our world through english - mayaediciones.com world 4.pdf · 1 the course components our world...

Rita Ponce, Marlene Rivera, Irene Rosero, Kari Miller

The functional English language coursefor the Republic of Ecuador

República del EcuadorMinisterio de Educación y CulturaProyecto CRADLE

Teacher's Book

Our WorldThroughEnglish 4

Dirección:Ministerio de Educación y CulturaSubsecretaría de EducaciónDirección Nacional de CurrículoDirección Nacional de Planeamiento de la EducaciónDINAMEP

The British Council

Producción:Proyecto CRADLE - División Nacional de Idiomas Extranjeros

Tercera Edición:Rita Ponce, Marlene Rivera, Irene Rosero

Consultora:Kari Miller

Diseñador:Hugo Duque

Fotos:Edimpres, Photodisc

Ilustraciones:Marcelo Zambrano, Pedro Rocha, William López

Agradecimientos:Livio Aguas, CRADLE Project Coordinator, EsmeraldasBungee ZoneSilvano Muñoz, CRADLE Project Coordinator, Los RíosPete OxfordMiriam RiveraSony MusicFabián Torres, Green Planet Tour OperatorVicki and Steve, The British Council, Quito

Edición Revisada (1999):Rita Ponce, Marlene Rivera, Irene Rosero

Consultora:Cheryl Palin

Edición Experimental (1993):Guadalupe Carpio, Marcia Vargas, Rita Ponce, Irene Rosero, Paul Barry

Consultor:Paul Barry

Copyright©: Proyecto CRADLE 1993, 2000, 2005, 2006

ISBN 9978-41-312-X

Impresión: EdimpresQuito, agosto de 2006

IV

Foreword

The CRADLE project is one of the projects that the Ministry of Education and Culture has designed to improve the quality of education in Ecuador. The textbook series, Our World Through English (OWTE), is part of a process of curriculum change in the teaching of English. Teachers, curriculum experts, teach-er trainers, authors, designers, inspectors, advisors and other experts work together to make this pro-cess work effectively. The third edition of OWTE that you are going to use is part of this national English language curriculum development process.

Please enjoy the process and play your full part in it.

• Take advantage of the opportunities for professional development that are offered to you.• Use your Teachers’ Resource Centre (TRC).• Use these teaching and learning materials carefully.• Follow the teaching notes as much as you can. Keep a record of what happens.• Give the Foreign Languages Division (DIEX) of the Ministry of Education and Culture feedback through your Provincial Coordinator for Development of the English Language Curriculum (PCDO).• Attend feedback meetings that you are invited to.

Producing a high quality textbook is a complex process. The third edition has taken note of feedback from teachers and national and international experts. The aim has been to produce a new edition of Our World Through English that is lively, imaginative and enjoyable for teacher and students. We hope that you and your classes will find this new edition motivating.

The Third Edition Teacher’s Book is different from the previous edition in that:

• There are monthly tests to be given after every three units.• There are three term tests to be given after every four units.• Clear objedtives are given at the beginning of every lesson in the teacher’s notes.• There are grammar practice exercise answer keys.

The Audio Scripts are included within the teaching steps in the Teacher’s Book.

Additionally, in this edition, we have included a Checking My Progress section with the objective of encouraging students to reflect and evaluate the progress made at the end of each unit.

Support your project for your benefit and for the benefit of English language learning and teaching and education in Ecuador.

1 The Course Components

Our World Through English is a six-year English course for Ecuadorian secondary school students. The materials for each year of the course are:

• Student’s Book

• Teacher’s Book and CD

Introduction to Teachers

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The Teacher’s Book is distributed free of charge to teachers attending orientation courses organized by DIEX and held in all provinces of the country.

The CD is available to you in your provincial TRC. Remember that Audio Scripts are to be found in the appropriate pages of the teacher’s notes. If you have problems obtaining a CD player to use in class, you should still do the listening activities as an integral and important part of the course. Read the Audio Script aloud for a listening task using the Read, look up and say technique. Teach a song as a rhyme without music. DIEX strongly recommends that you listen to the CD before a class to minimize errors in pronunciation, stress and intonation.

2 Planning the use of the materials

Each Student’s Book in the OWTE series is designed for one school year of study. The third edition of Book 4 is divided into 12 core units and a grammar practice section.

The core units consist of five lessons each, divided into a number of tasks. Each task has a number of teaching steps in the teaching notes. Each unit has two lessons of two pages and three lessons of one page, providing for some variation and flexibility in the course structure.

Each core unit is designed to be covered in one to one and a half weeks with five class periods per week, providing time for review and evaluation as appropriate, ideally 4 (3 terms = 12 units) being covered per term. We hope this will be motivating to both teachers and students, giving them a feeling of significant progress each term. The amount of time that a class group takes will depend on many factors, including previous exposure to English at primary level, general educational level, class size and length of class periods. DIEX recommends that all students study the core units.

Due to the fact that many teachers have expressed an interest in extra grammar exercises that they could use to supplement their lessons, a grammar exercise section has been added to this edition of the Our World Through English series. This section can be used as in-class reinforcement of certain grammatical structures, or as exercises that can be sent as homework. The grammar exercises are intended to help learners prepare for exams, as well as give them self-study activities that they can do outside of class in order to practice the structures covered in each unit. Teachers may also like to use these grammar pages as review before exams.

The grammar exercises presented are meant to be a means to an end, not an end in themselves. They are all given in context, and are meant to motivate the learner through authentic and meaningful language use through controlled activities, giving the learners a sense of accomplishment through successful performance on the exercises.

The information in the boxes before exercises presents the grammar with a short explanation and/or rule, and then goes on to provide a couple of examples of the structure to be seen. Because each grammar point is marked beforehand, it is easy to focus only on those structures which each learner needs additional practice in. In some cases the grammar is meant to be learned as a lexical unit, or chunk, and therefore the learners are not given a clear rule, but instead asked to simply notice the English structure. Some students will rely more on these grammar explanations and exercises than others. They are meant to supplement the communicative exercises in the book, and not replace them.

INTRODUCTION

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The Teacher’s Book also includes tests to be given after the completion of each three core units and at the end of each school term.

The units of the Teacher’s Book have teaching steps for each task. Notice that the teacher’s language for a step is often given in bold type. For the students, listening to this language is part of the course. Please use these instructions and similar instructions when you are teaching. Use Spanish as little as possible in class. Remember that students learn best by using English, in this case by listening to and following instructions. Repetition of instructions in Spanish, instead of providing visual support through gestures, etc, destroys this possibility and also takes time away from exposure to English.

The notes contain production models. These are the teacher’s guide for students’ speaking and/or writing.

3 The philosophy of Our World Through English (OWTE)

a The view of language

- Communication and purpose

OWTE is based on the view that we use language for communication. In other words, we use it to give and receive "messages" of different kinds. There are different purposes in communication, but the purpose of asking for and giving information is the central one in this course. Many Ecuadorian students want to use English in their higher level education and in their work. For them, the ability to give and receive information in English will be extremely important.

Additionally, most learners of a language want to manage the socializing function of language. Expressing likes and dislikes, wants and needs, has been given greater importance in this new edition.

- Syllabus organization

Information can be divided into three types:

• descriptive

• narrative

• instructive

The syllabus is based principally around the development of the necessary receptive and productive language skills to manage these types of information as they are used in a wide variety of spoken and written contexts.

b The view of learners and teachers

OWTE has been written and produced in Ecuador for use in Ecuador’s education system. It is written by Ecuadorians with a clear view of learners’ and teachers’ situations in the classroom, school and wider

INTRODUCTION

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socio-economic and cultural contexts of the country. It has been written to help teachers and learners make the best use of the limited time available. The course aims to enable students to enter adult life with a firm basis of essential English and language learning skills.

OWTE tries to support the learning process in school by using content from other school subjects and by encouraging the learners to use their knowledge of the world or stimulate them to want to find out about the world around them. The course also helps develop learning skills through the medium of English. These learning skills are transferable to a wide variety of other learning situations.

In using OWTE, students are encouraged to look afresh and critically at their own world in a spirit of learning to appreciate all that is good, while not ignoring things that are less good. Nevertheless, the accent is always on the positive. There is much to celebrate in Ecuador and for young people it is important to point them towards the good things and not dwell too much on what is not so good. This approach is typical of books 1-3. In the second part of the course (books 4-6) students learn to organize knowledge in different ways. They use English to think and learn about new things, how to weigh alternatives and reach mature, informed decisions.

c Topics and motivation

The topics and the way they have been treated have been chosen to interest, surprise and amuse the learner, starting with their own world in Ecuador in all its diversity and gradually reaching out to the world beyond. The writing team has tried very hard to find something to interest everyone and to represent the different peoples of Ecuador equally.

d Success and motivation

Nothing succeeds better in motivating students at school than success itself. Success here means being able to follow the material, complete the tasks and want to learn more. It includes coming to understand the texts, as well as the procedures, to follow in doing the tasks. It means knowing what you are trying to learn to do, doing it and understanding the reason for doing it.

Above all the teacher's job is to encourage and support the learners' efforts. A positive attitude on your part is vital.

e Teachers and learners

The teacher’s aim is to help students to reach the goal of being confident and motivated in using English. The teaching steps in this book guide you in:

• encouraging students to prepare themselves for the topic areas to be introduced• organizing tasks for students so that they can do them without unnecessary difficulty• helping students while they are working• encouraging students to review their work• using appropriate ways to get feedback on completed work

INTRODUCTION

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The materials are designed for teachers who:

• are interested in professional development.• want to understand the reasons for the design of the syllabus and materials.• want to do the best possible job but often do not have enough time to do it.• want to organize classroom activities effectively so that students take a central, active role in learning.• want to help learners to be more independent in their learning.• want to connect learning English with other learning experiences both inside and outside school.• want their students to learn how to obtain and give information in English, and consider that learning how to obtain information is more important than the "right answer".• want to encourage students to think for themselves.

4 The skills cycle

a Language skills in life

When we examine the way that we use different language skills in life we notice two things. Firstly, a person normally uses language for a purpose. Secondly, there are links between one language skill and another.

b Purpose

In life, people listen, read or ask questions to find out something. They speak or write to communicate something.

c Links between skills

The language skills are linked. For example, when you answer the telephone, you listen, speak, and often write a note. After the telephone conversation you may use the note (read it) to remind yourself or somebody else to do something. In the same way, when you study, you may listen, make notes, maybe ask questions, perhaps discuss the ideas in the notes, read something more about the notes, organize your notes, write an essay on the subject. Language skills are linked in these and many other ways in life.

The language skills cycle in the third edition of OWTE is based on the way we use them in life. The cycle often begins with a receptive experience – either listening or reading, followed by a productive experience, either speaking or writing. In each part of the cycle students have a purpose for using their language skills. To develop the speaking skill in this third edition there are interaction patterns to follow. Questions are introduced to enable students to ask their teacher and their classmates for information in English. Questions, of course, are also an important way to obtain and ask for clarification of information in real life.

The skills approach, then, is based on skills used in real life. It is also based on the way that people learn, firstly by having a purpose for using the language and secondly by experiencing the language in both written and spoken forms. This complementary experience helps in remembering. Throughout the

INTRODUCTION

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course students are given tasks while they are listening or reading to focus their attention on the main information and to give them a purpose for listening or reading. In many cases they are asked to do tasks to activate their general knowledge of a topic. Before reading for more detailed information, stu-dents are asked to read to form a general idea of the text. This enables students to anticipate the context of the text before they read it in detail. They are given an idea of the information they have to find. They do not have to understand every single word to achieve this. They make notes to be able to access information for a further purpose. Tables or charts are used for noting down information in an organized way. In addition to making information easily accessible, these tables help students to learn how to organize information from listening or reading.

5 Grammar and vocabulary

The six-year course is based on a core of grammar which the learner needs for giving, asking for and receiving descriptive, narrative and instructive information. Students experience this grammar in situation-al and linguistic contexts at the same time as they explore information about a wide variety of topics.

Learning the grammar of the appropriate verb forms for the above purposes is a central element of the grammatical syllabus. Through the six-year course, students have repeated experience of giving, asking for and receiving messages using core verb forms and core sentence structures.

The grammar of the noun phrase progresses from simple to complex as students become familiar with different kinds of sentence pattern. Great emphasis is given to positive statements in texts.

In the books 1 and 2 grammar is introduced implicitly without presenting grammatical rules. Students learn phrases and questions as lexical ‘chunks’, or formulas. In later books grammar is made more explicit, and students’ awareness of grammatical structure is developed to enable them to expand their linguistic repertoire in English.

Students also experience new vocabulary in a situational and linguistic context. We recommend that you do not explain new vocabulary before it is met. Instead, you should encourage students to work out meaning independently using all available resources (including other people). This, of course, includes the possibility for students to ask you or each other in English for help. Training students to solve their own vocabulary problems is an essential part of helping them become active, independent learners.

The design of the course introduces and recycles core vocabulary throughout the book. Students should, then, get enough experience of these items to assimilate them. It also includes vocabulary which is not core or frequent but is important in a topic. Many of these items are illustrated. It is not necessary for students to learn this vocabulary for productive use. Core vocabulary is listed in the unit objectives and in alphabetical order. Students should be able to use the core vocabulary in speaking and writing. They are not expected to remember or ‘learn completely’ all the words introduced in each unit.

The classroom language included in many units in earlier books should be learnt as vocabulary or lexical ‘chunks’ for communicative purposes in the classroom and should not be analyzed grammati-cally in these levels. Students should be encouraged to use this classroom language as much as pos-sible as a genuine means of communication in a variety of common classroom situations and as an essential part of the core syllabus.

INTRODUCTION

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6 Examinations

Prepared sample tests are provided for your use at mid-term and end of term points.

Finally,

If you have comments about any aspect of the books, please contact DIEX. We will be delighted to hear from you. Happy teaching and learning!

The Cradle ProjectDivisión de Idiomas Extranjeros, Telefax: 02-2541512Ministerio de Educación y Cultura

INTRODUCTION

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1 English in the classroom

While a student receiving five hours of English per week cannot hope to absorb the amount of language a native speaking child learns, the amount of English that a student will learn depends directly on the amount of exposure to the language. Students need a lot of listening experiences to become familiar with English before they can produce significant amounts of language. As their teacher, you are their main experience of the foreign language. Do not waste time exposing them to Spanish unless it is absolutely necessary. Use simple English and avoid translation as much as possible by using mime, gestures, demonstration and other visual support to get meaning across.

Start giving simple instructions in English from the first class. Soon you can conduct the whole lesson in English.

Using English in the classroom shows students that English is used for real communication and makes them use English for this purpose. It also challenges students to understand the meaning for them-selves. For example, when you go into the classroom and say “Good morning, everybody,” students can understand that you are greeting them.

It is important in the tasks to check that students understand class instructions. There are different ways of doing this:

Demonstrate the task with an example.Ask students to demonstrate the task with examples.Watch students carefully when they begin working on a task (i.e. monitor their work) and help them individually or as a group, if you see a problem.Invite a student to explain the task to the class.

2 Pronunciation and intonation

Unstressed vowels are often pronounced using the schwa sound / /. For example, in ‘a banana’, the letters in italics are all pronounced with a schwa, so /b nan /.

Spanish speakers tend to pronounce the sound /s/ with an additional /e/ before the /s/, for example, ‘estop’ for ‘stop’, and in other words starting with an /s/ sound followed by a consonant sound. It is common to hear students say ‘an estudent’ instead of ‘a student’ as a result of this problem. You should be particularly careful in your own speech to avoid this and to correct students when they make this mistake.

In a series of connected descriptive statements, for example a description of a person, there is a sustained level of intonation at the end of each statement and a falling intonation at the end of the last statement of the description. The sustained intonation shows that the speaker has more to say. The falling intonation shows that the speaker has finished.

A rising intonation is used in yes/no questions or to obtain confirmation of a statement. It is common to hear students using a rising intonation to get confirmation from the teacher of a correct answer. This can distort appropriate intonation, and even cause confusion.

ee e

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3 A word on ‘English’

The idea of ‘correct’ English still exists but like many things it is a more relative term than in the past. There is an obvious need to use a standardized form of English in a textbook series. OWTE uses standard British English, appropriate to its global use at the beginning of the 21st century. The grammatical analysis follows The Oxford English Grammar (Greenbaum, 1996). British English vocab-ulary is used in the main, so ‘shop’, ‘railway’, ‘trousers’, etc are to be found, but words of American origin that are becoming part of British and international English, for example 'cool', 'cookie' etc, are used in preference to the more traditional British words.

British English spelling is used partly because these are the forms used throughout the English-speaking world (except the United States) and in Europe, Africa and Asia where English is very widely used. For example, ‘colour’, 'travelled', 'centre' etc. Spelling conforms to that in the Collins Cobuild Dictionary. There are cases where British English spelling is changing, so that these forms have been used, for example, ‘organize’ instead of ‘organise’.

4 Grouping

Students can be grouped in different ways according to the size of the class and the physical conditions in each classroom. For example, students can work in threes in a row, or they can turn round and form groups with students in the next row, etc. Practise the selected grouping procedure as much as necessary in order to set up routines for future lessons, so that students will get used to forming groups quickly and quietly.

5 Songs, rhymes and chants

Follow these steps for songs, rhymes and chants:• Invite students to predict the song by looking at the picture.• Say: “Listen to the song (rhyme or chant) and follow the song in your books.”• Play the CD (or sing the song) at least twice.• Guide the student to sing each line of the song with you.• Ask them to sing the song alone in groups and as a whole.

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Revision Unit: Free Time

Grammar

• Review of present simple: affirmative and neg-ative statements and questions with be, like, have, can, cost, watch, prefer, eat

• Review of present simple passive: affirmative statements• Review of comparative and cuperlative Adjectives:

one-syllable adjectives

Functions

• Describing likes and dislikes• Giving and asking for information about tourist

activities• Describing places• Comparing cities and towns

Vocabulary

• Music: singer, instrument, concert, choir, radio• Adventure sports: hot-air ballooning, hiking,

canoeing, climbing, sea kayaking, hanggliding, bungee jumping, diving, biking, windsurfing, rafting

• Describing places: celebrate, call, know, exhibit, cover, sell, make, locate

• Television: cartoon, news, film, game show, soap opera, documentary

Skills Development

• Reading: reading for general idea and for spe-cific information

• Listening: listening for general idea and for spe-cific information

• Speaking: giving and asking for personal infor-mation, giving and asking for information about tourist activities

• Writing: writing an interview, spelling practice, describing a place

Further Objectives

Curriculum Links

• Geography: learning about places to visit in Ecuador

• Social Studies: learning about places in Ecuador

General Learning Skills

• Developing knowledge of tourism in Ecuador• Developing knowledge of Ecuadorian culture

Unit 2: The English Language

Grammar

• Review of past simple: affirmative and nega-tive statements

• Review of present simple: affirmative and nega-tive statements

• Review of imperative • Because: for giving reasons

Functions

• Agreeing and disagreeing• Re-telling a story• Describing past events• Giving opinions• Giving instructions (to make a greetings card)• Practising pronunciation of ending -ed

Vocabulary

• Countries: The United Kingdom, England, Scotland, Wales, Northern Ireland, The United States, Canada, Australia

• Verbs: travel, include, reach, discover, help, start, emigrate, call, influence

• Greetings: Merry Christmas, Happy New Year, Get well soon, Happy Valentine’s Day, Happy Easter, Happy Birthday, Good Luck

• Art and craft: draw, glue, stick, fold, cut, dot, flap

LANGUAGE OBJECTIVES

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Skills Development

• Reading: developing reading subskills, e.g. pre-dicting the content of a text from the lay-out, the title and the first line, guessing the meaning of unknown words from context, reading for general idea and for specific information

• Listening: listening for specific information• Speaking: pronunciation of regular past tense

ending –ed, giving reasons for ideas, sharing ideas

• Writing: writing an informal letter

Further Objectives

Curriculum Links

• Geography: learning where in the world people speak English

• History: finding out about the history of the English and Spanish languages

• Art: making a greetings card


• Completing a map and using a key• Developing study skills, e.g. how to be a

better reader• Learning how to write an informal letter

Unit 3: Electricity

Grammar

• First conditional (If + present simple, will + base form) to describe a possible condition and a probable result in the future

• Review of present simple: to describe processes and scientific facts

• Review of passive voice

Functions

• Describing a possible condition and a probable result in the future

• Giving and asking for information• Expressing opinions

Vocabulary

• Electricity: power station, hydroelectric, thermal, nuclear, cables, pylons, meter, bulb, volts

• Materials: wire, plywood, thumbtack, paper clip, adhesive tape, battery

• Verbs: attract, rub, move, support, separate, crouch, strike, touch, emit

• Storms: lightning, thunder, shelter, spark, explode

Skills Development

• Reading: reading for general idea and for spe-cific information, reading to confirm ideas, reading instructions to perform a task

• Listening: listening for specific information• Speaking: giving and asking for opinions, speak-

ing to describe a scientific phenomenon• Writing: describing a process, describing a pos-

sible condition and a probable result in the future

Further Objectives

Curriculum Links

• Science: learning about how electricity is made and how to make an electric switch, finding out about static electricity and lightning


• Completing a diagram with information from a text

• Following instructions to perform an experiment

• Learning how to stay safe in a storm

Unit 4: The Natural World

LANGUAGE OBJECTIVES

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Grammar

• Review of present simple: affirmative and nega-tive statements, question forms and short answers

• Review of modal verbs: should, could for giv-ing advice

• When: to show cause and effect

Functions

• Describing illnesses• Giving advice• Describing a place• Describing cause and effect of environmental

issues• Doing an experiment

Vocabulary

• The rainforest: canopy layer, shrub, understorey, emergent layer, herb layer

• Insects: ant, snail, centipede, beetle, spider, fly, butterfly, grasshopper, bee, worm, ladybird

• Illness: stomach ache, toothache, headache, cut, bitten, swollen, hurt

• Plants: seed, cacao, avocado, bracken, camomile, celery

Skills Development

• Reading: reading for detailed information, read-ing to complete a diagram, reading to con-firm ideas

• Listening: listening for general idea and spe-cific information, listening to confirm ideas

• Speaking: exchanging information, describing ill-nesses and symptoms, giving advice, describing the results of an experiment

• Writing: to complete a diagram

Further Objectives

Curriculum Links

• Science: learning about rainforest layers, learn-ing about characteristics of insects, finding out about the medicinal qualities of common plants, taking part in a experiment


• Following instructions to perform an experiment

• Taking notes from a text

Unit 5: Men and Women

Grammar

• Second conditional (If + past simple, would + base form)

• Review of modal verbs: could and should for expressing possibility

• Adjectives to describe physical appearence and personality

• Relative clauses with who• Quantifiers: all, most, half, some, many, a few,

none• Review of has/have to• Review of present and past simple: affirma-

tive, negative structures and questions• Review of question forms: what, where, how

many, why?

Functions

• Describing people (with regard to physical appearance and personality)

• Describing unreal or imaginary situations• Narrating past events• Practicing correct pronunciation of adjectives• Describing unreal or imaginary situations • Conducting a survey• Completing a graph

Vocabulary

• Describing people: tall, slim, beautiful, athletic, dark, handsome, elegant, popular, ambitious,

LANGUAGE OBJECTIVES

XVI

independent, trustworthy, kind, friendly, profes-sional, dynamic, caring, generous, sexy

Skills Development

• Reading: reading for general idea and specific information, reading and taking notes

• Listening: listening for general idea and detailed information, listening and writing dates

• Speaking: describing a person, describing imagi-nary situations, conducting a survey

• Writing: describing imaginary situations, writ-ing a summary of the results of a survey

Further Objectives

Curriculum Links

• Social Studies: raising awareness of gender equality

• Mathematics: plotting a graph with the results of a questionnaire


• Conducting a survey and plotting a graph with the results

• Developing awareness of male and female stereotypes as presented by the media and of gender issues

Unit 6: People and Cultures

Grammar

• Present progressive: affirmative statements with learn, weave, have, make, study, blow, drink

• Review of present simple: affirmative and nega-tive statements

• Review of past simple: affirmative statements• Noun clauses: to give opinions and express

beliefs

Functions

• Describing habit and customs• Describing actions happening in the present

and past• Expressing beliefs• Identifying races and prejudice

Vocabulary

• Agriculture: cotton, plant, dry, pump• Food: corn, sweet potatoes, wheat, dates, toma-

toes

Skills Development

• Reading: reading for general idea and specific information and to complete a map

• Listening: listening for general idea and spe-cific information, and to share ideas

• Speaking: describing a picture, a place, giving opinions making suggestions, giving a presentation, role play

• Writing: a comparison, to describe a place

Further Objectives

Curriculum Links

• Geography: learning about life in other countries• History: learning about ancient civilizations

General Learning Skills• Learning about people of other cultures and

their customs• Giving a presentation

Unit 7: English Speaking Countries: The United Kingdom

Grammar

• Review of present simple: affirmative and nega-

LANGUAGE OBJECTIVES

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tive statements and question forms• Both .. and … and neither .. nor … to describe

similarities• Both (of) and neither (of): to describe similarities

Functions

• Describing similarities• Describing Ecuadorian traditions• Describing a British celebration• Exchanging factual information

Vocabulary

• Resources: coal, natural gas, iron• Traditions: grapes, dummy, new year, festival

Skills Development

• Reading: reading for general idea and detailed information, reading and taking notes, reading and following instructions

• Listening: listening for general idea and spe-cific information, listening and classifying information, listening and taking notes

• Speaking: exchanging factual information, describing similarities

• Writing: descriptions of countries

Further Objectives

Curriculum Links

• Geography: learning about Great Britain and The United Kingdom

• History: learning about traditions

General Learning Skills• Singing a song• Learning about people from another culture

and their experiencies in Ecuador

Unit 8: Taking Care of Your Body

Grammar

• Review of present simple: affirmative and nega-tive statements and question forms

• Review of past simple: affirmative and nega-

tive statements• Reported speech: present and past simple• Expressions of quantity: much, many, a few, a little• Review of relative clauses with who, which, that

Functions

• Describing the functions of the body’s systems• Identifying parts of the body• Describing quantity• Giving advice (with regard to drinking alcohol)• Asking for information to conduct a survey• Completing a bar graph• Completing a crossword puzzle

Vocabulary

• Parts of the body: brain, sexual organs, vein, intes-tine, heart, lung, stomach, diaphragm, liver, tra-chea, rib

• Body systems: reproductive, digestive, circula-tory, nervous, respiratory

• Alcohol: alcohol, non-alcoholic, alcoholic black-outs, off license, drunk, drinkdriving

Skills Development

• Reading: reading for general idea and specific information, reading and completing a text

• Listening: listening to improve pronunciation• Speaking: conducting a survey, giving and ask-

ing for information• Writing: writing a summary of the results of a

survey and to describe eating habits

Further Objectives

Curriculum Links

• Biology: identifying parts of the body and learn-ing about the effects of alcohol on the body’s systems

• Social Studies: finding out about statistics with regard to young people and alcohol con-

LANGUAGE OBJECTIVES

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sumption in Ecuador• Mathematics: plotting a graph with the results

of a survey


• Following written instructions to perform a task• Developing skills of prediction and deduction• Learning about the effects of alcohol and the

dangers of drunkdriving

Unit 9: Entertainment

Grammar

• Review of articles: the and zero article• Review of present simple: affirmative and nega-

tive statements and questions• Review of past simple: affirmative and nega-

tive statements and questions• Review of direct an indirect objects

Functions

• Describing likes and dislikes• Narrating a story• Giving instructions• Discussing past events and forms of

entertainment• Performing a play• Predicting a story form pictures / Describing

an Ecuadorian festival

Vocabulary

• Films: action, romantic, comedy, science fic-tion, thriller, horror

• Expressions to describe likes and dislikes: fond of, keen on, love, hate, can’t stand

• Miscellaneous: fall in love, poison, dead, kill, costume party, drug, sword

Skills Development

• Reading: reading for general idea and specific information, reading and taking notes

• Listening: listening for general idea and spe-cific information, listening and ordering

• Speaking: describing likes and dislikes, re-telling a story, taking part in a role play, to reaching consensus

• Writing: writing an informal letter, describing likes and dislikes

Further Objectives

Curriculum Links

• History: learning about a traditional Ecuadorian dance

• Social Studies: developing awareness of Ecuadorian culture

General Learning Skills• Practising writing an informal letter• Taking part in a role play

Unit 10: Computing

Grammar

• For + gerund: describing purpose• Future affirmative and negative statements• Review of imperative: affirmative and nega-

tive statements• Review of present and past simple: affir-

mative statements• Future: Will, affirmative and negative state-

ments

• Review of Pasive voice

Functions

• Describing what things are used for• Completing a timeline• Identiflying parts of a multimedia workstation• Making future predictions• Giving advice

LANGUAGE OBJECTIVES

XIX

• Giving instructions

Vocabulary

• Computers: keyboard, monitor, printer, pointer, scanner, modem, mouse, disk drive, flash memo-ry, video camera, screen, software, floppy disk (diskette), hardware, World Wide Web, image, memory

• Verbs related to computing: click on, switch on, type, send, highlight, file, copy, store,

Skills Development

• Reading: reading for general idea, reading for specific information, reading to complete a timeline

• Listening: listening for general idea and spe-cific information and to confirm ideas

• Speaking: describing what things are used for, giving instructions, making predictions, exchanging information

• Writing: making predictions and wraiting an e-mail

Further Objectives

Curriculum Links

• History: learning about the history of computing• Technology: identifying parts of a multimedia

workstation, learning about the World Wide Web, writing an e-mail


• Learning how to write and send an e-mail• Following written instructions to perform a taskUnit 11: Business

Grammar

• Review of present simple: affirmative and nega-tive statements and question forms

• Review of past simple: affirmative and nega-tive statements

• Review of prepositions of time: e.g. in the after-

noon, on Monday, at 11.00, etc.

Functions

• Applying for a job• Identiflying parts of an aplication letter• Making suggestions• Making an appointment• Exchanging information• Writing a CV• Writing a memo

Vocabulary

• Airports: check in desk, departure lounge, arrival hall, passport control, baggage reclaim, runway, destination, gate

• Jobs: sales manager, teacher, assistant, accoun-tant, executive

Skills Development

• Reading: reading for general information, read-ing for specific information, reading and com-pleting a text

• Listening: listening for general and specific information, listening and taking notes

• Speaking: arranging an appointment, making suggestions, exchanging for information, using polite expressions

• Writing: writing an application letter, C.V. and memo

Further Objectives

Curriculum Links

• Business: writing a formal letter of appli-cation, learning formal phrases, arranging an appointment, writing a CV


• Learning how to apply for a job

LANGUAGE OBJECTIVES

XX

Unit 12: Tourism

Grammar

• Review of present simple: questions• Review of first conditional: If + present simple,

will + base form• Review of Imperative: affirmative and nega-

tive statements• Want and would like: to express desire

Functions

• Exchanging information• Giving directions• Expressing consequences• Performing a role play• Making a poster• Preparing a guided tour• Playing a game

Vocabulary

• Ecotourism: path, island, rules, fire, rubbish, throw, light

• Places in a town: block, street, traffic lights, art gal-lery, museum, cathedral, restaurant, university, swimming pool, supermarket, craft shop, park

• Life in Ecuador: painting, volcano, church, fried pork, market, condor

Skills Development

• Reading: reading for general and specific infor-mation

• Listening: listening for general idea and spe-cific information, listening and following direc-tions

• Speaking: asking for and giving information, tak-ing part in a role play, describing conse-quences, giving directions, giving a guided tour

• Writing: a poster, describing consequences,

planning a guided tour

Further Objectives

Curriculum Links

• Environmental Science: learning about eco-tourism and ways to protect the envi-ronment


• Learning polite and useful phrases for giving information to tourists

• Preparing a guided tour• Learning about the importance of ecotourism

in Ecuador

LANGUAGE OBJECTIVES

6

REVISION UNIT: FREE TIMELesson 1 UNIT one

Task 1 Guessing game (5 minutes)

1 Ask the students to give you some names of famous singers they like to introduce the topic, e.g. Shakira, Ricki Martin, Marc Anthony etc.

2 Demonstrate the task. Tell one student to think of one singer. Tell him not to say the name of this sing-er. Say: "(Name) think of a famous singer you like. Don’t tell us the name." Use mime to clarify the instruc-tion. After one minute check that the student has thought of a singer. Say: "Are you thinking of a sing-er?"

N.B Make sure the student understands that he/she can think of any famous singer. It doesn’t have to be one of the singers in the photos.

Teaching Tip If you want to check that the student you asked has

thought of a famous singer, ask him or her to whisper the name to you.

3 Start to ask the student questions about the singer. Make sure you ask questions to which the student can reply with only yes or no, e.g. Is it a man? Is he from Puerto Rico? Is he handsome? Does he sing in English? etc. Encourage the other students to ask the student questions too. Say: "(Name), ask a question."

4 When the students have enough information about the singer, encourage them to guess who it is. Say: "Who do you think it is?" Ask the student answering the questions to confirm the correct answer.

5 Ask another student to think of another famous singer. Remind him or her not to say the name of the singer. When the student has thought of a singer, encourage the rest of the group to ask questions until they can guess who the singer is.

6 Repeat the game (choosing different students to think of famous singers) once or twice more.

Task 2 Listening for general information (10 minutes)

N.B. Please check your pronunciation, stress and intonation with the CD before teaching.

1 Ask the students to read the task instruction silently and check understanding.

2 Tell the students that they only have to get the general idea of the text. Say: "Don’t worry if you don’t understand every word. Just try to answer the question."

3 Play or read Audio Script 1 once or twice.4 Ask the students to compare their answers in pairs.5 Check the task orally. Say: "Which sentence is cor-

rect, 1 or 2?" Confirm the correct answer. Write num-ber 1 on the board and draw a tick (✓) next to it.

Audio Script 1 How Musical Are You?

