Our World 4

Teacher's Book
4
Our World
Through
English
The functional English language course
for the Republic of Ecuador
Repblica del Ecuador

Ministerio de Educacin y Cultura
Proyecto CRADLE
Rita Ponce, Marlene Rivera, Irene Rosero, Kari Miller

Direccin:
Subsecretara de Educacin
Direccin Nacional de Currculo
Direccin Nacional de Planeamiento de la Educacin
DINAMEP
The British Council
Produccin:
Proyecto CRADLE - Divisin Nacional de Idiomas Extranjeros
Tercera Edicin:
Rita Ponce, Marlene Rivera, Irene Rosero
Consultora:
Kari Miller
Diseador:
Hugo Duque
Fotos:
Edimpres, Photodisc
Ilustraciones:
Marcelo Zambrano, Pedro Rocha, William Lpez
Agradecimientos:
Livio Aguas, CRADLE Project Coordinator, Esmeraldas
Bungee Zone
Silvano Muoz, CRADLE Project Coordinator, Los Ros
Pete Oxford
Miriam Rivera
Sony Music
Fabin Torres, Green Planet Tour Operator
Vicki and Steve, The British Council, Quito
Edicin Revisada (1999):

Rita Ponce, Marlene Rivera, Irene Rosero
Consultora:
Cheryl Palin
Edicin Experimental (1993):

Guadalupe Carpio, Marcia Vargas, Rita Ponce, Irene Rosero, Paul Barry
Consultor:
Paul Barry
Copyright: Proyecto CRADLE 1993, 2000, 2005, 2006
ISBN 9978-41-312-X
Impresin: Edimpres
Quito, agosto de 2006
Introduction to Teachers
Foreword
The CRADLE project is one of the projects that the Ministry of Education and Culture has designed to
improve the quality of education in Ecuador. The textbook series, Our World Through English (OWTE), is
part of a process of curriculum change in the teaching of English. Teachers, curriculum experts, teach-
er trainers, authors, designers, inspectors, advisors and other experts work together to make this pro-
cess work effectively. The third edition of OWTE that you are going to use is part of this national English
language curriculum development process.
Please enjoy the process and play your full part in it.
Take advantage of the opportunities for professional development that are offered to you.
Use your Teachers Resource Centre (TRC).
Use these teaching and learning materials carefully.
Follow the teaching notes as much as you can. Keep a record of what happens.
Give the Foreign Languages Division (DIEX) of the Ministry of Education and Culture feedback
through your Provincial Coordinator for Development of the English Language Curriculum (PCDO).
Attend feedback meetings that you are invited to.
Producing a high quality textbook is a complex process. The third edition has taken note of feedback
from teachers and national and international experts. The aim has been to produce a new edition of
Our World Through English that is lively, imaginative and enjoyable for teacher and students. We hope
that you and your classes will find this new edition motivating.
The Third Edition Teachers Book is different from the previous edition in that:
There are monthly tests to be given after every three units.

There are three term tests to be given after every four units.
Clear objedtives are given at the beginning of every lesson in the teachers notes.
There are grammar practice exercise answer keys.
The Audio Scripts are included within the teaching steps in the Teachers Book.
Additionally, in this edition, we have included a Checking My Progress section with the objective of
encouraging students to reflect and evaluate the progress made at the end of each unit.
Support your project for your benefit and for the benefit of English language learning and teaching and
education in Ecuador.
1 The Course Components
Our World Through English is a six-year English course for Ecuadorian secondary school students. The
materials for each year of the course are:
Students Book
Teachers Book and CD
IV
INTRODUCTION
The Teachers 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 teachers notes. If you have problems obtaining a CD player to use in class,
you should still do the listening activities as an integral and important part of the course. Read the
Audio Script aloud for a listening task using the Read, look up and say technique. Teach a song as a
rhyme without music. DIEX strongly recommends that you listen to the CD before a class to minimize
errors in pronunciation, stress and intonation.
2 Planning the use of the materials
Each Students Book in the OWTE series is designed for one school year of study. The third edition of
Book 4 is divided into 12 core units and a grammar practice section.
The core units consist of five lessons each, divided into a number of tasks. Each task has a number of
teaching steps in the teaching notes. Each unit has two lessons of two pages and three lessons of one
page, providing for some variation and flexibility in the course structure.
Each core unit is designed to be covered in one to one and a half weeks with five class periods per
week, providing time for review and evaluation as appropriate, ideally 4 (3 terms = 12 units) being
covered per term. We hope this will be motivating to both teachers and students, giving them a feeling
of significant progress each term. The amount of time that a class group takes will depend on many
factors, including previous exposure to English at primary level, general educational level, class size
and length of class periods. DIEX recommends that all students study the core units.
Due to the fact that many teachers have expressed an interest in extra grammar exercises that they could
use to supplement their lessons, a grammar exercise section has been added to this edition of the Our
World Through English series. This section can be used as in-class reinforcement of certain grammatical
structures, or as exercises that can be sent as homework. The grammar exercises are intended to help
learners prepare for exams, as well as give them self-study activities that they can do outside of class in
order to practice the structures covered in each unit. Teachers may also like to use these grammar pages
as review before exams.
The grammar exercises presented are meant to be a means to an end, not an end in themselves. They
are all given in context, and are meant to motivate the learner through authentic and meaningful
language use through controlled activities, giving the learners a sense of accomplishment through
successful performance on the exercises.
The information in the boxes before exercises presents the grammar with a short explanation and/or
rule, and then goes on to provide a couple of examples of the structure to be seen. Because each
grammar point is marked beforehand, it is easy to focus only on those structures which each learner
needs additional practice in. In some cases the grammar is meant to be learned as a lexical unit, or
chunk, and therefore the learners are not given a clear rule, but instead asked to simply notice the
English structure. Some students will rely more on these grammar explanations and exercises than
others. They are meant to supplement the communicative exercises in the book, and not replace them.
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INTRODUCTION
The Teachers 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 Teachers Book have teaching steps for each task. Notice that the teachers 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 teachers guide for students speaking and/or
writing.
3 The philosophy of Our World Through English (OWTE)
a The view of language
- Communication and purpose
OWTE is based on the view that we use language for communication. In other words, we use it to give
and receive "messages" of different kinds. There are different purposes in communication, but the
purpose of asking for and giving information is the central one in this course. Many Ecuadorian students
want to use English in their higher level education and in their work. For them, the ability to give and
receive information in English will be extremely important.
Additionally, most learners of a language want to manage the socializing function of language. Expressing
likes and dislikes, wants and needs, has been given greater importance in this new edition.
- Syllabus organization
Information can be divided into three types:
descriptive
narrative
instructive
The syllabus is based principally around the development of the necessary receptive and productive
language skills to manage these types of information as they are used in a wide variety of spoken and
written contexts.
b The view of learners and teachers
OWTE has been written and produced in Ecuador for use in Ecuadors education system. It is written by
Ecuadorians with a clear view of learners and teachers situations in the classroom, school and wider
VI
INTRODUCTION
socio-economic and cultural contexts of the country. It has been written to help teachers and learners
make the best use of the limited time available. The course aims to enable students to enter adult life
with a firm basis of essential English and language learning skills.
OWTE tries to support the learning process in school by using content from other school subjects and
by encouraging the learners to use their knowledge of the world or stimulate them to want to find out
about the world around them. The course also helps develop learning skills through the medium of
English. These learning skills are transferable to a wide variety of other learning situations.
In using OWTE, students are encouraged to look afresh and critically at their own world in a spirit of
learning to appreciate all that is good, while not ignoring things that are less good. Nevertheless, the
accent is always on the positive. There is much to celebrate in Ecuador and for young people it is
important to point them towards the good things and not dwell too much on what is not so good. This
approach is typical of books 1-3. In the second part of the course (books 4-6) students learn to
organize knowledge in different ways. They use English to think and learn about new things, how to
weigh alternatives and reach mature, informed decisions.
c Topics and motivation
The topics and the way they have been treated have been chosen to interest, surprise and amuse the
learner, starting with their own world in Ecuador in all its diversity and gradually reaching out to the world
beyond. The writing team has tried very hard to find something to interest everyone and to represent
the different peoples of Ecuador equally.
d Success and motivation
Nothing succeeds better in motivating students at school than success itself. Success here means
being able to follow the material, complete the tasks and want to learn more. It includes coming to
understand the texts, as well as the procedures, to follow in doing the tasks. It means knowing what
you are trying to learn to do, doing it and understanding the reason for doing it.
Above all the teacher's job is to encourage and support the learners' efforts. A positive attitude on your
part is vital.
e Teachers and learners
The teachers aim is to help students to reach the goal of being confident and motivated in using
English. The teaching steps in this book guide you in:
encouraging students to prepare themselves for the topic areas to be introduced

organizing tasks for students so that they can do them without unnecessary difficulty
helping students while they are working
encouraging students to review their work
using appropriate ways to get feedback on completed work
VII
INTRODUCTION
The materials are designed for teachers who:
are interested in professional development.

want to understand the reasons for the design of the syllabus and materials.
want to do the best possible job but often do not have enough time to do it.
want to organize classroom activities effectively so that students take a central, active role in
learning.
want to help learners to be more independent in their learning.
want to connect learning English with other learning experiences both inside and outside
school.
want their students to learn how to obtain and give information in English, and consider that
learning how to obtain information is more important than the "right answer".
want to encourage students to think for themselves.
4 The skills cycle
a Language skills in life
When we examine the way that we use different language skills in life we notice two things. Firstly, a
person normally uses language for a purpose. Secondly, there are links between one language skill and
another.
b Purpose
In life, people listen, read or ask questions to find out something. They speak or write to communicate
something.
c Links between skills
The language skills are linked. For example, when you answer the telephone, you listen, speak, and
often write a note. After the telephone conversation you may use the note (read it) to remind yourself
or somebody else to do something. In the same way, when you study, you may listen, make notes,
maybe ask questions, perhaps discuss the ideas in the notes, read something more about the notes,
organize your notes, write an essay on the subject. Language skills are linked in these and many other
ways in life.
The language skills cycle in the third edition of OWTE is based on the way we use them in life. The cycle
often begins with a receptive experience either listening or reading, followed by a productive
experience, either speaking or writing. In each part of the cycle students have a purpose for using their
language skills. To develop the speaking skill in this third edition there are interaction patterns to
follow. Questions are introduced to enable students to ask their teacher and their classmates for
information in English. Questions, of course, are also an important way to obtain and ask for
clarification of information in real life.
The skills approach, then, is based on skills used in real life. It is also based on the way that people
learn, firstly by having a purpose for using the language and secondly by experiencing the language in
both written and spoken forms. This complementary experience helps in remembering. Throughout the
VIII
INTRODUCTION
course students are given tasks while they are listening or reading to focus their attention on the main
information and to give them a purpose for listening or reading. In many cases they are asked to do
tasks to activate their general knowledge of a topic. Before reading for more detailed information, stu-
dents are asked to read to form a general idea of the text. This enables students to anticipate the
context of the text before they read it in detail. They are given an idea of the information they have to
find. They do not have to understand every single word to achieve this. They make notes to be able to
access information for a further purpose. Tables or charts are used for noting down information in an
organized way. In addition to making information easily accessible, these tables help students to learn
how to organize information from listening or reading.
5 Grammar and vocabulary
The six-year course is based on a core of grammar which the learner needs for giving, asking for and
receiving descriptive, narrative and instructive information. Students experience this grammar in situation-
al and linguistic contexts at the same time as they explore information about a wide variety of topics.
Learning the grammar of the appropriate verb forms for the above purposes is a central element of the
grammatical syllabus. Through the six-year course, students have repeated experience of giving, asking
for and receiving messages using core verb forms and core sentence structures.
The grammar of the noun phrase progresses from simple to complex as students become familiar with
different kinds of sentence pattern. Great emphasis is given to positive statements in texts.
In the books 1 and 2 grammar is introduced implicitly without presenting grammatical rules. Students
learn phrases and questions as lexical chunks, or formulas. In later books grammar is made more
explicit, and students awareness of grammatical structure is developed to enable them to expand their
linguistic repertoire in English.
Students also experience new vocabulary in a situational and linguistic context. We recommend that
you do not explain new vocabulary before it is met. Instead, you should encourage students to work out
meaning independently using all available resources (including other people). This, of course, includes
the possibility for students to ask you or each other in English for help. Training students to solve their
own vocabulary problems is an essential part of helping them become active, independent learners.
The design of the course introduces and recycles core vocabulary throughout the book. Students
should, then, get enough experience of these items to assimilate them. It also includes vocabulary
which is not core or frequent but is important in a topic. Many of these items are illustrated. It is not
necessary for students to learn this vocabulary for productive use. Core vocabulary is listed in the unit
objectives and in alphabetical order. Students should be able to use the core vocabulary in speaking
and writing. They are not expected to remember or learn completely all the words introduced in each
unit.
The classroom language included in many units in earlier books should be learnt as vocabulary or
lexical chunks for communicative purposes in the classroom and should not be analyzed grammati-
cally in these levels. Students should be encouraged to use this classroom language as much as pos-
sible as a genuine means of communication in a variety of common classroom situations and as an
essential part of the core syllabus.
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INTRODUCTION
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 Project

Divisin de Idiomas Extranjeros, Telefax: 02-2541512
X
General Teaching Tips
1 English in the classroom
While a student receiving five hours of English per week cannot hope to absorb the amount of language
a native speaking child learns, the amount of English that a student will learn depends directly on the
amount of exposure to the language. Students need a lot of listening experiences to become familiar
with English before they can produce significant amounts of language. As their teacher, you are their
main experience of the foreign language. Do not waste time exposing them to Spanish unless it is
absolutely necessary. Use simple English and avoid translation as much as possible by using mime,
gestures, demonstration and other visual support to get meaning across.
Start giving simple instructions in English from the first class. Soon you can conduct the whole lesson
in English.
Using English in the classroom shows students that English is used for real communication and makes
them use English for this purpose. It also challenges students to understand the meaning for them-
selves. For example, when you go into the classroom and say Good morning, everybody, students
can understand that you are greeting them.
It is important in the tasks to check that students understand class instructions. There are different
ways of doing this:
Demonstrate the task with an example.

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

e
Unstressed vowels are often pronounced using the schwa sound / /. For example, in a banana, the
e
letters in italics are all pronounced with a schwa, so /b nan /.
e
Spanish speakers tend to pronounce the sound /s/ with an additional /e/ before the /s/, for example,
estop for stop, and in other words starting with an /s/ sound followed by a consonant sound. It is
common to hear students say an estudent instead of a student as a result of this problem. You
should be particularly careful in your own speech to avoid this and to correct students when they make
this mistake.
In a series of connected descriptive statements, for example a description of a person, there is a

sustained level of intonation at the end of each statement and a falling intonation at the end of the last
statement of the description. The sustained intonation shows that the speaker has more to say. The
falling intonation shows that the speaker has finished.
A rising intonation is used in yes/no questions or to obtain confirmation of a statement. It is common

to hear students using a rising intonation to get confirmation from the teacher of a correct answer. This
can distort appropriate intonation, and even cause confusion.
XI
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
standard British English, appropriate to its global use at the beginning of the 21st century. The
grammatical analysis follows The Oxford English Grammar (Greenbaum, 1996). British English vocab-
ulary is used in the main, so shop, railway, trousers, etc are to be found, but words of American
origin that are becoming part of British and international English, for example 'cool', 'cookie' etc, are
used in preference to the more traditional British words.
British English spelling is used partly because these are the forms used throughout the English-speaking
world (except the United States) and in Europe, Africa and Asia where English is very widely used. For
example, colour, 'travelled', 'centre' etc. Spelling conforms to that in the Collins Cobuild Dictionary.
There are cases where British English spelling is changing, so that these forms have been used, for
example, organize instead of organise.
4 Grouping
Students can be grouped in different ways according to the size of the class and the physical conditions
in each classroom. For example, students can work in threes in a row, or they can turn round and form
groups with students in the next row, etc. Practise the selected grouping procedure as much as
necessary in order to set up routines for future lessons, so that students will get used to forming groups
quickly and quietly.
5 Songs, rhymes and chants
Follow these steps for songs, rhymes and chants:

Invite students to predict the song by looking at the picture.
Say: Listen to the song (rhyme or chant) and follow the song in your books.
Play the CD (or sing the song) at least twice.
Guide the student to sing each line of the song with you.
Ask them to sing the song alone in groups and as a whole.
XII
LANGUAGE OBJECTIVES
Revision Unit: Free Time Further Objectives
Grammar Curriculum Links
Review of present simple: affirmative and neg- Geography: learning about places to visit in
ative statements and questions with be, like, Ecuador
have, can, cost, watch, prefer, eat Social Studies: learning about places in Ecuador
Review of present simple passive:
affirmative statements General Learning Skills
Review of comparative and cuperlative Adjectives:
one-syllable adjectives Developing knowledge of tourism in Ecuador
Developing knowledge of Ecuadorian culture
Functions
Describing likes and dislikes Unit 2: The English Language

Giving and asking for information about tourist
activities Grammar
Describing places
Comparing cities and towns Review of past simple: affirmative and nega-
tive statements
Vocabulary Review of present simple: affirmative and nega-
tive statements
Music: singer, instrument, concert, choir, radio Review of imperative
Adventure sports: hot-air ballooning, hiking, Because: for giving reasons
canoeing, climbing, sea kayaking, hanggliding,
bungee jumping, diving, biking, windsurfing, Functions
rafting
Describing places: celebrate, call, know, exhibit, Agreeing and disagreeing
cover, sell, make, locate Re-telling a story
Television: cartoon, news, film, game show, soap Describing past events
opera, documentary Giving opinions
Giving instructions (to make a greetings card)
Skills Development Practising pronunciation of ending -ed
Reading: reading for general idea and for spe- Vocabulary

cific information
Listening: listening for general idea and for spe- Countries: The United Kingdom, England,
cific information Scotland, Wales, Northern Ireland, The United
Speaking: giving and asking for personal infor- States, Canada, Australia
mation, giving and asking for information Verbs: travel, include, reach, discover, help, start,
about tourist activities emigrate, call, influence
Writing: writing an interview, spelling practice, Greetings: Merry Christmas, Happy New Year, Get
describing a place well soon, Happy Valentines Day, Happy Easter,
Happy Birthday, Good Luck
Art and craft: draw, glue, stick, fold, cut, dot, flap
XIII
LANGUAGE OBJECTIVES
Skills Development Functions
Reading: developing reading subskills, e.g. pre- Describing a possible condition and a
dicting the content of a text from the lay- probable result in the future
out, the title and the first line, guessing the Giving and asking for information
meaning of unknown words from context, Expressing opinions
reading for general idea and for specific
information Vocabulary
Listening: listening for specific information
Speaking: pronunciation of regular past tense Electricity: power station, hydroelectric, thermal,
ending ed, giving reasons for ideas, sharing nuclear, cables, pylons, meter, bulb, volts
ideas Materials: wire, plywood, thumbtack, paper clip,
Writing: writing an informal letter adhesive tape, battery
Verbs: attract, rub, move, support, separate,
Further Objectives crouch, strike, touch, emit
Storms: lightning, thunder, shelter, spark, explode
Curriculum Links
Skills Development
Geography: learning where in the world people
speak English Reading: reading for general idea and for spe-
History: finding out about the history of the cific information, reading to confirm ideas,
English and Spanish languages reading instructions to perform a task
Art: making a greetings card Listening: listening for specific information
Speaking: giving and asking for opinions, speak-
General Learning Skills ing to describe a scientific phenomenon
Writing: describing a process, describing a pos-
Completing a map and using a key sible condition and a probable result in the
Developing study skills, e.g. how to be a future
better reader
Learning how to write an informal letter Further Objectives
Curriculum Links
Unit 3: Electricity
Science: learning about how electricity is made
Grammar and how to make an electric switch, finding
out about static electricity and lightning
First conditional (If + present simple, will +
base form) to describe a possible condition General Learning Skills
and a probable result in the future
Review of present simple: to describe processes Completing a diagram with information from a
and scientific facts text
Review of passive voice Following instructions to perform an
experiment
Learning how to stay safe in a storm
Unit 4: The Natural World
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LANGUAGE OBJECTIVES
Review of present simple: affirmative and nega- Science: learning about rainforest layers, learn-
tive statements, question forms and short ing about characteristics of insects, finding
answers out about the medicinal qualities of common
Review of modal verbs: should, could for giv- plants, taking part in a experiment
ing advice
When: to show cause and effect General Learning Skills
Functions Following instructions to perform an

experiment
Describing illnesses Taking notes from a text
Giving advice
Describing a place
Describing cause and effect of environmental Unit 5: Men and Women
issues
Doing an experiment Grammar
Vocabulary Second conditional (If + past simple, would +

base form)
The rainforest: canopy layer, shrub, understorey, Review of modal verbs: could and should for
emergent layer, herb layer expressing possibility
Insects: ant, snail, centipede, beetle, spider, fly, Adjectives to describe physical appearence and
butterfly, grasshopper, bee, worm, ladybird personality
Illness: stomach ache, toothache, headache, cut, Relative clauses with who
bitten, swollen, hurt Quantifiers: all, most, half, some, many, a few,
Plants: seed, cacao, avocado, bracken, camomile, none
celery Review of has/have to
Review of present and past simple: affirma-
Skills Development tive, negative structures and questions
Review of question forms: what, where, how
Reading: reading for detailed information, read- many, why?
ing to complete a diagram, reading to con-
firm ideas Functions
Listening: listening for general idea and spe-
cific information, listening to confirm ideas Describing people (with regard to physical
Speaking: exchanging information, describing ill- appearance and personality)
nesses and symptoms, giving advice, Describing unreal or imaginary situations
describing the results of an experiment Narrating past events
Writing: to complete a diagram Practicing correct pronunciation of adjectives
Describing unreal or imaginary situations
Conducting a survey
Completing a graph
Vocabulary
Further Objectives
Describing people: tall, slim, beautiful, athletic,
dark, handsome, elegant, popular, ambitious,
XV
LANGUAGE OBJECTIVES
independent, trustworthy, kind, friendly, profes- Functions

sional, dynamic, caring, generous, sexy
Describing habit and customs
Skills Development Describing actions happening in the present
and past
Reading: reading for general idea and specific Expressing beliefs
information, reading and taking notes Identifying races and prejudice
Listening: listening for general idea and detailed
information, listening and writing dates Vocabulary
Speaking: describing a person, describing imagi-
nary situations, conducting a survey Agriculture: cotton, plant, dry, pump
Writing: describing imaginary situations, writ- Food: corn, sweet potatoes, wheat, dates, toma-
ing a summary of the results of a survey toes
Further Objectives Skills Development
Curriculum Links Reading: reading for general idea and specific

information and to complete a map
Social Studies: raising awareness of gender Listening: listening for general idea and spe-
equality cific information, and to share ideas
Mathematics: plotting a graph with the results Speaking: describing a picture, a place, giving
of a questionnaire opinions making suggestions, giving a
presentation, role play
General Learning Skills Writing: a comparison, to describe a place
Conducting a survey and plotting a graph with Further Objectives

the results
Developing awareness of male and female Curriculum Links
stereotypes as presented by the media and of
gender issues Geography: learning about life in other countries
History: learning about ancient civilizations
Unit 6: People and Cultures General Learning Skills

Learning about people of other cultures and
Grammar their customs
Giving a presentation
Present progressive: affirmative statements with
learn, weave, have, make, study, blow, drink
Review of present simple: affirmative and nega-

Unit 7: English Speaking Countries:
tive statements The United Kingdom
Review of past simple: affirmative statements
Noun clauses: to give opinions and express Grammar
beliefs
Review of present simple: affirmative and nega-
XVI
LANGUAGE OBJECTIVES
tive statements and question forms tive statements

Both .. and and neither .. nor to describe Reported speech: present and past simple
similarities Expressions of quantity: much, many, a few, a little
Both (of) and neither (of): to describe similarities Review of relative clauses with who, which, that
Functions Functions
Describing similarities Describing the functions of the bodys

Describing Ecuadorian traditions systems
Describing a British celebration Identifying parts of the body
Exchanging factual information Describing quantity
Giving advice (with regard to drinking alcohol)
Vocabulary Asking for information to conduct a survey
Completing a bar graph
Resources: coal, natural gas, iron Completing a crossword puzzle
Traditions: grapes, dummy, new year, festival
Vocabulary
Skills Development
Parts of the body: brain, sexual organs, vein, intes-
Reading: reading for general idea and detailed tine, heart, lung, stomach, diaphragm, liver, tra-
information, reading and taking notes, reading chea, rib
and following instructions Body systems: reproductive, digestive, circula-
Listening: listening for general idea and spe- tory, nervous, respiratory
cific information, listening and classifying Alcohol: alcohol, non-alcoholic, alcoholic black-
information, listening and taking notes outs, off license, drunk, drinkdriving
Speaking: exchanging factual information,
describing similarities Skills Development
Writing: descriptions of countries
Reading: reading for general idea and specific
Further Objectives information, reading and completing a text
Listening: listening to improve pronunciation
Curriculum Links Speaking: conducting a survey, giving and ask-
ing for information
Geography: learning about Great Britain and Writing: writing a summary of the results of a
The United Kingdom survey and to describe eating habits
History: learning about traditions
General Learning Skills

Singing a song
Learning about people from another culture Further Objectives
and their experiencies in Ecuador
Curriculum Links
Unit 8: Taking Care of Your Body
Biology: identifying parts of the body and learn-
Grammar ing about the effects of alcohol on the bodys
systems
Review of present simple: affirmative and nega- Social Studies: finding out about statistics with
tive statements and question forms regard to young people and alcohol con-
Review of past simple: affirmative and nega-
XVII
LANGUAGE OBJECTIVES
sumption in Ecuador Skills Development

Mathematics: plotting a graph with the results
of a survey Reading: reading for general idea and specific
information, reading and taking notes
General Learning Skills Listening: listening for general idea and spe-
cific information, listening and ordering
Following written instructions to perform a task Speaking: describing likes and dislikes, re-
Developing skills of prediction and deduction telling a story, taking part in a role play, to
Learning about the effects of alcohol and the reaching consensus
dangers of drunkdriving Writing: writing an informal letter, describing
likes and dislikes
Unit 9: Entertainment Further Objectives
Review of articles: the and zero article History: learning about a traditional Ecuadorian
Review of present simple: affirmative and nega- dance
tive statements and questions Social Studies: developing awareness of
Review of past simple: affirmative and nega- Ecuadorian culture
tive statements and questions
Review of direct an indirect objects General Learning Skills
Practising writing an informal letter
Functions Taking part in a role play
Describing likes and dislikes

Narrating a story Unit 10: Computing
Giving instructions
Discussing past events and forms of Grammar
entertainment
Performing a play For + gerund: describing purpose
Predicting a story form pictures / Describing Future affirmative and negative statements
an Ecuadorian festival Review of imperative: affirmative and nega-
tive statements
Review of present and past simple: affir-
mative statements
Future: Will, affirmative and negative state-
Vocabulary ments
Films: action, romantic, comedy, science fic- Review of Pasive voice

tion, thriller, horror
Expressions to describe likes and dislikes: fond of, Functions
keen on, love, hate, cant stand
Miscellaneous: fall in love, poison, dead, kill, Describing what things are used for
costume party, drug, sword Completing a timeline
Identiflying parts of a multimedia workstation
Making future predictions
Giving advice
XVIII
LANGUAGE OBJECTIVES
Giving instructions noon, on Monday, at 11.00, etc.
Vocabulary Functions
Computers: keyboard, monitor, printer, pointer, Applying for a job

scanner, modem, mouse, disk drive, flash memo- Identiflying parts of an aplication letter
ry, video camera, screen, software, floppy disk Making suggestions
(diskette), hardware, World Wide Web, image, Making an appointment
memory Exchanging information
Verbs related to computing: click on, switch on, Writing a CV
type, send, highlight, file, copy, store, Writing a memo
Skills Development Vocabulary
Reading: reading for general idea, reading for Airports: check in desk, departure lounge, arrival
specific information, reading to complete a hall, passport control, baggage reclaim, runway,
timeline destination, gate
Listening: listening for general idea and spe- Jobs: sales manager, teacher, assistant, accoun-
cific information and to confirm ideas tant, executive
Speaking: describing what things are used for,
giving instructions, making predictions, Skills Development
exchanging information
Writing: making predictions and wraiting an Reading: reading for general information, read-
e-mail ing for specific information, reading and com-
pleting a text
Further Objectives Listening: listening for general and specific
information, listening and taking notes
Curriculum Links Speaking: arranging an appointment, making
suggestions, exchanging for information, using
History: learning about the history of computing polite expressions
Technology: identifying parts of a multimedia Writing: writing an application letter, C.V. and
workstation, learning about the World Wide memo
Web, writing an e-mail
Learning how to write and send an e-mail

Following written instructions to perform a task
Unit 11: Business Further Objectives
Review of present simple: affirmative and nega- Business: writing a formal letter of appli-
tive statements and question forms cation, learning formal phrases, arranging an
Review of past simple: affirmative and nega- appointment, writing a CV
tive statements
Review of prepositions of time: e.g. in the after- General Learning Skills
Learning how to apply for a job
XIX
LANGUAGE OBJECTIVES
planning a guided tour

Unit 12: Tourism
Grammar Further Objectives
Review of present simple: questions Curriculum Links

Review of first conditional: If + present simple,
will + base form Environmental Science: learning about eco-
Review of Imperative: affirmative and nega- tourism and ways to protect the envi-
tive statements ronment
Want and would like: to express desire
Functions
Learning polite and useful phrases for giving
Exchanging information information to tourists
Giving directions Preparing a guided tour
Expressing consequences Learning about the importance of ecotourism
Performing a role play in Ecuador
Making a poster
Preparing a guided tour
Playing a game
Vocabulary
Ecotourism: path, island, rules, fire, rubbish, throw,

light
Places in a town: block, street, traffic lights, art gal-
lery, museum, cathedral, restaurant, university,
swimming pool, supermarket, craft shop, park
Life in Ecuador: painting, volcano, church, fried
pork, market, condor
Skills Development
Reading: reading for general and specific infor-

mation
Listening: listening for general idea and spe-
cific information, listening and following direc-
tions
Speaking: asking for and giving information, tak-
ing part in a role play, describing conse-
quences, giving directions, giving a guided
tour
Writing: a poster, describing consequences,
XX
Lesson 1 REVISION UNIT: FREE TIME UNIT one
Lesson Objectives
to develop intensive and extensive listening skills to develop speaking skills
to review present simple question forms and
time
expressions, e.g. every day, every week etc.
Task 1 Guessing game (5 minutes) Listen to Wilson taking a music questionnaire.
1 Ask the students to give you some names of famous I: Can I ask you these questions about music, Wilson?
singers they like to introduce the topic, e.g. Shakira, It's a questionnaire.
Ricki Martin, Marc Anthony etc. W: O.K.
2 Demonstrate the task. Tell one student to think of I: Right. The first question is How often do you listen to
one singer. Tell him not to say the name of this sing- music?
er. Say: "(Name) think of a famous singer you like. W: Well, I'm always listening to music. I listen to music all
Dont tell us the name." Use mime to clarify the instruc- day every day!
tion. After one minute check that the student has I: O.K. So that must be ..erm... every day. Right. The
thought of a singer. Say: "Are you thinking of a sing- next question. What kind of music do you like?
er?" W: Well, my favourite kind of music is pop and rock
music. But I also like Latin music like salsa and
N.B Make sure the student understands that he/she can merengue. I like classical music too and erm...
think of any famous singer. It doesnt have to be one of the I: Is there any kind of music you don't like?
singers in the photos. W: No. Not really. No.
I: O.K. Right. Question 3. Can you play any musical
Teaching Tip instruments?
If you want to check that the student you asked has W: I can play the guitar and the piano and I'm learning to
thought of a famous singer, ask him or her to whisper play the drums at the moment.
the name to you. I: The guitar, the piano and the drums. And what about
singing? Do you like singing?
3 Start to ask the student questions about the singer. W: Yes. I quite like singing. I always sing when I hear a
Make sure you ask questions to which the student can song I know on the radio.
reply with only yes or no, e.g. Is it a man? Is he from I: Do you sing in a choir?
Puerto Rico? Is he handsome? Does he sing in English? W: No, nothing like that.
etc. Encourage the other students to ask the student I: O.K. Now the last question. How often do you go to
questions too. Say: "(Name), ask a question." concerts?
4 When the students have enough information about the W: About once a month.
singer, encourage them to guess who it is. Say: "Who I: Every month?
do you think it is?" Ask the student answering the W: Yeah. Something like that.
questions to confirm the correct answer. I: O.K. Thanks.
5 Ask another student to think of another famous singer.
Remind him or her not to say the name of the singer. Key
When the student has thought of a singer, encourage 1
the rest of the group to ask questions until they can
guess who the singer is. Task 3 Listening for specific information (10 minutes)
6 Repeat the game (choosing different students to think
of famous singers) once or twice more. N.B. Please check your pronunciation, stress and
intonation with the CD before teaching.
Task 2 Listening for general information (10 minutes)
1 Read the task instructions and check understanding, e.g
N.B. Please check your pronunciation, stress and ask the students: "Do you have to tick the correct
intonation with the CD before teaching. answers?" (No, draw circles.) "Are you going to write your
own answers to the music questionnaire?" (No, the stu-
1 Ask the students to read the task instruction silently dents have to listen and mark Wilsons answers). Focus
and check understanding. the students attention on the example.
2 Tell the students that they only have to get the 2 Play or read Audio Script 1 once or twice.
general idea of the text. Say: "Dont worry if you dont 3 Tell the students to compare their answers in pairs for
understand every word. Just try to answer the question." one minute.
3 Play or read Audio Script 1 once or twice. 4 Check the task orally. Say: "Can you tell me Wilsons
4 Ask the students to compare their answers in pairs. answers to questions 2/3/4/5, (name)?" and write the
5 Check the task orally. Say: "Which sentence is cor- question numbers and the correct letter next to each
rect, 1 or 2?" Confirm the correct answer. Write num- number on the board.
ber 1 on the board and draw a tick () next to it.
Key
1 a
2a 3a 4b 5b
Audio Script 1 How Musical Are You?
6
UNIT one Music Lesson 1
Task 4 Writing (10 minutes) "Are you going to ask the questions you wrote?"
(No). "Are you going to answer the questions
N.B It is very important that the students under- you wrote?" (Yes).
stand that they have to write questions which they
want another student to ask them. They are not 2 Put the students into pairs and tell them to
going to ask the questions they write. They are exchange their lists of five questions with
going to answer the questions they write. The idea their partner. Ask one pair of students to do
of this exercise is to allow students to decide what a demonstration with one or two questions if
they want to talk about. necessary.
1 Read the task instructions and do a dem- 3 Tell the students that they have ten minutes
onstration. say: "O.K. Luis is going to ask me to do the activity.
some questions. I want him to ask me about my
favourite male singer, so Ill write: Who is your 4 Monitor and listen to the students.
favourite male singer?"
Write some example questions on the board. 5 Stop the activity after ten minutes.
Encourage the students to tell you the
questions, e.g. Say: "I want Luis to ask me how A possible production model
many instruments I can play. What question A: Who is your favourite male singer?
shall I write?" (How many instruments B: Chayanne.
can you play?). A: Who is your favourite female singer?
B: Jennifer Lpez.
2 Check that the students understand that they A: Which is your favourite Ricki Martin song?
are going to give the questions to another B: I like "She bangs" best.
student to ask them. They are not going to A: Do you play in a band?
ask the questions they write. They are going B: Yes. I play in a band with my brother and two
to answer the questions they write. They of his friends. I play the drums.
should know this before they begin to A: Have you ever met a famous singer?
motivate them to choose interesting B: Yes. Once I saw Sharon in Guayaquil.
questions.
3 Tell the students that they have ten minutes

to do the activity.
4 Monitor and help individual students if nec-

essary.
5 Stop the activity after ten minutes.
A possible production model
1 Who is your favourite male singer?

