty foryou? Where dothe conceptsofbeautycome from? 3. 2. 1. In theKayancommunity, … Read the rings don’t affect their necks. affecttheir the ringsdon’t younger women. than wearmorerings older women therings. only menwear women wear a new ring every year. a newringevery women wear their neckstolookbeautiful. around towearrings women have because theylikethem. theirnecks rings around women wear ▪ ▪ ▪ ▪ ▪ ▪ ideals: ugly: beauty: feo/a ideales
belleza ▪ ▪ ▪ ▪ ▪ ▪ beauty isonlyskindeep: warrior: guerrero/a chest: Glossary pecho d. c. 3. 2. 1. What does‘Beautyisonlyskindeep’ mean? 3. 2. 1. In Mauritania,younggirls… What’s beautiful. youmakes inside youbeautiful. Deep skinmakes It’s skin. importanttohavebeautiful beautiful. fat tobeconsidered have toget are slim. ifthey can getahusband tolookslimandbeautiful. exercise alot la bellezaessuperficial UNIT 2
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3 Module 4 100 32 32 Lesson 4 11. 10. 9. 8. 7. Focus onLanguage
c. c. a. Complete thesentencesfromradio show talk withhavetoorhas. Example: Listen again.For eachoftherituals,writereasonwhyboys doit. a. People Ritual people orplace withtheritual. Listen toaradio showabout ritualsforboysinculturesaroundtheworld. Matchthe d. c. b. a. in brackets. Complete thesentences withthecorrectformofhavetoordon’t havetoandtheverbs c. b. a. Now lookatthesentencebelowandmatchittocorrectmeaning:a,borc. f. d. b. e. b.
Listen Sorry, Ican’tmeet youthisafternoon.I A youngman Boys Hamar people Maasai people Satere-Mawe people native peopleinVanuatu It’s Sunday. We It isn’tnecessaryforgirlstodotheserituals. Girls aren’tpermittedtodotheserituals. Girls can’tdotheserituals. You My aunt Young Maasaimen My brother Girls Girls don’thavetodotheserituals. It represents the passage fromboytoman. It representsthepassage Boys from the Hamar people jump over the backs ofcows. peoplejumpoverthebacks Boys fromtheHamar (get)atattooifyoudon’t wantone. wearglovesfullofantsfortenminutes. (eat)alotinMauritaniaiftheywanttofindhusband. (work)becausemyuncle is reallyrich. (train)everymorningbecause he’s ontheschoolswimmingteam. jumpfroma30-metreplatform. (go)toschooltoday. huntandkillamalelion. wearing aglovefullofants cows jumping overthebacksof diving offa30-metreplatform hunting lions (help)mydadathome.
© MEN Colombia © MEN Colombia 13. 12. 14. In pairs, talkabout thingsthatyouhavetodoand don’t havetodo atthefollowingplaces. Useful expressions boxtohelpyou. Write acomposition withthetitle‘Whatisbeauty?’ Include thefollowingideas andusethe Ana Luis Ana Luis Ana Luis Ana Luis Ana Luis is. Usethevocabularyfromexercise1tohelp you.Usethedialoguebelow asaguide. In pairs, thinkofafamousperson. Ask questionsabout theperson, andguesswhohe/she Example: ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪
at anairport in thetowncentre at home at school What doesn’tapersonhavetobe/do? In youropinion,whatdoesapersonhavetobe/do tobebeautiful? Write Writing acomposition Speak ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ Yes! Your turnnow. Is heJamesRodríguez? He hastoplayfootballeveryday. What doeshehavetodo? He’s gotshort,spiky, blackhair. What ishishairlike? He’s tallandmediumbuild. What doeshelooklike? It’s aman. Is itamanorwoman? In conclusion,… On theotherhand,… On theonehand,… I feel/thinkthat… In myopinion,… Useful expressions You havetoshowyourpassportatanairport.
Asking about appearance ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ Is he/she…? What colourarehis/hereyes? What ishis/herhairlike? What doeshe/shelooklike? Useful expressions UNIT 2
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3 Module 5 Lesson 5
Focus on Vocabulary
1. List five things that you think are beautiful. They can be objects, buildings, etc.
2. Look at the adjectives for describing things. Then look again at page 98 and add any adjectives from there which you think are useful for describing things.
Size thin – thick – wide – narrow
shape round – square – triangular – flat
Texture hard – soft – rough – smooth
3. Now write a description of one of the things that you listed in exercise 1. Include as much detail as possible.
Example: I think coins are beautiful. They are round and flat. They are smooth when you touch them. They feel cold. They are made of metal. They often have pictures of people or symbols on them.
▪▪ /tʃ/ Say it! 33 4. Read the information. Then listen and repeat.
▪▪ The plural ending -s or -es has three different pronunciations: /s/ objects /z/ coins /ɪz/ places things faces news games cats boxes eyes cups streets
5. In pairs, describe your objects to each other, but don’t say what they are. Listen to the descriptions and try to guess what the objects are. © MEN Colombia 102 © MEN Colombia 6. 8. 7. mother says‘We needeveryonetobemoretolerant. That waywecanhaveabettersociety.’ want tomoveadifferenttown.However, theybelievethatthingswillbethesamethere.His Alfie’s parentsareafraid. Theydon’twanthimtogointothetowncentreonhisown,andthey had nochance.’ Alfie hadabrokennoseandtwo ribs,andwasinhospitalforthreedays. asked themtoleavemealone,butsuddenlytheyattackedme. There werefourofthem,andI they don’tlisten.Lastweek,itturnedviolent.‘Theystartedthrowingfoodatme’, with agroupofteenagersfromdifferentschool.Healwaystellsthemnottofollowhim,but Alfie saysthathefeelssafeatschool.However, inthetowncentre,hehasrecentlyhadtrouble minority whodon’tlikemebecauseIamdifferent.’ ‘I wouldlikepeopletoacceptme.Mostarefine.Butthereisa listens toalternativemusic–andisatargetbecauseofthis.Hesays week. Alfie isanemo–ayoungpersonwhowearsblackclothesand to hospitalafteranattackbyagroupofteenagersinhistownlast because ofthewaythattheylook.Fourteen-year-old Alfie Lewiswent More andmoreyoungpeoplearesufferingfrombullyingviolence Violence inourtowns b. Read thearticle.Whatdo Alfie’s parents wanttodo? c. b. a. Discuss thequestionsinsmall groups. a. Select thecorrectoption tocomplete the sentences.
3. 2. 1. ofpeople... aminority Alfie saysthat What doyou think wecandotostopbullying andviolence? Do youknowanytruestories likethis? Why doyouthinktheteenagers attacked Alfie? 3. 2. 1. … happened attack The Read Are fine. him. don’t accept him. accept in a differenttown. in a centre. town in the at school. ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ trouble: minority: target: suffer from: blanco problemas minoría sufrir ▪ ▪ ▪ ▪ ▪ ▪ ribs: costillas broken: I hadnochance: Glossary roto/a d. c. 3. 2. 1. Alfie’s … thinkthat parents 3. 2. 1. him … threwfoodat teenagers The The town centre is dangerous for isdangerous The towncentre Alfie. different town. betterina things willbe society istolerant. and then they followedhim. and thenthey him. after theyattacked attackedhim. before they no teníaningunaposibilidad Alfie says.‘I UNIT 2
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3 Module 5 Lesson 5
Focus on Language
9. Look at the sentence. Label its parts with the words in the box.
object – to + infinitive – subject – main verb – rest of sentence
Alfie asked the teenagers to leave him alone
a. + b. + c. + d. + e.
10. Complete the sentences below from the article on page 103.
a. I would like … b. He always tells … c. They don’t want … d. We need …
11. Rewrite the sentences using the verbs in brackets.
Example: The teacher would like his students to respect different lifestyles.
a. teacher > his students: ‘You have to respect different lifestyles.’ (would like) b. my mum > me: ‘Tell your teacher about your problem.’ (want) c. Lara > Chris: ‘Meet me after school in the town centre.’ (want) d. I > my teacher: ‘Help me with my homework.’ (would like) e. the school principal > my teacher: ‘Pay attention to bullying in your classroom.’ (asked) f. my teacher > me: ‘Don’t worry about that.’ (told)
12. Think of the problem of bullying in your school. Write some sentences about the actions that people in your school can take to improve the situation.
Example: I would like teachers to have a discussion about bullying in class so that we can give our opinions.
Listen
34 13. Listen to Andrea talking to her mother about a bullying experience she had. Answer the questions.
a. Why are the girls bullying her? b. What are Andrea and her mum going to do right now?
34 14. Listen again and put these pieces of advice in the order you hear them.
a. Don’t show you're scared. b. You have to be confident. c. Tell them what’s going on. d. Don’t show them any signs of weakness. e. Be proud of your look. © MEN Colombia 104 © MEN Colombia 15. 16. Describe that to beabout? story going Who isthe Read theblogentry. Then discussthequestions ingroups. to help youplan. Work insmallgroups. Write ashortnewsarticleliketheoneonpage 103.Usethemodel below c. b. a. person.
Write Speak What do you think she should do? sheshould think doyou What ofadvice. Think offivepieces feel? girl How doesthe andwhy? ishappening What now Ihateit. What shouldIdo?usedtoloveschoolbut think they’rescaredofthesegirls. same –Idon’tthinktheywantto,but Other studentsarenowstartingtodothe about me. posted horriblethingsontheInternet about methataren’ttrue,andtheyhave look likeaboy. They havespreadrumours like me. They laughatmeandsaythatI the populargirlsatmynewschooldon’t some girls–I’mhappywithmylook,but like wearingdressesandmake-up I’ve recentlystartedanewschool.Idon’t
What happened to him/her? Explain the conflict. events happen? where didthe When and events happen? possible causes of theconflict. Why didthe Explain the happening again. giving ideason Write aclosing this situation how toavoid UNIT 2 sentence
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3 Module 6 Lesson 6
Focus on Vocabulary
1. Look at the photos. Decide if you would be comfortable doing these things.
get a haircut paint your body wear make-up get a piercing
have a massage get a tattoo have a facial have cosmetic surgery
2. Copy the table. Write five of the things from exercise 1 in the first column. Then interview a partner and complete the table with his/her answers. Ask for reasons for his/her answers.
Would you … Definitely yes Maybe Probably not Absolutely not
Listen
35 3. Listen to five adverts. Which of the following parts of the body do you hear, and in which advert? Write the number of the adverts.