Listen to Wilson taking a music questionnaire.

I: Can I ask you these questions about music, Wilson? It's a questionnaire.

W: O.K.I: Right. The first question is “How often do you listen to

music?”W: Well, I'm always listening to music. I listen to music all

day every day!I: O.K. So that must be ..erm... every day. Right. The

next question. What kind of music do you like?W: Well, my favourite kind of music is pop and rock

music. But I also like Latin music like salsa and merengue. I like classical music too and erm...

I: Is there any kind of music you don't like?W: No. Not really. No.I: O.K. Right. Question 3. Can you play any musical

instruments?W: I can play the guitar and the piano and I'm learning to

play the drums at the moment.I: The guitar, the piano and the drums. And what about

singing? Do you like singing?W: Yes. I quite like singing. I always sing when I hear a

song I know on the radio.I: Do you sing in a choir?W: No, nothing like that. I: O.K. Now the last question. How often do you go to

concerts?W: About once a month.I: Every month?W: Yeah. Something like that.I: O.K. Thanks.

Key 1 ✓

Task 3 Listening for specific information (10 minutes)


1 Read the task instructions and check understanding, e.g ask the students: "Do you have to tick the correct answers?" (No, draw circles.) "Are you going to write your own answers to the music questionnaire?" (No, the stu-dents have to listen and mark Wilson’s answers). Focus the students’ attention on the example.

2 Play or read Audio Script 1 once or twice.3 Tell the students to compare their answers in pairs for

one minute.4 Check the task orally. Say: "Can you tell me Wilson’s

answers to questions 2/3/4/5, (name)?" and write the question numbers and the correct letter next to each number on the board.

Key1 a 2a 3a 4b 5b

Lesson Objectives• todevelopintensiveandextensivelisteningskills• toreviewpresentsimplequestionformsand

time expressions, e.g. every day, every week etc.

•todevelopspeakingskills

7

Music Lesson 1UNIT one

Task 4 Writing (10 minutes)

N.B It is very important that the students under-stand that they have to write questions which they want another student to ask them. They are not going to ask the questions they write. They are going to answer the questions they write. The idea of this exercise is to allow students to decide what they want to talk about.

1 Read the task instructions and do a dem-onstration. say: "O.K. Luis is going to ask me some questions. I want him to ask me about my favourite male singer, so I’ll write: Who is your favourite male singer?"

Write some example questions on the board. Encourage the students to tell you the questions, e.g. Say: "I want Luis to ask me how many instruments I can play. What question shall I write?" (How many instruments can you play?).

2 Check that the students understand that they are going to give the questions to another student to ask them. They are not going to ask the questions they write. They are going to answer the questions they write. They should know this before they begin to motivate them to choose interesting questions.

3 Tell the students that they have ten minutes to do the activity.

4 Monitor and help individual students if nec-essary.

5 Stop the activity after ten minutes.

A possible production model

1 Who is your favourite male singer?2 Who is your favourite female singer?3 Which is your favourite Ricki Martin song? 4 Do you play in a band?5 Have you ever met a famous singer?

Task 5 Speaking (10 minutes)

1 Tell the students to read the task instructions silently and check understanding, e.g. Say:

"Are you going to ask the questions you wrote?" (No). "Are you going to answer the questions you wrote?" (Yes).

2 Put the students into pairs and tell them to exchange their lists of five questions with their partner. Ask one pair of students to do a demonstration with one or two questions if necessary.

3 Tell the students that they have ten minutes to do the activity.

4 Monitor and listen to the students.

5 Stop the activity after ten minutes.

A possible production modelA: Who is your favourite male singer?B: Chayanne.A: Who is your favourite female singer?B: Jennifer López.A: Which is your favourite Ricki Martin song?B: I like "She bangs" best.A: Do you play in a band?B: Yes. I play in a band with my brother and two

of his friends. I play the drums.A: Have you ever met a famous singer?B: Yes. Once I saw Sharon in Guayaquil.

8

Adventure Sports in EcuadorLesson 2 UNIT one

Task 1 Vocabulary development (10 minutes)

1 Read the task instructions. Check students’ understanding and focus their attention on the pictures and the example.

2 Put the students into pairs to do the task. Tell them that they have ten minutes to do the task.

3 Monitor and help the students if necessary.

4 Check the task orally and write the answers on the board.

KeyAcross: 1 hot-air ballooning4 hiking8 sea kayaking9 climbing10 rafting11 hang gliding

Down2 bungee jumping3 diving5 biking6 windsurfing7 canoeing

Task 2 Listening for general idea (10 minutes)


1 Tell the students to read the task instructions silently. Check understanding and ask them to read the three descriptions a,b and c carefully before they begin.

2 Explain that the students only have to get the general idea of the text. Say: "Don’t worry if

you don’t understand every word. Just try to choose the correct description."

3 Play or read AudioScript 2 once or twice.

4 Ask the students to compare their answers in pairs.

5 Check the task orally and write the correct answer on the board.

Audio Script 2 Bungee Jumping

Listen to somebody talking about bungee jumping. Circle the best description of the information you hear.

Bungee Zone is an agency which specializes in bungee jumping. Bungee jumping is a sport which involves jumping from high bridges attached to a piece of strong elastic. No experience or special clothing is necessary and the company provides the safest equipment available. Bungee Zone offers 100-metre jumps from Chiche Bridge, which is located between Tumbaco and Puembo. There are jumps all year round on Sundays from 10 o'clock in the morning to 3 o'clock in the afternoon. Your first jump costs $55 and there is a discount for the second, third and fourth jumps. But you don't have to pay anything if you jump with no clothes on! Tours of 10 or more people can also be arranged during the week. If you are too scared to jump, you can, of course, watch! Just catch the bus to Puembo on the corner of 6 de Diciembre and Los Shyris Avenues and come and join us.

Keyb

Lesson Objectives• toreviewvocabularyrelatedtoadventuresports• todevelopintensiveandextensivelistening

skills

• todevelopspeakingskillsandstudents’abilityto give and ask for information

• toraiseawarenessabouttourisminEcuador

9

Lesson 2UNIT one

Task 3 Listening for specific information (10 min-utes)

N.B. Please check your pronunciation, stress andintonation with the CD before teaching.

1 Tell the students to read the task instructions silently. Check understanding and focus the students’ attention on the example.

2 Play or read Audio Script 2 once or twice.



Key1 No2 safest3 1004 555 free6 3.00 pm7 Puembo


1 Read the task instructions.

2 Quickly copy the first part of the tables on page 9 and Pair Work Acitvities, Unit 1, Lesson 3 at opposite ends of the board. e.g.

Student A

Student B

3 Bring a student to the front of the class. Say: "I am Student A and you are Student B."4 Point to the tables on the board. Ask the other

students in the class: "Do we have the same infor-mation?" (No).

5 Ask: "What do we have to do?" (Complete the table). "How?" (By asking each other questions).

6 Point to place and rafting in Student A’s table on the board and say: "What question shall I ask?" Elic-it the question Where can you go rafting? from the students.

7 Encourage Student B to look at his table and answer the question. Write Rio Blanco and Rio Toa-chi in your table on the board.

8 Put the students into pairs. Tell them to decide who is A and who is B. Make sure the Student Bs look at Pair Work Activity, Unit One Lesson Two in the back of their Student’s Books. Say to students: "Take it in turns to ask and answer ques-tions. Complete your table with the answers.”

N.B Make sure the students don’t look at each other’s tables. Remind them that it is a speaking and listening activity.

9 Monitor. Help if necessary, but do not interrupt the students to correct them. If you hear a lot of mistakes, correct them with the whole group when the activity has finished.

A possible production modelA: Where can I go rafting?B: Rio Blanco and Rio Toachi near Santo Domingo.A: How much does it cost?B: $65 per person.A: Oh, it's very expensive! What does the price

include?B: It includes transportation, food and all equipment.A: Is experience necessary?B: No, no experience is necessary.A: Do you have any further information?B: Yes. The bus leaves Quito at 6.30 am and returns

at 7.30 pm.

mountain biking raftingplace Cotopaxi, Papallacta, Mindo, Pululahua, San Rafael

mountain biking raftingplace Rio Blanco and Rio Toachi

near Santo

10

Places to VisitLesson 3 UNIT one

Task 1 Activating general knowledge (5 minutes)

1 Read the task instructions and check understanding. Make sure that the students understand they only have to look at the numbered places on the map and not read the texts at this stage.

N.B. Tell the students that it doesn’t matter if they don’t know where all the places are immediately. Encourage them to guess.

2 Put the students into pairs and ask them to do the task.


4 Check the answers orally and write them on the board.

Key1 Misahuallí2 Jambelí3 Ambato

Task 2 Reading for detailed information (10 minutes)

1 Tell the students to read the task instructions silently and check understanding. Do an example with the students if necessary. Ask them to read the first text silently and individually. Then ask them which of the three places on the map it describes.

2 Tell the students to do the task individually. Monitor and help if necessary.


Key1 a 2 c 3 b

Task 3 Grammar practice (15 minutes)

1 Write the following sentences on the board. (A) The beach is visited by people from Machala. (B) People from Machala visit the beach.

2 Say: "Do these two sentences mean the same?" (Yes. More or less.) "What is the subject in A?" (the beach). "What is the subject in B?" (the people).

Ask the students if the subject in sentence A receives or does the action. (It receives the action.) Ask the students if the subject in sentence B receives or does the action. (It does the action.)

3 Ask the students if they can remember the name of the kind of sentence shown in A. (Passive). Ask them why the passive sentence is used in Text B. (Because the text is about Jambelí Beach. It’s not about the people of Machala. The passive sentence gives the subject (the beach) more emphasis).

4 Ask the students if the sentence is about the past, the present or the future. (The present). Tell them that this is a present simple passive sentence.

5 Ask the students to find and underline other examples of present simple passive sentences in the three texts. Give them five minutes to do the task.

6 Check the task orally and write the sentences on the board.

Key1 is covered2 is visited3 are organized4 was (completely) destroyed5 are grown


1 Ask the students to read the task instructions. Check understanding.

2 Focus the students' attention on the verbs in the box. Tell them they have to fill in the blanks with the present passive voice, which is formed with be forms + the past participle of the verbs.

3 Demonstrate the task wih the example provided.

4 Give them some time to do the task.

5 Check the task orally and then on the board.

Key1 is (also) called2 is located3 are covered4 is celebrated5 are exhibited6 are sold7 are made8 is known


1 Tell the students to read the task instructions silently. Check understanding.

2 Ask the students to work individually. Give them 10 minutes to do the task.


A possible production modelThis town is located 10 km away from Tena. The climate is warm and humid. The town has a beautiful little square surrounded by tropical palms, vines, flowers and trees. There is also a colourful church. On Sundays there is an open market and the local Quijos community come and sell their goods.

Lesson Objectives• todevelopintensivereadingskills• toreviewandpractisepresentsimplepassive• todevelopwritingskills

• toprovidelinkswithotherareasofthecurriculum, i.e geography

11

Lesson 4UNIT one Ecuador in the Andes

Task 1 Identifying cities (5 minutes)

1 Read the task instruction. Focus the students' attention on the names of the cities on the map.

2 Tell the students that the map shows three cities in South America and that they have to guess where the cities are.

3 Organize the students in pairs to do the task.


Key1 Ecuador2 Chile3 Argentina


1 Draw the first part of the table in Task 3 with the cities and population.

2 Point at Riobamba and Antofagasta. Ask: “Which has a bigger population?” Encourage the students to tell you a complete sentence: “The population of Antofagasta is bigger than the population of Riobam-ba.” Write the sentence on the board. Then point to Antofagasta and Tucumán and encourage the stu-dents to compare the population. Elicit the sen-tence The population of Tucumán is bigger than the population of Antofagasta. Finally, point to Tucumán again and ask the students: “So what can we say about the population of Tucumán compared to the other cities?” Elicit the sentence: Tucumán has the biggest population and write it on the board.

3 Underline bigger and biggest in the three sen-tences on the board. Ask the students: "What is the difference in meaning between bigger and big-gest?" (We use the comparative form, e.g. bigger to compare one person or thing with another per-son or thing. We use the superlative form, e.g. biggest to compare one person or thing with its whole group).

4 Write the adjective big on the board. Ask the students: "How many syllables does big have?" (One). Then ask the students: "How do we make the comparative form of adjectives with one sylla-ble?" (We add –ed).

N.B. When an adjective ends in a vowel followed by one consonant, like big, we double the consonant.

5 Then ask the students: "How do we make the superlative form?" (We add –est).

6 Ask the students to read the task instructions

silently. Check understanding and focus the students’ attention on the example.

7 Tell the students to work individually.



Keybig / bigger /the biggestcold / colder / the coldesthigh / higher / the highestlarge / larger / the largestlow / lower / the lowestold / older / the oldestsmall / smaller / the smallestwarm / warmer / the warmest


1 Focus the students’ attention on the names of the three cities in the table. Then tell them to look at the map and tell you where the cities are. Say: "Where is Riobamba?" (In the Sierra Region of Ecua-dor.) "Where is Antofagasta?" (In Chile). "Where is Tucumán?" (In Argentina).

2 Read the task instruction to the students. Check understanding and focus their attention on the example.



5 If one student finishes before the others, ask him or her to write his or her paragraph on the board. Ask the rest of the class to help you correct any important errors (especially in the grammar revised in this unit).

A production modelRiobamba is smaller than Tucumán and Antofagasta. Its population is much smaller than the other cities.Tucumán and Riobamba are older than Antofagasta. Riobamba is the oldest city. It was founded in 1534. Antofagasta is situated at sea level. Tucumán is higher than Antofagasta, but Riobamba is the highest of the three cities.Tucumán and Antofagasta are hotter than Riobamba in January and Riobamba is the hottest city in July.

Lesson Objectives• todevelopintensivereadingskills• toreviewcomparativeandsuperlativeforms• todevelopwritingskills

• toprovidelinkswithotherareasofthecurriculum, i.e. geography.

12

Lesson 5 UNIT oneTelevision

Task 1 Vocabulary revision (10 minutes)

1 Read the task instructions. Check understanding and focus the students’ attention on the example.

2 Tell the students to do the activity individually and give them a five-minute time limit. Say: "You have five minutes to do this task. Please work individually."

3 Stop the activity after five minutes. Tell students to compare their answers in pairs.


Key1 cartoon2 news3 film4 game show5 soap opera6 documentary

Task 2 Vocabulary practice (15 minutes)

1 Tell the students: "Now we are going to play a game."

Teaching Tip The name of this game is Back to the Board. It’s a

good idea to tell the students the name for easy reference next time you want to play.

2 Explain the game by demonstrating. Divide the stu-dents down the middle into two big teams.

Call one team Team A and the other Team B.3 Ask a student from each team to come to the front of

the classroom and stand facing their team.4 Ask Teams A and B to stand up.5 Explain that you are going to write a type of television

programme on the board behind the two students at the front of the class. The teams can see the word, but the two students cannot. The teams must not say the word to the students at the front of the class. They must try to mime the words for the students to guess.

6 Write a word, e.g. news, as an example and encourage the teams to mime being newsreaders and the two students at the front to guess what the word is.

7 The first of the two students at the front of the class to guess correctly wins a point for his team. The teacher then writes a new word and invites two new students to the front of the class and the game continues.

Teaching Tip As soon as the teams begin to mime, it’s a good idea

to erase the word from the board. This is because, when the team members want to guess, they often turn around to tell the teacher. If they have not guessed correctly, they will see the word if it is still on the board.


1 Ask the students to read the task instructions silently. 2 Demonstrate the task with an example. Say: "I want

to find someone who watches more than five hours of television per day," and write Find someone who and the first sentence on the board.

3 Ask different students the question until you find someone who says yes. Say: "Do you watch more than 5 hours of television per day?"

4 When a student says yes, write his/her name and underline it next to the sentence on the board.

5 Check that students understand they only have to write one name for each sentence.

6 If you feel it is necessary, elicit the question forms for each sentence and write them on the board before the students begin.

A possible production model 1 Do you watch more than 5 hours of television per day?2 Do you watch less than one hour of television per day?3 Do you watch the news on television every day?4 Do you eat dinner in front of the television?5 Do you watch a soap opera every night?6 Do you watch sport on television? (No) Never?7 Do you like cartoons?8 Do you have / Have you got more than one television

at home?9 Do you prefer listening to music to watching

television?10 Do you watch television in bed?

7 Tell the students to stand up and walk around the classroom to do the activity. Tell them to sit down when they have finished.

N.B. If the class is very large or there is not enough space for the students to walk around, ask them to do the task sitting in large groups of 5 or 6 students.

8 Stop the activity after approximately 15 minutes (or when the majority of students have finished).

9 Conduct feedback. Ask some students at random who they found for some of the questions, e.g ask: "Who has more than one television at home, (name)?"

Lesson Objectives• toreviewandpractisevocabularyrelatedto

television

• todevelopspeakingskills• tomotivatestudentswithtwolivelyspeaking

activities

13

Task 2 Finding words

Key

Task 3 Grammar practice

Key1 Guarani is spoken in Paraguay.2 Coffee and sugar are produced by Brazil.3 Cotopaxi National Park is visited by many peo-

ple.4 Fruits, corn and rice are grown by people in Uru-

guay.

Checking My Progress 1UNIT one

14

Lesson 1 UNIT twoThE ENGlISh lANGUAGE

N.B Tell the students well in advance about the materials they will need to bring to make the greetings card in Lesson 5. For Lesson 1, they will also need a yellow pencil and a green pencil.


1 Read the task instructions. Check understanding and give an example. Say: "For example, English is spoken in the United Kingdom."

2 Make sure the students close their books to do the task.

3 Organize the students into pairs to do the task.


5 Ask individual students for their ideas, but do not check the task.

Task 2 Checking answers (5 minutes)

1 Read the task instructions and check understanding.

2 Focus the students’ attention on the list of countries where English is the mother tongue.

3 Tell students to tick (✓) their correct answers.

KeySee list (Student’s Book p14)


N.B Please check your pronunciation, stress and intonation with the CD before teaching.

1 Read the task instructions. Focus the students’ attention on the gap fill exercise.

2 Demonstrate the task by playing or reading the first part of Audio Script. Write: South Africa (1) on the board.

N.B. Tell the students not to worry about the spellings of the names of the countries. Tell them to write them as they sound. (They can correct them if necessary later.)

3 Play or read Audio Script 3 two or three times (or until most of the students have completed the task) without stopping.

4 Check the task orally. Write the answers on the board.

Audio Script 3 Countries Where English Is the Official or Second Language.

Listen to a list of countries where English is the official language.

English has official status in the following African countries: South Africa, Gambia, Sierra Leone, Libe-ria, Ghana, Zambia, Namibia, Zimbabwe, Botswana, Nigeria, Cameroon, Kenya, Uganda, Tanzania, Malawi, Mauritius, Swaziland and Lesotho.In Asia, English has official status in Pakistan, India, Bangladesh, Sri Lanka, the Philippines, Singapore and Fiji.In the Americas, English is the official language in Québec, Belize and Guyana.

Key1 South Africa2 Nigeria3 Kenya4 India5 Singapore6 Belize

Task 4 Colouring a map (5 minutes)

1 Ask students to read the task instructions silently. Check understanding with a demonstration. Tell the students to look at the key on the map. Ask: "What colour do you need to use for the countries where English is the mother tongue?" (Yellow). Then say: "Tell me an example of a country where English is the mother tongue." (e.g. The United Kingdom). Tell the students to colour the United Kingdom yellow. Then ask: "What colour do you need to use for coun-tries where English has official status?" (Green). Then say: "Give me an example of a country where English is the official language." (e.g. South Africa). Tell the students to colour South Africa green.

2 Tell the students to do the task individually. Monitor and help the students if necessary.

3 Check that the students are doing the task correctly as you monitor, but do not check the task as a group.

N.B. Set a time limit and keep to it for this activity.

Lesson Objectives• tobuildonstudents’existingknowledgeof

English-speaking countries• todevelopintensivereadingskills

• todevelopspeakingskills• toprovidelinkswithotherareasofthe

curriculum, i.e. geography

15

Who Speaks English? Lesson 1UNIT two

Task 5 Pre-reading task (10 minutes)

1 Read the task instructions. Check understanding.

N.B. Make sure the students understand that they do not have to read the text for this task. They have to decide whether the statements are true or false from their existing knowledge or by predicting.



4 Do not check the task.

Task 6 Reading for specific information (10 minutes)

1 Tell the students to work in the same pairs. Tell each pair to decide who is Student A and who is Student B.

2 Tell the Student As to read text 1 only and to check their answers to statements 1, 2, 3 and 4 in Task 5. Tell the Student Bs to read text 2 only and check their answers to statements 5, 6, 7 and 8 in Task 5. Tell them to correct their answers by drawing ticks(√)orcrosses(x).




1 Organize the students into the same pairs.

2 Ask the Student As to tell the Student Bs the correct answers to questions 1, 2, 3 and 4 in Task 5. Tell the Student As to explain why the false statements are false.

3 Ask the Student Bs to tell the Student As the correct answers to questions 5, 6, 7 and 8 in Task 5. Tell the Student Bs to explain why the false statements are false.

A possible production modelA: We got 1, 2 and 3 right, but number 4 was wrong.

It isn’t true. It’s false. 60% of all the world’s scientific and technical magazines are printed in English.

B: We got number 5, 7 and 8 right, but number 6 wasn’t correct. It’s false. 75% of the world’s mail is in English.


Key1 False (Chinese is spoken by most people.)2 False (350 million people speak English.)3 True4 False (60% of the world’s scientific and technical

magazines and journals are in English.)5 True6 False (75% of the world’s mail is in English) 7 True8 True

16

How to Be a Better Reader of EnglishLesson 2 UNIT two

N.B. Make sure the students read the advice in the boxes before doing each task.

Task 1 Identifying text type (10 minutes)

N.B. The students may answer questions about the advice in the boxes in Spanish if necessary during this lesson.

1 Introduce the topic. Say: "In this lesson, you are going to learn how to be a better reader." Then read the first piece of advice in the brown box. To explain the advice, tell the students to look at the six texts in Task 1. Say: "What is different about the six texts?" (The layout). Explain: "Without reading and only looking at the layout or the form of the writ-ing, we sometimes know what the text is."

2 Read the task instructions. Demonstrate the task with the given example.

3 Ask the students to do the task in pairs.



Key234516

Task 2 Predicting the content of a text from the title (5 minutes)

1 Ask the students to read the advice in the second box silently.

2 Check understanding. Say: "What can help us to make predictions about the text?" (The title).

3 Read the task instructions. Make sure the students understand that the titles are on the left and the text types are on the right. Demonstrate the task with the given example.

4 Tell the students to work in pairs to do the task.



Key435621

Task 3 Predicting content from the first sentence (5 minutes)

1 Ask the students to read the advice in the third box silently.

2 Check understanding. Say: "What advice does it give?" (Read the first sentences and predict the content).

3 Read the task instructions. Tell the students to do the task individually.



Keya

Lesson Objectives• todevelopextensiveandintensivereadingskills • todevelopstudents’studyskills

17

Lesson 2UNIT two

Task 4 Reading for general idea (10 minutes)

1 Ask the students to read the advice in the fourth box silently.

2 Check understanding. Ask: "How should you read the text the first time?" (Quickly to get a general idea. It doesn’t matter if we don’t understand everything).

3 Ask the students to read the task instructions silently. Check understanding. Say: "Do you have to understand everything perfectly?" (No. We just have to get the general idea).

4 Ask the students to do the task individually.



Key1 true2 false3 true

Task 5 Guessing the meaning of unknown words from context (10 minutes)

1 Ask the students to read the advice in the fifth box silently.

2 Check understanding. Say: "Is it a good idea to translate every word when you read?" (No). "What should you do when you don’t understand a word?" (Try to guess the meaning from context).


4 Tell the students that there are 6 nonsense words (words that mean nothing in English) in the text and that they have to guess the meaning from the context, i.e. the words that are before and after the unknown words.

5 Focus the students’ attention on the numbered words on the left (nonk, plop, finging, etc). Say: "Are these real English words?" (No). "Do these words exist in English?" (No). Focus the students’ atten-tion on the words with the letters on the right. Say: "Are these real English words?" (Yes).

6 Demonstrate the task with the example. Focus the students’ attention on the word nonk in the text. Say: "I was born in a nonk in a village. What does nonk mean?" Confirm the correct answer.

7 Tell the students to do the task individually.



Key1 d2 a3 e4 f5 b6 c




3 Monitor and help the students if necessary. Listen to them, but do not interrupt them to correct them. If you hear a lot of mistakes, correct them with the whole group afterwards.

4 Do not check the task, but ask a few students at random for their ideas.

A possible production modelA: The most useful piece of advice for me is to read

the text quickly to get the general idea of the text before reading for more specific information.

B: I think this one (pointing at the first box) is the most useful.

18

UNIT twoLesson 3 The History of English

Task 1 Predicting (5 minutes)


2 Ask the students to look at the first picture. Say: "What do you think it represents?" Continue with the other pic-tures. Encourage the students to speak in English and tell you their ideas.

N.B. It doesn’t matter if the students give the wrong answers during this task. They only have to predict and guess what the pictures represent.

3 Now ask the students to predict the order of the pictures. Say: "Which do you think is the first/second/third/fourth/ last picture?"

Do not confirm the students’ answers.



1 Ask the students to read the task instructions silently. Check understanding.

2 Demonstrate the task. Copy five squares on the board.

3 Read the first part of the text. Ask the students which is the first picture and write number one in the correspond-ing square on the board.

4 Ask students to do the task.


Key1 5 3 4 2

Task 3 Underlining (5 minutes)

1 Ask the students to read the text again and underline the verbs in past tense.

2 Point to the example and give them five minutes to do the task.

3 Check the task on the board.

Keytravelled, travelled called, reached discovered, took, included, declined, strengthened, emigrated, started,influenced, helped,

Task 4 Pronunciation Practice (10 minutes)


1 Copy the table in Task 4 on the board.


3 Tell the students that the regular verbs they are going to hear are pronounced in different ways depending on the letters before ed.

4 Play or read the first word. Focus the students’ attention on the example. Say: " Travelled. It ends in /d/." Write trav-elled in the third column of the table on the board.

5 Play or read Audio Script 4 two or three times.



Audio Script 4 Pronunciation Practice: -ed Endings

Listen to the pronunciation of these regular past tense verbs.

travelledincludedreacheddiscoveredhelpedstartedemigratedcalledinfluenced

Key/ t / : reached / helped / influenced/ Id /: included / started / emigrated / d / : travelled / discovered / called

8 Focus the students’ attention on the verbs in the first column. Underline ch in reached, p in helped and c in influenced. Tell the students: "-ed sounds like / t/ in verbs with ch, p and c at the end. It also sounds like /t/ with verbs that end with ss, sh and k." Write p, c, ch, ss, sh and k in the first column of the table.

9 Focus the students’ attention on the verbs in the second column. Underline d in included and t in started and emigrated. Tell the students " –ed sounds like /Id/ in verbs with d or t." Write d and t in the second column of the table.

10 Focus the students’ attention on the verbs in the third column. Tell the students: "-ed sounds like /d/ in verbs with all the other letters, e.g. l, r etc." Write other letters in the third column.

Teaching TipWe pronounce the final -ed of regular verbs ending in p, c, ch, ss, sh and k: /t/.

We pronounce the final -ed of regular verbs ending in d and t: /Id/.

We pronounce the final -ed of regular verbs ending in other letters: /d/

Lesson Objectives• todevelopextensiveandintensive listening skills• topresentandpractisethe pronunciation of regular past tense verbs

• toreviewandpractisepastsimpletodescribepast events

• toprovidelinkswithotherareasofthecurriculum, i.e. history

19

A Letter to My English Teacher Lesson 4UNIT two

Teaching Tip If you think that the students will find Task 2

difficult without a model, copy the text with gaps onto the board (or a large piece of paper to stick on the board) before the lesson. Then elicit ideas for filling in the letter from the students and use the possible production model to provide an example before the students do Task 2.

Task 1 Activating General Knowledge ( 5 minutes)


2 Focus the students’ attention on some of the phrases in the letter and encourage them to give you their ideas.

3 Check the task orally.

KeyThis is a letter from a student to his/her English teacher. The purpose of the letter is for the student to tell the teacher about himself or herself and his/her feelings about the English class.


N.B. See the Teaching Tip at the beginning of this lesson.

1 Ask the students to read the task instructions silently. Check understanding. Ask the students what they have to write on the first line (the date) and the second line (your name, because you are their English teacher).

2 Tell the students to complete the letter with their own ideas. Tell them to work individually.

3 Walk around the class. Monitor and help the students if necessary.

4 Collect one letter from one of the students. It is not necessary to correct the letter, but read it in order to reflect on the students’ ideas and feelings.


4.6.2006Dear Lic. Mejía,

My name is Dora and I am 15 years old. During English classes I feel happy, because I like English. I like to sit at the back. Teachers sometimes don’t like me, because I talk too much. I like games in English, because they are fun, but I don’t like listening activities, because they are difficult. I find grammar very difficult. This year I would like to improve my speaking. I can do this if you make sure that I speak English in class and I promise that I will concentrate more.

Best wishes,

Dora


1 Put the students into groups of about five students.

2 Tell the students to compare their letter with the other students in the group.

3 Check that all the students participate. Monitor and help the students if necessary.

N.B. Remind the students to bring the materials they will need to make the greeting card in the next lesson.

Lesson Objectives• togiveteachersanopportunitytoreflectonthe

needs of individual students• toraisestudents’awarenessofhowtowritean

informal letter

• toallowstudentstoexpresstheirfeelingsregarding their English class

• todevelopwritingskills

20

How to Make an English Greeting Card UNIT twoLesson 5

N.B. The students will need the materials listed in this lesson to make the greeting card.

Teaching Tip If you would like to, you can save this lesson for a

special occasion, e.g Christmas, Valentine’s Day, Easter, etc.



2 Demonstrate the task with the given example.

3 Ask the students to work individually.



Key2356714

Task 2 Reading and matching (10 minutes)

1 Ask the students to read the task instructions silently. Check understanding and demonstrate the task with the example.

2 Ask the students to work in pairs. Monitor and help the students if necessary.


Key1 b2 h3 d4 f5 g6 a

7 c8 e

Task 3 Project work (30 minutes)

1 Ask the students to work individually or in pairs.

2 Tell the students to follow the steps in Task 2 to make a greeting card. Tell them that they can choose any greeting, depending on when they want to send the card (and to whom).

N.B. Make sure that the students cut only a 5 cm line and not the whole piece of card when they follow instruction whom.


Lesson Objectives• todevelopstudents’awarenessofBritishcustoms• tobuildonstudents’knowledgeofgreetingsin

English

• toprovidevarietyintheformofprojectworkandapractical element to the course

21

Task 2 Identifying countries

KeyThe United KingdomAustraliaJamaicathe Bahamas

Task 3 Classifyingdeveloped arrived formed used introduced travelled started influenced

Checking My Progress 2UNIT two

/id/ /d/ /t/started travelled developed formed influenced arrived introduced

22

UNIT threeLesson 1 ElECTRICITY

N.B. Tell students in advance about the equipment they will need to bring to make an electric switch in Lesson 5 and to do the experiment in Lesson 4 of this unit.


1 Read the task instruction and check understanding. Ask individual students to give you two or three examples of things which work with electricity and write them on the board. Then tell the students that they have one minute to write as many differ-ent things which work with electricity as they can think of.

2 Time the students as they are working. Monitor and help the students if necessary. Stop the

students after exactly one minute.

3 Ask the student with the longest list to read the things he/she wrote. Ask the other students to listen, so they can tell you if they have any different things.

Task 2 Pre-reading activity (12 minutes)

1 Ask the students to read the task instructions silently and check understanding.

2 Tell the students: "It doesn’t matter if you don’t know all the answers. In a moment we are going to read and find out the correct answers, but first I would like you to try to guess."

3 Organize the students into pairs.

4 Monitor and help the students if necessary, but do not tell them the answers.


Lesson Objectives• todevelopintensivereadingskills• tobuildonstudents’knowledgeofvocabulary

related to electricity

• toprovidelinkswithotherareasofthecurriculum, i.e. science and technology

23

How is Electricity Made? Lesson 1UNIT three

Task 3 Reading and checking (10 minutes)

1 Tell the students to read the task instruction silently and check understanding. Say: "Don’t

worry if you don’t understand every word. Just try to check your answers from Task 2. Tick (✓) if your answer is correct or cross out (X) if it is incorrect”



4 Check the task orally. Say: "(Name), is number 1/2/3/4/5/6 correct (✓) or incorrect (X)?" Write the question numbers and correct (✓) or incorrect (X) on the board.

N.B. Ask the students why the false answers are false. For questions 3, 4 and 6, ask the students where in Ecuador these things are found.

Key1 true2 false (there are different kinds of power stations –

coal-burning, oil-burning, hydroelectric, solar power and nuclear power stations)

3 true (in Paute)4 true (in Esmeraldas)5 false (there is no nuclear power station in this

country)6 true (in Cuenca)


1 Tell the students to read the task instructions silently. Check understanding and focus their attention on the example.

2 Tell the students to work alone.


4 Check the task orally. Say: "(Name), can you tell me number 2/3/4/5/6, please?" Write the numbers and the answers on the board.

Key1 power stations2 power cables3 Pylons4 thinner power cables.5 electricity posts6 meter

24

UNIT threeLesson 2 Lightning


1 Read the task instruction and check understanding.

2 Tell the students that it doesn’t matter if they don’t know all the answers. Say: "Don’t worry if you don’t know all the answers, just choose the answer you think is correct."





1 Tell the students to read the task instruction silently and check understanding.

2 Tell the students: "Don’t worry if you don’t understand every word. Just try to check your

answers from Task 1."

3 Tell the students to work individually to do the task.


5 Ask the students to check their answers in pairs.


N.B. Ask the students to give reasons for their choice of answer.