2 Who is your favourite female singer?
3 Which is your favourite Ricki Martin song?
4 Do you play in a band?
5 Have you ever met a famous singer?
Task 5 Speaking (10 minutes)
1 Tell the students to read the task instructions

silently and check understanding, e.g. Say:
7
Lesson 2 Adventure Sports in Ecuador UNIT one
Lesson Objectives
to review vocabulary related to adventure sports to develop speaking skills and students ability
to develop intensive and extensive listening to give and ask for information
skills to raise awareness about tourism in Ecuador
Task 1 Vocabulary development (10 minutes) you dont understand every word. Just try to
choose the correct description."
1 Read the task instructions. Check students
understanding and focus their attention on the 3 Play or read AudioScript 2 once or twice.
pictures and the example.
4 Ask the students to compare their answers in
2 Put the students into pairs to do the task. Tell pairs.
them that they have ten minutes to do the
task. 5 Check the task orally and write the correct
answer on the board.
3 Monitor and help the students if necessary.
Audio Script 2 Bungee Jumping
4 Check the task orally and write the answers
on the board. Listen to somebody talking about bungee
jumping. Circle the best description of the
Key information you hear.
Across:
1 hot-air ballooning Bungee Zone is an agency which specializes in
4 hiking bungee jumping. Bungee jumping is a sport
8 sea kayaking which involves jumping from high bridges
9 climbing attached to a piece of strong elastic. No
10 rafting experience or special clothing is necessary and
11 hang gliding the company provides the safest equipment
available. Bungee Zone offers 100-metre jumps
Down from Chiche Bridge, which is located between
2 bungee jumping Tumbaco and Puembo. There are jumps all year
3 diving round on Sundays from 10 o'clock in the
5 biking morning to 3 o'clock in the afternoon. Your first
6 windsurfing jump costs $55 and there is a discount for the
7 canoeing second, third and fourth jumps. But you don't
have to pay anything if you jump with no clothes
on! Tours of 10 or more people can also be
Task 2 Listening for general idea (10 minutes) arranged during the week. If you are too scared
to jump, you can, of course, watch! Just catch
N.B. Please check your pronunciation, stress the bus to Puembo on the corner of 6 de
and intonation with the CD before teaching. Diciembre and Los Shyris Avenues and come
and join us.
silently. Check understanding and ask them to Key
read the three descriptions a,b and c carefully b
before they begin.
2 Explain that the students only have to get the

general idea of the text. Say: "Dont worry if
8
UNIT one Lesson 2
Task 3 Listening for specific information (10 min- 3 Bring a student to the front of the class. Say:
utes) "I am Student A and you are Student B."
4 Point to the tables on the board. Ask the other
N.B. Please check your pronunciation, stress and students in the class: "Do we have the same infor-
intonation with the CD before teaching. mation?" (No).
1 Tell the students to read the task instructions 5 Ask: "What do we have to do?" (Complete the
silently. Check understanding and focus the table). "How?" (By asking each other questions).
students attention on the example.
6 Point to place and rafting in Student As table on
2 Play or read Audio Script 2 once or twice. the board and say: "What question shall I ask?" Elic-
it the question Where can you go rafting? from the
3 Ask the students to compare their answers in students.
pairs.
7 Encourage Student B to look at his table and
4 Check the task orally and write the answers on the answer the question. Write Rio Blanco and Rio Toa-
board. chi in your table on the board.
Key 8 Put the students into pairs. Tell them to decide

1 No who is A and who is B. Make sure the Student Bs
2 safest look at Pair Work Activity, Unit One Lesson Two in
3 100 the back of their Students Books. Say to
4 55 students: "Take it in turns to ask and answer ques-
5 free tions. Complete your table with the answers.
6 3.00 pm
7 Puembo N.B Make sure the students dont look at each
others tables. Remind them that it is a speaking
Task 4 Speaking (15 minutes) and listening activity.
1 Read the task instructions. 9 Monitor. Help if necessary, but do not interrupt
the students to correct them. If you hear a lot of
2 Quickly copy the first part of the tables on page 9 mistakes, correct them with the whole group when
and Pair Work Acitvities, Unit 1, Lesson 3 at the activity has finished.
opposite ends of the board. e.g.
Student A A: Where can I go rafting?
B: Rio Blanco and Rio Toachi near Santo Domingo.
mountain biking rafting A: How much does it cost?
place Cotopaxi, B: $65 per person.
Papallacta, Mindo, A: Oh, it's very expensive! What does the price
Pululahua, include?
San Rafael B: It includes transportation, food and all equipment.
A: Is experience necessary?
B: No, no experience is necessary.
mountain biking rafting A: Do you have any further information?
B: Yes. The bus leaves Quito at 6.30 am and returns
place Rio Blanco and at 7.30 pm.
Rio Toachi
near Santo
Student B
9
Lesson 3 Places to Visit UNIT one
Lesson Objectives
to develop intensive reading skills to provide links with other areas of the
to review and practise present simple passive curriculum, i.e geography
to develop writing skills
Task 1 Activating general knowledge (5 minutes) 5 Ask the students to find and underline other examples of
present simple passive sentences in the three texts.
1 Read the task instructions and check understanding. Give them five minutes to do the task.
Make sure that the students understand they only have
to look at the numbered places on the map and not read 6 Check the task orally and write the sentences on the
the texts at this stage. board.
N.B. Tell the students that it doesnt matter if they dont Key
know where all the places are immediately. Encourage them 1 is covered
to guess. 2 is visited
3 are organized
2 Put the students into pairs and ask them to do the task. 4 was (completely) destroyed
5 are grown
Task 4 Grammar practice (10 minutes)
4 Check the answers orally and write them on the board.
1 Ask the students to read the task instructions. Check
Key understanding.
1 Misahuall
2 Jambel 2 Focus the students' attention on the verbs in the box.
3 Ambato Tell them they have to fill in the blanks with the present
passive voice, which is formed with be forms + the past
Task 2 Reading for detailed information (10 minutes) participle of the verbs.
1 Tell the students to read the task instructions silently 3 Demonstrate the task wih the example provided.
and check understanding. Do an example with the
students if necessary. Ask them to read the first text 4 Give them some time to do the task.
silently and individually. Then ask them which of the
three places on the map it describes. 5 Check the task orally and then on the board.
2 Tell the students to do the task individually. Monitor and Key

help if necessary. 1 is (also) called
2 is located
3 Check the task orally and write the answers on the board. 3 are covered
4 is celebrated
Key 5 are exhibited
1 a 6 are sold
2 c 7 are made
3b 8 is known
Task 3 Grammar practice (15 minutes) Task 5 Writing (10 minutes)
1 Write the following sentences on the board. 1 Tell the students to read the task instructions silently.
(A) The beach is visited by people from Machala. Check understanding.
(B) People from Machala visit the beach.
2 Ask the students to work individually. Give them 10
2 Say: "Do these two sentences mean the same?" (Yes. minutes to do the task.
More or less.) "What is the subject in A?" (the beach).
"What is the subject in B?" (the people). 3 Monitor and help the students if necessary.
Ask the students if the subject in sentence A receives or A possible production model
does the action. (It receives the action.) Ask the This town is located 10 km away from Tena. The climate is
students if the subject in sentence B receives or does warm and humid. The town has a beautiful little square
the action. (It does the action.) surrounded by tropical palms, vines, flowers and trees.
There is also a colourful church.
3 Ask the students if they can remember the name of the On Sundays there is an open market and the local
kind of sentence shown in A. (Passive). Ask them why Quijos community come and sell their goods.
the passive sentence is used in Text B. (Because the
text is about Jambel Beach. Its not about the people
of Machala. The passive sentence gives the subject
(the beach) more emphasis).
4 Ask the students if the sentence is about the past, the

present or the future. (The present). Tell them that this
is a present simple passive sentence.
10
UNIT one Ecuador in the Andes Lesson 4
Lesson Objectives
to review comparative and superlative forms curriculum, i.e. geography.
Task 1 Identifying cities (5 minutes) silently. Check understanding and focus the
students attention on the example.
1 Read the task instruction. Focus the students'
attention on the names of the cities on the map. 7 Tell the students to work individually.
2 Tell the students that the map shows three cities 8 Monitor and help the students if necessary.
in South America and that they have to guess
where the cities are. 9 Check the task orally and write the answers on the
board.
3 Organize the students in pairs to do the task.
Key
4 Monitor and help the students if necessary. big / bigger /the biggest
cold / colder / the coldest
Key high / higher / the highest
1 Ecuador large / larger / the largest
2 Chile low / lower / the lowest
3 Argentina old / older / the oldest
small / smaller / the smallest
Task 2 Grammar practice (15 minutes) warm / warmer / the warmest
1 Draw the first part of the table in Task 3 with the Task 3 Writing (15 minutes)
cities and population.
1 Focus the students attention on the names of the
2 Point at Riobamba and Antofagasta. Ask: Which three cities in the table. Then tell them to look at
has a bigger population? Encourage the students the map and tell you where the cities are. Say:
to tell you a complete sentence: The population of "Where is Riobamba?" (In the Sierra Region of Ecua-
Antofagasta is bigger than the population of Riobam- dor.) "Where is Antofagasta?" (In Chile). "Where is
ba. Write the sentence on the board. Then point to Tucumn?" (In Argentina).
Antofagasta and Tucumn and encourage the stu-
dents to compare the population. Elicit the sen- 2 Read the task instruction to the students. Check
tence The population of Tucumn is bigger than the understanding and focus their attention on the
population of Antofagasta. Finally, point to Tucumn example.
again and ask the students: So what can we say
about the population of Tucumn compared to the 3 Tell the students to work individually.
other cities? Elicit the sentence: Tucumn has
the biggest population and write it on the board. 4 Monitor and help the students if necessary.
3 Underline bigger and biggest in the three sen- 5 If one student finishes before the others, ask him
tences on the board. Ask the students: "What is or her to write his or her paragraph on the board.
the difference in meaning between bigger and big- Ask the rest of the class to help you correct any
gest?" (We use the comparative form, e.g. bigger important errors (especially in the grammar revised
to compare one person or thing with another per- in this unit).
son or thing. We use the superlative form, e.g.
biggest to compare one person or thing with its A production model
whole group). Riobamba is smaller than Tucumn and Antofagasta.
Its population is much smaller than the other cities.
4 Write the adjective big on the board. Ask the Tucumn and Riobamba are older than Antofagasta.
students: "How many syllables does big have?" Riobamba is the oldest city. It was founded in 1534.
(One). Then ask the students: "How do we make Antofagasta is situated at sea level. Tucumn is
the comparative form of adjectives with one sylla- higher than Antofagasta, but Riobamba is the highest
ble?" (We add ed). of the three cities.
Tucumn and Antofagasta are hotter than Riobamba
N.B. When an adjective ends in a vowel followed by in January and Riobamba is the hottest city in July.
one consonant, like big, we double the consonant.
5 Then ask the students: "How do we make the

superlative form?" (We add est).
6 Ask the students to read the task instructions
11
Lesson 5 Television UNIT one
Lesson Objectives to develop speaking skills

to review and practise vocabulary related to to motivate students with two lively speaking
television activities
Task 1 Vocabulary revision (10 minutes)

1 Ask the students to read the task instructions silently.
1 Read the task instructions. Check understanding and 2 Demonstrate the task with an example. Say: "I want
focus the students attention on the example. to find someone who watches more than five hours of
2 Tell the students to do the activity individually and give television per day," and write Find someone who and
them a five-minute time limit. Say: "You have five the first sentence on the board.
minutes to do this task. Please work individually." 3 Ask different students the question until you find
3 Stop the activity after five minutes. Tell students to someone who says yes. Say: "Do you watch more
compare their answers in pairs. than 5 hours of television per day?"
4 Check the task orally and write the answers on the 4 When a student says yes, write his/her name and
board. underline it next to the sentence on the board.
5 Check that students understand they only have to
Key write one name for each sentence.
1 cartoon 6 If you feel it is necessary, elicit the question forms for
2 news each sentence and write them on the board before
3 film the students begin.
4 game show
5 soap opera A possible production model
6 documentary 1 Do you watch more than 5 hours of television per day?
2 Do you watch less than one hour of television per day?
Task 2 Vocabulary practice (15 minutes) 3 Do you watch the news on television every day?
4 Do you eat dinner in front of the television?
1 Tell the students: "Now we are going to play a game." 5 Do you watch a soap opera every night?
6 Do you watch sport on television? (No) Never?
Teaching Tip 7 Do you like cartoons?
The name of this game is Back to the Board. Its a 8 Do you have / Have you got more than one television
good idea to tell the students the name for easy at home?
reference next time you want to play. 9 Do you prefer listening to music to watching
television?
2 Explain the game by demonstrating. Divide the stu- 10 Do you watch television in bed?
dents down the middle into two big teams.
Call one team Team A and the other Team B. 7 Tell the students to stand up and walk around the
3 Ask a student from each team to come to the front of classroom to do the activity. Tell them to sit down
the classroom and stand facing their team. when they have finished.
4 Ask Teams A and B to stand up.
5 Explain that you are going to write a type of television N.B. If the class is very large or there is not enough
programme on the board behind the two students at space for the students to walk around, ask them to do
the front of the class. The teams can see the word, the task sitting in large groups of 5 or 6 students.
but the two students cannot. The teams must not say
the word to the students at the front of the class. 8 Stop the activity after approximately 15 minutes (or
They must try to mime the words for the students to when the majority of students have finished).
guess. 9 Conduct feedback. Ask some students at random
6 Write a word, e.g. news, as an example and encourage who they found for some of the questions, e.g ask:
the teams to mime being newsreaders and the two "Who has more than one television at home, (name)?"
students at the front to guess what the word is.
7 The first of the two students at the front of the class
to guess correctly wins a point for his team. The
teacher then writes a new word and invites two new
students to the front of the class and the game
continues.
Teaching Tip
As soon as the teams begin to mime, its a good idea
to erase the word from the board. This is because,
when the team members want to guess, they often
turn around to tell the teacher. If they have not
guessed correctly, they will see the word if it is still on
the board.
12
UNIT one Checking My Progress 1
Task 2 Finding words
Key
Task 3 Grammar practice
Key
1 Guarani is spoken in Paraguay.
2 Coffee and sugar are produced by Brazil.
3 Cotopaxi National Park is visited by many peo-
ple.
4 Fruits, corn and rice are grown by people in Uru-
guay.
13
Lesson 1 the english lAnguage UNIT two
Lesson Objectives
to build on students existing knowledge of
English-speaking countries to develop speaking skills
curriculum, i.e. geography
N.B Tell the students well in advance about the Audio Script 3 Countries Where English Is the
materials they will need to bring to make the Official or Second Language.
greetings card in Lesson 5. For Lesson 1, they will
also need a yellow pencil and a green pencil. Listen to a list of countries where English is the
official language.
Task 1 Activating general knowledge (5 minutes)
English has official status in the following African
1 Read the task instructions. Check understanding countries: South Africa, Gambia, Sierra Leone, Libe-
and give an example. Say: "For example, English is ria, Ghana, Zambia, Namibia, Zimbabwe, Botswana,
spoken in the United Kingdom." Nigeria, Cameroon, Kenya, Uganda,
Tanzania, Malawi, Mauritius, Swaziland and Lesotho.
2 Make sure the students close their books to do In Asia, English has official status in Pakistan, India,
the task. Bangladesh, Sri Lanka, the Philippines, Singapore
and Fiji.
3 Organize the students into pairs to do the task. In the Americas, English is the official language in
Qubec, Belize and Guyana.
Key
5 Ask individual students for their ideas, but do not 1 South Africa
check the task. 2 Nigeria
3 Kenya
Task 2 Checking answers (5 minutes) 4 India
5 Singapore
1 Read the task instructions and check 6 Belize
understanding.
Task 4 Colouring a map (5 minutes)
2 Focus the students attention on the list of
countries where English is the mother tongue. 1 Ask students to read the task instructions silently.
Check understanding with a demonstration. Tell the
3 Tell students to tick () their correct answers. students to look at the key on the map. Ask:
"What colour do you need to use for the countries
Key where English is the mother tongue?" (Yellow). Then
See list (Students Book p14) say: "Tell me an example of a country where English is
the mother tongue." (e.g. The United Kingdom). Tell
Task 3 Listening for specific information (5 minutes) the students to colour the United Kingdom yellow.
Then ask: "What colour do you need to use for coun-
N.B Please check your pronunciation, stress and tries where English has official status?" (Green).
intonation with the CD before teaching. Then say: "Give me an example of a country where
English is the official language." (e.g. South Africa).
1 Read the task instructions. Focus the students Tell the students to colour South Africa green.
attention on the gap fill exercise.
2 Tell the students to do the task individually.
2 Demonstrate the task by playing or reading the first Monitor and help the students if necessary.
part of Audio Script. Write: South Africa (1) on the
board. 3 Check that the students are doing the task
correctly as you monitor, but do not check the task
N.B. Tell the students not to worry about the as a group.
spellings of the names of the countries. Tell them
to write them as they sound. (They can correct N.B. Set a time limit and keep to it for this activity.
them if necessary later.)
3 Play or read Audio Script 3 two or three times (or

until most of the students have completed the
task) without stopping.
4 Check the task orally. Write the answers on the

board.
14
UNIT two Who Speaks English? Lesson 1
Task 5 Pre-reading task (10 minutes) B: We got number 5, 7 and 8 right, but number 6
wasnt correct. Its false. 75% of the worlds mail
1 Read the task instructions. Check understanding. is in English.
N.B. Make sure the students understand that they 4 Check the task orally and write the answers on the
do not have to read the text for this task. They board.
have to decide whether the statements are true or
false from their existing knowledge or by predicting. Key
1 False (Chinese is spoken by most people.)
2 Organize the students into pairs to do the task. 2 False (350 million people speak English.)
3 True
3 Monitor and help the students if necessary. 4 False (60% of the worlds scientific and technical
magazines and journals are in English.)
4 Do not check the task. 5 True
6 False (75% of the worlds mail is in English)
Task 6 Reading for specific information (10 minutes) 7 True
8 True
1 Tell the students to work in the same pairs. Tell
each pair to decide who is Student A and who is
Student B.
2 Tell the Student As to read text 1 only and to check

their answers to statements 1, 2, 3 and 4 in Task
5. Tell the Student Bs to read text 2 only and check
their answers to statements 5, 6, 7 and 8 in Task
5. Tell them to correct their answers by drawing
ticks () or crosses (x).
4 Do not check the task.
1 Organize the students into the same pairs.
2 Ask the Student As to tell the Student Bs the

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

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

A: We got 1, 2 and 3 right, but number 4 was wrong.
It isnt true. Its false. 60% of all the worlds
scientific and technical magazines are printed in
English.
15
Lesson 2 How to Be a Better Reader of English UNIT two
Lesson Objectives
to develop extensive and intensive reading skills to develop students study skills
N.B. Make sure the students read the advice in the

boxes before doing each task. 5 Monitor and help the students if necessary.
Task 1 Identifying text type (10 minutes) 6 Check the task orally and write the answers on the
board.
N.B. The students may answer questions about the
advice in the boxes in Spanish if necessary during Key
this lesson. 4
3
1 Introduce the topic. Say: "In this lesson, you are 5
going to learn how to be a better reader." Then read 6
the first piece of advice in the brown box. To 2
explain the advice, tell the students to look at the 1
six texts in Task 1. Say: "What is different about the
six texts?" (The layout). Explain: "Without reading Task 3 Predicting content from the first sentence
and only looking at the layout or the form of the writ- (5 minutes)
ing, we sometimes know what the text is."
1 Ask the students to read the advice in the third box
2 Read the task instructions. Demonstrate the task silently.
with the given example.
2 Check understanding. Say: "What advice does it
3 Ask the students to do the task in pairs. give?" (Read the first sentences and predict the
content).
3 Read the task instructions. Tell the students to do
5 Check the task orally and write the answers on the the task individually.
board.
Key
2 5 Check the task orally and write the answers on the
3 board.
4
5 Key
1 a
6
Task 2 Predicting the content of a text from the

title (5 minutes)
1 Ask the students to read the advice in the second

box silently.
2 Check understanding. Say: "What can help us to

make predictions about the text?" (The title).
3 Read the task instructions. Make sure the

students understand that the titles are on the left
and the text types are on the right. Demonstrate
the task with the given example.
4 Tell the students to work in pairs to do the task.
16
UNIT two Lesson 2
Task 4 Reading for general idea (10 minutes) 6 Demonstrate the task with the example. Focus the
students attention on the word nonk in the text.
1 Ask the students to read the advice in the fourth Say: "I was born in a nonk in a village. What does
box silently. nonk mean?" Confirm the correct answer.
2 Check understanding. Ask: "How should you read 7 Tell the students to do the task individually.
the text the first time?" (Quickly to get a general
idea. It doesnt matter if we dont understand 8 Monitor and help the students if necessary.
everything).
9 Check the task orally and write the answers on the
3 Ask the students to read the task instructions board.
silently. Check understanding. Say: "Do you have
to understand everything perfectly?" (No. We just Key
have to get the general idea). 1d
2a
4 Ask the students to do the task individually. 3e
4f
5 Monitor and help the students if necessary. 5b
6c
board. Task 6 Speaking (5 minutes)
Key 1 Read the task instructions. Check understanding.

1 true
2 false 2 Organize the students into pairs to do the task.
3 true
3 Monitor and help the students if necessary. Listen
Task 5 Guessing the meaning of unknown words to them, but do not interrupt them to correct them.
from context (10 minutes) If you hear a lot of mistakes, correct them with the
whole group afterwards.
1 Ask the students to read the advice in the fifth box
silently. 4 Do not check the task, but ask a few students at
random for their ideas.
2 Check understanding. Say: "Is it a good idea to
translate every word when you read?" (No). "What A possible production model
should you do when you dont understand a word?" A: The most useful piece of advice for me is to read
(Try to guess the meaning from context). the text quickly to get the general idea of the text
before reading for more specific information.
3 Read the task instructions.
B: I think this one (pointing at the first box) is the
4 Tell the students that there are 6 nonsense words most useful.
(words that mean nothing in English) in the text
and that they have to guess the meaning from the
context, i.e. the words that are before and after
the unknown words.
5 Focus the students attention on the numbered

words on the left (nonk, plop, finging, etc). Say:
"Are these real English words?" (No). "Do these words
exist in English?" (No). Focus the students atten-
tion on the words with the letters on the right.
Say: "Are these real English words?" (Yes).
17
Lesson 3 The History of English UNIT two
Lesson Objectives
to develop extensive and intensive to review and practise past simple to describe
listening skills past events
to present and practise the to provide links with other areas of the
pronunciation of regular past tense verbs curriculum, i.e. history
Task 1 Predicting (5 minutes) 3 Tell the students that the regular verbs they are going to
hear are pronounced in different ways depending on the
1 Read the task instructions. letters before ed.
2 Ask the students to look at the first picture. Say: "What 4 Play or read the first word. Focus the students attention
do you think it represents?" Continue with the other pic- on the example. Say: " Travelled. It ends in /d/." Write trav-
tures. Encourage the students to speak in English and elled in the third column of the table on the board.
tell you their ideas.
5 Play or read Audio Script 4 two or three times.
N.B. It doesnt matter if the students give the wrong
answers during this task. They only have to predict and 6 Ask the students to compare their answers in pairs.
guess what the pictures represent.
3 Now ask the students to predict the order of the board.
pictures. Say: "Which do you think is the first/second/third/
fourth/ last picture?" Audio Script 4 Pronunciation Practice: -ed Endings
Do not confirm the students answers.
Listen to the pronunciation of these regular past tense
4 Do not check the task. verbs.
Task 2 Reading for general idea (10 minutes) travelled
included
1 Ask the students to read the task instructions silently. reached
Check understanding. discovered
helped
2 Demonstrate the task. Copy five squares on the board. started
emigrated
3 Read the first part of the text. Ask the students which is called
the first picture and write number one in the correspond- influenced
ing square on the board.
Key
4 Ask students to do the task. / t / : reached / helped / influenced
/ Id /: included / started / emigrated
5 Check the task orally and write the answers on the / d / : travelled / discovered / called
board.
8 Focus the students attention on the verbs in the first
Key column. Underline ch in reached, p in helped and c in
1 5 3 influenced. Tell the students: "-ed sounds like / t/ in
4 2 verbs with ch, p and c at the end. It also sounds like /t/
with verbs that end with ss, sh and k." Write p, c, ch, ss, sh
Task 3 Underlining (5 minutes) and k in the first column of the table.
1 Ask the students to read the text again and underline the 9 Focus the students attention on the verbs in the
verbs in past tense. second column. Underline d in included and t in started
and emigrated. Tell the students " ed sounds like /Id/ in
2 Point to the example and give them five minutes to do verbs with d or t." Write d and t in the second column of
the task. the table.
3 Check the task on the board. 10 Focus the students attention on the verbs in the third
column. Tell the students: "-ed sounds like /d/ in verbs
Key with all the other letters, e.g. l, r etc." Write other letters in
travelled, travelled called, reached discovered, took, the third column.
included, declined, strengthened, emigrated, started,
influenced, helped, Teaching Tip
We pronounce the final -ed of regular verbs ending in
Task 4 Pronunciation Practice (10 minutes) p, c, ch, ss, sh and k: /t/.
N.B Please check your pronunciation, stress and We pronounce the final -ed of regular verbs ending in
intonation with the CD before teaching. d and t: /Id/.
1 Copy the table in Task 4 on the board. We pronounce the final -ed of regular verbs ending in
other letters: /d/
18
UNIT two A Letter to My English Teacher Lesson 4
Lesson Objectives
to give teachers an opportunity to reflect on the to allow students to express their feelings
needs of individual students regarding their English class
to raise students awareness of how to write an to develop writing skills
informal letter
Teaching Tip 4.6.2006

If you think that the students will find Task 2 Dear Lic. Meja,
difficult without a model, copy the text with gaps
onto the board (or a large piece of paper to stick My name is Dora and I am 15 years old. During
on the board) before the lesson. Then elicit ideas English classes I feel happy, because I like English.
for filling in the letter from the students and use I like to sit at the back. Teachers sometimes dont
the possible production model to provide an like me, because I talk too much. I like games in
example before the students do Task 2. English, because they are fun, but I dont like
listening activities, because they are difficult. I find
Task 1 Activating General Knowledge ( 5 minutes) grammar very difficult. This year I would like to
improve my speaking. I can do this if you make sure
1 Read the task instructions. that I speak English in class and I promise that I will
concentrate more.
2 Focus the students attention on some of the
phrases in the letter and encourage them to give Best wishes,
you their ideas.
Dora
3 Check the task orally.
Key
This is a letter from a student to his/her English 1 Put the students into groups of about five
teacher. The purpose of the letter is for the student students.
to tell the teacher about himself or herself and
his/her feelings about the English class. 2 Tell the students to compare their letter with the
other students in the group.
Task 2 Writing (25 minutes)
3 Check that all the students participate. Monitor
N.B. See the Teaching Tip at the beginning of this and help the students if necessary.
lesson.
N.B. Remind the students to bring the materials
1 Ask the students to read the task instructions they will need to make the greeting card in the
silently. Check understanding. Ask the students next lesson.
what they have to write on the first line (the date)
and the second line (your name, because you are
their English teacher).
2 Tell the students to complete the letter with their

own ideas. Tell them to work individually.
3 Walk around the class. Monitor and help the

students if necessary.
4 Collect one letter from one of the students. It is

not necessary to correct the letter, but read it in
order to reflect on the students ideas and
feelings.
19
Lesson 5 How to Make an English Greeting Card UNIT two
Lesson Objectives
to develop students awareness of British customs to provide variety in the form of project work and a
to build on students knowledge of greetings in practical element to the course
English
N.B. The students will need the materials listed in 7c

this lesson to make the greeting card. 8e
Teaching Tip Task 3 Project work (30 minutes)

If you would like to, you can save this lesson for a
special occasion, e.g Christmas, Valentines Day, 1 Ask the students to work individually or in pairs.
Easter, etc.
2 Tell the students to follow the steps in Task 2 to
Task 1 Vocabulary development (5 minutes) make a greeting card. Tell them that they can
choose any greeting, depending on when they want
1 Read the task instructions. to send the card (and to whom).
2 Demonstrate the task with the given example. N.B. Make sure that the students cut only a 5 cm
line and not the whole piece of card when they
3 Ask the students to work individually. follow instruction whom.
4 Monitor and help the students if necessary. 3 Monitor and help the students if necessary.

board.
Key
2
3
5
6
7
1
4
Task 2 Reading and matching (10 minutes)

silently. Check understanding and demonstrate the
task with the example.
2 Ask the students to work in pairs. Monitor and

help the students if necessary.

board.
Key
1b
2h
3d
4f
5g
6a
20
UNIT two Checking My Progress 2
Task 2 Identifying countries
Key
The United Kingdom
Australia
Jamaica
the Bahamas
Task 3 Classifying
developed arrived formed used
introduced travelled started influenced
/id/ /d/ /t/
started travelled developed
formed influenced
arrived introduced
21
Lesson 1 ELECTRICITY UNIT three
Lesson Objectives
to build on students knowledge of vocabulary curriculum, i.e. science and technology
related to electricity
N.B. Tell students in advance about the equipment

they will need to bring to make an electric switch in
Lesson 5 and to do the experiment in Lesson 4 of
this unit.
1 Read the task instruction and check understanding.

Ask individual students to give you two or three
examples of things which work with electricity and
write them on the board. Then tell the students
that they have one minute to write as many differ-
ent things which work with electricity as they can
think of.
2 Time the students as they are working. Monitor

and help the students if necessary. Stop the
students after exactly one minute.
3 Ask the student with the longest list to read the

things he/she wrote. Ask the other students to
listen, so they can tell you if they have any
different things.
Task 2 Pre-reading activity (12 minutes)

silently and check understanding.
2 Tell the students: "It doesnt matter if you dont

know all the answers. In a moment we are going to
read and find out the correct answers, but first I would
like you to try to guess."
3 Organize the students into pairs.
4 Monitor and help the students if necessary, but do

not tell them the answers.
22
UNIT three How is Electricity Made? Lesson 1
Task 3 Reading and checking (10 minutes)
1 Tell the students to read the task instruction

silently and check understanding. Say: "Dont
worry if you dont understand every word. Just try to
check your answers from Task 2. Tick () if your answer
is correct or cross out (X) if it is incorrect
2 Ask the students to work individually.
4 Check the task orally. Say: "(Name), is number

1/2/3/4/5/6 correct () or incorrect (X)?" Write the
question numbers and correct () or incorrect (X) on
the board.
N.B. Ask the students why the false answers are

false. For questions 3, 4 and 6, ask the students
where in Ecuador these things are found.
Key
1 true
2 false (there are different kinds of power stations
coal-burning, oil-burning, hydroelectric, solar power
and nuclear power stations)
3 true (in Paute)
4 true (in Esmeraldas)
5 false (there is no nuclear power station in this
country)
6 true (in Cuenca)
Task 4 Reading for specific information (15 minutes)

silently. Check understanding and focus their
attention on the example.
2 Tell the students to work alone.
4 Check the task orally. Say: "(Name), can you tell

me number 2/3/4/5/6, please?" Write the numbers
and the answers on the board.
Key
1 power stations
2 power cables
3 Pylons
4 thinner power cables.
5 electricity posts
6 meter
23
Lesson 2 Lightning UNIT three
Lesson Objectives: describe a possible condition and a probable

to develop intensive and extensive listening result in the future
skills to provide links with other areas of the
to present and practise first conditional to curriculum, i.e. science

1 Read the task instruction and check understanding.
2 Tell the students that it doesnt matter if they dont

know all the answers. Say: "Dont worry if you
dont know all the answers, just choose the answer
you think is correct."
3 Organize the students into pairs to do the task.
1 Tell the students to read the task instruction

2 Tell the students: "Dont worry if you dont

understand every word. Just try to check your
answers from Task 1."
3 Tell the students to work individually to do the

task.
5 Ask the students to check their answers in pairs.

board.
N.B. Ask the students to give reasons for their

choice of answer.
Key
1 c (they happen at the same time)
2 a (because metal has a low resistance to electrici-
ty,
so the electricity will flow through the metal
rather than going into the car).
3 b (because lightning strikes the highest object)
4 b (it is a good idea to disconnect electrical
equipment during a storm).
24
UNIT three Lesson 2
Task 3 Reading for specific information/ Language

awareness (10 minutes) Task 4 Grammar practice (15 minutes)
1 Tell the students to read the task instruction silently. 1 Tell the students to read the task instruction. Check
Demonstrate the task with the example. understanding.
2 Tell the students to do the task individually. 2 Ask the students if the beginnings of the sentences
provided in the exercise are causes or effects.
3 Monitor and help the students if necessary. (causes). Ask: "So, if these are the causes, what do you
have to write?" (the effects). Write the first sentence
4 Ask the students to compare their answers in pairs. half If you crouch down in a storm, on the board. Elicit
some ideas for finishing the sentence from the students.
5 Check the task orally and write the answers on the Encourage them to give you different ideas and refer
board. them to the grammar pattern on the board if necessary.
Write their ideas on the board correctly.
Key
1 If lightning strikes a tree, the shock will travel along the Teaching Tip
ground. If the students are not sure of the meaning of crouch,
2 If lightning strikes a car, the people inside wont be hurt. show them the picture of the man in the storm on this
3 If lightning strikes, it will strike the tallest object. page. He is crouching.
4 If lightning strikes a television aerial when the television
is on, it will explode. A possible production model
5 If lightning strikes the telephone line, it will travel along it 1 If you crouch down in a storm, you will be safe.
to the earpiece. If you crouch down in a storm, the lightning wont strike
you.
6 Write the first sentence on the board: If lightning strikes a
tree, the shock will travel along the ground. Draw a box 3 Tell the students to work alone and finish sentences
around the first clause If lightning strikes a tree. Draw 2,3,4 and 5 with their own ideas.
another box around the second clause the shock will trav-
el along the ground (in a different colour, if possible). 4 Monitor and help the students if necessary.
Tell the students: "This sentence has two parts, or two
clauses." Number the first part 1 and the second part 2. 5 Ask the students to compare their answers in pairs.
Ask: "Which part of the sentence describes an effect?" (the
second part). Then ask: "Which part of the sentence 6 Check the task orally and write the students ideas
describes the cause?" (the first part). correctly on the board.
N.B. Do not erase this information. A possible production model
7 Focus the students attention on the sentence on the 2 If you are in a car in a storm, you will be safe.
board. Then tell the students: "Lets look at how this sen- If you are in a car in a storm, you wont be hurt.
tence is made." Ask the students: "What do we start If you are in a car in a storm, the electricity will flow
with?" (if). Write If on the board. Then ask: "What through the metal rather than passing inside the car.
comes next?" (the subject). Write + subject after If on the If you are in a car in a storm, the electricity wont hurt
board. Then underline the verb strikes in the original sen- the passengers.
tence on the board. Ask: "What kind of verb is this?"
(present /third person because its it). Write + present 3 If lightning strikes a person, he will be hurt.
simple on the board. Then ask the students: "What
punctuation follows this?" (a comma). Draw a comma 4 If lightning strikes a plane, the passengers wont be hurt.
after the first clause. If lightning strikes a plane, it will flow through the metal.
If lightning strikes a plane, it wont travel inside the
If + subject + present simple, plane and hurt the passengers.
Then focus the students attention on the second clause 5 If you touch an electric socket with wet hands, you will
of the sentence on the board. Ask: "What comes next?" get an electric shock.
(the subject). Write subject on the board. Then underline
will strike in the original sentence on the board. Ask:
"Whats next?" (will + base form). Write will + base form
after subject on the board.
If + subject + present simple, subject + will + base form.
8 Ask the students to look at the second clauses of the

sentences in Task 3 again and ask them: "Is it always will
+ base form?" (No. One sentence says: the people wont
be hurt). Ask the students: "When do you think we use
wont?" (When the sentence is negative. Wont means
will not).
N.B. Do not erase the grammar pattern. Keep it on the
board for reference.
25
Lesson 3 The Electric Light Bulb UNIT three
Lesson Objectives
to develop intensive reading skills to provide with other areas of the curriculum, i.e.
to build on students knowledge of vocabulary sciente + technology
related to electricity
Task 1 Activating general knowledge (5 minutes) 1 krypton gas

2 tungsten wire
1 Tell the students they are going to have the 3 metal base
opportunity to test themselves on how much they 4 glass
know about the electric light bulb. 5 current
6 heats
2 Ask them to read statements 1 to 5 and to choose 7 light
the correct answer. 8 burning
3 Do not check the task. N.B. Ask the students to bring a balloon and a
sweater with long sleeves for the experiment in the
next lesson.
1 Tell the students to read the text to check their

answers in Task 1.
2 Organize the students in pairs.
3 Monitor and help the students if necessary, but do

not tell them the answers.
4 Check the task on the board.
Key
1b
2c
3a
4b
5c
Task 3 Reading and completing (15 minutes)

1 Ask the students to read the text again in order to
complete the blanks in Task 3.
2 Demonstrate the task with the example provided.