▪ They offer changes people can make to their…
▪ skin ▪ clothing ▪ hair (colour) ▪ nails ▪ teeth ▪ eyes ▪ body (shape) ▪ face ▪ nose ▪ mouth ▪ hair (length) ▪ feet
35 4. Listen again. Which of the treatments in exercise 1 do you hear, and in which advert? © MEN Colombia 106 © MEN Colombia 5. 6. Replies: Read the advice page. Then match the three problems to the advice below. page. Then matchthethreeproblems totheadvice Read theadvice c. b. a. Answer thequestions. 2. ▪ ▪ ▪ 1. 3. ▪ ▪ ▪
What isCarlos’s situation? What doesRichardlooklike? What doesNadialooklike? thinking ofgettingmorepiercings–maybeinmynosenexttime.Isthatagoodidea? notice memore.Lastmonth,Igotapiercinginmylip,butnothinghaschanged.I’m moreattractive,girlswould agirlfriend.Ithinkifwas I’veneverhad I’m Richard. liposuction. Whatdoyouthink? but Ican’tlosetheweight.Oneofmyfriendstoldmeaboutaclinicwheretheydo diets,Idosport, I’vetriedlotsofdifferent I’mabitoverweight. Nadia. Hi, I’m Read chosen atattoo,andI’mgoingtothetattooparlourtomorrow. Isthisabadidea? they lookpainful–butIdon’twanttobetheonlypersoningroupwithoutone.SoI’ve isCarlos. My name year.All myfriendshave gotatattoothis Idon’treallywantatattoo– painful: lip: overweight: labio c. Iwouldn’tdothingsjusttoimpressgirlsinyoursituation. b. Inmyopinion,gettingcosmeticsurgerylikethatatyourageisacrazyidea.IfI a. IfIwasinyoursituation,wouldaskmyselfthesequestionsfirst:Dolikethe doloroso/a often hastheoppositeeffect.Justbeyourself! Girls knowwhenboysaretryingtoimpressthemand it sport andeatwell,thenyou’rehealthy, andthat’s muchmoreimportant. had thesameproblem,Iwouldn’tdoit.Noteveryonecanbesuperslim.Ifyou the wrongthing. I reallydoingit?Ifyoucan’tanswerthosequestions,thenperhapsyou’re design? Whatdoesitrepresent?Will Istilllike ittenyearsfromnow? And whyam con sobrepeso Glossary If Iwere you… ▪ ▪ ▪ ▪ design: tattoo parlour: diseño salón detatuaje reason forwriting.Itwill help youunderstandthe the author'spurposeor Identify andthinkabout Reading Tip text better. UNIT 2
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3 Module 6 Lesson 6
Focus on Language
7. Complete the sentences from the advice page on page 107.
a. If I more attractive, girls me more. b. If I in your situation, I myself these questions first. c. If I the same problem, I it.
8. Look at the sentence below. This structure is called the second conditional. Answer questions a-d.
If I had the same problem, I wouldn’t do it.
a. Are the situations in exercise 7 possible or hypothetical? Note b. What form of the verb do we use after if? if I/he/she c. What word do we use before the infinitive in the other part? We can say was OR were you… Both was and d. What is the negative form of this word? were are correct here.
9. Complete the sentences with the correct form of the verbs in brackets.
Situation Hypothetical situation a. Peter is a a. If he (eat) meat, I (make) chicken pie vegetarian. for dinner.
b. Sally got a haircut b. If she (want) to get a haircut today, I yesterday. (cut) her hair for her.
c. Joe has got lots of c. If he (not have) any tattoos, he (look) tattoos. very different.
d. Emily is having a d. If she (not be) stressed, she (not need) a massage. massage.
Say it!
36 10. Read. Then listen and repeat.
would, ’d and wouldn’t ▪▪ We don’t pronounce the l in would and wouldn’t. We often contract would to ’d a. If I had the same problem, I would eat more fresh fruit. b. If I had the same problem, I’d eat more fresh fruit. c. If I had the same problem, I wouldn’t get a tattoo.
11. Complete the following sentences. Then discuss your ideas in pairs.
a. If I wanted to get a tattoo but my parents didn’t want me to, … b. If the girl/boy I liked wanted me to get my nose pierced, … c. If I had the opportunity to get plastic surgery for free, … © MEN Colombia 108 © MEN Colombia 13. 12. 14. Before appearance. Look atthetwopictures.Inpairs, discussallthethingsthatshedidtochangeher Example: wouldn’t Now writeareply tooneoftheposts.UseIfIwasyou , togivethesepeople. page. Discusswhatadvice Read somemoreposts fromanadvice
a.
Write Speak should Ido? to lookdifferent.What done it.Idon’twant friends atschoolhave like itmuch,butallmy hair blonde.Idon’t thinking ofdyingmy grade atschool.I’m sixteen andI’min10th Hi, I’mCristina, … it, doit.Ifyou don’t like it,don’t do it. of myhairbecause change thecolour wouldn’timportant butIfIwas you,I I thinkfriendsare Dear Cristina,
b. Should Idoit? get mynametattooedtoo. something. Shewantsto with heartsarounditor my neck.Itwouldbesmall get hernametattooedon she lovesme.Iwantto really loveherandIknow wonderful girlfriend.I eighteen andIhavea Hi, I’mRicardo. them. Ifyoulike After I would/ c. Would youdatehim? and fourearpiercings. is: hehasgotfourtattoos wanted. The onlyproblem Just whatI’vealways handsome, nice,charming. and Imetthisgreatboy: to apartylastweekend, know whattodo.Iwent seventeen andIdon’t Hi, I’mSandra, UNIT 2
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3 Module 7 110 Lesson 7 3. 2. Focus on Vocabulary Focus e. c. a. Complete thesentences withasuitable word fromexercise 1. their parents. Religion andfamilyareconnectedbecausepeople normallythesamereligionas Which ofthewords areconnected? Explain youranswer. d. b. race –culturenationalityreligion language –nationalsymbolsregionheritagehistorytraditionsdialectfamily Vallenato musicisconsidered important cultural my I feelproudestwhenreadworksbythegreatwriters frommycountry. This ispartof My When Ispeak,peopleknow exactlywhich protected. I lovemycountry’s flag. Thisis myfavourite 1. Example: represent? Makenotes,thendiscusswithapartner. Look atthewordsrelatedtoidentityinbox. Whichonesdo thepictures isverystrong. isimportanttome.IgochurcheverySunday. . I thinkthispictureofmasksrepresentscultureandtraditions. IDENTITY Icomefrom,becausemy . thatneedstobe
© MEN Colombia © MEN Colombia 5. 4. traditional foodlikespringrollsandsushi. love delicious Asian food,andtherearerestaurantseverywhereserving full ofChineseshopswherealotpeople heritage live. Americans discussions withLatin American authorsabouttheirlatestbooks. Argentina andBrazilgiveperformances,therearealsoconferences dance, literatureandart.MusiciansfromcountriessuchasMexico,Colombia, Latin American CultureWeek, aten-dayfestivalwhichincludesLatinmusic, Millions of Americans areofLatin heritage. Their cultureiscelebratedduring Americans Latin part oftheUSA today. shared itwiththeirnewneighbours.Herearesomeimportantculturesthat different countrieshavebroughttheircultureandheritagewiththem, and tasteamixtureofthingsthatoriginallycamefromdifferentpartstheworld.People from People saytheUSA isthemeltingpotofworldbecausewhereveryougo,cansee,hear c. b. a. Read thearticleagainand answerthequestions. Look atthepictures below. Then read thearticle.Whydo people saytheUSA isameltingpot?
How doweknow that Asian culture ispopularintheUSA? How has African-American cultureinfluenced theUSA? What canpeopledoduring Latin American CultureWeek? Read ▪ ▪ ▪ ▪ Melting ▪ ▪ ▪ ▪ This culturehasaverypowerfulinfluenceintheUSA. African Americansare the African Americans are verypopularalloverthecountry. a lotofdifferentways,suchasfashion,musicandhairstyles-braidsdreadlocks third-largest ethnicgroupinthecountry. They haveinfluenced American culturein Asian Americans USA. Almost allbig American citieshavea‘Chinatown’ –adistrict It’s impossiblenottonoticetheinfluenceof Asianculturesinthe hairstyle: performance: neighbour: taste (verb): peinado The meltingpotoftheworld vecino/a saborear presentación into aliquid. Changing fromasolid Glossary ▪ ▪ ▪ ▪ ▪ ▪ district: dreadlocks: braids:
trenzas barrio rastas Pot store foodordrinks. Container tocookor UNIT 3
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3 Module 7 112 37 37 Lesson 7 8. 7. 6. 10. 9. Focus onLanguage d. c. b. a. Work insmallgroups. Discuss thequestions. the questionsinexercise6. Then checkwithapartner. Listen againandmakenotesaboutCamilo’s answersto f. e. d. c. b. a. he movedtotheUSA.Putquestionsinorderyouhearthem. Listen toCamilo,ateenageroriginallyfromColombia,talkingabouthisexperience when f. e. d. c. b. a. Unscramble thequestions. Then askandanswertheminpairs. c. b. a. Look againatthequestionsinexercise6. Answer thequestions.
Listen Would youliketoliveabroad? Why?/Whynot? What didyoumissfromhome? What didyoulikeaboutit? Have youeverbeentoanothercountry? What wasthemostdifficultthingforyourfamily? Did yourfamilyadaptquicklytolifehere? Why didyoumovehere? Were thingshardforyouatschool? How didyoudealwiththelanguage? What thingsdidyoufindstrange? get /foryourlastbirthdayyouwhatdid the mostimportantcelebration/werewhatyou /waswhenachild? cook /grandma did /celebratewherefamilylastChristmasyour /? elementary school/youwhichgotodid? you /werebornwhen? Do weusetheinfinitiveofmainverbinpastsimplequestions? What auxiliaryverbdoweuseforotherquestionsinpastsimple? How dowemakepastsimplequestionswiththeverb natilla and buñuelos lastChristmas/yourdid? be?
© MEN Colombia © MEN Colombia 14. 13. 12. 11. c. b. a. aboutyouror your classmate’sinterview impressions oflifeinColombia. Follow theinstructions. Work inpairs.Imagineone ofyoumovedtoColombia whenyouwereyounger. Write an b. a. are importanttoyou.For each word: Work insmallgroups. Lookagainatthevocabulary onpage 110.Choosethreewords that then askquestionsiftheywant. totheclass. The otherstudentsshouldlistenandtakenotes, Present yourinterviews withyourteacherandpractise itinpairs. Check yourinterview
Write Speak Write ashortinterviewwithyourquestionsandideas. Write questionsbasedonyournotes. some ofthevocabularyaboutidentity. Make notesaboutwhatyou’dliketoincludeintheinterview. Lookatpage110andinclude Explain toyourclassmateswhyit’s importanttoyou. Draw adiagramorpicturetoexplainwhythiswordisimportantyou. Colombian writers Films inSpanish
Language our neighboursfrom different countries Communicate with Special Colombian expressions UNIT 3
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3 Module 8 Lesson 8
Speak
1. Read this English proverb and talk about what you think it means. Learning Tip Use your previous knowledge ‘When in Rome, do as the Romans do.’ to make connections with the new topics in English. It will help you understand better.
