world 3.pdf · 2014. 11. 19. · con si de ran do : que la educación ecuatoriana debe responder a...

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:Sony Music

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

ISBN-9978-311-55-6Código

Impresión: EdimpresQuito, agosto de 2006

Con si de ran do:

Que la edu ca ción ecua to ria na de be res pon der a las exi gen cias del de sa rro llo na cio nal y mun dial, acor de con la rea li dad eco nó mica, so cial y cul tu ral del país;

Que el idio ma in glés, en tre otros apren di za jes sig ni fi ca ti vos, consti tu ye un me dio fun da men tal de co mu ni ca ción uni ver sal pa ra el de sa rro llo de la cien cia y la tec no lo gía al ser vi cio de la educa ción, y el de sa rro llo in te gral;

Que la Di rec ción Na cio nal de Cu rrí cu lo a tra vés de la Di vi sión Na cio nal de Idio mas Ex tran je ros y con la con tri bu ción de la Di rec ción Na cio nal de Pla nea mien to de la Edu ca ción y la DI NA MEP, es tá de sa rro llan do el Pro yec to CRAD LE, de coope ra ción téc ni ca bi la te ral ecua to ria nobri tá ni ca pa ra la re no vación del cu rrí cu lo de In glés;

Que en los acuer dos mi nis te ria les No. 2511 de 12 de ma yo de 1993 y No. 1944 de 7 de ma yo de 1996, se de ter mi na la car ga ho raria de cin co pe río dos de cla se a la se ma na pa ra la en se ñan za de In glés en el ni vel me dio, a par tir del año lec ti vo 19931994, en Sie rra y Orien te; y 19941995 en la Cos ta y Ga lá pa gos, y la apli ca ción ex pe ri men tal obli ga to ria de la se rie de tex tos our World Th rough en glish;

Que la Re for ma Cu rri cu lar pa ra la Edu ca ción Bá si ca, pues ta en vi gen cia me dian te Re so lu ción Mi nis te rial No. 1443 de 9 de abril de 1996, es ta ble ce cin co pe río dos de cla se se ma na les pa ra len gua ex tran je ra en los años oc ta vo, no ve no y dé ci mo.

Que en la es truc tu ra or gá ni ca del Mi nis te rio de Edu ca ción y Cul tura, la Di vi sión Na cio nal de Idio mas Ex tran je ros cuen ta con una red de fun cio na rios ca pa ci ta dos pa ra pro mo ver el de sa rro llo cu rri cu lar de In glés en las di rec cio nes pro vin cia les y se ha crea do cen tra les pe da gó gi cas do ta das de ma te ria les di dác ti cos pa ra fo men tar el de sa rro llo pro fe sio nal de los do cen tes de In glés; y

en uso de las atri bu cio nes que le con fie re la de le ga ción otor ga da por el Sr. Mi nis tro de Edu ca ción, Cul tu ra, De por tes y Re crea ción, me dian te Acuer do Mi nis te rial No. 582 de 01 de Mar zo de 2000.

aCuer da:

arT. 1. ra Ti fi Car la car ga ho ra ria de cin co pe río dos de cla se a la se ma na pa ra el apren di za je de In glés en el oc ta vo, no ve no y dé ci mo años de Edu ca ción Bá si ca (Ci clo Bá si co) y en el ba chi lle ra to (Ci clo Di ver si fi ca do).

arT. 2. apli Car con el ca rác ter de op cio nal el apren di za je del idioma In glés del 1o. al 7o. año de la Edu ca ción Bá si ca, en los es ta ble ci mien tos que cuen ten con las fa ci li da des y el re cur so hu ma no es pe cia li za do.

arT. 3. ra Ti fi Car la apli ca ción ex pe ri men tal obli ga to ria de la se rie de tex tos our World Th rough en glish, pa ra el es tu dio de

la asig na tu ra de In glés en los años oc ta vo, no ve no y dé ci mo de la Edu ca ción Bá si ca (Ci clo Bá si co) y en el ba chi lle ra to (Ci clo Di ver si fi ca do) del ni vel me dio de los co le gios fis ca les y fis co mi sio na les del país, in clu yen do los ex pe ri men ta les y téc ni cos.

arT. 4. en Car gar a la Di vi sión Na cio nal de Idio mas Ex tran je ros de la Di rec ción Na cio nal de Cu rrí cu lo, a tra vés de sus de par tamen tos en las di rec cio nes pro vin cia les de edu ca ción y del per so nal le gal men te es ta ble ci do, que en coor di na ción con la DI NA MEP pla ni fi que y or ga ni ce la ca pa ci ta ción, la eva luación del pro yec to y el uso de los re cur sos di dác ti cos pa ra la en se ñan zaapren di za je de es te idio ma.

arT. 5. pre Cep Tuar que se apli que el nue vo sis te ma de eva lua ción for ma ti va y glo ba li za do ra de In glés, in clu yen do el Exa men Na cio nal de In glés pa ra los alum nos que fi na li zan el dé ci mo año de la Edu ca ción Bá si ca (Ci clo Bá si co) y los que fi na li zan el ter cer año del Ba chi lle ra to (Ci clo Di ver si fi ca do).

arT. 6. res pon sa bi li zar a la Su per vi sión Na cio nal y Pro vin cial de Edu ca ción el cum pli mien to de la car ga ho ra ria asig na da al apren di za je del idio ma In glés en el oc ta vo, no ve no y dé ci mo años de Edu ca ción Bá si ca (Ci clo Bá si co) y en el ba chi lle ra to (Ci clo Di ver si fi ca do).

arT. 7. dis po ner que un es ta ble ci mien to edu ca ti vo que ha ini cia do el apren di za je de un de ter mi na do idio ma ex tran je ro lo manten ga en to dos los años de es tu dio.

arT. 8. es Ta ble Cer que en la trans fe ren cia de alum nos de una ins titu ción edu ca ti va a otra se con si de re vá li da la no ta ob te ni da en cual quier idio ma ex tran je ro pa ra efec tos de pro mo ción de un cur so a otro y la con ce sión de la res pec ti va ma trí cu la.

arT. 9. de Ter mi nar que los pla nes y pro gra mas de es tu dio de la asig na tu ra de In glés ela bo ra dos por la Di vi sión Na cio nal de Idio mas Ex tran je ros y apro ba dos por es te Mi nis te rio, tie nen el ca rác ter de ofi cia les.

arT. 10. res pon sa bi li zar a la Di rec ción Na cio nal de Cu rrí cu lo, a tra vés de la Di vi sión Na cio nal de Idio mas Ex tran je ros, el es tu dio y apro ba ción de to dos los ma te ria les di dác ti cos pa ra la en se ñan zaapren di za je de idio mas ex tran je ros.

arT. 11. en Car gar a las di rec cio nes na cio na les y pro vin cia les de edu ca ción, a tra vés de sus de pen den cias es pe cia li za das, la eje cu ción y cum pli mien to de es te acuer do.

Co mu ní Que se.- En la ciu dad de San Fran cis co de Qui to, Dis tri to Me tro po li ta no, a 9 de mar zo de 2000.

Ga briel Paz mi ño Ar mi josSub se cre ta rio de Edu ca ción

REPúBLICA DEL ECuADORMINIStERIO DE EDuCACIóN y CuLtuRA

DIRECCIóN NACIONAL DE ASESORíA JuRíDICAEL SuBSECREtARIO DE EDuCACIóN

00001504

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 the new edition motivating.

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

• clear objectives are given at the beginning of every lesson in the teacher’s notes.• there are monthly tests to be given after every three units as well as three term tests after every four units.• 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.

Introduction to Teachers

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

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 of 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 3 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 per-formance on the exercises.

INTRODUCTION

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 gram-mar 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.

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 edi-tion.

- Syllabus organization

Information can be divided into three types:

• descriptive

• narrative

INTRODUCTION

• 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 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 impor-tant 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 up a lternatives 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

INTRODUCTION

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.

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 your-self 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

INTRODUCTION

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 infor-mation 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 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 sit-uational 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

INTRODUCTION

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 gram-matically in these levels. Students should be encouraged to use this classroom language as much as possible as a genuine means of communication in a variety of common classroom situations and as an essential part of the core syllabus.

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

1 English in the classroom

While a student receiving five hours of English per week cannot hope to absorb the amount of lan-guage 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 les-son 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”, stu-dents 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 com-mon 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 mis-take.

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 com-mon 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.

General Teaching Tips

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 stan-dard British English, appropriate to its global use at the beginning of the 21st century. The grammati-cal analysis follows The Oxford English Grammar (Greenbaum, 1996). British English vocabulary 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.

General Teaching Tips

REVISION UNIT 1: ALL ABOUT YOU

Grammar

• Review of present simple: affirmative and nega-tive statements and questions with be, like, live, have, play, sell

•Reviewofpastsimple: affirmative and nega-tive statements with start, eat, drink, turn up, be, dance, finish

•Reviewofcan/can't: affirmative and neg-ative statements and questions

•Reviewofquestionwords:how old, when, where, how many

Functions

• Exchanging personal information and socializing

• Describing a person (with regard to age, residence, family, ambitions)

• Inviting someone to a party• Telling a story• Talking about free time activities• Describing an Ecuadorian community• Describing past events• Expressing ability

Vocabulary

•Instructions: write, listen, choose, read, imag-ine, match, design

•Freetimeactivities: basketball, swimming, ten-nis, volleyball, canoeing, fishing, cooking, dancing, playing the guitar, cycling

•Celebrations: birthday, wedding, graduation, anniversary, party invitation, card

Skills Development

•Reading: reading for general information and for specific information, predicting from lay-out, scanning a text, reading and fol-lowing instructions.

•Listening:listening for general idea and for detailed information, listening and making notes

•Speaking:exchanging personal information, asking and answering questions about free time activities

•Writing: describing a person, describing an eth-nic group, writing a short summary

Further Objectives

Curriculum Links

•SocialStudies: learning about an ethnic group

General Learning Skills

• Developing knowledge of different ethnic groups in Ecuador

• Developing skills to describe people

UNIT 2 ALL ABOUT LEARNING

Grammar

•Reviewofpresentsimple: affirmative and nega-tive statements and questions

•Reviewofquestionwords:who, what kind, what, how, where, how many, which

•Reviewofverbsforinstructions:select, draw, colour, put

•Prepositionsofplace: in, on, at, next to, opposite, between

Functions

• Identifying school places and describing location

• Identifying learning styles• Describing personality• Exchanging information about likes and

dislikes• Talking about school celebrations in another

country• Giving instructions (for making a scale

drawing)

Vocabulary•Learningstyles: verbal-linguistic,visual-spatial,

LANGUAGE OBJECTIVES

logical-mathematical, physical-kinesthetic, musical, interpersonal, intrapersonal

•Schoolplaces: classrooms, toilets, swimming pool, basketball court, snack bar, football pitch, office, library, garden

•CelebrationsinBritain: Easter, May Day, Shrove Tuesday, Remembrance Day

•Classroommaterials: pencil, ruler, coloured pencils, plain paper

Skills Development

•Reading: reading for general idea, reading for detail

•Listening: listening for specific information•Speaking: exchanging information about learn-

ing styles and study habits, speaking about location

•Writing: writing a description of a school, writing a letter

Further Objectives

Curriculum Links

•SocialStudies:learning about celebrations in another country

• Participating in a Project Work

UNIT 3 PERSONALITY AND APPEARANCE

Grammar

•Reviewofpresentsimple:affirmative and nega-tive statements and questions with be, wear

•Reviewofquestionwords:what, who•Have/hasto: positive and negative state-

ments to express obligation and necessity•Passive:affirmative sentences for

description•Adjectives: after linking verb be, to describe

personalityFunctions

• Asking for and giving information about personality

• Exchanging personal information• Describing hairstyles and appearance• Giving instructions (for body exercises)• Expressing necessity and obligation

Vocabulary

•SignsoftheZodiac: Leo, Cancer, Gemini, Taurus, Aries, Pisces, Aquarius, Capricorn, Sagittarius, Scorpio, Libra, Virgo

•Personalitycharacteristics: secretive, ener-getic, stubborn, cheerful, protective, good leader, practical, elegant, adventurous, hardworking, cooperative, good sense of humour, friendly, careful, introverted, extroverted, serious

•Jobs: architect, taxi driver, footballer, news-reader, chef, housewife, hairdresser, engineer, weaver, waitress, lawyer

•Clothes: light clothes, warm clothes, colourful garments, baggy jeans, t-shirt, pull-over, miniskirt, blouse, belly top, button

•Materials: silk, cotton, tagua, wool• Parts of the body: foot, ankle, head, knee,

leg, hand, stomach, waist, elbow, arm, shoulder

•Movement:bend, touch, stand, twist

Skills Development

•Reading: reading for specific information, read-ing for general idea

•Listening: listening for specific information, lis-tening and matching

•Speaking: exchanging information about hair-style preferences, speaking to give instruc-tions

•Writing:writing about materials for clothes, writing a description of personality

LANGUAGE OBJECTIVES

Further Objectives

Curriculum Links

•Sciences: knowing the parts of the human body and the importance of exercising

•SocialStudies: identifying different kind of per-sonality characteristics

• How to maintain a conversation• Learning how to give instructions

UNIT4RELATIONSHIPS

Grammar

•Reviewofpossessives: Sara's mother in-law•FirstConditional: positive statements to talk

about future possibilities•Reviewofadjectives: to describe personality

and physical characteristics: short, tall, slim, chubby, cheerful, sad, happy, ill, lonely

•Reviewofquestionwords: how, what, how many•Reviewofimperative: giving instructions to

make a medal with: trace, write, decorate, stick, attach

•Future: going to to describe future plans

Functions

• Describing personality and appearance and giving compliments

• Exchanging information about future plans• Exchanging personal information• Discussing future possibilities• Describing a family• Giving instructions for making a medal

Vocabulary

•Personality: cheerful, sad, happy, ill, lonely, intel-ligent, lively, successful, sensitive, timid, inde-pendence, rebellious, careless, nervous, preoc-cupied, playful, sociable, popular, lovable

•Familymembers`:father, mother,

grandfather, grandmother, great-grandfather, mother in-law, father in-law, uncle, aunt, niece, nephew, cousin

•Appearance: short, tall, chubby, slim, attractive

Skills Development

•Reading: reading for general idea, reading for detail

•Listening: listening for specific information•Speaking: exchanging personal information,

giving instructions for making a medal, describing future plans

•Writing: writing a short telephone conversation

Further Objectives

Curriculum Links

•SocialStudies:finding out about personality characteristics

•Sciences: learning about where materials come from

• Maintaining good relationships• Acknowledging the value of friendship

UNIT5THEENVIRONMENT

•Reviewofpresentsimple: positive and nega-tive statements and questions with eat, live, can, be, have, measure, buy, use, turn off, recycle

•Reviewofquestionwords: what, who, where, how many, why, how

•Passivevoice: developing awareness of active and passive meaning, affirmative and negative statements with present simple passive, e.g. are threatened, are captured, are found

•Adverbsoffrequency: never, sometimes, always

LANGUAGE OBJECTIVES

•Reviewanduseofauxiliaries: negative state-ments and questions

•Relativepronouns:which, whoFunctions

• Asking and answering questions about animals, their habitat and lifestyles

• Describing a natural phenomenon• Exchanging information about endangered spe-

cies• Completing a graph and questionnaire• Talking about deforestation• Giving an oral presentation

Vocabulary

•Animals: macaw, yumbo, condor, monkey, tiger, parrot, parakeet, wolf, armadillo, amphibian

•Nature: trees, environment, rainforest, timber, environment, flooding, vivarium, soil, forests, hurricane

•Animaltrafficking:illegal traffic operation, ani-mals confiscated, rescue centre, endan-gered species

•Environmentprotection:aerosols, atmo-sphere, household chemicals, unleaded pet-rol, packaging,, waste, glass bottles, energy, lights

•Processes: melt, rise, flood

Skills Development

•Reading:reading and making notes, reading and ordering pictures

•Listening: listening for general idea, listening for specific information

•Speaking: describing frequency of activities, giving a presentation, giving and asking for information about protecting the environment

•Writing: writing a summary

Further Objectives

Curriculum Links

•Mathematics: plotting a bar graph•EnvironmentalScience: learning about envi-

ronmental problems and advice for pro-

tecting the environment•Biology: finding out about endangered species

• Giving a presentation• Plotting a bar graph• Carrying out a questionnaire

UNIT6ECUADORANDOTHERAMERICAN COUNTRIES

Grammar

•Comparativeandsuperlativeforms: comparing and contrasting with smaller, higher, bigger, older, lower, warmer, colder and smallest, lowest, oldest, highest

•Reviewofpastsimple: affirmative and nega-tive statements

•Reviewofquestionwords: where, when, what, where

•Reviewofgoingto:future plans•Reviewofimperative: giving instructions with

serve, mix, take, cut, chop, add, peel•Passivevoice: affirmative and negative state-

ments with past simple passive, e.g. was founded, was designed

Functions

• Describing a place• Comparing and contrasting characteristics of

places• Describing cities and countries• Describing traditional dresses• Exchanging information about adventure

activities•Giving instructions for a recipe

Vocabulary

•Sports:hiking, diving, bungee jumping, sea kayak-ing, hot-air ballooning, windsurfing, rafting

LANGUAGE OBJECTIVES

•Traditionaldresses: skirt, belt, trousers, colour-ful jacket, sandals, short sleeves, scarf, hat, dress, tie, boots, suit, shirt, lace

•IngredientsforaMexicandish: avocado, toma-to, chopped onion, vinegar, oil, chilli sauce, salt

Skills Development

•Reading: reading for specific information, read-ing and matching descriptions and follow-ing instructions

•Listening: listening for general idea, listening for specific information and to check answers

•Speaking: speaking to complete information, describing places

•Writing: writing a description of a traditional dress, writing a postcard

Further Objectives

Curriculum Links

•Geography: building on existing knowledge of South American countries (with regard to location, economics, population, race and tourism)

•Tourism: becoming aware of tourist activities in Costa Rica

• Interpreting a graph• Writing a postcard• Learning how to make a Mexican dish• Developing awareness of tourism in other

Latin American countries

UNIT7HEALTHANDSAFETY

Grammar

•Reviewofpresentsimple: questions and affir-mative and negative short answers

•Modalverbs: expressing strong rec-ommendations with should and shouldn't and

possibilities with can, could•Reviewofimperative: giving instructions with

lie down, press, take, tie, cover, raise•Because: giving reasons

Functions

• Giving health and safety advice• Exchanging personal information• Giving instructions for treating bleeding• Describing results of a survey

Vocabulary

•Houseandhome: cooker, fireplace, saucepan, plug, rug, stairs, frying pan, knife, poison, fireguard

•Medicine:bandage, injured, blood, cut, cloth•Reviewofclassroommaterials:coloured pens,

card, magazines, glue, paper, scissors

Skills Development

•Reading: reading to confirm ideas, bringing knowledge to the text, reading for detail

•Listening: listening for specific information•Speaking: giving health and safety advice,

exchanging personal information•Writing:writing a set of health and safety

rules, writing a summary of results

Further Objectives

Curriculum Links

•Biology:learning how to treat bleeding and dis-covering the harmful effects of smoking

•Mathematics: presenting information in a bar graph

• Making a poster• Presenting results of a survey in a bar graph• Writing a summary of results

LANGUAGE OBJECTIVES

UNIT 8 LEISURE ACTIVITIES

Grammar

•Reviewofpresentsimple: questions and affir-mative and negative statements with do, play, go, collect, watch

•Reviewofpastsimple:affirmative state-ments with throw, hit, lose, dribble, drive, crash

•Adverbsoffrequency: always, usually, often, sometimes, never

Functions

• Exchanging information about free time activities

• Asking for and giving information about likes and dislikes in relation to sports

Vocabulary

•Leisureactivities: aerobics, play the guitar, cycling, collect CDs, watch cartoons

•Sports:football, marathon, fishing, go-karting, swimming, gymnastics, volleyball, cycling, Formula One, diving, walking, basketball, baseball, motorcycling, jumping, surfing

•Food:pizza, hamburgers, french fries, fried chicken, oregano, beef, wheat, onion, pepper, peach, promegranate, yogurt, carrots, apples, barley, cheese, pork, garlic, milk, oats, cinnamon, tomato

Skills Development

•Listening:listening for specific information•Speaking: speaking about the frequency of

activities, speaking about favourite foods and free time activities

•Writing: writing a recipe, writing about plans for the weekend, writing a summary

Further Objectives

Curriculum Links

•SocialStudies: learning about fast food from

different countries

• Developing awareness of different kinds of free time activities

• Learning about international dishes• Developing interpersonal relationships• Grouping words in categories• Completing a table and mind-map• Ranking activities

UNIT 9 NATURAL DISASTERS

Grammar

•Reviewofpastsimple: affirmative and nega-tive statements with want, shout, run out, come, be, feel, look, realize, notice

•Reviewofimperative: identify, keep away, find, be calm, teach, help, stay, get, soak, add, mould, squeeze, mash, paint, practise, drink, bury, avoid

•Pastprogressive:affirmative and negative state-ments with was/were sleeping, coming, erupt-ing, driving, happening, paying attention, shining, singing, getting, listening, talking

•Reviewofarticles: a, an, some

Functions

• Exchanging information about location and past events

• Giving safety advice• Describing past actions• Giving and asking for information about

natural phenomena• Narrating

Vocabulary

• Natural wonders: volcanoes, eruption, erupt, lava, explosion, cloud

• Materials: newspaper, glue, water, coloured paints

LANGUAGE OBJECTIVES

• Model making: squeeze, mould, mash, soak• Emergency equipment: torch, radio, matches,

blanket, batteries, candle, first aid box

Skills Development

•Reading: reading for general idea, reading for detail, scanning a text for information

•Listening: listening for specific information•Speaking: exchanging information about what

to do before, during and after an earth-quake and a flood, speaking about past events

•Writing: writing safety instructions

Further Objectives

Curriculum Links

•Science: learning about natural phenomena•Geography: discovering the location of vol-

canoes in other parts of the world

• Making a model from papier maché• Learning what to do in the event of an

earthquake and a flood

UNIT 10 CRIME

Grammar

•Reviewofpastsimple: affirmative and nega-tive statements and questions

•Adverbs: raising awareness about the dif-ference in use and meaning of adjectives and adverbs, describing actions with happily, care-fully, easily, nervously, fast, aggressively

•Reviewofbecause: giving reasons•Reviewofmodalverbs: showing possibilities

with can and might

Functions

• Predicting a story from pictures• Narrating past events• Ranking information• Expressing ideas and opinions• Agreeing and disagreeing: I agree with you, I

don't agree, I think you're right• Making a pie chart

Vocabulary

•Crime: burglary, robbery, shoplifting, kidnapping, murder, drunk-driving, forgery, van-dalism

•Adjectives: angry, happy, fast, desperate, care-ful, easy, nervous, aggressive

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

Skills Development

•Reading: reading for general idea, reading for detail, reading and inferring meaning

•Listening:listening for general idea, listening for specific information

•Speaking: agreeing and disagreeing, expressing opinions, giving reasons/advice

•Writing: writing a summary

Further Objectives

Curriculum Links

Mathematics: calculating percentages and pre-senting information in a pie chart (please check)

• Carrying out a survey, presenting information in the form of a pie chart and summarizing results

• Making a word search

LANGUAGE OBJECTIVES

UNIT11THESUPERNATURAL

Grammar

•Presentperfect: developing awareness of meaning and use, questions with have you…had, seen, visited, read, watched, met, been and affirmative statements

•Reviewofpastsimple: affirmative and nega-tive statements and questions

•Reviewofpassivevoice: affirmative and nega-tive statements with present and past simple passive

Functions

• Giving and asking for information about beliefs• Describing experiences in the past• Asking about past experiences• Describing an object and a movie plot• Filling out a form

Vocabulary

• Supernatural; witch, ghost, UFO, elves, fortune teller, cemetery, horror film, alien, zombie, spaceship

• Descriptions: oval, saucer-shaped, bright, enormous, silver

Skills Development

•Reading: reading for general idea, reading and confirming ideas, reading for detail

•Listening: listening for specific information, listening and making notes

•Speaking:discussing ideas and making pre-dictions, exchanging information about experi-ences from the past, taking part in a role play, describing an object

•Writing: writing an account of a past event in a diary entry, filling out a form

Further Objectives

Curriculum Links

•Developingofintelligence: encouraging imag-ination by means of traditional beliefs

• Conducting a questionnaire• Filling out a form• Writing a diary entry

UNIT 12 TRAVELLING AROUND ECUADOR

Grammar

•Timeexpressions: first, then, after that, finally•Reviewofprepositionsofplace: at, to•Reviewofpresentsimple: affirmative and nega-

tive statements and questions•Reviewofpastsimple: affirmative and

negative statements and questions•Reviewofimperative: serve, stir, put, cover, add,

pour•Reviewofcan: questions and affirmative and

negative statements

Functions

• Describing a sequence of events• Describing a journey and modes of transport• Describing abilities• Completing a questionnaire• Expressing distances• Expressing ideas and predicting• Giving instructions for a recipe

Vocabulary

•Mountaineering: mountain, summit, climb, tent, camp

•Modesoftransport: plane, bus, boat, balloon•Freetimeactivities: go walking, go climbing,

have a picnic, go to the zoo, buy food, go to the cinema, go windsurfing, buy clothes,

LANGUAGE OBJECTIVES

swim, go to a museum, go skiing, dance, fish, watch TV, send a letter

Skills Development

•Reading: reading and confirming ideas, read-ing for detail, reading and making notes

•Listening: listening for specific information, lis-tening and ordering

•Speaking: describing a sequence of events in the past, describing a journey, discussing ideas and abilities, giving advice, giving instructions for a recipe

•Writing: creative writing, writing a postcard and travel arrangements

Further Objectives

Curriculum Links

•Currenteventsandvalues: Ivan Vallejo's experi-ence

•Tourism: learning about ways to spend your free time

• Learning how to make a traditional dessert• Developing creative writing

LANGUAGE OBJECTIVES

N.B. Ask students to find out some information about an ethnic group for lesson 2.

Task 1 Speaking

1 Tell students about your best friend. Encourage them to ask you questions about your friend’s age, name, physical appearance etc.

2 Put students into small groups to do the task. Tell them they have 5 minutes to ask and answer questions about their best friends.

Task 2 Listening for general idea

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

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

2 Tell students to listen to all the information. Explain that the first task is for them to get the general idea of the listening text. Say: “It doesn’t matter if you don’t understand every word. Try to answer the two questions.”

3 Play or read Audio Script 1 once or twice.

4 Ask students to check their answers in pairs. Say:”Get into pairs to check your answers, please.”

5 Check the task on the board. Say: “Can you tell me the answer to Question 1/2 please, (name).”

Audio Script 1 Mariana's FriendsListen to Mariana talking about her friends.

I: Mariana, tell me about your best friend.M: Well, I’ve got two best friends actually.I: Two!M: Yes. Gaby and Paula.I: I see. And are they similar or are they quite different?M: Well, they’re both the same age. Their birthday is

even on the same day!I: No!M: Yes, really, it is. And they’re the same age as me.I: And how old are you?M: Fifteen.I: O.K. And do they both go to the same school as

you?M: Yes, and they’re both in the same class too. I: Right.M: Gaby is really lively. She likes loud music and

she talks very loudly too! Paula isn’t as lively.

She’s very friendly, but she’s quiet.I: Does she like going sout often?M: Actually she prefers to stay in with her family and

a few friends. She’s got three brothers and two sisters.

I: And who do you like bes, Gaby or Paula?M: Oh I like them both equally! They’re both my

best, best friends!

1 c 2 b

Task 3 Listening for specific information

N.B. Please check your pronunciation, stress and intona-tion with the CD before teaching.

1 If you have a CD player, copy the first sentence onto the board. If you are going to read the

Audio Script, copy all the sentences.

2 Play the first part of Audio Script 1 and demonstrate the task with the given example.

3 Play or read Audio Script 1 once or twice (or until most of the students have completed the task.) If you have a CD player it is the time for you to copy the other sentences (2-6) on the board while the students are listening.