Say: Which substance is used to fill in light bulbs
nowadays? Encourage them to read the last part
of the text to find the information. (krypton gas).
3 Tell the students to do the task individually in 15

minutes.
Key
26
UNIT three Static Electricity Lesson 4
Lesson Objectives:
to develop oral fluency to provide variety and a practical element to the
to provide links with other areas of the course in the form of an experiment
curriculum, i.e. science
Teaching Tip Task 3 Project work (15 minutes)

For this lesson the students will need as many
balloons and sweaters with long sleeves as 1 Ask the students to read the task instruction
possible. The activity will be more motivating if the silently and check understanding.
majority of the students are involved in the
experiment. Ideally, they should do it in pairs. 2 Make sure the students understand that the aim of
the experiment is to find out the answer to the
Task 1 Class discussion (10 minutes) question. Ask: "What do you have to find out?"
1 Read the task instruction and the questions. 3 Organize the students into groups and encourage
them to follow the steps in Task 2 to carry out the
2 Pose the questions one at a time and encourage experiment.
the students to answer and describe their expe-
riences. Try to encourage more than one stu- 4 Monitor and help the students if necessary.
dent to answer the same questions and develop
the discussion if possible by asking further 5 When all the students have finished the
questions. experiment, check the task orally and write the
answer on the board.
N.B. This is an oral task only. It is not necessary
for the students to write their answers. Key
No
Most people have experienced static electricity at Task 4 Reading and completing (10 minutes)
some time. You sometimes feel it when you get out
of a car and close the door. You sometimes feel it 1 Read the task instruction. Check understanding
when you touch something or someone, especially and focus the students attention on the example.
when your feet are on a nylon carpet. It feels like a
little electric shock. It hurts! It makes a chizzzzzz 2 Give the students 10 minutes to do the task.
noise!
Task 2 Reading and matching (10 minutes)
1 Tell the students to read the task instruction pairs.
silently. Demonstrate the task with the example.
2 Ask the students to do the task individually. board.
3 Monitor and help the students if necessary. Key

1 move
4 Ask students to check their answers in pairs. 2 static
3 rub
5 Check the task orally and write the answers on the 4 positively
board. 5 attract
Key N.B. Focus the students attention on the pictures

1 d 2 a 3 b 4c at the bottom of page 27 to illustrate what they
have learnt.
27
Lesson 5 How to Make an Electric Switch UNIT three
Lesson Objectives
to develop intensive listening skills to provide links with other areas of the
to develop students knowledge of vocabulary curriculum, i.e. science
related to materials to provide variety and a practical element to the
course in the form of project work
Task 1 Vocabulary development (5 minutes) Audio Script 5 How to Make an Electric Switch
1 Read the task instruction. Check understanding Listen and complete the instructions for making an
and focus the students attention on the example. electric switch.
2 Encourage the students to guess which names First wrap the bare end of a piece of wire around a
match the items they dont know. thumbtack. Then push the thumbtack into one end
of the wood. After that, attach the paper clip to the
3 Ask the students to do the task individually. other thumbtack. Wrap the end of another piece of
wire around this thumbtack and then push up it into
4 Monitor and help the students if necessary. the wood. The tacks should be about 2 cm apart.
Join the switch to the bulb and the battery and then
Teaching Tip join the bulb to the battery with the third piece of
If students do not know all the words, encourage wire. Finally, hold the paper clip onto the thumbtack
them to do the easy ones first and then try to to close the circuit and light the bulb.
work out the more difficult ones.
Key
5 Check the task orally and write the numbers and 1 Wrap
the materials on the board. 2 Push
3 Attach
Key 4 Wrap
1 3 pieces of electric wire 5 Push
2 a small piece of plywood 6 Join
3 a bulb and a bulb holder 7 Join
4 2 thumbtacks 8 Hold
5 a battery
6 a paper clip Task 3 Project work (25 minutes)
7 some adhesive tape
1 Organize the students into groups to do the project
Task 2 Listening for specific information (15 minutes) work.
N.B. Please check your pronunciation, stress and 2 Tell the students to follow the steps in Task 2 to
intonation with the CD before teaching. make the electric switch.
1 Tell the students to read the task instruction 3 Monitor and help the students if necessary.
2 Play the CD or read Audio Script 5 two or three

times.

board.
28
UNIT three Checking My Progress 3
Task 2 Unscrambling words and making

sentences
Possible answers
POWER STATIONS There are many power stations in
the world.
ELECTRICITY Household appliances work with

electricity.
LIGHT BULB I need to buy a light bulb.
LIGHTNING Lightning happens at the same

time as thunder.
SWITCH Please replace that switch with a

new one.
Task 3 Completing parts
Key
1 krypton gas
2 tungsten wire
3 metal base
4 glass
29
Lesson 1 THE NATURAL WORLD UNIT four
Lesson Objectives
to build on the students' existing knowledge of to provide links with other areas of the
vocabulary related to rainforests curriculum, i.e. science
to develop extensive and intensive reading skills
N.B. Tell the students well in advance to bring trees

the materials they will need to do the air
experiment in Lesson 5. weather
wood
Task 1 Activating general knowledge rubber
(5 minutes) fruits
1 Read the task instructions. Check understand-

ing. Ask one student: "(Name) Tell me one word
you would expect to find in the text Rainforests."
Write the word on the board.
2 Tell the students to work in pairs to do the

task. Ask them to close their books (so they
dont look at the text) and make their list on
scrap paper.
3 Ask a few students in the class for the words

they wrote. Write the words on the board.

tree soil rain
plant animals insects
grow birds seed
warm forest humid
Task 2 Reading and checking answers

(15 minutes)

silently. Check understanding and tell them to
underline the words they find in the text.
2 Tell the students to work individually.

forests
animals
plants
birds
insects
reptiles
30
UNIT four The Rainforest Lesson 1
Task 3 Reading for specific information 3 shrub layer

(10 minutes) 4 understorey layer
5 canopy layer
silently. Check understanding and focus their Task 5 Speaking (10 minutes)
1 Organize the students in pairs. Tell them to
2 Ask them to read the first statement and the use the sentences in Task 4 to make
corresponding information in the text. Ask: Is questions using the word where?
this true or false? (false) Why? (because thou-
sandS of different plants and a lot of trees live 2 Demonstrate the task with the example
in rainforests). provided.
3 Give the students enough time to do the task. 3 Give students 10 minutes to do the task.
4 Check the task orally. 4 Bring two students to the front to perform the
interaction.
Key
1 false (because thousands of different plants A possible production model
SA: Where do plants grow in deep shade?
and a lot of trees live in rainforests). SB: In the herb layer.
2 true SA: Where do trees break through the canopy?
3 false (75% of all species) SB: In the emergent layer.
4 true SA: Where do small trees grow under the
5 true
canopy?
Task 4 Reading for specific information SB: In the understorey layer.
(10 minutes)

2 Ask them to read the short texts in the

picture and to complete the information.
Explain that a layer is a thickness of some
substance, often one of many. To ensure
understanding and because it is a word from
Science, say that the Spanish for this word is
capa. Emphasize that they have to identify the
types of layers.
3 Give the students enough time to do the task.
Key
1 herb layer
2 emergent layer
31
Lesson 2 Herbal Medicine UNIT four
Lesson Objectives to provide links with other areas of the

to build on students knowledge of vocabulary curriculum, i.e. biology
related to illness to practise giving advice
to develop intensive reading skills to develop speaking skills
N.B. Please tell students that it is necessary to know exact- ask the students for their ideas for treating each
ly how to prepare the herbal remedies in this lesson to illness, e.g. say: "What can you do when youve got
use them safely. We do not recommend that the stu- stomach ache?" (You can drink herbal tea. You
dents actually try the medicine. should put a warm compress on your stomach,
etc.)
Task 1 Vocabulary development (5 minutes)
N.B. This is an oral task only. It is not necessary to
1 Read the task instructions. Check understanding write the students ideas on the board.
and focus the students attention on the example.
2 Ask the students to work individually.
3 While the students are working, copy the silently. Check understanding.
sentences on the board. Then monitor and help the
students if necessary. 2 Focus the students attention on the example. Say:
"For example cacao and bracken are good for cuts and
4 Do not check the task. wounds."
Task 2 Listening and checking / Discussion 3 Organize the students into pairs. Tell them they
(10 minutes) should use their own knowledge to do the task, but
it doesnt matter if they dont know all the answers.
N.B. Please check your pronunciation, stress and They can guess.
4 Monitor and help if necessary.
1 Tell the students to listen and check their answers.
2 Play the CD or read Audio Script 6 once or twice.

board.
Audio Script 6 Illnesses
Listen to the phrases and check

your answers.
1 Ive got stomach ache.

2 Ive got a headache.
3 My knee is swollen.
4 Ive cut my finger.
5 My arm hurts.
6 Ive been bitten.
7 Ive got toothache.
Key
See Audio Script 6.
4 Lead a classroom discussion. Focus the students

attention on the pictures in Task 1 one by one and
32
UNIT four Lesson 2
1 Ask the students to read the task silently. Check

understanding.
2 Demonstrate the task by showing the students the

lines in the texts about cacao and bracken which
tell us they are good for cuts and wounds.
3 Ask the students to do the task individually.
4 While the students are working, copy the names of

the herbal medicines from Task 3 on the board.

board.
Key
5 papaya seeds
4 dragons blood
1 cacao
3 avocado
1 bracken
2 camomile
Task 5 Role playing (10 minutes)
1 Read the task instruction. Focus the students

attention on the example in the book. Dem-
onstrate the task by bringing one student to the
front and asking him/her to do a short example
role play with you.
2 Organize the students into pairs. Tell each pair to

decide who is Student A and who is Student B.
3 Walk around the classroom. Monitor and help the

students if necessary.
4 When the students have finished, tell them to

change roles.

Student B: How do you feel?
Student A: Ive cut my finger.
Student B: Does it hurt?
Student A: Oh, yes!
Student B: You should put some bracken liquid or on
the wound or bandage your finger.
Student A: Oh, OK. Thank you.
33
Lesson 3 Forests in Danger UNIT four
Lesson Objectives
to develop students' awareness of the need to provide links with other areas of the
to protect trees curriculum, i.e. science
to develop intensive listening skills
Task 1 Activating general knowledge (5 minutes) 2 Tell students that they have to complete the sen-
tences.
1 Tell students to discuss each picture in pairs.
2 Ask students to tell you their opinions about the
pcitures. 4 Ask the students to compare their answers in
pairs.
Task 2 Listening for general information
(10 minutes) 5 Check the task orally.
N.B. Please check your pronunciation, stress and Key

intonation with the CD before teaching. 1 there is nowhere for animals and plants to live.
2 it becomes hard and sterile.
1 Ask students to read the task instruction silently 3 excess water causes flooding.
and check understanding. 4 there is not enough food
5 the temperature rises
2 Tell students that they only have to get the general
idea of the text. Say: Don't worry if you don't Task 4 Labelling pictures (10 minutes)
understand every word. Just try to answer the ques-
tion. 1 Tell students to read the task instructions and
check understanding.
2 Demonstrate the task with the example provided.
3 Give students enough time to do the task.
Audio Script 7 Forests in Danger
There are a lot of problems when a forest Key
disappears. Some people cut down trees and as a 1 When trees are cut down, there is nowhere for
consequence of that there is nowhere for animals animals and plants to live.
and plants to live. Without trees, the soil is exposed 2 When the roots of trees absorb water from the
to the elements. Rain washes away the nutrients rain, excess water causes flooding.
from the soil. The sun dries the soil and it becomes 3 When the sun dries the soil it becomes hard and
hard and sterile. This process is called erosion. The sterile.
roots of trees absorb water from the rain. This excess 4 When there is a lot of carbon dioxide in the air the
water causes flooding. Also, trees produce food for temperature rises.
people and animals. Without trees there is not enough 5 Whithout trees, there is not enough food.
food. Finally, trees control the world's climate.
Without trees, there is a lot of carbon dioxide in the Task 5 Speaking (10 minutes)
air. Carbon dioxide raises temperatures. Humans,
animals and plants die. 1 Ask the students to organize themselves in pairs.
Possible answers 2 Tell them to use their notes in Task 3 to talk about
Animals and plants have nowhere to live. the effects of destroying the forests.
There is not enough food.
Task 3 Listening for specific information The same as Task 4.
(10 minutes)
1 Ask students to read the task instructions silently

and check understanding.
34
UNIT four Nature and Insects Lesson 4

to develop extensive and intensive listening skills to provide links with other areas of the
to present and practise vocabulary related to curriculum, i.e. science
insects
Task 1 Activating general knowledge (5 minutes) able to fly. There are more of them than any other kind of
animals. Today, nearly a million different species have
1 Ask students to read the task instructions and check been described and given scientific names, but scientists
undestanding. who study insects think that there are probably at least 7
million more kinds that we don't yet know about.
2 Organize students in pairs. Ask them to discuss the Invertebrates are described by their names. Let's identify
questions. a few of them.
Number 1 is ant; number 2 is a butterfly; number 3 is a
3 Do not check the task. centipide; number 4 is a grasshopper; number 5 is a bee;
number 6 is a ladybird; number 7 is a beetle; number 8 is
Task 2 Listening and checking answers (5 minutes) a fly; number 9 is a spider; number 10 is a snail; number
11 is a worm.
N.B. Please check your pronunciation, stress and
intonation with the CD before teaching. Task 4 Describing insects (10 minutes)
1 Read the task instructions. Tell students to listen and 1 Read the task instruction. Demonstrate the task.
check their answers. Focus the students attention on the first picture. Ask
the questions in the diagram, one by one. "Has it got
2 Play or read the first part of Audio Script 8 once or twice. legs?" (Yes) "Has it got six legs?" (Yes) Then point to the
example: ant.
2 Tell the students to work in pairs and write the names
Key of all the insects in the correct place in the diagram.
1 No
2 No 3 Monitor and help the students if necessary.
Task 3 Listening for specific information (10 minutes) 4 Do not check the task.
1 Tell students to read the task instructions and check Task 5 Listening and checking (10 minutes)
understanding.
2 Ask students to listen to Audio Script 8 and to number intonation with the tape before teaching.
the insects according to the order they hear.
1 Read the task instructions. Tell the students to look at
3 Ask them to check the task in pairs. the insects they wrote in the diagram and listen and
check their answers.
2 Play the Cd or read Audio Script 9 once or twice.
Key
1 ant 3 Check the task orally and write the answers on the
2 butterfly board.
3 centipede
4 grasshopper Audio Script 9 Invertebrates Names
5 bee
6 ladybird Listen to the names of some ininvertebrates in the diagram
7 beetle and check your answers.
8 fly
9 spider 1 worm
10 sanil 2 snail
11 worm 3 ant, beetle, fly, butterfly, bee, grasshopper, ladybird
4 spider
Audio Script 8 Invertebrates 5 centipede
Listen to a Science teacher talking about invertebrates. Num- Key

ber the insects according to the order you hear. See tapescript
Insects are the only animals without backbones that are N.B. It doesnt matter in which order the students
35
Lesson 5 An Experiment UNIT four
Lesson Objectives
to develop intensive listening skills to provide variety in the form of an experiment
to provide links with other areas of the
curriculum, i.e. science
Task 1 Vocabulary development (5 minutes) Task 3 Project work (20 minutes)
1 Read the task instruction. Focus the students 1 Ask the students to read the task instructions
attention on the example. silently. Make sure they understand that they have
to pay attention to what happens after the
2 Tell the students to work individually. experiment.
3 Check the task orally and write the answers on the 2 Organize the students into small groups to do the
board. task.
Key 3 Monitor and help the students if necessary.

1 a jar
2 water 4 Check the task orally.
3 red food dye
4 celery Key
5 a knife The celery leaves turn red.
Task 2 Listening and ordering (10 minutes) Task 4 Completing a summary (10 minutes)
N.B. Please check your pronunciation, stress and 1 Tell the students to read the task instructions
intonation with the CD before teaching. silently. Check understanding.
1 Tell the students to read the task instructions 2 Give an example. Say: "What shall we choose for
silently. Check understanding. number one ? Leaves or flowers? Right, it is leaves".
2 Play the CD or read Audio Script 10 once or twice. 3 Ask the students to do the task individually.
Focus their attention on the example.
pairs. 5 Check the task orally and write the answers on the
board.
board. Key
1 leaves
Audio Script 10 The Silly Celery Experiment 2 pull
3 wide
Listen to some instructions for doing an experiment. 4 red
First fill the bottom of the jar with water. Then add a
few drops of red food dye to the water. After that,
put a stick of celery into the red water. Leave the
celery in the water and check it every now and again.
Key
3
4
1
2
36
UNIT four Checking My Progress 4
Task 2 Matching
Key
1d
2c
3b
4a
Task 3 Giving advice
Possible answers
1 You should drink some camomile tea.
2 You should put some cacao liquid or bracken on
the cut.
3 You should use avocado seeds.
4 You should have some drops of dragons blood.
37
Lesson 1 MEN AND WOMEN UNIT five
Lesson Objectives
to develop intensive and extensive reading skills to develop speaking skills
to build on students existing knowledge of to raise students awareness of stereotypes
vocabulary to describe personality and presented by the media and in advertisements
appearance
Task 1 Activating general knowledge (5 minutes) A possible production model

Women
N.B. Please take a magazine with advertisements beautiful
showing beautiful men and women to this lesson. slim
intelligent
1 Tell students: "We are going to work without the happy
book to do the first task. Please do not open your Men
books." brave
strong
2 Show the students an advertisement in a tall
magazine. It should be the kind of advertisement attractive
which shows a beautiful man or woman. Say:
"What is this?" (An advertisement). Write adver- Task 2 Comparing ideas with photographs (5 minutes)
tisement on the board. Then tell the students
to think about the kind of men and women they 1 Tell the students to open their books on page 54.
see in advertisements in magazines or on the tele-
vision. Ask: "Are these men and women usually 2 Tell the students to compare their ideas with the
ugly or beautiful?" (Beautiful). photographs on the page.
Teaching Tip 3 Ask some students at random how their ideas were
In British English, the pronunciation of the word similar or different.
advertisement is with the stress on the second
syllable, e.g. advertisement Task 3 Reading for general idea (5 minutes)
3 Write men and women on the board. Ask the Teaching Tip
students to tell you one typical physical Miss is used as a title for single women in Eng-
characteristic of a woman from an advertisement. lish. Mrs is used for married women. Ms
You can use the magazine advertisement to elicit is a modern term which is used when women
ideas. Write one characteristic below women on are divorced or do not want to specify if they are
the board, e.g. long, blonde hair. Then ask the stu- married or single.
dents to tell you one typical physical char-
acteristic of a man from an advertisement. Write 1 Read the instructions for the task. Check
one characteristic below men on the board, e.g big understanding.
muscles.
4 Then ask the students to think of an adjective to
describe the personality of a typical woman and 3 Ask the students to compare their answers in
man in advertisements. Write one adjective for pairs.
women and one adjective for men on the board,
e.g. intelligent, romantic. 4 Check the task orally and write the answer on the
board.
5 Tell the students to write a list of characteristics of
men and women (describing both physical Key
appearance and personality) on scrap paper. b
7 Ask some students at random to give you their

ideas and write the adjectives on the board.
38
UNIT five Male and Female Stereotypes Lesson 1
Task 4 Reading for specific information (10 minutes) Task 6 Pronunciation practice (5 minutes)
1 Copy the table on the board. N.B. Please check your pronuncation, stress and intonation
with the CD before teaching.
2 Focus the students' attention on the examples provided. Tell
them that they have to read the text again and look for 1 Focus the students attention on the circle above the word
adjectives which describe physical appearance or personality beautiful in Task 5. Write beautiful on the board and put a
and that they have to write them under the right column. circle above e. Ask: "What do you think this circle repre-
sents?" Tell them that it shows the word stress. Demon-
3 Tell the students to do the task individually. strate the meaning of word stress by saying the word, put-
ting emphasis on the first syllable.
Teaching Tip
5 Ask the students to compare their answers in pairs. Clap your hands or snap your fingers as you say the
stressed syllable of a word to further demonstrate what
6 Check the task orally and write the answers on the board. word stress is.
Teaching Tip 2 Tell the students they are going to listen to the pronunciation
Many of these adjectives have been presented previously or of the other words in Task 5. Tell them to draw a circle
are cognates and not difficult for students. Give the above the words according to the stress.
meaning of the more difficult words with a simple
explanation in English, 3 Play the CD or read Audio Script 11 once or twice.
e.g. " Handsome means attractive. A woman is beautiful, but a 4 Check the task orally and mark the stress on the words on
man is handsome." the board.
" When you have confidence in a person, he or she is trust- 5 Ask the students to practise saying the words with the
worthy." correct stress.
Task 5 also checks understanding of the meaning of the Audio Script 11 Pronunciation Practice: Word Stress
adjectives.
Listen to the adjectives and mark the stress.
Key
1 beautiful
physical appearance personality 2 athletic
tall popular 3 handsome
slim ambitious 4 trustworthy
beautiful independent
5 ambitious
6 popular
long, shiny (hair) trustworthy 7 independent
blonde friendly 8 generous
athletic kind
dark professional Key
handsome dynamic
elegant caring
beautiful athletic
lovely generous
sexy
handsome trustworthy
Teaching Tip
Slim is a more positive way to say thin.
ambitious popular

independent generous
1 Focus the students' attention on the example. Read
sentence 1 and say: " A woman who is very, very attractive Task 7 Speaking (10 minutes)
is... " Students might complete the sentence with the word
beautiful. 1 Organize the students into pairs. Tell them to describe their
ideal man or woman.
2 Tell the students to do the task individually. Make sure they
understand that they have to look at the table in Task 4 to 2 Monitor and help the students if necessary.
do the task.
3 Bring a pair of students to the front of the class to describe
3 Monitor and help the students if necessary. their ideal man or woman.
4 Check the task orally and write the answers on the board. A possible production model
My ideal man is tall, with short straight black hair. He has
Key huge biceps and is very strong. He is elegant, ambitious,
1 beautiful 5 ambitious independent and friendly.
2 athletic 6 popular My ideal woman is short, slim and beautiful. She is popular,
3 handsome 7 independent generous and never gets angry. She is elegant and kind.
4 trustworthy 8 generous
N.B. Do not erase the words on the board.
39
Lesson 2 Gender Roles UNIT five
Lesson Objectives
to develop extensive and intensive reading skills to raise awareness of gender equality
to develop speaking skills to present and practise the second conditional
1 Focus the students' attention on the cartoon strip.

Ask the question: What does it tell us about men
and women?.

Women sometimes do a lot of activities, such as
cooking, washing and looking after children in the
house, but often this is not considered work and
women do not get paid for doing it. That which men
do outside the house and get paid for is considered
work.
Task 2 Reading for general idea (10 minutes)
1 Read the instructions for the task. Check

understanding and focus the students attention on
the example.
3 Ask the students to compare their answers in pairs.

board.
Key
Jan 5th angry
Feb 12th happy
Feb 13th sad / disappointed
40
UNIT five Lesson 2
Task 3 Reading for detailed information (10 minutes) ask: "How do you know?" (Because it says If I was a boy
that means that the person is not a boy. A girl is imagin-
1 Read the task instructions and check understanding. ing how life would be if she was a boy). Then ask:
"Does the girl go to parties alone?" (No) "Why not?"
2 Tell the students to do the task individually. (Because she is not a boy).
3 Monitor and help the students if necessary. 2 Tell the students to look at the second sentence. Ask:
"Who wrote this, a girl or a boy?" (A boy). "How do you
4 Ask students to compare their answers in pairs. know?" (Because it says If I was a girl that means that
the person is not a girl. A boy is imagining how life
5 Check the task orally and write the answers on the board. would be if he was a girl). Then ask: "Does the boy help
his father on the farm?" (Yes). "Why?" (Because he is a
Key boy and not a girl).
the washing up, help her mum with the cooking, iron,
wash, and clean. N.B. Focus the students attention on the pictures on
this page to further demonstrate the idea of speculating,
watch television without interruption, go to parties, the or imagining an unlikely or impossible situation.
stadium, the beach and the cinema alone
3 Underline the verb forms in the first sentence and ask
Task 4 Making notes (10 minutes) the students to tell you what they are, e.g was past
simple (be), would go would + base form. Do the same
1 Ask the students to read the task instructions silently. with the second sentence.
Focus their attention on the examples.
4 Write the sentence pattern on the board for the students
2 Draw the table with the column headings quickly on the to use as a reference.
board. (It is not necessary to copy the examples from

the Students Book.) Ask one or two students at random If + past simple, + would + base form
to tell you other examples and write them in the table
on the board.
5 Ask a student to give you an example sentence using his
3 Organize the students into pairs. If possible, ask girls to or her notes from Task 4. Guide him or her to use the
work together and boys to work together to do this task. grammar correctly by asking him or her to refer to the
grammar pattern on the board.
6 Tell the students to do the task individually. Tell them
5 Ask some students at random to give you their ideas. that they can write funny things if they want to.
A possible production model 7 Monitor and help the students if necessary.

Females
My brother is allowed to watch television until late. Im 8 Ask the students to compare their sentences in pairs.
only allowed to watch television until 9.00 pm.
I have to iron my school uniform, but my mother irons my 9 Ask some students at random to give you some of their
brothers school uniform. sentences. Write them on the board and encourage the
My brother has to repair things in the house, but I dont. students to correct them if necessary.
Males 10 Take the exercise in to correct.

If my sister wants to go somewhere, I have to go with her.
I have to work on Saturdays with my Dad, but my sister can A possible production model
stay at home. If I was a girl, I would cook the meals with my mother.
Im allowed to have a job during the holidays, but my sister If I was a girl, I would know how to sew.
isnt allowed to have a job. If I was a girl, I wouldnt go out alone.
If I was a girl, I would be good at English!
Task 5 Grammar practice (10 minutes) If I was a girl, I would wear earrings.
If I was a boy, I would be able to go to parties alone.
N.B. Please take this exercise in after the lesson in If I was a boy, I would help my father repair the car.
order to correct it. Ask students to write on paper if it If I was a boy, I would play football in the school team.
will be easier for you to carry home. If I was a boy, I would stay in bed all day on Sunday.
If I was a boy, I wouldnt have to cook.
1 Write the example sentences from Task 5 on the board.
Tell the students to look at the first sentence. Ask:
"Who wrote this sentence, a girl or a boy?" (A girl). Then
41
Lesson 3 Whats She Like? UNIT five
Lesson Objectives
to review and practise vocabulary to describe
people
Task 1 Matching
1 Read the task instructions and check

understanding.
2 Focus students' attention on the example.
Key
1d
2f
3a
4j
5b
6g
7i
8c
9k
10 e
11 h
Task 2 Writing
1 Ask a student to read the task instructions.

My sister Camila is very pretty. She is tall and
she has long black hair. She is athletic and she
plays in the basketball team. She is very
popular and she has a lot of friends. She is not
very generous (because she doesn't let me to
wear her clothes), but she is trustworthy and
caring. She also has a good sense of humour
and she is very funny.
42
UNIT five If I Was. Lesson 4
Lesson Objectives
to develop reading skills to encourage students to develop their
to present and practise the second imagination
conditional
Task 1 Reading and identifying situations in class.

Task 3 Writing
1 Read the instructions and check understand-
ing. 1 Ask students to read the instructions and
2 Point to the second sentence in the example
and read it. Then read the first sentence and 2 Point to the examples in Task 1.
ask: Do you think the situation is real or imagi-
3 Make students notice that the two clauses in
nary?
the imaginary situations are separated by
commas but the two sentences of the real
3 Encourage students to say Imaginary. Ask:
situations are separated by a full stop.
Why?
4 Accept students' responses.
Key
Key 1 I am a girl. I don't play football.
One can deduce the situation is imaginary 2 I am not a footballer. I am not famous.
because of the words was in the first clause and 3 I am not on vacation. I am not on the beach.
would in the second clause. This structure is 4 I don't have a lot of money. I can't buy an
known as the second conditional in grammar expensive car.
and it is used to describe hypothetical or 5 I am not famous. I don't live in a mansion.
imaginary situations. 6 I am not the president of Ecuador. I can't
spend money on education.
Task 2 Reading and speaking
Task 4 Completing sentences and sharing
1 Ask students to read the instructions and
2 Point to the sentences which express check understanding.
imaginary situations and say: I am going to
choose one situation. Choose one sentence 2 Focus students' attention on the example.
and read it out, loud e.g.: If I was famous, I
would live in a mansion. Tell the students: The 3 Give your own example to clarify
truth is that I am not famous and I don't live in a understanding.
mansion. I live in a small house. Anyway, I like my
little house. 4 Monitor and help if necessary.

3 Ask students to follow your example sharing
1 If I was a boy, I would be a footballer.
ideas with a partner.
2 If I was a girl, I would marry a boy.
3 If I was a boy, I wouldnt wear earrings
4 If I was rich, I would travel around the world.
If I was on vacation, I would be on the beach
5 If I was famous, I would have a lot of fans.
because I love the beach. The fact is that I am
6 If I was the president of Ecuador, I would help
not on vacation and I am not on the beach. I am
43
Lesson 5 Conducting a Survey UNIT five
Lesson Objectives
to provide links with other areas of the to raise students awareness of gender equality
curriculum, e.g. mathematics to develop speaking skills
to review vocabulary related to jobs
Task 1 Activating general knowledge (5 minutes) Students. Write the question as the title of the
graph.
1 Say: "First match these pictures with the words in the
box." Demonstrate the task by pointing at the pic- N.B. Ensure that the students keep a record of their
ture of the pilot and the example. results.