2. Read the text. Then explain to a partner in your own words what the proverb means. Is there an equivalent proverb in your language?
In English, people often say ‘when in Rome, do as the Romans do’, or just ‘When in Rome.’ It means that you should act like local people, when you visit somewhere different. It is said that this proverb comes from the 4th Century, when the church didn’t permit people to eat on Saturdays in Rome, but permitted it in Milan, in Italy. Visitors to Milan didn’t know if they should eat or not, and one visitor asked the advice of Januarius, an important bishop from Naples. His advice was: ‘When I am in Rome, I do not eat on a Saturday. When I am in Milan, I eat on a Saturday.’ Over time, this became the expression that we know today.
Glossary
▪▪ proverb: proverbio ▪▪ permit: permitir ▪▪ bishop: obispo
3. Look at five more English proverbs. Match the sentence halves. In pairs, discuss what you think they mean. Is there an expression with a similar meaning in your language?
a. A bird in the hand … make light work. b. The grass is always greener … is worth two in the bush. c. Actions speak louder … in the mouth. d. Never look a gift horse … on the other side. e. Many hands … than words. © MEN Colombia 114 © MEN Colombia 4. 6. 5. Focus onLanguage everyone whoentersthecountrymusthaveavalidpassport. Colombia isopentovisitorsfromallovertheworld.However, you, peoplefrommostcountriesdon’thavetogetavisa. Finally, ifyouwantyourfamily andfriendstocomevisit amazing wildlife. don’t havetogointothe Amazon jungletoseesome Colombia has59beautifulNationalNaturalParks, soyou are selfish. mustn’t forgettodothis,orpeoplemightthinkthatyou seats onabustoelderlypeopleorpregnantwomen. You Colombians arecaringpeople,andtheyalwaysgiveuptheir can. Orwatchotherpeopledoingit! the year. Colombiansarefamousfordancing–youshoulddefinitelytrySalsaorCumbiaif are alsoveryfriendlyandsociable. There arealotofcolourfulfestivalstoenjoythroughout warmth ofColombians–youmustbepreparedtoreceivelotskissesandhugs! One ofthemostincrediblethingsaboutlivinginColombiaisitspeople. You willfeelthe living inColombia. worry –I’msureyou’regoingtohaveafantastictimeinourcountry. Letmetellyouabout Have yourecentlymovedtoColombia?Somethingswillbenewandstrangeforyou.Butdon’t c. inColombia. Doyouagreewitheverythingthattheauthorsays? Read thetextaboutliving a. Complete thesentenceswithunderlined a. Look atthesentences.Dounderlinedverbsineachpair of sentencesmeanthesame? b.
2. You 1. You1.
Read want to come to Colombia. want tocome to come to Colombia. to come must have a valid passport ifyou tohaveavalid have means that something isn’tpermitted. thatsomething means isn’tnecessary. that something means and haveavalidpassportifyouwant ▪ ▪ ▪ ▪ ▪ ▪ hugs: kisses: warmth: abrazos besos Living inColombia Living meanthatsomethingisobligatory. calidez Glossary verbs fromexercise5. ▪ ▪ ▪
▪ ▪ ▪ selfish: egoísta give up: wildlife:
b.
ceder vida salvaje
2. You jungle. 1. You Amazon jungle. don’t haveto mustn’t gointothe Amazon go into the gointo UNIT 3
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3 Module 8 Lesson 8
7. Choose the correct verbs to complete the sentences.
a. I’ve finished my exams. I mustn’t / don’t have to study any more. b. You don’t have to / mustn’t go into that building. It’s private. c. You don’t have to / must say hello to your neighbours. It’s rude if you don’t. d. You don’t have to / mustn’t pay to enter this museum. It’s free! e. If you want to go to the UK, you mustn’t / have to save a lot of money.
Focus on Language
8. Look at the ways of greeting people. Which of these are typical in Colombia, and in which situation? Which aren’t typical?
shake hands – kiss on the cheeks – kiss on the hand – bow – smile – offer someone a drink/food – hug – bump fists – make eye contact – ask ‘how are you?’
9. In pairs, compare your answers. Then decide if the ways of greeting in exercise 8 are typical of formal or informal situations.
Listen
38 10. Listen to two stories of people experiencing cultural shock. Which expressions from exercise 8 do you hear?
38 11. Listen again. For each sentence, say UK, France, or both.
a. People greet in different ways in different regions. b. People often aren’t sure how to greet each other. c. Some people seem formal when you greet them. d. People offer you something to drink. e. Everyone kisses their friends. © MEN Colombia 116 © MEN Colombia 14. 13. 12. 16. 15. Follow theinstructions. Colombia. Plan aroleplay between aColombianandsomeonefromabroad whoisvisiting answers? answers? Work withanothergroup. Ask themyourquizquestions.Whichgroup gotthemostcorrect Example: research moreinformationontheInternet. about onecountry, ordifferentcountries.Usefactsthatyoualreadyknow, orifpossible In groups,writeaquizaboutcultural aspects ofothercountries. You canwritequestions brothercouldn’tExample: My movedtoBogotá.Now, findajobinourtown,sohe heis proverbs. In pairs, lookattheproverbs inexercise3.Discusssituationswhereyoumightsaythe Practise yourroleplay. Then perform itfortheclass. ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪
different situations. The Colombianexplainswhathe/shehastodo,doesn’thavedoandmustn’tin The personfromabroadasksifyoucanorcan’tdocertainthings. The Colombianrepliesandinvitestheforeignertovisitsomeplaces. The personfromabroadasksquestionsaboutColombia. Decide thecountrythatforeignerisfrom. Decide whowillplaytheroles. Write Speak c. You wedding. mustweartraditionalIndianclothes at a b. You musteatmeat. a. You mustdoyoga everyday. What istrueaboutIndia? c. eatingspicyfood b. playingfootball a. dancingsalsa What isn’t activityinMexico? a typical side.’ isalwaysgreenerontheother I toldhim‘Thegrass come home. sayingthathedoesn’talways sendingmessages likeitthere,andwantsto
UNIT 3
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3 Module 118 3. 2. 1. worktogether Let's • • • section. You needapresenter andaguestforthis INTERVIEW Practise theinterview. prepare answers. Write somequestionstoasktheguest,and live there. lifestyle andtraditionsofthepeoplewho this place.Write someideasaboutthe region ofColombia.Theguestcomesfrom Choose adifferent countryoradifferent Prepare thesections Write and perform a TV show Module 3 for ideas. Then follow the instructions. Module 3forideas. Then followtheinstructions. Work insmallgroups toplan,writeand practise eachsection.Lookback atthelessonsin the tableforallsections. students willworkoneachsection,makeanoteofstudent’s role.Copy andcomplete When youhavedecided whichsectionsyou’regoingtoincludeinyour TV show, andwhich will needtwo–threestudents. depending howmanypeople youhaveinyourgroup. Eachsection your TV showwillinclude. Choosesomeorallofthefollowing, groups often–twelvestudents.Firstall,decidewhichsections The titleofyour TV show is 'Respecting differences'.Work inlarge ▪ ▪ Interview Section An interview ▪
A culturalreport Marta Gonzalo Student’s name ▪
A newsstory • • • • this section. You needapresenter andsomelocalpeoplefor CULTURAL REPORT Practise thereport. who isenjoyingthecelebration. Include aquickinterviewwith alocalperson celebration. Explainwhatis happening. Imagine thatthepresenter isatthe Vallenato Festival Feria deCali deBarranquilla Carnaval your own: about it.Useoneofthefollowingideas,or Find outasmuchinformationpossible Choose aspecialcelebrationinColombia. ▪
A livecall-in Guest Presenter Role Carnaval Carnaval de Riosucio Fiesta deCorralejas Manizales de Feria
© MEN Colombia LET'S WORK TOGETHER 3 Module
NEWS STORY LIVE CALL-IN
You need a presenter and one more person for You need a presenter and a number of callers this section. for this section. • Decide on an interesting news story • The presenter will take a number of live connected to teenage life. For example, it phone calls. Each caller has a problem. The could be about someone with an interesting presenter gives advice on what the caller hobby, lifestyle, or look. Or it could be about can do. an event that has happened. • Think of a problem for each caller. Think of • Write the story. Include a quote from the advice that the presenter can give. person, or one of the people, involved in the • Decide the order of the calls. Then practise story. them. • Practise the story.
Rehearse your TV show
4. In your group, decide on the order of the sections, and how long each section will be. Complete the table.
Example: Section 1: Cultural report Presenter: Luisa Time: 5 minutes.
5. Rehearse the entire show, one section at a time.
• Decide how to start and end the show. • Decide how to move from each section to the next. • Give advice to your groupmates about how to make each section more interesting / successful / realistic. • Think how you can make your classroom look like a TV set.