4 Check the task on the board. Say: “ Can you tell me the answer to question 2/3/4/5/6, please, (name).”

1 G, P 2 G, P 3 G, P 4 G 5 G 6 P

Lesson Objectives• togivestudentsanopportunitytogettoknow

one another• todevelopintensiveandextensivelisteningskills

• toreviewbasicquestionforms• toprovidespeakingandcommunicativewriting

practice

REVISION UNIT: ALL ABOUT YOULesson 1 UNIT one

Task 4 Speaking

1 Copy the table on the board.

2 Bring a student to the front. Ask him/her the questions. Make notes in the table.

3 Tell students to do the task. Say: “Stand up, please. Walk around the class and interview three people.”

4 Walk around the class listening to the students. Help them if necessary, but don’t

interrupt them to correct them. If you hear a lot of mistakes, you can correct them with the whole class after the activity has fin-ished.

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

Task 5 Writing

1 Use the notes on the board to write an example paragraph about the student. Elicit sentences from the students, e.g. point to the

age in the table and say: “What shall I write?” and then write the sentence, e.g. He is 14 years old etc. Do not write the person's name.

2 Tell students to select one student and write about him or her. Say: “Don’t write the

person’s name. Don’t tell anyone who you are describing.”

3 Walk around the class checking students' work. Help if necessary.

A possible production modelHe is 16 years old. His birthday is on September 5th. He lives in Patate. He has two brothers and a sister. He would like to be an architect.

Task 6 Reading and Speaking

1 Bring a student to the front of the class.

2 Ask the student to read his or her description. Tell the students to listen and find out who he or she is describing. Say: “Listen

to the description. Who do you think (name) is describing?”

3 When the student has finished reading his or her description, encourage the students to guess the name of the person who was described. Ask the student who read the description to confirm the correct answer.

4 Put students into pairs. Tell them to take it in turns to read their descriptions and guess. Say: “Take it in turns to read your

descriptions and guess the name of the student.” Walk around listening to students.

Help them with pronunciation and intonation.

Your Classmates Lesson 1UNIT one

Task 1 Labelling cards

1 Tell students to look at the pictures and predict what they are going to do.

2 Tell students to read the task instructions. Check understanding.

3 Introduce the words in the box orally. Point to the pictures as you speak.

4 Demonstrate the task. Point to the birthday card and say: “anniversary.”

5 Tell students to do the task individually.

6 Check the answers on the board.

1 anniversary 2 wedding 3 birthday 4 graduation

Task 2 Reading for general idea

1 Copy the questions on the board.

2 Tell students to read the diary quickly and find the information. Explain that the first task is just for them to get the general idea of the reading task. Say: “It doesn’t matter if you don’t understand every word. Just try to answer the two questions.”

3 Monitor students' work.

(to a party at) Marta's house. She met a boy. / She danced with Marco Antonio.

Lesson Objectives• toreviewvocabularyrelatedtocelebrationsand

parties• todevelopextensiveandintensivereadingskills• topractisethelanguageofinviting

Greeting and Meeting PeopleLesson 2 UNIT one

Task 3 Reading for specific information

1 Copy the card on the board.

2 Ask the students: “What kind of party did Mayra go to?” and write birthday in the first blank space.

3 Tell students to read the text again and do the task individually.

4 Walk around the class. Monitor students' work. Help them if necessary.

birthdayMarta's houseSaturday 24th June7.00 12.00popcorn

Task 4 Designing a party invitation

1 Copy the party invitation from Task 3 on the board.

2 Demostrate the task. Complete the invitation with your own information.

3 Tell students to do the task on their own.

N.B Remind students to bring some information about an ethnic group for lesson 4.

Lesson 2UNIT one

Task 1 Vocabulary Development

2 Do the first two questions as an example. Say: “What's number 1/2, (name)?” Write 1 canoeing 2 swimming on the board.

3 Allow students enough time to do the task individually.

4 While the students are working, write the words on the board. When they have finished, check the task on the board.

N.B. Do not erase this information.

Key1 canoeing 2 swimming 3 cooking 4 fishing 5 singing 6 cycling 7 dancing 8 basketball 9 tennis 10 playing the guitar

1 Ask students to read the task instructions.

2 Copy the questions on the board.

3 Tell students to read the postcard and find the information. Explain that this task is just for them to get the general idea of the reading text. Say: “It doesn't matter if you don't understand every word. Just try to answer the three questions.”

4 Monitor students' work.

5 Ask the students to check their answers in pairs. Say: “Get into pairs to check your answers, please.”

6 Check the task on the board. Say “Tell me the answer to questions 1/2/3 please, (name).”

1 Sarah 2 Mr and Mrs Tailor3 in Quito

Task 3 Reading for detailed information

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

2 Focus students' attention on the required information and the address on the postcard. Say: “Look. Sarah's parents live in England. She must be English.” Underline sentence a.

3 Tell students to do the task.

4 Check the answers orally.

Task 4 Speaking

2 Give an example. Say: “My favourite free time activi-ties are …”

3 Tell students to talk in pairs.

4 Monitor and help if necessary.

A possible production modelStudent A: My favourite activities are dancing, play-

ing the guitar and fishing. What are yours?

Student B: My favourite activities are playing basketball, cooking and canoeing.

N.B. Remind students again to bring some information about an ethnic group for the next class.

Lesson Objectives• toreviewvocabularyrelatedtofreetimeactivities• todevelopextensiveandintensivereadingskills• todevelopspeakingskills

Your Free TimeLesson 3 UNIT one

N.B Students should have brought some information about an ethnic group for this lesson.

Task 1 Activating general knowledge

1 Ask the students to look at the photographs and tell you the ethnic groups the people belong to.

KeyAmazon indigenous, Otavaleño, Afro-Ecuadorian, Saraguros

Task 2 Listening and selecting information

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

1 Copy the headings of the table on the board.

2 Play the CD or read the first part of Audio Script 2 to demonstrate the task. Ask the students which word from the Ecuadorians column of the table they heard. Write Afro-Ecuadorians in the table and tick it as an example.

3 Ask students to continue individually. Play or read Audio Script 2 two or three times (or until most stu-dents have completed the task) without stopping.

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

Audio Script 2 An Ecuadorian Community

Listen to a description of an Ecuadorian community.

The ancestors of most Afro-Ecuadorians came from Africa in the 17th Century. Many Afro-Ecuadorians live in coastal regions in this country, but there is also a community of black people in the highlands in an area called the Chota Valley. Chota is situated to the north of Ibarra and, although it is in the highland region, it is a warm and dusty place.The people of Chota grow and sell fruit, such as bananas, limes, ovitos, grapes, pepinos and tangerines, for a living. They are well-known as music lovers and the music they play is a mixture of sad Andean music and African sounds.

KeyAfro-Ecuadorians ✓ / Highlands ✓ / grow and sell fruit ✓ / music ✓

Task 3 Listening and completing information

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

1 Ask students to read the task instructions. Check understanding. Tell students to focus their

attention on specific information.

2 Copy sentence 1 on the board. Play or read the first sentence of Audio Script 2 and ask the students what to write in the first space. Write 17 in number 1.

3 Tell students to continue working individually. Play or read Audio Script 2 two or three times.

4 Ask students for the answers. Say: “Can you tell me the answer to number 2/3/4/5 please, (name).” Write the missing words on the board.

1 17th 2 warm 3 fruit 4 sad 5 Africa

Task 4 Writing

1 Write the name of an ethnic group you know something about on the board.

2 Encourage students to tell you information about this group. Write the information on the board in the form of a short paragraph as an example.

3 Tell students to use the information they brought to the class to write about a group in their note-books or on scrap paper. If some students have not brought information, group them with students who have and ask them to share.

5 It would be a good idea to collect the students’ work, correct it and return it in a later lesson.

A possible production model

The Otavaleños are originally from Otavalo. This is a city in the Highlands. Otavalo has mild weather. The Otavaleños are hard working people. They weave and

sell their weavings.

Lesson 4UNIT one Your country

Lesson Objectives• todevelopawarenessofethnicgroupsinEcua-

dor.• toreviewpresentsimpleverbformstodescribe

general habits and facts

• todevelopintensivelisteningskillsandwritingskills

1 Ask students to look at the photograph. Ask them the questions. Encourage them to put up their hands to answer.

KeyShakira/Colombia

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

2 Ensure that everybody has their books closed.

3 Play the CD. Let students listen.

4 Ask students ideas of what the song is about.

Possible answer A person in love referring to his/her loved one's eyes.

1 Read the task instructions. Check students' understanding.

2 Play the CD. Check the task and then play the song again for students to fill in the blanks.

Audio Script 3 Eyes Like Yours

Oh, you know I have seenA sky without sunA man with no nationSaints, captive in chainsA song with no nameFor lack of imaginationYa he...And I have seenDarker than ebony

Ya he Ya he Ya la he

And now it seems, that IWithout your eyes could never be

My one desire, all I aspireIs in your eyes forever to liveTraveled all over the seven oceansThere is nothing that I wouldn't giveCame from Bahrein, got to BeirutLooking for someone comparing to youTearing down windows and doorsAnd I could not find eyes like yours

Came from Bahrein, got to BeirutLooking for someone comparing to youTearing down windows and doorsAnd I could not find eyes like yours

Oh, You know I seenA woman of meansIn rags and begging for pleasure

Crossed a river of saltJust after I rodeA ship that's sunk in the desert

And I have seenDarker than ebony

And now it seems, that IWithout your eyes could never be

My one desire, all I aspireIs in your eyes forever to liveTraveled all over the seven oceansThere is nothing that I wouldn't giveCame from Bahrein, got to Beirutlooking for someone comparing to youTearing down windows and doorsAnd I could not find eyes like yours

Came from Bahrein, got to BeirutLooking for someone comparing to youTearing down windows and doorsAnd I could not find eyes like yours

rabboussamai fikarrajaiifi ainaiha aralhayatiati ilaika min haza Ikaaouniarjouka labbi labbi nidai

come from Bahrein, got to Beirutlooking for someone comparing to youTearing down windows and doorsAnd I could not find eyes like yours

KeyThe word 'eyes' is repeated 5 times.1 know2 with3 with4 have5 live6 give7 windows8 doors9 windows10 doors11 find12 woman13 river14 have15 never16 oceans17 give18 looking19 find20 comparing21 yours22 came23 looking24 yours

Lesson 5 UNIT oneA famous Singer

Lesson Objectives• todevelopintensivelisteningskills• todevelopspeakingskills

• toprovidevarietybymeansofmusic

Task 2 Unscrambling words

Key1 canoeing2 cycling3 dancing4 fishing5 singing

Checking My Progress 1UNIT one

N.B You will need a large sheet of scrap paper or newspaper and some adhesive tape for this lesson.

1 Read the task instructions. Draw students’ attention to the pictures. Point out the example.

2 Ask students to do the task alone. Monitor and help if necessary.

3 Tell students to compare their answers with a partner. Write the words on the board while the students are comparing.

4 Check the answers on the board. Say: “What is num-ber 2/3/4/5/6/7/8/9?” Write the appropriate numbers next to the words on the board.

Key1 swimming pool2 classroom3 toilets4 library5 garden6 football pitch7 office8 basketball court9 snack bar

Task 2 Listening and matching information

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

1 Copy the information on the board.

2 Play or read the first part of Audio Script 4 to demonstrate the task.

3 Match John and Rocío’s classroom is with on the ground floor.

4 Play the CD or read Audio Script 4 two or three times (or until most of the students have completed the task.)

5 Ask a student to do the matching on the board.

Audio Script 4 A School Building

Listen to Rocio showing a new student around the school.

R: The classrooms are all in this building, John. And our classroom is on the ground floor.

J: Which is our classroom?R: It’s classroom 2.J: O.K.R: And this room, opposite classrooms 1 and 2, is the teachers’ room.J: Oh, right. And the room next to the teachers’ room?R: That’s the inspector’s office.J: O.K. Is the headmaster’s office on this floor too?R: No, that’s in the office building. The headmaster’s office is on the first floor on the right.J: On the first floor on the right?R: Yes. the secretary’s office is next to the headmaster’s office.J: Where is the deputy headmaster’s office?R: That’s on the first floor on the left. And then there’s a toilet between the deputy headmaster’s office and

the accountant’s office.J: O.K. And what’s that little room at the end of the corridor on the first floor?R: Oh, that’s the storeroom. We keep books and materials in there.J: O.K. Thanks very much, Rocío.R: You’re welcome, John. I hope you enjoy your first day

at our school.

KeyJohn and Rocío’s classroom is C/ on the ground floorThe teachers’ room is / opposite classrooms 1 & 2 DThe inspector’s office is / next to the teachers’ room EThe headmaster’s office is / on the first floor, on the right. FThe secretary’s office is / next to the headmaster’s office. BThe deputy headmaster’s office is / on the first floor on

the left. AThe toilet is / between the deputy headmaster’s office and the accountant’s office. HThe storeroom is/ at the end of the corridor on the first

floor. G

Task 3 Reading and labelling

1 Copy the plan on the board. Include Classroom 1 and Classroom 2. Point to The teachers’ room is opposite classrooms 1 and 2 in Task 2. Ask a student to come up to the front of the class and write Teachers’ Room in the correct place on the plan.

3 Monitor students’ work. Walk around the class. Help students if necessary.

4 Tell students to compare their work with a partner.

Lesson 1 UNIT twoALL ABOUT LEARNINg

Lesson Objectives• tobuildonstudents’existingknowledgeof

vocabulary related to school• toreviewandextendstudents’knowledgeof

prepositions of place

• todevelopintensivelisteningskills• todevelopstudents’abilitytogiveandaskfor

information regarding location

Task 4 Labelling another diagram

1 Quickly copy Diagram 1 and 2 and the words in the box on the board.

2 Explain that students have to label the diagram any way they like. Write a word from the box in each space in Dia-gram 1. Show that you are choosing where to put them.

3 Warn students that they must not show the diagram to their partners. Say: “It’s a secret!” and cover the picture on the board with some paper and tape.

N.B Do not erase this information.

4 Tell students to do the task individually and encourage them to hide their work from their neighbours.

Task 5 Speaking

1 Bring a student to the front of the class. Point to the words in the box. Say: “Ask me where the places are.” Point to Diagram 2 and say: “Then write the words in the cor-rect places in the diagram.”

2 Encourage the student to ask you one question at a time. Ask other members of the class to help if

necessary.

3 Look at Diagram 1 under the newspaper without letting the student see. Answer the student’s questions and encourage him/her to label Diagram 2. Do not erase the information.

4 Ask students to work in pairs taking turns to ask and answer questions and complete Diagram 2.

5 Walk around the class. Check student’s work. Help them with intonation, stress and pronunciation.

A possible production modelA: Where is the office?B: It’s next to the snackbar.A: Where is the garden?B: It’s opposite the snack bar.A: Where is the library?B: It’s next to the garden.A: Where is the swimming pool?B: It’s between the library and the classroom.A: Where are the toilets?B: They are in the centre of the building.

Teaching Tip

Notice that toilets is plural, which means that students will need to ask: “Where are the toilets?” (and not “Where is...”). Similarly they will need to reply: “They are next to the swiming pool” etc. (and not “It is...”).

Task 6 Writing

1 Elicit sentences about Diagram 2 on the board from the students. Say: “Help me describe the school. Tell me what to write.” Write some example sentences on the board.

2 Say: “Now do the task individually.”

A possible production modelIn this school, the library is next to the swimming pool. The swimming pool is opposite the snack bar. The garden is opposite the offices. The offices are between the classroom and the library. The toilets are between the classroom and the snack bar.

School Places Lesson 1UNIT two

Kinds of LearnersLesson 2 UNIT two

Task 1 Memory Test

1 Ask students to read the instructions. Check understanding.

2 Tell students to look at the words and remember as many as they can. Say: “When I say STOP, close your books and write all the words you can remember.” Make sure everybody has some paper to write on.

3 Tell students when to begin. After 1 minute say:“Stop!”

4 Make sure students close their books. Encourage them to write the words they can remember.

Task 2 Speaking

1 Ask the students to count the words they remembered.

2 Conduct a classroom discussion. Ask students the questions. Encourage students to look at their words and

answer.

Teaching TipStudents who remembered the most words will probably have had some kind of strategy. Common strategies are as follows:

- Remembering groups of words, e.g. musical instruments, animals, jobs, sports etc.

- Remembering the words to a kind of rhythm or tune.- Visualizing the words in the form of a picture.

It’s important to point out to the students that the dif-ferent ways they have of remembering the words sug-gest different learning styles.

Task 3 Scanning

1 Tell students to read Learning Styles and find the answer. Explain that it doesn’t matter if the students don’t under-stand every word. Say: “Just try to answer the question.”

2 Allow students enough time to do the task.

3 Monitor students’ work.

4 Check the task orally.

Keyseven

1 Copy the first sentence on the board.

2 Clarify the task. Read the first part of the text and ask students if the statement is true or false. Ask them why the statement is true. Focus their attention on the first sentence of the text: There are different kinds of learners. Write T next to the statement.

4 Walk around the class. Help students if necessary.

5 Ask students to compare their answers in pairs. Then check the answers on the board. Write the numbers 2,3,4,5 and 6 on the board. Say: “Is number 2/3/4/5/6 true or false?” Ask the students why the false statements are false. Write T or F next to each number on the board.

Key1 true2 false (The verbal-linguistic learner likes words. The visual-spatial learner likes pictures.)3 false (He or she likes any activity which involves organization, e.g. matching or ordering.)4 true5 true6 true

Task 5 Making notes

1 Copy the table on the board. Complete the information about you to demonstrate the task.

A possible production modelAccept students’ responses.

Lesson Objectives• toprovideanopportunityforclassroomdiscussion• todevelopintensivereadingskillsandtheabilityto

scan a text

• todevelopwritingskills• toraiseawarenessaboutdifferinglearningstyles• toprovidestudentswithanopportunitytoreflecton

their learning and on OWTE tasks

Task 6 Speaking

1 Focus students’ attention on the second and third column of the table.

2 Invite a student to the front. Ask him/her questions. Write his or her answers in the second column of the table on the board.

3 Invite another student to the front. Encourage the other student to ask him or her questions. Make notes in the table.

4 Put students into groups. Tell them to interview two classmates and make notes in the table.

5 Walk around the class checking students’ work.

Task 7 Writing

1 Clarify the task. Write one or two sentences about the activities you like and the ones you do not like, using the notes from the table on the board.

2 Tell students to work on their own. Make sure they write on paper and not in their books. It would be a good idea to explain the purpose of this activity. Say: “I am not going to correct the work. I am going to read the letters to learn something about you. I am interested in your opinions and ideas.”

3 Monitor students’ work. Help them if necessary.

4 Collect the pieces of writing. Read them and use them to reflect on your teaching and on the OWTE tasks.

Dear Ms Rivera,

I am writing to tell you about the kind of classroom activities I like and the ones I don’t like very much. My favourite classroom activity is listening to songs in English. I also like learning vocabulary and reading exercises. I like the practical activities too and I would like to do more project work. I don’t like working in groups very much. I prefer to work alone or in a pair.

Best wishes,

Carlos

Lesson 2UNIT two

1 Focus students' attention on the task 1 instruc-tions. Point to the phrases and ask: “Do you know what they are about?”

2 Accept students' ideas but do not give the answers.

Task 2 Listening and matching

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

1 Ask students to read the instructions and check understanding.

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

3 Check the answers o the board.

Audio Script 5 School Celebrations

Listen to the description of some school celebrations unre-peat Britanin

British schools don't have the same kind of celebrations as in Ecuadorian schools.On Shrove Tuesday students often make pancakes at school. Pancakes are made from flour, milk and eggs.On Remembrance Day school children often wear red paper flowers called poppies to remember the soldiers who died in 1918 when the first world war ended.At Easter students in Britain make Easter cards for their family. Easter is in March or April. Students sometimes also paint and decorate eggs. Another special day is May Day, which is on May 1st. On this day students sometimes dance around a pole holding coloured ribbons to celebrate the coming of flowers again after winter.

Key1 c2 d3 a4 b

Task 3 Listening and completing sentences

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

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

Key1 Shrove2 flour3 milk4 eggs5 On6 dance7 winter8 On9 red10 flowers11 in12 eggs

Task 4 Speaking

1 Read the instructions. Check understanding.

2 Give an example. Ask a student to come to the front and exchange opinions. Write some phrases on the board as clues if you consider necessary, e. g. I think… I consider… In my opinion…

3 Put the students in pairs and ask them to express their preferences about the celebrations in Britain.

A possible production modelA: I think that May Day is more fun because I like dancing. What about you?

B: In my opinion Shrove Tuesday is more fun. It is nice to cook.

Lesson objectives•topresentandpractisevocabularyrelated

to celebrations•todevelopintensivelisteningskills

•todevelopspeakingskills

UNIT twoLesson 3 School Celebrations in Britain

1 Ask students to read the instructions and check understanding.

2 Encourage students to talk about the pictures. Guide them with questions.

Possible answerPeople have different study habits.

Task 2 Listening and filling in the blanks

2 Play the CD or read the Audio script two times.

3 Check the answers orally and on the board.

Tapescript 6 Habits

Listen to some students’ study habits

a I always study listening to music and sitting on my favourite armchair. It helps me to relax.

b I don't like to hear any noise when I am studying. It distracts me from my task.

c I often like to have a last minute read through in the morning while on the bus.

d I prefer to study in the afternoon. I usually start studying at four o' clock.

e I'm a night person. I like to study at night. It's so quiet and peaceful.

f 5 p. m is OK with me. I love studying on my bed, not in my bed.

a onb fromc ond in / ate atf on / in

Task 3 Listening and matching

1 Read the instructions and check understanding.

Key1 e2 d3 f4 c5 a6 b

Task 4 Speaking

2 Encourage students to say if they have similar study habits to the students in the pic-tures.

3 Give an example. Call on a volunteer to perform the dialogue.

4 Write some cues on the board to help stu-dents, e.g. I am also a night person I……I like to study at…. I always study at……

A: I always study very early in the morning because I feel fresher after a night’s rest. What about you?

B: I prefer to study in the afternoon because I feel less tired.

Lesson Objectives•todevelopvocabularyrelatedtostudyhabits•toreviewprepositionsofplace•todevelopintensivelisteningskills

•toprovidespeakingpractice

Study Habits Lesson 4UNIT two

How to Make a Scale Drawing UNIT twoLesson 5

N.B. Remind students to bring a picture for Lesson 5.

2 Demonstrate the task with the given example. Point to the picture as you speak.

3 Tell students to do the task. Walk around the class checking students’ work.

Key1 a pencil2 some plain A4 paper3 some coloured pencils4 a ruler

Task 2 Listening and ordering instructions

1 Play or read the first part of Audio Script 7 to dem-onstrate the task.

2 Play or read Audio Script 7 once or twice.

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

Audio Script 7 How to Make a Scale Drawing

Listen to the instructions for making a scale drawing.

1 Select a picture you want to enlarge.2 Draw a 5 mm grid on the picture.3 Draw a 10 mm grid on your plain paper.4 Draw the picture on the 10 mm grid to enlarge it.5 Colour your picture.6 Put it on your classroom wall.

Key1 e2 b3 a4 f5 c6 d

Task 3 Listening and matching information

1 Copy the verbs and the complements on the board. Demonstrate the task with the given example.

2 Play or read Audio Script 7 as many times as necessary.

3 Tell students to check the task in pairs. Say: “Compare the information with your partner.” Then write the answers on the board.

KeySelect / a picture you want to enlarge. DDraw / a 5 mm grid on the picture. EDraw / a 10 mm grid on your plain paper BDraw / the picture on the 10 mm grid. AColour / your picture. CPut / it on your classroom wall. F

Task 4 Writing

1 Draw a grid to represent the pictures on the board. Label the squares on the grid a,b,c,d,e,f like the

drawings in the student’s book.

2 Write the example under picture e.

3 Tell students to work on their own.

Keya Draw a 10 mm grid on your plain paper.b Draw a 5 mm grid on the picture.c Colour your picture.d Put it on your classroom wall.e Select a picture you want to enlarge.f Draw the picture on the 10 mm grid.

Task 5 Project Work

1 Ask students to make a scale drawing of the picture they brought to the class.

Variation: Ask students to do a scale drawing ashomework and bring it to the next class.

Lesson Objectives• todevelopextensiveandintensivelisteningskills• toprovidethestudentswithapracticalelementto

their course.

Task 2 Matching

Key1 f2 d3 c4 e5 a6 b

Task 3 Labelling

Checking My Progress 2UNIT two

UNIT threeLesson 1 PERSONALITY ANd APPEARANCE

1 Read the instructions. Check understanding.

2 Tell students to look at the signs. Say: “I was born on (date). My sign is ...” Point to the picture as you speak.

3 Ask the students to do the task individually.

4 Conduct feedback. Ask some of the students what their sign is.

1 Copy the words in the box on the board.

2 Tell students to look at the pictures again. Point to the example and demonstrate the task.

3 Tell students to do the task. Walk around the class checking that all students are taking notes.

KeyAquarius: water carrierPisces: fishAries: ramTaurus: bullGemini: twinsCancer: crabLeo: lionVirgo: virginLibra: scalesScorpio: scorpionSagittarius: archerCapricorn: goat

Task 3 Reading and matching

1 Demonstrate the task with the given examples.

2 Tell students to work on their own. Monitor students’ work.

3 Tell students to compare their answers with a partner.

N.B Do not check the answers.

Lesson Objectives• topresentandpractisevocabularyrelatedto personality and appearance• todevelopintensivelisteningskills

• topractisegivingandaskingforinformation• toproveordisprovethatpeoplewithcertainbirth

signs have the same characteristics

Signs of the Zodiac Lesson 1UNIT three

Task 4 Listening and checking information

2 Check the task on the board. Write numbers 1 to 12 on the board. Ask the students for the answers. Say: “Can you tell me the answer to number 2/4/5/6/7/8/9/10/11/12 please, (name).” Write the corresponding letter next to each number.

Audio Script 8 Signs of the Zodiac

Listen to the descriptions of the twelve signs of the Zodiac.

Geminians are cheerful. They are usually happy and they have a good sense of humour.Arians are energetic. They like to be active.Taureans are very stubborn. They don’t change their opinions easily.Pisceans are creative. They have new and original ideas.Cancerians are protective. They take good care of their family and friends. Leos are good leaders. They like organizing things.Virgoans are practical. They like facts not ideas.Librans are elegant. They have good taste in clothes.Scorpios are secretive. They like privacy.Sagittarians are adventurous. They love travelling.Capricornians are hardworking. They enjoy working.Aquarians are cooperative. They work well with other people.

Key1 B 7 H2 A 8 F3 K 9 C4 D 10 G5 E 11 L6 J 12 I

Task 5 Speaking

2 Bring two students to the front of the class. Ask them the questions. Say: “What’s your birth sign?” “Are you (adjective as appropriate)?” Write their names on the board if appropriate, i.e. if they say “yes” to the second question. Ask the students

to sit down again.

3 Bring another pair of students to the front and ask them to do the task. Encourage them to ask and answer the questions and fill in the table.

N.B Make sure that students understand that they only write the names of students who fit the descriptions in the table (i.e. students who say yes to the second question.)

4 Invite students to walk around the class asking the questions and making notes.

5 Allow students enough time to do the task. Help them if necessary.

A possible production modelA: What’s your birth sign? B: I’m a Scorpio.A: Are you secretive? B: Yes, I am!A: What’s your birth sign?C: I’m a Piscean. A: Are you creative? C: No, I’m not.

6 Hold a short feedback session with the students. Ask them about their results and if they found the descriptions from Task 3 accurate or not. Say: “Are the Pisceans in the class creative? Are the Arians energetic? Did you find an elegant Libran?” etc.

Task 6 Writing

1 Focus students’ attention on the example in their books.

2 Tell students to write their description.

3 Monitor students’ work. Help students if necessary.

A possible production modelI am a Capricornian, but I’m not very hardworking! I am cheerful and energetic and I have a good sense of humour. I am also adventurous. I love travelling.

Task 1 Matching

1 Read the task instructions and check understanding.

2 Focus students' attention on the example. Say: “This is a hairdresser.”

3 Monitor students' work. Tell them to compare their answers with a partner. Then check the answers on the board.

Key1 hairdresser2 footballer3 engineer 4 waitress5 architect6 housewife7 weaver8 newsreader9 taxi driver10 lawyer11 chef

2 Ask students to look at the pictures and the table.

3 Demonstrate the task. Read the first part of Audio Script 9 and ask students what they think the first job is. Say: “What do you think the job is?” Write housewife in number 1.

4 Tell students to focus their attention on the jobs. Explain that the first task is just to get the general idea. Say: “Don’t worry if you don’t understand every word.”