2 Tell the students to do the task in pairs. Task 3 Drawing a graph (15 minutes)
3 Check the task orally and write the answers on the 1 Tell the students to look at the bar graph and the
board. axes on the board.
Key 2 Use your results from the last task to draw a bar
1 pilot graph on the board.
2 doctor
3 bus driver N.B. Do not erase this graph.
4 president
5 priest 3 Tell the students to use the axes in their books
6 builder and draw a graph to represent the results they
have.
1 Introduce the topic. Focus the students attention
on the pictures in Task 1 again. Ask: "What is Task 4 Writing (15 minutes)
unusual about these pictures?" (They are all women
and women do not usually do these jobs). Then 1 Tell the students to read the task instructions
tell the students: "In this lesson, we are going to find silently and check understanding.
out how many of you think women could do these
jobs." 2 Focus the students attention on the information in
the bar graph on the board and ask them to help
2 Bring five students to the front of the class Say: you to write a short example summary on the
"I want to find out how many of you think that board.
women can do the jobs in Task 1."
3 Tell the students to write their summaries
3 Ask the five students if they think a woman could individually.
do each job in Task 1, one at a time. Keep a
record of their answers on the board, e.g. write the 4 Monitor and help the students if necessary.
names of the jobs in Task 1 on the board and then
write no and yes under each job on the board. A possible production model
When a student says he/she thinks that a women Everybody says women can be doctors. All the
could do the job, draw a line next to yes. When a students in the class think women can be doctors.
student says he/she thinks that a woman could Ten students in the class think women could be
not do the job, draw a line next to no. Place in pilots, but ten think that only men should be pilots.
N.B. like the others. Do not erase this information. Nobody thinks women should be builders, but
everybody thinks women can work as bus drivers.
4 Tell the students to do the task. They can either Eight students think a woman could be the president
walk around the class and ask up to twenty of Ecuador, but twelve say that the country should
students or work in groups of at least five students have a male president. There are lots of good
if there is a lack of space. While the students are female doctors in Ecuador. Only five students think
working, copy the axes from the graph in the women should be priests. Fifteen students think
student's book on the board. Label the horizontal priests should be men.
axis with Jobs and the vertical axis with Number of
44
UNIT five Checking My Progress 5
Task 2 Describing physical characteristics

My ideal man is tall but not very tall. He is athletic
and attractive. He is generous and kind. He is
punctual too. He always arrives on time.
Additionally, he is very popular. Everybody likes
him.
Task 3 Grammar review

1 If I was a footballer, I would play football every
day.
2 If I was a rich person, I would live in a big house.
3 If I was a movie star, I would be famous.
4 If I was on vacation, I would be on the beach.
5 If I was a congressman, I would make political
decisions.
45
Lesson 1 UNIT six
PEOPLE AND CULTURES
Lesson Objectives
to develop integrated skills to develop writing skills
to raise awareness about another culture
N.B. Lesson 5 involves making a booklet. The

content of this booklet can be information the
students learn from the unit itself or information
about another culture the students know something
about or want to find out about. Tell the students
well in advance in order to give them time to
prepare.
2 Ask the students for their ideas. Confirm the

correct answer orally.
Key
Egypt
Task 2 Reading and completing a map (15 minutes)
1 Read the task instructions and focus the students

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

board.
Key
1 Morocco
2 Mali
3 Chad
4 Libya
5 Egypt
46
UNIT six People from the Middle East Lesson 1
Task 3 Listening for general idea (10 minutes) We call our God Allah. We pray in mosques and five
times a day. A man called a muezzin calls the
N.B. Please check your pronunciation, stress and villagers to come to the mosque to pray. When
intonation with the CD before teaching. Muslims pray they always kneel towards Mecca, which
is a city in Saudi Arabia and the holy city in the religion
1 Play or read the first part of Audio Script 12 to of Islam.
demonstrate the task. Focus the students attention on I: Well, its been very interesting talking to you, Nabil.
the example. Thank you.
2 Play the CD or read Audio Script 12 once or twice. Key

2 / 1 / 6
3 Ask the students to compare their answers in pairs. 5/3/4
4 Check the task orally and write the answers on the Task 4 Listening for specific information (15 minutes)
board.
Audio Script 12 Life in Egypt intonation with the CD before teaching.
Listen to an interview with Nabil, who lives in a village in 1 Tell the students to read the task instructions silently
Egypt. and check understanding. Focus the students' attention
on the example.
I: Nabil, where do you come from in Egypt?
N: I come from the village of Om Khenan. 2 Play the CD or read Audio Script 12 once or twice.
I: And where is that exactly?
N: Its about 17 kilometres from Cairo, the capital city of 3 Tell the students to compare their answers in pairs for
Egypt. The village is close to the River Nile. one minute.
I: Close to the River Nile?
N: Yes. Most of my country is very dry. Much of Egypt is 4 Check the task orally and write the answers on the
desert. There is very little rain and almost all Egyptians board.
live near the river to be close to the water. We need
the water for our farm. Key
I: Ah. Your family has a farm? 1 Egypt
N: Yes. My father and my grandfather are farmers and 2 Cairo
they grow wheat, cotton and dates. They sell the wheat 3 very dry
and the cotton and we eat the dates. We use the 4 wheat, cotton, dates
leaves from the palm trees that grow on our land too. 5 electric pump
My mother weaves them to make baskets and mats. 6 water wheel (sakia)
I: I see. Do most of your family work on farms? 7 Archimedes screw
N: Yes, but my uncle is a camel driver. The local farmers 8 Islam
pay him to take their crops to the market.
I: So how do you take the water you need from the River Teaching Tip
Nile? The name of the religion is Islam. The people who
N: Well, there are canals that carry the water from the follow the religion are Muslims.
river to cisterns in the fields. Many of these canals
were built thousands of years ago. Task 5 Writing (Homework)
I: Really?
N: Yes. Farmers use different ways of getting the water 1 Read the task instruction and check understanding.
from their cisterns. Some of them use electric pumps
and some of them use a water wheel called a sakia 2 Focus the students attention on the example.
in Arabic. A buffalo walks in a circle around the water
wheel, pulling a pole which turns the wheel. The wheel 3 Ask the students to write their paragraph on paper for
brings water from the cistern and pours it into small homework.
channels.
I: I see. 4 Take the homework in to mark in the next lesson.
N: Other farmers use another type of pump called the
Archimedes screw. It was invented 2,000 years ago. It A production model
is used to lift small quantities of water up from the Egypt is in North Africa. It is bordered on the west by
canal to the fields. Libya, on the south by Sudan and on the north by the Medi-
I: Thats interesting. And, I know that a lot of people in terranean Sea. The capital city is Cairo. Egypt has a very
Egypt are Muslims, Nabil. Are you and your family dry climate. The people grow cotton, dates and wheat, but
Muslim? they have to get water from the River Nile. They get water
N: Yes. Not all the people in Egypt are Muslims. There with electric pumps, with a water wheel (or sakia) or with
are some different religions, for example some people another pump called the Archimedes screw. Some people
are Christian. But, people in Om Khenan are Muslims. in Egypt are Christians, but many people are Muslims.
We follow the religion of Islam. We believe in one God.
47
Lesson 2 Racism UNIT six
Lesson Objectives
to develop extensive and intensive reading skills to raise students awareness of racism and to
to develop writing skills develop positive attitudes towards people of
to review and practise present simple other races.
Teaching Tip someone of the same sex, or someone because

One of the main objectives of this lesson is to they are attractive. Accept all of these.
promote racial equality. In order for the lesson to However, once a student makes a comment about
work well, the teacher must be willing to encourage the race of one of the people in the photographs,
positive attitudes towards people of other races. use this to introduce the theme of the lesson, e.g.
Some sensitivity is also necessary. Tasks 2 and 3 say: "Well, (name), you say you wouldnt like to sit
focus largely on racism against black people. In next to that person because of their race. That is rac-
the case that a teacher has a group in which the ism. Thats what we are going to talk about in todays
majority of students are mestizos or indigenous lesson."
and only one or two students are black, the teacher If the students do not comment on race, this is, of
must take care not to make the black students course, very positive! However, try to introduce the
feel uncomfortable, for example. topic by asking: "What is different about all the peo-
In addition, Tasks 5 and 6 will work differently ple in the photographs?"
depending on the races of the students in the
class. If the students are all of one race, who feel Task 2 Reading for general idea (10 minutes)
that they are sometimes prejudiced against, they
should think of ways to combat racism against 1 Tell the students to read the task instructions
themselves. If the students are all of one race, silently. Check understanding.
who are typically racist against another racial
group, they should concentrate on understanding 2 Explain that the students only have to get the
the feelings of this group and try to think of ways general idea of the text.
to show more respect for people of other races.
N.B. The aim of this task is to introduce the theme
of racism. It is likely that one student at least, will 5 Ask the students to compare their answers in
notice that the people in the photographs are of pairs.
different races and have a preference for one or
more of these. Do not tell the students to choose 6 Check the task orally and write the answers on the
according to race before they begin, but once a board.
student makes a comment concerning race, use
this to introduce the theme. Do not encourage Key
students to make negative comments about the Racism
people in the photographs, but allow them to state
their opinions and simply tell them that racism is Task 3 Reading for specific information (10 minutes)
what they are going to be talking about in this
lesson. 1 Tell the students to read the task instructions
silently.
understanding. 2 Demonstrate the task with an example, if
necessary.
Make sure that they understand it is an oral task 3 Tell the students to do the task individually.
and that they do not need to write.
3 Monitor and listen to the students, but do not
interrupt them to correct them. 5 Check the task orally and write the answers on the
board.
4 Lead a brief classroom discussion. Encourage the
students at random to tell you who they would like Key
to sit next to and who they wouldnt like to sit next 1a
to and why. The students may have many different 2b
reasons for their choice, e.g. they may prefer to sit 3a
next to someone who looks nearer their age, or 4c
48
UNIT six Lesson 2
Task 4 Reading for general information (5 minutes) Differences

Mr. Aguas has been a victim of racism whereas
1 Read the task instructions. Ask the question. Mr. Muoz hasn't.
Emphasise that students have to read the
interview quickly. N.B. Encourage students to realize that there are
more coincidences than differences.
2 Accept students responses.
Key
The same
Task 5 Reading for detailed information (10 minutes)
1 Tell students to read the task instructions and

2 Focus students'attention on the example.
3 Tell students to do the task individually.
5 Check the tasks orally and on the board.
Key
1 true
2 false
3 true
4 true
1 Ask students to read the task instructions and

3 Tell students to work in pairs.
A production model
Similarities
- They both think that there is racism in Ecuador and
in the world.
- They both think that black people are assigned
negative terms.
- They both think that criticisms against black
people are totally inaccurate.
- They both mention education as a tool to defeat
racism.
- They both think racism is wrong.
49
Lesson 3 The Cayapos UNIT six
Lesson Objectives
to develop extensive and intensive reading skills to provide links with other areas of the
to practise the sounds /b/ and /v/ curriculum, i.e. social studies, geography

1 Read the task instructions. board.
2 Lead a classroom discussion. Ask the students the Key

following questions: country: Brazil
diet: sweet potatoes, bananas, papayas, wild
1 What's the average temperature in the tropical rainfor- berries, fruit, honey, roots, fish
est? materials they use from the forest: food, materials
2 What does the highest layer consist of? for their houses and canoes, medicinal plants, vines
3 How big can the tallest trees grow? to weave baskets, dyes to decorate their faces and
4 What can you see in the next layer? bodies
5 What can you see in the lowest layers? things they use for hunting: bows, arrows, spears,
6 What kinds of plants can we find in the tropical rain- blowpipes, poisoned darts, poisonous plants
forest? reasons to protect the rainforest: their way of life
depends on the forest, because much of the earths
3 Encourage the students to give you their ideas. oxygen comes from the Amazon Basin, the rainforest
has plants which could provide a cure for diseases
Key like cancer and AIDS.
1 25 - 35C
2 Emergent trees Task 4 Speaking (10 minutes)
3 Over 50 m
4 The canopy 1 Read the task instructions.
5 Shrubs small trees and plants
2 Put students in pairs.
3 Call a student to the front of the class. Ask him:
1 Tell the students to read the instructions silently. What materials do the Cayapos use from the forest?
Check understanding. Explain to the class that he/she has to answer you
looking at the information in the table.
4 Model the other question. Say: Why should we pro-
3 Monitor and help the students if necessary. tect the forest? Don't encourage students to
answer because they have to perform the
4 Check the task orally and write the answers on the exercises with their classmates.
board.
5 Tell students to talk in pairs.
Key
(d) The Importance of the Rainforest A possible production model
(a) People of the Amazon Basin Student A: What materials do the Cayapos use from
(c) Hunting Techniques the forest?
(b) How the Cayapos Use Materials from the Student B: They use sweet potatoes, bananas and
papayas, wild berries and fruit, honey and roots to
Rainforest eat, materials to build their houses, medicinal plants,
vines to build baskets, materials to make clothing,
Task 3 Reading for detailed information (10 minutes) dyes to decorate their faces and bodies.
1 Read the task instructions and check under- Student B: Why should we protect the forest?
standing. Student A: Because indigenous groups like the
Cayapos make their living from forests. Additionally, a
2 Tell the students to do the task individually. large quantity of the earth's oxygen comes from the
Amazon Basin and the biodiversity found in forests
3 While the students are working, copy the table on could help us to produce medicine to cure some
the board. Then monitor and help the students if diseases.
necessary.

pairs.
50
UNIT six An Aztec Boy Lesson 4
Lesson Objectives
to develop extensive and intensive listening skills to provide links with other areas of the
to present and practise present progressive to curriculum, i.e. geography, history
describe actions going on now

1 Read the task instructions and check understand-
1 Tell the students to read the task instructions and ing.
2 Play or read Audio Script 13 at least twice.
3 Check the answers orally and on the board.
3 Ask the students for their ideas and then tell them
the correct answers. Key
1 false
Key 2 true
1c 3 true
2a 4 false
3c 5 true
Task 2 Listening to share ideas (10 minutes) Task 4 Matching (5 minutes)
1 Tell students to read the task instructions. 1 Ask students to read the task instructions silently.
Check understanding.
2 Ask: Would you like to have been an Aztec?
2 Focus students' attention on the example. Say:
3 Tell students to discuss their answers in pairs. Look, number 1 says: I am resting, so number 1 corre-
sponds to this picture.
Audio Script 13 An Aztec Boy
Listen and decide if the statements are true or false. 3 Monitor and help if necessary.
I am an Aztec boy. I go to a special school for boys 4 Check the answers orally.
who are going to become priests or chiefs. Life is
hard at this school. We sleep on the cold temple Key
floor with just a blanket to cover us. 4 / 2 / 1
3 / 5
This afternoon some of my classmates have gone to
a farm where our vegetables grow. I couldn't go with Task 5 Speaking (10 minutes)
them because I had to study.
1 Read the task instructions and check understand-
Right now they are picking tomatoes, sweet ing.
potatoes, chillis and corn. Some of my other friends
are probably playing a ball game. I like to spend time 2 Give an example. Point to a picture and describe it.
with my friends but I miss my family. They live in a
house surrounded by a garden wall. I am sure that 3 Ask students to take it in turns to describe the
as I write my mother is weaving wall hangings to pictures.
decorate the house. My father is a merchant. He is
travelling at the moment. A possible production model
His mother is weaving or His mother is working show
A possible production model for al the pictures at home.
Yes, I would like to have been an Aztec because they
lived a natural life. N.B. Tell students to bring information about a culture
Or they would like to know about or they already know
No, I would not like to have been an Aztec. I think about for the next class. Ask them to be prepared to per-
they had a hard life. form in front of the class. Encourage them to be cre-
ative, maybe preparing a costume to make their presen-
tation fun. The students could work either individual-
ly, in pairs or in groups.
Task 3 Listening for specific information (10 minutes)
51
Lesson 5 A Role Play UNIT six
Lesson Objectives
to develop speaking skills to introduce variety by means of researching
to provide links with other areas of the about different cultures and by means of role
curriculum, i.e. geography, social studies playing
Task 1 Choosing roles (45 minutes)
1 Tell students to organize their notes about the

culture they prepared the day before.
2 Then ask them to present their information for the

class.
3 After each presentation the student has to ask

what the culture is and the class must try to
guess.

We travel in the desert on camels. Water is a luxury
for us. These are our clothes. They are mainly white
because of the hot weather. We never stay in the
same place very long.
Class: You are Beduins!
52
UNIT six Checking My Progress 6
Task 2 Matching
Key
1c
2d
3e
4b
5a
Task 3 Writing true or false
Key
1 true
2 true
3 true
4 true
53
Lesson 1 ENGLISH-SPEAKING COUNTRIES UNIT seven
Lesson Objectives
to build on the students existing knowledge of to provide links with other areas of the
the United Kingdom curriculum, i.e. social studies, geography, history
to develop extensive and intensive reading skills to develop speaking skills
1 Read the task instructions. Point at the questions.

Say them aloud.

silently. Check understanding.

board.
Key
1 Scotland, England and Wales
2 Great Britain (Scotland, England and Wales) and
Northern Ireland
3 Flag d
54
UNIT seven The United Kingdom Lesson 1
Task 3 Reading for specific information (15 minutes) B: 77,080 square kilometres.
A: What are the main languages?
1 Ask the students to read the task instructions B: English. About 100,000 people also speak
silently. Check understanding and demonstrate the Scottish Gaelic.
task with an example. Copy the first row of the A: What is the average temperature?
table onto the board and ask: "How big is the Unit- B: The average temperature in July is 15C and in
ed Kingdom?" and write the correct answer next to January it is 5.6C.
area. A: What natural resources does Scotland have?
B: Coal, oil and forestry and fishing resources.
A: What is the capital of Northern Ireland?
3 Monitor and help the students if necessary. B: Belfast.
A: How big is Northern Ireland?
4 Ask the students to compare their answers in B: 13,483 square kilometres.
pairs. A: Which languages do people speak?
B: Most people speak English and a few people
5 Check the task orally and write the answers on the speak Irish Gaelic.
board. A: What is the average temperature?
B: The average temperature is 14.4C in July and
Key 4.4C in January.
area: 242,752 sq km A: What natural resources does Northern Ireland
capital: London have?
official language: English B: Sand, iron ore and coal.
other languages: Welsh and Gaelic
religion: Christianity B: What is the capital city of England?
currency: Sterling A: London.
B: How big is England?
Task 4 Speaking (15 minutes) A: 130,423 square kilometres.
B. What is the main language?
1 Organize the students into pairs. Tell them that A: English.
each pair should have a Student A and a Student B: What is the average temperature?
B. A: The average temperature is 16.1C in July and
4.4C in January.
2 If necessary, demonstrate the task by bringing two B: Which natural resources does England have?
students to the front of the class to perform part A: Coal and natural gas.
of the task.
B: What is the capital city of Wales?
3 Focus the students attention on the examples to A: Cardiff.
help them. B: How big is Wales?
A: It has an area of 20,761 square kilometres.
4 Make sure that the Student Bs turn to the correct B: What language do the people speak?
pair work activity in the back of their Students A: The main language is English and 20% of the
Books. population also speak Welsh.
B: What is the average temperature?
5 Monitor and help the students if necessary. A: The average temperature is 15.6C in July and
5.6C in January.
N.B. Make sure that the students do not look at B: Which natural resources does Wales have?
each others tables. Remind them that it is a A: Iron ore and coal.
speaking and listening activity.

A: What is the capital of Scotland?
B: Edinburgh.
A: How big is Scotland?
55
Lesson 2 British People in Ecuador UNIT seven
Lesson Objectives
to present and practise both ... and and neither ... to develop speaking and writing skills
nor and both of, neither of to describe to build students awareness of foreigners
similarities views on aspects of life in Ecuador
to develop extensive and intensive listening skills
Task 1 Activating general knowledge (5 minutes) friends. And I miss British summers when it stays light until
8 oclock .. oh and English soap operas!
1 Read the task instructions. Focus the students attention on
the headings and write them on the board. Give an example. I: How long have you lived in Ecuador, Steve?
Say: "For example, I think foreigners like ceviche. I dont think S: Three and a half years.
they like guinea pig." Write: ceviche and guinea pig under the I: And do you like living here?
corresponding headings on the board. S: Yes. I like the mountain scenery. And I like the thermal
2 Organize the students into pairs to do the task. baths. I like speaking Spanish too. And I like all the
3 Monitor and help the students if necessary. different kinds of fruit, especially naranjilla and guanabana.
I: Is there anything you dont like?
A possible production model S: Well, the cities are not as safe as they were before. There
Things foreigners like about Ecuador are a lot of robberies. And Ive also had a lot of health
Places to visit, e.g. the Galapagos Islands, the jungle, etc problems especially problems with my stomach from the
Music and dance, e.g. salsa food, amoebas and things like that. And I dont like the way
Handicrafts and markets bus drivers drive. They drive too fast.
Ecuadorian people I: How do you think British people are different from or similar
The sunny weather to Ecuadorians?
S: I think that Ecuadorians look after members of their families
Things foreigners dont like about Ecuador much better than British people. But they are not as
Problems, e.g. strikes considerate to people they dont know very well. British
Some kinds of food, e.g. guinea pig people are more wasteful too. They throw away things that
Crime Ecuadorians use again. British people are more punctual,
Places which are dirty and have a lot of rubbish or litter though.
I: And what do you miss about Britain?
Task 2 Listening for general idea (10 minutes) S: I miss being able to see my family and friends regularly.
And I miss British films and British food.
N.B Please check your pronunciation, stress and
intonation with the CD before teaching. Key
The things they like about living in Ecuador ()
1 Ask the students to read the task instructions silently and The things they dont like about living in Ecuador ()
check understanding. Differences between Ecuadorian and British people ()
2 Play the CD or read Audio Script 14 once or twice (or until Similarities of Ecuadorian and British people ()
most of the students have completed the task). Things they miss about Britain ()
3 Copy six boxes onto the board to check the task.
4 Check the task orally and tick the appropriate boxes on the Task 3 Listening for detailed information (10 minutes)
board.
1 Ask the students to read the task instructions silently and
Audio Script 14 British People in Ecuador check understanding.
Listen to two interviews with British people living in Ecuador. 2 Focus the students attention on the example. Ask them to
read the ten questions carefully before they listen.
I: How long have you lived in Ecuador, Vicki?
V: Ive been here for nearly a year. N.B. Tell the students to listen to the interview with Vicki
I: And do you like living here? first and write V next to all the corresponding questions and
V: Yes! There are lots of great things about living in Ecuador. I then listen to Steve and add S where appropriate. Pause the
like waking up in the morning and being able to see the CD between the interviews to allow the students time
mountains from my bedroom window. And I like salsa to check what they have written.
music. I like some kinds of Ecuadorian food too.
I: Which kinds? 3 Play the CD or read Audio Script 14 once or twice (or until
V: I like seafood. And I like fritada! I love the markets too. most of the students have completed the task).
They are very colourful and vibrant and you can buy so many
kinds of fruit. 4 Ask the students to compare their answers in pairs.
I: Is there anything you dont like about living here?
V: Well. Theres a lot of pollution from the old buses. And 5 Check the task orally and write the answers on the board.
people drive very dangerously, especially the bus drivers.
I: How is living in Ecuador different from living in Britain? Key
V: Living in Ecuador is not as expensive as living in Britain. 1 V S
Erm. The weather is better here too. Its strange for us to 2 V
have sunshine in December, for example. 3 V S
I: And how are Ecuadorians different from British people? 4 V S
V: Well, Ecuadorians are not as punctual as British people. 5 V
They often arrive late. And the customer service here is not 6 V S
as good as British customer service. People are not as 7 V
helpful in banks and shops, for example. But I think Ecua- 8 S
dorian people have a good sense of humour like British peo- 9 S
ple. 10 V S
I: And what do you miss about Britain?
V: I miss my family, especially at Christmas. And I miss my
56
UNIT seven Lesson 2
Task 4 Language awareness (10 minutes) 8 true

9 false
1 Read the task instructions. Check understanding. 10 true
2 Focus the students attention on the examples and Task 5 Speaking and writing (10 minutes)
refer back to Task 3 to demonstrate the task.
Read the first statement: Both Vicki and Jim like the 1 Ask a student to come to the front of the class to
mountains in Ecuador. Then tell the students to demonstrate the task.
look at the first question in Task 3. Ask: "Does
Vicki like the mountains?" (Yes) "Does Steve like the 2 Ask the student questions to find similarities
mountains?" (Yes) "So, both Vicki and Steve like the between your likes and dislikes, e.g. "Do you like
mountains. Thats true." llapingachos?" "Do you like bungee jumping?" etc.
Then read the fourth statement: Neither Vicki nor When the student says yes to something you also
Steve think bus drivers drive safely. Then like, say: "Both of us like " and write the sen-
tell the students to look at question number 4 in tence on the board. When the student says no to
Task 3. Ask: "Does Vicki think that bus drivers drive something you also dont like, say: "Neither of us
safely?" (No) "Does Steve think that bus drivers drive like " and write the sentence on the board.
safely?" (No) "So neither Steve nor Vicki think bus
drivers drive safely. Thats true." Teaching Tip
We can put both of before nouns and pronouns to
3 Ask the students: "What is the difference between describe similarities.
both and and neither nor?" (Both and is affir-
mative. Neither ... nor is negative). Ask: "Which e.g. Both of us like Ecuadorian food.
talks about similarities?" (Both both ... and and nei-
ther nor describe similarities). We can use neither of before a noun or a pronoun
to describe similarities. We use a singular verb in
Teaching Tip the formal style. In the informal style a plural verb
We can put both before nouns and pronouns to is used.
describe similarities.
e.g. Neither of us likes cold weather. (formal)
e.g. Both Juan and Jaime like ceviche. Neither of us like cold weather. (informal)
We use the structure neither ... nor to join two 3 Organize the students into pairs to do the task.
negative ideas. (It is the opposite of both ... and).
e.g. Neither Mara nor Barbara like salsa music.
5 Ask students at random for the similarities they
N.B. It is more formal with neither...nor to use the sin- found and write them on the board.
gular 3rd person form of the verb after two subjects,
e.g. Neither Mara nor Barbara likes salsa music. How- A possible production model
ever, in an informal style we can use a plural verb after 1 Both of us like ceviche.
two subjects joined by neither . nor. 2 Neither of us can dance salsa very well.
3 Both of us like travelling by bus.
4 Ask the students to do the task individually. 4 Both of us like the beach.
5 Neither of us like very hot weather.
5 Monitor and help the students if necessary. 6 (Use last picture, ex. Both of us have good
friends).
6 Tell the students to compare their answers in pairs.

board.
Key
1 true
2 false
3 true
4 true
5 false
6 true
7 true
57
Lesson 3 A British Celebration UNIT seven
Lesson Objectives
to build on students' knowledge of British culture to develop writing skills
to develop extensive listening skills
to develop intensive listening skills
Task 1 Activating general knowledge (5 minutes) Task 4 Speaking and making notes (10 minutes)
1 Read the task instructions. Check understanding and 1 Tell the students to read the task instructions silently.
focus the students attention on the questions. Check understanding and focus the students attention
on the examples.
2 Organize the students into small groups to do the task.
Task 2 Listening and checking (10 minutes)
N.B. Check your pronunciation, stress and intonation with
the CD before teaching. event place people/things
- eating grapes - at home - 12 grapes
1 Read the task instructions and check understanding. at midnight
Focus students' attention on the sentences and on the - burning a - on the streets - group of friends
example. dummy or relatives
2 Play the CD or read Audio Script 15 at least twice. - a dummy
- wearing yellow - anywhere! - pair of yellow
3 Check the task orally. snickers for snickers
good luck
Audio Script 15 A British Celebration - running around - around a block - with a suitcase
the block at in your
Listen and match the sentence halves. midnight neighbourhood
On 31st December we celebrate Hogmanay here in
Scotland. Hogmanay is the name given to New Year's Eve Task 5 Writing
in Scotland. My family and I always go to a Scottish eve-
ning of party and entertainment. At midnight it's tradi- 1 Ask students to read the task instructions. Check
tional to stand in a circle, link arms and sing a song writ- understanding. Make it clear that they need a separate
ten by the famous Scottish poet Robert Burns. piece of paper.
First footing is also a New Year's tradition in Scotland. This
is when people go from door to door visiting friends and 2 Tell students to look at the information they've got in the
relatives. They give and receive presents, which are usually table in Task 4.
food and drink.
In other parts of Britain, there are other traditions too. 3 Monitor and help if necessary.
Some people..
Key 15th December
1 New Year's Eve or Hogmanay in Scotland. 2006
2 It takes place on the night of 31st December.
3 Some people are singning a traditional song. Some Dear Steward,
people are visiting neighbours with presents. A man with
dark hair is taking a piece of coal to his neighbour to Today we learnt about some British celebrations on the
bring good luck. The doors are open to welcome the new
year and let the old year out. night of 31st December, and I thought that it would be
interesting for you to know about some Ecuadorian
traditions on that day too.
My family and I celebrate New Year's Eve by inviting friends
1 Ask students to read the task instructions. Check and relatives to come over. We dance a lot and have a big
understanding and demonstrate the task with the given dinner.
example.
At midnight we listen to a New Year's message on the
2 Play the CD or read Audio Script 15 at least twice. radio and at 12 o'clock we wish everybody a happy new
year. Then we go outside and burn a dummy. It is usually
3 Check the task orally and on the board. big and represents an Ecuadorian celebrity. The burning of
the dummy means that we burn and bury the past year.
Key
1b What do you think of our traditions? Please write soon!
2e
3d Good luck,
4c
5a Maritza
58
UNIT seven Other English-Speaking Countries Lesson 4
Lesson Objectives to develop writing skills

to build on students' knowledge of other to provide curriculum links with other areas
English-speaking countries i.e. geography
to develop intensive reading skills to develop speaking skills
Task 1 Getting general information (10 minutes) Task 3 Speaking (20 minutes)
1 Read the task instruction. Ask Which coun- 1 Read the task instructions and check
try is larger? understanding.
2 Encourage students to answer. 2 Put students into pairs to talk about either the
United States or Australia.
Key
The United States A possible production model
I'm going to tell you about the United States of
Task 2 Reading and writing (15 minutes) America. It has an area of 9,372,614 sq km.
Its capital city is Washington, D.C. This country
1 Ask students to read the task instructions is the major world producer of maize, soya
silently. beans, tomatoes, oranges, peaches, cheese,
beef and chicken. Additionally it has a variety of
2 Focus students' attention on the notes in the minerals.
table.
3 Ask students to do the task.

1. The United States of America has an area
of 9,372,614 sq km. Its capital city is
Washington, D.C. This country is the major world
producer of maize, soya beans, tomatoes, orang-
es, peaches, cheese, beef and chicken. Addi-
tionally, it has a variety of minerals.
The currency is the dollar and the majority of
people are Christian, Jewish and Muslim.
2 Australia has an area of 7,682,300 sq km. Its

capital is Canberra. This country is rich in
resources. It has unique and varied animals and
plants. Additionally, it has cattle, sheep,
kangaroos, and emus (an animal similar to an
ostrich). The eucalyptus is the most famous
native Australian tree. The currency is the Aus-
tralian dollar. The majority of the population are
Christian.
59
Lesson 5 An English Song UNIT seven
Lesson Objectives
to intoduce variety by means of as song
to listeng for specific and the detailed
information
Task 1 Activating general knowledge (5 minutes) check understanding.

2 Play the first part of the song. Focus students
1 Read the task instructions and check understand- attention on the example.
ing. 3 Continue playing the rest of the song.
2 Give an example. Say: "I think sincerity is related to
friendship." Key
3 Ask the students at random for the words they 1 are 6 close
thought. Write them on the board. 2 troubled 7 think
3 need 8 be
A possible production model 4 loving 9 your
sincerity, honesty, affection, communication, support, 5 is
care, closeness, love, understanding
Task 4 Listening for specific information. (10 minutes)
Task 2 Listening for specific information. (10 minutes)
1 Ask students to read the task instructions and check understanding.
check understanding. 2 Play the CD. Focus the students attention on the
3 Play the beginning of the song. Ask if the students example.
know the title of it. 3 Continue playing the CD.
Audio Script 16 Youve Got a Friend Key

1 You just call out my name
Listen to the song and do the tasks. 2 and you know wherever I am
3 Ill come running to see you again
When you are down and troubled 4 winter, spring, summer or fall
and you need some loving care 5 all you have to do is call
and nothing, nothing is going right 6 and Ill be there, yes I will
close your eyes and think of me 7 youve got a friend
and soon I will be there
to brighten up even your darkest night. Task 5 Matching (5 minutes)
You just call out my name 1 Ask students to read the task instructions and
And you know wherever I am check understanding.
Ill come running to see you again 2 Play the CD. Focus the students attention on the
Winter spring summer or fall example.
All you have to do is call 3 Monitor and help if necessary.
And Ill be there, yes I will
Youve got a friend Key
1 b 2 d 3 a 4c
If the sky above you looks dark and full of clouds
and that old north wind begins to blow Task 6 Selecting words (5 minutes)
keep your head together and call my name out loud
soon you will hear me knocking at your door 1 Ask students to read the task instructions and
Not ain't it good to know that you've got a friend 2 Play the CD. Focus the students attention on the
when people can be so cold example.
they will hurt you, yes and desert you 3 Monitor and help if necessary.
and take your soul if you let them
Oh but don't you let them. Key
Not aint it very good to know that youve got a friend
Key when all people can be so cold
Youve got a friend they will ask you, yes an then desert you
and take your sweet soul if you let them
Task 3 Listening for detailed information (10 minutes) Oh but either dont you let them.
60
UNIT seven Checking My Progress 7
Task 2 Writing sentences
Key
1 Both Sandra and Joe like traditional Ecua-
dorian food.
Neither Sandra nor Joe like traditional Ecua-
dorian food.
2 Both Peter and Jim criticize the traffic in Quito.