Present your show
6. Present each TV show to the rest of the class. If possible, arrange the chairs in the classroom to make a TV audience. Enjoy the shows and applaud your classmates as you watch. © MEN Colombia 119 120 Self-assessment LISTENING SPEAKING READING WRITING SKILL 1. Assessment of your English language skills ▪ ▪ Look backoverthemodule.Whathaveyoulearned? Tick ( C. Icanorderinformationas Ihearitinadialogue. B. Icanunderstandasetofinterviewsabouthobbiesin the A. Icanunderstanddescriptionsofcelebrations. C. I canmakeupandact out aninterviewaboutmycultural B. Icandiscussaproblemandprovideadvice. A. Icantalktoaclassmateaboutourroutinesandlifestyles. C. I canwriteashortnewsstoryaboutbullying. B. Icanwriteareportaboutsurveyonfreetime. A. Icanwriteadescriptionofcelebrationinmycountry. C. Icanmakepredictionsbeforereadingatextandconfirm B. Icanreadatextaboutdifferentideasofbeauty. A. Icanreadandunderstandatextaboutdailyroutines. past andnow. identity. them afterwards. STATEMENT ✓) theappropriatebox. I cando this this with I cando help I needto work on this
© MEN Colombia © MEN Colombia 3. Assessment of Let's work together 2. Assessment of your English study skills 4. Assessment of Module 3 5. Learnandmemorise 4. Identifyanauthor’s purpose 3. Makewordfamiliestohelp 2. Paraphrase themain 1. Analyse sentencesincontext group Me ▪ ▪ ▪ My naturally. collocations tospeakmore for writing. learn vocabulary. understanding. ideas ofatexttoconfirm grammar structures. to understandtheuseof ▪ ▪ ▪ work. Write atleastthreecommentsforeachaspect. First individually, andthenwithyourgroup,assessperformance intheproject study skills. Study skillshelpyouimproveinanyschoolsubject.Sayhowoftenusethese 4. 3. 2. 1. Look backoverthemodule thencompletethesentences. I need to practise … topractise I need about… learning I enjoyed wordsorwere … most useful expressions The … was My favouriteactivity STUDY SKILLS What wentwell ALWAYS What didn’twork SOMETIMES SELF-ASSESSMENT What I/we can do What I/wecando better nexttime NEVER
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3 Module Our natural
Module 4 environment
In this module you will …
▪ learn about eco-travel in Colombia and the importance of our landscapes, in Unit 1 Eco-tourism
▪ understand about indigenous people and the environment around us, and how it is in danger, in Unit 2 Protecting our native culture and environment
▪ study how our country is a valued destination for visitors, in Unit 3 Colombia: a natural and cultural paradise © MEN Colombia 122 environment Our natural
© MEN Colombia ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ problem an environmental your opinionabout write alettergiving an eco-holiday write anadvertfor Colombia inviting themtovisit to afriendabroad write apostcard tourists inColombia experiences as describing their listen topeople people visiting indigenous experiences describing their listen topeople a nationalpark talking tovisitorsin listen toaguide You willalso... Let's worktogether Let's park. Youwill: problemsinColombia. Intheproject,youwillplananeco- and environmental In thismodule,youwilllearnabouteco-tourism, landscapes, indigenouspeople, Create aneweco-park in youropinion? How? landscapes dotheyhave? Whatfacilitiesdotheyhave?Couldbeimproved, To starttheproject,thinkaboutnationalparks thatyouknowinColombia.What ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ create amapwithinformation andpresentittotheclass think aboutwhatindigenous peopleandfaunafloralivewithinthepark decide whatfacilitiesforvisitorsithas decide whereyourparkisandwhatlandscapesithas
rite Liste
W n
R
e
a
d
k
S a p e ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ in Colombia her experiences traveller about read ablogby Colombia problems in environmental read about tribe native Colombian read abouta in life their experiences classmate about interview a solutions and suggest animal trafficking connected to discuss problems community indigenous has visitedan someone who interview
123
4 Module 1 124 2. Lesson 1 9 5 1 Focus on Vocabulary Focus d. g. h. e. f. i. c. a. when necessary. Complete thesentences aboutColombia withwords from exercise1.Usetheplural form b. Cristóbal Colónisthehighest La Guajiraisa About 35%ofColombia’s territory iscoveredbythe Amazon El Morroisabeautiful Valle delCaucaisawide La Chorrerais thehighest Colombia hastwo The Magdalena Bogotá. 1. Match thewordsforlandscapes withthepictures. Calima is located intheValle islocated Calima delCaucaDepartment. rainforest –streamisland river –waterfalloceanfieldlakemountainvalleydesertbeach 10 6 2 inthenorthofColombia. flowsfromtheDepartmentofHuilato Atlántico. : the Atlantic andthePacific. withdarksandonthePacific coast in Tumaco. whereyoucanfindthesugarcane plant. inColombia. Itislocated45minutesfrom inColombia. 11 3 7 . 12 4 8
© MEN Colombia © MEN Colombia 3. 5. 4. fromLos Sylvia, Angeles I’m acityperson. camping, birdwatchingandhikingfortheirholidays,butit’s notforme. Next year, I’mgoingtovisitanotherexcitingcity. Iknowsomepeoplego nightlife isgreat! great museums,andatnightwewentdancinginsomenightclubs. The exciting. IwenttoathemeparkcalledMundo Aventura, Ivisitedsome This summer, IwenttoBogotá,thecapitalofColombia.Itwasreally tour too.IboughtlotsofsouvenirsneartheLondonEye. sightseeing andshopping.Ienjoyedwalkingaroundthecity, andIdidabus I wenttoLondonlastyear. There’s somuchtoseeanddothere.Iwent difference between normal tourism and eco-tourism? difference betweennormaltourismand eco-tourism? Read theblogposts writtenby twotourists.Whowentonaneco-holiday?Whatisthe In pairs, discuss which activities intheblogposts youmostenjoy.In pairs, discusswhichactivities Can youexplain why? inthepicturesblog posts. Whichofthemarerelated toeco-tourism? Find theactivities 4 1
Read ▪ ▪ ▪ ▪ ▪ ▪ bird watching: nightlife: go sightseeing: nocturna Leo, from TorontoLeo, don’t harmtheenvironment,andtheyarereallypeaceful,too. when theygoonholiday. That’s whyIalwaysstayinaneco-cabin. They local communities.Ithinkit’s importantfortouriststomakeadifference I’ve alsolearntalotabouthowtoconservetheenvironmentandprotect kayaking ontheCaucariver, andsailingintheCaribbeanSea. I’ve beenhorseridingandmountainclimbing.alsotriedhiking, I’m Canadian,butIlovecomingtoColombiaformyholiday. you candooutdoors.Ilovebeaches,valleys,rainforestsandmountains. I’m anoutdoorperson.Ilovecamping,birdwatching,andanythingthat avistamiento deaves irse deturismo 5 2 Glossary ▪ ▪ ▪ ▪ ▪ ▪ eco-cabin: sailing: kayaking: navegar montar enkayak eco-cabaña 6 3 UNIT 1
125
4 Module 1 Lesson 1
Listen
39 6. Listen to Pedro talking to Sam about his holiday. Which words from exercise 1 do you hear?
39 7. Listen again. Who says the sentences and questions below? Write “P” for Pedro, and “S” for Sam.
a. Have you ever been to the Cocora Valley? b. I’ve never been there. c. Have you ever visited any national parks in Colombia? d. I’ve never seen a whale.
Focus on Language
8. Look again at the sentences in exercise 7. Answer the questions.
a. Are the sentences and questions in the past simple or present perfect tense? b. Are they talking about past experiences, or describing past events in detail? c. Do we use ever in statements or questions? d. Where do we put ever and never in the questions and statements?
9. Complete the sentences and questions with ever and never.
a. Some children have been to the beach. b. Have you stayed in an eco-lodge? c. My cousins have climbed Nevado del Ruiz. d. Have you been kayaking? e. Have you tried paragliding? f. I’ve seen a shark.
10. Look at the list of things that Larry wants to do. Which has he done? In pairs, ask and answer questions using ever and never. Use the Useful language box to help you.
Example: Has he ever seen a jaguar? Has he ever played baseball? Yes, he has. No. He’s never played baseball.
see a jaguar ✔ Useful language play baseball meet a person from a native tribe Irregular past participles stay in an eco-cabin ✔ ▪▪ Lots of past participles in English are irregular. swim with whales You have to learn them. go paragliding ✔ see – seen meet – met swim – swum go – gone take – taken take a photo of a famous person climb a mountain ✔ © MEN Colombia 126 UNIT 1 4 Module
Speak
11. Look at the pictures. What activities can you see? In pairs, ask and answer questions with Have you ever about the activities.
Example: Have you ever been horse riding? Yes, I have. How about you?
Write
12. Write a postcard to a friend who doesn’t live in Colombia. Tell him/her about your country. Use the ideas in the text below to help you.
Dear Cata
Have you ever been to Colombia? It’s a beautiful country. It’s got some amazing places, such as ... I’ve visited … I’ve never been to … I’m planning to visit … I think the most beautiful place is … I hope you can come one day and see my country!
Love, Daniel © MEN Colombia 127 2 Lesson 2
Focus on Vocabulary
1. Copy the diagram and match the words about holidays in the box to the headings.
hotel – summer camp – campsite – holiday apartment – city break – log cabin – farm stay – camping trip – skiing trip – cottage – package holiday – youth hostel – adventure holiday – cruise
city break
Holiday Types of holiday Holidays accommodation
2. Complete the sentences with words from exercise 1.
a. A is a place where you can take your tent to stay. b. A is a great opportunity to experience a rural lifestyle. c. A holiday includes accommodation, food and transport. d. A is a place where you can stay cheaply for a short period of time. e. An might include hiking, kayaking or sailing. f. A is a little house in the countryside.
3. In pairs, discuss the questions.
a. When did you last go on holiday? b. What type of holiday was it? c. Where did you stay? d. What did you do? e. What did you like most about your holiday? f. What do you know about eco-destinations and eco-holidays? © MEN Colombia 128 UNIT 1 4 Module
Read
4. Read five travel reviews about eco-friendly destinations. Match the reviews with the pictures.
Eco-destinations around the world a. KENYA 1 This country has a fantastic variety of flora and fauna, with thousands of species of insects, reptiles, mammals and amphibians. I am crazy about all kinds of animals, so for me, it’s a paradise! If I had the chance to live anywhere, I’d live here. Christian b. INDIA 2 This country is home to some of the most spectacular wildlife in the world, including elephants, rhinoceroses, lions and leopards. You can also learn from the local people, who build their own eco-friendly homes by hand and conserve every drop of water. Melanie 3 If you want to have a relaxing time, you will enjoy your c. COSTA RICA holiday here. This place is full of contrasts. You can go hiking and see some amazing scenery, or if you prefer, you can stay by the sea and enjoy the cool breeze. You would stay forever if you didn’t have to go home! Lucas 4 If you come to this country, you will get the chance to live like local people on houseboats called d. AUSTRALIA “Kettuvallams”. If you’re interested in eco-friendly products, you can see how local furniture-makers make and design their own furniture using sustainable resources such as bamboo sticks and palm leaves. Kevin 5 This rainforest is the most incredible place I’ve ever visited. The waterfalls are spectacular. It’s a long way e. COLOMBIA to travel, but if you get the chance to visit, you won’t regret it. The local people work hard to take care of the environment and preserve this amazing place. Hannah
Glossary
▪▪ variety: variedad ▪▪ furniture: muebles ▪▪ mammal: mamífero ▪▪ sustainable: sostenible ▪▪ breeze: brisa ▪▪ regret: arrepentir ▪▪ forever: para siempre
5. Read the text again. For each destination, say:
a. What tourists can do there. b. Why it is an eco-friendly destination.
6. In pairs, discuss which of these places you would most like to visit, and why. © MEN Colombia 129 2 Lesson 2 Focus on Language
7. Look at two sentences from the text about eco-destinations and answer questions a-c.
1. If you get the chance to visit, you won’t regret it. 2. You would stay forever if you didn’t have to go home.
a. Are these sentences describing possible or hypothetical situations? b. Which sentence is in the first conditional? Which one is in the second conditional? c. How are the verb forms in the first and second conditionals different?