5 Play the CD or read Audio Script 9 as many times as necessary.

6 Check the information on the board.

Audio Script 9 Some jobs

Listen to three people talking about their jobs. (1) You have to be very hardworking to do my job! And you have to be energetic too, because there is a lot of physical work. I have to clean the kitchen and the bathroom

and sweep the floors and tidy up, for example. I like some of the work. I have to prepare lunch for my family every day and I like cooking, so I enjoy that. But I don’t like washing clothes!

(2) You have to be friendly and cooperative to do my job. It’s important to be cheerful when you take the menu or the food to the table. You have to be polite to people. I like my job, because I don’t have to get up early, because the restaurant opens at 12.00. But I don’t like working at weekends, because that’s when the restaurant is very busy.

(3) You have to be active and energetic to do my job and you have to be fit too. I eat healthy food and I have to train every day. I like my job, because I don’t have to work in an office. I like doing exercise and I like scoring goals too! But I don’t like losing football matches!

Key1 a housewife2 a waitress3 a footballer

1 Demonstrate the task. Read the first part of Audio Script 9 and complete the first square in the second column with the example.

2 Tell students to focus their attention on specific information

3 Play or read Audio Script 9 two or three times (or until most of the students have finished the task).

4 Check the task on the board. Say: “What are the necessary characteristics? What does he/she like? What

doesn’t he/she like?” Complete the table on the board.

Key1 housewife / hardworking and energetic / cooking /

washing clothes

2 waitress / friendly and cooperative / get up early / weekends

3 footballer / active and energetic / work in an office, doing exercise, scoring goals / football matches

Lesson Objectives• toreviewandpractisevocabularyrelatedtojobs• todevelopextensiveandintensivelisteningskills• topractisevocabularyrelatedtopersonalityand

appearance

• toreviewandpractisehave/has to to express necessity and obligation

UNIT threeLesson 2 Jobs and Characteristics

Lesson 2UNIT three

Task 4 Language Awareness

1 Clarify the task. Read question 1 and focus students’ attention on the example.

2 Ask students to tell you the part of the sentence which means it’s necessary. Confirm that have to expresses necessity and obligation.

N.B The objective of this task is to raise students’ awareness of the meaning of the structure in context.

4 Walk around the class. Help students if necessary.

Key1 A It’s necessary for me to clean the kitchen.2 B It’s necessary to be friendly and cheerful.3 A It’s not necessary for me to get up early.4 B It’s not necessary for me to work in an office.

Task 5 Grammar Practice

1 Focus students’ attention on the photograph and the first sentence.

2 Ask students why has and not have is used here. Confirm that has is used for he/she/it and have for I/you/we/they. Clarify the task with the example.

3 Tell students to work on their own.

4 Check the task on the board. Say: “What’s number 2/3/4/5, (name)?” and write the correct sentences on the board.

Key1 He has to be friendly and cheerful.2 He doesn’t have to work in an office.3 He has to work at night.4 He has to drive carefully.5 He doesn’t have to wear a cap.

Task 6 Playing Bingo

1 Tell students to write any six jobs from Task 1 on the Bingo card.

2 Tell students to write a definition for each of the jobs they wrote on the bingo board on 6 separate pieces of scrap paper. Point to the examples as you speak.

3 Collect the definitions. Put them into a bag.

4 Ask students to cut or rip a piece of scrap paper into six small squares to cover the squares on the Bingo card.

5 Explain that you are going to read a definition of a job. If the students have a job on their card which

corresponds to the definition, they can cover the name of the job with a blank square of scrap paper. When they have covered all the squares, they have to shout: “Bingo!”

6 Take a piece of paper from the bag. Read the definition. Tell students to cover any job to which it corresponds. Say: “Cover the job I describe if you have

it.”

7 Carry on reading the definitions until someone shouts: “Bingo!”

8 Put the definitions back in the bag and ask the students to exchange Bingo cards to play the game

again.

2 Give an example. Say: “I usually like to wear ….”

A possible production modelAccept students' answers.

Task 2 Reading and discussing ideas

1 Read the task instructions. Check understanding.

2 Ask questions to guide the discussion. e.g.,- “Do you think that what people wear depends on the

weather?”- “What clothes do we wear when it rains and when it

is cold?”- “Do you agree that clothes reflect your personality and

mood?”- “Is it true that young people prefer to dress in black?”

Task 3 Reading, circling and underlining 1 Read the task instructions and check

understanding.

2 Focus students attention on the examples.

4 Check answers orally.

Clothes and AppearanceWhat people wear depends on the weather. In hot weather we wear light clothes but when it is cold we need to wear warm clothes.Sometimes clothes reflect our personality and our mood. They say that people who are introverted and serious generally wear dark colours and people who are extroverted and cheerful like to wear colourful gar-ments. This is not a rule, however, because young people sometimes wear black as a trend. Black goes with almost everything: baggy jeans, cotton t-shirts, wool pullovers, miniskirts, silk blouses, belly tops,

etc. Some designers in Ecuador put tagua buttons on the clothes. They look terrific!

Task 4 Matching

2 Focus students' attention on the example. Say: “Wool comes from sheep, llamas, vicuñas.”

Key1 a plant2 sheep, llamas, vicuñas, etc.3 a worm4 a nut

Task 5 Writing

2 Focus students' attention on the example.

A possible production model- Buttons are made of tagua.- Silk is produced by a worm.- Wool comes from sheep, llamas, vicuñas, etc.- Cotton comes from a plant.

UNIT threeClothes and AppearanceLesson 3

vocabulary related to clothes. • todevelopextensiveandintensivereadingskills

• todevelopwritingskills

1 Focus students' attention on the pictures. Ask: “What sign of the Zodiac matches each hairstyle?”

2 Ask students to choose the words from the box to label the pictures.

A possible production modela 2b 3c 5d 1e 6f 4

Task 2 Speaking

2 Put the students in pairs. Give an example by asking a student to point to a picture and you expressing your opinion using the phrases in the table, e.g. “It's great.”

3 Ensure that students change roles.

A possible production modelIt is fashionable.I like it!It's great!I think it suits you.It's my favourite.It's neat.

I don't like it.It's not my favourite.It's disgusting!It's boring.You look better with long hair.What happened to your hair?

Task 3 Speaking

2 Put students in pairs and give an example pointing to a person from the pictures and describing him/her, e.g. “She has long, tidy hair.”

He has a shaved head.- He is wearing a ponytail.- He has a punk style.

Lesson Objectives•topractiseanddevelopvocabularyrelated to hairstyles•toencouragestudentstoexpressopinions

Hairstyles Lesson 4UNIT three

Keeping Fit and Looking Good UNIT threeLesson 5

Task 1 Vocabulary development

2 Tell students to look at the picture. Demonstrate the task. Copy hade on the board. Encourage stu-dents to say: “head”. Write it on the board.

3 Give students enough time to do the task. Monitor students’ work. Help if necessary.

Key1 head2 shoulder3 arm4 elbow5 waist6 stomach7 hand8 leg9 knee10 ankle11 foot

Task 2 Predicting

1 Tell students to look at the pictures and decide the answer in pairs.

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

A possible answerwaist

Task 3 Reading and matching information

1 Tell students to look at the pictures and the set of instructions.

2 Point to the example to demonstrate the task.

3 Tell students to work on their own. Say: “Now, read the instructions and match them with the pictures, please.”

4 Monitor student’s work. Help them if necessary.

Key1 c 2 a 3 d4 e 5 b 6 f

Task 4 Role Play

1 Invite a student to the front.

2 Give him or her some instructions. Encourage him or her to do the exercises.

3 Invite a pair of students to the front and give them instructions to do the exercises.

4 Put students into pairs. Say: “Get into pairs. Fol-low your partner’s instructions. Take turns.”

5 Walk around the class. Help students with pronunciation, stress and intonation if necessary.

A production model- Stand straight with your legs apart.- Bend forward. Touch your right ankle with your left hand. Count to ten. Return to the starting

position.- Bend forward. Touch your left ankle with your right hand. Count to ten. Return to starting position.- Touch your shoulders. Twist to the right. Count to

ten. - Return to the starting position. Twist to the left. - Count to ten. Return to the starting position.

vocabulary related to parts of the body. • todevelopextensiveandintensivelisteningskills

• topractisegivinginstructions• toprovidevarietybyincorporatingroleplayandan

element of movement into the course.

Task 2 Writing sentences

Key1 It’s necessary for me to wash my clothes.2 It’s necessary for me to be friendly and polite.3 It’s not necessary for me to work at week-

ends.4 It’s necessary for me to work hard.

Task 3 Re-ordering an labelling

Key a footb ankeec kneed lege handf stomachg waisth elbowi armj shoulderk head

Key 1 head2 shoulder3 arm4 elbow5 waist6 stomach7 hand8 leg9 knee10 ankle11 foot

Checking My Progress 3UNIT three

Task 1 Activating previous knowledge

Key1 mother2 sister3 brother4 grandfather5 grandmother

Labellinga motherb grandmotherc grandfatherd brothere sister

2 Put students in pairs. Ask some questions to help, e.g. “Who are the people?” “Where are they?” “What are they doing?”

A possible production modelThis is a family.They are having a picnic.They look happy.They are adults, youngsters and children.

RELATIONShIPS UNIT fourLesson 1

vocabulary related to the family• toreviewtheuseof‘s to express possession

• todevelopextensiveandintensivelisteningskills

• todevelopspeakingskills

Task 3 Listen and labelling

N.B Check your pronunciation, stress and intonation with the Cd before teaching.

1 Ask students to read the instructions and check understanding. Point to the example.

2 Play the CD two or three times.

Audio Script 10 Family Members

Listen and label the pictures.

1 aunt / 2 uncle / 3 niece/ 4 nephew / 5 mother in -law / 6 father in-law/ 7 great grand father / 8 cousins Key

1 aunt / 2 uncle / 3 niece/ 4 nephew / 5 mother in -law 6 father in-law/ 7 great grand father / 8 cousins

Task 4 Listening and completing

3 Play the CD or read the Audio Script 11 as many times as necessary.

Audio Script 11 My Family

Listen to Clara talking about her family.Look at this photograph of my family. They are having a great time at a picnic at my country house. These are my parents Renán and Sandra.This is my father's mother, her name is Alicia. She is my mother's mother- in- law. This is my mother's father-in-law, Genaro. He is my father's father, of course!My mother's sister is my aunt Lina, isn't she pretty? This is my father's brother, my uncle

Fabian. He is nice. And these are my cousins. I have many cousins. They are my parents' nephews and nieces.See this, the man listening to Elvis Presley is my great-grandfather. Isn't it amazing? Key1 photograph2 country3 mother-in-law4 father5 aunt6 uncle7 cousins8 nephews 9 great-grandfather

Task 5 Speaking

2 Put students in pairs. Model the conversation. Ask a volunteer to help you.

A possible production model- “What's your father name?”- “Daniel.”- “How many brothers and sister has your father got?”- “He's got one sister and one brother.”- “What are your aunt's and uncle's name?”- “Tania and Miguel”

Relatives Lesson 1UNIT four

1 Focus students'attention on the picture. Read the instructions and check understanding.

Task 2 Reading and giving an opinion

1 Read the instructions and the question: “Does the author value friendship?”

2 Tell students to read silently and individually.

3 Ask the question again and wait for students' answers.

A possible production modelYes, he thinks that friendship is important.

Task 3 Reading and finding adjectives

2 Give an example. Write the word: important on the board. Ask students for another word. Write that word on the board too.

3 Ask students to continue working.

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

short / tall / slim / chubly / cheerful / sad / happy / ill / lonely

UNIT fourLesson 2 Friends

Lesson Objectives:• todevelopextensiveandintensivereadingskills• toreviewvocabularyrelatedtophysicaldescrip-

• topresentandpractisethefirstconditional

Task 4 Matching

4 Check answers on the board.

Key1 F2 E3 A4 C5 B6 D

Task 5 Reading and completing

2 Focus students' attention on the example. Make them understand that they have to complete only three sentences this time.

4 Check answers on the board.

Key1 a friend will cheer you up.2 a friend will share with you.3 a friend will care for you.4 a friend will come along.

Task 6 Adding ideas

1 Ask the question.

2 Tell students to add their own ideas with the if structure.

A possible production modelIf you are depressed, a friend will make you laugh.If you are glad, a friend will be glad for you too.

Task 7 Choosing the right answer

2 Read the questions aloud.

Key1 22 1

Lesson 2UNIT four

2 Copy the table on the board and give an example. Say: “I think that the first child is responsible.” Write responsible in the cor-responding column on the board.

Task 2 Reading and checking

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

2 Tell students to look for coincidences between the text and the way students classified the adjectives.

Task 3 Reading and discriminating

2 Focus students' attention on the examples.

Key1 F2 F3 L4 L5 M6 MTask 4 Speaking

2 Put students in pairs to do the task.

3 Write some clues,e.g. I agree….I disagree… I think …

4 Focus students' attention on the clues.

5 Model by asking a volunteer to say one statement., e.g. “The first child is the most suc-cessful.” Say: “I disagree, there also last and mid-dle children equally successful.”

A possible production modelAccept students' opinions.

Lesson objectives•todevelopintensivereadingskills•toreviewandpractisevocabularyrelatedto personality

Character UNIT fourLesson 3

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

2 Play the CD or read Audio Script 12.

Audio Script 12 A Telephone ConversationListen to a telephone conversation.

- Carol. Is that you?

- Hi Tom. are you OK?

- Superb! I just wanted to ask : What are you going to do tomorrow?

- Nothing much. What are you going to do?

- I'm going to the Juanes' concert. Would you like to come along?

- Wow! Are you asking me out ?

- Yes. I am. If that’s OK with you I already made some plans : After the concert We' re going to eat something at Peter's. Then we are going to Vicky's house. She's having a welcome party for Tim the foreign exchange student who…..

KeyTom and Carol

2 Play the CD or read Audio Script 12.

1 is2 are3 wanted4 going5 What6 going7 like to come8 out9 made10 going11are12 house13 party

Task 3 Reading and selecting

Key1 F2 T3 T4 F

Task 4 Speaking

2 Put students in pairs.

3 Give an example. Say: “I'm going to…. next week.”

A possible production model- I'm going to go dancing tomorrow night.- I'm going to go to Atacames next week.

Lesson 4UNIT four Dating

Lesson objectives•todevelopintensiveandextensivelistening skills•todevelopspeakingskills

•topractiseanddevelopvocabularyrelatingto making plans•toreviewandpractisegoing to for the future

UNIT fourLesson 5

Teaching TipIt may be a good idea to decide in advance which stu-dents should make medals for each other. Ensure that people who like each other make medals for each other and that nobody is left out. If there is an odd number of students in the class or an unpopular member of the group, the teacher should make a medal for him or her during the lesson.

Task 1 Choosing characteristics

1 Read the instructions. Check understanding. Do the task from your own point of view. Write the adjectives you think are important on the board and tick them.

2 Tell students to read the words silently and do the task.

3 Monitor students’ work. Help if necessary.

4 Conduct a short classroom discussion. Ask students for their ideas. There are no right or

wrong answers.

Task 2 Ranking

1 Demonstrate the task. Select the most important characteristic for you. Write 1 next to it. Select the next important characteristic for you. Write 2 next to it.

3 Walk around the class. Check students’ work. Help if necessary.

N.B. There are no right or wrong answers to this task. It is not necessary to check the answers.

Task 3 Speaking

1 Put students into pairs and ask them to compare their ideas.

2 Monitor. Help if necessary.

A possible production modelI think its important for a friend to be lively.

Task 4 Project Work

1 Ask students to look at the picture and predict what they are going to do.

2 Draw a simple medal on the board. Write a quality in the centre of the medal to demonstrate what students have to do.

3 Either tell students who to make a medal for or allow them to choose. Make sure that every

student will receive a medal. Emphasize that students must only write positive comments.

4 Tell students to take out their card and safety pin and follow the instructions.

5 Walk around the class. Monitor students’ work.

Help if necessary. Check the phrases students have chosen.

Task 5 Presenting medals

1 Start an awards ceremony. Say: “Ladies and gentlemen. We are here to present our awards to our

friends in the classroom.”

2 Tell students to be ready with their medals.

3 Ask them to stand up and find the friend they made the medal for.

4 Tell students to pin their medals onto each other.

Lesson Objectives:

• toreviewvocabularyrelatedtopersonalityandappearance

• toprovidestudentswithapracticalelementtotheir course

• topromotepositivefeelingswithinthegroup

Friendship

Task 2 Writing

A possible production model- Hello. Is this Grace?- Yes, it is. Who’s speaking?- It’s me Laura.- Hi, Laura. What’s up!- We have a holiday next week. What are you

going to do?- I’m going to go to Atacames. What are you?- I’m goin to go to Ibarra.- That’s great....

Task 3 Writing opposites

Key1 introverted2 unsociable3 tall4 glad5 fun6 dependant7 sociable8 sensitive

Checking My Progress 4UNIT four

UNIT fiveLesson 1 ThE ENVIRONMENT

Task 1 Predicting information

1 Focus students’ attention on the poster and ask them the questions. Conduct a brief classroom discussion. Confirm the correct answers.

KeyThe poster is to raise awareness about endangered birds in Ecuador.

1 Yumbos 2 Macaws 3 Condor

Task 2 Reading and completing information

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

2 Divide the class into As, Bs and Cs. Tell all the As to read about condors, the Bs to read about yumbos and the Cs to read about macaws. Ensure they understand that they only have to read one text. Give them enough time to read silently and to complete the table.

While the students are working, copy the table onto the board three times. Label one table A, another B and the last one C. Do not write the answers in the table.

3 Do not check the task with the whole group, but help students as you monitor if neces-sary.

Key (For teachers’ use)

Condor/ black and grey / 3.5 m wingspan / dead animals / Andes mountains / hunters and destruction of habitat

Yumbo / green and red / 22 cm / fruit, seeds and insects / tropical areas northwest of Pich-incha / sold as pets

Macaws / red, blue, yellow / 70 to 80 cm / fruit, seeds and nuts / Amazon, especially near the Napo river / destruction of habitat and hunt-ers

Lesson Objectives• todevelopextensivereadingskills• todevelopspeakingskillsandpractise asking for and giving information

• tobuildstudents’awarenessofbirdswhichareendangered in Ecuador.

Lesson 1UNIT five

Task 3 Speaking

2 Organize students into groups of three. Make sure each group has an A, a B and a C. Tell them that they have to ask about the birds they did not read about and to complete the information in the table.

3 Demonstrate the task. Ask one group to come up to the board. Encourage B and C to ask A one question about condors and fill in a space in their tables on the board.

4 Encourage A to ask B and C a question and fill in the corresponding space in his or her table on the board.

5 Monitor students’ work. Help them if necessary, but do not interrupt to correct them.

A production modelWhat colour is the condor? It’s black and grey.How big is it? It’s wingpan is 3.5 metres.What does it eat? It eats dead animals.Where does it live? It lives in the Ecuadorian Andes. Why is it in danger? Because hunters capture condors and because of the destruction to their habitat.

Global Warming UNIT fiveLesson 2

2 Tell students to do the task in pairs.

3 Give them a few minutes to work on the task. Do not check the task.

1 Play the CD or read Audio Script 13 once or twice (or until most students have completed the task).

Audio Script 13 Global WarmingListen to a radio interview about global warming.

I: And today our guest is ecologist Dr Graham Saunders from the University of Cambridge. Dr Saunders, could you explain what global warming is exactly?Dr: Actually it's an increase in the temperature of the world, the world is getting hotter.I: And what is the cause of global warming?Dr: Pollution. There's too much carbon dioxide in the atmosphere. These days we are burning more coal and oil in cars and factories and this creates carbon dioxide. Carbon dioxide can not escape into the space and therefore the atmo-sphere is getting warmer.I: And what about deforestation?Dr: Yes. That's another cause. Man is cutting down huge areas of forest all over the world. This causes more carbon dioxide.I: Could you tell us what the effects of global

warming are?Dr: Well, global warming can cause extreme weather conditions like hurricanes. In addition, if the atmosphere gets hotter, ice caps will melt and if the ice caps melt, the level of the sea will rise. If the level of the sea rises, there will be floods.

Key1 a2 ce c

Task 3 Listening and labelling

Focus students’ attention on the phrases in the box and the pictures.

2 Play the CD or read Audio Script 13 once or twice (or until most of students have completed the task).

3 Ask students to compare their answers in pairs.Then check the task orally and write the answers on the board.

KeyTemperatures rise. The polar ice caps melt. The sea rises. Land is flooded.

Lesson Objectives• topresentandpractisevocabularyrelatedto

the environment• topractiseadverbsoffrequency

• todeveloplisteningandspeakingskills• toprovidelinkswithotherareasofthe curriculum, i.e. environmental science.

Lesson 2UNIT five

2 Demonstrate the task with an example. Tell students to look at the first picture. Then,

say: “Which advice matches this picture?” Write the answer advice on the board.

3 Ask students to do the task individually.

5 Check the task on the board.

Key5 Don’t use aerosols which pollute the atmo-

sphere.6 Don’t use too many household chemicals.3 Use unleaded petrol.1 Don’t buy products with a lot of packaging.2 Recycle waste, e.g. newspapers and glass

bottles.4 Save energy. Turn off lights when you leave a

Task 5 Answering a questionnaire

2 Copy the first two rows of the table on the board. Say: “I don’t use aerosols. Which answer shall I circle?” Circle never. Say: “Which word could mean every day?” (Always) “And may be once or twice a month?” (Sometimes).

3 Give students some time to do the task individually.

4 Monitor and help students if necessary. Do not check the task.

Task 6 Speaking

1 Tell students to read the task instructions.

2 Bring a student to the front of the class to demonstrate the task with you. Point to use

aerosols on the board. Say: “What shall I ask?” Encourage students to tell you the question

form Do you or your family use aerosols? Encourage the student to answer. Write his response in the table on the board.

3 Put students into pairs. Tell them to take it in turns to ask and answer the questions.

4 Walk around the classroom helping students if necessary.

5 Ask some students to report their partners’ answers.

UNIT fiveLesson 3 Deforestation

Task 1 Predicting information

1 Tell students to choose the best answer to the question.

2 Give them a few minutes to do the task.

KeyCutting down trees

Task 2 Reading and matching information

1 Tell students to read the task instructions. Check understanding. Focus students’ attention on the example.

2 Ask students to complete the task individually.

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

Key1 The Environment2 Maintaining Forests3 Tropical Forests4 Deforestation

1 Copy the mindmap on the board. Ask students to predict what they have to do.

2 Read the first part of the paragraph about deforestation. Ask the students to find one of

the reasons for deforestation and write it under the corresponding heading.

4 Walk around the class. Check students’ work.

5 Ask students to compare their answers in pairs.

6 Ask a student to complete the information on the board.

KeyReasons for deforestation:clearance of land for pasture/ felling of trees for timber/ flooding of land for hydroelectricschemesEffects of deforestation:the soil loses its fertility/ the soil becomes eroded/ people abandon the land

Task 4 Speaking

1 Tell students to organize themselves into groups.

2 Help them to organize their notes to talk about deforestation. Give them some time to prepare their presentation.

3 Bring one or two willing students to the front of the class to do their presentation.

A production model Deforestation is cutting down trees. People cut down trees to clear the land for pasture or to sell the trees as timber. Sometimes the land is flooded for hydroelectric schemes. The effects of deforestation are serious. The soil loses its fertility. It becomes eroded and people abandon the land.

Lesson Objectives• todevelopextensiveandintensivereadingskills• toraiseawarenessofproblemscausedby deforestation

• topractisepreparingandgivingapresentation

Task 1 Labelling pictures

2 Tell students to label the pictures.

3 Check the task orally and then write the answers on the board.

Key1 tiger2 parrot3 snake4 parakeet5 armadillo6 monkey7 wolf

1 Read the title of the text. Ask students to read about the animals confiscated.

2 Demonstrate the task with the given example.

4 Walk around the class. Check student's work.

Task 3 Writing

1 Say: “Look at the notes you made in previ-ous tasks to write about the Control Unit for the Protection of the Environment”.

2 Tell students to work individually. Give students enough time to do the task.

3 Walk around the class and monitor students' work. Help them if necessary and make sure they are using their notes from the previous tasks.

A possible production modelThe Control Unit for the Protection of the Environment began in September 1999. The con-trol unit stopped twenty illegal trafficking opera-tions from June to July 2000. They confis-cated 44 wolves' tails, 6 armadillo shells, 6 ani-mal heads, 17 endangered and animal skins, 2 snakes, 18 Parakeets, 1 parrot and a monkey. They sent the confiscated animals to the Rescue Centre and the Amphibians to the Vivarium. Peo-ple left 40 animals were left on the doorstep out-side the Vivarium. People gave 55 animals as presents, 108 animals were walking around and people sold 61 animals in the black market. The Control Unit wants to control the animal traffick-ing of Ecuadorian wildlife.

N.B. Remind students to bring a dice to the next class.

Lesson Objectives•todevelopintensivereadingskills•tobuildonstudents'existingknowledgeof vocabulary related to animals •todevelopwritingskills

•toraiseawarenessaboutendangered animals and trafficking in Ecuador•toprovidelinkswithotherareasofthe curriculum, i.e. mathematics

Animal Trafficking Lesson 4UNIT five

a Found in cities b Caughtc No information d Boughte Presents

Save the Planet Game UNIT fiveLesson 5

Task 1 Reading and following the instructions

1 Tell students to read instructions for playing the game. Be ready to explain any instruction they don’t understand.

Task 2 Playing the game

1 Organize students into pairs or small groups. Tell them to start to play.

Follow up Activities

- Students could make a Save the planet poster or brochure with advice on protecting the envi-ronment from lessons 1, 2 and 3.

- Students could take part in a role play based on one of the situations in the game, e.g. one person advising another not to throw rubbish in a river and explaining why.

Lesson Objectives• toraiseawarenessofwaystoprotectthe environment

• topractisevocabularyrelatedtothe environment• toprovidevarietyintheformofagame

Task 2 Completing sentences

Key1 birds2 increase3 recycle4 Deforestation5 trafficking6 aerosol

Checking My Progress 5UNIT five

UNIT sixLesson 1 ECUAdOR ANd OThER AMERICAN COUNTRIES

1 Tell students to read the task instructions and check understanding. Demonstrate the task with the example provided.

2 Give students enough time to do the task.

3 Ask students to compare their answers in pairs. Then write the answers on the board.

Keya hot-air ballooningb bungee jumpingc raftingd sea kayakinge divingf windsurfingg hiking

2 Play the CD or read Audio Script 14 once or twice.

3 Ask students: “Which sports did you hear?” Write the answers on the board.

Audio Script 14 Fun and Adventure in Costa RicaListen to a conversation between a tourist and a Costa Rican giving tourist information.

CR: Hello. How can I help you?T: I'd like some information about tours and

exicitng activities in Costa Rica.CR: Well, there are plenty of exciting watersports

you could try here. What about rafting or diving?

T: To be honest, I don't like watersports very much.

CR: O.K. There are lots of other things to do. Have you thought about bungee jumping, for example?

T: Oh! No! Perhaps that's a bit too exciting!

CR: Have you heard about our aerial tram?T: No. That sounds interesting.CR: Oh, it's fantastic. And it's only about 45

minutes away from here. It's a private forest, a big area of about 450 hectares.

T: Oh, I haven't heard about it. Is it new?CR: No, not really. It opened in October1994. You

can go hiking in the forest as well as riding in the aerial tram.

T: That sounds nice. Is it open every day?CR: Yes, but on Mondays it's only open from 9 to

half past three. And the rest of the week it's open from 6.00 am to 3.30 pm. It is a good idea for you to wear sports shoes and shorts or light coloured trousers and a hat, of course. You should also bring a raincoat, some binocu-lars and a camera.

Keyrafting ✓/ diving ✓/ bungee jumping ✓/ hiking ✓

Task 3 Listening for detailed information

1 Ask students to read the task instructions. Check understanding and focus students’ attention on the example. Tell students to read the text silent-ly first.

2 Play the CD or read Audio Script 14 two or three times or until most of the students have completed the task.

3 Tell students to compare their answers in pairs.

Key1 452 4503 October4 9.005 3.156 6.007 3.308 shorts9 hat10 camera

sports vocabulary• todevelopintensivelisteningskills

• topractisegivingandaskingforinformation• tobuildawarenessoftourisminotherLatin

American countries

Fun and Adventure in Costa Rica Lesson 1UNIT six

Task 4 Speaking

1 Organize students into pairs. Tell them that one student in each pair is A and the other is B.

2 Tell Student As to read the information about Adventure Sports in Costa Rica, on the same page and Student Bs on page 102.