Key1 c (they happen at the same time)2 a (because metal has a low resistance to electrici-

ty, so the electricity will flow through the metal rather than going into the car).3 b (because lightning strikes the highest object)4 b (it is a good idea to disconnect electrical equipment during a storm).

Lesson Objectives:• todevelopintensiveandextensivelistening

skills• topresentandpractisefirstconditionalto

describe a possible condition and a probable result in the future

• toprovidelinkswithotherareasofthe curriculum, i.e. science

25

Lesson 2UNIT three

Task 3 Reading for specific information/ Language awareness (10 minutes)

1 Tell the students to read the task instruction silently. Demonstrate the task with the example.





Key1 If lightning strikes a tree, the shock will travel along the

ground.2 If lightning strikes a car, the people inside won’t be hurt.3 If lightning strikes, it will strike the tallest object.4 If lightning strikes a television aerial when the television

is on, it will explode.5 If lightning strikes the telephone line, it will travel along it

to the earpiece.

6 Write the first sentence on the board: If lightning strikes a tree, the shock will travel along the ground. Draw a box around the first clause If lightning strikes a tree. Draw another box around the second clause the shock will trav-el along the ground (in a different colour, if possible). Tell the students: "This sentence has two parts, or two clauses." Number the first part 1 and the second part 2. Ask: "Which part of the sentence describes an effect?" (the second part). Then ask: "Which part of the sentence describes the cause?" (the first part).

N.B. Do not erase this information.

7 Focus the students attention on the sentence on the board. Then tell the students: "Let’s look at how this sen-tence is made." Ask the students: "What do we start with?" (if). Write If on the board. Then ask: "What comes next?" (the subject). Write + subject after If on the board. Then underline the verb strikes in the original sen-tence on the board. Ask: "What kind of verb is this?" (present /third person because it’s it). Write + present simple on the board. Then ask the students: "What punctuation follows this?" (a comma). Draw a comma after the first clause.

If + subject + present simple,

Then focus the students’ attention on the second clause of the sentence on the board. Ask: "What comes next?" (the subject). Write subject on the board. Then underline will strike in the original sentence on the board. Ask: "What’s next?" (will + base form). Write will + base form after subject on the board.

If + subject + present simple, subject + will + base form.

8 Ask the students to look at the second clauses of the sentences in Task 3 again and ask them: "Is it always will + base form?" (No. One sentence says: the people won’t be hurt). Ask the students: "When do you think we use won’t?" (When the sentence is negative. Won’t means will not).

N.B. Do not erase the grammar pattern. Keep it on the board for reference.


1 Tell the students to read the task instruction. Check understanding.

2 Ask the students if the beginnings of the sentences provided in the exercise are causes or effects. (causes). Ask: "So, if these are the causes, what do you

have to write?" (the effects). Write the first sentence half If you crouch down in a storm, on the board. Elicit some ideas for finishing the sentence from the students. Encourage them to give you different ideas and refer them to the grammar pattern on the board if necessary. Write their ideas on the board correctly.

Teaching Tip If the students are not sure of the meaning of crouch,

show them the picture of the man in the storm on this page. He is crouching.

A possible production model1 If you crouch down in a storm, you will be safe. If you crouch down in a storm, the lightning won’t strike you.

3 Tell the students to work alone and finish sentences 2,3,4 and 5 with their own ideas.



6 Check the task orally and write the students’ ideas correctly on the board.


2 If you are in a car in a storm, you will be safe. If you are in a car in a storm, you won’t be hurt. If you are in a car in a storm, the electricity will flow

through the metal rather than passing inside the car. If you are in a car in a storm, the electricity won’t hurt

the passengers.

3 If lightning strikes a person, he will be hurt.

4 If lightning strikes a plane, the passengers won’t be hurt. If lightning strikes a plane, it will flow through the metal. If lightning strikes a plane, it won’t travel inside the

plane and hurt the passengers.

5 If you touch an electric socket with wet hands, you will get an electric shock.

26


1 Tell the students they are going to have the opportunity to test themselves on how much they know about the electric light bulb.

2 Ask them to read statements 1 to 5 and to choose the correct answer.



1 Tell the students to read the text to check their answers in Task 1.

2 Organize the students in pairs.

3 Monitor and help the students if necessary, but do not tell them the answers.


Key1 b2 c3 a4 b5 c

Task 3 Reading and completing (15 minutes) 1 Ask the students to read the text again in order to

complete the blanks in Task 3.

2 Demonstrate the task with the example provided. Say: “Which substance is used to fill in light bulbs nowadays?” Encourage them to read the last part of the text to find the information. (krypton gas).

3 Tell the students to do the task individually in 15 minutes.


Key

1 krypton gas2 tungsten wire3 metal base4 glass5 current6 heats7 light8 burning

N.B. Ask the students to bring a balloon and a sweater with long sleeves for the experiment in the next lesson.

UNIT threeThe Electric Light BulbLesson 3

Lesson Objectives• todevelopintensivereadingskills• tobuildonstudents’knowledgeofvocabulary

related to electricity

• toprovidewithotherareasofthecurriculum,i.e.sciente + technology

27

Static Electricity Lesson 4UNIT three

Teaching Tip For this lesson the students will need as many balloons and sweaters with long sleeves as possible. The activity will be more motivating if the

majority of the students are involved in the experiment. Ideally, they should do it in pairs.

Task 1 Class discussion (10 minutes)

1 Read the task instruction and the questions.

2 Pose the questions one at a time and encourage the students to answer and describe their expe-riences. Try to encourage more than one stu-dent to answer the same questions and develop the discussion if possible by asking further questions.

N.B. This is an oral task only. It is not necessary for the students to write their answers.

A possible production modelMost people have experienced static electricity at some time. You sometimes feel it when you get out of a car and close the door. You sometimes feel it when you touch something or someone, especially when your feet are on a nylon carpet. It feels like a little electric shock. It hurts! It makes a chizzzzzz noise!


1 Tell the students to read the task instruction silently. Demonstrate the task with the example. 2 Ask the students to do the task individually.


4 Ask students to check their answers in pairs.


Key1 d 2 a 3 b 4 c


1 Ask the students to read the task instruction silently and check understanding.

2 Make sure the students understand that the aim of the experiment is to find out the answer to the question. Ask: "What do you have to find out?"

3 Organize the students into groups and encourage them to follow the steps in Task 2 to carry out the experiment.


5 When all the students have finished the experiment, check the task orally and write the answer on the board.

KeyNo

Task 4 Reading and completing (10 minutes)

1 Read the task instruction. Check understanding and focus the students’ attention on the example.

2 Give the students 10 minutes to do the task. 3 Monitor and help the students if necessary.



Key1 move2 static3 rub4 positively 5 attract

N.B. Focus the students’ attention on the pictures at the bottom of page 27 to illustrate what they have learnt.

Lesson Objectives:• todeveloporalfluency• toprovidelinkswithotherareasofthe curriculum, i.e. science

• toprovidevarietyandapracticalelementtothecourse in the form of an experiment

28

How to Make an Electric Switch UNIT threeLesson 5


1 Read the task instruction. Check understanding and focus the students’ attention on the example.

2 Encourage the students to guess which names match the items they don’t know.



Teaching Tip If students do not know all the words, encourage

them to do the easy ones first and then try to work out the more difficult ones.

5 Check the task orally and write the numbers and the materials on the board.

Key1 3 pieces of electric wire2 a small piece of plywood3 a bulb and a bulb holder4 2 thumbtacks5 a battery6 a paper clip7 some adhesive tape



1 Tell the students to read the task instruction silently. Check understanding and focus their attention on the example.

2 Play the CD or read Audio Script 5 two or three times.


Audio Script 5 How to Make an Electric Switch

Listen and complete the instructions for making an electric switch.

First wrap the bare end of a piece of wire around a thumbtack. Then push the thumbtack into one end of the wood. After that, attach the paper clip to the other thumbtack. Wrap the end of another piece of wire around this thumbtack and then push up it into the wood. The tacks should be about 2 cm apart. Join the switch to the bulb and the battery and then join the bulb to the battery with the third piece of wire. Finally, hold the paper clip onto the thumbtack to close the circuit and light the bulb.

Key1 Wrap2 Push3 Attach4 Wrap5 Push6 Join7 Join8 Hold


1 Organize the students into groups to do the project work.

2 Tell the students to follow the steps in Task 2 to make the electric switch.


Lesson Objectives• todevelopintensivelisteningskills• todevelopstudents’knowledgeofvocabulary

related to materials

• toprovidelinkswithotherareasofthe curriculum, i.e. science• toprovidevarietyandapracticalelementtothe

course in the form of project work

29

Task 2 Unscrambling words and making sentences

Possible answersPOWER STATIONS There are many power stations in

the world.

ELECTRICITY Household appliances work with electricity.

LIGHT BULB I need to buy a light bulb.

LIGHTNING Lightning happens at the same time as thunder.

SWITCH Please replace that switch with a new one.

Task 3 Completing parts

Key1 krypton gas2 tungsten wire3 metal base4 glass

Checking My Progress 3UNIT three

30

N.B. Tell the students well in advance to bring the materials they will need to do the experiment in lesson 5.


1 Read the task instructions. Check understand-ing. Ask one student: "(Name) Tell me one word you would expect to find in the text Rainforests." Write the word on the board.

2 Tell the students to work in pairs to do the task. Ask them to close their books (so they don’t look at the text) and make their list on scrap paper.

3 Ask a few students in the class for the words they wrote. Write the words on the board.

A possible production modeltree soil rainplant animals insectsgrow birds seedwarm forest humid

Task 2 Reading and checking answers (15 minutes)

1 Ask the students to read the task instructions silently. Check understanding and tell them to underline the words they find in the text.



A possible production modelforestsanimalsplantsbirdsinsectsreptiles

treesairweatherwoodrubberfruits

ThE NATURAl WORlD UNIT fourLesson 1

Lesson Objectives• tobuildonthestudents'existingknowledgeof

vocabulary related to rainforests• todevelopextensiveandintensivereadingskills

• toprovidelinkswithotherareasofthecurriculum, i.e. science

31



2 Ask them to read the first statement and the corresponding information in the text. Ask: “Is this true or false?” (false) “Why?” (because thou-sandS of different plants and a lot of trees live in rainforests).

3 Give the students enough time to do the task.


Key1 false (because thousands of different plants

and a lot of trees live in rainforests).2 true3 false (75% of all species)4 true5 true



2 Ask them to read the short texts in the picture and to complete the information. Explain that a layer is a thickness of some substance, often one of many. To ensure understanding and because it is a word from Science, say that the Spanish for this word is capa. Emphasize that they have to identify the types of layers.

3 Give the students enough time to do the task.


Key1 herb layer2 emergent layer

3 shrub layer4 understorey layer5 canopy layer


1 Organize the students in pairs. Tell them to use the sentences in Task 4 to make questions using the word where?

2 Demonstrate the task with the example provided.

3 Give students 10 minutes to do the task.

4 Bring two students to the front to perform the interaction.

A possible production modelSA: Where do plants grow in deep shade?SB: In the herb layer.SA: Where do trees break through the canopy?SB: In the emergent layer.SA: Where do small trees grow under the

canopy?SB: In the understorey layer.

The Rainforest Lesson 1UNIT four

32

UNIT fourLesson 2 Herbal Medicine

N.B. Please tell students that it is necessary to know exact-ly how to prepare the herbal remedies in this lesson to use them safely. We do not recommend that the stu-dents actually try the medicine.




3 While the students are working, copy the sentences on the board. Then monitor and help the students if necessary.


Task 2 Listening and checking / Discussion (10 minutes)


1 Tell the students to listen and check their answers.

2 Play the CD or read Audio Script 6 once or twice.


Audio Script 6 Illnesses

Listen to the phrases and check your answers.

1 I’ve got stomach ache.2 I’ve got a headache.3 My knee is swollen.4 I’ve cut my finger.5 My arm hurts.6 I’ve been bitten.7 I’ve got toothache.

KeySee Audio Script 6.

4 Lead a classroom discussion. Focus the students’ attention on the pictures in Task 1 one by one and

ask the students for their ideas for treating each illness, e.g. say: "What can you do when you‘ve got stomach ache?" (You can drink herbal tea. You should put a warm compress on your stomach, etc.)

N.B. This is an oral task only. It is not necessary to write the students’ ideas on the board.



2 Focus the students’ attention on the example. Say: "For example cacao and bracken are good for cuts and wounds."

3 Organize the students into pairs. Tell them they should use their own knowledge to do the task, but it doesn’t matter if they don’t know all the answers. They can guess.

4 Monitor and help if necessary.


Lesson Objectives• tobuildonstudents’knowledgeofvocabulary

related to illness • todevelopintensivereadingskills

• toprovidelinkswithotherareasofthecurriculum, i.e. biology

• topractisegivingadvice• todevelopspeakingskills

33

Lesson 2UNIT four

Task 4 Reading and checking (10 minutes) 1 Ask the students to read the task silently. Check

understanding.

2 Demonstrate the task by showing the students the lines in the texts about cacao and bracken which tell us they are good for cuts and wounds.


4 While the students are working, copy the names of the herbal medicines from Task 3 on the board.


Key5 papaya seeds4 dragon’s blood1 cacao3 avocado1 bracken2 camomile

Task 5 Role playing (10 minutes)

1 Read the task instruction. Focus the students’ attention on the example in the book. Dem-onstrate the task by bringing one student to the front and asking him/her to do a short example role play with you.

2 Organize the students into pairs. Tell each pair to decide who is Student A and who is Student B.

3 Walk around the classroom. Monitor and help the students if necessary.

4 When the students have finished, tell them to change roles.

A possible production modelStudent B: How do you feel?Student A: I’ve cut my finger.Student B: Does it hurt?Student A: Oh, yes!Student B: You should put some bracken liquid or on

the wound or bandage your finger.Student A: Oh, OK. Thank you.

34


1 Tell students to discuss each picture in pairs.

2 Ask students to tell you their opinions about the pcitures.

Task 2 listening for general information (10 minutes)


1 Ask students to read the task instruction silently and check understanding.

2 Tell students that they only have to get the general idea of the text. Say: “Don't worry if you don't understand every word. Just try to answer the ques-tion.”



Audio Script 7 Forests in DangerThere are a lot of problems when a forest disappears. Some people cut down trees and as a consequence of that there is nowhere for animals and plants to live. Without trees, the soil is exposed to the elements. Rain washes away the nutrients from the soil. The sun dries the soil and it becomes hard and sterile. This process is called erosion. The roots of trees absorb water from the rain. This excess water causes flooding. Also, trees produce food for people and animals. Without trees there is not enough food. Finally, trees control the world's climate. Without trees, there is a lot of carbon dioxide in the air. Carbon dioxide raises temperatures. Humans, animals and plants die.

Possible answersAnimals and plants have nowhere to live.There is not enough food.

Task 3 listening for specific information (10 minutes)

1 Ask students to read the task instructions silently and check understanding.

2 Tell students that they have to complete the sen-tences.




Key 1 there is nowhere for animals and plants to live.2 it becomes hard and sterile.3 excess water causes flooding.4 there is not enough food5 the temperature rises

Task 4 labelling pictures (10 minutes)

1 Tell students to read the task instructions and check understanding.

2 Demonstrate the task with the example provided.

3 Give students enough time to do the task.

Key 1 When trees are cut down, there is nowhere for

animals and plants to live.2 When the roots of trees absorb water from the

rain, excess water causes flooding.3 When the sun dries the soil it becomes hard and

sterile.4 When there is a lot of carbon dioxide in the air the

temperature rises.5 Whithout trees, there is not enough food.


1 Ask the students to organize themselves in pairs.

2 Tell them to use their notes in Task 3 to talk about the effects of destroying the forests.

A possible production model The same as Task 4.

Lesson Objectives•todevelopstudents'awarenessoftheneed to protect trees•todevelopintensivelisteningskills

•toprovidelinkswithotherareasofthe curriculum, i.e. science

Forests in Danger UNIT fourLesson 3

35


1 Ask students to read the task instructions and check undestanding.

2 Organize students in pairs. Ask them to discuss the questions.


Task 2 listening and checking answers (5 minutes)


1 Read the task instructions. Tell students to listen and check their answers.

2 Play or read the first part of Audio Script 8 once or twice.


Key1 No2 No

Task 3 listening for specific information (10 minutes)


2 Ask students to listen to Audio Script 8 and to number the insects according to the order they hear.

3 Ask them to check the task in pairs.


Key1 ant2 butterfly3 centipede4 grasshopper5 bee6 ladybird7 beetle8 fly9 spider10 sanil11 worm

Audio Script 8 Invertebrates

Listen to a Science teacher talking about invertebrates. Num-ber the insects according to the order you hear.

Insects are the only animals without backbones that are

able to fly. There are more of them than any other kind of animals. Today, nearly a million different species have been described and given scientific names, but scientists who study insects think that there are probably at least 7 million more kinds that we don't yet know about. Invertebrates are described by their names. Let's identify a few of them. Number 1 is ant; number 2 is a butterfly; number 3 is a centipide; number 4 is a grasshopper; number 5 is a bee; number 6 is a ladybird; number 7 is a beetle; number 8 is a fly; number 9 is a spider; number 10 is a snail; number 11 is a worm.

Task 4 Describing insects (10 minutes)

1 Read the task instruction. Demonstrate the task. Focus the students’ attention on the first picture. Ask the questions in the diagram, one by one. "Has it got legs?" (Yes) "Has it got six legs?" (Yes) Then point to the example: ant.

2 Tell the students to work in pairs and write the names of all the insects in the correct place in the diagram.



Task 5 listening and checking (10 minutes)

N.B. Please check your pronunciation, stress and intonation with the tape before teaching.

1 Read the task instructions. Tell the students to look at the insects they wrote in the diagram and listen and check their answers.

2 Play the Cd or read Audio Script 9 once or twice.


Audio Script 9 Invertebrates’ Names

Listen to the names of some ininvertebrates in the diagram and check your answers.

1 worm2 snail3 ant, beetle, fly, butterfly, bee, grasshopper, ladybird4 spider5 centipede

KeySee tapescript

N.B. It doesn’t matter in which order the students

Lesson 4UNIT four Nature and Insects

Lesson Objectives• to develop extensive and intensive listening skills• topresentandpractisevocabularyrelatedto

insects

•todevelopspeakingskills•toprovidelinkswithotherareasofthe curriculum, i.e. science

36

UNIT fourLesson 5 An Experiment


1 Read the task instruction. Focus the students’ attention on the example.



Key 1 a jar2 water3 red food dye4 celery5 a knife

Task 2 Listening and ordering (10 minutes)



2 Play the CD or read Audio Script 10 once or twice. Focus their attention on the example.



Audio Script 10 The Silly Celery Experiment

Listen to some instructions for doing an experiment.

First fill the bottom of the jar with water. Then add a few drops of red food dye to the water. After that, put a stick of celery into the red water. Leave the celery in the water and check it every now and again.

Key3412


1 Ask the students to read the task instructions silently. Make sure they understand that they have to pay attention to what happens after the experiment.

2 Organize the students into small groups to do the task.



Key The celery leaves turn red. Task 4 Completing a summary (10 minutes)


2 Give an example. Say: "What shall we choose for number one ? Leaves or flowers? Right, it is leaves".




Key1 leaves2 pull3 wide4 red

Lesson Objectives• todevelopintensivelisteningskills• toprovidelinkswithotherareasofthe curriculum, i.e. science

• toprovidevarietyintheformofanexperiment

37

Task 2 Matching

Key1 d2 c3 b4 a

Task 3 Giving advice

Possible answers1 You should drink some camomile tea.2 You should put some cacao liquid or bracken on

the cut.3 You should use avocado seeds.4 You should have some drops of dragon’s blood.

Checking My Progress 4UNIT four

38

UNIT fiveLesson 1 MEN AND WOMEN


N.B. Please take a magazine with advertisements showing beautiful men and women to this lesson.

1 Tell students: "We are going to work without the book to do the first task. Please do not open your books."

2 Show the students an advertisement in a magazine. It should be the kind of advertisement which shows a beautiful man or woman. Say: "What is this?" (An advertisement). Write adver-tisement on the board. Then tell the students to think about the kind of men and women they see in advertisements in magazines or on the tele-vision. Ask: "Are these men and women usually ugly or beautiful?" (Beautiful).

Teaching Tip In British English, the pronunciation of the word

advertisement is with the stress on the second syllable, e.g. advertisement

3 Write men and women on the board. Ask the students to tell you one typical physical characteristic of a woman from an advertisement. You can use the magazine advertisement to elicit ideas. Write one characteristic below women on the board, e.g. long, blonde hair. Then ask the stu-dents to tell you one typical physical char-acteristic of a man from an advertisement. Write one characteristic below men on the board, e.g big muscles.

4 Then ask the students to think of an adjective to describe the personality of a typical woman and man in advertisements. Write one adjective for women and one adjective for men on the board, e.g. intelligent, romantic.

5 Tell the students to write a list of characteristics of men and women (describing both physical appearance and personality) on scrap paper.


7 Ask some students at random to give you their ideas and write the adjectives on the board.

A possible production modelWomenbeautifulslimintelligenthappyMenbravestrongtallattractive

Task 2 Comparing ideas with photographs (5 minutes)

1 Tell the students to open their books on page 54.

2 Tell the students to compare their ideas with the photographs on the page.

3 Ask some students at random how their ideas were similar or different.


Teaching Tip Miss is used as a title for single women in Eng-

lish. Mrs is used for married women. Ms is a modern term which is used when women are divorced or do not want to specify if they are

married or single.

1 Read the instructions for the task. Check understanding.



4 Check the task orally and write the answer on the board.

Keyb

Lesson Objectives• todevelopintensiveandextensivereadingskills• tobuildonstudents’existingknowledgeof

vocabulary to describe personality and appearance

• todevelopspeakingskills• toraisestudents’awarenessofstereotypes presented by the media and in advertisements

39

Male and Female Stereotypes Lesson 1UNIT five


1 Copy the table on the board.

2 Focus the students' attention on the examples provided. Tell them that they have to read the text again and look for adjectives which describe physical appearance or personality and that they have to write them under the right column.





Teaching Tip Many of these adjectives have been presented previously or

are cognates and not difficult for students. Give the meaning of the more difficult words with a simple explanation in English,

e.g. " Handsome means attractive. A woman is beautiful, but a man is handsome."

" When you have confidence in a person, he or she is trust-worthy."

Task 5 also checks understanding of the meaning of the adjectives.

Key

Teaching Tip

Slim is a more positive way to say thin.


1 Focus the students' attention on the example. Read sentence 1 and say: " A woman who is very, very attractive is... " Students might complete the sentence with the word beautiful.

2 Tell the students to do the task individually. Make sure they understand that they have to look at the table in Task 4 to do the task.



Key1 beautiful 5 ambitious2 athletic 6 popular3 handsome 7 independent4 trustworthy 8 generous

N.B. Do not erase the words on the board.

Task 6 Pronunciation practice (5 minutes)

N.B. Please check your pronuncation, stress and intonation with the CD before teaching.

1 Focus the students’ attention on the circle above the word beautiful in Task 5. Write beautiful on the board and put a circle above e. Ask: "What do you think this circle repre-sents?" Tell them that it shows the word stress. Demon-strate the meaning of word stress by saying the word, put-ting emphasis on the first syllable.

Teaching Tip Clap your hands or snap your fingers as you say the

stressed syllable of a word to further demonstrate what word stress is.

2 Tell the students they are going to listen to the pronunciation of the other words in Task 5. Tell them to draw a circle above the words according to the stress.


4 Check the task orally and mark the stress on the words on the board.

5 Ask the students to practise saying the words with the correct stress.

Audio Script 11 Pronunciation Practice: Word Stress

Listen to the adjectives and mark the stress.

1 beautiful2 athletic3 handsome4 trustworthy5 ambitious6 popular7 independent8 generous

Key


1 Organize the students into pairs. Tell them to describe their ideal man or woman.


3 Bring a pair of students to the front of the class to describe their ideal man or woman.

A possible production modelMy ideal man is tall, with short straight black hair. He hashuge biceps and is very strong. He is elegant, ambitious, independent and friendly.My ideal woman is short, slim and beautiful. She is popular, generous and never gets angry. She is elegant and kind.

physical appearance personalitytall popularslim ambitiousbeautiful independentlong, shiny (hair) trustworthyblonde friendlyathletic kinddark professionalhandsome dynamicelegant caringlovely generoussexy

• • beautiful athletic

• • handsome trustworthy

• • ambitious popular

• • independent generous

40

Gender Roles UNIT fiveLesson 2


1 Focus the students' attention on the cartoon strip. Ask the question: “What does it tell us about men and women?”.

A possible production modelWomen sometimes do a lot of activities, such as cooking, washing and looking after children in the house, but often this is not considered work and women do not get paid for doing it. That which mendo outside the house and get paid for is considered work.


1 Read the instructions for the task. Check understanding and focus the students’ attention on the example.




KeyJan 5th angryFeb 12th happyFeb 13th sad / disappointed

Lesson Objectives• todevelopextensiveandintensivereadingskills• todevelopspeakingskills

• toraiseawarenessofgenderequality• topresentandpractisethesecondconditional

41

Lesson 2UNIT five





4 Ask students to compare their answers in pairs.


Keythe washing up, help her mum with the cooking, iron, wash, and clean.

watch television without interruption, go to parties, the stadium, the beach and the cinema alone

Task 4 Making notes (10 minutes)

1 Ask the students to read the task instructions silently. Focus their attention on the examples.

2 Draw the table with the column headings quickly on the

board. (It is not necessary to copy the examples from the Student’s Book.) Ask one or two students at random to tell you other examples and write them in the table on the board.

3 Organize the students into pairs. If possible, ask girls to work together and boys to work together to do this task.


5 Ask some students at random to give you their ideas.

A possible production modelFemalesMy brother is allowed to watch television until late. I’m only allowed to watch television until 9.00 pm.I have to iron my school uniform, but my mother irons my brother’s school uniform.My brother has to repair things in the house, but I don’t.

MalesIf my sister wants to go somewhere, I have to go with her.I have to work on Saturdays with my Dad, but my sister can stay at home.I’m allowed to have a job during the holidays, but my sister isn’t allowed to have a job.


N.B. Please take this exercise in after the lesson in order to correct it. Ask students to write on paper if it will be easier for you to carry home.

1 Write the example sentences from Task 5 on the board. Tell the students to look at the first sentence. Ask: "Who wrote this sentence, a girl or a boy?" (A girl). Then

ask: "How do you know?" (Because it says If I was a boy – that means that the person is not a boy. A girl is imagin-ing how life would be if she was a boy). Then ask: "Does the girl go to parties alone?" (No) "Why not?" (Because she is not a boy).

2 Tell the students to look at the second sentence. Ask: "Who wrote this, a girl or a boy?" (A boy). "How do you know?" (Because it says If I was a girl – that means that the person is not a girl. A boy is imagining how life would be if he was a girl). Then ask: "Does the boy help his father on the farm?" (Yes). "Why?" (Because he is a boy and not a girl).

N.B. Focus the students’ attention on the pictures on this page to further demonstrate the idea of speculating, or imagining an unlikely or impossible situation.

3 Underline the verb forms in the first sentence and ask the students to tell you what they are, e.g was – past simple (be), would go – would + base form. Do the same with the second sentence.

4 Write the sentence pattern on the board for the students to use as a reference.

If + past simple, + would + base form

5 Ask a student to give you an example sentence using his or her notes from Task 4. Guide him or her to use the grammar correctly by asking him or her to refer to the grammar pattern on the board.

6 Tell the students to do the task individually. Tell them that they can write funny things if they want to.


8 Ask the students to compare their sentences in pairs.

9 Ask some students at random to give you some of their sentences. Write them on the board and encourage the students to correct them if necessary.

10 Take the exercise in to correct.

A possible production modelIf I was a girl, I would cook the meals with my mother.If I was a girl, I would know how to sew.If I was a girl, I wouldn’t go out alone.If I was a girl, I would be good at English!If I was a girl, I would wear earrings.If I was a boy, I would be able to go to parties alone.If I was a boy, I would help my father repair the car. If I was a boy, I would play football in the school team.If I was a boy, I would stay in bed all day on Sunday.If I was a boy, I wouldn’t have to cook.

42

UNIT fiveLesson 3 What’s She Like?

Task 1 Matching


2 Focus students' attention on the example.


Key1 d2 f3 a4 j5 b6 g7 i8 c9 k10 e11 h

Task 2 Writing

1 Ask a student to read the task instructions.


A possible production modelMy sister Camila is very pretty. She is tall and she has long black hair. She is athletic and she plays in the basketball team. She is very popular and she has a lot of friends. She is not very generous (because she doesn't let me to wear her clothes), but she is trustworthy and caring. She also has a good sense of humour and she is very funny.

Lesson Objectives• toreviewandpractisevocabularytodescribe

people• todevelopwritingskills

43

Task 1 Reading and identifying situations

1 Read the instructions and check understand-ing.

2 Point to the second sentence in the example and read it. Then read the first sentence and ask: “Do you think the situation is real or imagi-nary?”

3 Encourage students to say “Imaginary”. Ask: “Why?”

4 Accept students' responses.

KeyOne can deduce the situation is imaginary because of the words was in the first clause and would in the second clause. This structure is known as the second conditional in grammar and it is used to describe hypothetical or imaginary situations.

Task 2 Reading and speaking


2 Point to the sentences which express imaginary situations and say: “I am going to choose one situation.” Choose one sentence and read it out, loud e.g.: “If I was famous, I would live in a mansion.” Tell the students: “The truth is that I am not famous and I don't live in a mansion. I live in a small house. Anyway, I like my little house.”

3 Ask students to follow your example sharing ideas with a partner.

A possible production modelIf I was on vacation, I would be on the beach because I love the beach. The fact is that I am not on vacation and I am not on the beach. I am

in class.Task 3 Writing

1 Ask students to read the instructions and check understanding.

2 Point to the examples in Task 1.

3 Make students notice that the two clauses in the imaginary situations are separated by commas but the two sentences of the real situations are separated by a full stop.


Key1 I am a girl. I don't play football.2 I am not a footballer. I am not famous.3 I am not on vacation. I am not on the beach.4 I don't have a lot of money. I can't buy an expensive car.5 I am not famous. I don't live in a mansion.6 I am not the president of Ecuador. I can't spend money on education.

Task 4 Completing sentences and sharing

1 Ask students to read the instructions and check understanding.


3 Give your own example to clarify understanding.


A possible production model1 If I was a boy, I would be a footballer.2 If I was a girl, I would marry a boy.3 If I was a boy, I wouldn’t wear earrings4 If I was rich, I would travel around the world.5 If I was famous, I would have a lot of fans.6 If I was the president of Ecuador, I would help

Lesson Objectives•todevelopreadingskills•topresentandpractisethesecond conditional

•toencouragestudentstodeveloptheir imagination

If I Was…. Lesson 4UNIT five

44

Conducting a Survey UNIT fiveLesson 5


1 Say: "First match these pictures with the words in the box." Demonstrate the task by pointing at the pic-ture of the pilot and the example.

2 Tell the students to do the task in pairs.


Key1 pilot2 doctor3 bus driver4 president5 priest6 builder


1 Introduce the topic. Focus the students’ attention on the pictures in Task 1 again. Ask: "What is unusual about these pictures?" (They are all women and women do not usually do these jobs). Then tell the students: "In this lesson, we are going to find out how many of you think women could do these jobs."

2 Bring five students to the front of the class Say: "I want to find out how many of you think that women can do the jobs in Task 1."

3 Ask the five students if they think a woman could do each job in Task 1, one at a time. Keep a record of their answers on the board, e.g. write the names of the jobs in Task 1 on the board and then write no and yes under each job on the board. When a student says he/she thinks that a women could do the job, draw a line next to yes. When a student says he/she thinks that a woman could not do the job, draw a line next to no. Place in N.B. like the others. Do not erase this information.

4 Tell the students to do the task. They can either walk around the class and ask up to twenty students or work in groups of at least five students if there is a lack of space. While the students are working, copy the axes from the graph in the student's book on the board. Label the horizontal axis with Jobs and the vertical axis with Number of

Students. Write the question as the title of the graph.

N.B. Ensure that the students keep a record of their results.

Task 3 Drawing a graph (15 minutes)

1 Tell the students to look at the bar graph and the axes on the board.

2 Use your results from the last task to draw a bar graph on the board.

N.B. Do not erase this graph.

3 Tell the students to use the axes in their books and draw a graph to represent the results they have.



1 Tell the students to read the task instructions silently and check understanding.

2 Focus the students’ attention on the information in the bar graph on the board and ask them to help you to write a short example summary on the board.

3 Tell the students to write their summaries individually.


A possible production modelEverybody says women can be doctors. All the students in the class think women can be doctors. Ten students in the class think women could be pilots, but ten think that only men should be pilots. Nobody thinks women should be builders, but everybody thinks women can work as bus drivers. Eight students think a woman could be the president of Ecuador, but twelve say that the country should have a male president. There are lots of good female doctors in Ecuador. Only five students think women should be priests. Fifteen students think priests should be men.

Lesson Objectives• toprovidelinkswithotherareasofthe curriculum, e.g. mathematics• toreviewvocabularyrelatedtojobs

• toraisestudents’awarenessofgenderequality• todevelopspeakingskills

45

Task 2 Describing physical characteristics

A possible production modelMy ideal man is tall but not very tall. He is athletic and attractive. He is generous and kind. He is punctual too. He always arrives on time. Additionally, he is very popular. Everybody likes him.

Task 3 Grammar review

A possible production model1 If I was a footballer, I would play football every

day.2 If I was a rich person, I would live in a big house.3 If I was a movie star, I would be famous.4 If I was on vacation, I would be on the beach.5 If I was a congressman, I would make political

decisions.