8. Find more examples of first and second conditionals in the text. Discuss with a classmate why each conditional is used.
9. Complete the sentences using the verbs in brackets in the appropriate first or second conditional form.
a. If I the lottery, I my whole life on holiday! (win / spend) b. We Tayrona National Park in December if we enough money for the school trip. (visit / save) c. If I older, I around Colombia with my friends. But my parents say I’m too young. (be / travel) d. If we to London next year, we some souvenirs for you. (go / buy)
Listen
40 10. Listen to a tourist and a travel agent talking about options for an adventure holiday. Number the activities in the order you hear them.
▪ white water rafting ▪ bungee jumping ▪ paragliding ▪ a ride in a cable car ▪ climbing ▪ trekking
40 11. Listen again and complete the sentences:
a. If you get tired, you can instead. b. You go for about along the rapids. c. There’s one problem. any of these activities. d. We have for all these extreme sports. e. We’ll provide you with all the you need.
12. Talk to a classmate.
a. What do you think about this adventure holiday? b. Which activities would you like to do? Why? © MEN Colombia 130 © MEN Colombia 13. 14. Travel agent: Tourist: tourist and whoisthetravel agent,and followtheinstructions. In pairs, roleplay aconversationbetween atouristandtravel agent.Decide whoisthe d. c. b. a. Write anadvertforeco-holidayinyourregion.
Accommodation andfood • • • • • • Activities • Location Visitbeautiful Tayrona
• • • Write Asking about a holiday Asking about aholiday Speak
Make asmall poster andpresentittothe class. holiday willlast. Mention theactivitiesthat peoplecandothere,wheretheywillstay, andhowlongthe Include ashortdescription oftheplace:whatfauna,floraorotherimportant aspectsithas. Look againatthetextson page129. ▪ ▪ ▪ ▪ ▪ ▪ watch birdsandotherwildlife enjoy themountainviews relax onthebeautifulbeaches go swimmingintheMincariver visit BuriticáandtheLostCity go trekkingtotheruinsofanativesettlementatElPueblito on theCaribbeancoast,north-eastofSantaMarta ▪ ▪ ▪ ▪ ▪ ▪ 100% organicfood Tents andhammocksalsoavailable Eco-cabin onthebeach That sounds(great/amazingperfect). What aboutthe(accommodation/food)? I’m reallyinterestedin… What activitiescanIdothere? Where exactlyisit? I wanttogoona… Useful expressions
Use the information about Use theinformation Tayrona helpyou. belowto expressions boxtohelpyou. You onaneco-holiday. wanttogo Useful Usethe Ask questions.
UNIT 1
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4 Module 3 Lesson 3
Focus on Vocabulary
1. Look at the words for facilities in a national park. Match them to the pictures.
bench – bins – warning sign – footpath – kiosk – information board – guided walk – viewpoint – picnic table – pond
1 2 3 4 5
6 7 8 9 10
2. Think of a park or national park near your home. Which facilities does it have?
3. Complete the definitions with words from exercise 1.
a. This tells you about something dangerous. b. This is a good place to take a photo. c. You can put your rubbish or recycling here. d. This is a good place to have a rest. e. This is a good place to stop for lunch. f. You can buy food or water here, or get information. g. If you want to meet a local expert, this is a good option for you. h. Children can feed ducks and other birds here. i. This gives you useful information about the park, such as a map. j. You shouldn’t leave this during your visit to the park. © MEN Colombia 132 © MEN Colombia 4. 6. 5. sustainable materials. workshops tolocalpeopleabouthowmakehandicraftsfromlocal, 5. Icometotheparkeverydaysellmyproductsvisitors.alsogive sure thattheinformationandfacilitiesavailabletothemareuseful. I workwithateamofpeople,andweregularlytalktovisitorsmake rubbish inthebins,keepingtofootpathsandrespectingwildlife. 4. Myjobistocheckthateveryonelookingafterthepark,puttingtheir people thattherearestrictpunishmentsifignorethelaws. and inthepast,peopleusedtostealsellthem. There arewarningsigns,which remind wildlife. jobs the of istoprotect 3. Oneourmostimportant turtles’The valuable, eggsare the texts. Read aboutfive people whoworkoneco-projects inanational park. Matchthejobs with environment inthepark. Complete thetable withyour ideas. environment In pairs, discussallthewaysinwhichpark helps people, andhowpeople help the Example: following verbs tohelp you:protectteachadviselook aftermake use Read thetextagain. Howdoes eachperson help tokeepthepark eco-friendly?Usethe a parkranger–walkingguide an artisan–environmentalpoliceofficerindigenousleader
Read eco-friendly, andbenefitour community. with thelocalauthorities,advisingthemondecisionsthatareboth kiosk intheparkwherevisitorscanlearnaboutourculture.We work 2. The parkhasbeenourhomeforhundredsofyears.We havea outside inabeautifulenvironment. and naturalhabitats.Ilovetalkingtopeopleit’s greattowork knowledge aboutthegeologyofpark,itsplantlife,wildlife 1. I’veworkedinanationalparksince2013.Inmyjob,Ishare visitors willrespect it. teaches visitorsaboutthewildlife.The walkingguide Thismeansthatthe Benefits forpeople ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ punishment: knowledge: share: ignore: compartir no hacercaso conocimiento castigo
Eco-projects Glossary ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ workshop: taller steal: law: advise: ley Benefits fortheenvironment robar aconsejar UNIT 1
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4 Module 3 Lesson 3
Listen
41 7. Listen to the conversation between a guide and some visitors. What are they doing today? What other activities does the guide mention?
41 8. Listen again and complete the sentences.
a. It has operated as a national park since . b. I’ve worked as an eco-tourist guide for . c. It’s our newest route – it’s been open for .
Focus on Language
9. Look at the sentences in exercise 8 and choose the correct options.
a. These situations are finished actions / started in the past and are still true now. b. They are in the present perfect / present simple tense. c. We use for / since to give the moment when the situation started. d. We use for / since to give the duration of the situation.
10. Complete the sentences. Use the verbs in the box in the present perfect tense, and add for or since.
live – have – protect – be – work – study
a. In our school, we respect nature and fauna and flora the sixth grade. b. I at a school in Bogotá five years. c. My family and I in the park nine o’clock this morning. d. Indigenous people in the park a long time. e. I this watch two months. f. My uncle as a park ranger December.
11. Write answers to the following questions using for and since. Then ask and answer the questions in pairs.
▪▪ How long have you known your best friend? ▪▪ How long have you lived in (your town)? ▪▪ How long have you studied English? ▪▪ How long have you been in school today? ▪▪ How long have you had (your favourite possession)? © MEN Colombia 134 UNIT 1 4 Module
Speak
12. Look at the map showing national parks in Colombia. Discuss the questions with a partner.
a. Which national parks or sanctuaries are near or in your region? b. What do you know about the national parks on the map? c. Which ones have you visited? What did you think of them? d. Which ones would you like to visit? Why?
Write
13. Choose a national park and imagine that you work there. Write a sign for tourists giving them information, and saying what things they can do and mustn’t do in the park. © MEN Colombia 135 4 136 3. 2. Lesson 4 Focus on Vocabulary Focus from, and howtheylive. Find out informationabout theindigenouspeople inexercise1. Findoutwheretheyare synonyms inthetext. Match thewordsinboxwithunderlined indigenous people–tribeselderswarriors huts –villagescropsritualsweaponschief They oftenhave They use 7. 1. becoming adults. self-sufficient. Aswellashunting,theygrow These peoplemakedecisionsthataffectthewhole community. Nativepeopleareoften which theybuildthemselves. Traditionally, manynativepeopleare Adivasi Maasai Wayuu leader Native people 1. , andthereisoftenagroupof 5. indigenous people? indigenous people? Look atthepictures. Doyouknoworremember anythingaboutthese arms todefendthemselvesandhunt.Some oftenlivetogetherin 10. traditions worldwide. to 5,000differentgroups,in90countries indigenous peopleintheworld,belonging There areapproximately370million Guaraní in their culture connected to important stages in life, such as importantstagesinlife,such intheircultureconnected to Sami 2. 8. small towns important andcleverpeople 9. plants . They oftenlivein forfood, medicineandotheruses. Inupiat Kogi 6. groups ofnativepeople ▪ ▪ expand yourlexis. helps youremembervocabularyand Matching wordswiththeirsynonyms Vocabulary Tip 4. ineachcommunity. fighters andhunters. 3. small houses INDIGENOUS GROUPS Mursi TribeMursi havea
© MEN Colombia © MEN Colombia 4. 6. 5. 4. 3. 2. 1. also makehandicraftswhicharesoldatamarketintheirvillage. significant, becausetheplantsrepresentlife;womengivebirththere. baskets. The womengrowcropsinsmallgardens. These gardensarehighly fishing. gohuntingand men Achuar hooksorspecial blowguns, Theyuse One of the most important rituals in the community is sharing their dreams. important tothe Achuar people. They drink talking tofamiliesaboutthetraditionsandhistoryoftribe.Familytimeisvery inthemorning. dayveryearly They startthe spendseveralhourseachmorning The chiefs houses, whichareimpressivethatchedhuts,andtomakemedicine. around them. They use naturalresourcesforeverythingthattheyneed–tobuildtheir The total harmony withtheircommunity,people livein Achuar theenvironmentandwildlife territories andtraditions. They areatribeofwarriorswhoreadytodefendtheirfamilies, The peoplewholiveinthe people areindigenous Achuar Amazon Rainforest. b. a. Read thetextaboutindigenouspeople. Matchtheheadingstoparagraphs. b. a. In pairs, discussthequestions. e. d. c. b. a. Read againand answerthequestions.
ho are the Who arethe Achuar people? daybegin? typical How doesa What doesthis tribeteachusaboutlife andhappiness? What doyou find interestingaboutthis tribeofindigenouspeople? How do Achuars makealiving? What arethegardensin Achuar villagesusedfor? What traditionsandritualsdothe Achuar peoplehave? How dofamilieslearnabouttheirheritage? What are Achuar houseslike? Read ▪ ▪ ▪ ▪ ▪ ▪ blowgun: dream: thatched: sueño cerbatana de paja
The Achuar people The Achuar
Glossary c. d. How dothe Achuar peoplegetfood? How do they build theirhomes? How dotheybuild ▪ ▪ ▪ wayús –aherbalteathatstimulatesdreams. ▪ ▪ ▪ give birth: basket: hook: gancho cesta dar aluz
They
UNIT 2
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4 Module 4 Lesson 4
Listen
42 7. Listen to two reports from people who have visited indigenous communities in Colombia. Say what each person enjoyed the most.