Neither Peter nor Jim criticize the traffic in
Quito.
3 Both Janet and her family think life in Ecuador

is different from life in England.
Neither Janet nor her family think life in Ecua-
dor is different from life in England.
4 Both Sam and Gill like the weather in our

country.
Neither Sam nor Gill like the weather in our
country.
61
Lesson 1 Taking care of youR body UNIT eight
Lesson Objectives
to build on students' knowledge of to develop speaking skills
vocabulary related to the body to develop links with other areas of the
to develop intensive reading skills curriculum, e.g. biology
Task 1 Vocabulary development (5 minutes) 3 heart

4 stomach
1 Read the task instructions. Check understand- 5 intestine
ing and focus the students attention on the 6 brain
example. 7 diaphragm
8 ribs
2 Organize the students into pairs to do the 9 lungs
task.

on the board.
Key
1 brain
2 trachea
3 ribs
4 lung
5 heart
6 diaphragm
7 stomach
8 veins
9 large intestine
10 small intestine
11 sexual organs
Task 2 Reading and completing descriptions

(10 minutes)
1 Read the task instructions. Check

understanding.
2 Ask students to work in the same pairs as in

Task 1to do the task.
3 Focus studentsattention on the example.
4 Monitor and help students if necesary.

on the board.
Key
1 sexual organs
2 veins
62
UNIT eight Functions of the Body Lesson 1
Task 3 Reading and speaking
1 Put students into pairs, A and B.
2 Tell Students A to read The Effects of Alcohol

Part 1 and tell Students B about the effects of
alcohol on the central nervous system.
3 Tell Students B to go to page 103 in the Pair

Activities Section and read The effects of the
Alcohol Part 2 and tell students A about the
effects of alcohol on the reproductive system.
63
Lesson 2 The Dangers of Drinkdriving UNIT eight
Lesson Objectives
to develop extensive and intensive reading skills to raise awareness of the dangers of drinkdriving
to present and practise expressions of quantity to provide information about social organizations
Task 1 Activating general knowledge

(5 minutes) Key and production model
The Reproductive System
1 Read the task instructions. Check Effects of alcohol:
understanding. Men: irreversibly testicular atrophy
Possible result: impotence, sterility
2 Organize the students into pairs to do the Women: amenorrhea
task. possible result: infertility
Unborn child: foetal syndrome
The Circulatory System
4 Ask the students for their ideas. Then tell Effects of alcohol:
them the correct answers and write them on (a) alteration in the heart beat
the board. (b) increased blood pressure
Key The Digestive System

1 c Effects of alcohol:
2 b (a) abdominal pain
3 c diarrhoea
4 a (c) vomiting
Problems affecting the liver:
Task 2 Reading for general information (d) hepatitis
(e) cirrosis
1 Tell students to read The Dangers of Drink-
driving. Ask: What happened to Andrs? The Central Nervpus System
Effects of alcohol:
2 Encourage students to answer. (a) changes in behaviour
(b)mental blackouts
Key (c) sleeping problems
Andrs died. (d) visual and auditory hallucinations
Task 3 Reading and speaking (10 minutes)
1 Read the task instructions and check under-

standing.
2 Organize students into pairs.
3 Ensure that students B go to page 103 and

see their instructions.
4 Focus studentsattention onn the questions at

the bottom of page 63.
5 Monitor an help if necessary.
64
UNIT eight Lesson 2
Task 3 Reading for detailed information (10 minutes) many in the sentences on the board. Elicit the answer
and help the students by pointing at alcohol and asking:
1 Read the task instructions and focus the students "Can you count alcohol?" (No). and pointing at cars and
attention on the questions. asking: "Can you count cars?" (Yes). Try to encourage the
students to tell you the rules. (See Teaching Tip).
2 Tell the students to read the text again and make notes
in response to the three questions on a piece of paper. 6 Ask the students the fifth question. Confirm the correct
Tell them to do the task individually. answer and underline the affirmative forms in the
sentences on the board (in a different colour, if
3 Monitor and help the students if necessary. possible).
4 Organize the students into pairs and ask them to 7 Ask the students the last question. Point to a few and a
compare their ideas. Tell them to do the task orally. little in the sentences on the board. Help the students
by pointing to bottles and asking: "Can you count bot-
5 Check the task orally. Lead a class discussion. Ask tles?" (Yes) "Can you count beer?" (No) Encourage the stu-
students at random for their ideas and answers to the dents to tell you the rules. (See Teaching Tip).
questions. Ask: "(Name), who do you think was to blame?
How many people do you think suffered? How do you think Teaching Tip
the young people could have celebrated safely?" A lot of is used to talk about large quantities.
Key Much and many are used in negative sentences to talk

1 Andrs mother was to blame because she lent her son about quantity. Much is used with uncountable nouns
the car to go out celebrating. and many is used with countable nouns.
Andrs two friends and his girlfriend were to blame
because they bought alcohol with him. A few and a little are used in affirmative sentences to
Andrs was to blame because he was drinking and talk about small quantities. A few is used with
driving dangerously. countable nouns. A little is used with uncountable
nouns.
2 Andrs and the lorry driver died (although perhaps they
did not suffer). Key
Andrs girlfriend is paralyzed. 1a
Fausto and Luis were injured. 2 b, c, d
The wife and children of the lorry driver suffered terribly. 3 c, e
Andrs family suffered terribly. 4 Much is used with uncountable nouns.
Mnicas family suffered terribly. Many is used with countable nouns.
5 a, b, d
3 They could have celebrated without alcohol, e.g. they 6 A few is used with countable nouns.
could have gone on a trip in the car without drinking. A little is used with uncountable nouns.
They could have had a party or had a few drinks without
taking the car. They could have stayed in one place, or Task 5 Grammar practice (10 minutes)
taken a taxi, etc.
1 Ask the students to read the task instructions silently.
Task 4 Language awareness (10 minutes) Check understanding and focus the students' attention
on the example.
N.B. Do this task as a whole class. Before you begin copy
sentences a,b,c,d,e onto the board. 2 Tell the students to do the task individually.
1 Read the task instructions. Tell the students to read the 3 Ask the students to compare their answers in pairs.
sentences a to e.
2 Ask the students question 1. Confirm the correct board.
answer and write it on the board. Check understanding
by drawing two glasses on the board. With a piece of Key
chalk draw a lot of water in one glass (so that it is full) 1 much
and a little in the other glass (so that it is almost 2 a little
empty). Number the pictures 1 and 2. Ask the 3 a few
students: "Which picture shows a lot of water?" (The first 4 a few
picture). 5 many
6 a little
3 Ask the students the second question. Confirm the
correct sentence and write it on the board. Point at the
glass with a little water on the board and say: "This is a
small quantity, for example a little water."
4 Ask the students the third question. Confirm the correct

answer and underline the negative forms in the
appropriate sentences on the board.
5 Ask the students the fourth question. Point to much and
65
Lesson 3 A Survey UNIT eight
Lesson Objectives to provide links with other areas of the

to develop speaking skills curriculum, e.g. mathematics
to develop writing skills to provide variety in the form of project work
Task 1 Interpreting statistics (5 minutes)

1 Say: "Look at the following statistics about Ecuador-
ians and alcohol." A possible production model
2 Give the students a few minutes to read the Task 4 Writing (10 minutes)
figures.
1 Read the task instructions and focus the students
3 Discuss the graphs with the students. attention on the example. If necessary, dem-
onstrate the task by focusing the students atten-
4 Encourage them to express their reactions by tion on the first graph in Task 1 and asking them
asking questions, e.g "Does anything surprise you to tell you how to write a summary. As you elicit
about the statistics in the first / second / third graph? the information from the students, write the sum-
Why?" mary on the board.
Task 2 Speaking (20 minutes) 2 Tell the students to do the task individually.
1 Tell the students to each choose one of the 3 Ask one student who finishes first to write his or
questions in Task 1. Tell them to choose the one her paragraph on the board. Ask the other
they think is the most interesting to ask other students to help you correct the summary.
students.
N.B. If the students make posters, they can include
2 Tell the students to interview 20 people and the summary on their posters. They can also
remind them to keep a record of their results. present their findings orally to the rest of the class.
3 Monitor and help the students if necessary. A possible production model

Ten students in the class said they had never drunk
Task 3 Drawing a graph (10 minutes) alcohol. Five students said they had drunk alcohol
before they were 15 years old. Five students said
1 Focus the students attention on one of the graphs they had drunk alcohol for the first time when they
in Task 1. Ask them: "What do the numbers on the were over 15.
vertical axis represent?" (The number of students)
"What is written on the horizontal axis?" (The stu-
dents responses). "What do you write at the top of
the graph?" (The title, to say what the graph
shows).
2 Encourage the students to label the axes on their

graphs and write the appropriate title.
N.B. The students can either draw their graphs in

their Students Books or on a large piece of paper
to display on the classroom wall.
66
UNIT eight Healthy Eating Lesson 4
Lesson Objectives
to build on students' knowledge of adverbs of to develop writing skills
quantity
to practise past simple
Task 1 Grammar awareness (25 minutes)

understanding.
4 Check the answers orally and on the board.
Key
1c
2a
3c
4c
5b
6b

understanding.

Yesterday I ate a little cereal, a few biscuits, a
lot of fruit and drank a lot of milk for breakfast.
For lunch I ate a lot of vegetables, a few
potatoes and a little rice. I drank a lot of orange
juice. In the evening I went to the movies with
some friends and I had a lot of popcorn and
many sweets.
67
Lesson 5 Wordsearch UNIT eight
Lesson Objectives to introduce variety by means of a game

to review and practise vocabulary related to to practise the pronunciation of some parts
the human body of the body
Task 1 Vocabulary practice (20 minutes) 6 Pass the turn to group B and follow the same
procedure. The winner is the group which
1 Read the task instructions and check scores more points.
understanding.
7 You may exapand the game by asking each
2 Focus students' attention on the example. group to spell the words after they hear them.
3 Monitor and help if necessary. Audio Script 17 The Pronunciation Game

Listen and say the words.
Key
Across 1 brain
1 sexual organs 2 sexual organs
4 brain 3 veins
6 veins 4 large intestine
7 heart 5 small intestine
9 lung 6 heart
10 diaphragm 7 lung
8 stomach
Down 9 diaphragm
1 stomach 10 trachea
2 rib 11 ribs
3 liver
5 intestine
8 trachea
Task 2 Playing a Pronunciation Game

(20 minutes)
N.B. Check your pronunciation, stress and into-

nation with the CD before teaching.
1 Divide the class into two teams, A y B.
2 Prepare some flash cards with the names of

some parts of the human body.
3 Play the CD or read Audio Script 17.
4 Ask the students to say the words.
5 Show a card to Team A. Wait for students to

say the word. If they pronounce correctly they
get a point if they fail, they miss a point. Keep
a record on the board.
68
UNIT eight Checking My Progress 8
Task 2 Completing a text
Key
1 a lot
2 little
3 much
4 little
5 few
6 few
7 many
8 many
9 a lot of
10 few
11 a lot
12 a lot
Task 3 Deciphering initials
Key
1 circulatory system
2 digestive system
3 respiratory system / reproductive system
4 nervous system
5 Alcoholics Anonymous
69
Lesson 1 ENTERTAINMENT UNIT nine
Lesson Objectives
to develop extensive and intensive listening to present and practise expressions to describe
skills likes and dislikes
to review present simple to develop speaking skills
Task 1 Vocabulary development (5 minutes) really late, Narcisa. Id prefer to go earlier.

N: Thats true.
1 Read the task instructions and check understanding. W: What about this one?
2 Demonstrate the task with the given example. Point to N: What kind of films that?
the picture as you speak. W: Its a thriller. It got really good reviews.
3 Tell the students to do the task individually. N: Great! I love thrillers. What time does it start?
4 Monitor and help the students if necessary. W: Seven thirty. So weve got about an hour.
5 Check the task orally and write the answers on the N: Perfect!
board.
Key
Key b c d e f
science fiction film (c)
horror film (f) Task 3 Listening for specific information (10 minutes)
thriller (e)
comedy (b) N.B. Please check your pronunciation, stress and
romantic film (d) intonation with the CD before teaching.
action film (a)
1 Read the task instructions and check understanding.
Say: "Are you going to tick all the films?" (No). "Which ones
Task 2 Listening for general idea (10 minutes) are you going to tick? " (The ones Washington and Narci-
sa like). "Which ones are you going to put a cross for?
N.B. Please check your pronunciation, stress and (The ones Washington and Narcisa do not like). "Which
intonation with the CD before teaching. ones are you going to put a question mark for?" (The ones
we do not know if they like or not).
1 Ask the students to read the task instructions silently
and check understanding. 2 Play the CD or read Audio Script 18 once or twice. If you
2 Play the CD or read Audio Script 18 once or twice. have a CD player, copy the table on the board while the
3 Ask the students to compare their answers in pairs. students are listening.
board. 3 Ask the students to compare their answers in pairs. If
you dont have a CD player, copy the table on the board
Audio Script 18 An Evening Out while the students are working.
Listen to two friends talking about an evening out. 4 Check the task orally and write the answers in the table
on the board. Say: "Tell me the films Washington and Nar-
N: So, what shall we do this evening, Washington? cisa like." and tick the correct answers. Continue with the
W: Lets go to the cinema. same procedure with the other two options.
N: Is there anything good on?
W: Well, I was just looking in the newspaper here and Key
theres a really good science fiction film
N: Oh Washington! Nooooo!! You know I hate science
fiction films.
Sience comedies romantic horror thrillers action
W: But this is a really good one!
Fiction films films films
N: Oh no, please, lets find another film. Isnt there a
W X X ?
comedy?
N X X ?
W: Only a really terrible one.
N: Let me see. Well, its not terrible, but Ive already
seen it.
W: Well, Im not very keen on comedies anyway. And were
not going to see a romantic film! I cant stand them!
N: Well, I dont like romantic films either, so dont say it
like that. Theres a horror film on, look.
W: Mmm. Yes, Im quite fond of horror films. But its on
70
UNIT nine An Evening Out Lesson 1
Task 4 Language awareness (5 minutes) 2 Demonstrate the task. Ask two students to come
to the front of the class. Say: "Lets decide
1 Read the task instructions and focus the where to go tonight." Encourage the students to
students attention on the example. choose a place. Then state your likes and
dislikes. (Disagree with them to keep the
2 Ask the students to do the task individually. conversation going!, e.g. "No! I cant stand bowling.
Lets do something else." "Well, Im not very keen on
3 Monitor and help the students if necessary. Chinese food. What else can we do?" etc.)
4 Tell the students to compare their answers in 3 Organize the students into groups of about four to
pairs. do the task.
5 Check the task orally and write the answers on 4 Walk around and listen to the students. Help if
the board. necessary.
Key 5 Ask some students at random for their choices.

I hate science fiction films. (5)
I can't stand romantic films. (4)
I'm not keen on comedies. (3)
I'm fond of horror films. (2)
I love thrillers. (1)
1 Demonstrate the task. Ask a student to come to

the front of the class. Ask him or her questions
about his or her likes and dislikes with regard to
films, e.g. "What do you think of horror films?" etc.
Encourage the student to use the expressions in
Task 4. When you agree with one of his or her
likes and dislikes, say: "So we have something in
common." Then write the similarity on the board,
e.g. Neither of us can stand science fiction films. Both
of us love comedies. etc.
3 Monitor and listen to the students.

A: I love action films.
B: Do you? I'm not very keen on action films.
A: I hate comedies.
B: Do you? I'm fond of comedies.
A: I can't stand romantic films.
B: No, I hate them too.
A: So, both of us hate romantic films.

silently.
71
Lesson 2 A Letter to a Friend UNIT nine
Lesson Objectives
to review the use of articles to develop extensive and intensive reading skills
to review and practise expressions to describe to teach students how to write an informal letter
likes and dislikes to develop writing skills
Task 1 Grammar revision (5 minutes)

understanding.
Key
None of the sentences need the, because they all
talk about things in general.
Task 2 Reading for general information (10 minutes)

2 Explain that the students only have to get the

general idea of the text.
3 Tell the students to read the text silently.

pairs.
6 Check the task orally and write the correct answer

on the board.
Key
1a
2b
3c
4b
72
UNIT nine Lesson 2
Task 3 Reading for specific information (10 minutes) Task 5 Writing (20 minutes)
1 Tell the students to read the task instructions 1 Ask the students to make a list of their likes and
silently. dislikes.
2 Demonstrate the task with the given example. 2 Tell the students to use their notes to do the task.
3 Ask the students to do the task individually. 3 Walk around monitoring. Help the students if
necessary.
4 Walk around monitoring. Help the students if
necessary. A production model
Quinind, 26-8-2006
board. Dear Melanie,
Key Thanks for your letter. I had a really wonderful

1 true weekend. On Saturday I went to Mindo to walk in
2 true the countryside. I love nature. I saw some orchids
3 true and birds. It was great. Do you like nature? On
4 false Sunday I went swimming with my friends. It was
5 false lovely. We spent the whole day there. My family
6 false played basketball and football. I did not play with
7 false them because I'm not keen on team sports.
8 false Please write soon! Send me a postcard of a place
you visited recently.
Task 4 Developing writing skills (5 minutes)
Best wishes,
Magdalena
2 Demonstrate the task with the given example.
5 Tell the students to compare their answers in

pairs.

board.
Key
(6) Love from,
(5) Please write soon!
(2) Dear ...
(4) under the greeting
(3) a comma (,)
(1) the date and sometimes the place
N.B. Focus the students attention on the tip about

ending letters.
73
Lesson 3 An Ecuadorian Festival UNIT nine
Lesson Objectives
to develop intensive reading skills to extend students knowledge of Ecuadorian
to develop speaking skills culture
Task 1 Activating general knowledge (10 minutes) 4 Monitor and help the students if necessary.
1 Read the task instructions and check under- 5 Check the task orally and write the answers on the
standing. board.
2 Ask the students to look at the pictures and lead A production model
a classroom discussion by asking the students for B: When was the folk group founded?
their ideas with regard to the kind of music the A: Forty years ago.
people in the picture are dancing to and where B: When did the current group begin?
they are from. Confirm the correct answers. A: In 1995.
B: Which countries has the group performed in?
Key A: Ecuador and Brazil.
They are dancing to folk music. They are from B: Where is the Corpus Christi festival located?
Pujil in the Highland Region of Ecuador. A: In Pujil.
Task 2 Reading for detailed information (15 minutes) A: When is the Corpus Christi festival held?
B: The first Saturday in June.
1 Tell the students to read the task instructions A: Who performed the dance originally?
silently and check understanding. B: The Incas.
A: What are the characteristics of the Corpus Christi
2 Demonstrate the task with the given example. dance?
B: It's like a ceremony. The women wear colourful
3 Organize the students into pairs. Tell them that clothes and the men wear big, decorated
each pair should have an A and a B. headdresses.
N.B. Make sure the Student As understand they

only have to read the first paragraph of the text and
fill in the first four columns of the table and that the
Student Bs understand they only have to read the
second paragraph of the text and fill in the last
three columns.
5 Walk around monitoring. Help the students if

necessary.
1 Elicit the questions that the students will need to

ask and write them on the board, if necessary.
2 Ask a pair of students to come to the front to

perform the beginning of the task as an example.
3 Tell the rest of the class to do the task in pairs.
74
UNIT nine I'm Keen on Lesson 4
Lesson Objectives
to develop vocabulary related to entertainment to develop writing skills

Television
1 Read the task instructions. Check understand- I hate soap operas. I can't stand game shows.
ing. I'm keen on documentaries. I love cartoons.
2 Focus the students' attention on the example. Music

I love salsa and pop music. I'm fond of rock, but
3 Tell the students to do the task individually. I hate jazz and classical music.

on the board.
Key
Films: science fiction, thriller, horror, action, com-
edy, romantic (cartoons)
Music: classical, pop, salsa, jazz, rock
Television: news, soap operas, game shows,
documentaries, cartoons
Sports: hiking, bungee jumping, hang gliding, raft-
ing, climbing, windsurfing, canoeing, diving

understanding. Focus the students' attention
on the example.

pairs.

on the board.
Possible production models

Sports
Im keen on windsurfing. I hate hiking. I love
rafting. I cant stand climbing.
Films
I love comedies. I'm fond of thrillers. I can't
stand science fiction. I hate horror films.
75
Lesson 5 Performing a Play UNIT nine
Lesson Objectives
to practise the past tense to add variety in the form of a role play
to develop speaking skills
Task 1 Activating general knowledge (10 minutes) sleep for 42 hours. and make her family believe that
she was dead. When Juliet's nurse found her, she
1 Read the task instructions. Check understanding. thought Juliet was dead and wrote Romeo a letter
telling him she was dead. When Romeo saw Juliet in
2 Demonstrate the task with an example. Point to the morgue, he decided to kill himself too. When
the pictures in Task 2 and say: What's the name of Juliet woke up from her long sleep, she found Romeo
the story? Listen to the students' ideas, but don't dead and she killed herself with his sword.
give them the answer.
Key
3 Do the same with the other questions. a 3
b 5
Key c 2
1 Romeo and Juliet d 6
2 From Italy e 9
3 William Shakespeare f 8
g 4
Task 2 Listening for general idea (10 minutes) h 7
i 1
N.B. Please check your pronunciation, stress and j 10
Task 3 Performing a play
1 Tell the students to read the task instructions and
check understanding. 1 Tell the students to get into groups of 3.
2 Play the CD or read the first part of Audio Script 2 Ask them to act out the story.
19 to demonstrate the task with the example.
3 Walk around the classroom. Listen and help the
3 Play the CD or read Audio Script 19 once or twice students if necessary.
(or until most of the students have completed the
task). 4 Ask a group to act out the story.

pairs.

board.
Audio Script 19 Romeo and Juliet

Listen to a summary of the story of Romeo and Juliet.
Once upon a time, there were two families called the

Montagues and the Capulets. The families were
enemies. One night, Romeo went to a costume party
at the Capulet's house. He danced with Juliet and
they fell in love. Soon, they got married in secret with
the help of a priest and Juliet's nurse. That
afternoon, Romeo killed Juliet's cousin in a fight.
Romeo had to leave the city. Juliet's parents wanted
her to marry another man, so Juliet asked the priest
for help. He gave her a drug, which would make her
76
UNIT nine Checking My Progress 9
Task 2 Finding words
Key
A production model
1 I'm keen on science fiction films.
2 My best friend is not keen on rafting.
3 My classmates hate thrillers.
4 My mother loves to watch comedy films on
Saturdays.
5 I enjoy Ecuadorian festivals so much.
6 My family usually watches television at night.
7 My brother goes to the cinema once a month.
8 I always try to go to concerts on Saturdays.
77
Lesson 1 COMPUTING UNIT ten
Lesson Objectives to present and practise the gerund to describe

to develop intensive reading skills what things are used for
to present and practise vocabulary related to to provide links with other areas of the
computing curriculum, i.e. technology
to develop speaking skills
Task 1 Vocabulary development (10 minutes) or diskettes, which are number 8.
1 Read the task instructions. Check understanding Key

and focus the students' attention on the example. 1 monitor
2 mouse
2 Tell the students to do the task in pairs. Remind 3 keyboard
the students to do only the parts they know or can 4 printer
guess. 5 scanner
6 flash memory
3 Monitor and help the students if necessary. 7 disk drive
8 diskette / floppy disk
Task 3 Reading and completing (10 minutes)
Task 2 Listening and checking (5 minutes)
1 Read the task instructions and tell the students to
N.B. Please check your pronunciation, stress and look at the words and pictures in Task 1.
1 Play the CD or read the beginning of Audio Script
20 once or twice. 3 Monitor and help the students if necessary.
2 Check the task orally and write the answers on the 4 Check the task orally and write the answers on the
board. board.
Audio Script 20 A Multimedia Workstation Key

1 The keyboard
Listen to a description of the parts of a multimedia 2 The monitor
workstation. 3 The printer
4 The scanner
This is a multimedia workstation. Some of the parts 5 The modem
you may already know. The part of the computer 6 The mouse
which looks like a television (number 1) is called the 7 The disk drive
monitor and number 2 is called the mouse. The part 8 A flash memory / a diskette
of the computer where you type in information is
number 3. This is called the keyboard. The big
machine in the right-hand corner of the picture is
called the printer. This is number 4. Next to the
video camera is a scanner, which is number 5.
Under the monitor, there is a device called a flash
memory. There you can store information and
transfer it from computer to computer. It is number
6. The hard drive has different drives, a CD Rom
drive, a DVD drive and a disk drive, which is number
7. It is to the left of the monitor.
A modern multi-media workstation also has
speakers, a microphone and a modem. All of this
electronic equipment is called hardware. Materials
which you can use on the computer are called
software. These include CD-Roms and floppy disks
78
UNIT ten A Multimedia Workstation Lesson 1
Task 4 Reading for detailed information (10 minutes) 7 Ask a few groups at random who scored the most
points.
silently.
2 Demonstrate the task with the given example.

pairs.

board.
Key
1833 Charles Babbage invented the first computer.
1945 The ENIAC was created by Mauchly and

Presper Eckert.
1951 J.Lyons and Company had the LEO operational

computer.
1960s Silicon chips were produced.
1975 Altair 8800, the first home computer, was sold.
1985 Microsoft Windows was launched.
1989 Gameboy by Nintendo was launched in Japan.
Task 5 Quiz game (10 minutes)

understanding. Focus the students attention on
the example and elicit another example question
and write it on the board if necessary.
2 Organize the students into small groups. Make

sure there are an even number of groups in the
class, e.g. 6, 8 or 10 groups.
3 Tell the groups to write 5 questions each.
5 Tell the students that each group must find another

group to work with. Tell the groups to take it in
turns to ask the other group their quiz questions.
Tell them they should only accept the first answer
and tell them to keep score.
79
Lesson 2 The WWW and the Future of Computers UNIT ten
Lesson Objectives
to develop extensive and intensive listening skills to develop writing skills
to present and practise will for making future to build on the students knowledge of
predictions computing
Task 1 Activating general knowledge (5 minutes) called a home page.

I: What's a home page?
1 Tell the students to read the task instructions. E: It's a page of information from which other pages
can be reached. The user can access another page
2 Tell students to discuss the questions in pairs. by clicking on a highlighted hot spot on the mouse.
The user can see film clips, hear sound sequenc-
3 Walk around listening to the students. Help the es, receive other data, send e-mails or send infor-
students if necessary. mation to the Web site.
I: Well, and what's the future of computers?
4 Check the task orally. E: Computers will get smaller, will have more
memory, more disk space and will be faster. There
Key will be more advances in sound, graphics and
World Wide Web video technology. For example, there will be more
People who want to receive and send information all 3D video technology and more sophisticated
over the world in a few minutes. games.
I: That sounds really interesting. Thank you very
Task 2 Listening for general information (5 minutes) much for joining us this afternoon Dr Valencia.
E: My pleasure.
intonation with the CD before teaching. Key
The history of the WWW
1 Read the task instructions and check understand- How to use the WWW
ing. Information users can receive
Computers in the future
2 Play the CDor read Audio Script 21 once or twice
(or until most of the students have completed the Task 3 Listening for specific information
task). (10 minutes)
3 Ask the students to compare their answers in N.B. Please check your pronunciation, stress and
pairs. intonation with the CD before teaching.
4 Check the task orally and write the answers on the 1 Ask the students to read the task instructions
board. silently. Check understanding and focus their
Audio Script 21 The World Wide Web and the
Future of Computers. 2 Play the CD or read Audio Script 21 once or twice
(or until most of the students have completed the
Listen to a radio interview with a computer expert. task).
I: And on today's programme, we have computer 3 Ask the students to compare their answers in
expert Dr Roberto Valencia. Dr Valencia, welcome pairs.
to the show.
E: Thank you. 4 Check the task orally and write the answers on the
I: First of all, could you tell us what the World Wide board.
Web is?
E: Well, basically it's a library of resources available Key
to computer users. It was developed in 1989 by 1 1989
Timothy Berners-Lee. His idea was to allow teams 2 on
in different parts of the world to share information. 3 hot
And then further software developed and the 4 film
number of users grew very quickly. When a 5 send
computer user accesses a site on the World Wide 6 smaller
Web, a page is presented on the screen. This is 7 video technology
80
UNIT ten Lesson 2
Task 4 Language awareness (5 minutes) pairs.
1 Tell the students to read the task instructions 5 Check the task orally and write the answers on the
silently. Focus their attention on what Dr Valencia board.
says.
Key
2 Tell the students to do the task in pairs. 1 will progress
2 will become
3 Monitor and help the students if necessary. 3 will have
4 will develop
4 Check the task orally and write the answers on the 5 will be
board. 6 will produce
7 will use
Key
1b Task 6 Writing (10 minutes)
2c
3a 1 Ask some students some ways they think
technology will develop in the future and write them
5 Write the two sentences Dr Valencia says on the correctly on the board.
board.
2 Tell the students to write the sentences individually.
6 Draw a very simple table with three columns on
the board. Focus the students attention on the 3 Walk around monitoring. Help the students if
first sentence and ask: "What is the subject?" (The necessary.
world of computing). "What could we use instead of
the world of computing?" (It). Write It in the first 4 Organize the students into small groups and ask
column of the table. Focus the students attention them to compare their ideas.
on the second sentence. Ask the students:
"What is the subject of this sentence?" (Computers). 5 Ask some students at random for their ideas and
"What could we use instead of computers?" (They). write them on the board.
Write They under It in the first column of the table.
7 Underline will in both sentences. Ask the We will all have telephones with television screens,
students: "Does this verb change depending on the so we can see the people we are talking to.
subject?" (No) Write will in the second column
of the table. We will use electric cars to move faster from
one place to another.
8 Underline progress and become. Ask: "What form of
the verb is this?" (The base form). Write progress We will be able to travel to other planets.
and become smaller in the third column of the
table. We will do all our shopping by internet. We wont go
to shops or to the supermarket.
e.g.
It become smaller.
will
They progress.
1 Read the task instructions. Check understanding

81
Lesson 3 Repetitive Strain Injury UNIT ten

to review and practise vocabulary related to the to raise awareness of how to use a computer
parts of the body and computing
Task 1 Activating general knowledge (10 minutes) Task 3 Speaking (20 minutes)
1 Read the task instructions. 1 Read the task instructions and check understanding.
2 Focus the students attention on the picture. Ask 2 Organize the students into pairs. Tell them that
them the questions. Encourage the students to each pair should have an A and a B.
give you their ideas. Prompt them if necessary by
pointing at appropriate parts of the picture. 3 Ask a student to come to the front of the class.
Tell him or her to sit in a chair and follow your
Key instructions. Tell him or her to begin by slouching
There is a cup of coffee on top of the monitor. Its in the chair, i.e. sitting very casually and not
not a good idea to eat or drink near a computer, straight. Give the instructions from Task 2 one at
because you can easily damage it. a time (not necessarily in the order they are
Her back is not straight. She will have backache. presented in the task). Encourage the student to
Her face is too close to the monitor. move his body into the correct position according
Her feet are not flat on the floor. to each instruction. Then ask him or her to go
The keyboard is too low. back to his/her seat.
Task 2 Reading and matching (15 minutes) 4 Sit in a chair at the front of the class yourself.
Encourage the students to give you instructions
N.B. Conduct a brief discussion about why it is from Task 2. Move your body according to each
important to sit correctly at a computer. Focus the instruction.
students attention on the title of the lesson:
Repetitive Strain Injury. Repetitive Strain Injury is 5 Tell the students to do the task in their pairs.
damage done to parts of the body, e.g. the back,
caused by bad posture while working. 6 Monitor and help the students if necessary.
1 Tell the students to read the task instructions 7 Ask two students to come to the front of the class
silently. to perform the task.
2 Focus the students' attention on the pictures.

Demonstrate the task with the example provided.

pairs.
6 Check the task orally and then write the answers

on the board.
Key
2
6
3
1
5
4
82
UNIT ten How to Write an E-mail Lesson 4
Lesson Objectives
to develop intensive reading skills to build on students knowledge of technology
Task 1 Activating general knowledge (10 minutes) Task 3 Writing (20 minutes)
1 Read the task instructions. Demonstrate the task N.B. If you and your students have access to e-mail,
by doing number one as an example. you should arrange for the students to write their
messages and send them during the lesson. If not,
2 Organize the students into pairs to do the task. the students can still practise writing an e-mail by
copying the basic format and writing their message
3 Monitor and help the students if necessary. on paper.
4 Check the task orally and write the answers on the 1 Ask the students to read the task instructions
board. silently.
N.B. Ask the students to give reasons for their 2 If you and your students do not have access to
answers. computers with e-mail, ask the students to copy
the basic format onto a piece of paper. Include
Key three boxes for To, Cc and Subject and a space to
1 true type the message.
2 true
3 false (You also need an e-mail programme and 3 Organize the students into groups to do the task.
access to a telephone line) Ask them to first brainstorm what they like and
4 false (All kinds of people use e-mail) dislike about OWTE Book 4 and write a list. Then
5 true tell them to compile an e-mail message to the
CRADLE team together.
Task 2 Reading and completing a text (15 minutes)
4 While the students are working, copy the basic
1 Ask the students to read the task instructions e-mail format onto the board.
silently. Check understanding and focus the
students attention on the words in the box and the 5 Ask one student to write his or her groups
example. message and complete the To, Cc and Subject
boxes on the board. Encourage the rest of the
2 Ask the students to do the task individually. group to help you correct the message, if
necessary.
6 Take in the e-mail messages to mark and, if
4 Ask the students to compare their answers in possible, send them to the CRADLE National
pairs. Coordinators either by e-mail or by "snail mail" (the
postal service)!
board.
Key
1 looks
2 addresses
3 capital
4 type
5 send
6 music
7 message
8 finished
83
Lesson 5 A Game UNIT ten
Lesson Objectives
to practise the vocabulary related to computing
to provide variety in the form of a game
Task 1 Vocabulary game (20 minutes)
1 Organize the students into small groups.

Make sure there is an even number of groups,
i.e. 6 groups, 8 groups or 10 groups, etc.
2 Ask the students to read the instructions for

number 1. Check understanding and make
sure that they have scrap paper and scissors
to do the task.
3 Ask the students to read the instructions for

number 2. Check understanding and
brainstorm some parts of the computer and
write them on the board as an example.
4 Tell the students to read the instructions for

number 3. Demonstrate how to put the
papers in a neat pile.
5 Read the instructions for numbers 4, 5 and 6.