Checking My Progress 5UNIT five

46

UNIT sixLesson 1PEOPlE AND CUlTURES

N.B. Lesson 5 involves making a booklet. The content of this booklet can be information the students learn from the unit itself or information about another culture the students know something about or want to find out about. Tell the students well in advance in order to give them time to prepare.



2 Ask the students for their ideas. Confirm the correct answer orally.

KeyEgypt

Task 2 Reading and completing a map (15 minutes)

1 Read the task instructions and focus the students’ attention on the text and the map. Demonstrate the task by reading the first sentence and asking: "Which place on the map is located in this posi-tion?" Confirm the correct answer and write it on the board.




Key1 Morocco2 Mali3 Chad4 Libya5 Egypt

Lesson Objectives• todevelopintegratedskills• toraiseawarenessaboutanotherculture

• todevelopwritingskills

47

People from the Middle East Lesson 1UNIT six



1 Play or read the first part of Audio Script 12 to demonstrate the task. Focus the students’ attention on the example.




Audio Script 12 Life in Egypt

Listen to an interview with Nabil, who lives in a village in Egypt.

I: Nabil, where do you come from in Egypt?N: I come from the village of Om Khenan.I: And where is that exactly?N: It’s about 17 kilometres from Cairo, the capital city of

Egypt. The village is close to the River Nile.I: Close to the River Nile?N: Yes. Most of my country is very dry. Much of Egypt is

desert. There is very little rain and almost all Egyptians live near the river to be close to the water. We need the water for our farm.

I: Ah. Your family has a farm?N: Yes. My father and my grandfather are farmers and

they grow wheat, cotton and dates. They sell the wheat and the cotton and we eat the dates. We use the leaves from the palm trees that grow on our land too. My mother weaves them to make baskets and mats.

I: I see. Do most of your family work on farms?N: Yes, but my uncle is a camel driver. The local farmers

pay him to take their crops to the market.I: So how do you take the water you need from the River

Nile?N: Well, there are canals that carry the water from the

river to cisterns in the fields. Many of these canals were built thousands of years ago.

I: Really?N: Yes. Farmers use different ways of getting the water

from their cisterns. Some of them use electric pumps and some of them use a water wheel called a “sakia” in Arabic. A buffalo walks in a circle around the water wheel, pulling a pole which turns the wheel. The wheel brings water from the cistern and pours it into small channels.

I: I see.N: Other farmers use another type of pump called the

Archimedes screw. It was invented 2,000 years ago. It is used to lift small quantities of water up from the canal to the fields.

I: That’s interesting. And, I know that a lot of people in Egypt are Muslims, Nabil. Are you and your family Muslim?

N: Yes. Not all the people in Egypt are Muslims. There are some different religions, for example some people are Christian. But, people in Om Khenan are Muslims. We follow the religion of Islam. We believe in one God.

We call our God Allah. We pray in mosques and five times a day. A man called a “muezzin” calls the villagers to come to the mosque to pray. When Muslims pray they always kneel towards Mecca, which is a city in Saudi Arabia and the holy city in the religion of Islam.

I: Well, it’s been very interesting talking to you, Nabil. Thank you.

Key 2 / 1 / 65 / 3 / 4



1 Tell the students to read the task instructions silently and check understanding. Focus the students' attention on the example.


3 Tell the students to compare their answers in pairs for one minute.


Key1 Egypt2 Cairo 3 very dry4 wheat, cotton, dates 5 electric pump6 water wheel (sakia)7 Archimedes screw8 Islam

Teaching Tip The name of the religion is Islam. The people who

follow the religion are Muslims.

Task 5 Writing (Homework)

1 Read the task instruction and check understanding.

2 Focus the students’ attention on the example.

3 Ask the students to write their paragraph on paper for homework.

4 Take the homework in to mark in the next lesson.

A production modelEgypt is in North Africa. It is bordered on the west by Libya, on the south by Sudan and on the north by the Medi-terranean Sea. The capital city is Cairo. Egypt has a very dry climate. The people grow cotton, dates and wheat, but they have to get water from the River Nile. They get water with electric pumps, with a water wheel (or “sakia”) or with another pump called the Archimedes screw. Some people in Egypt are Christians, but many people are Muslims.

48

UNIT sixLesson 2 Racism

Teaching Tip One of the main objectives of this lesson is to

promote racial equality. In order for the lesson to work well, the teacher must be willing to encourage positive attitudes towards people of other races.

Some sensitivity is also necessary. Tasks 2 and 3 focus largely on racism against black people. In the case that a teacher has a group in which the majority of students are mestizos or indigenous and only one or two students are black, the teacher must take care not to make the black students feel uncomfortable, for example.

In addition, Tasks 5 and 6 will work differently depending on the races of the students in the class. If the students are all of one race, who feel that they are sometimes prejudiced against, they should think of ways to combat racism against themselves. If the students are all of one race, who are typically racist against another racial group, they should concentrate on understanding the feelings of this group and try to think of ways to show more respect for people of other races.


N.B. The aim of this task is to introduce the theme of racism. It is likely that one student at least, will notice that the people in the photographs are of different races and have a preference for one or more of these. Do not tell the students to choose according to race before they begin, but once a student makes a comment concerning race, use this to introduce the theme. Do not encourage students to make negative comments about the people in the photographs, but allow them to state their opinions and simply tell them that racism is what they are going to be talking about in this lesson.


2 Organize the students into pairs to do the task. Make sure that they understand it is an oral task and that they do not need to write.

3 Monitor and listen to the students, but do not interrupt them to correct them.

4 Lead a brief classroom discussion. Encourage the students at random to tell you who they would like to sit next to and who they wouldn’t like to sit next to and why. The students may have many different reasons for their choice, e.g. they may prefer to sit next to someone who looks nearer their age, or

someone of the same sex, or someone because they are attractive. Accept all of these.

However, once a student makes a comment about the race of one of the people in the photographs, use this to introduce the theme of the lesson, e.g. say: "Well, (name), you say you wouldn’t like to sit next to that person because of their race. That is rac-ism. That’s what we are going to talk about in today’s lesson."

If the students do not comment on race, this is, of course, very positive! However, try to introduce the topic by asking: "What is different about all the peo-ple in the photographs?"



2 Explain that the students only have to get the general idea of the text.





KeyRacism


1 Tell the students to read the task instructions silently.

2 Demonstrate the task with an example, if necessary.




Key1 a2 b3 a4 c

Lesson Objectives• todevelopextensiveandintensivereadingskills• todevelopwritingskills• toreviewandpractisepresentsimple

• toraisestudents’awarenessofracismandtodevelop positive attitudes towards people of other races.

49

Lesson 2UNIT six

Task 4 Reading for general information (5 minutes)

1 Read the task instructions. Ask the question. Emphasise that students have to read the interview quickly.

2 Accept students’ responses.

KeyThe same



2 Focus students'attention on the example.

3 Tell students to do the task individually.


5 Check the tasks orally and on the board.

Key1 true2 false3 true4 true


1 Ask students to read the task instructions and check understanding.


3 Tell students to work in pairs.


A production modelSimilarities- They both think that there is racism in Ecuador and

in the world.- They both think that black people are assigned

negative terms.- They both think that criticisms against black

people are totally inaccurate.- They both mention education as a tool to defeat

racism.- They both think racism is wrong.

Differences Mr. Aguas has been a victim of racism whereas

Mr. Muñoz hasn't.

N.B. Encourage students to realize that there are more coincidences than differences.

50

The Cayapos UNIT sixLesson 3



2 Lead a classroom discussion. Ask the students the following questions:

1 What's the average temperature in the tropical rainfor-est?

2 What does the highest layer consist of?3 How big can the tallest trees grow?4 What can you see in the next layer?5 What can you see in the lowest layers?6 What kinds of plants can we find in the tropical rain-

forest?

3 Encourage the students to give you their ideas.

Key1 25 - 35°C2 Emergent trees 3 Over 50 m4 The canopy5 Shrubs small trees and plants


1 Tell the students to read the instructions silently. Check understanding.




Key(d) The Importance of the Rainforest(a) People of the Amazon Basin(c) Hunting Techniques(b) How the Cayapos Use Materials from the

Rainforest

Task 3 Reading for detailed information (10 minutes) 1 Read the task instructions and check under-

standing.


3 While the students are working, copy the table on the board. Then monitor and help the students if necessary.



Keycountry: Brazildiet: sweet potatoes, bananas, papayas, wild berries, fruit, honey, roots, fishmaterials they use from the forest: food, materials for their houses and canoes, medicinal plants, vines to weave baskets, dyes to decorate their faces and bodiesthings they use for hunting: bows, arrows, spears, blowpipes, poisoned darts, poisonous plantsreasons to protect the rainforest: their way of life depends on the forest, because much of the earth’s oxygen comes from the Amazon Basin, the rainforest has plants which could provide a cure for diseases like cancer and AIDS.

Task 4 Speaking (10 minutes) 1 Read the task instructions.

2 Put students in pairs.

3 Call a student to the front of the class. Ask him: “What materials do the Cayapos use from the forest?” Explain to the class that he/she has to answer you looking at the information in the table.

4 Model the other question. Say: “Why should we pro-tect the forest?” Don't encourage students to answer because they have to perform the exercises with their classmates.

5 Tell students to talk in pairs.

A possible production modelStudent A: What materials do the Cayapos use from the forest?Student B: They use sweet potatoes, bananas and papayas, wild berries and fruit, honey and roots to eat, materials to build their houses, medicinal plants, vines to build baskets, materials to make clothing, dyes to decorate their faces and bodies.

Student B: Why should we protect the forest?Student A: Because indigenous groups like the Cayapos make their living from forests. Additionally, a large quantity of the earth's oxygen comes from the Amazon Basin and the biodiversity found in forests could help us to produce medicine to cure some diseases.

Lesson Objectives• todevelopextensiveandintensivereadingskills• topractisethesounds/b/and/v/

• toprovidelinkswithotherareasofthe curriculum, i.e. social studies, geography

51

Lesson 4UNIT six An Aztec Boy


1 Tell the students to read the task instructions and check understanding.


3 Ask the students for their ideas and then tell them the correct answers.

Key1 c2 a3 c

Task 2 Listening to share ideas (10 minutes)

1 Tell students to read the task instructions.

2 Ask: “Would you like to have been an Aztec?”

3 Tell students to discuss their answers in pairs.

Audio Script 13 An Aztec BoyListen and decide if the statements are true or false.

I am an Aztec boy. I go to a special school for boys who are going to become priests or chiefs. Life is hard at this school. We sleep on the cold temple floor with just a blanket to cover us.

This afternoon some of my classmates have gone to a farm where our vegetables grow. I couldn't go with them because I had to study.

Right now they are picking tomatoes, sweet potatoes, chillis and corn. Some of my other friends are probably playing a ball game. I like to spend time with my friends but I miss my family. They live in a house surrounded by a garden wall. I am sure that as I write my mother is weaving wall hangings to decorate the house. My father is a merchant. He is travelling at the moment.

A possible production modelYes, I would like to have been an Aztec because they lived a natural life.OrNo, I would not like to have been an Aztec. I think they had a hard life.


1 Read the task instructions and check understand-ing.

2 Play or read Audio Script 13 at least twice.

3 Check the answers orally and on the board.

Key1 false2 true3 true4 false5 true

Task 4 Matching (5 minutes)

1 Ask students to read the task instructions silently. Check understanding.

2 Focus students' attention on the example. Say: “Look, number 1 says: I am resting, so number 1 corre-sponds to this picture.”


4 Check the answers orally.

Key4 / 2 / 1 3 / 5



2 Give an example. Point to a picture and describe it.

3 Ask students to take it in turns to describe the pictures.

A possible production modelHis mother is weaving or His mother is working show for al the pictures at home.

N.B. Tell students to bring information about a culture they would like to know about or they already know about for the next class. Ask them to be prepared to per-form in front of the class. Encourage them to be cre-ative, maybe preparing a costume to make their presen-tation fun. The students could work either individual-ly, in pairs or in groups.

Lesson Objectives•todevelopextensiveandintensivelisteningskills•topresentandpractisepresentprogressiveto describe actions going on now

•toprovidelinkswithotherareasofthe curriculum, i.e. geography, history

52

A Role Play UNIT sixLesson 5

Task 1 Choosing roles (45 minutes)

1 Tell students to organize their notes about the culture they prepared the day before.

2 Then ask them to present their information for the class.

3 After each presentation the student has to ask what the culture is and the class must try to guess.

A possible production modelWe travel in the desert on camels. Water is a luxury for us. These are our clothes. They are mainly white because of the hot weather. We never stay in the same place very long.

Class: You are Beduins!

Lesson Objectives• todevelopspeakingskills• toprovidelinkswithotherareasofthe

curriculum, i.e. geography, social studies

• tointroducevarietybymeansofresearchingabout different cultures and by means of role playing

53

Task 2 Matching

Key1 c2 d3 e4 b5 a

Task 3 Writing true or false

Key1 true2 true 3 true4 true

Checking My Progress 6UNIT six

54

ENGlISh-SPEAKING COUNTRIES UNIT sevenLesson 1


1 Read the task instructions. Point at the questions. Say them aloud.








Key1 Scotland, England and Wales2 Great Britain (Scotland, England and Wales) and

Northern Ireland3 Flag d

Lesson Objectives• tobuildonthestudents’existingknowledgeof

the United Kingdom• todevelopextensiveandintensivereadingskills

• toprovidelinkswithotherareasofthe curriculum, i.e. social studies, geography, history• todevelopspeakingskills

55

Lesson 1UNIT seven The United Kingdom


1 Ask the students to read the task instructions silently. Check understanding and demonstrate the task with an example. Copy the first row of the table onto the board and ask: "How big is the Unit-ed Kingdom?" and write the correct answer next to area.





Keyarea: 242,752 sq kmcapital: Londonofficial language: Englishother languages: Welsh and Gaelicreligion: Christianitycurrency: Sterling


1 Organize the students into pairs. Tell them that each pair should have a Student A and a Student B.

2 If necessary, demonstrate the task by bringing two students to the front of the class to perform part of the task.

3 Focus the students’ attention on the examples to help them.

4 Make sure that the Student Bs turn to the correct pair work activity in the back of their Student’s Books.


N.B. Make sure that the students do not look at each others’ tables. Remind them that it is a speaking and listening activity.

A possible production modelA: What is the capital of Scotland?B: Edinburgh.A: How big is Scotland?

B: 77,080 square kilometres.A: What are the main languages?B: English. About 100,000 people also speak

Scottish Gaelic.A: What is the average temperature?B: The average temperature in July is 15°C and in

January it is 5.6°C.A: What natural resources does Scotland have?B: Coal, oil and forestry and fishing resources.

A: What is the capital of Northern Ireland?B: Belfast.A: How big is Northern Ireland?B: 13,483 square kilometres.A: Which languages do people speak?B: Most people speak English and a few people

speak Irish Gaelic.A: What is the average temperature?B: The average temperature is 14.4°C in July and

4.4°C in January.A: What natural resources does Northern Ireland

have?B: Sand, iron ore and coal.

B: What is the capital city of England?A: London.B: How big is England?A: 130,423 square kilometres.B. What is the main language?A: English.B: What is the average temperature?A: The average temperature is 16.1°C in July and

4.4°C in January.B: Which natural resources does England have?A: Coal and natural gas.

B: What is the capital city of Wales?A: Cardiff.B: How big is Wales?A: It has an area of 20,761 square kilometres.B: What language do the people speak?A: The main language is English and 20% of the population also speak Welsh.B: What is the average temperature?A: The average temperature is 15.6°C in July and

5.6°C in January.B: Which natural resources does Wales have?A: Iron ore and coal.

56

British People in Ecuador UNIT sevenLesson 2


1 Read the task instructions. Focus the students’ attention on the headings and write them on the board. Give an example. Say: "For example, I think foreigners like ceviche. I don’t think they like guinea pig." Write: ceviche and guinea pig under the corresponding headings on the board.

2 Organize the students into pairs to do the task.3 Monitor and help the students if necessary.

A possible production model Things foreigners like about EcuadorPlaces to visit, e.g. the Galapagos Islands, the jungle, etcMusic and dance, e.g. salsaHandicrafts and marketsEcuadorian peopleThe sunny weather

Things foreigners don’t like about EcuadorProblems, e.g. strikesSome kinds of food, e.g. guinea pigCrimePlaces which are dirty and have a lot of rubbish or litter




2 Play the CD or read Audio Script 14 once or twice (or until most of the students have completed the task).

3 Copy six boxes onto the board to check the task.4 Check the task orally and tick the appropriate boxes on the

board.

Audio Script 14 British People in Ecuador

Listen to two interviews with British people living in Ecuador.

I: How long have you lived in Ecuador, Vicki?V: I’ve been here for nearly a year.I: And do you like living here?V: Yes! There are lots of great things about living in Ecuador. I

like waking up in the morning and being able to see the mountains from my bedroom window. And I like salsa music. I like some kinds of Ecuadorian food too.

I: Which kinds?V: I like seafood. And I like fritada! I love the markets too.

They are very colourful and vibrant and you can buy so many kinds of fruit.

I: Is there anything you don’t like about living here?V: Well. There’s a lot of pollution from the old buses. And

people drive very dangerously, especially the bus drivers. I: How is living in Ecuador different from living in Britain?V: Living in Ecuador is not as expensive as living in Britain.

Erm. The weather is better here too. It’s strange for us to have sunshine in December, for example.

I: And how are Ecuadorians different from British people?V: Well, Ecuadorians are not as punctual as British people.

They often arrive late. And the customer service here is not as good as British customer service. People are not as helpful in banks and shops, for example. But I think Ecua-dorian people have a good sense of humour like British peo-ple.

I: And what do you miss about Britain?V: I miss my family, especially at Christmas. And I miss my

friends. And I miss British summers when it stays light until 8 o’clock .. oh and English soap operas!

I: How long have you lived in Ecuador, Steve?S: Three and a half years.I: And do you like living here?S: Yes. I like the mountain scenery. And I like the thermal

baths. I like speaking Spanish too. And I like all the different kinds of fruit, especially naranjilla and guanabana.I: Is there anything you don’t like?S: Well, the cities are not as safe as they were before. There

are a lot of robberies. And I’ve also had a lot of health problems – especially problems with my stomach from the food, amoebas and things like that. And I don’t like the way bus drivers drive. They drive too fast.

I: How do you think British people are different from or similar to Ecuadorians?

S: I think that Ecuadorians look after members of their families much better than British people. But they are not as

considerate to people they don’t know very well. British people are more wasteful too. They throw away things that Ecuadorians use again. British people are more punctual, though.

I: And what do you miss about Britain?S: I miss being able to see my family and friends regularly.

And I miss British films and British food.

KeyThe things they like about living in Ecuador (✓) The things they don’t like about living in Ecuador (✓)Differences between Ecuadorian and British people (✓)Similarities of Ecuadorian and British people (✓)Things they miss about Britain (✓)

Task 3 Listening for detailed information (10 minutes)


2 Focus the students’ attention on the example. Ask them to read the ten questions carefully before they listen.

N.B. Tell the students to listen to the interview with Vicki first and write V next to all the corresponding questions and then listen to Steve and add S where appropriate. Pause the CD between the interviews to allow the students time to check what they have written.




Key1 V S2 V3 V S4 V S 5 V6 V S 7 V8 S9 S10 V S

Lesson Objectives• topresentandpractiseboth ... and and neither ...

nor and both of, neither of to describe similarities• todevelopextensiveandintensivelisteningskills

• todevelopspeakingandwritingskills• tobuildstudents’awarenessofforeigners’

views on aspects of life in Ecuador

57

Lesson 2UNIT seven

Task 4 Language awareness (10 minutes)


2 Focus the students’ attention on the examples and refer back to Task 3 to demonstrate the task.

Read the first statement: Both Vicki and Jim like the mountains in Ecuador. Then tell the students to look at the first question in Task 3. Ask: "Does Vicki like the mountains?" (Yes) "Does Steve like the mountains?" (Yes) "So, both Vicki and Steve like the mountains. That’s true."

Then read the fourth statement: Neither Vicki nor Steve think bus drivers drive safely. Then

tell the students to look at question number 4 in Task 3. Ask: "Does Vicki think that bus drivers drive safely?" (No) "Does Steve think that bus drivers drive safely?" (No) "So neither Steve nor Vicki think bus drivers drive safely. That’s true."

3 Ask the students: "What is the difference between both …and and neither … nor?" (Both … and is affir-mative. Neither ... nor is negative). Ask: "Which talks about similarities?" (Both both ... and and nei-ther … nor describe similarities).

Teaching Tip We can put both before nouns and pronouns to

describe similarities.

e.g. Both Juan and Jaime like ceviche.

We use the structure neither ... nor to join two negative ideas. (It is the opposite of both ... and).

e.g. Neither María nor Barbara like salsa music.

N.B. It is more formal with neither...nor to use the sin-gular 3rd person form of the verb after two subjects, e.g. Neither María nor Barbara likes salsa music. How-ever, in an informal style we can use a plural verb after two subjects joined by neither …. nor.



6 Tell the students to compare their answers in pairs.


Key1 true2 false3 true4 true5 false6 true7 true

8 true9 false10 true

Task 5 Speaking and writing (10 minutes)

1 Ask a student to come to the front of the class to demonstrate the task.

2 Ask the student questions to find similarities between your likes and dislikes, e.g. "Do you like llapingachos?" "Do you like bungee jumping?" etc. When the student says yes to something you also like, say: "Both of us like …" and write the sen-tence on the board. When the student says no to something you also don’t like, say: "Neither of us like …" and write the sentence on the board.

Teaching Tip We can put both of before nouns and pronouns to

describe similarities.

e.g. Both of us like Ecuadorian food.

We can use neither of before a noun or a pronoun to describe similarities. We use a singular verb in the formal style. In the informal style a plural verb is used.

e.g. Neither of us likes cold weather. (formal) Neither of us like cold weather. (informal)



5 Ask students at random for the similarities they found and write them on the board.

A possible production model1 Both of us like ceviche.2 Neither of us can dance salsa very well.3 Both of us like travelling by bus.4 Both of us like the beach.5 Neither of us like very hot weather.6 (Use last picture, ex. Both of us have good

friends).

58

A British Celebration UNIT sevenLesson 3


1 Read the task instructions. Check understanding and focus the students’ attention on the questions.



Task 2 Listening and checking (10 minutes)

N.B. Check your pronunciation, stress and intonation with the CD before teaching.

1 Read the task instructions and check understanding. Focus students' attention on the sentences and on the example.

2 Play the CD or read Audio Script 15 at least twice.


Audio Script 15 A British Celebration

Listen and match the sentence halves.

On 31st December we celebrate Hogmanay here in Scotland. Hogmanay is the name given to New Year's Eve in Scotland. My family and I always go to a Scottish eve-ning of party and entertainment. At midnight it's tradi-tional to stand in a circle, link arms and sing a song writ-ten by the famous Scottish poet Robert Burns.First footing is also a New Year's tradition in Scotland. This is when people go from door to door visiting friends and relatives. They give and receive presents, which are usually food and drink. In other parts of Britain, there are other traditions too. Some people…..

Key1 New Year's Eve or Hogmanay in Scotland.2 It takes place on the night of 31st December.3 Some people are singning a traditional song. Some

people are visiting neighbours with presents. A man with dark hair is taking a piece of coal to his neighbour to bring good luck. The doors are open to welcome the new year and let the old year out.


1 Ask students to read the task instructions. Check understanding and demonstrate the task with the given example.

2 Play the CD or read Audio Script 15 at least twice.

3 Check the task orally and on the board.

Key1 b2 e3 d4 c5 a

Task 4 Speaking and making notes (10 minutes)

1 Tell the students to read the task instructions silently. Check understanding and focus the students’ attention on the examples.

2 Organize the students into small groups to do the task.



Task 5 Writing

1 Ask students to read the task instructions. Check understanding. Make it clear that they need a separate piece of paper.

2 Tell students to look at the information they've got in the table in Task 4.


A possible production model 15th December

2006

Dear Steward,

Today we learnt about some British celebrations on the night of 31st December, and I thought that it would be interesting for you to know about some Ecuadorian traditions on that day too.

My family and I celebrate New Year's Eve by inviting friends and relatives to come over. We dance a lot and have a big dinner.

At midnight we listen to a New Year's message on the radio and at 12 o'clock we wish everybody a happy new year. Then we go outside and burn a dummy. It is usually big and represents an Ecuadorian celebrity. The burning of the dummy means that we burn and bury the past year.

What do you think of our traditions? Please write soon!

Good luck,

Maritza

Lesson Objectives•tobuildonstudents'knowledgeofBritishculture•todevelopextensivelisteningskills•todevelopintensivelisteningskills

•todevelopwritingskills

event- eating grapes at midnight- burning a

dummy

- wearing yellow snickers for good luck

- running around the block at

midnight

place- at home

- on the streets

- anywhere!

- around a block in your neighbourhood

people/things- 12 grapes

- group of friends or relatives- a dummy- pair of yellow

snickers

- with a suitcase

59

Task 1 Getting general information (10 minutes)

1 Read the task instruction. Ask “Which coun-try is larger?”

2 Encourage students to answer.

KeyThe United States

Task 2 Reading and writing (15 minutes)

1 Ask students to read the task instructions silently.

2 Focus students' attention on the notes in the table.

3 Ask students to do the task.


A possible production model1. The United States of America has an area of 9,372,614 sq km. Its capital city is Washington, D.C. This country is the major world producer of maize, soya beans, tomatoes, orang-es, peaches, cheese, beef and chicken. Addi-tionally, it has a variety of minerals.The currency is the dollar and the majority of people are Christian, Jewish and Muslim.

2 Australia has an area of 7,682,300 sq km. Its capital is Canberra. This country is rich in resources. It has unique and varied animals and plants. Additionally, it has cattle, sheep, kangaroos, and emus (an animal similar to an ostrich). The eucalyptus is the most famous native Australian tree. The currency is the Aus-tralian dollar. The majority of the population are Christian.



2 Put students into pairs to talk about either the United States or Australia.

A possible production modelI'm going to tell you about the United States of America. It has an area of 9,372,614 sq km. Its capital city is Washington, D.C. This country is the major world producer of maize, soya beans, tomatoes, oranges, peaches, cheese, beef and chicken. Additionally it has a variety of minerals.

Lesson Objectives•tobuildonstudents'knowledgeofother English-speaking countries•todevelopintensivereadingskills

•todevelopwritingskills•toprovidecurriculumlinkswithotherareas i.e. geography•todevelopspeakingskills

Other English-Speaking Countries Lesson 4UNIT seven

60

UNIT sevenLesson 5 An English Song



2 Give an example. Say: "I think sincerity is related to friendship."

3 Ask the students at random for the words they thought. Write them on the board.

A possible production modelsincerity, honesty, affection, communication, support,

care, closeness, love, understanding

Task 2 Listening for specific information. (10 minutes)


3 Play the beginning of the song. Ask if the students know the title of it.

Audio Script 16 You’ve Got a Friend

Listen to the song and do the tasks.

When you are down and troubledand you need some loving careand nothing, nothing is going rightclose your eyes and think of meand soon I will be thereto brighten up even your darkest night.

You just call out my nameAnd you know wherever I amI’ll come running to see you againWinter spring summer or fallAll you have to do is callAnd I’ll be there, yes I willYou’ve got a friend

If the sky above you looks dark and full of cloudsand that old north wind begins to blowkeep your head together and call my name out loudsoon you will hear me knocking at your door

Not ain't it good to know that you've got a friendwhen people can be so coldthey will hurt you, yes and desert youand take your soul if you let themOh but don't you let them.

KeyYou’ve got a friend


1 Ask students to read the task instructions and

check understanding.2 Play the first part of the song. Focus students’

attention on the example.3 Continue playing the rest of the song.4 Monitor and help if necessary.

Key1 are 6 close2 troubled 7 think3 need 8 be4 loving 9 your5 is

Task 4 Listening for specific information. (10 minutes)


2 Play the CD. Focus the students’ attention on the example.

3 Continue playing the CD.

Key1 You just call out my name2 and you know wherever I am3 I’ll come running to see you again4 winter, spring, summer or fall5 all you have to do is call 6 and I’ll be there, yes I will7 you’ve got a friend





Key1 b 2 d 3 a 4 c

Task 6 Selecting words (5 minutes)




KeyNot ain’t it very good to know that you’ve got a friendwhen all people can be so coldthey will ask you, yes an then desert youand take your sweet soul if you let themOh but either don’t you let them.

Lesson Objectives• tointoducevarietybymeansofassong• tolistengforspecificandthedetailed

information

61

Task 2 Writing sentences

Key1 Both Sandra and Joe like traditional Ecua-

dorian food. Neither Sandra nor Joe like traditional Ecua-

dorian food.

2 Both Peter and Jim criticize the traffic in Quito. Neither Peter nor Jim criticize the traffic in

Quito.

3 Both Janet and her family think life in Ecuador is different from life in England.

Neither Janet nor her family think life in Ecua-dor is different from life in England.

4 Both Sam and Gill like the weather in our country.

Neither Sam nor Gill like the weather in our country.

Checking My Progress 7UNIT seven

62

Lesson Objectives•tobuildonstudents'knowledgeof vocabulary related to the body•todevelopintensivereadingskills

•todevelopspeakingskills•todeveloplinkswithotherareasofthe curriculum, e.g. biology

UNIT eightLesson 1 TAKING CARE OF YOUR BODY


1 Read the task instructions. Check understand-ing and focus the students’ attention on the example.



Key1 brain2 trachea3 ribs4 lung5 heart6 diaphragm7 stomach8 veins9 large intestine10 small intestine11 sexual organs

Task 2 Reading and completing descriptions (10 minutes)


2 Ask students to work in the same pairs as in Task 1to do the task.

3 Focus students’attention on the example.

4 Monitor and help students if necesary.


Key1 sexual organs2 veins

3 heart4 stomach5 intestine6 brain7 diaphragm8 ribs9 lungs

63

Task 3 Reading and speaking

1 Put students into pairs, A and B.

2 Tell Students A to read The Effects of Alcohol Part 1 and tell Students B about the effects of alcohol on the central nervous system.

3 Tell Students B to go to page 103 in the Pair Activities Section and read The effects of the Alcohol Part 2 and tell students A about the effects of alcohol on the reproductive system.

Functions of the Body Lesson 1UNIT eight

64

The Dangers of Drinkdriving UNIT eightLesson 2





4 Ask the students for their ideas. Then tell them the correct answers and write them on the board.

Key 1 c2 b3 c4 a

Task 2 Reading for general information

1 Tell students to read The Dangers of Drink-driving. Ask: “What happened to Andrés?”

2 Encourage students to answer.

Key Andrés died.

Task 3 Reading and speaking (10 minutes)

1 Read the task instructions and check under-standing.

2 Organize students into pairs.

3 Ensure that students B go to page 103 and see their instructions.

4 Focus students’attention onn the questions at the bottom of page 63.

5 Monitor an help if necessary.

Key and production modelThe Reproductive SystemEffects of alcohol:Men: irreversibly testicular atrophyPossible result: impotence, sterilityWomen: amenorrheapossible result: infertilityUnborn child: foetal syndrome

The Circulatory SystemEffects of alcohol:(a) alteration in the heart beat(b) increased blood pressure

The Digestive SystemEffects of alcohol:(a) abdominal pain diarrhoea(c) vomitingProblems affecting the liver:(d) hepatitis(e) cirrosis

The Central Nervpus SystemEffects of alcohol:(a) changes in behaviour(b)mental blackouts(c) sleeping problems(d) visual and auditory hallucinations

Lesson Objectives• todevelopextensiveandintensivereadingskills• topresentandpractiseexpressionsofquantity

• toraiseawarenessofthedangersofdrinkdriving• toprovideinformationaboutsocialorganizations

65

Lesson 2UNIT eight


1 Read the task instructions and focus the students’ attention on the questions.

2 Tell the students to read the text again and make notes in response to the three questions on a piece of paper. Tell them to do the task individually.


4 Organize the students into pairs and ask them to compare their ideas. Tell them to do the task orally.

5 Check the task orally. Lead a class discussion. Ask students at random for their ideas and answers to the questions. Ask: "(Name), who do you think was to blame? How many people do you think suffered? How do you think the young people could have celebrated safely?"

Key1 Andrés’ mother was to blame because she lent her son

the car to go out celebrating. Andrés’ two friends and his girlfriend were to blame

because they bought alcohol with him. Andrés was to blame because he was drinking and

driving dangerously.

2 Andrés and the lorry driver died (although perhaps they did not suffer).

Andrés’ girlfriend is paralyzed. Fausto and Luis were injured. The wife and children of the lorry driver suffered terribly. Andrés’ family suffered terribly. Mónica’s family suffered terribly.

3 They could have celebrated without alcohol, e.g. they could have gone on a trip in the car without drinking.

They could have had a party or had a few drinks without taking the car. They could have stayed in one place, or taken a taxi, etc.


N.B. Do this task as a whole class. Before you begin copy sentences a,b,c,d,e onto the board.

1 Read the task instructions. Tell the students to read the sentences a to e.

2 Ask the students question 1. Confirm the correct answer and write it on the board. Check understanding by drawing two glasses on the board. With a piece of chalk draw a lot of water in one glass (so that it is full) and a little in the other glass (so that it is almost empty). Number the pictures 1 and 2. Ask the students: "Which picture shows a lot of water?" (The first picture).

3 Ask the students the second question. Confirm the correct sentence and write it on the board. Point at the glass with a little water on the board and say: "This is a small quantity, for example a little water."

4 Ask the students the third question. Confirm the correct answer and underline the negative forms in the appropriate sentences on the board.

5 Ask the students the fourth question. Point to much and

many in the sentences on the board. Elicit the answer and help the students by pointing at alcohol and asking: "Can you count alcohol?" (No). and pointing at cars and asking: "Can you count cars?" (Yes). Try to encourage the students to tell you the rules. (See Teaching Tip).