3 Copy a small part of the table for Student A and a small part of the table for Student B at opposite ends of the board. Bring a student to the front of the class. Say: “I am A and you are B.” Point to the tables on the board and ask the rest of the class: “Do we have the same information?” (No). Then ask: “So, what do we have to do?” (Ask and answer questions to complete the table.)

4 Ask the student at the front one or two questions and fill in your table.

5 Encourage the student to ask you one or two questions and fill in his/her table.

6 Tell students to work in their pairs. Say: “Take it in turns to ask and answer

questions and complete your tables.”

N.B Tell students not to look at each other’s tables. Remind them that it is a speaking and listening exercise.

A production model

B: Where can I go diving?A: On the Isla del Coco, if you have some experience, or in Cahuita if you don’t have

much experience.B: When is the best time to go?A: From December to April.B: What do I need to bring?A: Nothing. The companies provide all the

equipment.B: Do you have any further information?

A: Yes. It’s very expensive to go to Isla del Coco. A cruise from Puntarenas costs $2,700.

Task 5 Writing

2 Focus students’ attention on the example at the bottom of the page.

3 Tell them to do the task individually in their notebooks or on paper.

A production model

Dear Mum and Dad,

I’m having lots of fun here. Yesterday I went rafting on the Pacuare River. It was really exciting. Tomorrow I’m going to try windsurfing. I can do that on Lake Arenal. The best months to do it are the months with most wind, December to February. I know that I can rent equipment from hotels near the lake. I’ll tell you about this adventure in my next letter.

Lots of love,

UNIT sixLesson 2 Some Countries in the Andean Region

Task 1 Activating general language

2 Tell students to work in pairs. Give students five minutes to do the task.

3 Do not check students’ answers.

Task 2 Listening and checking

3 Check the task on the board. Write the numbers 1 to 4 and say: “Can you tell me number 1/2/3/4 please, (name).” Write the correct letters next to the num-bers.

Audio Script 15 The Andes Mountain Chain

Listen to a talk about the Andes mountain chain.

The Andes mountain chain of South America is one of the greatest mountain systems in the world. The chain is about 7,240 kilometres long and has an average height of about 3,660 metres. There are many volcanoes in the chain, notably Tungurahua, Cotopaxi and Chimborazo in Ecuador, Nevado de Tolima in Colombia and Llullaillaco on the border of Argentina and Chile. The chain also includes the high-est mountain in the western hemisphere, Aconcagua in Argentina, which is 6,959 metres above sea level. The Andes extend almost parallel with the Pacific Coast and run through the countries Argentina, Chile, Bolivia, Peru, Ecuador, Colombia and Venezuela.

Key1 a 2 b 3 c 4 a

Task 3 Reading and deciphering graphs

1 Read the task instructions. Check understanding.

2 Copy the first statement on the board.

3 Draw students’ attention to the first bar chart. Encourage them to compare the area of Peru with the area of Bolivia. Then ask students to read the first statement. Ask them if it is true or false. Say: “How do you know it’s true?” (Because the area of Peru is 1,285,215 square kilometres and Bolivia is only 1,098,600 square kilometres.)

4 Tell students to read the other statements and to decide if they are true or false with the help of the charts provided.

5 Write the other sentences on the board while the students are working. Then monitor students’ work and help if necessary.

6 Check the task. Ask: “Is number 2/3/4/5/6/7 true or false?” Write T or F on the board accordingly.

N.B. Ask students why the false statements are false.

Key1 true 2 true 3 false (Ecuador’s population is bigger than Bolivia’s)

4 false (Bolivia has the highest indigenous population).

5 true 6 true 7 true

Lesson Objectives• toreviewvocabularyrelatedtodescribingplaces• toreviewandpractisecomparativeand superlative forms• todevelopknowledgeofEcuadorandother

countries in the Andean region• todevelopgenerallearningskills,e.g. deciphering a graph or chart

Task 4 Language awareness and grammar practice

1 Underline the comparative and superlative adjectives on the board. Ask students what the

difference between them is. Establish that smaller/bigger/higher are comparative forms and smallest and lowest are superlatives.

Teaching TipWe use the comparative forms to compare one person or thing with (an)other person(s) or thing(s).We use the superlative to compare one person or thing with his/her/its whole group.

N.B You may like to give the students another example: Draw three houses on the board. A should be very small, B medium-sized and C very big. Label the pictures A,B and C.Point to the appropriate pictures as you say: “House A is smaller than B. House A is also smaller than C. House A is the smallest house.”Then say: “Is house A bigger than B?” Encourage students to tell you: “No. House B is bigger than A.”Ask: “Is house B bigger than C?” Encourage students to say: “No. House C is bigger than B.”Ask: “Which is the biggest house?” Encourage students to tell you that C is the biggest house.

3 Demonstrate the task with the example provided. Read the first sentence. Ask them to compare the two years of foundation: 1535 and 1548.

Encourage them to deduce that Lima is older than La Paz.

4 Tell students to continue doing the task individually.

5 Ask students to compare their answers in pairs. Then check the task on the board. Write numbers 1 to 6 on the board. Write the correct form of the adjectives next to each number.

Key1 older 2 oldest3 highest4 lower 5 warmer 6 colder

Physical Description Lesson 2UNIT six

2 Ask students to write the capital cities of the two countries.

3 Check the task orally. Then write the capital cities on the board.

KeyBuenos Aires Santiago

1 Copy the first two rows of the table on the board. Ask students to predict what they have to do.

2 Read the first part of the text about Argenti-na and ask: “What is the area of the country? Write 2,766,889 sq km in the table as an exam-ple.

3 Put students into pairs. Student A reads about Argentina and Student B reads about Chile.

4 Walk around the class. Monitor and help if necessary.

5 Do not check the task.

Task 3 Speaking

1 Put students into pairs. Tell them that they have to take it in turns to ask and answer the questions in order to complete the missing information in the table.

2 Monitor students' work. Listen to them, but do not interrupt to correct them. If you hear a lot of mistakes, you can correct them with the whole group afterwards.

N.B. Make sure students don't look at each oth-er's tables. Remind them that it is a speaking activity.Key (For teacher's use)

Possible production modelsArgentinaWhat's the area of the country? It's 2,766,889 sq km.What's the length of the country?It's 3,330 km.What's the population of Argentina? It's 85% of European origin and 2% guaraní and mestizo.What's its capital city?It's Buenos Aires.What's the capital city's population?It has about 3 million inhabitants.What's the altitude of the capital? It's at sea level.When was the capital city founded? In 1580.What its average temperature?It's 23ºC in January and 10ºC in July.

ChileWhat's the area of the country? It's 756,626 sq km.What's the length of the country?It's 4,270 km.What's the population of Chile? It's 92% mestizo and 2% of European origin.What's its capital city?It's Santiago.What's the altitude of the capital? It's 520 m above sea level.What's the capital city's population?It has about 5 million inhabitants.When was the capital city founded? In 1541.What its average temperature?It's 21ºC in January and 8ºC in July.

Lesson objectives•todevelopintensivereadingskills•tobuildonstudents'existingknowledgeof vocabulary related to countries

South American Countries UNIT sixLesson 3

area of countrylength of countrypopulation

capital citycapital city's populationaltitude of capitalyear capital was foundedaverage temperature of capital

Argentina2,766,889 sq km3,330 km85% European origin2% guaraní and mestizoBuenos Airesabout 3 million inhabitants sea level158023ºC in January10ºC in July

Chile756,626 sq km4,270 km92% mestizo2% European originSantiagoabout 5 million inhabitants520 m above sea level154121ºC in January8ºC in July

2 Draw students' attention to the pictures and the example.

4 Monitor and help students if necessary.

5 Check the task. Write the numbers on the board.

Key2341

Task 2 Writing

1 Say “Look at the pictures.”

3 Tell student to work individually. Give stu-dents enough time to do the task.

4 Walk around the class and monitor students' work. Help them if necessary.

A possible production model Traditionally Mexican men wear white suits and big Mexican hats. They also wear cowboy boots. Women wear white blouses and long green skirts.

N.B. Ask students to bring the ingresients for guacamole.

Lesson 4UNIT six Traditional Dresses

Lesson Objectives•todevelopintensivereadingskills•tobuildonstudents'existingknowledgeof vocabulary related to clothes

•todevelopwritingskills

How to Make a Mexican Dish UNIT sixLesson 5

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

2 Tell students to work individually.

1 Play the CD or read the beginning of Audio Script 16 once or twice.

Audio Script 16 How to Make a Mexican DishListen to a recipe for making Guacamole.

To make guacamole, you will need the following ingredients:

1 an avocado2 a tomato3 1 tablespoon of chopped onion4 3 tablespoons of vinegar5 3 tablespoons of oil6 1/4 teaspoon of chili powder7 1/4 teaspoon of salt

This is what to do:First, cut a ripe avocado in half. Take out the stone and remove the skin. Peel a large tomato and chop it. Then chop the onion. Mix the avocado, the tomato and 1 tablespoon of the chopped onion together in a bowl. Then add the other ingredients. Serve the guacamole with tortilla chips.

Key1 avocado 2 tomato 3 1 tablespoon of chopped onion4 3 tablespoons of vinegar 5 3 tablespoons of oil

6 1/4 teaspoon of sauce 7 1/4 teaspoon of salt

Task 3 Listening and ordering

N.B. Please check your pronunciation, stress and intona-tion with the CD before teaching. 1 Tell students to read the task instructions and

check understanding.

2 Play the CD or read Audio Script 16 once or twice (or until most of students have completed the task).

3 Ask students to check their answers in pairs. Then check the task and write the answers on the board.

Key5/ 3/ 16/ 2/ 4

Task 4 Reading and completing instructions

1 Tell students to read the words in the box and complete the instructions.

2 Give students enough time to do the task. Write the gapped sentences on the board while the

students are working. Then monitor and help if necessary.

KeyAdd/ Chop/ Cut/ Take/ Serve/ Peel/ Mix

Task 5 Project work

1 Organize students into small groups to make the guacamole with the ingredients and equipment they brought to the class.

N.B Please note that students only need to use 1 tablespoon of chopped onion, not a whole onion. Two groups can therefore share an onion.

Lesson Objectives• todevelopintensivelisteningskills• tobuildonstudents’knowledgeofvocabulary

related to food

• toprovidethestudentswithapracticalele-ment to their course.

Task 2 Finding words and writing sentences

Possible sentences1 My country is beautiful.2 Peru is to the south of Ecuador.3 The capital city of Ecuador is Quito.4 The average temperature of Quito in July is

18ºC.5 Guayaquil has a bigger population than Quito.6 The main language in Ecuador is Spanish.7 Colombia is to the north of Ecuador.8 Ecuador has about 12 million inhabitants.

Checking My Progress 6UNIT six

hEALTh ANd SAFETY UNIT sevenLesson 1

2 Give students enough time to label the household objects. Encourage them to guess the ones they don’t know.

3 Ask students to compare their answers in pairs. Then check the task orally and write the answers on the board.

Key1 fireguard 2 rug 3 stairs4 cooker 5 poison 6 knife7 frying pan 8 plug 9 saucepan10 fireplace

2 Focus students’ attention on the questions. Tell them to circle the letter of the correct information.

5 Check the task orally and write the answers on the board. Ask students the reasons for their choice.

Audio Script 17 A Visit to Daniel's FlatListen to Bertha and Nancy's telephone conversation.

N: An how's your youngest son, Bertha?B: I went to see him in Quito last weekend. He's shar-

ing a flat with some friends. I'm very worried because Daniel has no idea of safety at all. For example, when I arrived, there was a frying pan of oil on the cooker and I said: “Daniel! You shouldn't leave frying pans unattended like this!

N: He could start a fire!B: Exactly! And there was a saucepan of water

boiling on the stove too with the handle sticking out and I said: “Daniel! You shouldn't leave pan handles sticking out like this!”

N: You could knock the pan off!B: Exactly. So I went to the cupboard and found a

bottle of coca Cola. I poured some into a glass and Daniel Said: “Wait! That's not Coca Cola! That's rat poison!” Then I said: “Daniel! You shouldn't keep poison in empty drinks bottles!”

N: Somebody could drink it!B: Then I saw a damaged plug. And I said: “Daniel!

You should change damaged plugs.”N: They can start a fire!B: Exactly! Then I went upstairs and I found a

skateboard! And I said: “Daniel you shouldn't leave things at the top of the stairs!”

Key1 c2 b3 a

1 Tell students to read the task instructions. Focus students’ attention on the pictures and check understanding. Ask: “Do you have to number the pictures?” (No, tick them). Then ask: “Which pic-tures do you have to tick?” (The ones which are mentioned in the conversation.)

2 Play the CD or read Audio Script 17 again two or three times or until most of the students have completed the task.

3 Ask students to compare their answers in pairs. Then check the task orally and write the answers on the board. Write the letters of the pictures

mentioned and tick them.

a ✓ b ✓ d ✓ f ✓ h ✓

Lesson Objectives• todevelopintensivelisteningskills• topractisegivingadviceusingshould and

shouldn’t

• toraiseawarenessregardingsafetyinthehome

Lesson 1UNIT seven Accidents in the Home

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

2 Demonstrate the task with the given example. Say: “Read the first sentence, please.” Allow students enough time to read it. Then say: “Which sentence half on the right matches this one?” Write the answer on the board.

3 Tell students to continue the task individually.

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

Key1 You shouldn’t leave a frying pan unattended

because it could catch fire.2 You shouldn’t keep poison in empty drink bottles

because somebody could drink it.3 You shouldn’t leave things at the top of the stairs

because somebody could fall over them.4 You should change damaged plugs because they

can start a fire.5 You shouldn’t leave pan handles sticking out

because somebody could knock the pan off.

2 Focus the students’ attention on the example. Then say: “Look at number 2. Do you think we should put a fireguard in front of the fire or we shouldn’t?” Write the answer on the board.

N.B You can use the pictures in Task 3 to help the students understand the advice.

4 Walk around the class. Monitor and help if necessary.

6 Write numbers 2 to 6 on the board. Ask students for the answers and write the appropriate word next to each number.

1 shouldn’t2 should3 should4 shouldn’t5 shouldn’t6 shouldn’t

No Smoking Day UNIT sevenLesson 2

Task 1 Reading and predicting

1 Tell students to read the task instructions. Check understanding. Make sure they understand that they have to answer with their own ideas first. Say: “Don’t read the text yet.”

2 Put students into pairs. Give them ten minutes to do the task

3 Monitor students’ work. Do not check the task.

Task 2 Reading and checking answers

1 Focus students’ attention on the text. Tell them to read it and check their answers in Task 1.

2 Give students enough time to do the task. Help if necessary.

3 Ask students to check their answers in pairs.

4 Check the task orally and write the answers on the board. Ask the students why the false statements are false.

Key1 F (It’s on 31st May.)2 T3 T4 F (The chemicals in the cigarettes may affect

unborn babies.)5 T6 T7 T8 F (Seven out of 10 deaths occur in developing

countries.)

Task 3 Choosing a question

2 Encourage them to choose one of the items to ask about.

N.B Ensure students have chosen only one item.

Lesson Objectives• todevelopintensivereadingskills• todevelopspeakingandwritingskills• toraiseawarenessregardingtheharmful

effects of smoking• toprovidelinkswithotherareasofthe curriculum, e.g. mathematics

Lesson 2UNIT seven

Task 4 Speaking

1 Bring five students to the front of the class. Say: “I want to find out how many students in the class have parents who smoke. What question shall I ask?” Encourage the students to tell you: “Do your parents smoke?”

2 Ask the five students the question one at a time. Keep a record of their answers on the board, e.g. write no, father and mother on the board. When a student says his father smokes, for example, draw a line next to father. When a student says his

parents don’t smoke, draw a line next to no, etc. Do not erase this information.

3 Tell students to perform the task. They can either walk around the class and ask up to twenty people or work in groups of at least five students, if there is a lack of space. While students are working, copy the axes from the student’s book on the board.

4 Ensure that students keep a record of their results.

Task 5 Plotting a graph

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

2 Use your results from the last task to plot a bar graph on the board. Label the horizontal axis with Students’ Responses and the vertical axis with Num-ber of Students. Write the question as the title of the graph.

N.B Do not erase this graph.

3 Tell students to use the axis to represent the results they have.

Task 6 Writing

2 Use the information from the bar graph on the board to write a short example summary. Ask the students to give you suggestions for what to write.

3 Tell students to write their summaries individually.

A Possible Production Model

I asked five students if their parents smoked.Three of the students’ parents don’t smoke, but two fathers smoke. One mother also smokes.

How to Treat Bleeding UNIT sevenLesson 3

1 Tell students to look at the pictures and the text. Ask them to tell you where it may come from.

2 Confirm the answer.

KeyA first-aid leaflet or book

Task 2 Listening and re-ordering

N.B. Please check your pronunciation, stress and intonation with the CD before teaching. 1 Tell students to look at the pictures and read the

task instructions. Check understanding. Focus the students’ attention on the example.

2 Play the CD or read Audio Script 18 two or three times or until most of students have completed the task.

3 Ask students to the compare their answers in pairs.Then check the task orally and write the answers on the board.

Audio Script 18 How to Treat Bleeding

Listen to a doctor giving advice on how to treat bleeding.

Sometimes when people cut themselves badly, they suffer shock. If the person is in shock, it’s a good idea to help them lie down and put their feet on a pil-low. This makes more blood go to his or her head. Then you need to put a clean cloth on the cut and press firmly with your fingers. Keep pressing until the bleeding stops. This can take 10 minutes or more. Don’t tie anything too tightly around the cut. This is not a good idea, because it can stop the circulation. If possible, lift or raise the injured part of the body. This helps to stop the bleeding. (But don’t do this if you think a bone is broken.)Cover the cut with a clean bandage if you can find one. Then take the injured person to hospital.

1 d2 a3 c4 b5 e6 fTask 3 Listening for specific information

1 Ask students to read the task instructions. Check understanding. Focus students’ attention on the example.

If you have a CD player, copy the incomplete instructions on the board while the students are listening.

3 Tell students to compare their answers in pairs. If you do not have a taperecorder, copy the

incomplete instructions on the board while the students are comparing.

Keya pressb Raisec tied lie downe Coverf Take

Task 4 Speaking

1 Put students into pairs. Encourage them to practise the instructions on how to treat

bleeding. Tell them that they have to prepare a demonstration using the information from the lesson.

2 Monitor students’ work and help if necessary.

3 Bring two students to the front of the class to perform the demonstration.

A production model

To help people who have cut themselves badly, follow these instructions. If the person is in shock, help them to lie down and put their feet on a pillow. Then you need to put a clean cloth on the cut and press firmly with your fingers. Keep pressing until the bleeding stops. Don’t tie anything too tightly around the cut. If possible, lift or raise the injured part of the body. This helps to stop the bleeding. Cover the cut with a clean bandage if you can find one. Then take the injured person to hospital.

Lesson Objectives• todevelopextensiveandintensivelistening

skills• toraiseawarenessofbasicfirstaid

• toprovidevarietybyincorporatingroleplay

1 Tell students to read the task instructions and look at the pictures.

2 Tell students to work individually. Monitor and help if necessary.

Key1 Prevent cavities.2 Protect your skin.3 Eat healthy.4 Reduce stress.5 Have breakfast.6 Make your brain work.

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

2 Demonstrate the task with the given example. Say: “Read the first sentence, please.” Allow students enough time to read it. Then say: “Which picture matches this sentence?”

3 Tell students to continue the task individually.

4 Tell students to compare their answers in pairs. Then write the matching numbers and letters on the board.

Keya 5b 6c 1d 4e 3f 2

Task 3 Speaking

1 Put students into pairs. Tell them that they have to take it in turns to tell their partners some healthy tips.

A possible production modelTo have a healthy life you should follow this advice:

Don't each junk food. Eat lots of vegetables and fruit.Do a crossword puzzle, or read a book. Brush your teeth after you eat.Don't expose your unprotected skin to the sun. Use sunburn lotion.Exercise regularly. Exercise helps to reduce stress.Don't skip breakfast. It's the most important meal of the day.

Lesson Objectives•todevelopintensivereadingskills•tobuildonstudents'existingknowledgeof vocabulary related to health

Healthy Tips Lesson 4UNIT seven

UNIT sevenLesson 5 An Accident Prevention Poster

1 Tell students to read the task instructions and look at the pictures.

2 Tell students to work individually. Monitor and help if necessary.

Key1 a large piece of card2 paper3 scissors4 glue5 old magazines6 coloured pens

Task 2 Reading and ordering steps

2 Give students enough time to order the steps for making an accident prevention poster.

Task 3 Listening and checking answers

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

1 Tell students to listen and check their answers.

2 Play the CD or read Audio Script 19 once or twice (or until most students have completed the task).

3 Ask students to compare their answers in pairs and then write the answers on the board.

Audio Script 19 Making a Poster

Listen to a description of how to make an accident prevention poster.

Here’s how to make an accident prevention poster.

1 Choose one of the following topics for your poster: Accidents in the Home. How to Ride a Bicycle Safely. The Harmful Effects of Smoking.

2 Write some advice on the topic on some paper. Use your notes from this unit.

3 Check your advice with your teacher.

4 Find or draw some pictures to illustrate the advice.

5 Stick the advice and the pictures on a piece of card.

6 Put the poster on the classroom wall. Key2/ 1/ 4/ 3/ 6/5

Task 4 Project work

1 Organize students into groups.

2 Tell students to follow the steps in Task 2 to make their own poster.

4 Collect the posters. Put them on the classroom walls.

Lesson Objectives• todevelopintensivelisteningskills• todevelopwritingskills

• toreviewlanguagerelatedtoaccident prevention from the unit• toprovidestudentswithapracticalelementto

their course

1 c2 e3 f4 a5 b 6 d

Checking My Progress 7UNIT seven

Task 1 Activating general knowledge 1 Tell students to read the task instructions.

Check understanding.

2 Elicit the activities in the pictures. Write them on the board.

For teacher's reference:1 Doing aerobics.2 Eating hamburgers, French fries and ice

cream.3 Watching films.4 Playing the guitar and singing.5 Dancing.6 Listening to the radio.

3 Tell students to work in pairs. Give them enough time to do the task.

Task 2 Speaking

1 Get students into groups of three or four.

2 Encourage them to say the question two or three times.

Lesson Objectives•todevelopintensivelisteningskills•tobuildonstudents'existingknowledgeof vocabulary related to daily activities

UNIT eightLesson 1 LEISURE ACTIVITIES

Task 3 Listening and completing notes

2 Focus students' attention on the words in the bubbles. Tell them to complete the notes.

Audio Script 20 At WeekendsListen to the conversation and complete the notes.

- Raúl: Hi everyone! What are you doing at weekends, Bob?

- Bob: Well, on Saturday I'm going to collect shells on the beach and go jogging. What about you Raúl?

- Raúl: I don't like to collect anything but my sister collects stamps and my little brother collects marbles. So I’m going to do something different. And you Rocio?

- Rocío: I love to play the piano but this weekend I'm going to do exercises with Marcia. After that I'm going to watch TV.

- Raúl: That sounds nice. Ah, Hugo, what are you planning?

- Hugo: I'm going to play some video games and then I'm going bungee jumping with my father. And you Raúl?

- Raúl: Well, I am going to play ball with some friends also I am going to do some yoga and in the afternoon I watch films.

KeyCollect: shells, stamps, marblesPlay: video games, the piano, ballGo: bungee jumping, joggingWatch: TV programmes, filmsDo: yoga, exercisesTask 4 Ranking preferences

2 Copy the table on the board. Focus students' attention on the example. Write your own option as another example.

Task 5 Speaking

2 Copy the table on the board. Write these phrases: What's your favourite activity? How often do you…?

3 Bring a student to the front of the class to demonstrate the task with you. Write his/her name in the first column. Ask him/her the questions and complete the information on the board.

4 Put students into groups of three or four. Tell them to take turns to ask and answers the questions.

6 Ask some students to report their partners' answers.

In Your Free Time Lesson 1UNIT eight

2 Tell students to work individually. Give them some time to do the task.

3 Check the task orally and then write the num-bers and letters on the board.

Key1 i 5 b 9 p 13 a2 h 6 n 10 j 14 k3 l 7 o 11 d 15 e4 g 8 m 12 f 16 c

Task 2 Classifying activities

1 Read the task instructions.Check understanding.

2 Copy the table on the board. Explain the meaning of the headings in the table.

3 Demonstrate the task with the example pro-vided.

5 Ask students to compare their answers in pairs. Then check the task on the board.

Keyteam water athletic wheel sports sports sports sportsfootball fishing marathon go-kartingvolleyball Swimming gymnastics cyclingbasketball diving walking Formula Onebaseball surfing jumping motorcycling

Lesson Objectives•todevelopspeakingskills•tobuildonstudents'existingknowledgeof vocabulary related to sports

Sports UNIT eightLesson 2

Task 3 Ranking preferences

2 Copy the table on the board. Focus students' attention on the example. Write your own option as another example.

2 Draw students' attention to the pictures and the example.

4 Monitor and help students if necessary.

5 Check the task. Write the numbers on the board.

Key1 d2 f3 a4 e5 c6 b

Task 5 Speaking

1 Copy the table and the first question on the board.

2 Bring a student to the front of the class to demonstrate the task with you. Ask him/her the first question and complete the information on the board.

4 Put students into groups of three. Tell them to take turns to ask and answers the ques-tions.

6 Ask some students to report their partners' answers.

1 What sport do you like best? Footbal.2 What type of sport is it? It's a team

sport.3 How many people play? Eleven people.4 What sport do you play? Tennis and

football.5 What sport don't you like? Walking

Task 6 Writing

1 Focus students' attention on the information in Task 5.

2 Tell students to work individually. Give stu-dents enough time to do the task.

Ricardo loves football. It is a team sport. Eleven players play in each team. I also play tennis and football, of course. I don't like walking.

Lesson 2UNIT eight

2 Put students into pairs. Give them some time to do the task.

3 Ask some students the question.

1 Copy the table and the examples on the board.

2 Play the CD or read Audio Script 21 once or twice or until most students have completed the task.

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

Audio Script 21 Fast FoodListen to the origins of some fast food and com-plete the table.

Some of the best-known fast foods are hamburgers, french fries, pizza, and fried chicken. Talking about the origins, I can say that pizza was invented in Naples in 1889. The first pizza had the colours of the Italian flag for the visit of the king and queen of Italy. Its ingredients were tomatoes for red, mozza-rella cheese for white and basil for green; and the dough for the pizza base. Then pizza went to Ameri-ca with the Italians.

The word 'hamburger' appeared in a restaurant menu in New York in 1834 but the classic hamburger was invented around 1902. The basic ingredients are ground beef mixed with onion and pepper and served on a bun.

French fries were introduced to the American colo-nies by Thomas Jefferson in the late 1700s. The original name was “potatoes, fried in the French manner”. The basic ingredient, of course, is sliced potatoes.

In 1939, Colonel Sanders first gave the world a taste of his most famous creation, his blend of 11 herbs and spices mixed with some flour to fry chicken

KeyTask 3 Vocabulary development

1 Copy the table on the board. Tell students to look at the list of words. Focus their attention on the example.

2 Tell students to work individually. Give them enough time to do the task.

3 Ask students to check their answers in pairs. Check the task on the board.

KeyTask 4 Writing

1 Say: “Look at the notes you made in Tasks 2 and 3.”

3 Walk around the class and monitor students' work. Help them if necessary and make sure they are using their notes form the previous tasks.

A possible production modelTo make ceviche you need some tomatoes, some chopped onions, lemon juice, some cilantro, some oil and some fish or shrimp.

Lesson Objectives•todevelopintensivelisteningskills•tobuildonstudents'existingknowledgeof vocabulary related to food

Eating Out UNIT eightLesson 3

Type of fast Food Country Date Ingredients pizza Italy 1889 tomatoes, mozzarella cheese, basil and doughhamburgers U.S.A. 1834 ground beef, onion, pepper and bunfrench fries U.S.A. 1700s potatoesfried chicken U.S.A. 1939 11 herbs and spices, flour and chicken

herbs & fruit vegetables cereals meat and diaryspices poultrypepper peaches onion wheat chick yogurt cinnamon pomegranates carrots barley beef cheese oregano apples tomatoes oats pork milkgarlic

2 Put students into pairs. Ask them to look at the pictures and do the task.

3 Walk around. Monitor students' work. Help them if necessary.

Task 2 Listening and making notes

1 Copy the table on the board. Focus students' attention on the example.

3 Ask students to compare their answers in pairs. Then check the task orally and write the answers on the board.

Audio Script 22 Plans for the weekend

Listen and complete the notes in the table.