Then ask two teams to come to the front of
the class to demonstrate the game.
6 Tell the class that two teams have to work

together. Organize the whole class, so that
two teams are working together. Then tell
them to play the game.
N.B. All the students should play the game at

the same time. It is not necessary for only
two teams to play at one time.
8 Ask one or two teams who won the game.
84
UNIT ten Checking My Progress 10
Task 2 Completing sentences
Key
1 flash memory
2 keyboard
3 WWW
4 E-mail
5 mouse
6 printer
85
Lesson 1 business UNIT eleven
Lesson Objectives
to develop intensive and extensive reading to present and practise formal expressions for
skills
to develop writing skills and the students letter writing
ability to write a formal letter
1 Organize the students into pairs. Tell them to keep

their books closed.
2 Ask the students to make a list of as many jobs as

they can think of in one minute. Brainstorm one or
two jobs as an example and write them on the
board if necessary.
3 Stop the students after one minute. Then ask

them to count how many jobs they wrote.
4 Ask the student who wrote the most jobs to read

out their list. Then ask other students to tell you
any different jobs they thought of. Write the jobs
on the board quickly as the students say them to
you.

policeman footballer
teacher artist
carpenter weaver
politician singer
dentist tourist guide
doctor bank clerk
soldier journalist
1 Read the instructions for the task. Check under-

standing.
2 Say: "Read the four texts, please, and read the text on
the following page, too." Allow the students
enough time to read it. Then, say: "Decide which of
the advertisements the letter of application is for."

pairs.

board.
Key
4
86
UNIT eleven Applying for a Job Lesson 1
Task 3 Reading for specific information (10 minutes) 5 , (comma)

6 I am writing in response to your advertisement.
1 Tell the students to read the task instruction silently. I believe I am a suitable applicant for the position of
accountant.
2 Demonstrate the task. Focus the students attention I would be grateful if you considered me for the post.
on the first piece of information Where she saw the I enclose a full CV.
advertisement. Ask: "Does she say where she saw the
advertisement in the letter?" Confirm the correct answer 7 Ask the students what the difference between the
and focus the students attention on the first sentence phrases in Task 4 and the phrases they found in the
of the letter. letter is. (The phrases in the letter are more polite and
more formal). Then ask them: "Which phrases should
3 Tell the students to do the task individually. you use in a letter of application?" (The phrases in the let-
ter, not the phrases in Task 4. The phrases in Task 4
4 Copy the rest of the information from Task 3 on the are too informal).
board while the students are working. Then walk around
the class. Monitor and help the students if necessary.
Task 5 Writing
1 Ask the students to read the task instructions silently
6 Ask a student to tick the correct information on the and check understanding.
board. Then ask individual students to tell you the
details of the information they ticked. 2 Ensure that the students understand that they have to
choose another advertisement to write a letter of
Key application for.
Where she saw the advertisement
(El Hoy newspaper, 19th April) 3 Encourage them to use the information in Task 4.
Her age: 4 Set the task for homework. Tell the students to write
(24) their letters on paper.
Her studies and qualifications: 5 Take the homework in to mark at the beginning of the
(Degree in accountancy from Central University, Quito) next class.
Her work experience: 6 Invite one student to write his/her letter of application
(Accountant in Beauty Salon) on the board.
Relevant aspects of her personality: A possible production model

(hardworking and reliable) Sucre 1614
Cuenca
A telephone number:
(2813245) 23th August 2006
Task 4 Reading and following instructions (5 minutes)

Mr Peter Black
Teaching Tip The Aitchison School of English
In order to check this task more easily, copy the letter Cuenca
from page 103 of the Students Book onto a large piece
of paper before the class. You can then stick this on Dear Mr Black,
the board during the lesson and circle and underline the
relevant information when checking. I am replying to your advertisement in El Tiempo
newspaper. I am 30 years old and I speak English
1 Tell the students to read the letter again and follow the fluently. I graduated with a degree in Teaching English
instructions in the task. as a second language in the University of Cuenca six
years ago. I also did a Masters degree in English
2 Demonstrate the task by doing number 1 as an Language Teaching in Manchester University two years
example, pointing at Johannas address in the letter in ago. Since then I have worked as an English teacher in
the Students Book. Abraham Lincoln Languages School.
I believe I am a suitable applicant for the position of
3 Tell the students to do the task individually. English teacher at The Aitchison School of English,
because I have both experience and relevant
4 Monitor and help the students if necessary. qualifications and I am also hardworking and reliable. I
would be grateful if you would consider me for the post.
5 Ask the students to compare their answers in pairs. I am available for interview at any time and I can be
contacted in the afternoons from 2.00 pm to 4.00 pm
6 Check the task orally and write the answers on the on 2842665. I enclose a full CV.
board.
Yours sincerely,
Key
1 Clemente Balln 314 y Boyac Johana Beltrn
2 Happys Restaurant, 10 de Agosto y Chile, Guayaquil
3 Dear Mr Malone
4 Yours sincerely
87
Lesson 2 Making an Appointment UNIT eleven
Lesson Objectives
to practise present simple question forms and to present and practise formal expressions for
short answers making a business appointment
to develop intensive and extensive listening skills
Task 1 Speaking (10 minutes) 4 Check the task on the board.
1 Tell the students they are going to play a game. Audio Script 22 Making an Appointment
2 Focus the students attention on the board in Task Listen to two telephone conversations.
1. Tell them you are going to demonstrate the
task. Say: "I am one of the people in the table, but I Dialogue One
am not going to tell you which person I am. You have A: Good morning. IBA Computers. How can I help
to guess by asking me questions." Then focus the you?
students attention on the picture of the students B: Good morning. Could I speak to Mr White,
talking to help them. please?
A: Certainly, sir. Who shall I say is calling?
3 Encourage the students to ask you questions to B: Carlos Montalvo from GOTEX Software.
find out who you are. Tell them when a student A: Ah! Mr Montalvo. I'll put you through.
guesses correctly. C: Carlos!
B: Bill, how are you?
4 Then ask a student in the class to choose a person C: Fine, thanks. And you?
from the table. Tell them not to tell you who they B: Fine. Could I visit you some time this week? I'd
have chosen. Encourage the rest of the class to like to talk about the new project.
ask them questions to find out who they are. C: Yes, sure. How about Tuesday?
B: Oh, I'm sorry. I'm busy all day Tuesday. How
5 Organize the students into pairs. Tell them to take about Wednesday?
it in turns to play the game in the same way as C: Hmmm. I'm free in the afternoon on Wednesday.
you demonstrated. B: Yes, that would be fine. About 3 o'clock?
C: 3 o'clock's fine.
6 Monitor and help the students if necessary. B: O.K. Great. See you Wednesday.
7 Do not check the task. Dialogue Two

D: Good morning. Colby Software. How can I help
A possible production model you?
A: Do you work for Artefacta? B: Good morning, Nancy. Carlos Montalvo here from
B: No, I dont. GOTEX.
A: Do you work for Marathon Sports? D: Carlos. How are you?
B: Yes, I do. B: Fine, thank you. Could I speak to Jack?
A: Are you the sales manager? D: Yes, just a moment I'll put you through.
B: No, Im not. E: Carlos! What can I do for you?
A: Are you an executive? B: Hello Jack. Could I visit you some time this week?
B: Yes, I am. I need to talk to you about a couple of problems.
E: Oh dear! Yes, of course. When are you free?
Task 2 Listening for general idea (5 minutes) B: How about Thursday?
E: Ah no, sorry. I'm busy all day Thursday. I'll be in
N.B. Please check your pronunciation, stress and Loja. How about Friday?
intonation with the CD before teaching. B: I'm free all day on Friday.
E: Well, I'm busy in the afternoon, but I'm free in the
1 Read the task instructions. Check understanding. morning.
Allow the students a few minutes to read the B: Friday morning's fine. About 10 o'clock?
notes in the table. E: Yes, thats o.k.
B: Great. I'll see you on Friday at 10 o'clock then.
2 Play the CD or read Audio Script 22 two or three
times (or until most of the students have completed Key
the task). If you have a CD player, copy the agenda Bill White/Wednesday 3 o'clock
quickly on the board while the students are listening. Jack Connor/ Friday 10 o'clock

pairs. Then, check the task on the board. If you
dont have a CD player, copy the agenda quickly on
the board while the students are working.
88
UNIT eleven Lesson 2

N.B. Tell the students that these expressions are
N.B. Please check your pronunciation, stress and polite and appropriate for making a business
intonation with the CD before teaching. appointment. Tell them they are going to practise
using these expressions in the next task.
1 Tell the students to read the task instructions and
check understanding. Task 5 Speaking (10 minutes)
2 Focus the students attention on the example. 1 Read the task instructions. Check understanding.
Ensure they understand that they have to tick ()
the phrases they hear in Dialogue 1 or 2. 2 Organize the students into pairs. Tell them that
each pair should have an A and a B.
3 Play the CD or read Audio Script 22 once or twice
(or until most of the students have completed the 3 Make sure that the Student Bs turn to the relevant
task). page of the Pair Work Activities to do the task.
4 Tell the students to compare their answers in pairs 4 Demonstrate the task if necessary. Ask a student
for one minute. to come to the front of the class. Tell him or her
to look at the agenda on page 89. Perform the
5 Check the answers on the board. beginning of the role play with the student.
Pretend to call him or her by telephone and use
Key the expressions from Task 4.
Dialogue One
Could I speak to ..? N.B. Tell the students to use their own names to
Could I visit you sometime this week? do the task.
How about Tuesday /Thursday?
Im sorry, Im busy all day 5 Monitor and help the students if necessary.
Im free in the morning / afternoon.
Yes, that would be fine. 6 Ask one or two pairs at random when they
arranged to meet.
Dialogue Two
Could I speak to ? A possible production model
Could I visit you sometime this week? A: Good morning. Could I speak to Marisol
How about Tuesday / Thursday? Rodrguez, please?
Im sorry, Im busy all day. B: Yes, Marisol Rodrguez speaking.
Im free in the morning / afternoon. A: Hi, Marisol. Its Isabel Suarz. Could I visit you
sometime this week?
Task 4 Matching (10 minutes) B: Yes, of course.
A: How about Monday afternoon?
1 Focus the students' attention on the phrases they B: Im sorry, Im busy all day Monday. How about
ticked in Task 3. Tuesday?
A. Oh, Im sorry. Im in Guayaquil all day Tuesday.
2 Tell the students to look at these phrases to do What about Friday?
the task. Demonstrate the task by asking: "Which B. Yes. Im free all day on Friday until 5.00 pm.
phrase is used to suggest a day?" Confirm the cor- A: Can we meet at 10.00 am?
rect answer. (How about Tuesday/ Thrusday?) B: Yes, that would be fine.
A: Great. Ill see you on Friday at 10 oclock then.
Key
4 Check the task orally and write the answers on the Wednesday 12.00 2.30 pm or Friday, any time
board. before 5.00 pm.
Key
1 How about Tuesday/Thursday?
2 Yes, that would be fine.
3 I'm sorry, I'm busy all day.
4 Could I visit you some time this week?
5 Could I speak to ...?
6 I'm free in the morning / afternoon.
89
Lesson 3 Business Class UNIT eleven
Lesson Objectives
to present and practise vocabulary related to to develop speaking skills
air travel to provide the students with practice in
to develop intensive and extensive listening communicating in a real life situation.
skills
Task 1 Vocabulary development (10 minutes) Key

1
1 Read the task instructions. Check understanding and focus the
students attention on the example. Task 3 Listening for specific information (10 minutes)
2 Tell the students to do the activity individually. Ask them to try N.B. Please check your pronunciation, stress and
to guess which word matches each picture if they dont know. intonation with the CD before teaching.
N.B. Make sure the students write the numbers next to the 1 Tell the students to read the task instructions silently and check
words in the box. They dont have to write anything in the boxes understanding. Focus the students attention on the examples
next to the pictures for this task. provided. Give them a few minutes to read the information in
the table.
2 Play the CD or read Audio Script 23 once or twice (or until most
4 Tell the students to compare their answers in pairs. of the students have completed the task).
5 Check the task orally and write the answers on the board. 3 Tell the students to compare their answers in pairs for one min-
ute.
Key
runway (4) 4 Check the task orally and write the answers on the board.
check in desk (1)
departure lounge (6) Key
arrival hall (5) Name: Fernando Len
passport control (2) Seat no. 15 C
baggage reclaim (3) Destination: Miami
Boarding Time: 9.30
Task 2 Listening for general idea (10 minutes) Flight no. OA 976
Gate no. 6
N.B. Please check your pronunciation, stress and intonation
with the CD before teaching. Task 4 Speaking (15 minutes)
1 Ask the students to read the task instructions silently and check 1 Organize the students in pairs. Tell them that one student in
understanding. each pair is A and the other one is B.
2 Tell the students that they only have to get the general idea of 2 Tell the Student As that they have to look at the the table on
the text. Say: "Dont worry if you dont understand every word. page 103 and the Student Bs have to look at the relevant pair
Just decide where the people are and tick this place in Task 1." work activity at the back of their Students Books.
3 Play the CD or read Audio Script 23 once or twice. 3 Demonstrate the task by bringing a student to the front of the
class to do the first part of the activity with you, if necessary.
5 Check the task orally and write the answer on the board.
5 Check the task orally and write the answers on the board.
Audio Script 23 At the Airport
A production model
Listen to a conversation between two people at an airport. A: What time does the flight to Madrid leave?
B: It leaves at 9.30.
S: Good morning, Sir. Can you put your case on the scales, A: What is the gate number?
please? B: Gate number 2.
P: Ah, my bag. Yes. Here you are. It isn't very heavy.
S: Do you have just one piece of hand luggage? Key
P: Yes, just this small bag here.
S: Right. That's fine. Can I have your ticket please? destination flight departure gate
P: Yes. Here you are.
S: Thank you. Ah ha... destination Miami. Flight number OA 976.
P: Yes, OA 976. number time number
S: Would you like a window seat?
P: Oh, yes please. Yes, I'd prefer to sit by the window. Madrid 1B 194 9.30 2
S: Smoking or no smoking? Bogota LH 206 8.15 16
P: No smoking, please.
S: O.K. Your seat number is 15 C. Galapagos Islands EQ 374 7.30 1
P: 15 C? Amsterdam KL493 9.00 4
S: Yes, it's written here, look. We'll be ready to board at half
past nine. Paris AF 529 10.45 11
P: Sorry, at what time?
S: At nine thirty, Sir.
P: All right. And what's the gate number?
S: Gate number 6. Here's your boarding pass. Have a nice flight.
90
UNIT eleven How to Write a CV Lesson 4
Lesson Objectives
to develop reading skills to teach students a useful, real-life skill
Task 1 Activating geneal knowledge (5 minutes) 3 Monitor and help individual students if necessary.
1 Read the task instructions. Pose the questions 4 Invite one student to write his or her CV on the
and encourage the students to tell you their ideas. board.
2 Confirm the correct answers. A possible production model
Key Martha Calero

This is a Curriculum Vitae.
It is often requested by an employer when somebody Born February 17th 1984
is applying for a job. Nationality Ecuadorian
Address Kennedy 432
Task 2 Reading and completing (10 minutes) Telephone 2409130
e-mail [email protected]
silently. Check understanding and focus the Education and Qualifications:
students attention on the example. Business Administration
Catholic University
2 Tell the students to do the task individually. October 2002 - September 2007
3 Monitor and help the students if necessary. Specialization: Accountancy

24 de Mayo High School
4 Check the task orally and write the answers on the Quito 1996 - July 2002
board.
EMPLOYMENT HISTORY:
Key Sales assistant
1 Born Semblanzas Bookshop: August 2002 - October 2005
2 Nationality Ethnic Collection Handicrafts: December 2005 - Pres-
3 Education ent
4 Employment
5 Languages ADDITIONAL INFORMATION
6 References Public Seminars Attended:
How to Succeed in Sales
Task 3 Writing (30 minutes) Chamber of Commerce, Quito, July 2004
The Five-Minute Manager
1 Ask the students to read the task instructions American Junior School, Guayaquil, February 2003
Languages: English (Fluent), German (Good)
2 Ensure they understand that they have to write
their own CV on a piece of paper. Interests: swimming, jogging, reading novels
N.B. Since the students have not yet finished their References:
education and may not have had a job up until now, Lupe Carpio
ask them to write their future CV with the Ethnic Collection Sales Manager
qualifications and work experience they would like Telephone number: 2569666
to have when they are 20 years old, for example.
91
Lesson 5 Selling and Buying UNIT eleven
Lesson Objectives
to develop reading skills
to practice vocabulary related to business
Task 1 Reading and completing information A production model

(10 minutes) VEMASPRI IMPORTATION
Corporacin Mercantil de Informtica
1 Ask the students to read the task instructions Manuel Guisado OE 745
silently. Check understanding. P.O.Box 17-12-1024
Quito, Ecuador
2 Tell the students to do the task individually. South America

June 24th 2006
board. Mr Tomori Watanabe
Sales Manager
Key TCA Japan Ltd
Addressee: Mr Tomori Watanabe Chuo 2-7-4, Vilaforta 703
Reference: Purchase order Nakanoku, Tokyo 164
Form of payment: by letter of credit Japan
Task 2 Completing a letter (30 minutes) Dear Mr Watanabe,
1 Ask the students to read the task instructions Re: Purchase order for computing equipment
Thank you for your letter of June 20th in which you
2 Tell the students to do the task individually. enclose your catalogue and price list. I would like to
order the following items:
15 keyboards ACER 6512-TW
4 Check the task orally. Ask some students at 10 mice Genius FSUGMZE3
random to read their letters. 20 monitors Samsung Syncmaster 400b
As we discussed last week on the telephone, we will

make payment by letter of credit. Our bank will be
authorized to issue the corresponding documents as
soon as we receive your confirmation of the order
and the invoice.
Please note that the shipment should arrive in Quito
by 25th September.
I look forward to hearing from you soon.
Yours sincerely,
Mara Ynez P.
Marketing Manager
92
UNIT eleven Checking My Progress 11
Task 2 Matching information
Key
1 c
2 e
3 b
4 a
5 f
6 d
93
Lesson 1 Tourism UNIT twelve
Lesson Objectives
to present and practise polite expressions to develop speaking skills
to develop extensive and intensive listening to provide links with other areas of the
skills curriculum, e.g tourism
N.B. Tell the students well in advance to bring the one to Yasun.
materials they will need to make the poster in C: Were interested in going to Cuyabeno.
Lesson 2 and any useful historical information about TA: Great. Well, why dont you have a look at this
their city, town or village for Lesson 4. brochure first of all.
B: It looks really nice. How many days is the trip
Task 1 Activating general knowledge (5 minutes) for?
TA: Its for five days and four nights. The trip
1 Read the task instructions. Check understanding begins in Lago Agrio. So first you have to travel
and focus the students attention on the example. there. You can go by bus or by plane.
2 Copy the mind map on the board quickly. B: How long does it take by bus?
3 Ask the students to tell you some other places in TA: About eight hours.
Ecuador which tourists like to visit. Write them on C: Oh! Its a long way!
the board. TA: Yes, but, of course, its much cheaper by bus
4 Ask the students to note them down too. than by plane.
B: And what kind of accommodation do you
A possible production model provide?
Ingapirca ruins TA: Mosquito nets inside a big cabin.
Cities and towns, e.g. Cuenca, Baos C: What kind of activities can we do during the
Indigenous markets, e.g. Otavalo trip?
The jungle TA: You can walk in the jungle and learn about the
The Galapagos Islands medicinal plants. You can go on trips in the
The beach canoe and you can see lots of birds and
National Parks, e.g. Machalilla National Park animals, for example monkeys, dolphins .. and
Museums maybe an anaconda!
B: Wow!
Task 2 Listening for general idea (10 minutes) TA: You can also fish piranhas and take an evening
trip in the canoe to see caymans.
N.B. Please check your pronunciation, stress and C: It sounds great! How much does the tour cost?
intonation with the CD before teaching. TA: It costs $190 per person.
B: Well, I think wed like to think about it.
1 Tell the students to read the task instructions Can we take the brochure?
silently. Check understanding. TA: Yes, of course. Come back if you have any
2 Focus the students attention on the example. more questions or when youve decided.
3 Play the CD or read Audio Script 24 once or twice B/C: Thank you.
(or until most of the students have completed the TA: Youre welcome. Nice to meet you.
task).
4 Check the task orally and write the answers on the Key
board. Write numbers 1 to 4 on the board and say: 1 There are two tourists.
"Can you tell me number 1/2/3/4 please, (name)". 2 The tourists want to go to
Tick the correct information. the rain forest.
3 The tourists ask questions
Audio Script 24 In a Travel Agency about the tour.
Listen to two tourists talking to a travel agent.
TA: Good morning. Please take a seat. Ill be with

you in just a moment.
B/C: Thank you.
TA: How can I help you?
B: Wed like some information about jungle tours.
TA: Jungle tours. O.K. Well, we have two jungle
tours. One to Cuyabeno National Reserve and
94
UNIT twelve In a Travel Agency Lesson 1
Task 3 Listening for detailed information (10 minutes) Key

a 3
1 Tell the students to read the task instructions. Check b 10
understanding and focus the students attention on the c 1
example. Say: "The trip to Cuyabeno is for five days, four d 2
nights." e 5
f 8
2 Play the CD or read Audio Script 24 once or twice or until g 9
most of the students have completed the task. If you h 7
have a CD player, copy the table on the board while the i 11
students are listening. j 4
k 6
3 Ask the students to compare their answers in pairs. If
you dont have a CD player, copy the table on the board Task 6 Role Play (10 minutes)
while the students are working.
1 Tell the students to read the task instructions silently
4 Check the task orally and write the answers on the and check understanding.
board.
2 Organize the students into groups of three. Tell them that
Key one of them (C) has to take the role of a travel agent
Number of days: five days, four nights and the other two (A and B) are tourists who would like
Length of journey by bus: about eight hours information about a trip to Cuyabeno.
Accommodation: mosquito nets in a big cabin
Activities: walk in the jungle / learn about medicinal plants/ N.B. Remind the students that they can use the
trips in canoe / opportunities to see lots of birds and language introduced in Task 4 and the information about
animals/ fish piranhas / night tour to see caymans Cuyabeno in Task 3.
Cost of tour: $190 per person
Task 4 Reading and categorizing (10 minutes)
4 Bring three students to the front of the class to perform
1 Ask the students to read the task instructions silently. the role play.
2 Focus the students attention on the example. Ask: "Who A possible production model
do you think said Please take a seat?" Confirm the correct C: Good morning. Please take a seat. How can I help
answer. you?
3 Tell the students to do the task individually. A: Wed like some information about jungle tours.
4 Monitor and help the students if necessary. C: Jungle tours. O.K. Well, we have a jungle tour to Cuy-
5 Check the task orally and write the answers on the abeno National Reserve.
board. B: Oh good!
A: Why dont you have a look at this brochure first of all.
Key A: It looks really nice. How many days is the trip for?
1 TA C: 4 days and 5 nights.
2 TA B: How long does it take by bus?
3 TA C: It takes about 8 hours.
4 T A: And what kind of accommodation do you provide?
5 TA C: There are cabins and you sleep in a mosquito net.
6 T B: What kind of activities can we do during the trip?
7 T C: You can go for walks in the jungle and see the plants
8 T and wildlife. You can swim in the river and you can go
9 T on a night tour in the canoe to see caymans.
10 T A: How much does the tour cost?
11 T C: It costs $190.00
B: O.K. Well, wed like to think about it.
Task 5 Language Awareness (5 minutes) C: Yes, of course. Come back if you have more questions.
A/B: Thank you
1 Ask the students to read the task instructions silently. C: Youre welcome. Nice to meet you.
2 Focus the students attention on the example. Say: "Look
at number 3. How can I help you? is a phrase for offering
help."
board.
95
Lesson 2 Ecotourism UNIT twelve
Lesson Objectives
to review vocabulary related to Ecuadorian to provide variety in the form of project work
wildlife to review and practise the first conditional
to develop extensive and intensive reading skills


board.
Key
1 blue-footed boobies
2 dolphin
3 sea lion
4 penguins
5 giant tortoise
6 marine iguanas
7 frigates
Task 2 Predicting / reading and checking (5 minutes)

2 Organize the students into pairs to do the first part

of the task.
4 Ask some students at random for their ideas, but

do not check the task.
5 Tell the students to read the text individually and

check their ideas.
Key
Ecotourism is tourism which does not harm or
change the natural environment in any way. There
are some rules for tourists and tourist agencies to
protect the natural environment.
96
UNIT twelve Lesson 2
Task 3 Reading for specific information (10 minutes) 6 Check the task orally and write the answers on the
board.
silently. Check understanding. A possible production model
1 If tourists touch the animals, the animals will be
2 Focus the students attention on the example. afraid.
2 If tourists eat on the islands, the animals will eat
3 Ask the students to do the task individually. the food that they leave on the ground.
3 If people light fires on the islands, the fire will
4 Monitor and help the students if necessary. destroy plants and vegetation.
4 If people throw rubbish, the rubbish will harm or
5 Check the task orally and write the answers on the injure the Galapagos wildlife.
board. 5 If tourists walk in prohibited areas, they will
disturb the wildlife.
Key 6 If tourists take plants from the islands, some spe-
1 Do not take anything from the islands. cies will become extinct.
2 Do not light fires.
3 Do not touch the animals. Task 5 Project Work (20 minutes)
4 Keep to the marked paths.
5 Do not drop litter. 1 Tell the students to read the task instructions
6 Do not eat, drink or smoke on some islands. silently. Check understanding.
Task 4 Grammar practice (10 minutes) 2 Organize the students into groups to do the task.
1 Tell the students to read the task instructions 3 Monitor and help the students if necessary.
silently. Check understanding and focus the
students attention on the example. 4 Encourage the students to display their posters on
the classroom walls.
2 Write the first sentence on the board. Draw a box
around the first clause If tourists touch the ani-
mals, and a box around the second clause the ani-
mals will be afraid. Ask: "Which part of the sentence
talks about a result?" (The second) "Which part of the
sentence talks about a cause?" (The first). Underline
touch in the first clause and ask the students:
"What tense is this?" (Present simple). Underline be
in the second clause and ask the students:
"What form of the verb do we use after will?" (The
base form). Then draw the following verb pattern
on the board:
If + + present simple, + will + base form
N.B. Do not erase the verb pattern.
4 While the students are working copy the beginnings

of the sentences onto the board.
97
Lesson 3 Giving Directions UNIT twelve
Lesson Objectives tions

to review and practise useful expressions for
giving directions to develop intensive listening skills
to develop understanding of how to follow direc- to develop speaking skills
Task 1 Activating general knowledge (10 minutes) 3 Go straight on and take the third street on the
right. Its on your left.
and focus the students attention on the given 4 Turn left here. Walk to the end of the street. Its
example. on your right.
2 Ask the students to do the task individually. 5 Take the first street on your left. Walk one block.
Its on your left.
Key
4 Check the task orally and write the answers on the 1 cathedral
board. 2 traditional restaurant
3 museum
Key 4 craft shop
Turn right. (2) 5 art gallery
Take the third street on the right. (3)
Walk two blocks. (8) Task 3 Speaking ( 20 minutes)
Go straight on. (6)
Turn left. (1) 1 Organize the class into pairs. Tell the students
Its on your left. (5) that each pair must have an A and a B.
Take the second street on the left. (4)
Keep going until you come to the traffic lights. (7) 2 Demonstrate the task. Ask a student to come to
the front of the class. Say: "I am A and you are B.
Task 2 Listening and following directions (15 minutes) I am going to give you directions to a place and I
want you to tell me where you are." Tell the stu-
N.B Please check your pronunciation, stress and dents to look at the map in his/her Students
intonation with the CD before teaching. Book and to start from You are here. Tell the rest
of the group to look at their maps and follow your
1 Tell the students to read the task instructions. instructions, too.
3 Choose a place on the map, but do not tell the
2 Demonstrate the task with an example. Tell the students which place it is. Then give instructions
students to put their finger on the circle where it for getting to the place from the You are here point.
says You are here on the map. Tell them to listen When you have given your directions, ask the stu-
to the first set of instructions and follow them with dent: "Where are you?" Then ask the rest of the
their finger on the map. Play the first set of class to confirm if he or she is correct.
instructions from Audio Script 25. Then ask:
"Where are you?" and confirm the correct answer. 4 Tell the students to work in their pairs and take it
in turns to do the same activity.
3 Play or read each set of instructions from Audio
Script 25 one at a time. Rewind and repeat each 5 Monitor and listen to the students, but do not
set of instructions if necessary. After listening to interrupt them to correct them. If you hear a lot of
each one, ask the students: "Where are you?" mistakes, wait until the task has finished and then
Confirm the correct answer and write it on the correct them with the whole group.
board each time.
Audio Script 25 Giving Directions A: Go straight on and take the third street on your right.
Walk one block and its on your right. Where are
Listen to the directions and find the place on the map. you?
B: At the supermarket!
1 Go straight on. Its four blocks from here. Keep A: Yes, thats right.
going until you come to the traffic lights. Then its
on your left. B: Walk one block. Its on your right. Where are you?
A: At the craft shop.
2 Take the first street on the right. Walk two blocks B: No, its on your right.
and its on your right. A: Ah! The university.
B: Yes, thats right.
98
UNIT twelve A Guided Tour Lesson 4
Lesson Objectives
to build on the students knowledge of to provide the students with practice of a
vocabulary related to Ecuadorian culture. real-life skill, i.e. giving a guided tour
to develop extensive and intensive listening skills
Task 1 Vocabulary development (5 minutes) 2 Focus the students attention on the example.
3 Play the CD or read Audio Script 26 once or twice (or until most
1 Read the task instructions. Check understanding and focus the of the students have completed the task).
students attention on the example. 4 Write the numbers on the board and check the answers.
2 Tell the students to do the task.
3 Monitor and help the students if necessary. Key
4 Check the task orally and write the answers on the board. 1 On the left
2 1877
Key 3 church
volcano (4) 4 1537
painting (1) 5 On
market (3) 6 highlands
traditional food (2) 7 Straight
church (6) 8 6310
condor (5) 9 Can
10 traditional
Task 2 Listening for general idea (5 minutes)
Task 4 Project work (20 minutes)
N.B. Please check your pronunciation, stress and intonation
with the CD before teaching. 1 Organize the students into small groups.
2 Tell the students that they are going to plan a guided tour like
1 Tell the students to read the task instructions silently. Check the one in the audio script for their classmates. Tell them that
understanding. the tour is going to be of their own town or city.
2 Play the CD or read Audio Script 26 once or twice (or until most 3 Tell the students to first write a list of interesting places and
of the students have completed the task). sights in their town or city. Brainstorm some examples and
3 Check the task orally. write them on the board. Then tell the groups to work together
to write their list. Tell them they have 5 minutes to do this.
Audio Script 26 A Guided Tour
Teaching Tip
Listen to a guide pointing out things to see to a group of tourists If the students in your class live in a very small town or village,
on a bus. tell them to think of anything they could show to a visitor, e.g.
the local shop, a house where a person who makes cheese
G On the left you have a very good view of Cotopaxi volcano. lives, a pretty view, a good place to swim in the river, etc. It is
T: Wow!! not necessary for the students to use big buildings or
G: Yes, isnt it incredible? The volcano is 5897 metres high. It spectacular land marks.
last erupted in 1877. Now, on the right, you can see a
beautiful church. It is called San Francisco Church. It was built 4 Monitor and help the students if necessary.
in 1537. 5 Stop the students after 5 minutes and ask them to make notes
T: AHH!! to give a guided tour using these places. Encourage them to
G: Yes, its a beautiful church, isnt it. Oh, on the left, you can see use any historical facts they know. Tell them that afterwards
some traditional Ecuadorian food. The woman is selling fritada, one person from each group is going to stand at the front of
which is roast pork. Its traditional food from the highlands of the class and give the guided tour to the rest of the class as if
Ecuador. they were tourists on a bus. Give some examples to help the
T: MMM! students, e.g. say: "For example, you can say: On the left is the
G: Yes, it certainly is delicious. Well, youll be able to try it later church. Its called Santa Mara Church. It was built at the beginning
when we stop for lunch. Now straight ahead of us, we have a of the century. On the right there is a man making toffee, which is
very good view of Chimborazo volcano. called..., etc."
T: AAHH!! 6 Monitor and help the students if necessary.
G: Isnt it marvellous? This volcano is 6310 metres high. We are 7 Ask one student from each group to come to the front of the
very lucky to have a clear day today. Aaah, now on the right you class to give their guided tour. Tell the other students to
can see a man selling paintings. Can you see them? pretend they are tourists on a bus. Arrange the chairs to make
T: MMM! the seating arrangements more like a bus, if possible.
G: Yes, those are traditional tigua paintings. They are painted by
indigenous people here in the highlands. O.K. Well, we are A possible production model
going to stop for a little while now. You can use the bathroom Welcome to this journey around the city of Quito. On the left you
here and have a drink if you like, but fifteen minutes only can see the Congress building. It is the place where congressmen
please...(FADE) from all over the country meet. Now we are going along 10 de
Agosto Avenue. On your right you can see the Central Bank. It has
Key an interesting museum. Straight ahead of us we have an
1 2 4 6 interesting view of the Panecillo Hill. It is possible to have a very
good view of the city from here. On the right you can see the
Task 3 Listening for specific information (10 minutes) Government Palace. From here our president rules the country. Now
you can see the Compaa church on the right. It was built in the
1 Tell the students to read the task instructions silently. Check colonial style. Now we are going to get out of the bus and visit this
understanding. church. Please follow me.
99
Lesson 5 The Review Game UNIT twelve
Lesson Objectives
to practise vocabulary related to entertainment,
computing, business and tourism
to provide variety in the form of a game
Task 1 Reading and following the instructions
1 Tell the students to read the instructions for

playing the game. Be ready to explain any
instructions they don't understand.
Task 2 Playing the game
1 Organize the students into pairs or small

groups. Tell them to start playing.
2 Monitor students' work.
100
UNIT twelve Checking My Progress 12
Task 2 Writing questions
Key
1 How can I help you?
2 Would you like to visit Cuyabeno National
Reserve?
3 What kind of activities can we do?
4 How much is the flight ticket to Lago Agrio?
5 How long does the tour last?
6 How many days is the trip for?
101
Grammar REVISION UNIT: FREE TIME UNIT one
Exercise 1
Short answers may vary slightly. A possible produc-

tion model.
1 Is Yes, he is./No he's not.
3 Does Yes, he does./No he doesn't.
4 Has Yes, he has./No he hasn't.
7 Does Yes, he does./No he doesn't.
8 Has Yes, he has./No he hasn't.
Exercise 2
Answers may vary. A possible production model.

1 What do you like to do in your free time?
2 What kind of sports do you like?
3 How often do you go hiking?
4 Where do you go hiking?
5 Who is your favourite football player?
Exercise 3
Key
1 is called
2 is celebrated
3 are exhibited
4 are organized
5 is located
6 is visited
Exercise 4
Key
1 the longest
2 bigger than
3 faster than
4 smaller than
5 higher than
6 the largest
7 the highest
8 the biggest
102
Grammar THE ENGLISH LANGUAGE UNIT two
Exercise 1
Key
1 English is spoken.
2 Spanish is also spoken.
3 Belize City was destroyed by a hurricane in
1960.
4 Belize is bordered by Mexico on the north.
5 Belize is bordered by the Caribbean Sea on
the east.
6 Oranges, grapefruit, and bananas are grown.
7 During that time it was called British
Honduras.
8 Belize was given its independence in 1981.
9 Belmopan was made the capital in 1970.
Exercise 2
Key
1 know
2 is
3 move
4 say
5 doesn't do
6 moves
7 have
8 read
9 costs
Exercise 3
Key
1
2 (was) is
3 (go) went
4 (see) saw
5
6 (take) took
7
Exercise 4
Answers will vary. A possible production model.

1 reading...it is relaxing
2 football...it is exciting
3 English...it is necessary
4 to play video games...they are fun
103
Grammar ELECTRICITY UNIT three
Exercise 1
Key
1 Food is preserved in refrigerators.
2 Foods are easily cooked in microwaves.
3 Our homes are cooled using fans and air
conditioners.
4 Our homes are heated using electric heaters.
5 Light is produced during the night time hours.
6 Entertainment is provided with TVs, radios,
video games, etc.
Exercise 2
Key
1 a. go / move
b. acquires
c. move / go
d. occur
2 a. move
b. create
c. jump
d. releases
Exercise 3
Key
1 will cause
2 will get
3 touch
4 will feel
5 occurs
6 will generate
104
Grammar THE NATURAL WORLD UNIT four
Exercise 1 Exercise 4
Key Answers may vary. A possible production model.