42 8. Listen again. Which person mentions the following things, Filip or Claire?
a. making paints d. the accommodation b. learning dances e. respecting the environment c. a traditional drink f. traditional food
Focus on Language
9. Look at the sentences. For each sentence, answer the questions.
1. While we were walking, we heard a noise in a tree. 2. When I was trekking there, I visited the Kogi people.
a. Which action started first? b. Which action was in progress? c. Which action was completed?
10. Complete the rule about the past continuous.
We use the past continuous to describe an action that was in progress when another action was completed. We form it with or + -ing form.
11. Fill in the gaps using the appropriate forms of the verbs in brackets for the past continuous tense.
a. The Ticunas when Filip visited them. (hunt) b. When Ben arrived in the reserve, the chief a meeting. (hold) c. Claire saw various indigenous communities while she to the Lost City. (travel)
12. Write some sentences about you, or people in your family, using the verbs in brackets. Use the past simple and continuous.
Example: When my dad arrived home, my mum was cooking lunch. arrive home / cook lunch
a. do homework / call me b. find some money / walk on the street c. see a friend / ride my bike d. check my emails / get a virus © MEN Colombia 138 © MEN Colombia 13. 14. 15. here. Do an interview withyourpartner.here. Doaninterview Usethequestionsbelowforyourinterview. oneoftheindigenouscommunitiesdescribed Work inpairs.Imaginethat oneofyouvisited Swap roles. Do an interview about a visit toadifferent indigenouscommunity. about avisit Swap roles.Doaninterview ▪ ▪ ▪ ▪ ▪ ▪ ▪ exercise 13. exercise 13. the indigenouspeople. Write about yourexperience whenyouvisited Answer thequestions in ▪ ▪ ▪ ▪ ▪ ▪ ▪ Cofán Muisca Emberá People
What wasthemostamazingpart? How didyoufeel? What didyoueatanddrink? Did youlearntodoanythingwhenwerethere? What activitiesdidyoudo? What werethepeoplewearing? What werepeopledoingwhenyougotthere? Write Speak
Putumayo Cundinamarca Antioquia Location ceremony Drink shaman Participate inritualswitha Make traditionalhandicrafts agriculture Learn abouttraditional Celebrate thecornharvest with thesoul Drink Activities yage pilde tocommunicate inaspecial UNIT 2
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4 Module 5 Lesson 5
Focus on Vocabulary
1. Read the following sentence. Do you agree with it?
‘Do not buy souvenirs which have come from animal trafficking.’
2. These animals are affected by animal trafficking. Match the words in the box to the pictures.
dolphin – sloth – macaw – tapir – hummingbird – tiger – turtle – woodpecker – condor – poison dart frog – elephant – panda
1 2 3 4
5 6 7 8
9 10 11 12
3. Classify the animals above. Which ones are mammals, birds, reptiles or amphibians?
4. Read the descriptions and identify the animals. Then write your own descriptions and read them to a partner to guess. a b c I am a carnivore. I have the I have a very large I am a playful mammal. I am one largest teeth of all big cat beak. I am one of of the largest sea animals. In species. I have stripes on my the noisiest birds. Colombia you can see me in the face, sides, legs and stomach. I am very colourful. Pacific Ocean in Gorgona or Chocó. © MEN Colombia 140 © MEN Colombia 43 43 5. 9. 8. 7. 6. In pairs, lookatthequestionsanddiscuss whatyouknowabout animaltrafficking. e. d. c. b. a. Example: Use In yournotebook, change thesesentencesfrompassive toactive,orfromactivepassive. c. b. a. Look atthetable in exercise7andanswerquestionsa-c. A orB? Listen again.For eachpairof sentences,doyouhear Now listenandmakenotesforthequestionsinexercise5. 5 4 3 2 1
Listen Animal traffickers exportalotofendangered animals. Rich peoplebuy exoticanimalsaspets. Some shampoos,jewellery andclothesareproducedfromanimalparts. Snakeskin beltsaresoldat souvenirmarkets. People tradepartsoftigers tomakemedicine. In whichsentencein A dowesaywhodoestheaction?Whatprepositionuse? What verbdowealwaysusein A? Whatformofthe main verbdoweuse? What dowecallthestructuresin A andB? by tosaywhodidtheactionifnecessary. other countries. The animalsareoftenexportedtotheUSA and A lotofmoneyismadesellinganimals. tourists. They’re oftenboughtatsouvenirmarketsby bodies areusedtomakeproducts. Other animalsarekilled,andpartsoftheir Animal traffickingiswhenwildanimalsaresold. Parts oftigersaretraded to makemedicine. A 2. Whydopeople 1. Whatisanimal buy wildanimals? trafficking? other countries. People oftenexporttheanimalstoUSA and They makealotofmoneysellinganimals. Tourists oftenbuythematsouvenirmarkets. bodies tomakeproducts. They killotheranimalsandusepartsoftheir animals. Animal traffickingiswhenpeoplesellwild
3. Whydolocalpeople animal trafficking? get involvedin trafficking Animal Read theinformationin task and predict what the task andpredictwhatthe B Listening TipListening speaker willsay. 4. Whereisanimal trafficking practised? 5. Whichanimalsare most endangered? UNIT 2
141
4 Module 5 Lesson 5
10. Unscramble the passive questions. Then match them with the answers.
Questions Answers 1. Why / animal trafficking / practised / by / is / a. No, they aren’t. I would never sell things people local / ? made from animal parts! 2. Are / animal parts / these souvenirs / made / b. No, it isn't. It's made from wool. from / ? c. Because their body parts are very valuable. 3. Is / this bag / from / made / skin / animal / ? d. Because they want to make money. 4. Why / tigers / at markets / sold / are / ?
Read
11. Read the text and answer the questions.
a. What kind of activities can you do to help? b. What people can you meet on the projects? c. What is special about a lot of wildlife in Madagascar? d. What type of animals can you work with in the American Midwest?
How can you help? Many animals face a lot of terrible dangers. We are destroying their habitats. Animals are killed and trafficked to be sold as pets, or used as souvenirs, or even eaten in expensive restaurants on the other side of the world. We strongly believe that this is wrong, and we want to stop it. The World Wildlife Fund is an international organisation that helps wild animals all over the globe. If you are passionate about animals and wildlife, there are lots of things you can do to get involved. The WWF offers wildlife holidays, wildlife volunteer projects and work placements around the world. It’s a great chance to help with the conservation of many wild animals including tigers, lions, turtles, pandas, dolphins, macaws, or many other wild animals. You can work with local communities and meet people who are passionate about animals, just like you. There is a wide range of projects available. Why not go to the amazing island of Madagascar? A lot of the world’s most spectacular wildlife is only found in Madagascar, and there are various projects that you can join. You can also travel to the American Midwest and help in a centre that takes care of wolves, foxes and wild dogs, surrounded by beautiful countryside. What are you waiting for? Contact the WWF now.
Glossary
▪▪ face (verb): enfrentarse a ▪▪ work placements: puestos laborales ▪▪ the globe: la Tierra ▪▪ take care of: cuidar ▪▪ volunteer projects: voluntariados ▪▪ surrounded by: rodeado de © MEN Colombia 142 UNIT 2 4 Module
Speak
12. In pairs, look at the photos and discuss the questions.
1 2 3 4
a. What can you see in each photo? What is happening? b. Why do you think people have done this? c. Have you ever seen a situation like this in Colombia or another country? d. What can we do to help prevent this kind of situation?
Write
13. Look at the following problems of animal trafficking in Colombia. Choose two different problems. Write your opinion about each and suggest a possible solution. Use the example below to help you.
Example: In my opinion, this is a big problem. People think that animal parts look good, and animal rugs, for example, are warm in the winter. But it is very bad when endangered animals are used. I think we can solve this by educating people. For example, we can ask them if they’re happy to live in a world where there are no tigers. I’m sure that people can change their behaviour.
Some people use animal parts, for example animal Useful expressions skin rugs, to decorate their houses and offices. Expressing opinions ▪▪ I think / consider that … People often buy products such as shoes, clothes In my opinion … and bags made from animal parts, like snake skin. ▪▪ Persuading people Exotic animals are often caught illegally and sold to zoos. People ▪▪ We can solve this by … go to the zoos and pay money, and the situation continues. ▪▪ We should … ▪▪ Let’s try … Some exotic animals are close to extinction because of animal trafficking. For example, more than half the amphibian species in the Colombian Andes are endangered.
Some tourists remove species Some indigenous people also kill endangered from their natural habitat. species, or are involved in animal trafficking. © MEN Colombia 143 6 Lesson 6
Focus on Vocabulary
1. Match the environmental problems in the box with the pictures.
deforestation – litter – pesticides – animal trafficking – water pollution – global warming – endangered species – air pollution
1 2 3 4
5 6 7 8
2. Match the definitions with the environmental problems.
a. Contamination of rivers, lakes and seas. b. Chemicals used to kill insects or other animals. c. Catching and selling wild animals illegally. d. Contamination caused by smoke from factories, vehicles, etc. e. Removing trees from an area of land. f. Animals with a very low population. g. The increase in the temperature of the Earth. h. Plastic and other products that people leave on the street.
3. Does your town or region suffer from any of these environmental problems? Discuss with a partner. © MEN Colombia 144 © MEN Colombia 5. 4. 6. national parkstatus,whichwillhelptoprotectthem inthefuture. from theecosystemsofmoors.Fortunately, someofthemoorsnowhave consequences forthecountry’s waterresources–70%ofColombia’s watercomes been invadingthecountry’s moorsoverthelastfewdecades. This hasserious Like theforests,Colombia’s moorsaredisappearing.Miningandfarmlandhave 3. Lossofmoorland house buildingandtheuseoflandtogrowplantsforillegaldrugstrade. cause deforestationarehydroelectricandminingdevelopments,oilproduction, economy, butthedamagethattheyhavecausedisenormous.Otherfactors people believethatthesepracticesarenecessaryfordevelopingourcountry’s development ofthecountry’s systemofroadsandthedemandfortimber. Some causes ofthisare:thedemandforfarmlandcropsandcattle, Colombia hasbeenlosingitsforestsforanumberofdecades. Three major 2. Deforestation practising illegalminingeveninprotectednaturereserves. polluted. There arestrictercontrolsnow, butunfortunately, peoplehavebeen often enterintothewatersystem,anditmeansthatalotofdrinkingis example, mercuryandcyanideareusedalotingoldmining. These chemicals gems. Unfortunately, mininghascausedalotofenvironmentalproblems.For Our countryisfamousforitsnaturalresourcesofcoal,preciousmetalsand 1. Damagecausedbymining a. paragraphs toeach. Read thetext.Inwhichparagraphs arethefollowingthingsmentioned?Matchtwoorthree in Colombia? Look atthetitlesofparagraphs inthetext.Whatdo youknowabout theseproblems c. b. a. In pairs, discussthequestions. c. b.
problems withwater What canwe do tosolvetheseproblems? What isthemost seriousproblem,inyour opinion?Why? What otherenvironmental problemsinColombiacanyouthinkof? mining farming e. protectedland Read ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ cyanide: chemicals: coal: carbón damage:
Environmental problemsinColombia Environmental cianuro daño productos químicos
d. illegalactivity Glossary ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ moors: loss: pérdida cattle: farmland: ganadería páramos tierra decultivo UNIT 2
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4 Module 6 Lesson 6 Focus on Language
7. Look at these sentences from the text. Then choose the correct use below.
1. Colombia has been losing its forests 2. People have been practising illegal mining for a number of decades. even in protected nature reserves.