6 Ask the students the fifth question. Confirm the correct answer and underline the affirmative forms in the sentences on the board (in a different colour, if possible).

7 Ask the students the last question. Point to a few and a little in the sentences on the board. Help the students by pointing to bottles and asking: "Can you count bot-tles?" (Yes) "Can you count beer?" (No) Encourage the stu-dents to tell you the rules. (See Teaching Tip).

Teaching Tip A lot of is used to talk about large quantities.

Much and many are used in negative sentences to talk about quantity. Much is used with uncountable nouns and many is used with countable nouns.

A few and a little are used in affirmative sentences to talk about small quantities. A few is used with countable nouns. A little is used with uncountable nouns.

Key1 a2 b, c, d3 c, e4 Much is used with uncountable nouns. Many is used with countable nouns.5 a, b, d6 A few is used with countable nouns. A little is used with uncountable nouns.


1 Ask the students to read the task instructions silently. Check understanding and focus the students' attention on the example.




Key1 much2 a little3 a few4 a few5 many6 a little

66

A Survey UNIT eightLesson 3

Task 1 Interpreting statistics (5 minutes)

1 Say: "Look at the following statistics about Ecuador-ians and alcohol."

2 Give the students a few minutes to read the figures.

3 Discuss the graphs with the students.

4 Encourage them to express their reactions by asking questions, e.g "Does anything surprise you about the statistics in the first / second / third graph? Why?"


1 Tell the students to each choose one of the questions in Task 1. Tell them to choose the one they think is the most interesting to ask other students.

2 Tell the students to interview 20 people and remind them to keep a record of their results.


Task 3 Drawing a graph (10 minutes)

1 Focus the students’ attention on one of the graphs in Task 1. Ask them: "What do the numbers on the vertical axis represent?" (The number of students) "What is written on the horizontal axis?" (The stu-dents’ responses). "What do you write at the top of the graph?" (The title, to say what the graph shows).

2 Encourage the students to label the axes on their graphs and write the appropriate title.


N.B. The students can either draw their graphs in their Student’s Books or on a large piece of paper to display on the classroom wall.





1 Read the task instructions and focus the students’ attention on the example. If necessary, dem-onstrate the task by focusing the students’ atten-tion on the first graph in Task 1 and asking them to tell you how to write a summary. As you elicit the information from the students, write the sum-mary on the board.


3 Ask one student who finishes first to write his or her paragraph on the board. Ask the other students to help you correct the summary.

N.B. If the students make posters, they can include the summary on their posters. They can also present their findings orally to the rest of the class.

A possible production modelTen students in the class said they had never drunk alcohol. Five students said they had drunk alcohol before they were 15 years old. Five students said they had drunk alcohol for the first time when they were over 15.

Lesson Objectives•todevelopspeakingskills•todevelopwritingskills

•toprovidelinkswithotherareasofthe curriculum, e.g. mathematics•toprovidevarietyintheformofprojectwork

67

Task 1 Grammar awareness (25 minutes)




4 Check the answers orally and on the board.

Key1 c2 a3 c4 c5 b6 b





A possible production modelYesterday I ate a little cereal, a few biscuits, a lot of fruit and drank a lot of milk for breakfast. For lunch I ate a lot of vegetables, a few potatoes and a little rice. I drank a lot of orange juice. In the evening I went to the movies with some friends and I had a lot of popcorn and many sweets.

Lesson Objectives•tobuildonstudents'knowledgeofadverbsof quantity•topractisepastsimple

•todevelopwritingskills

Healthy Eating Lesson 4UNIT eight

68

Task 1 Vocabulary practice (20 minutes)




KeyAcross1 sexual organs4 brain6 veins7 heart9 lung10 diaphragm

Down1 stomach2 rib3 liver5 intestine8 trachea

Task 2 Playing a Pronunciation Game (20 minutes)

N.B. Check your pronunciation, stress and into-nation with the CD before teaching.

1 Divide the class into two teams, A y B.

2 Prepare some flash cards with the names of some parts of the human body.

3 Play the CD or read Audio Script 17.

4 Ask the students to say the words.

5 Show a card to Team A. Wait for students to say the word. If they pronounce correctly they get a point if they fail, they miss a point. Keep a record on the board.

6 Pass the turn to group B and follow the same procedure. The winner is the group which scores more points.

7 You may exapand the game by asking each group to spell the words after they hear them.

Audio Script 17 The Pronunciation GameListen and say the words.

1 brain2 sexual organs3 veins4 large intestine5 small intestine6 heart7 lung8 stomach9 diaphragm10 trachea11 ribs

Lesson Objectives•toreviewandpractisevocabularyrelatedto the human body

•tointroducevarietybymeansofagame•topractisethepronunciationofsomeparts of the body

Wordsearch UNIT eightLesson 5

69

Task 2 Completing a text

Key1 a lot2 little3 much4 little5 few6 few7 many8 many9 a lot of10 few11 a lot12 a lot

Task 3 Deciphering initials

Key1 circulatory system2 digestive system3 respiratory system / reproductive system4 nervous system5 Alcoholics Anonymous

Checking My Progress 8UNIT eight

70

UNIT nineLesson 1 ENTERTAINMENT


1 Read the task instructions and check understanding.2 Demonstrate the task with the given example. Point to

the picture as you speak.3 Tell the students to do the task individually. 4 Monitor and help the students if necessary.5 Check the task orally and write the answers on the

board.

Keyscience fiction film (c)horror film (f)thriller (e)comedy (b)romantic film (d)action film (a)




2 Play the CD or read Audio Script 18 once or twice.3 Ask the students to compare their answers in pairs.4 Check the task orally and write the answers on the

board.

Audio Script 18 An Evening Out

Listen to two friends talking about an evening out.

N: So, what shall we do this evening, Washington?W: Let’s go to the cinema. N: Is there anything good on?W: Well, I was just looking in the newspaper here and

there’s a really good science fiction film …N: Oh Washington! Nooooo!! You know I hate science

fiction films.W: But this is a really good one!N: Oh no, please, let’s find another film. Isn’t there a

comedy?W: Only a really terrible one. N: Let me see. Well, it’s not terrible, but I’ve already

seen it. W: Well, I’m not very keen on comedies anyway. And we’re

not going to see a romantic film! I can’t stand them! N: Well, I don’t like romantic films either, so don’t say it

like that. There’s a horror film on, look.

W: Mmm. Yes, I’m quite fond of horror films. But it’s on

really late, Narcisa. I’d prefer to go earlier.N: That’s true. W: What about this one?N: What kind of film’s that?W: It’s a thriller. It got really good reviews.N: Great! I love thrillers. What time does it start?W: Seven thirty. So we’ve got about an hour.N: Perfect!

Keyb ✓ c ✓ d ✓ e ✓ f ✓ Task 3 Listening for specific information (10 minutes)


1 Read the task instructions and check understanding. Say: "Are you going to tick all the films?" (No). "Which ones are you going to tick? " (The ones Washington and Narci-sa like). "Which ones are you going to put a cross for?” (The ones Washington and Narcisa do not like). "Which ones are you going to put a question mark for?" (The ones we do not know if they like or not).

2 Play the CD or read Audio Script 18 once or twice. If you have a CD player, copy the table on the board while the students are listening.

3 Ask the students to compare their answers in pairs. If you don’t have a CD player, copy the table on the board while the students are working.

4 Check the task orally and write the answers in the table on the board. Say: "Tell me the films Washington and Nar-cisa like." and tick the correct answers. Continue with the same procedure with the other two options.

Key

Lesson Objectives• todevelopextensiveandintensivelistening

skills• toreviewpresentsimple

• topresentandpractiseexpressionstodescribelikes and dislikes

• todevelopspeakingskills

Sience comedies romantic horror thrillers action Fiction films films filmsW ✓ X X ✓ ✓ ?N X ✓ X ✓ ✓ ?

71

An Evening Out Lesson 1UNIT nine


1 Read the task instructions and focus the students’ attention on the example.





KeyI hate science fiction films. (5)I can't stand romantic films. (4)I'm not keen on comedies. (3)I'm fond of horror films. (2)I love thrillers. (1)


1 Demonstrate the task. Ask a student to come to the front of the class. Ask him or her questions about his or her likes and dislikes with regard to films, e.g. "What do you think of horror films?" etc. Encourage the student to use the expressions in Task 4. When you agree with one of his or her likes and dislikes, say: "So we have something in common." Then write the similarity on the board, e.g. Neither of us can stand science fiction films. Both of us love comedies. etc.


3 Monitor and listen to the students.

A possible production modelA: I love action films. B: Do you? I'm not very keen on action films.A: I hate comedies.B: Do you? I'm fond of comedies.A: I can't stand romantic films.B: No, I hate them too.A: So, both of us hate romantic films.


1 Ask the students to read the task instructions silently.

2 Demonstrate the task. Ask two students to come to the front of the class. Say: "Let’s decide

where to go tonight." Encourage the students to choose a place. Then state your likes and

dislikes. (Disagree with them to keep the conversation going!, e.g. "No! I can’t stand bowling. Let’s do something else." "Well, I’m not very keen on Chinese food. What else can we do?" etc.)

3 Organize the students into groups of about four to do the task.

4 Walk around and listen to the students. Help if necessary.

5 Ask some students at random for their choices.

72

UNIT nineLesson 2 A Letter to a Friend

Task 1 Grammar revision (5 minutes)





KeyNone of the sentences need the, because they all talk about things in general. Task 2 Reading for general information (10 minutes)


2 Explain that the students only have to get the general idea of the text.

3 Tell the students to read the text silently.



6 Check the task orally and write the correct answer on the board.

Key1 a2 b3 c4 b

Lesson Objectives• toreviewtheuseofarticles• toreviewandpractiseexpressionstodescribe

likes and dislikes

• todevelopextensiveandintensivereadingskills• toteachstudentshowtowriteaninformalletter• todevelopwritingskills

73

Lesson 2UNIT nine





4 Walk around monitoring. Help the students if necessary.


Key1 true2 true3 true4 false5 false6 false7 false8 false

Task 4 Developing writing skills (5 minutes)







Key(6) Love from,(5) Please write soon!(2) Dear ...(4) under the greeting (3) a comma (,)(1) the date and sometimes the place

N.B. Focus the students’ attention on the tip about ending letters.


1 Ask the students to make a list of their likes and dislikes.

2 Tell the students to use their notes to do the task.


A production model Quinindé, 26-8-2006

Dear Melanie,

Thanks for your letter. I had a really wonderful weekend. On Saturday I went to Mindo to walk in the countryside. I love nature. I saw some orchids and birds. It was great. Do you like nature? On Sunday I went swimming with my friends. It was lovely. We spent the whole day there. My family played basketball and football. I did not play with them because I'm not keen on team sports.

Please write soon! Send me a postcard of a place you visited recently.

Best wishes,

Magdalena

74

An Ecuadorian Festival UNIT nineLesson 3


1 Read the task instructions and check under-standing.

2 Ask the students to look at the pictures and lead

a classroom discussion by asking the students for their ideas with regard to the kind of music the people in the picture are dancing to and where they are from. Confirm the correct answers.

KeyThey are dancing to folk music. They are from Pujilí in the Highland Region of Ecuador.




3 Organize the students into pairs. Tell them that each pair should have an A and a B.


N.B. Make sure the Student As understand they only have to read the first paragraph of the text and fill in the first four columns of the table and that the Student Bs understand they only have to read the second paragraph of the text and fill in the last three columns.




1 Elicit the questions that the students will need to ask and write them on the board, if necessary.

2 Ask a pair of students to come to the front to perform the beginning of the task as an example.

3 Tell the rest of the class to do the task in pairs.



A production modelB: When was the folk group founded? A: Forty years ago.B: When did the current group begin? A: In 1995.B: Which countries has the group performed in? A: Ecuador and Brazil.B: Where is the Corpus Christi festival located? A: In Pujilí.

A: When is the Corpus Christi festival held? B: The first Saturday in June.A: Who performed the dance originally? B: The Incas.A: What are the characteristics of the Corpus Christi

dance? B: It's like a ceremony. The women wear colourful

clothes and the men wear big, decorated headdresses.

Lesson Objectives• todevelopintensivereadingskills• todevelopspeakingskills

• toextendstudents’knowledgeofEcuadorian culture

75

UNIT nine Lesson 4I'm Keen on…


1 Read the task instructions. Check understand-ing.

2 Focus the students' attention on the example.



KeyFilms: science fiction, thriller, horror, action, com-edy, romantic (cartoons)Music: classical, pop, salsa, jazz, rockTelevision: news, soap operas, game shows, documentaries, cartoonsSports: hiking, bungee jumping, hang gliding, raft-ing, climbing, windsurfing, canoeing, diving


1 Read the task instructions and check understanding. Focus the students' attention on the example.





Possible production modelsSportsI’m keen on windsurfing. I hate hiking. I love rafting. I can’t stand climbing.

FilmsI love comedies. I'm fond of thrillers. I can't stand science fiction. I hate horror films.

TelevisionI hate soap operas. I can't stand game shows. I'm keen on documentaries. I love cartoons.

MusicI love salsa and pop music. I'm fond of rock, but I hate jazz and classical music.

Lesson Objectives•todevelopvocabularyrelatedtoentertainment •todevelopwritingskills

76

Performing a Play UNIT nineLesson 5



2 Demonstrate the task with an example. Point to the pictures in Task 2 and say: “What's the name of the story?” Listen to the students' ideas, but don't give them the answer.

3 Do the same with the other questions.

Key1 Romeo and Juliet2 From Italy3 William Shakespeare




2 Play the CD or read the first part of Audio Script 19 to demonstrate the task with the example.




Audio Script 19 Romeo and JulietListen to a summary of the story of Romeo and Juliet.

Once upon a time, there were two families called the Montagues and the Capulets. The families were enemies. One night, Romeo went to a costume party at the Capulet's house. He danced with Juliet and they fell in love. Soon, they got married in secret with the help of a priest and Juliet's nurse. That afternoon, Romeo killed Juliet's cousin in a fight. Romeo had to leave the city. Juliet's parents wanted her to marry another man, so Juliet asked the priest for help. He gave her a drug, which would make her

sleep for 42 hours. and make her family believe that she was dead. When Juliet's nurse found her, she thought Juliet was dead and wrote Romeo a letter telling him she was dead. When Romeo saw Juliet in the morgue, he decided to kill himself too. When Juliet woke up from her long sleep, she found Romeo dead and she killed herself with his sword.

Key a 3b 5c 2d 6e 9f 8g 4h 7i 1j 10

Task 3 Performing a play

1 Tell the students to get into groups of 3.

2 Ask them to act out the story.

3 Walk around the classroom. Listen and help the students if necessary.

4 Ask a group to act out the story.

Lesson Objectives•topractisethepasttense•todevelopspeakingskills

•toaddvarietyintheformofaroleplay

77

Task 2 Finding words

Key

A production model1 I'm keen on science fiction films.2 My best friend is not keen on rafting.3 My classmates hate thrillers.4 My mother loves to watch comedy films on

Saturdays.5 I enjoy Ecuadorian festivals so much.6 My family usually watches television at night.7 My brother goes to the cinema once a month.8 I always try to go to concerts on Saturdays.

Checking My Progress 9UNIT nine

78

COMPUTING UNIT tenLesson 1


1 Read the task instructions. Check understanding and focus the students' attention on the example.

2 Tell the students to do the task in pairs. Remind the students to do only the parts they know or can guess.

3 Monitor and help the students if necessary. 4 Do not check the task.

Task 2 Listening and checking (5 minutes)


1 Play the CD or read the beginning of Audio Script 20 once or twice.


Audio Script 20 A Multimedia Workstation

Listen to a description of the parts of a multimedia workstation.

This is a multimedia workstation. Some of the parts you may already know. The part of the computer which looks like a television (number 1) is called the monitor and number 2 is called the mouse. The part of the computer where you type in information is number 3. This is called the keyboard. The big machine in the right-hand corner of the picture is called the printer. This is number 4. Next to the video camera is a scanner, which is number 5. Under the monitor, there is a device called a flash memory. There you can store information and transfer it from computer to computer. It is number 6. The hard drive has different drives, a CD Rom drive, a DVD drive and a disk drive, which is number 7. It is to the left of the monitor. A modern multi-media workstation also has speakers, a microphone and a modem. All of this electronic equipment is called hardware. Materials which you can use on the computer are called software. These include CD-Roms and floppy disks

or diskettes, which are number 8.

Key 1 monitor2 mouse3 keyboard4 printer5 scanner6 flash memory7 disk drive8 diskette / floppy disk


1 Read the task instructions and tell the students to look at the words and pictures in Task 1.




Key1 The keyboard2 The monitor3 The printer4 The scanner5 The modem6 The mouse7 The disk drive8 A flash memory / a diskette

Lesson Objectives• todevelopintensivereadingskills• topresentandpractisevocabularyrelatedto

computing• todevelopspeakingskills

• topresentandpractisethe gerund to describe what things are used for

• toprovidelinkswithotherareasofthe curriculum, i.e. technology

79

A Multimedia Workstation Lesson 1UNIT ten







Key1833 Charles Babbage invented the first computer.

1945 The ENIAC was created by Mauchly and Presper Eckert.

1951 J.Lyons and Company had the LEO operational computer.

1960s Silicon chips were produced.

1975 Altair 8800, the first home computer, was sold.

1985 Microsoft Windows was launched.

1989 Gameboy by Nintendo was launched in Japan.

Task 5 Quiz game (10 minutes)

1 Read the task instructions and check understanding. Focus the students’ attention on the example and elicit another example question and write it on the board if necessary.

2 Organize the students into small groups. Make sure there are an even number of groups in the class, e.g. 6, 8 or 10 groups.

3 Tell the groups to write 5 questions each.


5 Tell the students that each group must find another group to work with. Tell the groups to take it in turns to ask the other group their quiz questions. Tell them they should only accept the first answer and tell them to keep score.


7 Ask a few groups at random who scored the most points.

80

The WWW and the Future of Computers UNIT tenLesson 2


1 Tell the students to read the task instructions.

2 Tell students to discuss the questions in pairs.

3 Walk around listening to the students. Help the students if necessary.


KeyWorld Wide Web People who want to receive and send information all over the world in a few minutes.

Task 2 Listening for general information (5 minutes)






Audio Script 21 The World Wide Web and the Future of Computers.

Listen to a radio interview with a computer expert.

I: And on today's programme, we have computer expert Dr Roberto Valencia. Dr Valencia, welcome to the show.

E: Thank you.I: First of all, could you tell us what the World Wide

Web is?E: Well, basically it's a library of resources available

to computer users. It was developed in 1989 by Timothy Berners-Lee. His idea was to allow teams in different parts of the world to share information. And then further software developed and the number of users grew very quickly. When a computer user accesses a site on the World Wide Web, a page is presented on the screen. This is

called a “home page”.I: What's a home page?E: It's a page of information from which other pages

can be reached. The user can access another page by clicking on a highlighted hot spot on the mouse. The user can see film clips, hear sound sequenc-es, receive other data, send e-mails or send infor-mation to the Web site.

I: Well, and what's the future of computers?E: Computers will get smaller, will have more

memory, more disk space and will be faster. There will be more advances in sound, graphics and video technology. For example, there will be more 3D video technology and more sophisticated games.

I: That sounds really interesting. Thank you very much for joining us this afternoon Dr Valencia.

E: My pleasure.

KeyThe history of the WWW ✓How to use the WWW ✓Information users can receive ✓Computers in the future ✓



1 Ask the students to read the task instructions silently. Check understanding and focus their attention on the example.




Key 1 1989 2 on3 hot4 film5 send6 smaller7 video technology

Lesson Objectives• todevelopextensiveandintensivelisteningskills• topresentandpractisewill for making future

predictions

• todevelopwritingskills• tobuildonthestudents’knowledgeof computing

81

Lesson 2UNIT ten


1 Tell the students to read the task instructions silently. Focus their attention on what Dr Valencia says.

2 Tell the students to do the task in pairs.



Key1 b2 c3 a

5 Write the two sentences Dr Valencia says on the board.

6 Draw a very simple table with three columns on the board. Focus the students’ attention on the first sentence and ask: "What is the subject?" (The world of computing). "What could we use instead of the world of computing?" (It). Write It in the first column of the table. Focus the students’ attention on the second sentence. Ask the students: "What is the subject of this sentence?" (Computers). "What could we use instead of computers?" (They). Write They under It in the first column of the table.

7 Underline will in both sentences. Ask the students: "Does this verb change depending on the subject?" (No) Write will in the second column of the table.

8 Underline progress and become. Ask: "What form of the verb is this?" (The base form). Write progress and become smaller in the third column of the table.

e.g.





4 Tell the students to compare their answers in

pairs.


Key1 will progress2 will become3 will have4 will develop 5 will be6 will produce7 will use


1 Ask some students some ways they think technology will develop in the future and write them correctly on the board.

2 Tell the students to write the sentences individually.


4 Organize the students into small groups and ask them to compare their ideas.

5 Ask some students at random for their ideas and write them on the board.

A possible production modelWe will all have telephones with television screens, so we can see the people we are talking to.

We will use electric cars to move faster from one place to another.

We will be able to travel to other planets.

We will do all our shopping by internet. We won’t go to shops or to the supermarket.

It will become smaller.They progress.

82

UNIT tenLesson 3 Repetitive Strain Injury



2 Focus the students’ attention on the picture. Ask them the questions. Encourage the students to give you their ideas. Prompt them if necessary by pointing at appropriate parts of the picture.

KeyThere is a cup of coffee on top of the monitor. It’s not a good idea to eat or drink near a computer, because you can easily damage it.Her back is not straight. She will have backache.Her face is too close to the monitor.Her feet are not flat on the floor.The keyboard is too low.


N.B. Conduct a brief discussion about why it isimportant to sit correctly at a computer. Focus the students’ attention on the title of the lesson: Repetitive Strain Injury. Repetitive Strain Injury is damage done to parts of the body, e.g. the back, caused by bad posture while working.


2 Focus the students' attention on the pictures. Demonstrate the task with the example provided.




6 Check the task orally and then write the answers on the board.

Key263154




3 Ask a student to come to the front of the class. Tell him or her to sit in a chair and follow your instructions. Tell him or her to begin by slouching in the chair, i.e. sitting very casually and not straight. Give the instructions from Task 2 one at a time (not necessarily in the order they are presented in the task). Encourage the student to move his body into the correct position according to each instruction. Then ask him or her to go back to his/her seat.

4 Sit in a chair at the front of the class yourself. Encourage the students to give you instructions from Task 2. Move your body according to each instruction.

5 Tell the students to do the task in their pairs.


7 Ask two students to come to the front of the class to perform the task.

Lesson Objectives• toreviewandpractisevocabularyrelatedtothe

parts of the body and computing

• todevelopspeakingskills• toraiseawarenessofhowtouseacomputer

83

How to Write an E-mail Lesson 4UNIT ten


1 Read the task instructions. Demonstrate the task by doing number one as an example.




N.B. Ask the students to give reasons for their answers.

Key1 true2 true3 false (You also need an e-mail programme and

access to a telephone line)4 false (All kinds of people use e-mail)5 true

Task 2 Reading and completing a text (15 minutes)

1 Ask the students to read the task instructions silently. Check understanding and focus the students’ attention on the words in the box and the example.





Key1 looks2 addresses3 capital4 type5 send6 music7 message8 finished


N.B. If you and your students have access to e-mail, you should arrange for the students to write their messages and send them during the lesson. If not, the students can still practise writing an e-mail by copying the basic format and writing their message on paper.


2 If you and your students do not have access to computers with e-mail, ask the students to copy the basic format onto a piece of paper. Include three boxes for To, Cc and Subject and a space to type the message.

3 Organize the students into groups to do the task. Ask them to first brainstorm what they like and dislike about OWTE Book 4 and write a list. Then tell them to compile an e-mail message to the CRADLE team together.

4 While the students are working, copy the basic e-mail format onto the board.

5 Ask one student to write his or her groups’ message and complete the To, Cc and Subject boxes on the board. Encourage the rest of the group to help you correct the message, if necessary.

6 Take in the e-mail messages to mark and, if possible, send them to the CRADLE National Coordinators either by e-mail or by "snail mail" (the postal service)!

Lesson Objectives• todevelopintensivereadingskills• todevelopwritingskills

• tobuildonstudents’knowledgeoftechnology

84

UNIT tenLesson 5 A Game

Task 1 Vocabulary game (20 minutes)

1 Organize the students into small groups. Make sure there is an even number of groups, i.e. 6 groups, 8 groups or 10 groups, etc.

2 Ask the students to read the instructions for number 1. Check understanding and make sure that they have scrap paper and scissors to do the task.

3 Ask the students to read the instructions for number 2. Check understanding and brainstorm some parts of the computer and write them on the board as an example.

4 Tell the students to read the instructions for number 3. Demonstrate how to put the papers in a neat pile.

5 Read the instructions for numbers 4, 5 and 6. Then ask two teams to come to the front of the class to demonstrate the game.

6 Tell the class that two teams have to work together. Organize the whole class, so that two teams are working together. Then tell them to play the game.

N.B. All the students should play the game at the same time. It is not necessary for only two teams to play at one time.


8 Ask one or two teams who won the game.

Lesson Objectives• topractisethevocabularyrelatedtocomputing• toprovidevarietyintheformofagame

85

Task 2 Completing sentences

Key1 flash memory2 keyboard3 WWW4 E-mail5 mouse6 printer

Checking My Progress 10UNIT ten

86

UNIT elevenLesson 1 BUSINESS


1 Organize the students into pairs. Tell them to keep their books closed.

2 Ask the students to make a list of as many jobs as they can think of in one minute. Brainstorm one or two jobs as an example and write them on the board if necessary.

3 Stop the students after one minute. Then ask them to count how many jobs they wrote.

4 Ask the student who wrote the most jobs to read out their list. Then ask other students to tell you any different jobs they thought of. Write the jobs on the board quickly as the students say them to you.

A possible production modelpoliceman footballerteacher artist carpenter weaverpolitician singerdentist tourist guidedoctor bank clerksoldier journalist


1 Read the instructions for the task. Check under-standing.

2 Say: "Read the four texts, please, and read the text on the following page, too." Allow the students enough time to read it. Then, say: "Decide which of the advertisements the letter of application is for."



Key4

Lesson Objectives• todevelopintensiveandextensivereading skills• todevelopwritingskillsandthestudents’ ability to write a formal letter

• topresentandpractiseformalexpressionsfor

letter writing

87

Applying for a Job Lesson 1UNIT eleven


1 Tell the students to read the task instruction silently.

2 Demonstrate the task. Focus the students’ attention on the first piece of information Where she saw the advertisement. Ask: "Does she say where she saw the advertisement in the letter?" Confirm the correct answer and focus the students’ attention on the first sentence of the letter.


4 Copy the rest of the information from Task 3 on the board while the students are working. Then walk around the class. Monitor and help the students if necessary.


6 Ask a student to tick the correct information on the board. Then ask individual students to tell you the details of the information they ticked.

KeyWhere she saw the advertisement ✓ (El Hoy newspaper, 19th April)

Her age: ✓ (24)

Her studies and qualifications: ✓ (Degree in accountancy from Central University, Quito)

Her work experience: ✓ (Accountant in Beauty Salon)

Relevant aspects of her personality: ✓ (hardworking and reliable)

A telephone number: ✓ (2813245)

Task 4 Reading and following instructions (5 minutes)

Teaching Tip In order to check this task more easily, copy the letter

from page 103 of the Student’s Book onto a large piece of paper before the class. You can then stick this on the board during the lesson and circle and underline the relevant information when checking.

1 Tell the students to read the letter again and follow the instructions in the task.

2 Demonstrate the task by doing number 1 as an example, pointing at Johanna’s address in the letter in the Student’s Book.





Key1 Clemente Ballén 314 y Boyacá2 Happy’s Restaurant, 10 de Agosto y Chile, Guayaquil3 Dear Mr Malone4 Yours sincerely

5 , (comma)6 I am writing in response to your advertisement. I believe I am a suitable applicant for the position of

accountant. I would be grateful if you considered me for the post. I enclose a full CV.

7 Ask the students what the difference between the phrases in Task 4 and the phrases they found in the letter is. (The phrases in the letter are more polite and more formal). Then ask them: "Which phrases should you use in a letter of application?" (The phrases in the let-ter, not the phrases in Task 4. The phrases in Task 4 are too informal).

Task 5 Writing


2 Ensure that the students understand that they have to choose another advertisement to write a letter of application for.

3 Encourage them to use the information in Task 4.

4 Set the task for homework. Tell the students to write their letters on paper.

5 Take the homework in to mark at the beginning of the next class.

6 Invite one student to write his/her letter of application on the board.

A possible production model Sucre 1614

Cuenca 23th August 2006

Mr Peter Black The Aitchison School of English Cuenca

Dear Mr Black,

I am replying to your advertisement in El Tiempo newspaper. I am 30 years old and I speak English fluently. I graduated with a degree in Teaching English as a second language in the University of Cuenca six years ago. I also did a Masters degree in English Language Teaching in Manchester University two years ago. Since then I have worked as an English teacher in Abraham Lincoln Languages School.

I believe I am a suitable applicant for the position of English teacher at The Aitchison School of English, because I have both experience and relevant qualifications and I am also hardworking and reliable. I would be grateful if you would consider me for the post. I am available for interview at any time and I can be contacted in the afternoons from 2.00 pm to 4.00 pm on 2842665. I enclose a full CV.

Yours sincerely,

Johana Beltrán

88

Making an Appointment UNIT elevenLesson 2


1 Tell the students they are going to play a game.

2 Focus the students’ attention on the board in Task 1. Tell them you are going to demonstrate the task. Say: "I am one of the people in the table, but I am not going to tell you which person I am. You have to guess by asking me questions." Then focus the students’ attention on the picture of the students talking to help them.

3 Encourage the students to ask you questions to find out who you are. Tell them when a student guesses correctly.

4 Then ask a student in the class to choose a person from the table. Tell them not to tell you who they have chosen. Encourage the rest of the class to ask them questions to find out who they are.

5 Organize the students into pairs. Tell them to take it in turns to play the game in the same way as you demonstrated.



A possible production modelA: Do you work for Artefacta?B: No, I don’t.A: Do you work for Marathon Sports?B: Yes, I do.A: Are you the sales manager?B: No, I’m not.A: Are you an executive?B: Yes, I am.



1 Read the task instructions. Check understanding. Allow the students a few minutes to read the notes in the table.

2 Play the CD or read Audio Script 22 two or three times (or until most of the students have completed the task). If you have a CD player, copy the agenda quickly on the board while the students are listening.

3 Ask the students to compare their answers in pairs. Then, check the task on the board. If you don’t have a CD player, copy the agenda quickly on the board while the students are working.


Audio Script 22 Making an Appointment

Listen to two telephone conversations.

Dialogue OneA: Good morning. IBA Computers. How can I help

you?B: Good morning. Could I speak to Mr White,

please?A: Certainly, sir. Who shall I say is calling?B: Carlos Montalvo from GOTEX Software.A: Ah! Mr Montalvo. I'll put you through.C: Carlos!B: Bill, how are you?C: Fine, thanks. And you?B: Fine. Could I visit you some time this week? I'd

like to talk about the new project.C: Yes, sure. How about Tuesday?B: Oh, I'm sorry. I'm busy all day Tuesday. How

about Wednesday?C: Hmmm. I'm free in the afternoon on Wednesday.B: Yes, that would be fine. About 3 o'clock?C: 3 o'clock's fine.B: O.K. Great. See you Wednesday.

Dialogue TwoD: Good morning. Colby Software. How can I help

you?B: Good morning, Nancy. Carlos Montalvo here from

GOTEX.D: Carlos. How are you?B: Fine, thank you. Could I speak to Jack?D: Yes, just a moment I'll put you through.E: Carlos! What can I do for you?B: Hello Jack. Could I visit you some time this week?

I need to talk to you about a couple of problems.E: Oh dear! Yes, of course. When are you free?B: How about Thursday?E: Ah no, sorry. I'm busy all day Thursday. I'll be in

Loja. How about Friday?B: I'm free all day on Friday.E: Well, I'm busy in the afternoon, but I'm free in the

morning. B: Friday morning's fine. About 10 o'clock?E: Yes, that’s o.k.B: Great. I'll see you on Friday at 10 o'clock then. KeyBill White/Wednesday 3 o'clockJack Connor/ Friday 10 o'clock

Lesson Objectives• topractisepresentsimplequestionformsand short answers• to develop intensive and extensive listening skills

• topresentandpractiseformalexpressionsfor making a business appointment

89

Lesson 2UNIT eleven




2 Focus the students’ attention on the example. Ensure they understand that they have to tick (✓) the phrases they hear in Dialogue 1 or 2.


4 Tell the students to compare their answers in pairs for one minute.

5 Check the answers on the board.

KeyDialogue OneCould I speak to ..? ✓Could I visit you sometime this week? ✓How about Tuesday /Thursday? ✓I’m sorry, I’m busy all day ✓I’m free in the morning / afternoon. ✓Yes, that would be fine. ✓

Dialogue TwoCould I speak to …? ✓Could I visit you sometime this week? ✓How about Tuesday / Thursday? ✓I’m sorry, I’m busy all day. ✓I’m free in the morning / afternoon. ✓


1 Focus the students' attention on the phrases they ticked in Task 3.

2 Tell the students to look at these phrases to do the task. Demonstrate the task by asking: "Which phrase is used to suggest a day?" Confirm the cor-rect answer. (How about Tuesday/ Thrusday?)



Key1 How about Tuesday/Thursday?2 Yes, that would be fine.3 I'm sorry, I'm busy all day.4 Could I visit you some time this week?5 Could I speak to ...?6 I'm free in the morning / afternoon.