1d 1 You could take an aspirin.
2f 2 You should buy a new one.
3b 3 You should see the dentist.
4c 4 You should drink warm milk.
5h 5 You should put it under cold water.
6g
7e
8a
Exercise 2
Key
1 Q: How much water is on earth?
A: There is about 1.4 billion km3 of water on
earth.
2 Q: How much of the earth's water is fresh?
A: Only 3% of the earth's water is fresh.
3 Q: How much water do humans contain?
A: Humans contain 50-70% water.
4 Q: How much water does a person take in
over a lifetime?
A: A person takes in about 60,600 litres of
water over a lifetime.
5 Q: Can water disappear?
A: No. It turns to vapour and later
condenses to liquid again.
6 Q: What are water's natural states?
A: They are liquid, vapour, and solid (ice).
7 Q: At what temperature does water freeze?
A: It freezes at 0C.
8 Q: At what temperature does water boil?
A: It boils at 100C.
Exercise 3
Key
1 water boils
2 the temperature is
3 water condenses
4 water freezes
5 they contract
6 it needs / you need
105
Grammar MEN AND WOMEN UNIT five
Exercise 1
Key
Key 1 Half (of) her friends have mothers who work
1h outside of the home.
Someone who has a lot of energy and is always 2 None of her friends have mothers who have
moving is energetic. university degrees.
2e 3 All (of) her friends think men are stronger than
Someone who always does a good job is women.
hardworking. 4 Most of her friends think only women should
3f clean the house.
Someone who likes to act, not think, is 5 A few of her friends have sisters who study at
practical. university.
4b 6 Most of her friends think women are more
Someone who has many original ideas is honest than men.
creative.
5d
Someone who works well with other people is
cooperative.
6c
Someone who likes new, exciting experiences is
adventurous.
7g
Someone who is very tolerant and can wait
easily is patient.
8a
Someone who is always in a good mood is
cheerful.
Exercise 2
Key
1 I am not a girl.
2 I don't live in Italy.
3 I don't have a job.
4 I don't travel much.
5 I take the bus to school.
6 I don't give money to charity.
Exercise 3

1 ...I would learn the language.
2 ...I would buy a mansion.
3 ...I would know other famous people.
4 ...I would be lonely.
Exercise 4
106
Grammar PEOPLE AND CULTURES UNIT six
Exercise 1

1 She is sitting on the bed.
2 She plays football every Friday.
3 She dances.
4 She is talking on the phone.
5 She is listening to music.
6 She is reading a magazine.
7 She is playing a computer game.
8 She plays the guitar.
Exercise 2
Key
1 help
2 feed
3 plant
4 bring
5 am sitting
6 am resting
7 listening
8 am not working
Exercise 3
Key
1 He says most people think indigenous people
are lazy and uneducated.
2 He thinks many people treat them like slaves.
3 He thinks racism is about the same.
4 He thinks people are more aware of racism
nowadays.
5 He says a few indigenous people are getting
better jobs.
6 He says we can teach our children tolerance
for people of other races.
7 He says we can learn about other cultures.
8 He believes some day we can erase racism
from our country!
107
Grammar ENGLISH-SPEAKING COUNTRIES UNIT seven
Exercise 1
Key
1b
2d
3f
4a
5c
6e
Exercise 2
Key
David Eduardo
1 no no
2 yes yes
3 no no
4 no yes
5 yes yes
6 yes no
7 yes no
8 yes yes
Exercise 3

1 Both Mnica and Adrin like hornado.
2 Neither Mnica nor Adrin like coffee.
3 Only Mnica likes ceviche.
4 Both Mnica and Adrin like the beach.
5 Neither Mnica nor Adrin like horror films.
Exercise 4
Key
1 neither of us
2 both of us
3 neither of us
4 both of us
5 neither of us
6 Both of us
108
Grammar taking care of your body UNIT eight
Answers will vary. A possible production model. Key

1 The Student Who Never Graduated 1 had
2 The Teacher Who Forgot Her Name 2 lived
3 The Party Which Never Ended 3 had died
4 The School Which Everyone Loved 4 had
5 The Bus Driver Who Needed Money 5 needed
6 The Friend Who Lived Next Door 6 worked
7 didn't work
Exercise 2 8 loved

The Student Who Never Graduated
Johana Cobos was going to graduate on July 6,
2006, but she never went to the ceremony. She
was in her car that night. Her father was
driving. Suddenly another car hit them. It was a
drunk driver. Johanna and her father died in
hospital that night. Johanna never graduated.
Exercise 3
Key
1 some
2 a few
3 a little
4 a little
5 some
6 a little
7 much
8 a few
Exercise 4
Key
1b
2c
3d
4 e/a
5 a/e
6f
109
Grammar ENTERTAINMENT UNIT nine
Answers will vary. A possible production model. 1 Fernanda is fond of comedies. She hates
Dear Becky, football.
Thanks for your letter. I got it yesterday, but 2 Matilda likes pizza. She can't stand romance
I couldn't write because I was on my way to the novels.
movies with some friends. We saw The Da Vinci 3 Alex loves salsa. He isn't keen on Chinese
Code. I can't stand action films, but this movie food.
was very good. At the movies I met a nice boy.
His name is Leonardo. I gave him my number
and he said he would call me. After the movies
we went shopping. I bought my mother a sweat-
er. (Tomorrow is her birthday.) Then we went
back to my house and made pizza (I love pizza!).
My friends stayed and we danced until midnight.
I'm very keen on dancing and listening to
music.
Normally I go to school at 8.00 am. After
school I do my homework. When I finish my
homework, my parents let me spend some time
on the computer e-mailing friends. Before bed
I watch my soap opera. It is getting really good!
Are you going to watch the World Cup games?
I don't like soccer but I'll probably watch the
games with my friends.
Please write soon.
Love, Carla
Exercise 2

1 How do you spend weekends?
2 What kinds of movies do you like?
3 Do you like to dance?
4 What time do you do your homework?
Exercise 3

1 I made you a card.
2 I bought a sweater for you.
3 I fixed you breakfast.
4 I brought you the newspaper.
5 I gave flowers to you.
110
Grammar COMPUTING UNIT ten
Key Answers will vary. A possible production model.

1 You will learn English. 1 Buy a scanner.
2 You will win a lot of money in the lottery. Look for a computer with a lot of memory.
3 You will finish school. Make sure the computer has a modem.
4 You will meet a man and fall in love.
5 You will get married. 2 Use the Cc box to send a copy of an e-mail
6 You will travel to another country. to someone.
Click the Attach button to send files with
Exercise 2 pictures, video clips, or sound.
Always include the symbol @ in the address.
1 Scientists will find alternative energy sources.
2 Scientists will clone a human.
3 We will have a female president.
4 We will find evidence of life on other planets.
5 Scientists will grow food in outer space.
Exercise 3
Key
1 for communicating
2 for expressing
3 for showing
4 for showing
5 for saying
6 for making
7 for expressing
8 for creating
Exercise 4
Key
1 Students are required to show a student ID.
2 The lab is closed on Sundays.
3 CDs are sold at the front desk.
4 Computers are checked for viruses every Friday.
5 Extra files are erased at the end of the day.
6 Students are not allowed to use e-mail in the
lab.
111
Grammar BUSINESS UNIT elev-
Exercise 1
Answers may vary slightly. A possible produc-

tion model.
1 What's your nationality?
2 What languages do you speak?
3 Do you have any experience teaching English?
4 Do you attend English conferences or semi-
nars?
5 What is your telephone number?
6 Do you have a degree?
Exercise 2
Key
1b
2c
3a
4e
5d
6f
Exercise 3

My two-week business trip to China was very
successful. The flight was long and a little
uncomfortable, but once I arrived I had no
trouble finding the hotel. The food was delicious
but the weather was terrible. It rained every day,
so I often took a taxi to the convention centre.
I received some brochures about the company
and met over 20 of its employees. I think that
we will be able to do business with this company
in the future.
Exercise 4

1 In 2001 he worked at an English institute.
2 He was Employee of the Month in 2006.
3 He studies Economics at Central University.
4 He received Accountant of the Year in 2005.
5 He worked in a hardware store in 2005.
6 He studied Accountancy for four years.
112
Grammar TOURISM UNIT twelve
Exercise 1

1 Father and Brother want to go rock-climbing.
2 Father and Mother want to go bird-watching.
3 Brother wouldn't like to get up before dawn.
4 Mother would like to get up before dawn.
5 Sister doesn't want to get up before dawn.
Exercise 2
Key
How many days is the tour for?
Where is the hotel?
How many islands can we see?
What airline company do we take?
What kind of accommodation do you provide?
Exercise 3
Key
1d
2e
3f
4b
5a
6c
Exercise 4
Key
1
2 Don't
3
4 Don't
5
6
7 Don't
113
TESTS
Testing
The book contains one test for each three units which could be applied after a month of
normal work and a term test for use after four units have been studied. The tests have been
designed to measure the student's performance and achievement in the areas of language
skills, (listening, reading, writing and speaking) grammar and vocabulary. The purposes of the
tests are:
(a) To give students a focus for studying and revision.
(b) To motivate students to develop fluency and accuracy.
(c) To provide teachers with a system to assess the students' progress.
(d) To standardise levels of students' performance and achievement.
There are four monthly tests. In addition a final term test is provided for each term. This
organization could be modified according to different school programmes, e.g. the schools
which work dividing the school year into quimestres. The monthly tests are part of a formative
evaluation, while the term test is summative.
The monthly tests and the term tests include two versions of each test (a nd b). This is to
enable teachers with large classes or a lack of space to give different versions of the term test
to different rows of students to ensure that the marks reflect the sutdents own ability.
The testing section is part of the Teacher's Book. You should select the items you are going to
use in the test and photocopy them in the form of a proper test. It is important that no student
should see the tests beforehand to ensure the tests' reliability and validity.
All tests contain six sections:
Listening 5 marks
Reading 5 marks
Speaking 5 marks
Writing 5 marks
Grammar 5 marks
Vocabulary 5 marks
Total 30 marks
N.B. Teachers have to transform this mark to a mark based on 20. e.g. 18/30 equals
18 x 20: 30 = 12/20
114
TESTS
Listening
The elements of this section are designed to test listening skills only. For this reason, the
majority of the listening tests do not involve writing. In the tests where some writing is requi-
ered, students should not be penalized for spelling mistakes.
Speaking and writing
These two sections are presented separetely. However, there are some Speaking and Writing
tasks where students can use the same input to produce oral or written language.
Testing speaking is important since the course contains many oral tasks. However, admin-
istrative and time constraints can make testing oral skills difficult.
This is a problem you should solve according to your school conditions. For example, you can
give oral tests at the end of three units, at the end of the term, etc. In the same way you can
organize speaking tests according to your classsroom conditions, e.g. individually, in pairs, in
groups, etc.
If a formal oral test is not possible, you may mark the students' speaking competence on the
basis of your classroom experience of the students' performance. Marking speaking and
writing can be generally subjective. The grade should depend on the students' ability to
communicate in oral and written modes. However, at this level the language used by students
is largely guided, which minimizes subjectivity.
To mark speaking skills:
Use a system of bands, as follows:

Band 5: The student can communicate clearly. His speech is grammatically and lexically accurate.
Band 4: The student can communicate, but makes some errors in grammar, lexis and pronunciation.
Band 3: The student can communicate in a limited way. He makes basic errors in grammar and lexis.
Band 2: There is no real communication, just isolated words and phrases.
Band 1: The student is not able to understand or speak at all.
To mark writing skills:
Use a system of bands, as follows:

Band 5: The text is well written. There are no mistakes.
Band 4: The text is well written. There are a few mistakes.
Band 3: The idea is understood but there are some basic mistakes.
Band 2: The idea is understood, but there are a lot of basic mistakes.
Band 1: The ideas are not understood at all.
115
Test One A
(Units 1, 2 and 3)
Your name_________________________________________ Your Class ___________________
1 Listening
Listen to a description of English in Australia and complete the notes. (5 marks)
1 Australia was first settled by the British in _________.

2 Australia was called New ___________________ Wales.
3 The official language is _________________.
4 The first settlers worked as ___________________.
5 Today, Australia is the __________________ largest country in the world.
6 At present ________________ Australian out of three doesnt English at home.
2 Reading
Read Learning English and complete the table. (5 marks)
Colombia
country of origin: _________________ 1
time studying English: _________________2

her biggest problem: ___________________3
the way she learns new words: _______________________4
her father's job: ___________________________________5
her plans to improve her English: _____________________________ 6
Learning English
I amAna Gonzlez from Colombia. I have studied English for eight years now. My biggest problem
is pronunciation. I love listening to English pop music, which is a great way of learning new vocab-
ulary. My dad is a businessman and he uses English all the time. He speaks it fluently. He managed
to pick it up while he was working in the States. That is no surprise because living in an English-
speaking the country is supposed to be the best way to learn. Perhaps I will go to the States to
study there. However, I have found it is easier to speak English to other foreigners than to native
speakers!
116
Test One A
3 Speaking
Answer your teachers questions about your free time. (5 marks)
1 How do you spend your free time? 4 What kind of television programmes do you like?
2 What kind of sports do you do? 5 Whats your favourite dish? What is it made from?
3 Which places have you visited recently?
4 Writing
Look at the information in the table and write a comparison of the three cities. (5 marks)
city Loja Tucumn Antofagasta
population 150,000 622,324 219,000
altitude 2063 m above sea level 500 m above sea level Sea level
year of
1824 1565 1870
foundation
average January 16C January 26C January 21C
temperature July 20C July 13C July 14C
Example: Loja has a smaller population than Tucumn and Antofa-

gasta.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Esmeraldas
Esmeraldas is an important city, which ___________ Bananas and cacao __________________ 4 (grow) in
1 (locate) on the north coast of Ecuador. It the province and other principal products are rubber
is locat-
______________ 2 (populate) by approximately and timber. The province ____________ 5 (visit) by
140,000 inhabitants and it is the capital of the prov- tourists from other parts of the country, as well as
ince of Esmeraldas. Many of the people of the city foreigners. Some of the best beaches
________________ 3 (employ) in the oil and fishing __________________ 6 (find) in the nearby towns of
industries. Atacames, Sa and Muisne.
6 Vocabulary
Write 6 things which work with electricity. (5 marks)
television
1 _____________________ 2_____________________ 3 _______________________
4 _____________________ 5 _____________________ 6 _______________________
117
Test One B
(Units 1, 2 and 3)
1 Listening
Listen to a conversation between a tourist and a travel agent and complete the text. (5 marks)
Climbing In Ecuador
1 Food provided: ___________________4
Coto-
Volcano: __________
Tour begins:______________ 2 Equipment: ______________________,5

_________________________________
walking boots and cram-
Arrival time at refuge: _____________ 3 6
Cost of guide: _________ per day
2 Reading
Read English in North America and decide if the statements are true or false. (5 marks)
1 A group of one hundred men began the first English settlement

in North America. true
_______
2 The first settlers had to work very hard when they first arrived. _______
3 The Native Americans were friendly to the first settlers. _______
4 The first settlers sold tobacco in North America. _______
5 The second group of settlers were religious people. _______
6 Before the mid 18th century, Britain had more than 10 colonies
in North America. _______
English in North America young women as wives for the men. The settlement
The first permanent English settlement in North grew quickly after the women arrived and the James-
America was by 100 men at Jamestown, Virginia in town settlers made a living by growing tobacco
1607. The Jamestown settlers were sent to North for sale in Britain.
America by a company of London merchants. They A second colony called the Plymouth Colony was
had to clear the forest, try to grow crops and build established by a group of farmers and their families.
their own houses. Many of them died from disease They went to North America to find a place to follow
and lack of food. Some of them were also killed by their religion. Native American farmers taught them
the Native Americans, who were very angry because how to grow corn and the colony grew.
the white men were taking their land. The London By 1733 Britain ruled 13 colonies which ran along the
company sent more men and supplies before sending east coast of North America.
3 Speaking
Answer your teachers questions. (5 marks)
1 How often do you listen to music? 4 Can you sing? Can you play a musical instrument?
2 What kind of music do you like? 5 How often do you go to concerts?
3 Who is your favourite singer?
118
Test One B
4 Writing
Look at the information in the table. Write about how to do bungee jumping near Quito. (5 marks)
bungee jumping
description extreme sport / jumping from a high bridge / person attached to a strong elastic
place Chiche Bridge (between Tumbaco and Puembo)
price $55.00
specials discounts second, third, fourth jumps
how to get there bus to Puembo
experience required None
time Sundays from 10 a.m. to 3 p.m.
further information tours of 10 or more people can be arranged during the week
Bungee jumping is a
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
5 Grammar
Complete the sentences with the correct form of the verb in parentheses. (5 marks)
the television will

1 If lightning strikes the television aerial when the television is on, _____________________________.
(explode)
2 Lightning ___________ at the same time as thunder. (happen)
3 If you are using the telephone, lightning ___________ (pass) down the earpiece.
4 You see lightning before you ________ (hear) thunder.

5 If lightning strikes a tree, the shock _________ (travel) along the ground.
6 Lightning ________ (kill) 400 people in the United States every year.
6 Vocabulary
Match the names to the descriptions. (5 marks)
1 cartoon ____
e a Tv programme which provides information about a subject
2 news ____ b moving picture that can be shown in the cinema or on TV
3 film ____ c TV programme on games and contests
4 game show ____ d TV drama about the daily lives and problems of people
5 soap opera ____ e films where all the characters are drawn rather than being real
6 documentary ____ f information about what is going on in the country and in the world
119
Test Two A
(Units 4, 5 and 6)
1 Listening
Listen to a doctor giving advice on the use of herbal medicine. Complete the text. (5 marks)
The medicinal value of plants has long been recognized in different countries. Avocado seeds
____________1. The bark of the
are used by the people of the Ecuadorian Amazon to treatsnake
cacao tree is used in the jungle to heal __________2. __________ 3 flowers, stalks and leaves are
boiled with water. The liquid is used to cure stomach ache. Dragon's blood is used for a variety
of medicinal purposes, particularly to prevent ________4 decay. Papaya seeds are well known as
a cure for ____________5 ___________6 is a plant which produces a resin to heal wounds.
2 Reading
Read Forest Life and write true or false. (5 marks)
1 Forests are a source of food for animals. ________

true
2 Birds live in the herb layer. ________
3 Some bears take their nutrients from small bushes. ________
4 Some monkeys use their tails to eat, not to jump from one tree to another. ________
5 Ants and other insects live indistinctly in the canopy, the shrub layer or the herb layer. ________
6 Armadillos live in the shrub layer. ________
Forest Life
feed on the leaves that have few nutrients and
Forests provide shelter and food for many
which where other animals do not want in the
animals. Different layers of the forest have their
shrub layer. In the herb layer are creatures that
own special communities of insects and ani-
nest in holes, such as mice, foxes, armadillos,
mals. Birds, squirrels and monkeys live in the
pigs and deer and large predators such as
canopy. South American monkeys, mice, rats,
tigers, pumas and wolves. Snakes live in wait
small marsupials and lizards use their tails to
among the dead leaves. Ants and other insects
go from branch to branch and from trees to
live at all levels, collecting leaves or seeds, or
trees.
preying on other insects.
Some bears need very little energy, so they
120
Test Two A
3 Speaking
Look at the information about Algeria and tell your teacher about this country. (5 marks)
FACT FILE
name of country: Algeria
characteristics of land: desert, only the northern part is good for agriculture
natural resources: oil and gas
industry: oil refining, cement and steel production
capital: Algiers
language: Arabic, Berber, French
religion: Muslim, Christian
traditional dish: couscous (made of steamed grains of wheat and sauces)
4 Writing
Look at the graph and the question. Write a summary of the results and a personal comment at the end. (5
marks)
Shadowed bar: number of people who think women are better at doing these jobs
Who is better at doing these jobs: men or women?
40
Blank bar: number of people who think men are better
30
20
10
driver doctor nurse teacher president
Example: All the people interviewed think that women could be better
drivers.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
121
Test Two A
5 Grammar
Read and put the sentences together. (5 marks)
f
1 If I was famous, _______ a if I was a teacher.
2 You would have a beautiful mansion, _______ b they would be famous.
3 If she was tall, _______ c we would be having fun.
4 If we were on the beach, _______ d she would be happier.
5 If they were in the Ecuadorian football team, _______ e if you were rich.
6 I would be teaching, _______ f I would have a lot of fans.
6 Vocabulary
Match the words with the definitions. (5 marks)
f
1 popular _______ a full of energy
2 generous _______ b someone who wants to be successful or rich
3 independent _______ c wearing nice clothes
4 elegant _______ d a person who gives a lot
5 ambitious _______ e a person who acts separately from other people
6 dynamic _______ f liked by other people
122
Test Two B
(Units 4, 5, and 6)
1 Listening
Listen to these descriptions. Complete the sentences. (5 marks)
beautiful 1 She is very popular among her

Nancy is very attractive. In fact, she is _____________.
friends. _________2 likes her. Additionally, she is ___________3 and trustworthy. Her boy-
friend is __________4. He is very fit and good at sports. They both are __________5 ,
_________6 and stylish. The perfect couple. Are they real?
2 Reading
Read Sylvia's diary and tick () the correct information. (5 marks)
1 Mario usually doesn't have to make lunch. ( )

2 Sylvia works only at home. ( )
3 Sylvia usually takes the children to school. ( )
4 Sylvia's husband is not happy working as an electrician. ( )
5 Mario is sick. ( )
6 Sylvia still had to do things after dinner. ( )
7 Sylvia works eight hours every day. ( )
8 Mario doesn't like ball games. ( )
9 Sylvia is very tired. ( )
10 Sylvia likes to drive. ( )
Thurdsay 11 (10.00 pm)

I'm exhausted. It has been a long workday! I had to get up and take the
children to school. That's not my duty but my husband's, but he had the flu
and he couldn't go. He made lunch for the family, instead. He didn't
have to, but today was different.
After I left the children I went to work. I'm a trolley bus driver. I have to
drive from 8.00 to 4.00 pm. I enjoy my job. It's exciting. The only thing that
bothers me is the traffic in the city. It is stressing. I hope Mario, my hus-
band, can go to work tomorrow. He is an electrician, but he doesn't like his
job. He says that he wanted to be a professional singer. He sings really well.
He loves singing. He also loves playing football, but he never has time to
123
Test Two B
3 Speaking
Imagine that a person has parasites. Give advice prescribing some natural medicine. Give the reasons for your
advice. (5 marks )
You should ...

4 Writing
Look at the graph and writhe a summary of the results of the results of the survey. (5 marks)
How often do you drink alcohol?
Every Once Twice a Every day

2 weeks a week week
Example: 65 people said they drank alcohol every 2 weeks.

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
124
Test Two B
5 Grammar
Complete the sentences with your own ideas. (5 marks)
I would ride a motor-

1 If I was a boy, ___________________________.
2 If I was a boy/girl, ________________________________________________.
3 If I was the President of Ecuador, __________________________________.
4 If I was rich, _____________________________________________________.
5 If I could travel anywhere in the world, _____________________________.
6 If I was a famous person, _________________________________________.
6 Vocabulary
Match the sentences which mean the same. (5 marks half mark each)
1 She is tall. d
_______ a Everybody likes her.
2 She is athletic. _______ b She looks after people well.
3 He is handsome. _______ c They are smart and stylish.
4 His clothes are elegant. _______ d She is nearly 2 metres tall!
5 She is very popular. _______ e He is attractive.
6 She is ambitious. _______ f She is active and good at sport.
7 She is independent. _______ g She is full of energy and new ideas.
8 She is trustworthy. _______ h She doesnt depend on other people.
9 She is dynamic. _______ i She gives things to other people.
10 She is caring. _______ j Other people trust her.
11 She is generous. _______ k She wants to make progress at work.
125
Test Three A
(Units 7, 8 and 9)
Your name ___________________________________ Your Class ________________
1 Listening
Listen and complete the table with information about Great Britain. (5 marks)
1 countries which comprise Great Britain and Northern Ireland

the United Kingdom
2 capital
3 official language
4 currency
5 government
6 head of state
2 Reading
Read Australia an English speaking country and decide if the following statements are true or false. (5
marks)
1 Everybody can vote in Australia. _______

2 Australia is a very large country. _______
3 People in Australia speak only English. _______
4 Australia is divided into provinces. _______
5 Basketball is the major sport. ________
6 The central government controls and rules all the states in the country._________
Australia An English-speaking Country whole nation.

Australia is the sixth largest country in the world.
This country is a democracy where everyone In the last 60 years, a large number of immi-
has the right to vote. It has a federal system of grants has come to Australia. The official lan-
government. This means Australia is divided guage is English but Australia encourages its
into states, each of which has its own state gov- immigrants to keep their own customs and
ernment. But there is also a central federal languages. Consequently, aboriginal languag-
government which runs the affairs of the es, Greek, Italian, Vietnamese and others are
3 Speaking
Look at the table showing Jane and Pauls likes () and dislikes (X). Describe similarities and differences
to your teacher. (5 marks)
Aspects of life in Ecuador Jane Paul

Ecuadorian food
sunbathing on the beach
climbing mountains
going to the jungle
visiting cities
salsa music
126
Test Three A
4 Writing
Write a description of Ireland. Use the notes provided. (5 marks)
capital city size language religion main average

industries temperature
Dublin 69,000 sq km English 92% Catholic agriculture January: 4 to 7o C
Irish 3% Protestant fishing July: 14 to 16o C
__________________________________________________________________________________________
The capital city of Ireland is
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
5 Grammar
Read and complete the sentences with the words from the box. (5 marks)
much many a lot of a few a little

Healthy Advice
a lot water every day.
1 You should drink ____________
2 Occasionally you may eat ____________sweets.
3 Don't drink ____________ alcohol.
4 Don't eat too _________desserts.
5 You should eat ___________vegetables.
6 Add just ____________ sugar to your drinks.
6 Vocabulary
Put the names of the films under the corresponding heading. (5 marks)
1 My true love 2 UFOs on Earth 3 Dracula 4 An Exciting Trip 5 A Funny Girl
6 Speed cars
a science b comedy c romantic d horror e adventure f action

fiction
An Exciting Trip
127
Test Three B
(Units 7, 8 and 9)
Your name ___________________________________ Your Class ________________
1 Listening
Listen and tick () the things that Susan and Richard like and put a cross () for the things they dont like,
leave blank if there is no information. (5 marks)
aspects of life in Ecuador Susan Richard

the mountains
the beach
the jungle
llapingachos
fritada
ceviche
2 Reading
Read Prince Charles and choose the correct information. (5 marks)
1 Prince Charles is the Prince of 2 In the future, he will become

a England. a Duke of Edinburgh.
b Wales. b King of the United Kingdom.
c Scotland. c Prince of Wales.
3 Queen Elizabeth II is 4 No other heir to the British throne

a Charless mother. a has served in the Air Force.
b Charless sister. b has served in the Royal Navy.
c Charless grandmother. c has graduated from university.
5 The Princes Trust helps 6 Prince William is

a young people. a Charless second child.
b people who need training. b Charless eldest son.
c elderly people. c Charless youngest son.
Prince Charles
Prince Charles is the Prince of Wales and the many parts of the world. In 1976 he founded
heir to the throne of the United Kingdom of the Princes Trust, which is an organization
Great Britain and Northern Ireland. He is the son which provides opportunities for young peo-
of Queen Elizabeth II and Philip Mountbatten, ple through various training and support
Duke of Edinburgh. His full name is Charles programmes. In July 1981 he married Lady
Philip Arthur George. Charles became the first Diana Spencer. Their first child, Prince Wil-
heir to the British throne to take a university liam, was born in 1982 and their second child,
degree when he graduated with honours Prince Henry, was born in 1984. The couple
from the University of Cambridge in June were officially divorced on August 28th,
1970. He has served in the Royal Air Force 1996.
and the Royal Navy and has travelled around
128
Test Three B
3 Speaking
Tell your teacher your favourite kinds of film, music and sports, using these phrases: I hate, I can't stand, I'm
keen on, I love, I'm fond of. (5 marks)
4 Writing
Answer the letter below. (5 marks)
Seattle, 3.6.2006
Dear John,
Sorry I couldn't write sooner. I've been busy with my assignments and my participation in the
school basketball tournament. Last weekend was superb. Two friends came over and we had a won-
derful time. We went dancing Friday night at a salsa place. You know I love dancing. On Saturday
morning we went to a big swimming pool . I wanted to go to the football match but Nataly hates
football. In the afternoon we stayed in and watched two thrillers. It was great! (Lots of popcorn, of
course). At night we went to an amusement park and went on most of the rides. Can you imagine?
Of course, on Sunday we were too tired to do anything else. My friends went back and I decided
to read a romantic book.
Now it's your turn to tell me about your last weekend. I'd love to hear about you and your crazy
activities.
Love,
Tina

________________
______________________
Dear Tina,
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
129
Test Three B
5 Grammar
Complete the text below with a few, a little, many and much. (5 marks)
18.7.01
Dear Diary,
Today I started my diet, because I want to lose a lot of weight!!!! For breakfast I had a piece of
bread, __________
a little diet cheese and a cup of coffee.
For lunch I had a piece of chicken, some vegetables and __________ 2 salad. I dont usually eat
__________3 vegetables, but today I ate a lot! For dessert I had __________ 4 strawberries. The
doctor also told me that I must drink 8 glasses of water a day. Thats very difficult for me, because
I dont usually drink __________ 5 water. For dinner I am going to eat a boiled egg and
__________________ 6 grapes for dessert.
6 Vocabulary
Label the diagram with the names of the parts of the body. (5 marks)
small intestine stomach veins diaphragm brain large intestine
brain 1
4
5
130
Test Four A
(Units 10, 11 and 12)
Your name __________________________________ Your Class ________________
1 Listening
Listen to a conversation in an airport. Complete the passenger's boarding pass. (5 marks)
Name _______________ 1
Rosita Seat No. _______ 4 window aisle
Destination ___________________ 2 Boarding time ___________5
Flight No. ____________________ 3 Gate No. ______ 6
Smoking No smoking
2 Reading
Read the text below. Choose the correct information. (5 marks)
1 Lourdes and Paco 2 They went to Lago Agrio

a are in Cuyabeno now. a by bus.
b went to Cuyabeno recently. b by plane, bus and canoe.
c are in the jungle now. c by plane.
3 In the jungle, they stayed in 4 In the daytime, they didnt

a native-style huts. a fish piranhas.
b tents. b see dolphins and monkeys.
c a luxury hotel. c see caymans.
5 They thought the trip was 6 They

a too expensive. a recommend the trip.
b not very good value for money. b dont recommend the trip.
c good value for money. c dont want to go to the jungle again.
Ecuador,
4.7.2001
Dear Mum and Dad,
Thanks a lot for your letter. Lourdes
and I are having a very good time
here. We have just been to Cuyabe-
no National Reserve. It was great.
First we flew to Lago Agrio. The
plane was small and full of people
and Lago Agrio was very busy. From
there we travelled for six hours by
bus and canoe until we arrived at the
camp in Cuyabeno. We slept in mos-
quito nets in a big cabaa. In the
daytime we walked in the jungle and
learnt about medicinal plants from
the native guide. We saw lots of
birds and animals, for example, mon-
keys and dolphins and . you wont
believe it an anaconda! One after-
noon, the guides took us to fish pira-
nhas. It was scary, but exciting.
We also took a night trip to see cay-
131
Test Four A
3 Speaking
Look at the picture. Give your teacher advice for working safely on a computer. Use the verbs in the box. (5
marks)
keep hold make sure rest keep sit up 1 Sit up straight.
1 4
2
General Man -
6 ager
4 Writing ____________________________________________
____________________________________________
Write a letter of application to the advertisement
below. (5 marks) ____________________________________________
____________________________________________
Linda's Shop
____________________________________________
has vacancies for dynamic people who would like ____________________________________________
to work as part-time sales assistants. ____________________________________________
____________________________________________
Three days per week including Sundays. Excellent
hourly rate. ____________________________________________
____________________________________________
Knowledge of English essential. Experience pre- ____________________________________________
ferred. Company offers good salary and pro-
____________________________________________
motion opportunities.
____________________________________________
Please send a letter of application and a full CV to: ____________________________________________
____________________________________________
Sales Assistants, Edif. El Capitolio,
_______________,
6 de Diciembre y Sodiro
Second Floor. _______________
132
Test Four A
5 Grammar
Complete the sentences with your own ideas. (5 marks)
Ecotourism in the Galapagos Islands

they will disturb wildlife on
1 If tourists do not use the marked paths, ______________________________________. the
2 If tourists eat on the islands, ________________________________________________.
3 ___________________________________________________, the animals will be afraid.
4 ________________________________________, the fire will destroy the natural habitat.
5 If tourists drop litter in the sea, ______________________________________________.
6 If tourists take plants from the islands, _______________________________________.
6 Vocabulary
Read the definitions and match them with the words. (5 marks)
1 A printer a is a machine used for sending and receiving data via

telephone lines.
2 A floppy disk / diskette b has numbers and letters of the alphabet and is used for
putting information into the computer.
3 A modem c is the television-like part of the computer where you can
see what you are doing.
4 A mouse d is a machine which puts what you see on screen onto
paper.
5 A monitor e is used for moving a pointer around the screen and for
operating software.
6 A keyboard f is a magnetic disk which is used for storing information
that can be changed.
Key
d
1 _____
2 _____
3 _____
4 _____
5 _____
6 _____
133
Test Four B
(Units 10, 11 and 12)
Your name _________________________ Your Class ________________
1 Listening
Listen to a secretary receiving some messages. Complete the notes in the table. (5 marks)
Telephone message _____________________________ 3

Telephone message
To: Edna Nicholson
Dr Lasca- 1
From: _____________ To: Edna Nicholson
Date: 15/08/06 Time: 9.30 From: ________________ 4
Company name: ________ 2 Exports Compa- Date: 15/08/06 Time: 3.45
ny Company name:______________________ 5
Message: ____________________ Message: ___________________________
2 Reading
Read The Development of Computers and decide if the following statements are true or false.
(5 marks)

1 Pre-historic man had ways of counting. ________
true
2 Modern computers started with the invention of the abacus. ________
3 The abacus was invented by a mathematician. ________
4 Blaise Pascals calculator could only add. ________
5 Gottfried von Leibnizs calulator could only add. ________
6 Boolean algebra influenced modern computers. ________
The Development of Computers

Human beings have always needed to count. It performed arithmetic when linked dials
In prehistoric times people counted on were turned. It consisted of several toothed
their fingers and by scratching marks on wheels arranged side by side and each was
bone. About 4,000 years ago early civilizations marked from 0 to 9 at equal intervals around
developed different counting systems but the its perimeter. This machine was improved by a
starting point of modern computers was the German genius called Gottfried von Leibniz.
invention of the abacus (an arragement of He produced a mechanical calculator in 1673.
beads used by merchants for counting and cal- Besides adding, this machine could divide and
culating). It may have originated with the multiply.
Egyptians or the Greeks in 3,000 BC. In the middle of the 19th century, the British
It was not until the 17th century that the first mathematician, George Boole, designed a
calculator was invented. Blaise Pascal, a system of symbolic logic called Boolean alge-
famous Frenchman, designed the first adding bra. His formulas have made electronic digital
machine in 1642. computers possible.
134
Test Four B
3 Speaking
Look at the map and give your techer directions to the following places: the traditional restaurant, the
art gallery, the cathedral, the supermarket, the English bookshop. (5 marks)
Pichincha 276 y
4 Writing Quito
Write a letter of application to the advertisement
below. (5 marks)
____________________________________________
BILINGUAL SECRETARY ____________________________________________
____________________________________________
Multinational company seeks secretaries, male or ____________________________________________
female, to assist top executives working in com- ____________________________________________
puting.
____________________________________________
Applicants should be bilingual in English and ____________________________________________
Spanish with excellent writing skills in both lan- ____________________________________________
guages. Wide experience of computing is required. ____________________________________________
Excellent salary and benefits. ____________________________________________
____________________________________________
Send CV and recent photograph to: Pichincha 276 ____________________________________________
y Quito, Guayaquil. ____________________________________________
_______________
135
Test Four B
5 Grammar
Complete the text with the correct form of the verbs in the box. (5 marks)
have use progress become develop produce
In the future, the world of computing and software companies ____________

prog- 1 Computers
___________.
will 5 more sophisticated games using this
_______________ 2 smaller and faster technology. It is also probable that more
and they ____________________ 3 more and more people __________________
and more memory. Sound, graphics and 6 computers in the future.
video technology ________________ 4
6 Vocabulary
Label the parts of the computer. (5 marks)
___________4
___________5
___________
__________2
scanner 1
___________
___________6
136
Term One: Test A
(Units 1 - 4)
1 Listening
Listen and complete the text. (5 marks)
travelled 1 to America, which they called the ___________ 2

In the late 16th Century the English _____________
World. When the British Empire _____________3, the use of English was strengthened by the United
States. In the 19th Century The _______________4 became powerful and this _______________5 the
english language too. The age of technology helped this language to become even more
______________6.
2 Reading
Read Invertebrates and write true or false. (5 marks)
true
1 Animal without a backbone describes invertebrates. _______
2 We dont know the majority of invertebrates. _______
3 Insects are invertebrates. _______
4 Insects cannot fly. _______
5 Most invertebrates are very big. _______
6 Just a few invertebrate live in water. _______
Invertebrates more kinds that we dont yet know about.