We use the present perfect continuous to talk about … a. an action that happened a number of times but no longer happens. b. an action that started in the past and is still happening.
8. Find one more example of the present perfect continuous in the text on page 145. Then answer the questions.
a. What auxiliary verbs do we use? b. What form does the main verb have?
9. Complete the sentences with the verbs in the box in the present perfect continuous.
promote – meet – study – try – kill
a. Simon Elsa a lot recently. Do you think they’re a couple? b. I all day and I’m really tired. c. People tigers for years and now they’re nearly extinct. d. Some organisations to convince people to stop polluting the planet. e. Some governments sustainable ways of farming to help the planet.
Listen 44 10. Look at the list of problems associated with living in urban areas. Which are not environmental issues? Then listen to an interview with an activist, and order the issues as you hear them.
a. light pollution d. rubbish b. water pollution e. noise pollution c. air pollution
44 11. Now, listen again and complete the sentences. Which issues in exercise 10 are the sentences talking about?
a. Many cities are situated on big polluted rivers that . b. Often there in the landfill sites surrounding the cities. c. Many people suffer from . d. We can’t enjoy the . e. It’s impossible to see the . © MEN Colombia 146 © MEN Colombia 12. 14. 13. d. c. b. a. instructions. Work ingroups, prepare and doaroleplay. Follow the Use thephrases intheUseful expressionsbox. problems thatpeople in yourcommunityface.Givesomesuggestionsorideastohelp. Write alettertolocalnewspaper, youropinion about oneoftheenvironmental giving d. c. b. a. with apartner. issuesinlessons5and 6.First,discussthesequestions Look againattheenvironmental
Write Writing alettertonewspaper Speak Get readytoanswerquestionsandgiveyouropinion. Prepare somequestionstoaskinthemeeting. your community. Think aboutyourroleandhowdeforestationbenefits/affectsyou,family role fromthoseinthetable. of deforestationaffectingyourcommunity. Choosea Imagine youareinameetingtodiscusstheproblem What canyouoryourcommunitydotohelp? How doyoufeelabouttheseproblems? Which environmentalissuesdopeoplehavetofaceintheplacewhereyoulive? Do youliveinanurbanareaorthecountryside? ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ road. land tocutthetreesdownandbuildanew A governmentofficialwhoneedstobuythe cows. A cattlefarmerwhoneedsgrassforhis A farmerwhoneedslandtogrowhiscrops. In conclusion, … In conclusion,… I suggestthat… What’s more, … Another thingisthat…. Firstly, Useful expressions People infavourofdeforestation
▪ ▪ ▪ ▪ ▪ ▪ because hehaslivedthereallhislife. A farmerwhodoesn’twanttosellhisfarm home. An indigenousvillagerwhowilllosehis want animalhabitatstobedestroyed. An environmentalcampaignerwhodoesn’t People againstdeforestation
UNIT 2
a
147
4 Module 7 148 4. 3. 2. Lesson 7 1 4 Focus on Vocabulary Focus Example: exercise 2andyourownideas. Your partner hastoguesswhichplace youhavedescribed. they’refascinating In pairs, taketurnstothinkofaplace and describeittoyourpartner. Usethe adjectivesin findmarketsabit Example: I are usingthoseadjectives. In pairs, usetheadjectives inexercise2todescribe theplaces inexercise1.Explain whyyou Look attheadjectivesinbox. Are theypositive ornegative?
spectacular –stressful fascinating –peacefulsmellyuglybeautifulnoisyrelaxingcrowded 1.
Yes, itis! Is itabeach? alone, it'sperfect. You canswimorsunbathe. This isabeautifulandrelaxing place.Sometimesit'scrowded, butifyou’rethere products. whoaresellingtheir chatting withthepeople Look atthepictures and describewhatyoucansee. too. stressful,becausetheycan 2 5 You canfindbeautiful benoisyandcrowded.ButIthink things tobuythere. 3 6 And Ilike
© MEN Colombia © MEN Colombia 5. 7. 6. or scubadiving. species likehumpbackwhales,dolphins,seaturtlesandthepoisondartfrog. species, includingthe This spectacularparkcontainsrainforestandmangrovesontheP Utría NationalPark ice-covered walls. You canalsovisitthelakes. spectacled bearandcondor. You cantrekthroughthemountainsorgorockclimbingon thesteep 25 snowypeaks,upto5,330metershigh,makethe Andean Sierra. They arehometothe El CocuyNationalPark exotic andcolourfulcultureoftheWayúu people. mangroves. You cangoflamingowatching,visittheseaturtlecentreor and learnaboutthe the vastdesertbyCaribbeanSea. You canfindadrytropicalforestthereandfourspeciesof The elegantflamingosandtheirexoticmudnestsarethemainattractionofthissanctuary Los FlamencosFauna andFlora Sanctuary lakes andmoorland.Itishometo This sanctuaryhasavariedlandscapeof Andean rainforest,streams, Iguaque Fauna andFlora Sanctuary mountain lakesoryoucangobirdwatchinghiking. with softleaves-andthegreat Andean condor. You canseeeight a the texts. the texts. Read thetextsabout nationalparks andsanctuariesinColombia.Matchthepictures to f. e. d. c. b. a. Read thestatements. Whichparksorsanctuariesshould thesepeople goto? Copy and complete thetablewithinformationabout thenationalparks and sanctuaries. Los FlamencosLos Parks
I’d lovetosee oneofthegreatcarnivores inreallife.I’veonlyseen theminzoos. I loveallanimals butI’mparticularlyinterested inreptiles. I lovewatchingbirds,especially spectacularandcolourfulones. I thinkit’s fascinatingtolearnabouthowpeople fromdifferentcultureslive. I lovewaterbutcan’tstand beaches–Idon’tlikethesand.preferriversand streams. I reallylovebeinghighin the mountains.It’s soexciting! Read
Landscape desert mil pesospalmtreesandatotalof51birdspecies. You canseeotheranimal
b frailejones -atypical Andean plant Fauna turtles flamingos,
c Flora acific coast.Ithas5,000plant ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ Activities steep: peak: mangrove: mud nests: You canalsogohiking d pico Glossary empinado/a manglares nidos debarro UNIT 3 , in
149
4 Module 7 Lesson 7
Listen
8. Look at the pictures about people’s eco-holiday destinations. Try to match the places, activities and people below to each picture.
45 9. Now listen and match the information to the pictures. Were you correct?
1 2 3
Los Nevados Kayaking on the Don Huitoto people Diego River
Amazon River Hiking in the valley Kogi people
Sierra Nevada de Santa Bird watching in the Marta rainforest Quimbaya people
45 10. Listen again. Find the following information about each holiday.
▪▪ The name(s) of the traveller(s) ▪▪ Other activities that they are going to do
Focus on Language
11. Read these sentences and answer the questions.
▪▪ I’m visiting the Sierra Nevada de Santa Marta National Park. ▪▪ He’s arriving in Leticia on Saturday morning. ▪▪ We’re starting our trip at the Cocora Valley.
a. What tense are the sentences in? b. Do they refer to the present or the future? c. What is their function: intentions, predictions, or fixed plans?
12. Write five plans that you have for the future, using the present continuous. Tell your partner.
Example: After school, I’m meeting Juan and we’re going to the park. © MEN Colombia 150 UNIT 3 4 Module
13. Now read the following sentences and match the structures to the uses.
▪▪ He’s going to learn about their community. ▪▪ I think it will be an amazing experience for him.
1. be going to a. predictions for the future 2. will b. fixed plans in the future 3. Present continuous c. intentions in the future
14. Complete the sentences using be going to, present continuous for future, or will.
a. I (travel) to San Andrés for my next holiday. b. I (stay) at a hotel called Decameron. c. We (try) some local food and we (visit) some interesting local places. d. I think the weather (be) good for my holiday. e. The concert is very popular. I don’t think she (find) tickets. f. We (go) to my brother’s house for Christmas this year.
Speak
15. In pairs, role play an interview between a travel agent and someone who wants to go on a holiday. Ask the questions below, and make notes in your notebook. Then swap roles and repeat the activity.
ECO-HOLIDAY PLAN 1. Budget: How much money do you have for the trip? 2. Place: What region are you interested in visiting? 3. Transport: How do you want to travel? 4. Time: How long are you going to stay there? 5. Accommodation: Where do you want to stay? 6. Activities: What do you want to do each day?
Write
16. Now plan a holiday for your partner. Use the information that he/she gave you in exercise 15. Write a description of the holiday. Use future tenses.
17. Swap your descriptions. Read the holiday plan that your partner wrote for you. Are you happy with your holiday? Do you want to make any changes to the plan? © MEN Colombia 151 8 Lesson 8
Focus on Vocabulary
1. Work in small groups. Take turns to choose a category from the boxes. The other students have one minute to write as many words related to each category as they can remember.
things you find in landscapes types of holiday extreme sports indigenous people of Colombia a national park
native animals of Colombia environmental problems types of holiday accommodation
2. Copy the crossword into your notebook. Then read the clues and complete it. Look back through Module 4 to help you if necessary.
1.
2. 3.
4.
5.
6. 7.
8.
9.
10.
11.