P: Hi. Lucía. This is Pedro. What are your plans for the weekend?

L: Hello Pedro. It's nice to hear from you. Well, next Saturday I'm going to the rock concert in the Coliseum. It's at 8. Would you like to join me?

P: Hmm I was planning to go to the movies. Actually, I don't like rock music much. I prefer to watch Harry Potter. The film is at 5 in Cinemark. Do you know anything about Margot?

L: I talked to her earlier and she had other plans. She said she was going window-shopping at Quicentro on Saturday at 5. Her cousins are coming from Guayaquil, so I don't know if she can join you. Sorry Pedro. See you on Monday at school. Have a nice time.

P: You, too. Bye.

Task 3 Making notes

1 Tell students to think of their plans for the weekend.

2 Give students enough time to complete the notes.

Task 4 Writing

1 Say: “Look at the notes you made in Tasks 2 and 3.”

3 Walk around the class and monitor students' work. Help them if necessary and make sure they are using their notes form the previous tasks.

A possible production modelMy favourite singer is Floricienta. She's coming to Ecuador so next Saturday my friends and I are going to her concert. It's at 7.00 p.m. in Coliseo Rumiñahui.

Lesson Objectives•todevelopintensivelisteningskills•tobuildonstudents'existingknowledgeof vocabulary related to free time activities

Free Time Activities Lesson 4UNIT eight

name activity place timeLucía go to a rock concert Coliseum next Saturday at 8Pedro go to the movies Cinemark at 5Margot go window shopping Quicentro at 5

Task 1 Listening and completing information

1 Read the task instructions. Check understanding.2 Play the CD once.3 Check the task orally and write the words on the board.

Audio Script 23 Because of youListen to a song and do the tasks.

Because of You

I will not make the same mistakes that you didI will not let myselfCause my heart so much miseryI will not break the way you did,You fell so hardI've learned the hard wayTo never let it get that farBecause of youI never stray too far from the sidewalkBecause of youI learned to play on the safe side so I don't get hurtBecause of youI find it hard to trust not only me, but everyone around meBecause of youI am afraidI lose my wayAnd it's not too long before you point it outI cannot cryBecause you know that's weakness in your eyesI'm forced to fakeA smile, a laugh every day of my lifeMy heart can't possibly breakWhen it wasn't even whole to start withBecause of youI never stray too far from the sidewalkBecause of youI learned to play on the safe side so I don't get hurtBecause of youI find it hard to trust not only me, but everyone around meBecause of youI am afraidI watched you dieI heard you cry every night in your sleepI was so youngYou should have known better than to lean on meYou never thought of anyone elseYou just saw your painAnd now I cry in the middle of the nightFor the same damn thingBecause of youI never stray too far from the sidewalkBecause of youI learned to play on the safe side so I don't get hurtBecause of youI try my hardest just to forget everythingBecause of youI don't know how to let anyone else inBecause of youI'm ashamed of my life because it's emptyBecause of youI am afraidBecause of youBecause of you

1 make2 let3 break4 fell5 learned6 get

Task 2 Listening and ordering phrases

1 Read the task instructions. Check understanding.2 Play the CD once.3 Check the task orally and write the numbers on the

board.

Key2143

Task 3 Listening and ordering phrases

1 Read the task instructions. Check understanding.2 Play the CD once.3 Check the task orally.

KeyI lose my wayAnd it's not too long before you point it outI cannot cryBecause you know that's weakness in your eyesI'm forced to fakeA smile, a laugh every day of my lifeMy heart can't possibly breakWhen it wasn't even whole to start with

Task 4 Listening and selecting words

Keywatchedheardsoknownthoughtsawnowsame

Task 5 Listening and unscrambling words

Keysidewalksafeeverythinganyoneemptyafraid

Lesson Objectives•todevelopintensiveskills•toprovidevarietyintheformofasong

•toprovidelinkswithotherareasofthe curriculum. e.g. music

A Song UNIT eightLesson 5

Key1 Paul always goes swimming on Saturdays.2 I usually do aerobics on Sundays.3 My best friend enjoys collecting dolls.4 My classmates don't like to go swimming very

often.5 Viviana never hits the ball very hard.

Checking My Progress 8UNIT eight

UNIT nineLesson 1 NATURAL dISASTERS

2 Tell students to discuss the questions in pairs.

3 Walk around listening to the students. Help if necessary.

KeyGuagua Pichincha / in Quito / 7th October1999

2 Tell students to read the text quickly. Say: “It doesn’t matter if you don’t understand every word. Just try to answer the question.”

Keyb A diary

Lesson Objectives•todevelopintensiveandextensivelisteningskills•topresentandpractisepastprogressiveto

describe past actions

•todrawonstudents’knowledgeofEcuador

1 Ask students to read the task instructions. Check understanding and focus the students’ attention on the

example. Ask: “Who is Claudia?” (The girl who wrote the diary entry.) “How do we know she was getting ready to go to school?” (It says I was getting dressed quickly. I didn’t want to be late for school.)

2 Tell students to read the text again and do the task.

3 Copy the sentences from Task 3 on the board while the students are working. Then walk around monitoring. Help if necessary.

KeyClaudia was / getting ready to go to school.Claudia’s father was / listening to the radio.Diego Oquendo was / talking.Claudia’s family went / outside.The neighbours / were looking at Guagua Pichincha.Some people had / no shoes on.

1 Ask students if the diary entry is about the past, the present or the future.

KeyThe past

2 Focus students’ attention on the underlined was in the first line of the text in Task 2. Tell students to underline the other past simple verb forms.

3 Ask students to work individually. Monitor and help if necessary.

N.B Correct students who underline the was from the past progressive forms by telling them: “That is a different kind of verb. It’s not only was , it’s was shining. We’ll talk about that in a moment.”

4 Ask students for the past simple verb forms and write them on the board. Do not erase this information.

Keywas (about seven o’clock ...)didn’t wantwas (on, because ...)heardshoutedrancamewas (fantastic!)lookedfeltrealizedwas (really beautiful)noticed looked was (a boy ...)

5 Write the following sentences on the board.

The sun was shining.The birds were singing.

6 Say: “Do these sentences refer to the past, the present or the future?” Confirm that they refer to the past. Tell stu-dents to look for other verb forms like these in the text in Task 2 and circle them. Say: “Look for more verb forms like these. Circle them in the text.” Monitor and help if nec-essary.

7 Check the task. Ask students to tell you the verb forms

and write them on the board.

N.B Write complete sentences on the board rather than the verb forms alone.

KeyThe sun was shining.The birds were singing.I was getting dressed.I wasn’t paying attention.I was thinking about how to do my hair.Our neighbours were standing outside.Everybody was pointing.

8 Point to the past simple forms and the past progressive forms on the board. Ask: “Are they both about the past?” (Yes). “What is the difference?” (The past progressive refers to a longer action or situation. The simple past refers to a shorter action or a situation that happened in the middle or interrupt-ed it.)

N.B. The students may tell you their ideas in Spanish, but it is important for you to respond in English.

9 Underline shouted, and The sun was shining, The birds were singing, I was getting dressed on the board. Ask: “Which is a short action?” (shouted). “Which are longer actions?” (The sun was shining. The birds were singing. I was getting dressed)

Teaching TipYou may like to draw a timeline on the board to illustrate the past simple and the past progressive tenses.10 Draw a table with three columns on the board. Focus students’ attention on the sentences: The sun was shining. The birds were singing. Ask why we use was in the

first sentence, but were in the second. (Because the sun is singular like it and the birds is plural like they.) Fill in the first column of the table and ask students to help you fill in the second column.

11 Ask students: “What comes next?” Write some examples of the –ing form of the verb in the third column.

1 Ask students to read the task instructions.2 Copy the first sentence on the board and complete it. Ask

students: “Why do we need was and not were?” (Because it’s Mary, which is singular, like she.)

3 Ask students to do the task individually. Walk around monitoring. Help students if necessary.4 Check the task orally. Write the answers on the board.

Key1 was sleeping 2 was coming 3 was erupting 4 were sleeping 5 were driving 6 was happening

Eruptions Lesson 1UNIT nine

Iyouhe / she / itwethey

waswerewaswerewere

singinggetting dressedthinking standing pointing

While A was happening

B happened

now futurepast A A A A A A B A A A A A A A

UNIT nineLesson 2 Earthquakes

1 Ask students to look at the picture and identify the phenomenom. (an earthquake).

2 Tell them to describe the effects of an earthquake.

3 Accept student’s answers.

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

3 Walk around monitoring. Help if necessary.

2 Play the CD or read Audio Script 24 once or twice (or until most of the students have completed the task).

Audio Script 24 Safety AdviceListen to Some Safety Advice in Case of Earthquakes and check your answers.

It's very important to be prepared before an earthquake happens. Keep basic first aid in your house, for example: a torch, it's letter a; a blanket, it's letter d; some water, it's letter b; some batteries, they're letter c; a radio, it's letter e; some food, it's let-ter h; some matches, they're letter i; a candle, it's let-ter f; a first aid box, it's letter g.

Keya a torch b some water c some batteries d a blanket e a radio f a candleg a first aid box h some food i some matches

Lesson Objectives• todevelopstudents’abilitytoscanatext• todevelopintensivelisteningskills

• toprovidelinkswithotherareasofthe

curriculum, i.e science, geography• toraiseawarenesswithregardtowhattodoin

the event of an earthquake

Lesson 2UNIT nine

Task 4 Discussing pictures

1 Organize students in pairs.

2 Tell them to answer the question by describing each picture.

Task 5 Matching

2 Focus students’ attention on the example.

3 Tell students to read the sentences and to match them to the pictures.

4 Walk around monitoring.

Key1 i2 e3 h4 c5 g6 f7 a8 b9 d

Task 6 Speaking

2 Put students into groups of three and give them enough time to do the task.

4 Bring a group to the front to talk about what they should do before, during and after an earthquake.

A possible production modelIt is a good idea to be prepared before an earthquake happens. Keep a basic first aid boy in your home and identify safe places, under a desk or a table for example. You can also teach your family what to do if there is an earthquake.

During an earthquake, the most important thing to do is to stay calm. If you are inside, you should find a safe place to protect yourself. If you are outside, remember to keep away from buildings and lamp posts, which could be dangerous.

After an earthquake, you should stay in a safe place and listen for news on the radio. Do not go near electrical cables or broken glass. It is also impor-tant to help other people near you.

Task 1 Choosing a definition

1 Ask students to look at the picture and to talk about it.

2 Tell them to read the choices of a definition of flood and to choose the most appropriate.

Task 2 Completing a text

1 Ask students to read the words in the box.

2 Tell them to complete the blanks in the text with those words.

3 Demonstrate the task with the example provided.

4 Walk around and help if necessary.

Key1 safe2 first aid3 calm4 help5 radio6 boiled7 dead

Task 3 Speaking

1 Organize students in groups of three.

2 Ask them to take it in turns to say the steps of before, during and after a flood.

3 Monitor and help with pronunciation and intonation.

A possible production modelBeforeIdentify safe places with your family.Practise how to get to safe places.Keep first aid equipment at home.

duringStay calm.Help other people.Avoid crossing bridges.

AfterListen for instruction or news on the radio.Drink boiled water only.Bury rubbish and dead animals.

Lesson Objectives•todevelopextensivereadingskills•toraiseawarenesswithregardtowhattodo in the event of a flood.

Floods UNIT nineLesson 3

Playing a game

1 Ask a student to read the task instructions. Check understanding.

2 Divide the class in groups of four. Make sure each group has a dice.

3 Clarify the game. Say: “Take turns to throw the dice and move your name square the same num-ber of spaces as the number on the dice. If you land on a square with an instruction, you have to follow the instruction on the square. The first stu-dent to finish the game is the winner.”

4 Demonstrate the game with one student.

5 Tell students to play the game in groups.

6 Walk around the class checking students' work. Help them if needed.

UNIT nine Lesson 4Will We Survive?

Lesson Objectives•to raise awareness of safety issues during

natural disasters•topractisevocabularyrelatedtonaturaldisasters

•toprovidevarietyintheformofagame.

Making a Volcano UNIT nineLesson 5

2 Check understanding with an example, if necessary.

Key1 glue2 water3 newspaper4 coloured paints

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

1 Ask students to read the instructions. Check understanding and focus students’ attention on

the example.

2 Play the CD or read the Audio Script 25 once or twice (or until most of the students have completed the task).

Audio Script 25 Making a VolcanoListen to the instructions for making a papier maché volcano and put the pictures on order.

1 Get some old newspapers.

2 Soak the newspapers in water for about five days.

3 Squeeze out the excess water.

4 Mash the newspaper into little pieces with a hand mill.

5 Add some glue to the newspaper.

6 Mould the newspaper into the shape of a volcano.

7 Paint the model.

Key 1 a 2 f 3 d 4 c 5 g 6 e 7 b

Task 3 Listening and completing instructions

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

a Get b Paint c Mashd Squeeze e Mould f Soakg Add

Task 4 Project work

1 Put students into small groups.

2 Ask students to follow the steps in Tasks 2 and 3 to make a volcano.

3 Walk around monitoring the task.

4 Display the volcanoes, once they are finished.

Lesson Objectives•todevelopintensivelisteningskills •toprovidestudentswithapracticalelementto

their course.

Task 2 Solving a Crossword

Checking My Progress 9UNIT nine

CRIME UNIT tenLesson 1

1 Ask students to read the task instructions. Check understanding and focus their attention on the example. Say: “Don’t worry if you can’t match all the pictures with the sentences.

Do the easy ones first and try to guess the others.”

2 Ask students to do the task in pairs.

3 Monitor and help students if necessary, but don’t tell them the answers. Encourage them to make educated guesses.

2 Play the CD or read Audio Script 26 once or twice (or until most of the students have com-pleted the task).

Audio Script 26 Types of Crime

Listen to some definitions of different kinds of crime. 1 Robbery is stealing something from a bank.2 Vandalism is damaging public property.3 Burglary is stealing something from a house.4 Kidnapping is taking a person and asking their

family for money.5 Forgery is making false money.6 Drunk-driving is driving a car after drinking a

lot of alcohol.7 Shoplifting is stealing something from a shop.8 Murder is killing someone.

Key1 b2 c3 f4 g5 e6 h7 a 8 d

2 Invite students to skim the text (read quickly to get the general idea) and to tell you the type of crime the story describes. Say: “Don’t worry if you don’t understand every word. Just try to answer the question.”

Keyburglary

Lesson Objectives• todevelopextensiveandintensivereadingskills• topresentandpractisevocabularyrelatedto

• topractisethelanguageofagreeingand disagreeing

A True Story Lesson 1UNIT ten

2 Ask students to read the first paragraph. Ask them to choose the correct answer and to circle it.

Key1 b2 c3 a4 b

Task 5 Speaking

2 Ask students to tell you which people there are in the story and write a list of characters on the board.

e.g.Mr GonzálezMrs Gonzálezsonmaidgasmandetective

3 Put the students into groups to do the task orally.

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

Student A: I think it was the gasman.Student B: I think you’re right.Student C: No, I don’t agree. I think it was the son.

2 Play the CD or read Audio Script 27 once (or twice if necessary) for the students to check their answers.

3 Check the task orally. Say: “What was strange about the maid?” (She was new at the job.)

4 Tell students to complete the sentence.

Audio Script 27 Who was the Burglar?

Listen to Detective Juan Jaramillo's verdict.

The burglar is …the maid. She had an accomplice to whom she gave the keys she stole from Mrs Gonzalez. Both of them entered the house at night and stole the González family's belongings.

KeyThe maid

Crime on Television UNIT tenLesson 2

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

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

3 Ask students to compare their ideas in pairs.

Keya cartoon b film c documentaryd soap opera e game show f news

Task 2 Ranking

2 Demonstrate the task on the board. Write numbers from 1 to 6 and your own ideas, e.g. say: “I think films are the most violent.” Write films next to number 1. “I think cartoons are the least violent.” Write cartoons next to number 6, etc.

4 Tell students to compare their answers in pairs. Monitor and listen to the students.

5 When students have finished, ask some students at random for their ideas. Do not check the task.

N.B The students should do the tasks with their own ideas. There are no right or wrong answers.

Task 3 Discussing

1 Ask students to read the statement and to brainstorm ideas about it.

2 Accept their ideas in Spanish if they are not able to say them in English.

1 Focus students' attention on the information in the table.

2 Ask them to read and to complete the table.

3 Ask them to check the task in pairs.

type of children's behaviourprogramme cartoons Children might become as insensitive and indifferent as

cartoon characters are.soap operas Children might become aggressive and violent.violent films Children might become aggressive.

Lesson Objectives• toraiseawarenessofviolenceontelevisionand

its effects• todevelopintensivereadingskills

• todevelopspeakingskills• topresentandpractisevocabularyrelatedto

television

Lesson 2UNIT ten

Task 5 Speaking

2 Ask five students to come to the front of the class to demonstrate the task. Write the six different kinds of programmes on the board. Ask one of the students at a time: “What do you watch most on television?” Keep a record of their answers by draw-ing a line next to the type of programme they men-tion.

3 Ask students to stand up and do the task. If there is a lack of space, students can work in groups of five or six rather than walking around the class-room.

N.B Make sure that students keep a record of their results in the results box on p81 of their Student’sBook.

4 Walk around monitoring and listening to students.

Task 6 Making a pie chart

2 Demonstrate the task by using the results on the board to make a pie chart. First work out the

percentages. Then draw a circle on the board. Divide the circle into parts according to the

percentages. Write the names of the programme types in the corresponding segments of the pie chart.

Task 7 Writing

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

A production modelMost students watch films on television. 30% watch cartoons and 20% like watching soap operas. Nobody likes watching the news, game shows or documentaries.

UNIT tenLesson 3 Crime Doesn’t Pay

Lesson Objectives• todevelopextensiveandintensivelistening

skills

• topresentandpractiseadverbsofmanner• todevelopwritingskills

Task 1 Predicting

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

2 Tell students to do the task in pairs.

Task 2 Listening and ordering the story

N.B. Students may answer some of these questions in Spanish, but it is important for you to respond in English.

1 Tell students to listen to a story and to check their ideas in Task 1.

3 Ask them to listen again and to order the pictures.

Audio Script 28 A Story of a Robbery

Listen to the story and put the pictures in order.

One day a robber decided to dye his black hair red. He dyed his hair carefully. Then he went to a bank. “Give me all your money!” he said aggressively to the cashier. The cashier was scared. She gave him the money nervously. Then the robber ran away happily. He was very rich. But his hair grew very fast. Some of his hair was red and some of his hair was black. A month later, a policeman found the robber very easily.

Key1 / 3 / 62 / 4 / 5

Task 3 Grammar practice

1 Write the following pair of sentences on the board: The robber was aggressive.

“Give me all your money!” he said aggressively to the cashier.

The cashier was nervous.She gave him the money nervously.

2 Underline aggressive. Ask “What does this word describe?” (He / The robber). Underline aggres-sively. Ask: “Does this describe the robber? (No) “What does it describe?” (The action / How he spoke).

3 Underline nervous. Ask: “What does this word

describe?” (The cashier). Underline nervously. Ask: “Does this describe the cashier?” (No) “What does it describe?” (The action / How she reacted).

4 Point to aggressive. Ask: “What kind of word is this?” (an adjective). Point to aggressively. Ask: “Is this an adjective?” (No, it's an adverb). “How is this word different from the adjective?” (It describes an action not a thing. It has -ly.) Tell students that adverbs are often formed with the adjective + ly.

N.B. Students may answer some of these questions in Spanish, but it is important for you to respond in English.

5 Quickly draw a table with two columns on the board. Write adjective as the heading for one column and adverb as the heading for the other column. Write aggressive under the adjective heading and aggressively under the adverb head-ing.

6 Point to careful in the box and carefully in number 1. Ask: “Why is it carefully and not careful?” (It describes an action / how he dyed his hair.)

7 Ask students to work individually. Monitor and help if necessary.

Key1 carefully 2 aggressively 3 nervously4 happily 5 fast 6 easily

Task 4 Writing

1 Ask students to read the first task instructions. Check understanding and focus students’ atten-tion on the example.

2 Ask students to work individually.

A possible production modelOne day a robber decided to dye his red hair black. He dyed his hair carefully. Then he went to a bank. “Give me all your money!” he said aggressively to the cashier. The cashier was scared. She gave him the money nervously. Then the robber ran away happily. He was very rich. But his hair grew very fast. Some of his hair was red and some of his hair was black. A month later, a policeman found the robber very easily.

Focus their attention on the example and check the new words in the text.

Task 2 Matching

1 Ask students to read the sentences in the text in Task 1 again and to match them with the reasons in Task 2.

2 Demonstrate the task with the example

provided.

Keya 5b 1c 2d 7e 3f 8g 4h 6

Task 3 Speaking

2 Ask them to take it in turns to practice the advice under the three categories.

A possible production model(The same as the Key in Task 1)

Lesson Objectives•todevelopintensivereadingskills•topractisegivingadviceusingimperatives•toraiseawarenessregardingsafetyforwomen

Safety Advice for Women Lesson 4UNIT ten

at homeDo not open the door to strangers.Answer the telephone by simply saying: “Hello.” Don't give your telephone number.

when travellingNever get into a taxi which does not have the name of the taxi compa-ny.Never get into a stranger's vehicle.If you get on an empty bus, sit close to thedriver.

outside the houseAvoid carrying large amounts of money.If you regularly go jogging or cycling, try to vary your route and the time that you go.Never leave your drink unattended in a bar.

UNIT tenLesson 5 Make a Word Search

Task 1 Finding new words

2 Give an example. Elicit the crime words from Lesson 1. Say: “What do you call making false

money / stealing from a house / stealing from a bank?” etc.

3 Write forgery, burglary and robbery on the board. Draw a simple word search grid on the board. Say: “You can write the words hori-zontally like this” and write one of the words horizontally in the grid. “Or vertically like this.” Write one of the words vertically in the grid. “Or diagonally like this.” Write one of the words diagonally. Do not erase this information.

3 Tell students to do the task individually. Tell them not to show other students. Make sure they know they have to look for twelve words.

A possible production modelburglaryrobberykidnappingshopliftingmurderdrunk-drivingforgeryvandalismsoap operacartoonnewsfilm

Task 2 Completing the word search

2 Write some random letters in the grid on the board to demonstrate the task.

Task 3 Solving the word search

2 Put students into pairs to do the task.

Lesson Objectives• toreviewnewvocabularyfromtheunit• toprovidestudentswithapracticalelementto

their course

• toprovidevarietyintheformofawordsearch

Task 2 Solving a crossword Key

Task 3 Completing the text

Key1 quickly2 anxiously3 angrily4 desperately

Checking My Progress 10UNIT ten

1 Ask students to read the task instructions and check understanding. Focus their attention on the example.

Keya ghostb alienc fortune tellerd witche UFOf elvesg zombie

Task 2 Filling in a questionnaire

2 Copy the table quickly on the board. Demonstrate the task by asking yourself the questions and

completing the first column of the table on the board. Put ✓ for yes and X for no.

5 When the students have finished, invite a student to the front of the class. Ask the student the questions and complete the second column of the table with his or her answers.

6 Tell students to work in pairs. Say: “Take it in turns to ask and answer the questions and complete the table.”

7 Monitor. Help if necessary.

8 Conduct feedback. Ask some students at random what their partners believe in.

1 Tell students to discuss the pictures with you.

2 Do not confirm any of the beliefs students might have about vampires.

Lesson Objectives•todevelopspeakingskills•todevelopvocabularyrelatedtothetopic

•todevelopintensivelisteningskills•todevelopintensivereadingskills

UNIT elevenLesson 1 ThE SUPERNATURAL

Task 4 grammar practice

1 Tell students to read the sentences in the Interview with a Vampire.

2 Say: “What are the information questions?” Write them on the board. Tell them they have to use one of the question words to make each question.

3 Use the example as a model.

4 Give them enough time to do the task.

Key1 How do you know if someone is a vampire? 2 Where do vampires live?3 What do they drink?4 How do they move around?5 What are they afraid of?6 How can you kill a vampire?

Task 5 Solving a crossword 1 Ask students to look at the example.

2 Tell them to solve the puzzle in pairs.

Strange Beliefs Lesson 1UNIT eleven

Have You Ever Seen a Ghost UNIT elevenLesson 2

Task 1 Predicting

2 Ask the question and encourage students to give their ideas. Ask them for reasons for their answers.

3 Confirm the correct answer.

Keya magazine

Task 2 Skimming

Teaching TipUse mime and gestures to illustrate the meaning of scared, if necessary.

2 Tell students to skim read the texts and answer the question. Explain that the first task is just to get the general idea. Say: “Don’t worry if you don’t understand every word. Just try to answer the question.”

KeyNone of them were scared.

Lesson Objectives• todevelopextensiveandintensivereadingskills• todevelopspeakingskills• topresentandpractisepresentperfectto

describe past experiences.• todevelopwritingskills.

Lesson 2UNIT eleven

Key1 L2 V / M3 V / M4 V / C5 C / L

1 Ask students to read the task instructions. Write the sentences on the board. Point at the sentences and ask the questions.

2 Encourage students to express their ideas. Try to get them to deduce the rules for

themselves.

N.B. Students may speak Spanish to answer the questions, but it is important for you to respond in English.

Key1 The sentences are about the past.

2 No. They don’t refer to a specific period of time. They describe experiences which happened at no particular time in the past.

3 Draw a box with four columns on the board. Complete the first column with I, you, he, she, it, we ,

they. Ask students to help you complete the sec-ond column. Say: “What shall I write here?” and com-plete it.

4 Point at the words seen, had and seen in the sen-tences on the board. Ask: “What kind of words are these?” Confirm that they are past

participles. Show students the list of past participles in the verb table on pages 103 and 104 and tell them that they can use this for reference.

5 Complete the third and fourth columns of the table with examples. Ask the students to give you ideas.

3 Write some of the questions from Task 5 on the board while the students are working. Then walk around monitoring. Help if necessary.

4 Check the task orally and write the answers on the board. As you check each answer, model the

pronunciation and intonation of the sentences and ask the students to repeat them.

Key1 seen2 seen3 been4 watched5 visited6 met7 read8 had

Task 6 Speaking

2 Put the students into groups of four or five. Start asking the students in the class the first question to demonstrate the task. Write the name of any student who says yes on the board.

3 Tell students to do the task.

N.B If there is sufficient space in the classroom, the stu-dents can stand up and walk around to do the task as an alternative.

5 Ask students at random for their results.

A production modelHave you ever seen a ghost?Have you ever seen an elf?Have you ever been to a cemetery late at night?Have you ever watched a horror film?Have you ever visited a fortune teller?Have you ever met a witch?Have you ever read your horoscope in the newspaper?Have you ever had a dream which came true?

1 Ask students to look at the photographs and to identify the characters.

2 Conduct a classroom discussion. Ask the questions and encourage students to answer them with their own ideas. Ask them for reasons for their ideas.

Task 3 Speaking

2 Tell them to choose a film and to talk about it.

4 Bring a group to the front to talk about each film.

A possible production modelCasper is an animated film directed by Steven Spielberg.This is the story of a family of ghosts and why they prefer to live here in this world rather than to leave it. They enjoy frightening people. Only Casper, who is a friendly small ghost, tries to make friends. It is not so easy for him to make friends because children are very scared when they see him. In the end, Casper make friends and always tries to help them. Casper and his friends experience lovely adventures.

Lesson Objectives•todevelopintensivereadingskills•todevelopspeakingskills

•todevelopskillsofcriticalthinking

UNIT elevenLesson 3 Films

Casper Dracula E.T.1 F 1 F 1 T2 T 2 T 2 F3 F 3 F 3 T4 T 4 T 4 F5 T 5 F 5 F6 F 6 T

Unidentified Flying Objects (UFOs) Lesson 4UNIT eleven

1 Copy the mindmap on the board quickly. Ask: “How do people often describe UFOs?”

2 Encourage students to tell you their ideas about shape. Write one or two ideas in number 2.

4 Ask students for their ideas and write them on the board. A possible production model1 saucer-shaped2 oval3 lights4 strange noise5 silver6 grey7 move in circles8 move very fast

N.B There are no right or wrong answers!

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

2 Play the CD or read Audio Scrit 29 two or three times (or until most of the students have completed the task).

3 Check the task orally and write the answers on the

board. Ask students why the false statement is false.

Audio Script 29 UFOs

Listen to a report about UFOs.