N.B. Tell the students that these expressions are polite and appropriate for making a business appointment. Tell them they are going to practise using these expressions in the next task.




3 Make sure that the Student Bs turn to the relevant page of the Pair Work Activities to do the task.

4 Demonstrate the task if necessary. Ask a student to come to the front of the class. Tell him or her to look at the agenda on page 89. Perform the beginning of the role play with the student. Pretend to call him or her by telephone and use the expressions from Task 4.

N.B. Tell the students to use their own names to do the task.


6 Ask one or two pairs at random when they arranged to meet.

A possible production modelA: Good morning. Could I speak to Marisol

Rodríguez, please?B: Yes, Marisol Rodríguez speaking.A: Hi, Marisol. It’s Isabel Suaréz. Could I visit you

sometime this week?B: Yes, of course. A: How about Monday afternoon?B: I’m sorry, I’m busy all day Monday. How about

Tuesday?A. Oh, I’m sorry. I’m in Guayaquil all day Tuesday.

What about Friday?B. Yes. I’m free all day on Friday until 5.00 pm.A: Can we meet at 10.00 am?B: Yes, that would be fine.A: Great. I’ll see you on Friday at 10 o’clock then.

KeyWednesday 12.00 – 2.30 pm or Friday, any time before 5.00 pm.

90

UNIT elevenLesson 3 Business Class



2 Tell the students to do the activity individually. Ask them to try to guess which word matches each picture if they don’t know.

N.B. Make sure the students write the numbers next to the words in the box. They don’t have to write anything in the boxes next to the pictures for this task.




Keyrunway (4)check in desk (1)departure lounge (6)arrival hall (5)passport control (2)baggage reclaim (3)




2 Tell the students that they only have to get the general idea of the text. Say: "Don’t worry if you don’t understand every word. Just decide where the people are and tick this place in Task 1."



5 Check the task orally and write the answer on the board. Audio Script 23 At the Airport

Listen to a conversation between two people at an airport.

S: Good morning, Sir. Can you put your case on the scales, please?

P: Ah, my bag. Yes. Here you are. It isn't very heavy.S: Do you have just one piece of hand luggage?P: Yes, just this small bag here.S: Right. That's fine. Can I have your ticket please?P: Yes. Here you are.S: Thank you. Ah ha... destination Miami. Flight number OA 976. P: Yes, OA 976.S: Would you like a window seat?P: Oh, yes please. Yes, I'd prefer to sit by the window.S: Smoking or no smoking?P: No smoking, please.S: O.K. Your seat number is 15 C. P: 15 C?S: Yes, it's written here, look. We'll be ready to board at half

past nine.P: Sorry, at what time?S: At nine thirty, Sir.P: All right. And what's the gate number?S: Gate number 6. Here's your boarding pass. Have a nice flight.

Key1



1 Tell the students to read the task instructions silently and check understanding. Focus the students’ attention on the examples provided. Give them a few minutes to read the information in the table.


3 Tell the students to compare their answers in pairs for one min-ute.


KeyName: Fernando LeónSeat no. 15 C Destination: MiamiBoarding Time: 9.30Flight no. OA 976Gate no. 6


1 Organize the students in pairs. Tell them that one student in each pair is A and the other one is B.

2 Tell the Student As that they have to look at the the table on page 103 and the Student Bs have to look at the relevant pair work activity at the back of their Student’s Books.

3 Demonstrate the task by bringing a student to the front of the class to do the first part of the activity with you, if necessary.



A production modelA: What time does the flight to Madrid leave?B: It leaves at 9.30.A: What is the gate number?B: Gate number 2.

Key

Lesson Objectives• topresentandpractisevocabularyrelatedto air travel• todevelopintensiveandextensivelistening skills

• todevelopspeakingskills• toprovidethestudentswithpracticein communicating in a real life situation.

destination flight departure gate

number time numberMadrid 1B 194 9.30 2Bogota LH 206 8.15 16Galapagos Islands EQ 374 7.30 1Amsterdam KL493 9.00 4Paris AF 529 10.45 11

91

How to Write a CV Lesson 4UNIT eleven

Task 1 Activating geneal knowledge (5 minutes)

1 Read the task instructions. Pose the questions and encourage the students to tell you their ideas.

2 Confirm the correct answers.

KeyThis is a Curriculum Vitae.It is often requested by an employer when somebody is applying for a job.


1 Ask the students to read the task instructions silently. Check understanding and focus the

students’ attention on the example.




Key1 Born2 Nationality3 Education 4 Employment5 Languages6 References



2 Ensure they understand that they have to write their own CV on a piece of paper.

N.B. Since the students have not yet finished their education and may not have had a job up until now, ask them to write their future CV with the qualifications and work experience they would like to have when they are 20 years old, for example.

3 Monitor and help individual students if necessary.

4 Invite one student to write his or her CV on the board.


Martha Calero

Born February 17th 1984Nationality EcuadorianAddress Kennedy 432Telephone 2409130e-mail [email protected]

Education and Qualifications:Business AdministrationCatholic University October 2002 - September 2007

Specialization: Accountancy24 de Mayo High SchoolQuito 1996 - July 2002

EMPLOYMENT HISTORY:Sales assistantSemblanzas Bookshop: August 2002 - October 2005Ethnic Collection Handicrafts: December 2005 - Pres-

ent

ADDITIONAL INFORMATIONPublic Seminars Attended: “How to Succeed in Sales”Chamber of Commerce, Quito, July 2004“The Five-Minute Manager”American Junior School, Guayaquil, February 2003

Languages: English (Fluent), German (Good)

Interests: swimming, jogging, reading novels

References: Lupe CarpioEthnic Collection Sales ManagerTelephone number: 2569666

Lesson Objectives• todevelopreadingskills• todevelopwritingskills

• toteachstudentsauseful,real-lifeskill

92

Selling and Buying UNIT elevenLesson 5

Task 1 Reading and completing information (10 minutes)





KeyAddressee: Mr Tomori WatanabeReference: Purchase orderForm of payment: by letter of credit

Task 2 Completing a letter (30 minutes)



3 Monitor and help the students if necessary. 4 Check the task orally. Ask some students at

random to read their letters.

A production modelVEMASPRI IMPORTATION

Corporación Mercantil de InformáticaManuel Guisado OE 745

P.O.Box 17-12-1024Quito, EcuadorSouth America

June 24th 2006

Mr Tomori WatanabeSales ManagerTCA Japan LtdChuo 2-7-4, Vilaforta 703Nakanoku, Tokyo 164Japan

Dear Mr Watanabe,

Re: Purchase order for computing equipment

Thank you for your letter of June 20th in which you enclose your catalogue and price list. I would like to order the following items:

15 keyboards ACER 6512-TW 10 mice Genius FSUGMZE3 20 monitors Samsung Syncmaster 400b

As we discussed last week on the telephone, we will make payment by letter of credit. Our bank will be authorized to issue the corresponding documents as soon as we receive your confirmation of the order and the invoice.Please note that the shipment should arrive in Quito by 25th September.I look forward to hearing from you soon.

Yours sincerely,

María Yánez P.Marketing Manager

Lesson Objectives• todevelopreadingskills• todevelopwritingskills• topracticevocabularyrelatedtobusiness

93

Checking My Progress 11UNIT eleven

Task 2 Matching information

Key1 c2 e3 b4 a5 f6 d

94

UNIT twelveLesson 1 TOURISM

N.B. Tell the students well in advance to bring the materials they will need to make the poster in Lesson 2 and any useful historical information about their city, town or village for Lesson 4.



2 Copy the mind map on the board quickly.3 Ask the students to tell you some other places in

Ecuador which tourists like to visit. Write them on the board.

4 Ask the students to note them down too.

A possible production modelIngapirca ruinsCities and towns, e.g. Cuenca, BañosIndigenous markets, e.g. OtavaloThe jungle The Galapagos IslandsThe beach National Parks, e.g. Machalilla National ParkMuseums




2 Focus the students’ attention on the example.3 Play the CD or read Audio Script 24 once or twice

(or until most of the students have completed the task).

4 Check the task orally and write the answers on the board. Write numbers 1 to 4 on the board and say: "Can you tell me number 1/2/3/4 please, (name)". Tick the correct information.

Audio Script 24 In a Travel Agency

Listen to two tourists talking to a travel agent.

TA: Good morning. Please take a seat. I’ll be with you in just a moment.

B/C: Thank you.TA: How can I help you?B: We’d like some information about jungle tours.TA: Jungle tours. O.K. Well, we have two jungle

tours. One to Cuyabeno National Reserve and

one to Yasuní. C: We’re interested in going to Cuyabeno.TA: Great. Well, why don’t you have a look at this

brochure first of all. B: It looks really nice. How many days is the trip

for?TA: It’s for five days and four nights. The trip

begins in Lago Agrio. So first you have to travel there. You can go by bus or by plane.

B: How long does it take by bus?TA: About eight hours.C: Oh! It’s a long way!TA: Yes, but, of course, it’s much cheaper by bus

than by plane.B: And what kind of accommodation do you provide?TA: Mosquito nets inside a big cabin.C: What kind of activities can we do during the

trip?TA: You can walk in the jungle and learn about the

medicinal plants. You can go on trips in the canoe and you can see lots of birds and

animals, for example monkeys, dolphins .. and maybe an anaconda!

B: Wow!TA: You can also fish piranhas and take an evening

trip in the canoe to see caymans.C: It sounds great! How much does the tour cost?TA: It costs $190 per person.B: Well, I think we’d like to think about it. Can we take the brochure?TA: Yes, of course. Come back if you have any

more questions or when you’ve decided.B/C: Thank you.TA: You’re welcome. Nice to meet you.

Key1 There are two tourists. ✓2 The tourists want to go to the rain forest. ✓3 The tourists ask questions ✓ about the tour.

Lesson Objectives• topresentandpractisepoliteexpressions• todevelopextensiveandintensivelistening skills

• todevelopspeakingskills• toprovidelinkswithotherareasofthe curriculum, e.g tourism

95

In a Travel Agency Lesson 1UNIT twelve


1 Tell the students to read the task instructions. Check understanding and focus the students’ attention on the example. Say: "The trip to Cuyabeno is for five days, four nights."

2 Play the CD or read Audio Script 24 once or twice or until most of the students have completed the task. If you have a CD player, copy the table on the board while the students are listening.

3 Ask the students to compare their answers in pairs. If you don’t have a CD player, copy the table on the board while the students are working.


KeyNumber of days: five days, four nightsLength of journey by bus: about eight hoursAccommodation: mosquito nets in a big cabinActivities: walk in the jungle / learn about medicinal plants/ trips in canoe / opportunities to see lots of birds and animals/ fish piranhas / night tour to see caymans Cost of tour: $190 per person

Task 4 Reading and categorizing (10 minutes)


2 Focus the students’ attention on the example. Ask: "Who do you think said ‘Please take a seat?"’ Confirm the correct answer.

3 Tell the students to do the task individually.4 Monitor and help the students if necessary.5 Check the task orally and write the answers on the

board.

Key1 TA2 TA3 TA4 T5 TA6 T7 T8 T9 T10 T11 T

Task 5 Language Awareness (5 minutes)


2 Focus the students’ attention on the example. Say: "Look at number 3. ‘How can I help you?’ is a phrase for offering help."

3 Tell the students to do the task individually.4 Monitor and help the students if necessary.5 Check the task orally and write the answers on the

board.

Keya 3b 10c 1d 2e 5 f 8 g 9h 7i 11 j 4k 6

Task 6 Role Play (10 minutes)


2 Organize the students into groups of three. Tell them that one of them (C) has to take the role of a travel agent and the other two (A and B) are tourists who would like information about a trip to Cuyabeno.

N.B. Remind the students that they can use the language introduced in Task 4 and the information about Cuyabeno in Task 3.


4 Bring three students to the front of the class to perform the role play.

A possible production modelC: Good morning. Please take a seat. How can I help

you?A: We’d like some information about jungle tours.C: Jungle tours. O.K. Well, we have a jungle tour to Cuy-

abeno National Reserve. B: Oh good!A: Why don’t you have a look at this brochure first of all.A: It looks really nice. How many days is the trip for?C: 4 days and 5 nights.B: How long does it take by bus?C: It takes about 8 hours.A: And what kind of accommodation do you provide?C: There are cabins and you sleep in a mosquito net.B: What kind of activities can we do during the trip?C: You can go for walks in the jungle and see the plants

and wildlife. You can swim in the river and you can go on a night tour in the canoe to see caymans.

A: How much does the tour cost?C: It costs $190.00B: O.K. Well, we’d like to think about it.C: Yes, of course. Come back if you have more questions.A/B: Thank youC: You’re welcome. Nice to meet you.

96

UNIT twelveLesson 2 Ecotourism






Key1 blue-footed boobies 2 dolphin 3 sea lion 4 penguins 5 giant tortoise 6 marine iguanas 7 frigates

Task 2 Predicting / reading and checking (5 minutes)


2 Organize the students into pairs to do the first part of the task.


4 Ask some students at random for their ideas, but do not check the task.

5 Tell the students to read the text individually and check their ideas.


KeyEcotourism is tourism which does not harm or change the natural environment in any way. There are some rules for tourists and tourist agencies to protect the natural environment.

Lesson Objectives• toreviewvocabularyrelatedtoEcuadorian wildlife• to develop extensive and intensive reading skills

• toprovidevarietyintheformofprojectwork• toreviewandpractisethefirstconditional

97

Lesson 2UNIT twelve



2 Focus the students’ attention on the example.




Key1 Do not take anything from the islands.2 Do not light fires.3 Do not touch the animals.4 Keep to the marked paths.5 Do not drop litter.6 Do not eat, drink or smoke on some islands.


1 Tell the students to read the task instructions silently. Check understanding and focus the students’ attention on the example.

2 Write the first sentence on the board. Draw a box around the first clause If tourists touch the ani-mals, and a box around the second clause the ani-mals will be afraid. Ask: "Which part of the sentence talks about a result?" (The second) "Which part of the sentence talks about a cause?" (The first). Underline touch in the first clause and ask the students: "What tense is this?" (Present simple). Underline be in the second clause and ask the students: "What form of the verb do we use after will?" (The base form). Then draw the following verb pattern on the board:

If + + present simple, + will + base form

N.B. Do not erase the verb pattern.


4 While the students are working copy the beginnings of the sentences onto the board.



A possible production model1 If tourists touch the animals, the animals will be

afraid.2 If tourists eat on the islands, the animals will eat

the food that they leave on the ground.3 If people light fires on the islands, the fire will

destroy plants and vegetation. 4 If people throw rubbish, the rubbish will harm or

injure the Galapagos wildlife.5 If tourists walk in prohibited areas, they will

disturb the wildlife.6 If tourists take plants from the islands, some spe-

cies will become extinct.

Task 5 Project Work (20 minutes)


2 Organize the students into groups to do the task.


4 Encourage the students to display their posters on the classroom walls.

98

UNIT twelveLesson 3 Giving Directions


1 Read the task instructions. Check understanding and focus the students’ attention on the given example.




KeyTurn right. (2)Take the third street on the right. (3)Walk two blocks. (8)Go straight on. (6)Turn left. (1)It’s on your left. (5)Take the second street on the left. (4)Keep going until you come to the traffic lights. (7)

Task 2 Listening and following directions (15 minutes) N.B Please check your pronunciation, stress and intonation with the CD before teaching.

1 Tell the students to read the task instructions. Check understanding.

2 Demonstrate the task with an example. Tell the students to put their finger on the circle where it says You are here on the map. Tell them to listen to the first set of instructions and follow them with their finger on the map. Play the first set of instructions from Audio Script 25. Then ask: "Where are you?" and confirm the correct answer.

3 Play or read each set of instructions from Audio Script 25 one at a time. Rewind and repeat each set of instructions if necessary. After listening to each one, ask the students: "Where are you?" Confirm the correct answer and write it on the board each time.

Audio Script 25 Giving Directions

Listen to the directions and find the place on the map.

1 Go straight on. It’s four blocks from here. Keep going until you come to the traffic lights. Then it’s on your left.

2 Take the first street on the right. Walk two blocks and it’s on your right.

3 Go straight on and take the third street on the right. It’s on your left.

4 Turn left here. Walk to the end of the street. It’s on your right.

5 Take the first street on your left. Walk one block. It’s on your left.

Key1 cathedral2 traditional restaurant3 museum4 craft shop5 art gallery

Task 3 Speaking ( 20 minutes)

1 Organize the class into pairs. Tell the students that each pair must have an A and a B.

2 Demonstrate the task. Ask a student to come to the front of the class. Say: "I am A and you are B. I am going to give you directions to a place and I want you to tell me where you are." Tell the stu-dents to look at the map in his/her Student’s Book and to start from You are here. Tell the rest of the group to look at their maps and follow your instructions, too.

3 Choose a place on the map, but do not tell the students which place it is. Then give instructions for getting to the place from the You are here point. When you have given your directions, ask the stu-dent: "Where are you?" Then ask the rest of the class to confirm if he or she is correct.

4 Tell the students to work in their pairs and take it in turns to do the same activity.

5 Monitor and listen to the students, but do not interrupt them to correct them. If you hear a lot of mistakes, wait until the task has finished and then correct them with the whole group.

A possible production modelA: Go straight on and take the third street on your right. Walk one block and it’s on your right. Where are

you?B: At the supermarket!A: Yes, that’s right.

B: Walk one block. It’s on your right. Where are you?A: At the craft shop.B: No, it’s on your right.A: Ah! The university.B: Yes, that’s right.

Lesson Objectives• toreviewandpractiseusefulexpressionsfor giving directions• to develop understanding of how to follow direc-

tions

• todevelopintensivelisteningskills• todevelopspeakingskills

99

A Guided Tour Lesson 4UNIT twelve



2 Tell the students to do the task.3 Monitor and help the students if necessary.4 Check the task orally and write the answers on the board.

Keyvolcano (4)painting (1)market (3)traditional food (2)church (6)condor (5)






Audio Script 26 A Guided Tour

Listen to a guide pointing out things to see to a group of tourists on a bus.

G On the left you have a very good view of Cotopaxi volcano.T: Wow!!G: Yes, isn’t it incredible? The volcano is 5897 metres high. It

last erupted in 1877. Now, on the right, you can see a beautiful church. It is called San Francisco Church. It was built in 1537.

T: AHH!!G: Yes, it’s a beautiful church, isn’t it. Oh, on the left, you can see

some traditional Ecuadorian food. The woman is selling fritada, which is roast pork. It’s traditional food from the highlands of Ecuador.

T: MMM!G: Yes, it certainly is delicious. Well, you’ll be able to try it later

when we stop for lunch. Now straight ahead of us, we have a very good view of Chimborazo volcano.

T: AAHH!!G: Isn’t it marvellous? This volcano is 6310 metres high. We are

very lucky to have a clear day today. Aaah, now on the right you can see a man selling paintings. Can you see them?

T: MMM!G: Yes, those are traditional tigua paintings. They are painted by

indigenous people here in the highlands. O.K. Well, we are going to stop for a little while now. You can use the bathroom here and have a drink if you like, but fifteen minutes only please...(FADE)

Key1 ✓ 2 ✓ 4 ✓ 6 ✓



2 Focus the students’ attention on the example.3 Play the CD or read Audio Script 26 once or twice (or until most

of the students have completed the task).4 Write the numbers on the board and check the answers.

Key 1 On the left2 18773 church4 15375 On6 highlands7 Straight8 6310 9 Can 10 traditional


1 Organize the students into small groups.2 Tell the students that they are going to plan a guided tour like

the one in the audio script for their classmates. Tell them that the tour is going to be of their own town or city.

3 Tell the students to first write a list of interesting places and sights in their town or city. Brainstorm some examples and write them on the board. Then tell the groups to work together to write their list. Tell them they have 5 minutes to do this.

Teaching Tip If the students in your class live in a very small town or village,

tell them to think of anything they could show to a visitor, e.g. the local shop, a house where a person who makes cheese lives, a pretty view, a good place to swim in the river, etc. It is not necessary for the students to use big buildings or spectacular land marks.

4 Monitor and help the students if necessary.5 Stop the students after 5 minutes and ask them to make notes

to give a guided tour using these places. Encourage them to use any historical facts they know. Tell them that afterwards one person from each group is going to stand at the front of the class and give the guided tour to the rest of the class as if they were tourists on a bus. Give some examples to help the students, e.g. say: "For example, you can say: On the left is the church. It’s called Santa María Church. It was built at the beginning of the century. On the right there is a man making toffee, which is called..., etc."

6 Monitor and help the students if necessary.7 Ask one student from each group to come to the front of the

class to give their guided tour. Tell the other students to pretend they are tourists on a bus. Arrange the chairs to make the seating arrangements more like a bus, if possible.

A possible production modelWelcome to this journey around the city of Quito. On the left you can see the Congress building. It is the place where congressmen from all over the country meet. Now we are going along 10 de Agosto Avenue. On your right you can see the Central Bank. It has an interesting museum. Straight ahead of us we have an interesting view of the Panecillo Hill. It is possible to have a very good view of the city from here. On the right you can see the Government Palace. From here our president rules the country. Now you can see the Compañía church on the right. It was built in the colonial style. Now we are going to get out of the bus and visit this church. Please follow me.

Lesson Objectives• tobuildonthestudents’knowledgeof vocabulary related to Ecuadorian culture.• to develop extensive and intensive listening skills

• toprovidethestudentswithpracticeofa real-life skill, i.e. giving a guided tour

100

UNIT twelveLesson 5 The Review Game

Task 1 Reading and following the instructions

1 Tell the students to read the instructions for playing the game. Be ready to explain any instructions they don't understand.

Task 2 Playing the game

1 Organize the students into pairs or small groups. Tell them to start playing.

2 Monitor students' work.

Lesson Objectives•topractisevocabularyrelatedtoentertainment, computing, business and tourism•toprovidevarietyintheformofagame

101

Checking My Progress 12UNIT twelve

Task 2 Writing questions

Key1 How can I help you?2 Would you like to visit Cuyabeno National

Reserve?3 What kind of activities can we do?4 How much is the flight ticket to Lago Agrio?5 How long does the tour last?6 How many days is the trip for?

102

Exercise 1

Short answers may vary slightly. A possible produc-tion model. 1 Is Yes, he is./No he's not.2 Is Yes, he is./No he's not.3 Does Yes, he does./No he doesn't.4 Has Yes, he has./No he hasn't.5 Is Yes, he is./No he's not.6 Is Yes, he is./No he's not.7 Does Yes, he does./No he doesn't.8 Has Yes, he has./No he hasn't.

Exercise 2

Answers may vary. A possible production model. 1 What do you like to do in your free time?2 What kind of sports do you like?3 How often do you go hiking?4 Where do you go hiking?5 Who is your favourite football player?

Exercise 3

Key1 is called2 is celebrated3 are exhibited4 are organized5 is located6 is visited

Exercise 4

Key1 the longest2 bigger than3 faster than4 smaller than5 higher than6 the largest7 the highest8 the biggest

Grammar UNIT oneREVISION UNIT: FREE TIME

103

Exercise 1

Key1 English is spoken.2 Spanish is also spoken.3 Belize City was destroyed by a hurricane in 1960.4 Belize is bordered by Mexico on the north.5 Belize is bordered by the Caribbean Sea on the east.6 Oranges, grapefruit, and bananas are grown.7 During that time it was called British Honduras.8 Belize was given its independence in 1981.9 Belmopan was made the capital in 1970.

Exercise 2

Key1 know2 is3 move4 say5 doesn't do6 moves7 have8 read9 costs

Exercise 3

Key1 ✓2 (was) is3 (go) went4 (see) saw5 ✓6 (take) took7 ✓

Exercise 4

Answers will vary. A possible production model.1 reading...it is relaxing2 football...it is exciting3 English...it is necessary4 to play video games...they are fun

ThE ENGlISh lANGUAGE UNIT twoGrammar

104

Exercise 1

Key1 Food is preserved in refrigerators.2 Foods are easily cooked in microwaves.3 Our homes are cooled using fans and air conditioners.4 Our homes are heated using electric heaters.5 Light is produced during the night time hours.6 Entertainment is provided with TVs, radios, video games, etc.

Exercise 2

Key1 a. go / move b. acquires c. move / go d. occur2 a. move b. create c. jump d. releases

Exercise 3

Key1 will cause2 will get3 touch4 will feel5 occurs6 will generate

UNIT threeGrammar ElECTRICITY

105

Exercise 1

Key1 d2 f3 b4 c5 h6 g7 e8 a

Exercise 2

Key1 Q: How much water is on earth? A: There is about 1.4 billion km3 of water on earth.2 Q: How much of the earth's water is fresh? A: Only 3% of the earth's water is fresh.3 Q: How much water do humans contain? A: Humans contain 50-70% water.4 Q: How much water does a person take in over a lifetime? A: A person takes in about 60,600 litres of water over a lifetime.5 Q: Can water disappear? A: No. It turns to vapour and later condenses to liquid again.6 Q: What are water's natural states? A: They are liquid, vapour, and solid (ice).7 Q: At what temperature does water freeze? A: It freezes at 0°C.8 Q: At what temperature does water boil? A: It boils at 100°C.

Exercise 3

Key1 water boils2 the temperature is3 water condenses4 water freezes5 they contract6 it needs / you need

Exercise 4

Answers may vary. A possible production model.1 You could take an aspirin.2 You should buy a new one.3 You should see the dentist.4 You should drink warm milk. 5 You should put it under cold water.

ThE NATURAl WORlD UNIT fourGrammar

106

Exercise 1

Key1 hSomeone who has a lot of energy and is always moving is energetic.2 eSomeone who always does a good job is hardworking.3 fSomeone who likes to act, not think, is practical.4 b Someone who has many original ideas is creative.5 d Someone who works well with other people is cooperative.6 cSomeone who likes new, exciting experiences is adventurous.7 g Someone who is very tolerant and can wait easily is patient.8 aSomeone who is always in a good mood is cheerful.

Exercise 2

Key1 I am not a girl.2 I don't live in Italy.3 I don't have a job.4 I don't travel much.5 I take the bus to school.6 I don't give money to charity.

Exercise 3

Answers may vary. A possible production model.1 ...I would learn the language.2 ...I would buy a mansion.3 ...I would know other famous people.4 ...I would be lonely.

Exercise 4

Key1 Half (of) her friends have mothers who work outside of the home.2 None of her friends have mothers who have university degrees.3 All (of) her friends think men are stronger than women.4 Most of her friends think only women should clean the house.5 A few of her friends have sisters who study at university.6 Most of her friends think women are more honest than men.

UNIT fiveMEN AND WOMENGrammar

107

Exercise 1

Answers may vary. A possible production model.1 She is sitting on the bed.2 She plays football every Friday.3 She dances.4 She is talking on the phone.5 She is listening to music.6 She is reading a magazine.7 She is playing a computer game.8 She plays the guitar.

Exercise 2

Key1 help2 feed3 plant4 bring5 am sitting6 am resting7 listening8 am not working

Exercise 3

Key1 He says most people think indigenous people

are lazy and uneducated.2 He thinks many people treat them like slaves.3 He thinks racism is about the same.4 He thinks people are more aware of racism

nowadays.5 He says a few indigenous people are getting

better jobs. 6 He says we can teach our children tolerance

for people of other races.7 He says we can learn about other cultures.8 He believes some day we can erase racism

from our country!

UNIT sixGrammar PEOPlE AND CUlTURES

108

Exercise 1

Key1 b2 d3 f4 a 5 c6 e

Exercise 2

Key David Eduardo1 no no2 yes yes3 no no4 no yes5 yes yes6 yes no7 yes no8 yes yes

Exercise 3

Answers may vary. A possible production model.1 Both Mónica and Adrián like hornado.2 Neither Mónica nor Adrián like coffee.3 Only Mónica likes ceviche.4 Both Mónica and Adrián like the beach.5 Neither Mónica nor Adrián like horror films.

Exercise 4

Key1 neither of us2 both of us3 neither of us4 both of us5 neither of us6 Both of us

ENGlISh-SPEAKING COUNTRIES UNIT sevenGrammar

109

Exercise 1

Answers will vary. A possible production model.1 The Student Who Never Graduated2 The Teacher Who Forgot Her Name3 The Party Which Never Ended4 The School Which Everyone Loved5 The Bus Driver Who Needed Money6 The Friend Who Lived Next Door

Exercise 2

Answers will vary. A possible production model.The Student Who Never Graduated

Johana Cobos was going to graduate on July 6, 2006, but she never went to the ceremony. She was in her car that night. Her father was driving. Suddenly another car hit them. It was a drunk driver. Johanna and her father died in hospital that night. Johanna never graduated.

Exercise 3

Key1 some2 a few3 a little4 a little5 some6 a little7 much8 a few

Exercise 4

Key1 b2 c3 d4 e/a5 a/e6 f

Exercise 5

Key1 had2 lived3 had died4 had5 needed6 worked7 didn't work8 loved

TAKING CARE OF YOUR BODY UNIT eightGrammar

110

Exercise 1

Answers will vary. A possible production model.Dear Becky,Thanks for your letter. I got it yesterday, but I couldn't write because I was on my way to the movies with some friends. We saw The Da Vinci Code. I can't stand action films, but this movie was very good. At the movies I met a nice boy. His name is Leonardo. I gave him my number and he said he would call me. After the movies we went shopping. I bought my mother a sweat-er. (Tomorrow is her birthday.) Then we went back to my house and made pizza (I love pizza!). My friends stayed and we danced until midnight. I'm very keen on dancing and listening to music.Normally I go to school at 8.00 am. After school I do my homework. When I finish my homework, my parents let me spend some time on the computer e-mailing friends. Before bed I watch my soap opera. It is getting really good!Are you going to watch the World Cup games? I don't like soccer but I'll probably watch the games with my friends.Please write soon.Love, Carla

Exercise 2

Answers will vary. A possible production model.1 How do you spend weekends?2 What kinds of movies do you like?3 Do you like to dance?4 What time do you do your homework?

Exercise 3

Answers will vary. A possible production model.1 “I made you a card.”2 “I bought a sweater for you.”3 “I fixed you breakfast.”4 “I brought you the newspaper.”5 “I gave flowers to you.”

Exercise 4Answers may vary. A possible production model.1 Fernanda is fond of comedies. She hates football.2 Matilda likes pizza. She can't stand romance novels.3 Alex loves salsa. He isn't keen on Chinese food.

ENTERTAINMENT UNIT nineGrammar

COMPUTING

111

Exercise 1

Key1 You will learn English.2 You will win a lot of money in the lottery.3 You will finish school.4 You will meet a man and fall in love.5 You will get married.6 You will travel to another country.

Exercise 2

Answers will vary. A possible production model.1 Scientists will find alternative energy sources.2 Scientists will clone a human.3 We will have a female president.4 We will find evidence of life on other planets.5 Scientists will grow food in outer space.

Exercise 3

Key1 for communicating2 for expressing3 for showing4 for showing5 for saying6 for making7 for expressing8 for creating

Exercise 4

Key1 Students are required to show a student ID.2 The lab is closed on Sundays.3 CDs are sold at the front desk.4 Computers are checked for viruses every Friday.5 Extra files are erased at the end of the day.6 Students are not allowed to use e-mail in the lab.

Exercise 5

Answers will vary. A possible production model.1 Buy a scanner. Look for a computer with a lot of memory. Make sure the computer has a modem.

2 Use the “Cc” box to send a copy of an e-mail to someone. Click the Attach button to send files with pictures, video clips, or sound. Always include the symbol @ in the address.

UNIT tenGrammar

112

Exercise 1

Answers may vary slightly. A possible produc-tion model.1 What's your nationality?2 What languages do you speak?3 Do you have any experience teaching English?4 Do you attend English conferences or semi-nars?5 What is your telephone number?6 Do you have a degree?

Exercise 2

Key1 b2 c3 a4 e5 d6 f

Exercise 3

Answers will vary. A possible production model.My two-week business trip to China was very successful. The flight was long and a little uncomfortable, but once I arrived I had no trouble finding the hotel. The food was delicious but the weather was terrible. It rained every day, so I often took a taxi to the convention centre. I received some brochures about the company and met over 20 of its employees. I think that we will be able to do business with this company in the future.

Exercise 4

Answers may vary. A possible production model.1 In 2001 he worked at an English institute.2 He was Employee of the Month in 2006.3 He studies Economics at Central University.4 He received Accountant of the Year in 2005.5 He worked in a hardware store in 2005.6 He studied Accountancy for four years.

BUSINESS UNIT elev-Grammar

113

Exercise 1

Answers will vary. A possible production model.1 Father and Brother want to go rock-climbing.2 Father and Mother want to go bird-watching.3 Brother wouldn't like to get up before dawn.4 Mother would like to get up before dawn.5 Sister doesn't want to get up before dawn.

Exercise 2

Key✓ How many days is the tour for?✓ Where is the hotel?✓ How many islands can we see?✓ What airline company do we take?✓ What kind of accommodation do you provide?

Exercise 3

Key1 d2 e3 f4 b5 a6 c

Exercise 4

Key1 ✓2 Don't3 ✓4 Don't5 ✓6 ✓7 Don't

TOURISM UNIT twelveGrammar

Testing

The book contains one test for each three units which could be applied after a month of normal work and a term test for use after four units have been studied. The tests have been designed to measure the student's performance and achievement in the areas of language skills, (listening, reading, writing and speaking) grammar and vocabulary. The purposes of the tests are: (a) To give students a focus for studying and revision. (b) To motivate students to develop fluency and accuracy. (c) To provide teachers with a system to assess the students' progress. (d) To standardise levels of students' performance and achievement.

There are four monthly tests. In addition a final term test is provided for each term. This organization could be modified according to different school programmes, e.g. the schools which work dividing the school year into quimestres. The monthly tests are part of a formative evaluation, while the term test is summative.

The monthly tests and the term tests include two versions of each test (a nd b). This is to enable teachers with large classes or a lack of space to give different versions of the term test to different rows of students to ensure that the marks reflect the sutdents’ own ability.