1. a small river 2. La Chorrera, for example 3. When air or water is dirty 4. Plants that farmers grow 5. A place where you can take your tent 6. Animals in their natural habitat 7. A rainforest mammal that moves extremely slowly 8. Waste that people drop on the street 9. A holiday on a large ship 10. Removing the trees from an area of land 11. A group of indigenous people © MEN Colombia 152 © MEN Colombia 4. 5. 3. a 5. 4. 3. 2. 1. travelling. I’vealreadyseenalotofstunningplacesinthiswonderfulcountry I cametoColombiainFebruary. Ibagué,thecityImovedto,isverysmall,sodecidedtogo A Chinesegirlinparadise c. b. a. In pairs, discussthequestions. c. b. a. Read theblogagain and answerthequestions. blog andmatchthepicturestohertravelling experiences. Lei isanexchangestudentfromChina.Shehasspent tenmonthsinColombia.Read her visited alotofmuseumsandwentsightseeing. been toCaliyet.ButI’vealreadyBogotá,where I landscape inElPeñón deGuatapénearMedellínbutIhaven’t ofColombia’sI’ve seensome bigcities,too.Ilovedthe a rusticwoodencabinwithnobathroom! beansandbananas,Istayedin stay inQuindío.Ipickedcoffee weekend farm I alsodida month beforeIflybacktoChina. Those parksweregreat,butIstillhaven’tbeento Tayrona NationalPark. I’mgoingtherenext parkinSantander. ElGallineral I alsovisited there.Itwasunforgettable! Iwentparagliding the rainforest. in Amazonas. That wasincredible! The indigenouspeopletherewerereallyniceandIloved asnakein nativeanimals…Ievenheld touchedsome I’ve seenand Amacayacu NationalPark why peopletreatitlikethat. However, Iwasabitsadtoseethedeforestationthere.It’s aparadiseandIdon’tunderstand Park whereIwenthorseridingandtrekking. The tallwaxpalmtreeswerespectacular! Valley parks. First,IwenttoCocora some national I’ve visited intheLosNevadosNational
What thingshave theydone,andwhat places havetheyvisitedhere? Why didthey cometothecountry? Do youknowanypeoplefrom othercountrieswholiveinColombia? What issheplanningtodo beforegoingbacktohercountry? Which extremeactivityhasshedoneinourcountry? What’s Lei’s opinionaboutColombia? Read b c
d ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ coffee beans: unforgettable: treat: however: stunning: . tratar Glossary impresionante sin embargo e granos decafé inolvidable UNIT 3
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4 Module 8 Lesson 8 Focus on Language
6. Look at the sentences from the blog. Complete the rules using the words already / still / yet.
1. I still haven’t been to Tayrona National Park. 3. I’ve already been to Bogotá 2. I haven’t been to Cali yet.
a. We use with the present perfect to say something has happened, often when it happened sooner than we expected. b. We use and with the present perfect to say something hasn’t happened but we think it will happen. c. We use after have in an affirmative sentence. d. We use before have in a negative sentence. e. We use at the end of a negative sentence.
7. Rewrite the sentences about Lei. Put the adverbs in brackets in the correct place.
a. Lei hasn’t been to San Andrés Island. (still) b. She has done some extreme sports. (already) c. She hasn’t seen the Caribbean Sea. (yet)
8. Think about your experiences in Colombia. Write true sentences using the words. Include already, still or yet in each sentence.
Example: I haven’t travelled to the Caribbean coast yet.
a. I / travel to the Caribbean coast d. My friends / stay in a cottage b. My father / go to Parque del Café e. My English teacher / see a waterfall c. I / visit the Gold Museum in Bogotá f. My mother / ride a horse
Listen 46 9. Listen to some people talking about their experiences in Colombia. Which two people mention high prices?
46 Sophie and Ben Francesco from Rosa from Spain 10. Listen again. Which person/people mention the from England Italy following things? Write their name(s).
a. indigenous people d. transport g. saving money b. food e. temperatures h. the Colombian economy c. staying with local people f. souvenirs
11. In pairs, discuss the questions.
a. What did these people like about holidays in our country? b. What difficulties did they face when travelling here? Why? c. If you could talk to them, what would you like to ask them? © MEN Colombia 154 © MEN Colombia ▪ ▪ ▪ ▪ FINISH a nationalpark. that youcanseein Name fivethings holiday. can doonaneco- activities thatyou Name three landscapes. Name fivewordsfor perfect. ever questions with your rightthree Ask thepersonon START inthepresent 20 12. 13. 1 4. 3. 2. 1. Play thegame.Follow theinstructions. the things you have seen and done, and the things you haven’t done yet but still want to do. the thingsyou haveseenand done, andthethingsyouhaven’t done yetbut stillwanttodo. Imagine youhave been travelling inColombia oranothercountry. Write ashort blog.Describe
Write Speak bottom ofthepage,andreadsittoyou. chooses ataskfromthecardofthatcolourat onyour player abox,the youreach When begin at‘START’.All players gofirst,second,thirdandfourth. will Decide who some dice. ofthreeorfour.Play ingroups You needcountersand 19 ▪ ▪ ▪ ▪ describe places. adjectives to Name five types ofholiday. Name fivedifferent continuous. using thepresent this weekend, that you’redoing Say threethings holiday. stay whenyou’reon Name fiveplacesto 2
18 3 17 4 ▪ ▪ ▪ ▪ 16 perfect. and thepresent located. where theyare Colombia andsay communities in indigenous Name two sentence with with Say onesentence parks inColombia. Name fivenational indigenous people. connected with Name fivewords since andone 15 5 right for
▪ ▪ ▪ ▪ 14 markets.’ animal productsat ‘Tourists buy passive sentence: sentence toa Change this trafficking. to stopanimal Suggest oneway and oneamphibian. birds, onereptile mammals, two Name three animal trafficking? Explain: Whatis 6 6. 5. 13 to reach‘FINISH’. firstplayer isthe winner The box whereyouwerebefore. If not,yougobacktothe if youransweriscomplete. seconds. Your groupdecides Do thetask. You have30 7 12 ▪ ▪ ▪ ▪ continuous. the presentperfect Say asentencein the environment. that wecanhelp Suggest threeways in Colombia. problem thatexists environmental Describe an problems. environmental Name four 11 8 10 UNIT 3
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4 Module 156 1. worktogether Let's 3. 2. • • • FLORA ANDFAUNA stop this. effect onthefloraandfauna,howto Think ofhowtheparkmayhaveanegative and howtohelpthis. Say whichfaunaandfloraisendangered, in thepark. Describe themostimportantfaunaandflora Develop theeco-park Create aneweco-park Choose fromthefollowingaspects. Work inpairs.Eachpair willberesponsible fordeveloping theideasforoneaspect ofthepark. First, makeagroup decision about thefollowing: Work inyourgroups andshareyourideas. Makenotesforalltheaspects inthetable. following table withyourownideas. Firstofall, copyand complete the environment. which willbenefit thelocalcommunityand Work ingroups. You aregoingtoplan anew park ▪ ▪ ▪ ▪ ▪ ▪ live there Indigenous peoplewho will have Facilities thatthepark live inthepark Fauna andflorathat Location the landscape(s)withinpark:mountain,rainforest,beach,moor the nameofpark the locationofpark
• • • INDIGENOUS PEOPLE Any otherideas the environment Initiatives toimprove can dointhepark Activities thatvisitors exist forlocalpeople Jobs androlesthatwill of thepark. people intheorganisation and management Think abouthowtoinvolve theindigenous For anyproblems created, findsolutions. their life–inbothpositiveandnegativeways. Think abouthowthenewparkwillaffect indigenous peoplewholiveinthepark. Describe theculture andlifestyleofthe , etc.
© MEN Colombia LET'S WORK TOGETHER 4 Module
FACILITIES JOBS
• Decide which facilities the park needs. • Decide who will be responsible for the park, • Consider people who visit the park just for and what other jobs are needed. the day, and people who will go on holiday • Decide what the responsibilities for each there. How can you make the park fun for person will be. Consider how local people everyone? can be involved. • Think about how each of the facilities will • Write a job advert for each position. encourage people to respect the natural habitats of the park.
THE ENVIRONMENT
• Think about environmental problems which currently exist in the park. • Think of initiatives to solve these problems. How can the park help?
Create a map
4. Create a map of your park. It should include information about all the aspects that you developed in exercise 3.
▪▪ One student from each pair should come together into a group to draw the map. Make sure that all the aspects that you have discussed are included: visitor facilities, location of indigenous people, location of important flora and fauna, environmental problems, etc. ▪▪ The other student should write some information about the aspects that you discussed, to be included on the map. Use a computer or write it on some paper. Read your work and check for mistakes.
5. Integrate the text with the map and finalise it. Make the map colourful and attractive.
Present your eco-park
6. Display the map to the rest of the class and present your eco-park. Each student should talk about the aspect which they developed.
7. After each presentation, the class can ask the group questions about their park. © MEN Colombia 157 158 Self-assessment LISTENING SPEAKING READING WRITING SKILL 1. Assessment of your English language skills ▪ ▪ Look backoverthemodule.Whathaveyoulearned? Tick ( C. Icanunderstandaninterview aboutanimaltrafficking. B. Icanidentifydifferenteco-tourismactivities. A. Icanunderstandpeopletalkingabouttheirvisitsto C. I candiscussenvironmental issuesandsayhowthey B. Icandoaroleplayaboutplanninganeco-holiday. A. Icaninterviewsomeonewhohasvisitedanindigenous C. I canwritealettertonewspaperaboutan B. Icanwriteanadvertforeco-holiday. A. Icanwritemyopiniononsolutionsforanaspectof C. Icanunderstandablogbysomeonetravellingaround B. Icanmatchdescriptionsofeco-friendlydestinationswith A. Icanunderstandatextabouteco-tourismactivitiesin indigenous communitiesinColombia. affect biodiversity. community inColombia environmental problem. animal trafficking. Colombia. pictures. Colombia. STATEMENT ✓) theappropriatebox. I cando this this with I cando help I needto work on this
© MEN Colombia © MEN Colombia 3. Assessment of Let's work together 2. Assessment of your English study skills 4. Assessment of Module 4 5. Keep anotebookfornew 4. Checkyouranswerswitha 3. Carefullyreadtheinstructions 2. Shareyouropinionsandideas 1. Try tounderstandthegeneral group Me ▪ ▪ ▪ My vocabulary. activity. classmate aftercompletingan before youstartdoingit. and informationinatask classmates. in classwithyourteacherand don’t knowalotofthewords. idea ofatext,evenifyou ▪ ▪ ▪ work. Write atleastthreecommentsforeachaspect. First individually, andthenwithyourgroup,assessperformance intheproject study skills. Study skillshelpyouimproveinanyschoolsubject.Sayhowoftenusethese 4. 3. 2. 1. Look backoverthemodule thencompletethesentences. I need to practise … topractise I need about… learning I enjoyed wordsorwere … most useful expressions The … was My favouriteactivity STUDY SKILLS What wentwell ALWAYS What didn’twork SOMETIMES SELF-ASSESSMENT What I/we can do What I/wecando better nexttime NEVER
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