UFO stands for Unidentified Flying Object. There have been many thousands of reports of observations of UFOs all over the world, but at least 90% of UFO sightings are not UFOs at all. They are often bright planets, stars, clouds, planes, birds or even balloons. But it is true that some reports have not yet been explained.One example is a sighting which happened in Papua New Guinea on 26th June 1959. 38 people say they saw a UFO. One of them was an Anglican priest called Father William Gill. First they saw a bright, white light. The light was moving towards them. When it came closer, they saw that

the UFO was saucer-shaped. Then they saw four people on the top of the UFO. The people looked human and they seemed to be repairing part of the space ship.

Keya false (90% are not true)b trueC true

2 Play the CD or read Audio Scrit 29 two or three times (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 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 comparing.

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

Keyplace: Papua New Guineadate: 26th June 1959no. of people: 38description of light: bright, whiteshape of UFO: saucer-shapedother information: They saw four people on the spaceship.

Task 4 Writing

1 Ask students to read the task instructions and check understanding. Focus their attention on the example. Ask students for some ideas for what to write as the next sentence. Write an example on the board.

2 Invite students to write down their ideas.

3 Walk around. Help if necessary.

A possible production modelTonight something incredible happened. I was with 37 other people and we saw a bright, white light in the sky. It moved towards us. When it came closer, we saw that it was a UFO. It was saucer-shaped and there were four people on the top. They looked human and they seemed to be repairing the spaceship.

Lesson Objectives• tobuildonstudents’knowledgeofdescriptive

words• todevelopintensivelisteningskills• todevelopwritingskills

A Roleplay UNIT elevenLesson 5

Task 1 Filling in a form

2 Draw some of the form on the board. Write some information as an example. (See the possible

production model).

A possible production modelDate: 4th December 2000Time: 8 pmPlace: El QuincheSize: enormousColour: purpleShape: ovalOther information: The UFO was flying in circles.

Task 2 Speaking

1 Copy some of the blank form from Task 2 on the board. Put students into pairs.

2 Ask a student to come to the front of the class. Encourage him or her to ask questions. Answer the questions using the information in the form on the board.

3 Encourage the student to write your answers on the blank form on the board.

4 Tell students to work in pairs. Point at the blank form in Task 2 and say: “Student As, ask

questions and complete the form. Student Bs answer the questions with your information from Task 1.”

5 Monitor and listen to the students.

Task 3 Speaking

1 Ask students to change roles. Remind them that Student B should now ask the questions and write Student A’s answers.

Policeman: When did you see the UFO?Witness: On 4th December. Policeman: What time was it?Witness: It was 8 o’clock.Policeman: Where did you see it?Witness: In El Quinche.Policeman: How big was it?Witness: Enormous!Policeman: What colour was it?Witness: Purple.Policeman: What shape was it?Witness: It was oval.Policeman: Do you have any more information?Witness: Yes. It was moving in circles.

Lesson Objectives• toprovidevariationintheformofanelementof

drama• todevelopspeakingskills

• topractisevocabularypresentedinthepreviousunit

Checking My Progress 11UNIT eleven

Task 2 Unscrambling the words and using them in sentences

KeyALIEN. Many people think there are aliens on other planets.WITCH. Many years ago, witches were burned.FORTUNE TELLER. I don't trust fortune tellers.GHOST. Casper is a friendly ghost.ELVES. Some children have seen elves.ZOMBIE. The latest film I saw was about zombies.

1 Ask students to look at the pictures and identify the modes of transport.

2 Tell them to talk in pairs about the best mode of transport when they go on holidays.

3 Accept all their ideas.

Task 2 Choosing information

1 Ask students to read the task instructions and check understanding. Focus their atten-tion on the example.

4 Write all their answers on the board. (There are no right or wrong answers)

Possible answers1 the beach: car, plane, bus2 the countryside: car, bus, train3 Galapagos Islands: plane, boat4 a mountain: car5 a big city: bus, car, plane6 around the world: plane, boat, balloon

Task 3 Reading for general information

Check the word postmark with them. (The stamp, including place and date, that the post office's employees put on the letters or postcards.)

KeyBaños, Guayaquil, Atacames

N.B. Remind students to bring the ingredients for lesson 5.

Lesson Objectives•tobuildonstudents'knowledgeofEcuador•todevelopintensivereadingskills

UNIT twelveLesson 1 TRAVELLINg AROUNd ECUAdOR

Modes of Transport Lesson 1UNIT twelve

Task 4 grammar awareness

Focus their attention on the example.

KeyBaños: travelled, travelled, took, went, came out, went Guayaquil: came, took went, visited, were Atacames: came, travelled, took, went, went, saw, swam, had

1 Tell students to read the postcard again and to complete the information in the table.

3 Do not check the task at this stage.

Task 6 Checking information

2 Tell them to take it in turns to ask and answer the questions and check their answers.

KeyTask 7 Writing a postcard

1 Ask students to look at the incomplete postcard in their books.

2 Tell them to imagine they went somewhere on holiday and to complete the postcard accordingly.

3 Give them enough time to write.

4 Check the production of some students on the board.

Miriam Alfredo FranciscoHow did he/ by bus by car by busshe travel?How many people with two with parents with partners

did he/she go friends and brother and tutoron holiday with?How many hours four hours eight hours seven hoursdid the trip take?Where did he/ cheap hotel uncle's house hotel near

she stay? the beachWhich places did hot pools, Mall del Sol, Sua, Bird he/she visit? Tungurahua Policentro, Island, Isla volcano San Marino, Bonita El Malecon 2000, Las Peñas, Botanical Gardens, El

Dear Angela,

Here are some photographs of our holiday in Manta.We went by car and it took about eight hours. I went with my parents and two brothers. We stayed in a cheap hotel.We had a good time. My father and I went to see the fishermen and I learnt to fish. We also visited the shopping centres. How was your holiday?

MissAngela PalaciosSucre 1416Cuenca,

1 Ask students to read the task instructions. Check understanding and focus students' attention on the example.

2 Tell students to do the task individually. Students are not expected to know all the names of the places, but should try to work out the answers.

Task 2 Reading and checking answers

2 Give them enough time to read and check their answers.

1 a2 g3 b4 k5 h6 d7 i8 e9 j10 f11 c

Lesson Objectives•todevelopintensivereadingskills•todevelopvocabularyrelatedtothetopic•todevelopspeakingskills

UNIT twelveLesson 2 Where to Go?

Lesson 2UNIT twelve

Task 3 Planning a three-day holiday

1 Brainstorm the activities students can do if they were on Blue Moon Island.

2 Organize students in groups. Tell them to plan their first three days there. Focus their attention on the example in the table.

4 Check the task on the board. Accept all their choices.

Task 4 Speaking

2 Ask students to take it in turns to ask and answer questions about what they can or can't do on Blue Moon Island.

3 Demonstrate the task with the example provided.

A possible production modelSA: Can you go climbing on Blue Moon Island? SB: Yes, I can, and can you go to a museum?SA: No, I can't. And, can you go windsurfing?SB: Yes, I can. And can you post letters?SA: Yes, I can

Task 5 Reading and completing

1 Tell students to read the text and to fill the blanks in with to or at. Remind them the use of these two prepositions of place.

2 Give them enough time to do the task.

3 Ask them to check the task in pairs.

Key1 at2 in3 to4 at5 to

morning afternoon eveningDay 1 go windsurfing play tennis go dancing

Day 2 climb the have a write postcards mountain picnic

Day 3 swim in the play tennis rest in the swimming cabins pool

1 Tell students to look at the pictures and to discuss them with you.

2 Accept their ideas and opinions.

Task 2 Listening and putting the pictures in order

1 Ask students to read the task instructions. Check understanding and focus students' attention on the example.

2 Play the CD or read the Audio Script two or three times (or until most students have completed the task.)

3 Ask students to compare the task in pairs.4 Check the task on the board.

Audio Script 30 Going to the Beach Listen to a doctor giving some advice when you spend your holiday at the beach. Number the pictures according to the order of the advice you hear.

Whenever you decide to go to the beach, take into consideration these pieces of advice to have a more pleasant time there.1 Be careful! Don't swim near windsurfers. You can provoke an accident and get injured.2 Don't go swimming when the flags are red. Red flags indicate that it's very dangerous to swim because of high waves.3 Wear a hat / cap and use lots of sun cream on your body and face. It's been proven that sun cream helps to prevent burns and skin damage and if you don't wear a hat you might be at risk to get skin cancer.4 Don't go swimming alone. 5 Don't throw rubbish on the beach and don't play near the rubbish. Put the rubbish in the containers assigned for that purpose.

Key4 / 35 / 12Task 3 Answering a questionnaire

1 Ask students to read the questions in the questionnaire and to answer them with Yes or No according to their viewpoints on the matter, in the first column.

2 Once they finish answering the questionnaire, tell them to ask each other the questions and to mark the answers in the second column of the table.

3 Bring a pair of students to perform the task in front of the others and if possible to tell the reasons for their answers.

A possible production modelTask 4 Writing

1 Tell students to read the task instructions.2 Demonstrate the task with the example provided.3 Remind students to use the imperative verb form

or the auxiliary don't to write pieces of advice. 4 Check the task on the board.

A possible production model3 Wear a hat/cap. Use lots of sun cream on your

body and face. 1 Don't swim near windsurfers. 4 Don't go swimming when the flags are red. 2 Don't go swimming alone. 5 Don't throw rubbish on the beach.

Lesson Objectives•todevelopintensivelisteningskills•topractisegivingadviceusingimperatives•toraiseawarenessregardingsafetyatthebeach

UNIT twelveLesson 3 At the Beach

you your friendDo you go swimming No Yes, I don't where it is dangerous? care.Do you go swimming Yes Yesalone?Do you swim after lunch? No YesDo you wear a hat when Yes Yesthe sun is hot?Do you use sun cream? Yes No, it's not necessary.Do you swim when No Yesthe flags are red?Do you swim near No Yeswindsurfers?

An Ecuadorian Mountaineer Lesson 4UNIT twelve

1 Ask the students to read the task instructions. Pose the questions and encourage the students to tell you their ideas.

2 Confirm correct answers.

KeyIván Vallejo He reached the summit of Everest without an oxygen mask.

2 Play the CD or read Audio Script 31 two or three times (or until most of the students have completed the task).

Audio Script 31 An Ecuadorian Achievement

Listen to an extract of Iván Vallejo's story and com-plete the blanks.

Before reaching the summit of Everest without an oxygen mask, Iván Vallejo arrived at Camp Three on Wednesday 26th May at 4.00 pm. The weather was fantastic and he could see clear skies from Nepal to Tibet. First, he melted some snow and drank some water. Then he prepared some instant soup. After that, Iván prepared the things he needed to take to the summit. In the evening, he set the alarm and tried to sleep. The alarm went off at 11.00 pm. Finally he left the camp at 1.00 am.

Key1 summit2 at3 fantastic4 water5 soup6 prepared7 In8 evening

9 alarm10 left

Task 3 Matching

1 Tell students to read the words in column 1 and to match them with their definition in column 2.

2 Allow students some time to do the task.

Keyto reach to arrive atto go off to ring or sound loudlyto melt to become liquidsummit top of a mountain

Task 4 Grammar practice

4 Check the task orally and write the answers on the board. Ask students with the correct answers to tell you reasons for their choice.

Keyarrived, was, could, melted, drank, prepared, prepared, needed, set, tried, went off, left

Task 5 Speaking

1 Ask students to imagine a trip to a mountain.

2 Tell them to use the underlined verbs in the past tense to prepare their stories.

3 Ask them to tell each other their stories.

A possible production modelLast week my friends and I decided to climb Cotopaxi Volcano. First, we arrived to Camp One and we stayed there. The weather was very cold. We prepared some instant coffee and we drank it. We slept very well there. We set the alarm clock and it went off very early. On the next day, we reached Camp Two and finally we reached the summit of Cotopaxi. We were very happy. In the afternoon, we came back home.

Lesson Objectives•tobuildonstudents’knowledgeofEcuador•todevelopintensivelisteningskills

•toprovidelinkswithotherareasofthe curriculum, i.e. history and geography•todevelopspeakingskills

UNIT twelveLesson 5 Helados de Paila

Task Activating general knowledge

1 Read the task instructions. Ask students the questions.

KeyHelados de paila come from Ibarra.In English they are called sorbets.

1 Ask students to read the task instructions. Check understanding and focus students’ attention on the

example.

Key a some sugar b some fruit juicec a wooden box d some strawe some ice f some cupsg a bronze pan h a wooden spoon

2 Draw seven squares on the board to check the task. Play the CD or read Audio Script 32 once or twice (or until most of the students have completed the task).

3 Check the task orally and write the answers in the squares on the board.

Audio Script 32 Helados de Paila

Listen to a radio programme about how to make helados de paila.

P: And now on today’s programme, gourmet chef Priscila Vásquez is here in the studio. She’s going to tell us how to make Helados de paila, or sorbets. What do we need to make these sorbets, Priscila?

PV: Well, not a lot, really. The only ingredients are fruit juice, sugar and ice. But you need quite a few

utensils. You’ll need a wooden box, a bronze pan.....

P: Does it have to be a bronze pan? Can’t it just be any old pan?

PV: Well, people say that bronze pans are better for these sorbets.

P: O.K.PV: Then you need some straw, a wooden spoon and

some cups to serve the sorbet in.P: Right. So, what do we do first?PV: First, put the ice in the box like this and cover that

with the straw.P: Cover the ice with the straw?PV: Yes. Then put the pan on the top. Then take the fruit

juice and pour it into the pan.P: Oooh yummy.PV: There we go. Next add some sugar and stir the mixture.P: Is that it?PV: Yes. Just serve the sorbet in cups and it’s ready to

eat. P: Simple!

Key6 / 7 / 13 / 2 / 4 / 5

2 Play the CD or read Audio Script 32 once or twice (or until most of the students have completed the task).

3 Check the task orally and write the answers in the squares on the board.

Key1 Put the ice in the box.2 Cover the ice with the straw.3 Put the pan on the ice and straw.4 Pour the fruit juice into the pan.5 Add the sugar.6 Stir the mixture.7 Serve the sorbets in cups.

Task 5 Project work

1 Ask students to look at the pictures and follow the instructions for making helados de paila.

Lesson Objectives•toraiseawarenessofEcuadorianculture•toprovidestudentswithapracticalelementto their course

•tobuildonstudents’existingknowledgeof vocabulary related to food and cooking•todevelopintensivelisteningskills

Checking My Progress 12UNIT twelve

Task 2 Unscrambling words

Key1 bus2 boat3 bicycle4 car5 plane6 helicopter

Task 3 A possible production model

Where and when you are going. To Manta by late June.Which teachers are going. English, Mathematics, Science.How you are travelling there. By bus.Where you are staying. In Manta Imperial hotel.How long you are staying and when you are coming back. Four days, five nights. Coming back on next Saturday.

Exercise 1

Key 1 What's your name? / My name's Fabián.2 How old are you? / I'm 15.3 When's your birthday? / It's on March 15.4 Where do you live? / I live in Lago Agrio.5 How many brothers and sisters do you have?

/ I have two brothers.6 What is your favourite free time activity? / I

like to go canoeing.

Exercise 2

Key 1 I don't have any sisters.2 No, she doesn't. She lives in Sangolquí.3 No, she isn't. She doesn’t like Paula very

much.4 Actually, we aren't in the same class.5 I don't know. She isn't here.

Exercise 3

Key 1 went2 started3 played4 danced5 had6 met7 talked8 told9 finished10 stayed11 helped

Exercise 4

Answers may vary. A possible production model.1 I can dance salsa.2 I can play the guitar.3 I can't sing well.4 I can't swim.

Grammar UNIT oneREVISION: ALL ABOUT YOU

Exercise 1

Key1 on2 next to3 on4 at5 on6 between7 on8 opposite

Exercise 2

Key1 Where is the library?2 Where is the basketball court?3 Where is the garden?4 Where is the headmaster's office?5 Where are the toilets?6 Where are the classrooms?

Exercise 3

Key1 does2 Is3 do4 Are5 Does6 Does7 Is

Exercise 4

Answers may vary. A possible production model.1 I like dancing/I like to dance.2 I don't like working alone/I don't like to work

alone.3 I don't like to do my homework/I don't like

doing my homework.4 I like painting/I like to paint.5 I like swimming/I like to swim.6 I like cooking/I like don't to cook.7 I don't like to clean my room/I don't like

cleaning my room.8 I don't like to study at night/I don't like

studying at night.Exercise 5

Answers may vary. A possible production model.1 He doesn't like to study at night/He doesn't

like studying at night.2 He likes to study English/He likes studying

English.3 He likes to listen to music/He likes listening

to music.4 He likes dancing/He likes to dance.5 He likes to study with music on/He likes

studying with music on.

ALL ABOUT LEARNINg UNIT twoGrammar

Exercise 1

Key1 ✓2 An3 An4 ✓5 ✓6 ✓7 A8 a9 ✓10 an11 a12 ✓

Exercise 2

Answers may vary. A possible production model.1 A good friend has to be friendly.2 Good teachers have to be creative.3 A good teacher has to be a good leader. 4 Good friends have to be cooperative.

Exercise 3

Answers may vary. A possible production model.1 A good friend doesn't have to be hardworking.2 Good teachers don't have to be adventurous.3 Good friends don't have to be elegant.4 A good teacher doesn't have to be stubborn.

Exercise 4

Key1 are2 Are3 I'm not4 I am5 Are you6 I'm7 Are you8 am9 you10 I'm11 are12 I am13 Are you14 I'm

15 I'm

Exercise 5

Answers may vary. A possible production model.1 is (d) energetic 2 are (f) secretive3 is (b) creative4 are (e) elegant5 is (c) cooperative6 is (a) patient

UNIT threeGrammar PERSONALITY ANd APPEARANCE

Exercise 1

Key1 c2 e3 b4 f 5 a6 d

Exercise 2

Key1 study2 'll be/will be3 'll make/will make4 'll help/will help5 do6 invites

Exercise 3

Answers may vary. A possible production model.1 I'm going to see the zoo.2 I'm going to visit the church.3 I'm going to hike up a mountain.4 I'm going to eat melcochas.5 I'm going to rent a four-wheeler.

Exercise 4

Key1 What are you going to do tomorrow?2 Where are you going to go this weekend?3 What are you going to do tonight?4 What is he going to do tomorrow morning?

Exercise 5

Key1 José Andrés's mother2 Roberta's husband3 José Andrés's grandmother 4 Marcelo's sister5 Diego's sister6 Doris's father-in-law7 Natalia's uncle8 Marcelo's cousin9 Juan's son

10 Carlos's niece

RELATIONShIPS UNIT fourGrammar

Exercise 1

Key1 are found2 are threatened3 are hunted4 (are) killed5 are called6 be seen7 be found8 are taken care9 are caught10 (are) sold

Exercise 2

Key1 which2 which3 which4 which5 which6 which7 who8 who

Exercise 3

Answers may vary. A possible production model.1 I always take showers to save water.2 Sometimes I take a bike to school to reduce

pollution.3 I never recycle newspapers.4 I never leave the lights on when I leave a

Exercise 4

Key1 Do botos swim very fast?2 Where do botos live?3 What do they eat?4 How big are they?5 What colour are they?6 Are they playful?7 How long can they live?8 Why are they in danger?

UNIT fiveThE ENVIRONMENTGrammar

Exercise 1

Key1 was conquered2 was founded3 were built4 are attracted5 was founded6 was attacked7 is reached

Exercise 2

Key1 Venezuela has a lower population than Colombia.2 Venezuela is smaller than Colombia.3 Colombia is the biggest country.4 Colombia has the highest population.

Exercise 3

Key1 older2 oldest3 lower4 highest5 warmer6 colder7 highest8 lower

Exercise 4

Key1 was2 went3 bought4 visited5 took6 went7 saw8 built9 am/'m going to go10 am/'m going to return11 am/'m going to buy

UNIT sixGrammar ECUAdOR ANd OThER AMERICAN COUNTRIES

Exercise 1

Key1 shouldn't carry2 should use3 should keep4 shouldn't walk5 should stay6 should follow7 should bring8 should pack9 shouldn't bring10 should learn

Exercise 2

Key1 should2 shouldn't3 shouldn't4 should

Exercise 3

Answers may vary. A possible production model.1 You should join a gym.2 You should take a French class.3 You should go jogging every day.4 You should get a job.5 You should wake up earlier.

Exercise 4

Key1 Keep a torch in the glove compartment.2 Check the brakes often.3 Carry a cell phone.4 Don't drive without lights at night.5 Don't drive with an expired license.

Exercise 5

Answers may vary. A possible production model.1 You should keep a torch in the glove

compartment because your car could break down at night.

2 You should check the tyres often because they can lose traction.

3 You should carry a cell phone because you could have an emergency.

4 You shouldn't drive without lights at night because you could have an accident.

5 You shouldn't drive with an expired license because you can get a ticket.

hEALTh ANd SAFETY UNIT sevenGrammar

Exercise 1

Key1 Adriana plays the piano.2 Fernanda watches old films.3 Juan Diego goes surfing.4 Gloria collects stamps.5 Estéban plays the guitar.6 Samantha does aerobics.

Exercise 2

Answers may vary. A possible production model.Answers may vary. A possible production model.In my free time I do aerobics. On weekends, I usually listen to music and watch videos with my sister. After school I play football for my school's football team. I also collect shells when I'm on holiday.

Exercise 3

Key1 I always do aerobics in the morning.2 My sister often listens to music when she studies.3 Antonio never watches cartoons.4 We usually go swimming at weekends.5 Lourdes is never late to class.6 Sometimes María goes jogging alone.

Exercise 4

Answers may vary. A possible production model.1 I always sleep until 10 am.2 I usually go to the beach.3 I often play football.4 Sometimes I watch TV.5 I never go to bed before 11 pm.

Exercise 5

Key1 threw2 caught3 dribbled4 threw5 rang6 went7 made8 won9 was10 went11 was12 played13 went14 ate

LEISURE ACTIVITIES UNIT eightGrammar

Exercise 1

Key1 was sweeping2 was eating 3 were waiting4 was watching5 was having6 was talking7 was asking8 was sleeping

Exercise 2

Key1 were fighting2 was sleeping3 were screaming4 were throwing paper5 were playing cards6 was crying

Exercise 3

Key1 was shining2 was blowing3 was riding4 was washing5 stopped6 began7 went8 was watching9 saw10 was blowing11 fell12 was running13 remembered14 heard15 waited

Exercise 4

KeyShe needs a small towel, some candy, some bandages, some water, some gloves, a first aid booklet, a bottle of eyewash solution, some cotton, some emergency numbers, some Ipecac syrup, and a tube of antiseptic ointment.

Exercise 5

Key1 Recognize2 Listen3 Help4 Prepare/Have5 Move6 Enter7 Prepare/Have8 Stay9 Test

NATURAL dISASTERS UNIT nineGrammar

Exercise 1

Key1 c2 d3 b4 a

Exercise 2

Key1 If you are home alone, don't open the door to strangers because someone might rob you.2 Don't open an email from someone you don't know because it can be a virus.3 Never meet someone face-to-face that you only know from Internet because it can be dangerous.4 Always tell your parents where you are going and when you'll be back because they might need to contact you.

Exercise 3

Key1 could/may be2 could/may be attacked3 could/may rob4 could/may hurt5 could/may try6 could/may have

Exercise 4

Key1 sleepily2 quickly3 cautiously4 carefully5 deeply6 foolishly

Exercise 5

Key1 happily2 softly3 aggressively4 roughly5 angrily6 nervously7 sadly

UNIT tenGrammar

Exercise 1

Key1 She has seen a ghost.2 She has predicted the future.3 She has spoken to an elf.4 She has visited a cemetery.5 She has broken a mirror.6 She has touched an alien.

Exercise 2

Key1 a have seen b happened2 a have never met b met3 a have lived b have not had c saw4 a died b has visited5 a hasn't spoken b have seen

Exercise 3

Answers may vary. A possible production model.

I have seen a UFO. I was 8 years old. It happened in my backyard. The UFO had a bright red light. I didn’t see any any aliens. The UFO landed for a few minutes and then disappeared.I haven’t seen it again.I have never seen a ghost, I don’t belive in ghosts. But I have seen an elf. I saw it at my grandmoth-er’s farm in Pifo when I was ten years old.

Exercise 4

Key1 The movie Casper was directed by Steven Spielberg.2 The movie was produced by Paramount.3 The movie was seen by over a million people.4 Many movies are produced by Hollywood directors.5 Movie sets are constructed by large crews.6 Sound effects are created for scary films.

Exercise 5

Answers may vary slightly. A possible produc-tion model.1 Have you ever seen an alien?2 Did you see a light in the sky?3 Are you afraid of zombies?4 Do you think chupacabras exist?5 Has a fortune teller ever predicted your future?6 Do you believe in UFOs?

ThE SUPERNATURAL UNIT elev-Grammar

Exercise 1

Key(The underlined text has already been corrected.)1 Dear Aunt Julia, Hello! Greetings from Muisne. I am having a wonderful time here. Yesterday I arrived at lunchtime. I had fried fish and patacones. The patacones were wonderful! In the afternoon I played volleyball on the beach with some friends, and then we went dancing. We danced all night! This morning I went to the beach. The water was very warm. I saw a pelican on the beach! It was pure white and was eating fish. Tonight I am going to travel north to Sua. I'll see you in a week!Love, Paolo2 Hi, Arturo! I am writing to you from the Galapagos Islands! I arrived last week. I came by a beautiful boat. While I was on the boat, I got sick, but now I feel better. Yesterday I saw George, the famous Galapagos tortoise! He is really old. I also went scuba-diving and swimming. It was a lot of fun. I return to Baeza next month. See you then!

Exercise 2

Answers may vary slightly. A possible produc-tion model.1. You can walk in the forest to learn more

about medicinal plants.2. You can visit a village and learn about the life

of the locals.3. You can fish for piranhas in the river.4. You can swim in the Cuyabeno lagoon.5. You can enjoy bird watching before breakfast.6. You can sleep in traditional houses.

Exercise 3

Answers may vary. A possible production model.1 You can't stay for a week.2 You can't stay in a fancy hotel. 3 You can't see a big city.

Exercise 4

Key1 did2 go3 did4 travel5 did6 take7 did8 stay9 did 10 visit11 Do12 travel13 Do14 take15 do16 do

TRAVELLINg AROUNd ECUAdOR 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 forma-tive evaluation, while the term test is summative.

The monthly tests include two listening exercises, two reading exercises, two speaking exercises, two writing exercises, two grammar exercises and two vocabulary exercises. It is not necessary for students to do both exercises in each section. You may select the most suitable one from each section.

There are also two versions of each term test (a and b). This is to enable teachers with large classes or a lack of space to give different versions of the term test to different rows of students to ensure that the marks reflect the 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

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 Writ-ing 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 mini-mizes 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.

Test One A

(Units 1, 2 and 3)Your name_________________________________________ Your Class ___________________

1 ListeningListen to a description of two friends. Complete the information about Leonardo. (5 marks)

Dear Vicky,A short note to invite you to our end of course party at Javier's house. (321 Ulloa St. and Mariana de Jesus). Bring Marco if you want. It's going to be a barbecue party, so we will have plenty of food.We decided to ask for a contribution from everybody ($8.00 per person). We think this should cover everything. Refreshments are included,too.A favour: Could you please bring some music for dancing? I know you are a music person and we trust your selection.

See you soon!

2 ReadingRead the note and complete the information. (5 marks)

1 Name: _________________

2 Age: ___________

3 Place and date of birth: _______________________

4 Number of brothers _____________ Number of sisters _____

5 Father's job: _______________________

6 Mother's job: _________________________

7 Hobby: ____________________

Ambato, 30th

Leonardo

3 Speaking

Ask your teacher questions to complete the table. (5 marks)

1 Occasion: _________________________________

2 Address: ______________________________________________

3 People who pay: _________________________________________

4 Cost covers: _____________________________________________

5 Clothes: ___________________________________________________

6 Type of party: _____________________________________________

everything, including

Test One A

4 Writing

Look at the plan and write a description of the school. (5 marks)

_________________________________________________

The library is next to the

5 GrammarWrite questions for the answers. (5 marks)

1 Her name is Betty._________________________________________________________________________________________2 She is 14 years old._________________________________________________________________________________________3 Her birthday is on 20th June._________________________________________________________________________________________4 She has 3 brothers and 2 sisters._________________________________________________________________________________________5 She lives in Macas. _________________________________________________________________________________________6 No, she isn't quiet. She's lively._________________________________________________________________________________________

What's her name?