The testing section is part of the Teacher's Book. You should select the items you are going to use in the test and photocopy them in the form of a proper test. It is important that no student should see the tests beforehand to ensure the tests' reliability and validity. All tests contain six sections:

Listening 5 marksReading 5 marksSpeaking 5 marks Writing 5 marksGrammar 5 marks Vocabulary 5 marksTotal 30 marks

N.B. Teachers have to transform this mark to a mark based on 20. e.g. 18/30 equals 18 x 20: 30 = 12/20

114

TESTS

115

Listening

The elements of this section are designed to test listening skills only. For this reason, the majority of the listening tests do not involve writing. In the tests where some writing is requi-ered, students should not be penalized for spelling mistakes.

Speaking and writing

These two sections are presented separetely. However, there are some Speaking and Writing tasks where students can use the same input to produce oral or written language.

Testing speaking is important since the course contains many oral tasks. However, admin-istrative and time constraints can make testing oral skills difficult.

This is a problem you should solve according to your school conditions. For example, you can give oral tests at the end of three units, at the end of the term, etc. In the same way you can organize speaking tests according to your classsroom conditions, e.g. individually, in pairs, in groups, etc.

If a formal oral test is not possible, you may mark the students' speaking competence on the basis of your classroom experience of the students' performance. Marking speaking and writing can be generally subjective. The grade should depend on the students' ability to communicate in oral and written modes. However, at this level the language used by students is largely guided, which minimizes subjectivity. To mark speaking skills:

Use a system of bands, as follows:Band 5: The student can communicate clearly. His speech is grammatically and lexically accurate.Band 4: The student can communicate, but makes some errors in grammar, lexis and pronunciation.Band 3: The student can communicate in a limited way. He makes basic errors in grammar and lexis.Band 2: There is no real communication, just isolated words and phrases.Band 1: The student is not able to understand or speak at all.

To mark writing skills:

Use a system of bands, as follows:Band 5: The text is well written. There are no mistakes. Band 4: The text is well written. There are a few mistakes.Band 3: The idea is understood but there are some basic mistakes.Band 2: The idea is understood, but there are a lot of basic mistakes.Band 1: The ideas are not understood at all.

TESTS

116

Test One A

(Units 1, 2 and 3)Your name_________________________________________ Your Class ___________________

1 ListeningListen to a description of English in Australia and complete the notes. (5 marks)

Learning English

I am Ana González from Colombia. I have studied English for eight years now. My biggest problem

is pronunciation. I love listening to English pop music, which is a great way of learning new vocab-

ulary. My dad is a businessman and he uses English all the time. He speaks it fluently. He managed

to pick it up while he was working in the States. That is no surprise because living in an English-

speaking the country is supposed to be the best way to learn. Perhaps I will go to the States to

study there. However, I have found it is easier to speak English to other foreigners than to native

speakers!

2 ReadingRead Learning English and complete the table. (5 marks)

country of origin: _________________ 1

time studying English: _________________2

her biggest problem: ___________________3

the way she learns new words: _______________________4

her father's job: ___________________________________5

her plans to improve her English: _____________________________ 6

Colombia

1 Australia was first settled by the British in _________.

2 Australia was called New ___________________ Wales.

3 The official language is _________________.

4 The first settlers worked as ___________________.

5 Today, Australia is the __________________ largest country in the world.

6 At present ________________ Australian out of three doesn’t English at home.

117

Test One A

3 SpeakingAnswer your teacher’s questions about your free time. (5 marks)

1 How do you spend your free time? 4 What kind of television programmes do you like?2 What kind of sports do you do? 5 What’s your favourite dish? What is it made from?3 Which places have you visited recently?

4 WritingLook at the information in the table and write a comparison of the three cities. (5 marks)

Example: Loja has a smaller population than Tucumán and Antofa -gasta.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

city Loja Tucumán Antofagastapopulation 150,000 622,324 219,000altitude 2063 m above sea level 500 m above sea level Sea levelyear of foundation 1824 1565 1870

average January 16°C January 26°C January 21°C temperature July 20°C July 13°C July 14°C

EsmeraldasEsmeraldas is an important city, which ___________ 1 (locate) on the north coast of Ecuador. It ______________ 2 (populate) by approximately 140,000 inhabitants and it is the capital of the prov-ince of Esmeraldas. Many of the people of the city ________________ 3 (employ) in the oil and fishing industries.

Bananas and cacao __________________ 4 (grow) in the province and other principal products are rubber and timber. The province ____________ 5 (visit) by tourists from other parts of the country, as well as foreigners. Some of the best beaches __________________ 6 (find) in the nearby towns of Atacames, Súa and Muisne.

6 Vocabulary

Write 6 things which work with electricity. (5 marks)

is locat-

1 _____________________ 2_____________________ 3 _______________________

4 _____________________ 5 _____________________ 6 _______________________

television

118

Test One B

(Units 1, 2 and 3)

Your name_________________________________________ Your Class ___________________

1 ListeningListen to a conversation between a tourist and a travel agent and complete the text. (5 marks)

2 ReadingRead English in North America and decide if the statements are true or false. (5 marks)

1 A group of one hundred men began the first English settlement in North America. _______2 The first settlers had to work very hard when they first arrived. _______3 The Native Americans were friendly to the first settlers. _______4 The first settlers sold tobacco in North America. _______5 The second group of settlers were religious people. _______6 Before the mid 18th century, Britain had more than 10 colonies in North America. _______

English in North AmericaThe first permanent English settlement in North America was by 100 men at Jamestown, Virginia in 1607. The Jamestown settlers were sent to North America by a company of London merchants. They had to clear the forest, try to grow crops and build their own houses. Many of them died from disease and lack of food. Some of them were also killed by the Native Americans, who were very angry because the white men were taking their land. The London company sent more men and supplies before sending

young women as wives for the men. The settlement grew quickly after the women arrived and the James-town settlers made a living by growing tobacco for sale in Britain.A second colony called the Plymouth Colony was established by a group of farmers and their families. They went to North America to find a place to follow their religion. Native American farmers taught them how to grow corn and the colony grew.By 1733 Britain ruled 13 colonies which ran along the east coast of North America.

true

C l i m b i n g i n E C u a d o r

Volcano: __________ 1

Tour begins:______________ 2

Arrival time at refuge: _____________ 3

Food provided: ___________________4

Equipment: ______________________,5_________________________________ Cost of guide: _________ 6 per day

Coto-

3 SpeakingAnswer your teacher’s questions. (5 marks)

1 How often do you listen to music? 4 Can you sing? Can you play a musical instrument?2 What kind of music do you like? 5 How often do you go to concerts?3 Who is your favourite singer?

walking boots and cram-

119

Test One B

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5 GrammarComplete the sentences with the correct form of the verb in parentheses. (5 marks)

6 Vocabulary

Match the names to the descriptions. (5 marks)

bungee jumpingdescription extreme sport / jumping from a high bridge / person attached to a strong elasticplace Chiche Bridge (between Tumbaco and Puembo)price $55.00specials discounts second, third, fourth jumpshow to get there bus to Puemboexperience required Nonetime Sundays from 10 a.m. to 3 p.m.further information tours of 10 or more people can be arranged during the week

1 cartoon ____ a Tv programme which provides information about a subject

2 news ____ b moving picture that can be shown in the cinema or on TV

3 film ____ c TV programme on games and contests

4 game show ____ d TV drama about the daily lives and problems of people

5 soap opera ____ e films where all the characters are drawn rather than being real

6 documentary ____ f information about what is going on in the country and in the world

e

4 Writing Look at the information in the table. Write about how to do bungee jumping near Quito. (5 marks)

Bungee jumping is a

1 If lightning strikes the television aerial when the television is on, _____________________________.

(explode)

2 Lightning ___________ at the same time as thunder. (happen)

3 If you are using the telephone, lightning ___________ (pass) down the earpiece.

4 You see lightning before you ________ (hear) thunder.

5 If lightning strikes a tree, the shock _________ (travel) along the ground.

6 Lightning ________ (kill) 400 people in the United States every year.

the television will

120

Test Two A

Forest LifeForests provide shelter and food for many animals. Different layers of the forest have their own special communities of insects and ani-mals. Birds, squirrels and monkeys live in the canopy. South American monkeys, mice, rats, small marsupials and lizards use their tails to go from branch to branch and from trees to trees.Some bears need very little energy, so they

feed on the leaves that have few nutrients and which where other animals do not want in the shrub layer. In the herb layer are creatures that nest in holes, such as mice, foxes, armadillos, pigs and deer and large predators such as tigers, pumas and wolves. Snakes live in wait among the dead leaves. Ants and other insects live at all levels, collecting leaves or seeds, or preying on other insects.

(Units 4, 5 and 6)Your name_________________________________________ Your Class ___________________

1 ListeningListen to a doctor giving advice on the use of herbal medicine. Complete the text. (5 marks)

2 ReadingRead Forest Life and write true or false. (5 marks)

“The medicinal value of plants has long been recognized in different countries. Avocado seeds

are used by the people of the Ecuadorian Amazon to treat ____________1. The bark of the

cacao tree is used in the jungle to heal __________2. __________ 3 flowers, stalks and leaves are

boiled with water. The liquid is used to cure stomach ache. Dragon's blood is used for a variety

of medicinal purposes, particularly to prevent ________4 decay. Papaya seeds are well known as

a cure for ____________5 ___________6 is a plant which produces a resin to heal wounds.”

1 Forests are a source of food for animals. ________

2 Birds live in the herb layer. ________

3 Some bears take their nutrients from small bushes. ________

4 Some monkeys use their tails to eat, not to jump from one tree to another. ________

5 Ants and other insects live indistinctly in the canopy, the shrub layer or the herb layer. ________

6 Armadillos live in the shrub layer. ________

snake

true

121

Test Two A

3 Speaking

Look at the information about Algeria and tell your teacher about this country. (5 marks)

4 Writing

Look at the graph and the question. Write a summary of the results and a personal comment at the end. (5 marks)

FACT FILEname of country: Algeriacharacteristics of land: desert, only the northern part is good for agriculturenatural resources: oil and gasindustry: oil refining, cement and steel productioncapital: Algierslanguage: Arabic, Berber, Frenchreligion: Muslim, Christiantraditional dish: couscous (made of steamed grains of wheat and sauces)

doctor nursedriver

10

20

30

40

teacher

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president

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Example: All the people interviewed think that women could be better

drivers. ____________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________

122

Test Two A

6 Vocabulary

Match the words with the definitions. (5 marks)

5 Grammar

Read and put the sentences together. (5 marks)

1 If I was famous, _______ a if I was a teacher.

2 You would have a beautiful mansion, _______ b they would be famous.

3 If she was tall, _______ c we would be having fun.

4 If we were on the beach, _______ d she would be happier.

5 If they were in the Ecuadorian football team, _______ e if you were rich.

6 I would be teaching, _______ f I would have a lot of fans.

f

1 popular _______ a full of energy

2 generous _______ b someone who wants to be successful or rich

3 independent _______ c wearing nice clothes

4 elegant _______ d a person who gives a lot

5 ambitious _______ e a person who acts separately from other people

6 dynamic _______ f liked by other people

f

123

(Units 4, 5, and 6)Your name_________________________________________ Your Class ___________________

1 Listening

Listen to these descriptions. Complete the sentences. (5 marks)

Test Two B

Nancy is very attractive. In fact, she is _____________.1 She is very popular among her friends. _________2 likes her. Additionally, she is ___________3 and trustworthy. Her boy-friend is __________4. He is very fit and good at sports. They both are __________5 , _________6 and stylish. The perfect couple. Are they real?

2 Reading

Read Sylvia's diary and tick (✓) the correct information. (5 marks)

1 Mario usually doesn't have to make lunch. ( )2 Sylvia works only at home. ( )3 Sylvia usually takes the children to school. ( )4 Sylvia's husband is not happy working as an electrician. ( )5 Mario is sick. ( )6 Sylvia still had to do things after dinner. ( )7 Sylvia works eight hours every day. ( )8 Mario doesn't like ball games. ( )9 Sylvia is very tired. ( )10 Sylvia likes to drive. ( )

✓

beautiful

Thurdsay 11 (10.00 pm)

I'm exhausted. It has been a long workday! I had to get up and take the

children to school. That's not my duty but my husband's, but he had the flu

and he couldn't go. He made lunch for the family, instead. He didn't

have to, but today was different.

After I left the children I went to work. I'm a trolley bus driver. I have to

drive from 8.00 to 4.00 pm. I enjoy my job. It's exciting. The only thing that

bothers me is the traffic in the city. It is stressing. I hope Mario, my hus-

band, can go to work tomorrow. He is an electrician , but he doesn't like his

job. He says that he wanted to be a professional singer. He sings really well.

He loves singing. He also loves playing football , but he never has time to

3 Speaking

Imagine that a person has parasites. Give advice prescribing some natural medicine. Give the reasons for your advice. (5 marks )

124

Test Two B

4 Writing

Look at the graph and writhe a summary of the results of the results of the survey. (5 marks)

You should ...

How often do you drink alcohol?

Every2 weeks

Oncea week

Twice a week

Every day

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

Example: 65 people said they drank alcohol every 2 weeks.

125

Test Two B

5 Grammar

Complete the sentences with your own ideas. (5 marks)

6 Vocabulary

Match the sentences which mean the same. (5 marks half mark each)

1 If I was a boy, ___________________________.

2 If I was a boy/girl, ________________________________________________.

3 If I was the President of Ecuador, __________________________________.

4 If I was rich, _____________________________________________________.

5 If I could travel anywhere in the world, _____________________________.

6 If I was a famous person, _________________________________________.

1 She is tall. _______ a Everybody likes her.2 She is athletic. _______ b She looks after people well.3 He is handsome. _______ c They are smart and stylish.4 His clothes are elegant. _______ d She is nearly 2 metres tall!5 She is very popular. _______ e He is attractive.6 She is ambitious. _______ f She is active and good at sport.7 She is independent. _______ g She is full of energy and new ideas.8 She is trustworthy. _______ h She doesn’t depend on other people.9 She is dynamic. _______ i She gives things to other people.10 She is caring. _______ j Other people trust her. 11 She is generous. _______ k She wants to make progress at work.

I would ride a motor-

d

126

Test Three A

(Units 7, 8 and 9)Your name ___________________________________ Your Class ________________

1 ListeningListen and complete the table with information about Great Britain. (5 marks)

2 Reading Read Australia an English speaking country and decide if the following statements are true or false. (5 marks)

1 Everybody can vote in Australia. _______2 Australia is a very large country. _______3 People in Australia speak only English. _______4 Australia is divided into provinces. _______5 Basketball is the major sport. ________6 The central government controls and rules all the states in the country._________

3 SpeakingLook at the table showing Jane and Paul‘s likes (√) and dislikes (X). Describe similarities and differences to your teacher. (5 marks)

1 countries which comprise Great Britain and Northern Ireland the United Kingdom2 capital3 official language4 currency5 government6 head of state

Australia An English-speaking CountryAustralia is the sixth largest country in the world. This country is a democracy where everyone has the right to vote. It has a federal system of government. This means Australia is divided into states, each of which has its own state gov-ernment. But there is also a central federal government which runs the affairs of the

whole nation.

In the last 60 years, a large number of immi-grants has come to Australia. The official lan-guage is English but Australia encourages its immigrants to keep their own customs and languages. Consequently, aboriginal languag-es, Greek, Italian, Vietnamese and others are

Aspects of life in Ecuador Jane PaulEcuadorian food ✓ ✓

sunbathing on the beach ✓ ✓

climbing mountains ✓ ✓

going to the jungle ✓ ✓

visiting cities ✓ ✓

salsa music ✓ ✓

127

Test Three A

4 WritingWrite a description of Ireland. Use the notes provided. (5 marks)

5 GrammarRead and complete the sentences with the words from the box. (5 marks)

Healthy Advice

1 You should drink ____________ water every day.

2 Occasionally you may eat ____________sweets.

3 Don't drink ____________ alcohol.

4 Don't eat too _________desserts.

5 You should eat ___________vegetables.

6 Add just ____________ sugar to your drinks.

6 VocabularyPut the names of the films under the corresponding heading. (5 marks)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

capital city size language religion main average industries temperature Dublin 69,000 sq km English 92% Catholic agriculture January: 4 to 7o C Irish 3% Protestant fishing July: 14 to 16o C

a lot

much many a lot of a few a little

1 My true love 2 UFOs on Earth 3 Dracula 4 An Exciting Trip 5 A Funny Girl

6 Speed cars

a science b comedy c romantic d horror e adventure f action fiction An Exciting Trip

The capital city of Ireland is

128

Test Three B

(Units 7, 8 and 9)Your name ___________________________________ Your Class ________________

1 ListeningListen and tick (✓) the things that Susan and Richard like and put a cross (✓) for the things they don’t like, leave blank if there is no information. (5 marks)

2 Reading Read Prince Charles and choose the correct information. (5 marks)

aspects of life in Ecuador Susan Richardthe mountains ✓ ✓

the beachthe junglellapingachosfritadaceviche

1 Prince Charles is the Prince of 2 In the future, he will becomea England. a Duke of Edinburgh.b Wales. b King of the United Kingdom.c Scotland. c Prince of Wales.

3 Queen Elizabeth II is 4 No other heir to the British thronea Charles’s mother. a has served in the Air Force.b Charles’s sister. b has served in the Royal Navy.c Charles’s grandmother. c has graduated from university.

5 The Prince’s Trust helps 6 Prince William isa young people. a Charles’s second child.b people who need training. b Charles’s eldest son.c elderly people. c Charles’s youngest son.

Prince CharlesPrince Charles is the Prince of Wales and the heir to the throne of the United Kingdom of Great Britain and Northern Ireland. He is the son of Queen Elizabeth II and Philip Mountbatten, Duke of Edinburgh. His full name is Charles Philip Arthur George. Charles became the first heir to the British throne to take a university degree when he graduated with honours from the University of Cambridge in June 1970. He has served in the Royal Air Force and the Royal Navy and has travelled around

many parts of the world. In 1976 he founded the Prince’s Trust, which is an organization which provides opportunities for young peo-ple through various training and support programmes. In July 1981 he married Lady Diana Spencer. Their first child, Prince Wil-liam, was born in 1982 and their second child, Prince Henry, was born in 1984. The couple were officially divorced on August 28th, 1996.

129

Test Three B

3 SpeakingTell your teacher your favourite kinds of film, music and sports, using these phrases: I hate, I can't stand, I'm keen on, I love, I'm fond of. (5 marks)

4 WritingAnswer the letter below. (5 marks)

Seattle, 3.6.2006Dear John,

Sorry I couldn't write sooner. I've been busy with my assignments and my participation in the school basketball tournament. Last weekend was superb. Two friends came over and we had a won-derful time. We went dancing Friday night at a salsa place. You know I love dancing. On Saturday morning we went to a big swimming pool . I wanted to go to the football match but Nataly hates football. In the afternoon we stayed in and watched two thrillers. It was great! (Lots of popcorn, of course). At night we went to an amusement park and went on most of the rides. Can you imagine? Of course, on Sunday we were too tired to do anything else. My friends went back and I decided to read a romantic book.

Now it's your turn to tell me about your last weekend. I'd love to hear about you and your crazy activities.

Love,Tina

________________

______________________

__________________________________________________________________________________

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Dear Tina,

130

5 GrammarComplete the text below with a few, a little, many and much. (5 marks)

Test Three B

6 VocabularyLabel the diagram with the names of the parts of the body. (5 marks)

18.7.01

Dear Diary,

Today I started my diet, because I want to lose a lot of weight!!!! For breakfast I had a piece of bread, __________ diet cheese and a cup of coffee.For lunch I had a piece of chicken, some vegetables and __________ 2 salad. I don’t usually eat __________3 vegetables, but today I ate a lot! For dessert I had __________ 4 strawberries. The doctor also told me that I must drink 8 glasses of water a day. That’s very difficult for me, because I don’t usually drink __________ 5 water. For dinner I am going to eat a boiled egg and __________________ 6 grapes for dessert.

a little

brain 1

3

4

5

6

2

small intestine stomach veins diaphragm brain large intestine

131

Test Four A

(Units 10, 11 and 12)

Your name __________________________________ Your Class ________________

1 ListeningListen to a conversation in an airport. Complete the passenger's boarding pass. (5 marks)

Rosita Name _______________ 1 Seat No. _______ 4 window aisle ✓

Destination ___________________ 2 Boarding time ___________5

Flight No. ____________________ 3 Gate No. ______ 6

Smoking No smoking ✓

2 ReadingRead the text below. Choose the correct information. (5 marks)

1 Lourdes and Paco 2 They went to Lago Agrio a are in Cuyabeno now. a by bus. b went to Cuyabeno recently. b by plane, bus and canoe.c are in the jungle now. c by plane.

3 In the jungle, they stayed in 4 In the daytime, they didn’ta native-style huts. a fish piranhas.b tents. b see dolphins and monkeys.c a luxury hotel. c see caymans.

5 They thought the trip was 6 Theya too expensive. a recommend the trip.b not very good value for money. b don’t recommend the trip.c good value for money. c don’t want to go to the jungle again.

Ecuador, 4.7.2001

Dear Mum and Dad,

Thanks a lot for your letter. Lourdes and I are having a very good time here. We have just been to Cuyabe-no National Reserve. It was great. First we flew to Lago Agrio. The plane was small and full of people and Lago Agrio was very busy. From there we travelled for six hours by bus and canoe until we arrived at the camp in Cuyabeno. We slept in mos-quito nets in a big cabaña. In the daytime we walked in the jungle and learnt about medicinal plants from the native guide. We saw lots of birds and animals, for example, mon-keys and dolphins and …. you won’t believe it … an anaconda! One after-noon, the guides took us to fish pira-nhas. It was scary, but exciting. We also took a night trip to see cay-

132

Test Four A

3 SpeakingLook at the picture. Give your teacher advice for working safely on a computer. Use the verbs in the box. (5 marks)

keep hold make sure rest keep sit up

1

2

5

6

3

4

4 Writing

Write a letter of application to the advertisement below. (5 marks)

Linda's Shop

has vacancies for dynamic people who would like to work as part-time sales assistants.

Three days per week including Sundays. Excellent hourly rate.

Knowledge of English essential. Experience pre-ferred. Company offers good salary and pro-motion opportunities.

Please send a letter of application and a full CV to:

Sales Assistants, Edif. El Capitolio, 6 de Diciembre y SodiroSecond Floor.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________,_______________

General Man -ager

1 Sit up straight.

133

Test Four A

5 GrammarComplete the sentences with your own ideas. (5 marks)

6 VocabularyRead the definitions and match them with the words. (5 marks)

Ecotourism in the Galapagos Islands

1 If tourists do not use the marked paths, ______________________________________.

2 If tourists eat on the islands, ________________________________________________.

3 ___________________________________________________, the animals will be afraid.

4 ________________________________________, the fire will destroy the natural habitat.

5 If tourists drop litter in the sea, ______________________________________________.

6 If tourists take plants from the islands, _______________________________________.

they will disturb wildlife on the

1 A printer a is a machine used for sending and receiving data via telephone lines.2 A floppy disk / diskette b has numbers and letters of the alphabet and is used for putting information into the computer.3 A modem c is the television-like part of the computer where you can see what you are doing.4 A mouse d is a machine which puts what you see on screen onto paper.5 A monitor e is used for moving a pointer around the screen and for operating software.6 A keyboard f is a magnetic disk which is used for storing information that can be changed.

Key1 _____ 2 _____3 _____4 _____5 _____6 _____

d

2 ReadingRead The Development of Computers and decide if the following statements are true or false. (5 marks)

1 Pre-historic man had ways of counting. ________

2 Modern computers started with the invention of the abacus. ________

3 The abacus was invented by a mathematician. ________

4 Blaise Pascal’s calculator could only add. ________

5 Gottfried von Leibniz’s calulator could only add. ________

6 Boolean algebra influenced modern computers. ________

134

Test Four B

(Units 10, 11 and 12)

Your name _________________________ Your Class ________________

1 ListeningListen to a secretary receiving some messages. Complete the notes in the table. (5 marks)

Telephone message

To: Edna NicholsonFrom: _____________ 1Date: 15/08/06 Time: 9.30Company name: ________ 2 Exports Compa-nyMessage: ____________________

_____________________________ 3 Telephone message

To: Edna NicholsonFrom: ________________ 4Date: 15/08/06 Time: 3.45Company name:______________________ 5Message: ___________________________

The Development of ComputersHuman beings have always needed to count. In prehistoric times people counted on their fingers and by scratching marks on bone. About 4,000 years ago early civilizations developed different counting systems but the starting point of modern computers was the invention of the abacus (an arragement of beads used by merchants for counting and cal-culating). It may have originated with the Egyptians or the Greeks in 3,000 BC.It was not until the 17th century that the first calculator was invented. Blaise Pascal, a famous Frenchman, designed the first adding machine in 1642.

It performed arithmetic when linked dials were turned. It consisted of several toothed wheels arranged side by side and each was marked from 0 to 9 at equal intervals around its perimeter. This machine was improved by a German genius called Gottfried von Leibniz. He produced a mechanical calculator in 1673. Besides adding, this machine could divide and multiply. In the middle of the 19th century, the British mathematician, George Boole, designed a system of symbolic logic called Boolean alge-bra. His formulas have made electronic digital computers possible.

Dr Lasca-

true

Pichincha 276 y Quito

135

Test Four B

3 SpeakingLook at the map and give your techer directions to the following places: the traditional restaurant, the art gallery, the cathedral, the supermarket, the English bookshop. (5 marks)

4 Writing

Write a letter of application to the advertisement below. (5 marks)

BILINGUAL SECRETARY

Multinational company seeks secretaries, male or female, to assist top executives working in com-puting.

Applicants should be bilingual in English and Spanish with excellent writing skills in both lan-guages. Wide experience of computing is required.

Excellent salary and benefits.

Send CV and recent photograph to: Pichincha 276 y Quito, Guayaquil.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

136

Test Four B

have use progress become develop produce

In the future, the world of computing ___________.1 Computers _______________ 2 smaller and faster and they ____________________ 3 more and more memory. Sound, graphics and video technology ________________ 4

and software companies ____________ 5 more sophisticated games using this technology. It is also probable that more and more people __________________ 6 computers in the future.

will prog-

5 Grammar

Complete the text with the correct form of the verbs in the box. (5 marks)

6 Vocabulary

Label the parts of the computer. (5 marks)

__________2

___________5___________

___________6___________1scanner

___________4

137

Term One: Test A

(Units 1 - 4)


1 Listening

Listen and complete the text. (5 marks)

2 Reading

Read Invertebrates and write true or false. (5 marks)

In the late 16th Century the English _____________1 to America, which they called the ___________ 2

World. When the British Empire _____________3, the use of English was strengthened by the United

States. In the 19th Century The _______________4 became powerful and this _______________5 the

english language too. The age of technology helped this language to become even more

______________6.

travelled

InvertebratesThe word ‘invertebrate’ means ‘without a backbone’. It is a name which describes nearly a million different species which have been described and given specific names but scien-tists think that there are probably 7 million

more kinds that we don’t yet know about. Insects are the only invertebrates that are able to fly.The majority of animals without backbones are small. Many of them live in water, which supports them.

1 ‘Animal without a backbone’ describes invertebrates. _______

2 We don’t know the majority of invertebrates. _______

3 Insects are invertebrates. _______

4 Insects cannot fly. _______

5 Most invertebrates are very big. _______

6 Just a few invertebrate live in water. _______

true

3 Speaking

Do the task that your teacher gives you (5 marks)

138

5 Grammar

Read and write the comparative or superlative forms in the blank spaces. ( 5 marks

Term One: Test A

4 Writing

Look at the table. Write a piece of information about rafting. (5 marks)

6 Vocabulary

Unscramble the names of some adventure sports. ( 5 marks)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

description adventure sport /done by quick rowing in a boat on a riverplace Río Blanco and Río Toachi near Santo Domingocost $ 65,00 per personprice includes transport, food, equipmentexperience no neededfurther information bus leaves Quito at 6.30am and returns at 7.30 pm

Rafting is an advventure...

Guayaquil and Quito are big Ecuadorian cit-ies, but the first one is ________ 1 ( big) than the second one. Guayaquil is a port and its river, Guayas, is one of the _________ 2 (nice) river in the country. It is a very important tourist attraction. Guayaquil has the _________ 3 (large) population of the country.

Quito is ____________ 4 (old) than Guaya-quil. It was founded in 1534. Quito is a mixture of ancient and modern arquitec-ture, this is why it is known as the a world heritage. It is located in the central part of the Highland at a ________ 5 (high) sea level than Guayaquil, however it is at a ___________ 6 (low) sea level than other Andean cities.

big-

1 fngirta _________

2 knhiig _________

3 ibgnki _________

4 dwniusnigf _________

5 gnviid _________

6 oenacgni _________

r a f t -

139

Term One: Test B

(Units 1 - 4)

Your name _________________________________ Your class _________________

1 Listening

Listen and complete the sentences. (5 marks)

2 Reading

Read A Place to Visit and complete the information. (5 marks)

3 Speaking

Do the task your teacher gives you. (5 marks)

1 Electricity is made in power ___________.

2 The electricity ________ along power cables.

3 Pylons ________ the cables.

4 The thick cables _______ separated into thinner cables.

5 These cables are supported by _______________ posts.

6 The thin wires enters a ________in or outside each house.

stations

1 places where visitors come from: ______________________

2 climate: _____________________________

3 products: _____________________________

4 preferred activity: ________________________

5 places to look for information: ____________________

6 ways of transport: ________________________________

all over the

A Place to VisitBaños is on of the most popular destinations in Ecuador. Visitors come from all over the world. The reason for this is that Baños has one of the most beautiful settings you can ever find. It is surrounded by lush forested mountains, beautiful rivers, water falls, and as it name suggests, hot springs.The area has a very nice subtropical climate and produces citrus, fruits, peaches, grapes, and sugar cane.

In relation to activities , you can have good trekking possibilities in the area, including one to the crater of the volcano, Altar. If you need trekking or climbing information, ask at the cafes at the bus station. The maps are very cheap.Apart from relaxing, walking is the most popular activity in Baños. The Agoyán Falls are, perhaps, the nearest major attraction. There are buses to and from the centre of town.

ˆ

140

Term One: Test B

4 Writing

Look at the information. Write about Manta. You may add your own information if you like. (5 marks)

5 Grammar

Complete the text with the appropriate form of the verb in parentheses. (5 marks)

6 Vocabulary

Unscramble the words about television programmes. (5 marks)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

province Manabíkind of place major port of Ecuadorcharacteristics important commercial centre and tourist resortthings to see boulevard, Municipal museum, fishing boat harbourgetting there plane, busaccommodation easy to getpeople friendly and nicefood excellent

Manta is the major port of ...

Television programmes ______________ 1 (produce) in large scale. Among the most popular are soap operas, these ____________2 (watch) by a lot of people. The majority of them have commercial purposes and are not very good. Cartoons are also popular. They _____________3 (love) by small children. Films are on TV too.

Romantic films ______________ 4 (choose) by romantic people. Adventure films _________5 (select) by people who like action and adventure. Comedy films are pop-ular too. Through the years there have been some very good comedians One of these was Charles Chaplin who _____________ 6 (remember) by everybody.

are_pro-

1 yradoucemtn _________________

2 mgea wosh __________________

3 mlif _________________

4 ooctarn _________________

5 poear poas __________________

6 wesn __________________

documentary

141

Term Two: Test A

(Units 5 - 8)


1 ListeningListen to a description of the city of Belfast and complete the table. (5 marks)

2 Reading Read The Alawas and choose the correct information. (5 marks)

country year of year Northern industries religion population foundation and Southern (west Belfast) Ireland separated________ ________ 2 __________ 3 shipbuilding, _________ 5 _________ 6

________ 1 ___________ 4 approximately linen production, rope-making

North-ern

1 Aborigines 2 Todaya are Native Australians. a there are 40,000 aborigines in Australia.b came to Australia at the beginning b all aborigines have married other Austrailians. of this century. c many aborigines still live a traditional life. c are not from Australia.

3 The weather in Hodgson Downs 4 Alawa men don’ta is warmest in the dry season. a collect medicinal plants.b is warmest in the wet season. b make didgeridoos.c is cold. c find food to eat.

5 Alawa women 6 The Alawa peoplea find food in the forest. a believe God made humans and wildlife.b hunt and fish. b believe they can talk to spirits.c make musical instruments. c do not perform ceremonies.

The AlawasThe Australian aborigines were the first people to live in Australia. They have lived there for about 40,000 years. Some aborigines still live in the same area that their ancestors lived in and they have not mixed with other Australians. Today there are about 144,000 aborigines living in Australia. They are divided into different tribes. One of these tribes is the Alawas.The Alawa tribe lives in Hodgson Downs, a village in the northern territory of Australia. There are two seasons in this region: the wet season and the dry season. The climate is very hot, especially at the beginning of the wet season.The Alawa men often go hunting for kangaroos, turkeys and “goannas”, which are big lizards.

They also hunt wild cattle. In the dry season they fish in the streams and water holes. They also catch turtles and small crocodiles. Some men also make and sell musical instruments, for example an instrument called a “didgeridoo”, which is blown like a horn and makes a low sound.The women of the tribe collect seeds, fruit and wild honey in the bush. They also collect plants that they use to make medicines. The Alawas, like other aborigines, believe that the world was created during the “Dreamtime”, when spirits walked over the land and made the plants, the animals and man. They have ceremonies to communicate with the ”Dreamtime” spirits. They sing and dance during these ceremonies.