1 People who have good taste in clothes (a) are adventurous.2 People who love travelling (b) are cooperative.3 People who don’t change their opinions easily (c) are cheerful.4 People who work well with others (d) are creative.5 People who are usually happy (e) are elegant.6 People who have new and original ideas (f) are stubborn.

1 ______ 2 ______ 3 ______

4 ______ 5 ______ 6 ______

6 VocabularyMatch the beginnings and the ends of the sentences. (5 marks)

job place brothers birthday favourite he / she lives and sisters sport

teacher _____________ _____________ _____________ _____________

Test One B

1 ListeningListen to a description of two friends. Complete the information about Ernesto. (5 marks)

1 Name: __________________

2 Age: __________

3 Place and date of birth: _______________________

4 Number of brothers __________ Number of sisters _____

5 Father's job: ____________________

6 Mother's job: ______________________

7 Hobby: ___________________

Ernesto

Riobamba, 30th

2 ReadingRead the horoscopes and the statements below. Write L for Libra, S for Scorpio or C for Capricorn. (5 marks)

1 This person should spend today in the countryside. ________

2 This person will not be happy at work today. ________

3 This person could fall in love today. ________

4 Other people will want to be with this person today. ________

5 This person will have a better day tomorrow. ________

6 It’s important what this person wears today. ________

swimming canoeing fishing cycling cooking dancing tennis basketball singing playing the guitar

3 SpeakingLook at the box. Tell your teacher about the free time activities you like. Describe each one. (5 marks)

Libra(23rd Sept – 22nd Oct)Today you’ll be feeling cheerful and lively. Plan a trip with family or friends. Get out of the city and spend the day in the open air. Your good humour and sociable mood will make you very popular.

Scorpio(23rd Oct – 21st Nov)Dress elegantly today. A tall dark stranger will enter your life this morning, bringing possibilities of romance. If you’re single, wear red and you’ll be sure to attract attention!

Capricorn(22nd Dec – 19th Jan)Expect a very difficult day at the office today. A colleague will be critical of you and your boss will be unsupportive. Don’t despair! Tomorrow you will feel more motivated.

Test One B

4 Writing

Look at the plan and write a description of the school. (5 marks)

_____________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________

The offices are next to the class-

5 GrammarFill in the blanks with the appropriate verb from the box. (5 marks)

enjoys is has has wants going

Barbara ____ 1 going to study law at university. She ____ 2 to be a lawyer. For this career she ____ 3 to be hardworking, honest and friendly. Her mother says that she is ____ 4 to be a good lawyer because she ____ 5 all those qualities and, in addition, she ____ 6 helping people.

6 VocabularyLook at the picture and write the correct letter next to the parts of the body. (5 marks)

( b ) head ( ) shoulder( ) elbow ( ) ankle

( ) waist ( ) kneea

Test Two A

GuayaquilThe province of Guayas is named after a Puna Indian chief. The chief fought bravely against the Incas and then the Spanish. The capital of the province, Guayaquil, is named after the chief Guayas and his wife, Quill.

Guayaquil is Ecuador’s largest city. It is also the city with the highest population. It has approx-imately 2 million inhabitants.The city is situated on the Guayas River near the head of the Gulf of Guayaquil, on the coun-try’s low-lying Pacific Coastline. It is the most important port in Ecuador. More exports and imports pass through Guayaquil than through

all the other ports combined. Guayaquil has some excellent tourist attractions. Visitors can go to see the waterfront boulevard called the Malecón, where you can see a monument to Simón Bolívar and San Martín called the Rotonda. From here there is a good view of the Guayaquil-Durán bridge. Another popular place for tourists is the Parque Bolívar, where there are tame iguanas in the ornamental gardens. On the west side of the park is the cathedral. It has an ornately decorated entrance and beautiful stained glass windows inside.

1 ListeningListen to the conversation. Complete the information about the Mayan ruins at Tikal. (5 marks)

2 ReadingRead Guayaquil and complete the information below. (5 marks)

Don’t miss the incredible Mayan ruins at Tikal! There are over 3,000 stone construc-tions which date from AD 250 – 900.

Getting ThereBy bus: ____ 1 hour journeyFlights: ________ 2 flights every day from La Aurora airport, Guatemala City.

AccommodationHotels: 3 very ________ 3 hotels.Campsite: Sleep in a tent or a __________ 4

RestaurantsRestaurant Jaguar Inn:Open daily 6.00 am to ________ 5

Things to takeDon’t forget to take ________________________6 !

1 Guayaquil is named after ______________________________________2 The population of Guayaquil is approximately ___________________________3 Guayaquil is the most important _______________ in Ecuador.4 The monument to Simón Bolívar and San Martín is located _________________________________5 In the Parque Bolívar visitors can find ___________________________________6 Visitors can also go to _______________________________________________

the chief Guayas and his wife,

Test Two A

3 Speaking

Tell your teacher how to make guacamole. Use the pictures and the words provided. (5 marks)

Chop Serve Mix Peel Cut Take Add

4 Writing

Write a description of Venezuela. Use the notes in the table. (5 marks)

country Venezuelacapital city Caracaspopulation 21 millionraces black, white, indigenousarea 912,050 sq kmlanguage Spanishcurrency Bolívarproducts oil, cotton, rice, corn, sugar

__________________________________________________________________________________

The capital of Venezuela is

Test Two A

6 Vocabulary

Write the names of the family members in relation to Fabián. (5 marks)

5 Grammar

Complete the sentences with the comparatives and superlatives of the adjectives provided. Use the notes in the table. (5 marks) Ecuador Bolivia Peruarea 283,561 sq km 1,098,600 sq km 1,285,215 sq kmaltitude Quito: 2,850 m La Paz: 3, 625 m Lima: sea level% mestizos 56% 30% 37%year of foundation Quito: 1534 La Paz: 1548 Lima: 1535

Bolivia is a __________ 1 (small) country than Peru and Ecuador is the ____________ 2 (small) country.

Lima is at sea level, but Quito and La Paz are not. La Paz is ____________ 3 (high) than Quito.

The percentage of mestizos in Peru is ____________ 4 (low) than in Ecuador.

The city of Lima is ____________ 5 (old) than La Paz, which was founded in 1548. The Spanish

arrived in Quito in 1534. It is the ____________ 6 (old) South American capital.

small-

Fabián

aunt cousins daughter wife husband grandfather

(Units 4, 5, and 6)Your name_________________________________________ Your Class ___________________

1 Listening

Listen to Nora talking about her family. Complete the sentences with the words from the box. (5 marks)

Test Two B

1 Fabián's _________ 's name is Susana.2 Matteo's _____________' names are Damian and Lucía.3 Matteo's _____________'s name is Angela.4 Angela's _____________'s name is Washington.5 Washington's _____________'s name is Lucía.6 Matteo's _____________'s name is Ulpiano.

2 Reading

Read Jaguars and complete the table. (5 marks)

mammal size food habitat threats

jaguar ____________ ____________2 ___________4 _____________5

____________ 1 ____________3 _____________6

Jaguars

Jaguars are mammals. They live in tropical areas from the south of the United States to the north of Argenti-

na. In Ecuador, they live mainly in the provinces of Napo and Pastaza.

Jaguars are the largest land mammals in America. They can measure 2.75 m from head to tail. They eat

small animals and fish. At present, there are only a few of them left. People kill them because they are afraid

of them. They are also threatened by hunters. Hunters kill them to sell their fur.

2.75 m from head

3 Speaking

Look at the pictures. Give your teacher some advice on protecting the environment. Use the words provid-ed. (5 marks)

Test Two B

use save buy

recycle use use

4 Writing

Use the information below about birds in the Galapagos Islands and write a paragraph about them. (5 marks)

__________________________________________________________________________________

_________________________________________________________________________________

bird colour size food habitat threats penguin black and white 35 cm fish in coastal caves starvation (not enough food) predators (cats, dogs, rats)waved white largest birds fish on coastal cliffs abandoned eggsalbatross in the islands

Penguins are black and white birds.

5 Grammar

Complete the sentences with the correct form of the verbs in the box. (5 marks)

Test Two B

export descend grow speak know bound

1 The Sierra Nevada in Mexico ____________ as Sierra Madre.

2 Mexico _________________ to the north by the United States.

3 Spanish ____________________ by the majority of Mexicans.

4 Fruit, vegetables, shrimp and coffee ____________________ to other countries from Mexico.

5 Corn and vegetables _________________ in the country.

6 The majority of the population ________________ from ancient Indian cultures.

6 Vocabulary

Look at the pictures. Label them. Use the words in the box. (5 marks)

hot-air ballooning diving bungee jumping windsurfing hiking sea kayaking

sea kayaking

Test Three A

(Units 7, 8, 9)Your name _________________________ Your Class ________________

1 ListeningListen to a doctor talking about how to treat animal bites. Complete the instructions. (5 marks)

If a dog bites you …

• Firstletthewoundbleed________1.• Washthebitewith__________2 and water.• Pressthewoundfirmlywith__________3 __________ 4.• Keeppressinguntilthebleedingstops. (This can take __________ 5 minutes or more.)• Putona__________6 bandage.• Gotoseeadoctor.

freely

2 Reading Read the safety rules. Put a tick (✓) next to the ones which are correct and a cross (X) next to the ones which are incorrect. (5 marks)

1 You should keep poison in the food cupboard. (X)

3 You should repair damaged plugs. (✓)

5 You should keep poison in empty drink bottles. ( )

7 You should touch electrical equipment with wet hands. ( )

2 You should leave things at the top of the stairs. ( )

4 You should put a rug on a slippery floor. (X)

6 You shouldn't mix chemicals together. ( )

3 SpeakingLook at the pictures. Talk about the leisure activities some people like. (5 marks)

Test Three A

4 WritingLook at the activities four friends did last weekend. Write a paragraph. (5 marks)

__________________________________________________________________________________________

Carlos Juana Lola AndreaWent to Tulcán. Went swimming. Played tennis in the Dancing lessons alone.Visited his grandparents. Brothers and sisters tennis court at school.It was raining. went with her. Friends also went. Sunny day.

5 GrammarUnscramble the sentences. (5 marks)

1 studies / my / he / often / to / brother / listens / when / music______________________________________________________________.2 alone / sometimes / Luisa / jogging / goes______________________________________________________________.3 swimming / at / family / goes / usually / weekends / my______________________________________________________________.4 horror films / Pedro/ watches / never______________________________________________________________.5 teacher / never / late / my / is / class / to______________________________________________________________.6 sleep / 7 am / always / I / until ______________________________________________________________.

My brother often listens to music when he

6 VocabularyMatch the words with the pictures. (5 marks)

a cooker a frying pan poison a knife a plug a rug

Carlos went to Tulcan last weekend. He

Test Three B

(Units 7, 8, 9)Your name _________________________ Your Class ________________

1 ListeningListen to the advice and complete the notes. (5 marks)

2 Reading Read Volcano Chasers and circle the correct information. (5 marks)

1 Steve and Donna livea in the countryside.b in a big city.c in a village. 3 Steve and Donna a are afraid of volcanoes.b love volcanoes.c don't like volcanoes. 5 They flew over a lava lakea in a helicopter.b in a plane.c on a bus.

2 The village's name isa Mountain.b Volcano.c River.4 On their second datea they watched an erupting volcano.b they went to a disco.c they went to the cinema.6 Steve and Donna decideda to get married on a beach.b to get married on a mountain.c to get married on a volcano.

In the event of a volcanic eruption ….

Be informedListen to the ______ 1 on the television or radio.

Be safeElderly people, __________ 2 and people with health problems are most at risk. They should move to safer areas.Be prepared

Keepfirstaidequipment,includingmasks and __________ 3 drops at home.

Keepasupplyofwaterandcannedfood, e.g. _______________ 4

Make sure you have __________ 5 and __________ 6 in case the electricity supply is cut off.

Volcano ChasersSteven and Donna O'Meara are both passionate about volcanoes. They live in Hawaii in a village called Volcano. Steve and Donna met in an astronomy course. Whilehisfriendsweretakingtheirgirl-friends out to a disco or to a cinema, Steve was planning trips to see volca-noes for his girlfriend, Donna. In fact, on

their second date, he took Donna to see an erupting volcano. They were flying overKupaianaha,aHawaiianlavalake,ina helicopter when Steve asked Donna to marry him.WhenSteveandDonnaweremakingplans for their wedding, they soon decid-ed they wanted to get married on a vol-cano.

Test Three B

4 WritingWrite some safety advice. Use the pictures and the words provided. (5 marks)

leave leave repair

keep put leave unattended

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

You shouldn’t put a rug on a slippery floor, because someone

Eat Exer-

For breakfast, Use Do

3 SpeakingLook at the pictures and talk about healthy tips. (5 marks)

5 GrammarComplete the text with the correct form of the verb in parentheses. (5 marks)

Test Three B

An Earthquake in MexicoCielo Marquéz ___________ 1(walk) to work at 7 o’clock one morning when she felt an earthquake. She went to the bus station, where she could hear the radio. The radio presenter ____________ 2 (say) that the buildings in the area where she lived were destroyed. Her son and daughter were both in the apartment. Her son, Roberto, ___________________

3 (sleep) when the earthquake hap-pened. His sister pulled him under the bed, because the ceiling ______________________ 4 (fall) down and the walls ________________ ______ 5 (move). There was very little oxygen, so it was difficult to shout for help, but the family’s parrot _______ ____________ 6 (scream). Rescuers heard the parrot and the Marquéz family

was walk-

6 VocabularyLabel the things you need in the event of an earthquake. (5 marks)

some water a torch some matches a candle some batteries a radio

Test Four A

(Units 10, 11, 12)

Your name _________________________ Your Class ________________

1 ListeningListen to the story and choose the correct information. (5 marks)

1 Sara went for a walk 2 At first she thought the UFO wasa alone. a a helicopter.b with a group of friends. b a star.c with her best friend, Michelle. c a plane.

3 When she first realized it was a UFO 4 The UFOa she was terrified. a had three blue lights.b she wasn’t nervous. b had three green lights.c she started to cry. c had one beautiful orange light.

5 Sara saw 6 Saraa the UFO land. a really saw the UFO.b an alien. b was reading a science fiction novel.c a group of aliens. c was dreaming.

2 Reading Read Chupacabras and complete the information. (5 marks)

ChupacabrasAlthough the stories about chupacabras began in Texas, Ecuadorian farmers have also reported animals killed mysterious-ly. Newspapers in this country have even printed articles, which suggest that the chupacabras is an alien from another planet.

People who say they have seen the chupacabras describe an animal like a monkey with hairy arms, three toes and big, red eyes. There have been reports that it has spots on its head and back and chicken legs. People have also said that the monster has a terrible smell.

Name: _______________ 1

Characteristics: arms: _____________ 2; toes: ________________ 3; eyes: ________________ 4 and _________ 5; smell: _________________6

Chupaca-

Test Four A

3 SpeakingTell your teacher the story. Look at the pictures and use the words provided. (5 marks)

dye give gave

ran away grew found

4 WritingWrite the advice on the line under the pictures. (5 marks)

Use sun cream .3

Test Four A

5 GrammarCircle the correct words in the text. (5 marks)

An Unsuccessful RobberyRobbing a bank is not always easy / easily 1. Two British men planned a robbery very careful / carefully 2. One man had to go into the bank to do the robbery and the other had to drive the car. The first man entered the bank. He felt very nervous / nervously 3. The other man waited patient / patiently 4 in a small street near the bank.

After ten minutes, the driver went to collect his friend, but he couldn’t find him. He was driving around the town desperate / desperately 5 when two policemen stopped him and asked him togivethemaride."We’relookingforarobber," they explained. Soon afterwards, the robber found his driver and two very happy / happily 6 policeman.

6 Vocabulary11 Match the words with the pictures. (5 marks)

soap opera game show documentary film news cartoon

_________________ _________________

_________________ _________________ _________________

_____________game show

Test Four B

(Units 10, 11, 12)

Your name _________________________ Your Class ________________

1 ListeningListen to a story of an unsuccessful robbery. Complete the blanks with the missing words. (5 marks)

An Unsuccessful RobberyRobbing a _____ 1 is not always easy. Two British men planned a robbery very carefully. One man had to go into he bank to do the _____________2 and the other had to drive the car. The first man entered the bank. He felt very nervous. The other man waited patiently in a small _________3 near the

bank. After ten minutes, the driver went to collect his ___________,4 but he couldn't find him. He was driving around the town desperately when two ____________5 stopped him and asked him to give them a ride.“We'relookingforarobber,”theyexplained. Soon afterwards, the robber found his ________6 and two very happy

2 ReadingRead A Bank Robbery in Canada and decide if the statements are true or false. (5 marks)

1 The story is invented. __________2 Everybody in Canada speaks English. __________3 The first cashier didn’t speak English or French. __________4 The manager spoke good English. __________5 The robber went to another bank. __________6 Finally, the robber stole some money. __________

A Bank Robbery in CanadaThis is a true story about a bank robbery in Canada. A robber had a lot of prob-lems because some people in the coun-try speak English and the rest speak French.The robber was an English speaker, but he went to rob a French-speaking bank. He went up to the cashier and gave her a letter which said: “Give me all your money!Ihaveagun!”However,thecashier was from China and she had only just arrived in the country. She didn’t

understand, because she could only speak Chinese.The Chinese cashier decided to call the manager and ask for help. The manager came and read the note, but he couldn’t understand it either, because he was a French-speaking Canadian and he didn’t speak very much English.In despair, the robber asked them to give his letter back. He left the bank and went next door to the English-speaking bank. This time he was more successful. The cashier immediately gave him over $500 in cash. The robber said: "Thank you!" in

Test Four B

3 SpeakingImagine you are going on holiday. Answer the questions below and talk about it. (5 marks)

4 WritingWrite the instructions for making helados de paila. Look at the pictures and use the words provided. (5 marks)

How to make Heladosde Paila

Pour Put Add Serve Cover Stir

_______________

_______________Put theice in the

Where are you going to go?

How are you going to travel?

How many people are you going on holiday with?

How many hours is the trip going to take?

Where are you going to stay?

Which places are you going to visit?

Test Four B

5 GrammarChange these active sentences to passive sentences. (5 marks)

1 Horrors films frighten people._________________________________________________.

2 Steven Spielberg directed the movie Casper._________________________________________________.

3 Dracula killed many people._________________________________________________.

4 Some children helped E.T. to escape. __________________________________________________.

5 Over a million people saw the movie E.T.._________________________________________________.

6 Paramount produced the movie Casper._________________________________________________.

People are frightened by horror

6 VocabularyMatch the pictures with the words. (5 marks)

fortune teller zombie witch ghost UFO alien

zombie

Term One: Test A

(Units 1 to 4)

Your name_________________________________________ Your Class ___________________

1 ListeningListen to the conversation and fill in the blanks. (5 marks)

2 Reading Match each description with a job. (5 marks)

- Hi, Pili. Are you OK? _________ 1 are you doing?

- ________, 2 Rebeca. Right now I'm not doing anything, precisely. But I'm ______ 3 to read The Leornardo Da Vinci Code book. I hope it's ______4.

- Why don't we _______5 to the movies to see the film instead?

- That's a good idea. Maybe it's more fun.

- Let's ask Viviana too. She is going to go __________6 but she can change her plans I suppose and….

chef footballer taxi driver

architect newsreader housewife

a You have to be patient, hardworking and love your family. d Your physical appearance is important. You have to be neat and elegant.

b You have to be friendly, kind, honest with people and a careful driver.

e You have to be energetic and do exercise every day.

c You have to be precise, talented and creative to design nice buildings and houses.

f You have to be creative to be able to combine different ingredients and make

3 SpeakingDo the task that your teacher gives you. (5 marks)

5 Grammar You and your family are going to Atacames next month. Tick (✓) 6 things you are going to do. Then write them down. (5 marks)

Term One: Test A

4 Writing Read the information about Esthela Granda's mother. Then use the notes to write a paragraph. (5 marks)

Fanny Alarcón

appearance

(colour of hair, eyes, etc.)

small and slim, short blond hair, blue eyes

parents/ grand parents (grandfather, grandmother)

Manuel Alarcón (grandfather)Tatiana Espino-za (grandmoth-er)

in-laws andrelatives (mother-in-law, father-in-law etc.)Carla Páez (mother in-law)Pedro Salas (father-in-law)

birthday

March 20

favourite sports

basketball

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

enjoy the warm weather (✓) walk on the beach eat melcochas take a bike to a lake / eat ceviche see Pichincha volcano erupting swim in the ocean see the zoo rest eat cocadas

1 _____________________________________________________________________2 _____________________________________________________________________3_____________________________________________________________________4_____________________________________________________________________5_____________________________________________________________________6_____________________________________________________________________

We are going to enjoy the warm weath-

6 VocabularyPut the words into the right part of the table. (5 marks: 1/2 a mark each)

grandparents energetic taxi driver lovable architect adventurous footballer mother-in-law hardworking singer sister-in-law

family members jobs characteristics of personality

mother-in-law

Term One: Test B

(Units 1 to 4)

Your name _________________________________ Your class _________________

1 ListeningListen to the conversation about some wedding arrangements. Complete the invitation. (5 marks)

2 ReadingRead The Otavaleños. Tick (✓) the correct information and cross out (X) the incorrect information. (5 marks)

3 Speaking Do the task that your teacher gives you. (5 marks)

Mr and Mrs A Atkins and Mr and Mrs P Adams request the pleasure of your company at the __________ 1 of

Steve and ________________ 2

At St Bartholomew's church, On ___________th 3 ________________ 4 2006

At _________________5 am

We would also like to invite you to attend the wedding reception at The Queen's ________ 6 at 4.00 pm.

The OtavaleñosOtavalo is one of the most popular tour-ist destinations in Ecuador because of its very friendly indigenous population and the beautiful weavings they sell at the Saturday market.

The Otavaleños who do the weavings come from the villages of Peguche, Quinchuqui and Lluman. It is interesting to go to these places where you can get nice articles at lower prices than in shops and in the market.

1 Otavalo is not well known by tourists. ( X )

2 The Indigenous population in Otavalo likes visitors. ( )

3 Otavaleños sell their products at the market on Tuesdays. ( )

4 Otavaleños buy the weavings from Peguche, Quinchuqui and Lluman. ( )

5 The weavings in Peguche, Quinchuqui and Lluman are cheaper than in the market. ( )

6 Otavaleños and their weavings are a tourist attraction. ( )

Term One: Test B

4 Writing Make notes about yourself. Then use the notes to write a paragraph. (5 marks)

5 GrammarComplete the sentences using the correct form of the verb in parentheses. (5 marks)

1 If you are good friend, you ____________ good friends. (have)

2 If you help your friends, they___________ you. (help)

3 If you are creative, you ________________creative work. (produce)

4 I will get a job if I_______________hardworking. (be)

5 I will enjoy my work if I ____________the right career. (choose)

6 If friends work together, they _____________ better. (work)

appearance(colour of hair, eyes, etc)

place you live family (parents, grandparents, brothers, sisters)

birthday favourite sports

6 VocabularyRead Clothes and Materials and complete the blanks with the words in the box. (5 marks)

sweaters wool Cotton nut Silk Tagua

Clothes and materials

_________ 1 comes from a plant and is used to make shirts. _________2 is a _________ 3 used to

make buttons. ________ 4 is used to make ties. Sheep, llamas and vicuñas give _________5 to

make _________6.

__________________________________________________________________________________________

Term Two: Test A

(Units 5 to 8)

1 Listening

Listen to the conversation. Complete the information about the ruins of Copán in Honduras. (5 marks)

2 Reading

Read Capuchin Monkey and complete the table. (5 marks)

Capuchin MonkeyCapuchin Monkeys are found in Central and South America. In Ecuador, they live in the rain forest and in the northeast of the country. They have light brown fur on their bodies and cream-coloured fur on their faces, necks, shoulders and chests. Their bodies measure 30 to 55 cm in length. They eat fruit, seeds, flowers, spiders

and insects. Because of the humorous nature of Capuchin monkeys, they are often used for enter-tainment, e.g. dancing for the public or telling fortunes (choosing little pieces of paper with messages written on them). They are also bought as children’s pets.

The Ruins of Copán

Visiting Copán is a pleasure, not only for its architectural beauty, but also for the landscape it is set in. There are wide open spaces, huge ancient trees and green forests.

LocationThe ruins are about _____________ 1 outside the small town of Copán.Getting there

On ____________ 2 Information for visitorsOpen: from: ___________3 to _________ 4

Place to buy ticket: _____________________ 5

AccommodationBudget: Los Gemelos Hotel(near the _______________6 field)

one kilo-

mammal habitat size food threats

Capuchin Monkey ____________1 _____________2 fruit, seeds, flowers, _______________5

_______________3 _______________6

_______________4

rain for-

4 WritingWrite a description of Uruguay. Use the notes in the table. (5 marks)

5 GrammarComplete the information about El Salvador using the correct form of the verbs in the box. (5 marks)

6 VocabularyLabel the pictures with the words in the box. (5 marks)

Term Two: Test A

country Uruguaycapital city Montevideopopulation 3,500,000 races white (mainly Spanish and Italian descent), black and gauchosarea 176,215 sq. km.language Spanishcurrency New Uruguayan pesoproducts meat, wool, agricultural products

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

grow know bound descend speak import

1 El Salvador __________ 1 as the world's third largest coffee producer after Brazil and Colombia. 2 El Salvador ________________________________ 2 to the north by Guatemala. 3 Cotton ________________________3 in this country.4 Spanish ______________________________ 4 by the majority of the population.5 The majority of the population _____________________________5 from ancient Indian cultures.6 Chemicals, fertilizers, and vehicles ______________________6 to El Salvador from other countries.

household chemicals poison aerosol recycled paper unleaded petrol packaging

packag-

3 4 65

The capital of Uruguay is Montevi-

Term Two: Test B

(Units 5 to 8)

1 ListeningListen to a chef talking about some fast food. Complete the information. (5 marks)

2 ReadingDecide if the statements are true or false according to the text. (5 marks)

type of fast food country date ingredients

___________ 1 ___________ 2 16th century flour and _____________ 3

____________ 4 Britain _________ 5 fish, _______________ 6, bat-ter

1 Mexico is bounded by two oceans. ______2 The two highest volcanoes in Mexico are 500 metres high. ______3 The names of the volcanoes come from old Mayan words. ______4 Mexico city is 2,200 metres above sea level. ______5 Mexico imports glass, steel and copper. ______6 Mexico grows fruit, vegetables, corn and coffee. ______

MexicoMexico is the most northerly country of Spanish America. It is bounded on the north by the United States, on the south by Guatemala and Belize, on the east by the Atlantic Ocean and on the west by the Pacific Ocean. The capital city is Mexico City. More than 18 million people live in Mexico City. It is one of the largest cities on earth. The city is 2200 metres above sea level. If you stand in Mexico City on a clear day, you can see two of Mexico’s highest volcanoes. They are both over 5000 metres high.

Their names come from old Aztec words: Iztaccíhuatl and Popocatépetl.Central and Southern Mexico has been the home of a number of ancient civiliza-tions. Today there are many ruins of their buildings and even whole cities. Fruit, vegetables, corn and coffee are grown in Mexico. Glass, steel and copper are also produced. These products are exported to other countries around the world.

The landscape in Mexico is very varied. There are dry deserts in the north and tropical forests in the south east.

dough-

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Term Two: Test B

4 WritingWrite some ways of protecting the environment. Use the pictures to help you. (5 marks)

5 GrammarComplete the following advice with should or shouldn't. (5 marks)

6 Vocabulary Label the pictures with the words in the box. (5 marks)

a fireguard stairs a cooker a saucepan a plug a fireplace

1 You ____________ take a lot of money with you when you travel.

2 You ____________ keep your passport in a safe place.

3 You ____________ take packages from strangers.

4 If you want to run in a marathon, you ____________ prepare physically.

5 If you want to come to class early, you ____________ sleep late.

6 If you want to learn English, you ____________ translate every word.

a fire-

Don’t use aerosols which pollute the atmo-

Term Three: Test A

(Units 9 to 12)

1 ListeningListen to the story and put the sentences in the correct order. (5 marks)

2 ReadingRead the text and decide if the statements are true or false. (5 marks)

The Bermuda TriangleThe Bermuda Triangle is known as Devil's Triangle. It is located between Bermuda, Puerto Rico and Melbourne in Florida. Since the mid-nineteenth century there have been numerous reports of strange occurrences in the area. According to these reports, a total of more than fifty ships and twenty aeroplanes have disap-peared. One of the more notorious cases happened on 5th December 1945. Five United States torpedo bombers left Fort

Lauderdale, but none of them returned and rescue teams never found any part of the planes. In some cases, crews have abandoned ships in the area. One ship was found totally empty and with warm food still on the table in the dining room. Nobody has solved the mistery of the Bermuda Triangle.

( ) Paula and I were sleeping.

( ) He saw some fire coming out a volcano.

( ) My uncle David called us.

( ) My father was watching TV.

( ) We looked out of the window.

( ) My mom woke us up.

1 People have also called the Bermuda Triangle “Devil's Triangle”. _______

2 Stories of disappearing planes and ships began in about 1850. _______

3 About 20 ships have been reported missing. _______

4 One torpedo bomber didn't return. _______

5 Rescue teams found part of one plane. _______

6 Some ships have been found with no people inside. _______

6 Vocabulary Put the words into the correct part of the table. (5 marks= 1/2 mark each).

4 WritingLook at the pictures. Write the story of Ivan Vallejo's journey to Everest. Use the words provided. (5 marks)

Term Three: Test A

12 3 54

woke up drank left climbed reached the summit

5 Grammar Complete the text with the correct form of the verbs in parentheses. (5 marks)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

burglary films soap opera news forgery robbery cartoon alien witch ghost elves

TV programmes supernatural crime

Iván Vallejo woke up very

At lunchtime, a young woman entered a

restaurant and sat down at a table.

Whileshe____________1(eat) her

lunch, she ordered another. The waiter

_________ _____________2 (watch)

television and he __________________ 3

(not look) at her, so she ran out of the

restaurant without paying when she

hadfinished.Whileshe

____________________ 4 (run) down

the street, she fell into a hole. The waiter

_____________________ 5 (chase) her

and he caught her easily. He took her

back to the restaurant, where the cashier

and the manager

______________________ 6 (wait).

was eat-

Term Three: Test B

(Units 9 to 12)

1 ListeningListen and complete the information with the words provided. (5 marks)

flooding cities devastation hurricane strongest damages

Katrina formed over the Bahamas on August 23, 2005, and crossed southern Florida as a moderate Category 1 __________ 1 before strengthening rap-idly in the Gulf of Mexico and becoming one of the _______________ 2 hurricanes ever recorded in the Gulf.Its huge size caused _______________ 3 over 100 miles (160 km) from the centre. The storm also caused catastrophic dam-

age along the coastlines of many _______________ 4. This hurricane also caused _______________ 5 of about 80% of the city and many areas of neigh-bouring parishes.It dissipated on August 31st, leaving _______________ 6 worth $75 billion and causing about 2000 fatalities.

hurri-

2 Reading Decide if the statements are true or false, according to the text. (5 marks)

1 Some people and animals know when an earthquake is going to happen. __________

2 Some people feel sick before an earthquake. __________

3 Linda Curtis telephones people when she feels an earthquake. __________

4 Only mammals behave in a strange way before an earthquake. __________

5 Electrical equipment is sometimes affected before an earthquake. __________

6 Scientists believe we need to discover more about earthquake sensitives. __________

Earthquake SensitivesMany people and animals are able to feel or sense when earthquakes are about to happen. The strange behaviour of domestic pets is particu-larly noticeable, but there are also some people who experience headaches, electric shocks and ground movements.Linda Curtis, who is a secretary at the office of Geological Survey in Pasadena, California, says that there are people who phone her to report that they feel an earthquake coming. She also receives calls about peoples’ pets. Once a

woman called her to say that her fish jumps out of its aquarium right before earthquakes. She has also been told about a Dachshund dog which runs in circles and a parrot called Dorian that starts to pick feathers out of its chest.Not only animals behave strangely, according to Linda. One man phoned to say that his tele-vision always gets interference before an earth-quake.Linda is sure that there are many more earth-quake sensitive people in California. However, scientists say that it is still not possible to treat

Term Three: Test B

4 WritingLook at the pictures. Write the story. Use the words provided. (5 marks)

5 Grammar Complete the text with the correct form of the verbs in parentheses. (5 marks)

6 Vocabulary Label the pictures with the words below. (5 marks)

a torch a blanket a radio a candle some matches some batteries

1 ___________ 2 ___________ 3 ___________ 4 ___________ 5 ___________ 6 ___________

washed the dishes

fellran had an ate chased

642 51 3

__________________________________________________________________________________________

One day a woman went into a restaurant.

A Bank Robbery in CanadaA robber ________ 1 (have) a lot of prob-lems in Canada because of the language. The robber _____________ 2 (be) an English speaker, but he ____________ 3 (go) to rob a French-speaking bank. When he said: “Give me all your money! I have a gun!”, the cashier __________ 4 (not, reply) because she was from China a n d s h e

____________________________ 5 (not, understand) English. The Chinese cashier decided to call the manager and ask for help. He read the note but he couldn't understand it either, because he was a French-speaking Canadian and he ____________ 6 (not speak) very much English. Finally, the robber asked them to give the letter back and left the bank.

TEST KEYS

Test One A (Units 1, 2 and 3)

1 Listening

1 Check the tape recorder and make sure all students are able to hear.

2 Give 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 33 My FriendsListen to these descriptions about Leonardo Cruz and Ernesto Romero. Complete the information about Leonardo Cruz or Ernesto Romero.

Leonardo and Ernesto are good friends. They go to the same school and both of them are in class three. Leonardo is 15 years old and Ernes-to is 14. Both of them were born on the same date, 30th July, but Leonardo was born in Ambato and Ernesto in Riobamba.Leonardo has two brothers and a sister.His father is an engineer and his mother is a nurse. Ernesto has a sister and a brother. His father is an electrician and his mother is a teacher.Ernesto and Leonardo like to do things together but Leonardo likes playing basketball best and Ernesto prefers swimming.

Key1 Leonardo Cruz2 153 Ambato, 30th July4 2 / 15 (An) engineer6 (A) nurse7 (playing) basketball

2 Reading

Key 1 end of course2 321 Ulloa St. and Mariana de Jesús3 everybody4 everything including refreshments5 red clothes6 barbecue party

3 Speaking

A possible production modelWhat's your job?I'm a teacher.Where do you live?(I live) in Cuenca.Are you married or (single)?I'm married.Do you have / Have you got any brothers or sisters?Yes. I have / I've got one brother and two sisters.When is your birthday?(It's) on the tenth of May. What's your favourite sport?(I like) cycling.

4 Writing

A production modelThe library is next to the offices. The class-rooms are next to the library and the toilets are between the classrooms and the snack bar. The swimming pool is in the centre of the school.

5 Grammar

Key1 What's her name?2 How old is she?3 When is her birthday?4 How many brothers and sisters does she have?5 Where does she live?6 Is she quiet?

6 Vocabulary

Key1 e 2 a 3 f4 b 5 c 6 d

Test One B (Units 1, 2 and 3)

1 Listening

Audio Script 33 My FriendsListen to these descriptions about Leonardo Cruz and Ernesto Romero. Complete the information about Leonardo Cruz or Ernesto Romero.

Leonardo and Ernesto are good friends. They go to the same school and both them are in class three. Leonardo is 15 years old and Ernesto is 14. Both of them were born on the same date, 30th July, but Leonardo was born in Ambato and Ernesto in Riobamba.Leonardo has two brothers and a sister.His father is an engineer and his mother is a nurse. Ernesto has a sister and a brother. His father is an electrician and his mother is a teach-er.Ernesto and Leonardo like to do things together but Leonardo likes playing basketball best and Ernesto prefers swimming. Key1 Ernesto Romero2 143 Riobamba, 30th July4 1 / 1 5 (An) electrician6 (A) teacher7 swimming

2 Reading

Key1 L2 C3 S4 L 5 C6 S3 Speaking

A possible production modelMy favourite free time activities are swimming and canoeing. I usually go swimming in a pool near my home. It has warm water and I like it very much.For canoeing I go to Mindo, there is a nice river there. But I don't go often because it is far from here and I don't have much time.

4 Writing

A production modelThe library is next to the offices and opposite the snack bar and the swimming pool. The toi-lets are between the classrooms and the swim-ming pool. The swimming pool is opposite the snack bar and the toilets.

5 Grammar

Key1 is2 wants3 has4 going5 has6 enjoys

6 Vocabulary

Key(b) head(e) elbow(f) waist(a) shoulder(d) ankle(c) knee

Test Two A (Units 4, 5 and 6)

1 Listening

Audio Script 34 Tourist InformationListen to a conversation between a tourist and a Guatemalan giving tourist information. Com-plete the information about the Mayan ruins at Tikal.

TEST KEYS

G: Hello. How can I help you?T: I’d like some information about the Mayan

ruins at Tikal.G: Certainly. T: First of all, I’m not sure how to get there.

Can I get there by bus?G: Yes, but it takes about 15 hours and the

roads are not very good.T: 15 hours! G: It’s better to go by plane. There are 4 flights

every day from the airport here in Guatema-la City.

T: Yes, I think I’ll fly. And, erm, is there a lot to see there?

G: Oh yes! There are more than 3000 stone constructions and the national park is very big too.

T: So, how long do you think I’ll need to visit the ruins?

G: Well, about 2 days probably.T: O.K. And is there somewhere to stay?G: There are 3 hotels, but they’re very expensive. It’s cheaper to stay in the

campsite in a tent or in a hammock.T: In a hammock?G: Yes, but you must take some insect repellent. There are a lot of mosquitoes.T: Insect repellent. Yes, good idea. And is

there a restaurant?G: Yes. The restaurant Jaguar Inn is open

every day from 6 am to 9 pm.T: Great. Well, thanks very much.G: You’re welcome. Have a good trip!

Key1 152 43 expensive4 hammock5 9.00 pm6 (insect) repellent

2 Reading

Key1 the chief Guayas and his wife, Quil.2 2 million inhabitants.3 port.4 in the Malecón.

5 iguanas. 6 the cathedral.

3 Speaking

A production modelTo make guacamole first cut the avocado in half and take out the sttone. Then chop the onion and peel the tomato. After that, mix the avo-cado, tomato and the onion and add the other ingredients. Finally, serve the guacamole with tortilla chips.

4 Writing

A production modelThe capital of Venezuela is Caracas. Venezuela has an area of 912,050 square kilometres and 21 million inhabitants. The people are black, white and indigenous and most of them speak Spanish. Venezuela produces oil, cotton, rice, corn and sugar and these products are exported to other countries. The currency in Venezuela is the Bolívar.

5 Grammar

Key1 smaller2 smallest3 higher4 lower5 older6 oldest

6 Vocabulary

Key 1 father2 mother3 brother-in-law4 sister5 nephew6 niece

Test Two B (Units 4, 5 and 6)

1 Listening

Audio Script 35 My FamilyListen to a description of a family. Complete the sentences with the words from the box.

My name is Fabián and my wife is Susana. We only have a son. His name is Matteo. He has two cousins. Their mother is Angela, my sister, and her husband is Washington. Lucía and Washington have two children, a son whose name is Damian and a daughter whose name is Lucía. Finally, Ulpiano is Matteo's grandfather and Elsa is his grandmother.

Key1 wife2 cousins3 aunt4 husband5 daughter6 grandfather

2 Reading Key1 2.75 m from head to tail2 small animals / fish3 fish / small animals4 tropical areas5 people kill them / hunters kill them for fur6 hunters kill them for fur / people kill them

3 Speaking

A production modelYou shouldn’t use aerosols, because they contain CFC gases, which damage the ozone layer.You should save energy and turn off lights when you leave a room.You shouldn’t buy products with a lot of packaging and you should recycle old newspapers. You should use unleaded petrol and try not to use too many chemicals for cleaning the house.

4 Writing

A production modelPenguins are black and white birds. They are 35 cm from head to tail. They eat fish. They live in coastal caves. They are threatened by starvation and predators, for example dogs, cats and rats.

Waved albatross are white birds. They are the largest birds in the islands. They eat fish. They live on coastal cliffs. They are threatened because they abandon their eggs.

5 Grammar

Key1 is known2 is bounded3 is spoken4 are exported5 are grown6 is descended

6 Vocabulary

Key1 sea kayaking2 diving3 hot-air ballooning4 hiking5 bungee jumping6 windsurfing

Test Three A (Units 7, 8, 9)

1 Listening

Audio Script 36 How to Treat Animal Bites Listen to a doctor talking about how to treat animal bites. Complete the information.

When people are bitten by an animal, a dog for example, it's a good idea to let the bite bleed freely first of all. You also need to wash the wound with soap and water. Then you need to press firmly with your fingers to try to stop the

TEST KEYS

bleeding. Keep pressing until the bleeding stops. This can take 10 minutes or more. But don't tie anything too tightly around the bite. This is not a good idea because it can stop the circulation. You can cover the bite with a clean bandage or a clean cloth. Then it’s important to go and see a doctor to check the bite. You might need to have an injection.

Key1 freely2 soap3 your4 fingers5 106 clean

2 Reading

Key1 X2 X3 ✓4 X5 X6 ✓7 X8 ✓

3 Speaking

A production model

Some people like to do aerobics. Other people enjoy playing the guitar. Some girls like to lis-ten to music and some boys and girls like to dance. Many girls and boys like going to restau-rants or watching television in their free time.

4 Writing

A production modelCarlos went to Tulcán last weekend. He visited his grandparents there. It was raining. Juana went swimming. Her brothers and sisters went with her. It was a sunny day. Lola played tennis in the tennis court at school. Her friends also went. Andrea took dancing lessons alone.

5 Grammar

Key 1 My brother often listens to music when he

studies.2 Luisa sometimes goes jogging alone.3 My family usually goes swimming at

weekends. 4 Pedro never watches horror films.5 My teacher is never late to class.6 I always sleep until 7 am.

6 Vocabulary

Key1 a rug2 a cooker3 poison4 a knife 5 a frying pan6 a plug

Test Three B (Units 7, 8, 9)

1 Listening

Audio Script 37 What to do in the Event of a Volcanic EruptionListen to the advice and complete the notes.

Volcanic eruptions do not usually happen suddenly. There are some signs that tell people that an eruption is about to occur. This gives us time to prepare ourselves.For this reason, it is very important to be informed. We need to listen to the news on the radio or on the television, because authorities and governmental organizations will tell the public what is happening.Elderly people, babies and people with health problems are most at risk and should be moved to safer places in the event of an orange or red alert.We should also keep first aid equipment at home. This should include masks and eye

drops, because ash fall can cause irritation to the nose, eyes and throat.It is also important to keep supplies of water and canned food, such as tuna fish for example.People should also make sure they have candles and matches at home in case the electricity is cut off.Finally, it is very important to stay calm. When people panic they put their own lives and those of other people in danger.

Key1 news2 babies3 eye4 tuna (fish)5 candles / matches6 matches / candles

2 Reading

Key1 c2 b3 b4 a5 a6 c

3 Speaking

A production model

To be healthy you have to follow these tips: brush your teeth, eat lots of fruit and vegetables, exer-cise regularly, have some milk fruit and bread for breakfast, use sunburn lotion and do a crossword puzzle or read a book.

4 Writing

A production modelYou shouldn't put a rug on a slippery floor, because someone can fall. You shouldn't leave things at the top of the stairs, because someone could fall down the stairs. You shouldn't leave sharp knives or scissors on the floor, because you could cut yourself. In the kitchen, you should repair damaged plugs. You shouldn't keep

chemicals in drink bottles or leave frying pans unattended.

5 Grammar

Key 1 was walking2 was saying3 was sleeping4 was falling5 were moving6 was screaming

6 Vocabulary

Key1 some water2 a candle3 a torch4 a radio5 some matches6 batteries

Test Four A (Units 10, 11, 12)

1 Listening

Audio Script 38 I Saw a UFOListen to the story and choose the correct information.

One day a group of friends went to Cotopaxi National Park. They had decided to stay over night. After dinner, one of the girls, whose name was Sara, decided to go for a walk by herself while the others were talking and singing outside their tents.It was 9pm. The sky was clear and full of stars. Sara looked up and noticed a star, which was brighter than the others. Then something strange happened. The star was growing bigger and bigger. She quickly realized it was not a star at all. It was an UFO! Surprisingly, she didn’t feel scared. As it came closer, she could see that the UFO was very beautiful. It was oval-shaped and silver. It had three blue lights, which were flashing continuously. The space ship

TEST KEYS

was moving in circles across the sky. Then it seemed to be falling. Sara realized that it was going to land. In less than five minutes it was on the ground about three metres away. Now Sara did feel scared. She screamed and started to run, but as she ran she fell over. Then she heard a voice. "Wake up! Wake up!" It was her best friend, Michelle. Sara had fallen asleep and had had a terrible dream.

Key1 a2 b3 b4 a5 a6 c

2 Reading

Key1 Chupacabras2 hairy3 three4 big 5 red6 terrible

3 Speaking

A production modelOne day a robber decided to dye his black hair red. He dyed it carefully. Then he went to the bank. “Give me all your money!” he said aggressively to the cashier. The cashier was scared. She gave him the money nervously. Then the robber ran away happily. He was very rich. But his hair grew very fast. Some of his hair was red and some of his hair was black. A month later, a policeman found the robber very easily.

4 Writing

A production model1 Don't swim alone.2 Use sun cream.3 Wear a hat when the sun is hot.4 Don't play near rubbish.5 Don't swim near windsurfers.

6 Don't swim when the flags are red.

5 Grammar

Key 1 easy2 carefully3 nervous4 patiently5 desperately6 happy

6 Vocabulary

Key1 game show2 news3 cartoon4 documentary5 soap opera6 film

Test Four B (Units 10, 11, 12)

1 Listening

Audio Script 39 An Unsuccessful RobberyListen to a story of an unsuccessful robbery. Com-plete the blanks with the missing words. An Unsuccessful RobberyRobbing a bank is not always easy. Two British men planned a robbery very carefully. One man had to go into he bank to do the robbery and the other had to drive the car. The first man entered the bank. He felt very nervous. The other man waited patiently in a small street near the bank. After ten minutes, the driver went to collect his friend, but he couldn't find him. He was driving around the town desperately when two policemen stopped him and asked him to give them a ride. “We're looking for a robber,” they explained. Soon afterwards, the robber found his driver and two very happy policemen.

Key1 bank2 robbery3 street4 friend5 policemen6 driver

2 Reading

Key 1 false2 false3 true4 false5 true6 true

3 Speaking

A production modelI’m going to go to Cuenca by bus. My parents and my two brothers and one sister are going with me. I know the trip takes 12 hours. I’m going to stay in my uncle’s house. I’d like to visit the cathedral, Chordeleg and Guala-ceo.

4 Writing

A production modelFirst put the ice in the box and cover the ice with the straw. Then put the pan on top of the straw.Pour the fruit juice into the pan and then add the sugar. Stir the ingredients. Then serve the sorbets in cups.

5 Grammar

Key 1 People are frightened by horror films.2 The movie Casper was directed by Steven

Spielberg.3 Many people were killed by Dracula.4 E.T. was helped to escape by some children.5 The movie E.T. was seen by over a million

people.6 The movie Casper was produced by Paramount.

6 Vocabulary

Key1 zombie2 alien3 UFO4 witch5 ghost6 fortune teller

Term One: Test A (Units 1 to 4)

1 Listening

Audio Script 40 PlansListen to the conversation and fill in the blanks.

- Hi, Pili. Are you Ok? What are you doing?- Hello, Rebeca. Right now I'm not doing any-

thing, precisely. But I'm going to read the book, The Da Vinci Code. I hope it's interesting.

- Why don't we go to the movies to see the film instead?

- That's a good idea. Maybe it's more fun.- Let's ask Viviana too. She is going to go swim-

ming but she can change her plans I sup-pose and….

Key1 What2 Hello3 going4 interesting5 go6 swimming

2 Reading

Key1 f2 e3 b4 c5 d6 a

TEST KEYS

3 Speaking

You can select topics from units 1 to 4. Use pictures, charts, tables and diagrams as input.

4 Writing

A production modelFanny Alarcón is Esthela's mother. She is small and slim. She has short blond hair and blue eyes. She has grandparents and in-laws. Her grandparents are Manuel Alarcón and Tatiana Espinoza.Her mother-in-law is Carla Paez and her father-in-law is Pedro Salas. Her birthday is on March 20. She likes basketball.

5 Grammar

Keyenjoy the warm weather (✓) / walk on the beach (✓) / eat ceviche (✓) / see Pichincha volcano erupting / swim in the ocean (✓) / see the zoo / rest (✓) / eat cocadas (✓)

1 We are going to enjoy the warm weather. 2 We are going to walk on the beach.3 We are going to eat ceviche.4 We are going to swim in the ocean.5 We are going to rest.6 We are going to eat cocadas.

6 Vocabulary

Term One: Test B (Units 1 to 4)

1 Listening

Audio Script 41 A Wedding InvitationListen to a conversation about some wedding arrangements. Complete the invitation.

C: Norwich 278249.M: Chris! Mike here.C: Mike! Long time no hear!M: Yeah, I know. Working as usual. Listen, I got an invitation for Steve’s wedding this week. C: Oh, yeah, so did I.M: Ah, good, in that case you can help me.

I lost the invitation and now I can’t remember all the details. Can you help me?C: Yeah, sure.M: What’s the girl he’s going to marry called?C: Sarah.M: Is that Sarah with an h or Sara without an h?C: With an h. S A R A H.M: S A R A H. Great, and what time’s the wed-

ding?C: It’s at 10 o’clock at St Bartholomew’s

Church.M: 10 o’clock. And it’s next Saturday, isn’t it?C: Yeah. Saturday 12th August.M: Right. And there’s some kind of reception afterwards, isn’t there?C: Yes. It’s in the Queen’s Hotel.M: The Queen’s Hotel. Right. What time does it

start?C: 4 o’clock.M: Great, thanks a lot mate!C: No problem. See you there.

Key1 wedding2 Sarah3 124 August5 10:006 Hotel

2 Reading

Key1 (X)2 (✓)3 (X)4 (X)5 (✓)6 (✓)

family members jobs characteristics of personalitymother-in-law architect lovablegrandparents taxi driver energeticsister-in-law singer adventurous footballer hardworking

3 Speaking

You can select topics from units 1 to 4. Use pictures, charts, tables and diagrams as input.

4 WritingA possible production modelMy name is Beatriz Lara. I am tall. I have black hair and black eyes. I live in Tulcán. My father is Carlos Lara and my mother is Ligia Pérez. I have 2 brothers. My birthday is on May 14 and my favourite sport is football.

5 Grammar

Key1 will have2 will help3 will produce4 am5 choose6 will work

6 Vocabulary

Key1 Cotton2 Tagua3 nut4 Silk5 wool6 sweaters

Term Two: Test A (Units 5 to 8)

1 Listening

Audio Script 42 The Ruins of CopánListen to the vonversation. Complete the infor-mation about the ruins of Copán in Honduras.H: Hello. How I can help you?

T: I'd like some information about the ruins of Copán.

H: CertainlyT: First, how I can get there?H: The ruins are only about one kilometre

outside of town, so you can get there on foot.T: Great! And, erm, is there a lot to see there?H: Oh, yes! Visiting Copán is a pleasure.T: Well, and when is it open?H: Between 8.00 am and 4.00 pm.T: Does it cost anything to get in?H: Yes… but it's not very expensive. You need

to buy a ticket in the Visitor's Centre.T: Right. And can you recommend a hotel here…

not too expensive!H: There's Los Gemelos. It's a budget hotel. It's

near the football field.T: Thank you for all the information.H: You're welcome. Enjoy the ruins!

Key1 one kilometre2 foot3 8.00 am4 4.00 pm5 Visitor's centre6 football

2 Reading

Key1 rain forest2 30 to 55 cm3 spiders / insects4 insects / spiders5 used for entertainment / bought as children’s

pets6 bought as children’s pets / used for entertainment

TEST KEYS

name appearance place family (parents, birthday favourite sport (colour of hair, you live grandparents, eyes, etc) brothers, sisters)

Beatriz Lara black hair, Tulcán Carlos Lara (father), may 14 football black eyes, tall Ligia Pérez (mother) 2 brothers

TEST KEYS

3 Speaking

You can select topics from Units 5 to 8. Use pictures, charts, tables and diagrams as input.

4 Writing

A production modelThe capital of Uruguay is Montevideo. It has a population of 3,500,000 people. Some of the people are white. They came from Italy and Spain originally. Some of the people are black, and there are gauchos too. Uruguay has an area of 176,215 sq. km. The official language is Spanish and the currency is the New Uruguayan peso. The main products which Uruguay exports to other countries are meat, wool and agricultural products. 5 Grammar

Key1 is known2 is bounded3 is grown4 is spoken5 is descended6 are imported

6 Vocabulary

Key1 packaging2 aerosol 3 unleaded petrol4 poison5 household chemicals6 recycled paper

Term Two: Test B (Units 5 to 8)

1 Listening

Audio Script 43 Fast FoodListen to a chef talking about some fast food. Complete the information.

Doughnuts are another delicious fast food. They originated in Holland in the 16th century. Doughnuts are basically, flour mixes with water which is then fried.

Another fast food is fish and chips. This fast food has been very popular in Britain since the 1920s but it hasn't become an international fast food. Its main ingredients are fish, potatoes and batter.

Key1 doughnuts2 Holland3 dough4 fish5 1920s6 potatoes

2 Reading

Key1 true2 false3 false4 true5 false6 true

3 Speaking

4 Writing

A production modelDon’t use aerosols which pollute the atmo-sphere.Don’t use too many household chemicals.Use unleaded petrol.Don’t buy products with a lot of packaging.Recycle newspaper.Save energy.

TEST KEYS

5 Grammar

Key1 shouldn't2 should3 shouldn't4 should5 shouldn't6 shouldn't

6 VocabularyKey1 a fireplace2 a saucepan3 stairs4 a plug5 a fireguard6 a cooker

Term Three: Test A (Units 9 to 12)

1 Listening

Audio Script 44 A Frightening ExplosionListen to the story and put the sentences in the cor-rect order.

Volcanic explosions are sometimes frightening. It was at night and my sister Paula and I were sleep-ing when the telephone rang. It was my uncle David who was working late that night in his office and he had seen something like fire coming out of Tungurahua. My mother was cleaning the kitchen and my father was watching a movie on TV. She answered the telephone and ran to our room to wake us up. Then, we went to look out of the win-dow. The view we had of the volcano was spectac-ular and could hear a deep rumbling sound. We stayed there for a few more moments. I don’t think I have ever seen anything quite so fantastic.

Key1324652 Reading

Key1 true2 true3 false4 false5 false6 true

3 Speaking

4 Writing

A production modelIván Vallejo woke up very early and drank some soup. He left the camp at 1 o'clock in the morning. The climb was very difficult and he felt sick because of the altitude. But finally he reached the summit. He is the first Ecuadorian to climb Mount Everest.

5 Grammar

Key1 was eating2 was watching3 didn’t look4 was running5 chased6 were waiting

6 Vocabulary

KeyTV programmes: news, soap, opera, cartoon, films supernatural: alien, witch, ghost, elvescrime: burglary, forgery, robbery

TEST KEYS

Term Three: Test B (Units 9 to 12)

1 ListeningAudio Script 45 KatrinaListen and complete the information with the words provided.

Katrina formed over the Bahamas on August 23, 2005, and crossed southern Florida as a moder-ate Category 1 hurricane before strengthen-ing rapidly in the Gulf of Mexico and becoming one of the strongest hurricanes ever recorded in the Gulf.

Its huge size caused devastation over 100 miles (160 km) from the centre. The storm also caused catastrophic damage along the coastlines of many cities. This hurricane also caused flooding of about 80% of the city and many areas of neighbouring parishes.

It dissipated on August 31, leaving damages worth $75 billion and causing about 2000 fatalities.

Key1 hurricane2 strongest3 devastation4 cities5 flooding6 damages

2 Reading

Key1 true2 true3 false4 false5 true6 true

3 Speaking

4 Writing

A production modelOne day a woman went into a restaurant. She ate a lot of food, but she didn't pay for her lunch. She ran out of the restaurant. The wait-er chased her and he caught her, because she fell in a hole in the street. The waiter took her back to the restaurant to see the manager. The manger had a good idea. The woman had to wash the dishes in the restaurant all afternoon.

5 Grammar

Key1 had2 was3 went4 didn't reply5 didn't understand6 didn't speak

6 Vocabulary

Key1 a torch2 some matches3 a candle4 a blanket5 a radio6 some batteries

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