142

4 WritingUse the notes in the table to write about England. (5 marks)

3 SpeakingDo the task that your teacher gives you. (5 marks)

5 GrammarComplete the text with the correct word or phrase from the box. (5 marks)

6 VocabularyLabel the pictures with the words in the box. (5 marks)

Term Two: Test A

country capital area main language average temperature resources England London 130,423 sq. km English July 16.1º C coal January 4.4º C natural gas

a few much a little many a little neither

Today I told my teacher what I usually eat. For example, for breakfast I have some bread with ___________ 1 butter and some fruit. For lunch, I usually have some fish with _____________ 2 vegetables as I do not like them much. I don’t drink _____________ 3 water during the day. I don’t eat _____________ 4 sweets, because _____________ 5 my mum nor my dad like them. But I do have _____________ 6 ice cream before bed each night.

a little

trachea diaphragm brain heart ribs lungs

brain 1

6

3

4

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The capital city of England is London.

2

5

143

Term Two: Test B

(Units 5 - 8)


1 ListeningListen to a description of Algeria and complete the table. (5 marks)

2 ReadingRead Bedouins and choose the correct information. (5 marks)

capital city number of population date of languages religion inhabitants characteristics independence Arabic _________ 1 _________ 2 ____________ 3 ___________ 4 Berber dialect __________ 6

and Berbers ___________ 5

BedouinsMost people live in permanent houses or shelters, but nomads move around the countryside taking their homes with them or building new shelters each time they stop. Nomads do not plant crops, they own animals and move to find new grazing lands.Among the best known nomadic people are the Bed-ouin. Bedouins are nomadic Arabs, who inhabit the deserts of the Middle East and northern Africa. Virtu-ally all Bedouins are Muslims. In ancient times, their territory included only the deserts of Egypt and Syria. Later they entered Mesopotamia and Chaldea. The Muslim conquest of northern Africa in the 7th century opened up more land to the Bedouin peo-ple. Although they form only a small part of the population of these areas, they cover a very large area in their nomadic travels.When they are travelling, Bedouins live in tents. The

typical Bedouin tent is made from strips of cloth woven from goat or camel hair and vegetable fibres, sewn together and dyed black. When they settle in one place for a longer time, they build rect-angular houses with stone or adobe walls.Some Bedouins have kept their nomadic way of life. They eat mainly meat and dairy products from their herds. Many Bedouins herd camels and the camel breeders among the population have the highest social position. In general, they do not grow crops or buy and sell goods. However, with the increase of oil production in the 1960s and 1970s, many Bedou-ins have taken jobs in the oil industry. Today only 5 to 10% of Bedouins live a completely nomadic lifestyle.

1 Bedouins are from 2 Nomadic Bedouins travela North America. a very short distances.b Europe. b quite short distances.c Africa and the Middle East. c very large distances.

3 Travelling Bedouins live in 4 Traditional Bedouinsa houses made from adobe. a buy and sell food.b nylon tents. b plant crops and eat them.c tents made from natural materials. c eat food provided by their animals.

5 Bedouins who breed camels 6 Today fewer Bedouinsa are very important in their community. a work in the oil industry.b are considered inferior by other Bedouins. b travel all the time.c are not nomadic. c stay in one place.

1 I don’t each ___________ salad, because I don’t like lettuce.

2 Only ___________ people in my class like to eat raw vegetables.

3 You can eat ___________ fat, because it is good for your muscles.

4 You shouldn’t eat ___________ sweets.

5 You shouldn’t eat ___________ snacks.

6 ___________ sugar is good for your health.

144

Term Two: Test B

4 WritingUse the notes in the table to write about Scotland. (5 marks)

5 GrammarComplete the phrases with the appropriate words from the box. (5 marks)

6 Vocabulary Put the words in the box into the correct part of the table. (Half a mark each.) (5 marks)

country capital crea main languages average temperature resources Scotland Edinburgh 77.080 sq. km English Scottish July 15º C coal Gaelic (100,000 January 5.6º C oil people) forestry and fishing resources

physical characteristics jobs parts of the body cultures

attractive


many much a few a little many a little

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

handsome vein pilot attractive diaphragm blond Aztec rib priest Cayapos builder

The capital city of Scotland is Edinburgh.

145

Term Three: Test A

(Units 9 - 12)


1 ListeningListen to an announcer at an airport and complete the flight information. (5 marks)

2 ReadingRead this e-mail and decide if the sentences are true or false. (5 marks)


1 Renata is writing the e-mail. ______2 The weather is hot. ______3 They are resting and drinking. ______4 Kate can't stand fritada. ______5 David is fond of Ecuadorian soups. ______6 The next day they are visiting Quito at night. ______

false

flight destination boarding time gate number informationKL 784 Amsterdam 7.30 ________1 ***********AA 764 Miami *********** ************ cancelled due to ______________ 2

__________ 3 Madrid 8.00 ___________ 4 ************__________ 5 Paris 8.30 10 delayedAV 623 __________ 6 8.30 11 ************

From: David MorenoTo: Renata MillerDate: 21st August 2006Subject: Regards

Dear Renata,

We are having a wonderful time here in Ecuador. Yesterday we arrived in Quito. The weather is cool, but we are enjoying ourselves. At the moment we are sitting in a café. Kate is drinking tree tomato juice and reading the newspaper. She has just eaten a big plate of “fritada”, or fried pork. I'm not very fond of fritada, but I love Ecuadorian soups. They are delicious.

Yesterday we went to the aerial tram in Cruz Loma where we had a spectacular view of the city. If the weather is fine tomorrow, we’ll climb Pasochoa. Tomorrow, we plan to go downtown and then dancing at night. I can't stand being in the hotel room on Fridays.

Time flies! And soon we'll be back home. I'll call you before we leave. Love,

David and family

13

146

4 WritingLook at the pictures. Write an ecotourism rule for each picture. (5 marks)

Term Three: Test A

5 Grammar Complete the text with the words and phrases in the box. (5 marks)

Do not touch the

1 2 3

64 5

Puerto López 21st August 2006

Dear Marcela,

It is really lovely here in Puerto López. At the moment, we ___________1 in a café with a view of the sea. George _______________ 2 coconut milk and sunbathing while I write to you. He has just eaten an enormous ceviche, which he loves. I’m not ________ 3 of ceviche, as you know, but I love fried fish and I eat it every day here!On Monday we went to Los Frailes, which was beautiful. If the weather ___________ 4 fine tomorrow, we will go to La Isla de la Plata. I hope we’ll see the whales on the way! I’m a bit worried about the boat trip, because I ____________ 5 stand travelling by boat. I always get seasick! We’ll be in Quito again on 24th. I ______________ 6 you when we arrive.

Lots of love,

is would call are sitting fond were sitting keen can’t is drinking are drinking don’t will call will be

are sit-

6 Vocabulary Write 3 kinds of films, 3 kinds of television programmes and 4 adventure sports in the diagram below. (5 marks)

147

Term Three: Test B

(Units 9 - 12)


1 ListeningListen to a conversation. Complete the missing information. (5 marks)


1 Marcela wants to go to a _______________.2 Armando prefers to go ________________.3 They agree to go bowling and to _________________.4 They are going to meet at ________________. (time)5 They are going to meet at ________________. (place)6 The price of tickets is _________________.

concert

2 Reading Read this e-mail and decide if the sentences are true or false. (5 marks)

1 Kate is receiving an e-mail. _______

2 They are resting and drinking. _______

3 First they swim and then they sunbathe. _______

4 Kate loves ceviche. _______

5 She eats a variety of seafood. _______

6 She was afraid about the boat trip. _______

false

From: Kate RobinsonTo: Carlos CruzDate: 21st August 2006Subject: Regards

Dear Byron,It is really great here in Tonsupa. At the moment, we are sitting in a café with a beautiful view of the sea. George loves coconut milk, so he is enjoying it a lot. Every day we go sunbathing and later we go swimming in the sea. The children like playing in the sand and later they will go swimming. The food is excellent. I'm not very fond of ceviche, as you know, but I love fried fish and I eat it every day here! On Monday we went to see the birds and on a boat trip. The birds are so beautiful but I was a bit worried about the boat, because I can't stand travelling by boat. I always get seasick. If the weather is fine tomorrow, we will go to Muisne. We'll be in Quito on the 25th. I'll call you when we arrive.

Love,

Kate and family

Roger MorganThe Portsmouth School of EnglishLoja

_________________ _________________ _________________

_____________________________________________________________________

________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Quito, 5.9.2006Dear Mum and Dad,We _____________ 1 a wonderful time here in Ecuador. Yesterday we arrived in Quito. The weather is quite cold, but we are enjoying ourselves. At the moment, we _____________ 2 in a café. Daniel _______________ 3 tree tomato juice and reading the newspaper while I write to you. He has just eaten a big plate of “fritada” or fried pork. I’m not very __________ 4 on fritada, but I love Ecuadorian soups. They’re delicious!Yesterday we climbed Guagua Pichincha and if it ________________ 5 fine tomorrow, we’ll climb Pasachoa. We planned to go to the jungle, but Daniel ______________ 6 stand mosquitoes, so we are going to stay in the Highlands.Time is flying! We’ll be home in a week. I’ll call you before we leave.

Lots of love,

are hav-

148

Term Three: Test B

4 WritingLook at the advertisements. Write an application letter for the job. (5 marks)

5 Grammar Complete the text with the words and phrases in the box. (5 marks)

6 Vocabulary Read the definitions and write the names of the parts of the computer. (5 marks)

Successful International School seeks

English Language Teacher

Competitive salary, training and lively working environment.

Applicants with at least two-years’ experience and teaching qualifications

need only apply.

Please send a letter of application and full CV to:

Roger MorganThe Portsmouth School of English

Loja

are sitting can is drinking is are having will be is having fond keen drinks can’t is sitting

1 ______________ has numbers and letters and is used for putting information into the computer.2 ______________ is the television-like part of the computer where you can see what you are doing.3 ______________ is a machine which puts what you see on the screen onto paper.4 ______________ is a machine used for sending and receiving data via telephone lines.5 ______________ is a magnetic disk which is used for storing information that can be changed.6 ______________ is used for moving a pointer around the screen and for operating software.

The key-

149

TEST KEYS

4 Writing


Guayaquil y Progreso Quevedo

Mr Roger MorganThe Portsmouth School of EnglishLoja 5.8.2006

Dear Mr Morgan,

I am writing in response to your advertisement of 4th August in El Hoy newspaper. I am 25 years old and I graduated with a degree in Social Sciences from Central University in Quito 3 years ago. Since then I have worked as an English teacher in 9 de Octubre High School in Quevedo.I believe I am a suitable applicant for the position of English teacher because I have both experience and relevant qualifications and I speak fluent English. I would be grateful if you would consider me for the post. I am available for interview at any time and I can be contacted during the day on 05 2789-546. I enclose a full CV.

Yours sincerely,

Xavier Zambrano5 Grammar

Key1 are having2 are sitting3 is drinking4 keen5 is6 can’t

6 Vocabulary

Key1 The keyboard2 The monitor3 The printer4 The modem5 A floppy disk6 The mouse

Test One A (Units 1, 2 and 3)

1 Listening

1 Check the CD player and make sure all students are able to hear.

2 Give the students a few minutes to look at the task and focus their attention on the information they need to listen for.

3 Play the CD or read each Audio Script at least three times. The first time students should only listen, the second time they should note down the information and the third time they should check their notes.

Audio Script 27 English in Australia

Listen to a description of English in Australia and complete the notes.

In 1770, British Captain James Cook, arrived in Australia. At the beginning, Australia was a penal col-ony. They called it New South Wales. English became the official language as the majority of settlers came from Britain. Other aboriginal languages are also spoken on the Island. The first free settlers, who came from different countries, worked mainly in prosperous farms. In the last 50 years, large num-bers of immigrants have settled in Australia and the population has grown very fast. Today, Australia is the sixth largest country in the world. As many people from all over the world have travelled to Aus-tralia, one Australian in three now comes from a fam-ily where a language other than English is spoken.

Key1 17702 South3 English4 farmers5 sixth6 one

2 Reading

Key1 Colombia2 8 years3 pronunciation4 listening to pop music5 a businessman6 going to the States to study there

3 Speaking

A production model1 I read magazines and I watch television. Sometimes I visit my cousins.2 I play basketball. I go swimming on Sundays.3 Last weekend I went to Papallacta with my family.

In June I went to Salinas for a weekend.4 I like films and cartoons. I watch soap operas too.5 My favourite dish is ceviche. It’s made of seafood,

onions, tomato, a little oil and lemon juice.

4 Writing

A production modelLoja has a smaller population than Tucumán and Antofagasta. Tucumán has the largest population.Loja and Tucumán are higher than Antofagasta. Loja is the highest city.Tucumán is the oldest city, but Loja is older than Antofagasta.Loja is the coldest city in January and Tucumán is the hottest city. In July, Antofagasta is hotter than Tucumán and Loja has the warmest climate.

5 Grammar

Key1 is located2 is populated3 are employed4 are grown5 is visited6 are found

6 Vocabulary

A possible production model1 television2 iron3 refrigerator4 radio5 CD player6 washing machine

Test One B (Units 1, 2 and 3)

1 Listening

Audio Script 28 Asking for Information

Listen to a conversation between a tourist and a travel agent and complete the text.

TA: Good morning. How can I help you?T: I’d like some information about climbing in Ecua-

dor.TA: Which mountain or volcano would you like to

climb?T: Cotopaxi.TA: O.K. Well, it’s a good idea to climb at the weekend. The tour starts on Saturday morning.

The guide can come to collect you at your hotel, if you like.

T: O.K. And how long will it take us to get to the refuge?

TA: You’ll be at the refuge by about 3 o’clock in the afternoon.

T: 3 o’clock. O.K. And, do I need to take food with me?

TA: Yes, you need to take sandwiches for the journey there. We provide just one meal. That’s dinner on Saturday night.

T: You provide dinner on Saturday night?TA: That’s right.T: And what kind of equipment do I need?TA: Well, warm clothes, of course. And you can rent

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walking boots and crampons from our company if you like.

T: Ah, yes. I think I’ll do that. And how much does it cost for a mountain guide to come with me?

TA: The cost of the guide is $100.T: O.K. Well, I’m going to decide when I want to go

and then I’ll come back. Thank you for all the information.

TA: You’re welcome.

Key1 Cotopaxi2 Saturday morning3 3.00 pm4 dinner / evening meal5 warm clothes6 $100

2 Reading

Key1 true2 true3 false4 false5 true6 true

3 Speaking

A possible production model1 I listen to music every day.2 I like pop music and salsa music. I don’t like rock

music.3 My favourite singer is Ricky Martin, because he

makes good videos and he is very handsome.4 I can sing, but I can’t play any musical

instruments.5 I never go to concerts, but I watch pop videos on

television.

4 Writing

A possible production modelBungee is a extreme sport. It is done by a person attached to a strong elastic who jumps from a high bridge.It is possible to do it near Quito, from Chiche bridge between Tumbaco and Puembo. It costs $55,00 but there are some special discounts on the second, third and fourth jumps. To go there you can take the bus to Puembo. The jumps are on Sundays, however tours of 10 and more people can be arranged during the week. No experience is required.

5 Grammar

Key

1 will explode2 happens3 will pass4 hear5 will travel6 kills7 will strike

6 Vocabulary

Key1 e2 f3 b4 c5 d6 a

Test Two A (Units 4, 5 and 6)

1 Listening

Audio Script 29 Herbal Medicine

Listen to a doctor giving advice on the use of herbal medicine and complete the text.

The medicinal value of plants has long been recognized in different countries. Avocado seeds are used by the people of the Ecuadorian Amazon to treat snake bites. The bark of the cacao tree is used in the jungle to heal cuts. Camomile flowers, stalks and leaves are boiled with water. The liquid is used to cure stomach ache. Dragon's blood is used for a variety of medicinal purposes, particularly to prevent tooth decay. Papaya seeds are well known as a cure for parasites. Bracken is a plant which produces a resin to heal wounds.

Key1 snake bites2 cuts3 Camomile4 tooth5 parasites6 Bracken

2 Reading

Key1 true2 false3 true4 false 5 true6 false

3 Speaking

A possible production modelAlgeria has a lot of desert land. Only the northern part is good for agriculture.Its main natural resources are ga and oil and it main industries are oil refining,cement and steel production. Its capital is Agiers and the main languages are Arabic, Berber and French.The majority of people are Muslims and Christians.A traditional dish is couscous, which is made of steamed grains of wheat

4 Writing

A production modelAll the people interviewed think that women could be better drivers. Fifteen people think that men are better doctors. Thirty people said women are better teachers. Ten people said that men are better teachers. Twenty people consider women to be better nurses.Only five people think men could be better presidents than women.It is interesting to note that people don't believe that men could lead the country destiny better than women.

5 Grammar

Key1 f2 e3 d4 c5 b6 a

6 Vocabulary

Key1 f2 d3 e4 c5 b6 a

Test Two B (Units 4, 5 and 6)

1 Listening

Audio Script 30 Some People’s Characteristics

Listen to these descriptions. Complete the sentenc-es.

Nancy Jácome is a very attractive girl. In fact, she is beautiful. She is very popular among her friends. Everybody likes her. Additionally, she is generous and trustworthy. Her boyfriend is athletic. He is very fit and good at sports. They both are elegant, attractive and stylish. The perfect couple! Are they real?Key1 beautiful

2 Everybody3 generous4 athletic5 elegant6 attractive

2 Reading

Key1/ 4 / 5 / 6/ 7/ 9

3 Speaking

A possible production modelYou should use papaya seeds, they kill parasites. Make a syrup by boiling the seeds in water and add-ing a little honey

4 Writing

A production modelFrom 70 people interviewed, sixty five said they drank alcohol every two weeks. This is 64%. Twenty said they drank once a week. This is 21%. Ten said they drank once a week. This is 9% and five said they drank every day. This is 6%.

5 Grammar

A possible production model1 I would ride a motorbike.2 I would play football.3 I would spend more money on education.4 I would buy a beautiful house.5 I would go to China.6 I would drive an expensive car.

6 Vocabulary

Key1 d2 f3 e4 c5 a6 k7 h8 j9 g10 b11 i

Test Three A ( Units 7, 8 and 9)

1 Listening

Audio Script 31The United Kingdom

Listen and complete the information about Great Britain. The United Kingdom consists of the countries of Great Britain and Northern Ireland. Great Britain is

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formed of England, Scotland and Wales. The capital and largest city is London. This city combines modern facilities with the splendour of ancient times.The official language is English and the official currency is the Sterling. The government is a constitutional monarchy. The king or queen is the head of state, but an elected parliament also rules the country.

Key1 Great Britain and Northern Ireland2 London3 English4 Sterling5 constitutional monarchy6 king or queen

2 Reading

Key1 true2 true3 false4 false5 false6 true

3 Speaking

A production modelBoth Jane and Paul like ecuadorian food.Neither Jane nor Paul like sunbathing on the beach.Both Jane and Paul like climbing mountains.Both Jane and Paul like going to the jungle.Neither Jane nor Paul like visiting cities.Only Jane likes alsa music.

4 Writing

Apossible production modelDublin is the capital city of the Republic of Ireland. The republic has a total area of about 69,000 square kilometres. The majority of the population speak English, but some people also speak Irish. The main religion is Roman Catholicism. 92% of the people in the republic are Catholics and about 3% are Pro-tetants.The main industries are agriculture and fish-ing. It has a wet climate and the average temper-ature in January is 4 to 7o C and in July is 14 to 16o C.

5 Grammar

Key1 a lot of2 a few3 much4 many5 a lot of6 a little

6 Vocabulary

Keya 2b 5c 1d 3e 4f 6

Test Three B (Units 7, 8 and 9)

1 Listening

Audio Script 32 Like and Dislikes

Listen to Susan and Richard’s likes and dislikes.

R: Hi Susan. Are you alright?S: Yes, fine. What about you?R: Well, I’m very excited. I’m going to the Chimborazo mountain tomorro. You know how I love Ecuadorian mountains.S: Oh, I wish I could go, I love mountains too, but I’m so busy, my family is coming tomorrow and we’re going to the beach. I like the beach.R: I’m not very fond of beaches. I can’t stand the sand. I prfer the jungle. As a matter of fact after Chimborazo, I’m going to the Amazon jungle. There I’ll eat a nice snake ceviche.S: Sounds awful! I don’t like exotic dishes. I prefer normal traditional Ecuadorian food like fritada and llapingachos.R: Not me ... I don’t like fritada nor do I like llap-ingachos, but ... (fade)

Key1 √ √2 √ X3 √4 √ X5 √ x6 √

2 Reading

Key1 b2 b3 a4 c5 a6 b

3 Speaking

A possible production modelMy favourite sport is basketball. I love basketball. I could play it every day. Regarding films, I’m keen on romantic films because I’m a romantic person, I can’t stand thrillers though, they are stressful.Regarding music, I’m very fond of pop music. I have a nice CD collection of pop music.4 Writing


Quito, 9.8.2006

Dear Tina,

Thanks for writing. I’m glad you have had a nice weekend. I wish I could have been there. My weekend was awful, I had the flue so I had to stay in bed for two days. I watched TV for hours and I got tired of it. I listen to some music too, but anyway it didn’t help much. The only good thing was that I could talk to my friends over the phone for a long time. I hope next weekend will improve. It’s about time. Don’t you think so?

Please continue writing to me. I’ll answer immediately.

Cheers,John

5 Grammar

Key1 a little2 a little3 many4 a few5 much6 a few

6 Vocabulary

Key1 brain2 veins3 diaphragm4 small intestine5 large intestine6 stomach

Test Four A (Units 10, 11 and 12)

1 Listening

Audio Script 33 At the Airport

Listen to a conversation between two people at an airport.

S: Good morning, madam. Can you put your cases on the scales, please.P: Ah, my two bags. They aren't very heavy.S: Right. Can I have your tickets, please.P: Yes, here you are.S: Your name, please?P: Rosita BayasS: Thank you. Ah ha … destination Chicago. Flight number CA 765. Would you like a window seat?P: No, an aisle seat, please.S: O.K. Smoking or no smoking?

P: No smoking, please.S: Right. Your seat number is 16 A. We'll be ready to board at half past three, Madam.P: O.K. And what's the gate number?S: Gate number 8. Here's your boarding pass. Have a nice flight.

Key1 Rosita Bayas2 Chicago3 CA 7654 16 A5 3.306 8

2 Reading

Key1 b2 c3 a4 c5 c6 a

3 Speaking

A production modelSit up straight. The back of the chair should fit your back. Keep your elbows at the same height as the keyboard and hold the mouse lightly with your fingers resting on the button. Make sure the monitor is just below your line of sight.Keep your knees bent at 90° and rest both feet on the ground.

4 Writing

A production model

El Día y 6 de Diciembre Quito General ManagerLinda’s Shop6 de Diciembre y Sodiro 4.8.2006

Dear Sir or Madam,

I am writing in response to your advertisement of 3rd August in El Hoy newspaper. I am 25 years old and I speak fluent English. I graduated with a degree in Social Sciences from Central University in Quito a year ago and since then I have worked as a sales assistant in Casa Tosi in Quito.I believe I am a suitable applicant for the position of sales assistant at Linda’s Shop, because I have experience of sales and I am also dynamic and hardworking. I would be grateful if you would consider me for the post.

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I am available for interview at any time and I can be contacted during the day on 2815645. I enclose a full CV.

Yours sincerely,

Sara Vasquez

5 Grammar

A production model1 they will disturb wildlife on the islands.2 the animals will eat the food they leave behind.3 If tourists touch the animals,4 If tourists light / make fires,5 they will pollute the sea.6 some species of plants will become extinct.

6 Vocabulary

Key1 d2 f3 a4 e5 c6 b

Test Four B (Units 10, 11 and 12)

1 Listening

Audio Script 34 Telephone Messages

Listen to a secretary receiving some messages. Complete the notes in the table.

(Sound of telephone ringing)

S: Logics Corporation. Good morning.C: Good morning. Ms Edna Nicholson, please.S: Who’s speaking?C. Dr Lascano.S: I’m sorry, sir. Ms Nicholson’s not in. Would you

like to leave a message?C: Yes, please. Tell her I’m calling from Fruit

Exports Company to confirm the appointment for tomorrow at noon.

S: Could you repeat the message, please?C: The appointment for tomorrow is confirmed.S: Alright, sir. I’ll tell Ms Nicholson as soon as she

arrives.

(Telephone rings again.)

S: Logics Corporation. Good afternoon. C: Good afternoon. Could I speak to Ms Edna Nich-

olson, please.S: Who’s speaking, please?C: María Collins.S: Collins? Could you spell your surname, please.C: Certainly. C O L L I N S.

S: Thank you. I’m sorry, Ms Collins. Ms Nicholson isn’t in at the moment. Would you like to leave a message?

C: Yes, please. I’m calling from Latin Tours Travel Agency.

S: Latin Tours. O.K.C: Please tell her to collect her passport at the travel agency.S: Could you repeat the message, please?C: Yes. She has to collect her passport from the

travel agency. S: Alright, Ms Collins. I’ll tell Ms Nicholson as soon

as she arrives.C: Thank you.S: You’re welcome. Goodbye.

Key1 Dr Lascano2 Fruit3 The appointment for tomorrow (at noon) is

confirmed.4 María Collins5 Latin Tours Travel6 Please collect your passport (at the travel agency). 2 Reading

Key1 true2 true3 false4 true5 false6 true

3 Speaking

N.B. Ask the student how to get to each place and then allow him or her time to answer.

A production model

T: Excuse me. How can I get to the traditional res-taurant?

S: Take the second street on the right. Walk two blocks. It’s on your right.

T: Excuse me. How can I get to the art gallery?S: Take the second street on the left. Walk one

block. It’s on your left.

T: Excuse me. Where is the cathedral?S: Go straight on. Keep going until you come to the

traffic lights. It’s on your left.

T: Excuse me, do you know where the supermarket is?

S: Yes. Go straight on. Take the fourth street on your right. Walk two blocks. It’s on your right.

T: Excuse me. Can you tell me where the English bookshop is, please?

S: Yes. Go straight on. Keep going until you come to the traffic lights. Turn left. Walk one block. It’s

156

on your left.T: Thank you.

4 Writing

A production model

La Gasca y Av. América Quito Pichincha 276 y QuitoGuayaquil 4.9.2006

Dear Sir or Madam,

I am writing in response to your advertisement of 2nd September in El Hoy newspaper. I am 25 years old and I speak fluent English. I graduated with a degree in Social Sciences from the Central University in Quito two years ago and since then I have worked as a bilingual secretary for The British Council in Quito.I believe I am a suitable applicant for the position of bilingual secretary because I have experience of computing and excellent writing skills and I am also responsible and hardworking. I would be grateful if you would consider me for the post.I am available for interview at any time and I can be contacted during the day on 02 2425695. I enclose a full CV.

Yours sincerely,

Amparo Valencia

5 Grammar

Key1 will progress2 will become3 will have4 will develop5 will produce6 will use

6 Vocabulary

Key1 scanner2 modem 3 keyboard4 monitor5 mouse6 printer

Term One: Test A (Units 1 – 4)

1 Listening

Audio Script 35 English in America

Listen and complete the text.

In the late 16th Century, the English travelled to America, which they called the New world. They took their language with them. When the British Empire declined, the use of English was strengthened by the United States. In the 19th Century the United States became powerful and this developed the English language too. The age of technology helped the language to become even more important.

Key1travelled2 New 3 declined4 United States5 developed6 important

2 Reading

Key1 true2 true3 true4 false5 false6 false

3 Speaking

You can select topics from Units 1 to 4. Use pictures, charts, tables and diagrams as input.

4 Writing

A production modelRafting is an adventure sport. Río Blanco and Toachi near Santo Doming are good places for it.The cost is $65,00 per person. The price includes transport, food and equipment and experience is no needed. If you want to travel by bus, a bus leave from Quito at 6.30 am and returns at 7.30 pm.

5 Grammar

Key1 bigger2 nicest3 largest4older5 higher6 lower

6 Vocabulary

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Key1 rafting2 hiking3 biking4 windsurfing5 diving6 canoeing

Term One: Test B (Units 1 – 4)

1. Listening

Audio Script 36 Electricity

Listen and complete the sentences.

1 Electricity is made in power stations.2 The electricity travels along power cables.3 Pylons support the cables.4 The thick cables are separated into thinner cables.5 These cables are supported by electricity posts.6 The thin wires enters a meter in or outside each

house.

Key1 stations2 travels3 support4 are5 electricity6 meter

2 Reading

Key1 all over the world2 subtropical3 citrus, fruits, sugar cane4 walking5 cafes at the bus station6 buses

3 Speaking


4 Writing

A possible production modelManta is the capital of the province of Manabí. It is considered the major port of Ecuador, which is both and important commercial centre and a tourist resort. The things to see in Manta are the boulevard, the Municipal Museum and the boat harbour. You can get Manta by plane or by bus. Accommodation is easy to get and the food is excellent. Additionally the people are friendly and nice.

5 Grammar

Key1 are produced2 are watched3 are loved4 are chosen5 are selected6 is remembered

6 Vocabulary

Key1 documentary2 game show3 film4 cartoon5 soap opera6 news

Term Two: Test A (Units 5 – 8)

1 Listening

Audio Script 37 Belfast

Listen to a description of the city of Belfast and complete the table.

Belfast is the capital city of Northern Ireland. It was founded in 1177 and it was made the capital of Northern Ireland in 1920 when the Government of Ireland Act separated Ireland into Northern and Southern Ireland. During the 18th century the shipbuilding industry in Belfast grew and the city soon becamea very important port. Engineering, linen production and rope-making were all important activities. Belfast is populated mainly by Protestants in east Belfast and Catholics in west Belfast. About 18% of the population of Northern Ireland live in the capital, which has approximately 280,000 inhabitants.

Key1 Northern Ireland2 11773 19204 engineering5 Catholic6 280,000

2 Reading

Key1 a 2 c3 b4 a5 a6 b

3 Speaking

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4 Writing

A production modelThe capital city of England is London. The area of the country is 130,423 square kilometres. The average temperature in July is 16.1ºC. In January it is very cold. The average temperature is only 4.4ºC. Coal and natural gas are found in the country.

5 Grammar

Key1 a little2 a few3 much4 many5 neither6 a little

6 Vocabulary

Key1 brain2 trachea3 ribs4 heart5 lungs6 diaphragm

Term Two: Test B (Units 5 – 8)

1 Listening

Audio Script 38 Algeria

Listen to a description of Algeria and complete the table.

Algeria is located in North Africa. The capital and largest city is Algiers. Its total area is 2,381,741 square kilometres. Algeria has a population of about 27,575,000 inhabitants. The population consists of Berbers, Arabs and people of mixed Arab-Berber stock. Algeria got its independence in 1962. More than half the population is rural, living in villages and on small farms. Arabic is the official language and is spoken by more than 80% of the population. Most of the remainder speak the Berber dialect. French, however, is still widely read and spoken by many educated Algerians. Islam is the official religion and is professed by the majority of the population.

Key1 Algiers2 27,575,0003 Arabs

4 1962

5 French6 Islam

2 Reading

Key1 c2 c3 c4 c5 a6 b

3 SpeakingYou can select topics from Units 5 to 8. Use pictures, charts, tables and diagrams as input.

4 Writing

A production modelThe capital city of Scotland is Edinburgh. This country has an area of 77,080 square kilometres. The people in Scotland speak English and about 100,000 people speak Scottish Gaelic. The average temperature in July is 15ºC. in January, it is 5.6ºC. Coal and oil are found in Scotland and there are also forestry and fishing resources.

5 Grammar

Key1 much2 a few3 a little4 many5 many6 a little

6 Vocabulary

KeyPhysical characteristics: attractive, handsome, blondJobs: pilot, priest, builderParts of the body: vein, diaphragm, ribCultures: Aztec, Cayapos

Term Three: Test A (Units 9 – 12)

1 Listening

Audio Script 39 At the Airport

Listen to an announcer at an airport and complete the flight information.

Attention please, passengers for flight KL 784 flying to Amsterdam, please proceed to gate number 13. Your flight is boarding.We would like to inform passengers flying to Miami on flight AA 764, that the flight has been cancelled due to bad weather in Miami. Passengers flying to Madrid on flight IB 275, please proceed to gate number 5. Your flight is now boarding.

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We would like to inform passengers on flight AF 673 flying to Paris, that the flight has been delayed. Passengers on flight AV 623 flying to Lima, please proceed to gate number 11.

Key1 132 bad weather3 IB 2754 55 AF 6736 Lima

2 Reading

Key1 false2 false3 true4 false5 true6 true

3 Speaking


4 Writing

A production model1 Do not touch the animals.2 Do not take anything from the islands.3 Do not light fires.4 Keep to the marked paths.5 Do not drop litter in the sea.6 Do not eat, drink or smoke on the islands.

5 Grammar

Key1 are sitting2 is drinking3 fond4 is5 can’t6 will call 6 Vocabulary

A possible production modelFilms:comedyromanticscience fiction

Television programmes:documentarycartoonsoap opera

Adventure sports:

bungee jumpingwindsurfingraftingdiving

Term Three: Test B (Units 9 – 12)

1 Listening

Audio Script 40 Free Time Plans

Listen to a conversation. Complete the missing information.

A: So what shall we do this evening, Marcela?M: Let's go to a concert, Armando.A: Who is singing?M: Reik. I like that group so much.A: I'm afraid I don't like them very much. I prefer to

go dancing at the club.M: Dancing? I'm not keen on it. What do you think of bowling?A: Yes! That sounds much better. And then we can go to eat. M: Great! And what time are we going to meet?A: Let's meet at 7.00 p.m. at CCI Shopping Centre. Is that O.K for you?A: Sure. By the way do you know how much the tickets are? M: I'm not sure but I think they are $10,00 A: Alright. See you in the evening.M: See you later.

Key1 concert2 dancing3 eat4 7 pm5 CCI Shopping Centre6 $10,00

2 Reading

Key1 false2 true3 false4 false5 false6 true

3 Speaking


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