The word invertebrate means without a Insects are the only invertebrates that are able
backbone. It is a name which describes nearly to fly.
a million different species which have been The majority of animals without backbones are
described and given specific names but scien- small. Many of them live in water, which
tists think that there are probably 7 million supports them.
3 Speaking
Do the task that your teacher gives you (5 marks)
137
Term One: Test A
4 Writing
Look at the table. Write a piece of information about rafting. (5 marks)
description adventure sport /done by quick rowing in a boat on a river

place Ro Blanco and Ro Toachi near Santo Domingo
cost $ 65,00 per person
price includes transport, food, equipment
experience no needed
further information bus leaves Quito at 6.30am and returns at 7.30 pm
Rafting is an advventure...
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
5 Grammar
Read and write the comparative or superlative forms in the blank spaces. ( 5 marks
Guayaquil and Quito are big Ecuadorian cit- Quito is ____________ 4 (old) than Guaya-
big- 1 ( big)
ies, but the first one is ________ quil. It was founded in 1534. Quito is a
than the second one. Guayaquil is a port mixture of ancient and modern arquitec-
and its river, Guayas, is one of the ture, this is why it is known as the a world
_________ 2 (nice) river in the country. It is a heritage. It is located in the central part of
very important tourist attraction. Guayaquil the Highland at a ________ 5 (high) sea
has the _________ 3 (large) population of level than Guayaquil, however it is at a
the country. ___________ 6 (low) sea level than other
Andean cities.
6 Vocabulary
Unscramble the names of some adventure sports. ( 5 marks)

1 fngirta _________
raft-
2 knhiig _________
3 ibgnki _________
4 dwniusnigf _________
5 gnviid _________
6 oenacgni _________
138
Term One: Test B
(Units 1 - 4)
Your name _________________________________ Your class _________________
1 Listening
Listen and complete the sentences. (5 marks)
stations
1 Electricity is made in power ___________.
2 The electricity ________ along power cables.
3 Pylons ________ the cables.
4 The thick cables _______ separated into thinner cables.
5 These cables are supported by _______________ posts.
6 The thin wires enters a ________in or outside each house.
2 Reading
Read A Place to Visit and complete the information. (5 marks)
all over the

1 places where visitors come from: ______________________
2 climate: _____________________________
3 products: _____________________________
4 preferred activity: ________________________
5 places to look for information: ____________________
6 ways of transport: ________________________________
A Place to Visit
Baos is on of the most popular destinations in In relation to activities , you can have good
Ecuador. Visitors come from all over the world. trekking possibilities in the area, including one
The reason for this is that Baos has one of the to the crater of the volcano, Altar. If you need
most beautiful settings you can ever find. It is trekking or climbing information, ask at the
surrounded by lush forested mountains, at the bus station. The maps are very
cafes
beautiful rivers, water falls, and as it name cheap.
suggests, hot springs. Apart from relaxing, walking is the most
The area has a very nice subtropical climate popular activity in Baos. The Agoyn Falls are,
and produces citrus, fruits, peaches, grapes, perhaps, the nearest major attraction. There
and sugar cane. are buses to and from the centre of town.
3 Speaking
Do the task your teacher gives you. (5 marks)
139
Term One: Test B
4 Writing
Look at the information. Write about Manta. You may add your own information if you like. (5 marks)
province Manab
kind of place major port of Ecuador
characteristics important commercial centre and tourist resort
things to see boulevard, Municipal museum, fishing boat harbour
getting there plane, bus
accommodation easy to get
people friendly and nice
food excellent
Manta is the major port of ...

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
5 Grammar
Complete the text with the appropriate form of the verb in parentheses. (5 marks)
are_pro-
Television programmes ______________ 1 Romantic films ______________ 4 (choose)
(produce) in large scale. Among the most by romantic people. Adventure films
popular are soap operas, these _________5 (select) by people who like
____________2 (watch) by a lot of people. action and adventure. Comedy films are pop-
The majority of them have commercial ular too. Through the years there have been
purposes and are not very good. Cartoons some very good comedians One of these
are also popular. They _____________3 was Charles Chaplin who _____________ 6
(love) by small children. Films are on TV too. (remember) by everybody.
6 Vocabulary
Unscramble the words about television programmes. (5 marks)
documentary
1 yradoucemtn _________________
2 mgea wosh __________________
3 mlif _________________
4 ooctarn _________________
5 poear poas __________________
6 wesn __________________
140
Term Two: Test A
(Units 5 - 8)
1 Listening
Listen to a description of the city of Belfast and complete the table. (5 marks)
country year of year Northern industries religion population

foundation and Southern (west Belfast)
Ireland separated
North- ________ 2 __________ 3 shipbuilding, _________ 5 _________ 6
________
ern
________ 1 ___________ 4 approximately
linen production,
rope-making
2 Reading
Read The Alawas and choose the correct information. (5 marks)
1 Aborigines 2 Today
a are Native Australians. a there are 40,000 aborigines in Australia.
b came to Australia at the beginning b all aborigines have married other Austrailians.
of this century. c many aborigines still live a traditional life.
c are not from Australia.
3 The weather in Hodgson Downs 4 Alawa men dont

a is warmest in the dry season. a collect medicinal plants.
b is warmest in the wet season. b make didgeridoos.
c is cold. c find food to eat.
5 Alawa women 6 The Alawa people

a find food in the forest. a believe God made humans and wildlife.
b hunt and fish. b believe they can talk to spirits.
c make musical instruments. c do not perform ceremonies.
The Alawas
The Australian aborigines were the first people to They also hunt wild cattle. In the dry season they
live in Australia. They have lived there for about fish in the streams and water holes. They also catch
40,000 years. Some aborigines still live in the same turtles and small crocodiles. Some men also make
area that their ancestors lived in and they have not and sell musical instruments, for example an
mixed with other Australians. Today there are instrument called a didgeridoo, which is blown
about 144,000 aborigines living in Australia. They like a horn and makes a low sound.
are divided into different tribes. One of these tribes The women of the tribe collect seeds, fruit and wild
is the Alawas. honey in the bush. They also collect plants that
The Alawa tribe lives in Hodgson Downs, a village they use to make medicines.
in the northern territory of Australia. There are two The Alawas, like other aborigines, believe that the
seasons in this region: the wet season and the dry world was created during the Dreamtime, when
season. The climate is very hot, especially at the spirits walked over the land and made the plants,
beginning of the wet season. the animals and man. They have ceremonies to
The Alawa men often go hunting for kangaroos, communicate with the Dreamtime spirits. They
turkeys and goannas, which are big lizards. sing and dance during these ceremonies.
141
Term Two: Test A
3 Speaking
Do the task that your teacher gives you. (5 marks)
4 Writing
Use the notes in the table to write about England. (5 marks)
country capital area main language average temperature resources

England London 130,423 sq. km English July 16.1 C coal
January 4.4 C natural gas
The capital city of England is London.

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
5 Grammar
Complete the text with the correct word or phrase from the box. (5 marks)
a few much a little many a little neither
Today I told my teacher what I usually eat. For example, for breakfast I have some bread with
a little 1 butter and some fruit. For lunch, I usually have some fish with _____________ 2
___________
vegetables as I do not like them much. I dont drink _____________ 3 water during the day. I dont eat
_____________ 4 sweets, because _____________ 5 my mum nor my dad like them. But I do have
_____________ 6 ice cream before bed each night.
6 Vocabulary
Label the pictures with the words in the box. (5 marks)
trachea diaphragm brain heart ribs lungs
brain 1
3 5
4
6
142
Term Two: Test B
(Units 5 - 8)
1 Listening
Listen to a description of Algeria and complete the table. (5 marks)
capital city number of population date of languages religion

inhabitants characteristics independence
Arabic
_________ 1 _________ 2 ____________ 3 ___________ 4 Berber dialect __________ 6
and Berbers ___________ 5
2 Reading
Read Bedouins and choose the correct information. (5 marks)
Bedouins typical Bedouin tent is made from strips of cloth

Most people live in permanent houses or shelters, woven from goat or camel hair and vegetable
but nomads move around the countryside taking fibres, sewn together and dyed black. When they
their homes with them or building new shelters each settle in one place for a longer time, they build rect-
time they stop. Nomads do not plant crops, they own angular houses with stone or adobe walls.
animals and move to find new grazing lands. Some Bedouins have kept their nomadic way of life.
Among the best known nomadic people are the Bed- They eat mainly meat and dairy products from their
ouin. Bedouins are nomadic Arabs, who inhabit the herds. Many Bedouins herd camels and the camel
deserts of the Middle East and northernAfrica. Virtu- breeders among the population have the highest
ally all Bedouins are Muslims. In ancient times, their social position. In general, they do not grow crops or
territory included only the deserts of Egypt and buy and sell goods. However, with the increase of
Syria. Later they entered Mesopotamia and Chaldea. oil production in the 1960s and 1970s, many Bedou-
The Muslim conquest of northern Africa in the 7th ins have taken jobs in the oil industry. Today only 5 to
century opened up more land to the Bedouin peo- 10% of Bedouins live a completely nomadic lifestyle.
ple. Although they form only a small part of the
population of these areas, they cover a very large
area in their nomadic travels.
When they are travelling, Bedouins live in tents. The
1 Bedouins are from 2 Nomadic Bedouins travel

a North America. a very short distances.
b Europe. b quite short distances.
c Africa and the Middle East. c very large distances.
3 Travelling Bedouins live in 4 Traditional Bedouins

a houses made from adobe. a buy and sell food.
b nylon tents. b plant crops and eat them.
c tents made from natural materials. c eat food provided by their animals.
5 Bedouins who breed camels 6 Today fewer Bedouins

a are very important in their community. a work in the oil industry.
b are considered inferior by other Bedouins. b travel all the time.
c are not nomadic. c stay in one place.
143
Term Two: Test B
3 Speaking
4 Writing
Use the notes in the table to write about Scotland. (5 marks)
country capital crea main languages average temperature resources

Scotland Edinburgh 77.080 sq. km English Scottish July 15 C coal
Gaelic (100,000 January 5.6 C oil
people) forestry and
fishing
resources
The capital city of Scotland is Edinburgh.

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
5 Grammar
Complete the phrases with the appropriate words from the box. (5 marks)
many much a few a little many a little

1 I dont each ___________ salad, because I dont like lettuce.
2 Only ___________ people in my class like to eat raw vegetables.
3 You can eat ___________ fat, because it is good for your muscles.
4 You shouldnt eat ___________ sweets.
5 You shouldnt eat ___________ snacks.
6 ___________ sugar is good for your health.
6 Vocabulary
Put the words in the box into the correct part of the table. (Half a mark each.) (5 marks)
handsome vein pilot attractive diaphragm blond Aztec

rib priest Cayapos builder
physical characteristics jobs parts of the body cultures

attractive
144
Term Three: Test A
(Units 9 - 12)
1 Listening
Listen to an announcer at an airport and complete the flight information. (5 marks)
flight destination boarding time gate number information

KL 784 Amsterdam 7.30 1
________ *********** 13
AA 764 Miami *********** ************ cancelled due to
______________ 2
__________ 3 Madrid 8.00 ___________ 4 ************
__________ 5 Paris 8.30 10 delayed
AV 623 __________ 6 8.30 11 ************
2 Reading
Read this e-mail and decide if the sentences are true or false. (5 marks)
1 Renata is writing the e-mail. false

______
2 The weather is hot. ______
3 They are resting and drinking. ______
4 Kate can't stand fritada. ______
5 David is fond of Ecuadorian soups. ______
6 The next day they are visiting Quito at night. ______
From: David Moreno

To: Renata Miller
Date: 21st August 2006
Subject: Regards
Dear Renata,
We are having a wonderful time here in Ecuador. Yesterday we arrived in Quito. The weather is
cool, but we are enjoying ourselves. At the moment we are sitting in a caf. Kate is drinking tree
tomato juice and reading the newspaper. She has just eaten a big plate of fritada, or fried pork.
I'm not very fond of fritada, but I love Ecuadorian soups. They are delicious.
Yesterday we went to the aerial tram in Cruz Loma where we had a spectacular view of the city. If
the weather is fine tomorrow, well climb Pasochoa. Tomorrow, we plan to go downtown and then
dancing at night. I can't stand being in the hotel room on Fridays.
Time flies! And soon we'll be back home. I'll call you before we leave.
Love,
David and family
3 Speaking
145
Term Three: Test A
4 Writing
Look at the pictures. Write an ecotourism rule for each picture. (5 marks)
1 2 3
Do not touch the

4 5 6
5 Grammar
Complete the text with the words and phrases in the box. (5 marks)
is would call are sitting fond were sitting keen

cant is drinking are drinking dont will call will be
Puerto Lpez
21st August 2006
Dear Marcela,
are sit-
It is really lovely here in Puerto Lpez. At the moment, we ___________1 in a caf with a view of
the sea. George _______________ 2 coconut milk and sunbathing while I write to you. He has just
eaten an enormous ceviche, which he loves. Im not ________ 3 of ceviche, as you know, but I love
fried fish and I eat it every day here!
On Monday we went to Los Frailes, which was beautiful. If the weather ___________ 4 fine
tomorrow, we will go to La Isla de la Plata. I hope well see the whales on the way! Im a bit worried
about the boat trip, because I ____________ 5 stand travelling by boat. I always get seasick!
Well be in Quito again on 24th. I ______________ 6 you when we arrive.
Lots of love,
6 Vocabulary
Write 3 kinds of films, 3 kinds of
television programmes and 4
adventure sports in the diagram
below. (5 marks)
146
Term Three: Test B
(Units 9 - 12)
1 Listening
Listen to a conversation. Complete the missing information. (5 marks)
concert
1 Marcela wants to go to a _______________.
2 Armando prefers to go ________________.
3 They agree to go bowling and to _________________.
4 They are going to meet at ________________. (time)
5 They are going to meet at ________________. (place)
6 The price of tickets is _________________.
2 Reading
Read this e-mail and decide if the sentences are true or false. (5 marks)
1 Kate is receiving an e-mail. false

_______
2 They are resting and drinking. _______
3 First they swim and then they sunbathe. _______
4 Kate loves ceviche. _______
5 She eats a variety of seafood. _______
6 She was afraid about the boat trip. _______
From: Kate Robinson

To: Carlos Cruz
Date: 21st August 2006
Subject: Regards
Dear Byron,
It is really great here in Tonsupa. At the moment, we are sitting in a caf with a beautiful view of the
sea. George loves coconut milk, so he is enjoying it a lot. Every day we go sunbathing and later we
go swimming in the sea. The children like playing in the sand and later they will go swimming. The
food is excellent. I'm not very fond of ceviche, as you know, but I love fried fish and I eat it every
day here!
On Monday we went to see the birds and on a boat trip. The birds are so beautiful but I was a bit
worried about the boat, because I can't stand travelling by boat. I always get seasick. If the weather
is fine tomorrow, we will go to Muisne. We'll be in Quito on the 25th. I'll call you when we arrive.
Love,
Kate and family
3 Speaking
147
Term Three: Test B
4 Writing
Look at the advertisements. Write an application letter for the job. (5 marks)
Successful International School seeks _________________

_________________
_________________
English Language Teacher
_______________________
Roger Morgan
Competitive salary, training and lively _______________________
The Portsmouth School of
working environment. _______________________
English
Loja ________________
Applicants with at least two-years
experience and teaching qualifications ________________
need only apply. __________________________________________
__________________________________________
Please send a letter of application __________________________________________
and full CV to: __________________________________________
__________________________________________
__________________________________________
Roger Morgan __________________________________________
The Portsmouth School of English ___________________________
Loja ___________________________
5 Grammar
Complete the text with the words and phrases in the box. (5 marks)
are sitting can is drinking is are having will be

is having fond keen drinks cant is sitting
Quito, 5.9.2006
Dear Mum and Dad,
are hav-
We _____________ 1 a wonderful time here in Ecuador. Yesterday we arrived in Quito. The weather is
quite cold, but we are enjoying ourselves. At the moment, we _____________ 2 in a caf. Daniel
_______________ 3 tree tomato juice and reading the newspaper while I write to you. He has just eaten
a big plate of fritada or fried pork. Im not very __________ 4 on fritada, but I love Ecuadorian soups.
Theyre delicious!
Yesterday we climbed Guagua Pichincha and if it ________________ 5 fine tomorrow, well climb Pasachoa.
We planned to go to the jungle, but Daniel ______________ 6 stand mosquitoes, so we are going to stay
in the Highlands.
Time is flying! Well be home in a week. Ill call you before we leave.
Lots of love,
6 Vocabulary
Read the definitions and write the names of the parts of the computer. (5 marks)
The key-
1 ______________ has numbers and letters and is used for putting information into the computer.
2 ______________ is the television-like part of the computer where you can see what you are doing.
3 ______________ is a machine which puts what you see on the screen onto paper.
4 ______________ is a machine used for sending and receiving data via telephone lines.
5 ______________ is a magnetic disk which is used for storing information that can be changed.
6 ______________ is used for moving a pointer around the screen and for operating software.
148
TEST KEYS
4 Writing
Guayaquil y Progreso
Quevedo
Mr Roger Morgan
The Portsmouth School of English
Loja
5.8.2006
Dear Mr Morgan,
I am writing in response to your advertisement of 4th

August in El Hoy newspaper. I am 25 years old and
I graduated with a degree in Social Sciences from
Central University in Quito 3 years ago. Since then
I have worked as an English teacher in 9 de Octubre
High School in Quevedo.
English teacher because I have both experience and
relevant qualifications and I speak fluent English.
I would be grateful if you would consider me for the
post. I am available for interview at any time and
I can be contacted during the day on 05 2789-546.
I enclose a full CV.
Yours sincerely,
Xavier Zambrano
5 Grammar
Key
1 are having
2 are sitting
3 is drinking
4 keen
5 is
6 cant
6 Vocabulary
Key
1 The keyboard
2 The monitor
3 The printer
4 The modem
5 A floppy disk
6 The mouse
149
TEST KEYS
Test One A (Units 1, 2 and 3) 4 Writing
1 Listening A production model

Loja has a smaller population than Tucumn and
1 Check the CD player and make sure all students Antofagasta. Tucumn has the largest population.
are able to hear. Loja and Tucumn are higher than Antofagasta. Loja
2 Give the students a few minutes to look at the is the highest city.
task and focus their attention on the information Tucumn is the oldest city, but Loja is older than
they need to listen for. Antofagasta.
3 Play the CD or read each Audio Script at least Loja is the coldest city in January and Tucumn is
three times. The first time students should only the hottest city. In July, Antofagasta is hotter than
listen, the second time they should note down the Tucumn and Loja has the warmest climate.
information and the third time they should check
their notes. 5 Grammar
Audio Script 27 English in Australia Key

1 is located
Listen to a description of English in Australia and 2 is populated
complete the notes. 3 are employed
4 are grown
In 1770, British Captain James Cook, arrived in 5 is visited
Australia. At the beginning, Australia was a penal col- 6 are found
ony. They called it New South Wales. English became
the official language as the majority of settlers 6 Vocabulary
came from Britain. Other aboriginal languages
are also spoken on the Island. The first free settlers, A possible production model
who came from different countries, worked mainly in 1 television
prosperous farms. In the last 50 years, large num- 2 iron
bers of immigrants have settled in Australia and 3 refrigerator
the population has grown very fast. Today, Australia 4 radio
is the sixth largest country in the world. As many 5 CD player
people from all over the world have travelled to Aus- 6 washing machine
tralia, one Australian in three now comes from a fam-
ily where a language other than English is spoken. Test One B (Units 1, 2 and 3)
Key 1 Listening
1 1770
2 South Audio Script 28 Asking for Information
3 English
4 farmers Listen to a conversation between a tourist and a
5 sixth travel agent and complete the text.
6 one
TA: Good morning. How can I help you?
2 Reading T: Id like some information about climbing in Ecua-
dor.
Key TA: Which mountain or volcano would you like to
1 Colombia climb?
2 8 years T: Cotopaxi.
3 pronunciation TA: O.K. Well, its a good idea to climb at the
4 listening to pop music weekend. The tour starts on Saturday morning.
5 a businessman The guide can come to collect you at your hotel,
6 going to the States to study there if you like.
T: O.K. And how long will it take us to get to the
3 Speaking refuge?
TA: Youll be at the refuge by about 3 oclock in the
A production model afternoon.
1 I read magazines and I watch television. T: 3 oclock. O.K. And, do I need to take food with
Sometimes I visit my cousins. me?
2 I play basketball. I go swimming on Sundays. TA: Yes, you need to take sandwiches for the journey
3 Last weekend I went to Papallacta with my family. there. We provide just one meal. Thats dinner
In June I went to Salinas for a weekend. on Saturday night.
4 I like films and cartoons. I watch soap operas too. T: You provide dinner on Saturday night?
5 My favourite dish is ceviche. Its made of seafood, TA: Thats right.
onions, tomato, a little oil and lemon juice. T: And what kind of equipment do I need?
TA: Well, warm clothes, of course. And you can rent
150
TEST KEYS
walking boots and crampons from our company if 1 will explode

you like. 2 happens
T: Ah, yes. I think Ill do that. And how much does 3 will pass
it cost for a mountain guide to come with me? 4 hear
TA: The cost of the guide is $100. 5 will travel
T: O.K. Well, Im going to decide when I want to go 6 kills
and then Ill come back. Thank you for all the 7 will strike
information.
TA: Youre welcome. 6 Vocabulary
Key Key
1 Cotopaxi 1e
2 Saturday morning 2f
3 3.00 pm 3b
4 dinner / evening meal 4c
5 warm clothes 5d
6 $100 6a
2 Reading
Test Two A (Units 4, 5 and 6)
Key
1 true 1 Listening
2 true
3 false Audio Script 29 Herbal Medicine
4 false
5 true Listen to a doctor giving advice on the use of herbal
6 true medicine and complete the text.
3 Speaking The medicinal value of plants has long been recognized

in different countries. Avocado seeds are used by the
A possible production model people of the Ecuadorian Amazon to treat snake bites.
1 I listen to music every day. The bark of the cacao tree is used in the jungle to heal
2 I like pop music and salsa music. I dont like rock cuts. Camomile flowers, stalks and leaves are boiled
music. with water. The liquid is used to cure stomach ache.
3 My favourite singer is Ricky Martin, because he Dragon's blood is used for a variety of medicinal
makes good videos and he is very handsome. purposes, particularly to prevent tooth decay. Papaya
4 I can sing, but I cant play any musical seeds are well known as a cure for parasites. Bracken
instruments. is a plant which produces a resin to heal wounds.
5 I never go to concerts, but I watch pop videos on
television. Key
1 snake bites
4 Writing 2 cuts
3 Camomile
A possible production model 4 tooth
Bungee is a extreme sport. It is done by a person 5 parasites
attached to a strong elastic who jumps from a high 6 Bracken
bridge.
It is possible to do it near Quito, from Chiche bridge 2 Reading
between Tumbaco and Puembo. It costs $55,00 but
there are some special discounts on the second, Key
third and fourth jumps. To go there you can take the 1 true
bus to Puembo. The jumps are on 2 false
Sundays, however tours of 10 and more people can 3 true
be arranged during the week. No experience is 4 false
required. 5 true
6 false
5 Grammar
3 Speaking
Key
151
TEST KEYS
A possible production model 2 Everybody

Algeria has a lot of desert land. Only the northern 3 generous
part is good for agriculture. 4 athletic
Its main natural resources are ga and oil and it main 5 elegant
industries are oil refining,cement and steel production. 6 attractive
Its capital is Agiers and the main languages are
Arabic, Berber and French. 2 Reading
The majority of people are Muslims and Christians.
A traditional dish is couscous, which is made of Key
steamed grains of wheat 1/ 4 / 5 / 6/ 7/ 9
4 Writing 3 Speaking
A production model A possible production model

All the people interviewed think that women could be You should use papaya seeds, they kill parasites.
better drivers. Fifteen people think that men are Make a syrup by boiling the seeds in water and add-
better doctors. Thirty people said women are better ing a little honey
teachers. Ten people said that men are better
teachers. Twenty people consider women to be better 4 Writing
nurses.
Only five people think men could be better presidents A production model
than women. From 70 people interviewed, sixty five said they
It is interesting to note that people don't believe that drank alcohol every two weeks. This is 64%. Twenty
men could lead the country destiny better than said they drank once a week. This is 21%. Ten said
women. they drank once a week. This is 9% and five said
they drank every day. This is 6%.
5 Grammar
5 Grammar
Key
1f A possible production model
2e 1 I would ride a motorbike.
3d 2 I would play football.
4c 3 I would spend more money on education.
5b 4 I would buy a beautiful house.
6a 5 I would go to China.
6 I would drive an expensive car.
6 Vocabulary
6 Vocabulary
Key
1f Key
2d 1d
3e 2f
4c 3e
5b 4c
6a 5a
6k
7h
Test Two B (Units 4, 5 and 6) 8j
9g
1 Listening 10 b
11 i
Audio Script 30 Some Peoples Characteristics
Listen to these descriptions. Complete the sentenc- Test Three A ( Units 7, 8 and 9)
es.
1 Listening
Nancy Jcome is a very attractive girl. In fact, she is
beautiful. She is very popular among her friends.
Everybody likes her. Additionally, she is generous and Audio Script 31The United Kingdom
trustworthy. Her boyfriend is athletic. He is very fit and
good at sports. They both are elegant, attractive and Listen and complete the information about Great
stylish. The perfect couple! Are they real? Britain.
Key The United Kingdom consists of the countries of
1 beautiful Great Britain and Northern Ireland. Great Britain is
152
TEST KEYS
formed of England, Scotland and Wales. The capital Key

and largest city is London. This city combines a2
modern facilities with the splendour of ancient times. b5
The official language is English and the official c1
currency is the Sterling. The government is a d3
constitutional monarchy. The king or queen is the e4
head of state, but an elected parliament also rules f 6
the country.
Key Test Three B (Units 7, 8 and 9)

1 Great Britain and Northern Ireland
2 London 1 Listening
3 English
4 Sterling Audio Script 32 Like and Dislikes
5 constitutional monarchy
6 king or queen Listen to Susan and Richards likes and dislikes.
2 Reading R: Hi Susan. Are you alright?

S: Yes, fine. What about you?
Key R: Well, Im very excited. Im going to the Chimborazo
1 true mountain tomorro. You know how I love Ecuadorian
2 true mountains.
3 false S: Oh, I wish I could go, I love mountains too, but Im
4 false so busy, my family is coming tomorrow and were
5 false going to the beach. I like the beach.
6 true R: Im not very fond of beaches. I cant stand the
sand. I prfer the jungle. As a matter of fact after
3 Speaking Chimborazo, Im going to the Amazon jungle. There
Ill eat a nice snake ceviche.
A production model S: Sounds awful! I dont like exotic dishes. I prefer
Both Jane and Paul like ecuadorian food. normal traditional Ecuadorian food like fritada and
Neither Jane nor Paul like sunbathing on the beach. llapingachos.
Both Jane and Paul like climbing mountains. R: Not me ... I dont like fritada nor do I like llap-
Both Jane and Paul like going to the jungle. ingachos, but ... (fade)
Neither Jane nor Paul like visiting cities.
Only Jane likes alsa music. Key
1
4 Writing 2X
3
Apossible production model 4X
Dublin is the capital city of the Republic of Ireland. 5x
The republic has a total area of about 69,000 square 6
kilometres. The majority of the population speak
English, but some people also speak Irish. The main 2 Reading
religion is Roman Catholicism. 92% of the people in
the republic are Catholics and about 3% are Pro- Key
tetants.The main industries are agriculture and fish- 1b
ing. It has a wet climate and the average temper- 2b
ature in January is 4 to 7o C and in July is 14 to 16o 3a
C. 4c
5a
5 Grammar 6b
Key 3 Speaking
1 a lot of
2 a few A possible production model
3 much My favourite sport is basketball. I love basketball. I
4 many could play it every day. Regarding films, Im keen on
5 a lot of romantic films because Im a romantic person, I
6 a little cant stand thrillers though, they are stressful.
Regarding music, Im very fond of pop music. I have
a nice CD collection of pop music.
6 Vocabulary 4 Writing
153
TEST KEYS
A possible production model P: No smoking, please.

S: Right. Your seat number is 16 A. We'll be ready to
Quito, 9.8.2006 board at half past three, Madam.
P: O.K. And what's the gate number?
Dear Tina, S: Gate number 8. Here's your boarding pass. Have
a nice flight.
Thanks for writing. Im glad you have had a
nice weekend. I wish I could have been there. My Key
weekend was awful, I had the flue so I had to stay 1 Rosita Bayas
in bed for two days. I watched TV for hours and I got 2 Chicago
tired of it. I listen to some music too, but anyway it 3 CA 765
didnt help much. The only good thing was that I 4 16 A
could talk to my friends over the phone for a long 5 3.30
time. I hope next weekend will improve. Its about 6 8
time. Dont you think so?
2 Reading
Please continue writing to me. Ill answer
immediately. Key
1b
Cheers, 2c
John 3a
4c
5c
5 Grammar 6a
Key 3 Speaking
1 a little
2 a little A production model
3 many Sit up straight. The back of the chair should fit your
4 a few back. Keep your elbows at the same height as the
5 much keyboard and hold the mouse lightly with your fingers
6 a few resting on the button.
Make sure the monitor is just below your line of
6 Vocabulary sight.
Keep your knees bent at 90 and rest both feet on
Key the ground.
1 brain
2 veins 4 Writing
3 diaphragm
4 small intestine A production model
5 large intestine
6 stomach El Da y 6 de Diciembre
Quito
Test Four A (Units 10, 11 and 12) General Manager

Lindas Shop
1 Listening 6 de Diciembre y Sodiro
Audio Script 33 At the Airport 4.8.2006
Listen to a conversation between two people at an Dear Sir or Madam,

airport.
I am writing in response to your advertisement of
S: Good morning, madam. Can you put your cases on 3rd August in El Hoy newspaper. I am 25 years old
the scales, please. and I speak fluent English. I graduated with a
P: Ah, my two bags. They aren't very heavy. degree in Social Sciences from Central University in
S: Right. Can I have your tickets, please. Quito a year ago and since then I have worked as a
P: Yes, here you are. sales assistant in Casa Tosi in Quito.
S: Your name, please? I believe I am a suitable applicant for the position
P: Rosita Bayas of sales assistant at Lindas Shop, because I have
S: Thank you. Ah ha destination Chicago. Flight experience of sales and I am also dynamic and
number CA 765. Would you like a window seat? hardworking.
P: No, an aisle seat, please. I would be grateful if you would consider me for the
S: O.K. Smoking or no smoking? post.
154
TEST KEYS
I am available for interview at any time and I can be S: Thank you. Im sorry, Ms Collins. Ms Nicholson
contacted during the day on 2815645. I enclose a isnt in at the moment. Would you like to leave a
full CV. message?
C: Yes, please. Im calling from Latin Tours Travel
Yours sincerely, Agency.
S: Latin Tours. O.K.
Sara Vasquez C: Please tell her to collect her passport at the
travel agency.
S: Could you repeat the message, please?
5 Grammar C: Yes. She has to collect her passport from the
travel agency.
A production model S: Alright, Ms Collins. Ill tell Ms Nicholson as soon
1 they will disturb wildlife on the islands. as she arrives.
2 the animals will eat the food they leave behind. C: Thank you.
3 If tourists touch the animals, S: Youre welcome. Goodbye.
4 If tourists light / make fires,
5 they will pollute the sea. Key
6 some species of plants will become extinct. 1 Dr Lascano
2 Fruit
6 Vocabulary 3 The appointment for tomorrow (at noon) is
confirmed.
Key 4 Mara Collins
1d 5 Latin Tours Travel
2f 6 Please collect your passport (at the travel agency).
3a
4e 2 Reading
5c
6b Key
1 true
2 true
Test Four B (Units 10, 11 and 12) 3 false
4 true
1 Listening 5 false
6 true
Audio Script 34 Telephone Messages
3 Speaking
Listen to a secretary receiving some messages.
Complete the notes in the table. N.B. Ask the student how to get to each place and
then allow him or her time to answer.
(Sound of telephone ringing)
A production model
S: Logics Corporation. Good morning.
C: Good morning. Ms Edna Nicholson, please. T: Excuse me. How can I get to the traditional res-
S: Whos speaking? taurant?
C. Dr Lascano. S: Take the second street on the right. Walk two
S: Im sorry, sir. Ms Nicholsons not in. Would you blocks. Its on your right.
like to leave a message?
C: Yes, please. Tell her Im calling from Fruit T: Excuse me. How can I get to the art gallery?
Exports Company to confirm the appointment for S: Take the second street on the left. Walk one
tomorrow at noon. block. Its on your left.
S: Could you repeat the message, please?
C: The appointment for tomorrow is confirmed. T: Excuse me. Where is the cathedral?
S: Alright, sir. Ill tell Ms Nicholson as soon as she S: Go straight on. Keep going until you come to the
arrives. traffic lights. Its on your left.
(Telephone rings again.) T: Excuse me, do you know where the supermarket
is?
S: Logics Corporation. Good afternoon. S: Yes. Go straight on. Take the fourth street on
C: Good afternoon. Could I speak to Ms Edna Nich- your right. Walk two blocks. Its on your right.
olson, please.
S: Whos speaking, please? T: Excuse me. Can you tell me where the English
C: Mara Collins. bookshop is, please?
S: Collins? Could you spell your surname, please. S: Yes. Go straight on. Keep going until you come to
C: Certainly. C O L L I N S. the traffic lights. Turn left. Walk one block. Its
155
TEST KEYS
on your left. 1 Listening

T: Thank you.
Audio Script 35 English in America
4 Writing
Listen and complete the text.
A production model
In the late 16th Century, the English travelled to
La Gasca y Av. Amrica America, which they called the New world. They took
Quito their language with them. When the British Empire
declined, the use of English was strengthened by the
Pichincha 276 y Quito United States. In the 19th Century the United States
Guayaquil became powerful and this developed the English
language too. The age of technology helped the
4.9.2006 language to become even more important.
Dear Sir or Madam, Key

1travelled
I am writing in response to your advertisement of 2 New
2nd September in El Hoy newspaper. I am 25 years 3 declined
old and I speak fluent English. I graduated with a 4 United States
degree in Social Sciences from the Central University 5 developed
in Quito two years ago and since then I have worked 6 important
as a bilingual secretary for The British Council in
Quito. 2 Reading
bilingual secretary because I have experience of Key
computing and excellent writing skills and I am also 1 true
responsible and hardworking. 2 true
I would be grateful if you would consider me for the 3 true
post. 4 false
I am available for interview at any time and I can be 5 false
contacted during the day on 02 2425695. I enclose 6 false
a full CV.
3 Speaking
Yours sincerely,
You can select topics from Units 1 to 4. Use
Amparo Valencia pictures, charts, tables and diagrams as input.
4 Writing
5 Grammar
A production model
Key Rafting is an adventure sport. Ro Blanco and Toachi
1 will progress near Santo Doming are good places for it.The cost is
2 will become $65,00 per person. The price includes
3 will have transport, food and equipment and experience is no
4 will develop needed. If you want to travel by bus, a bus leave
5 will produce from Quito at 6.30 am and returns at 7.30 pm.
6 will use
5 Grammar
6 Vocabulary
Key
Key 1 bigger
1 scanner 2 nicest
2 modem 3 largest
3 keyboard 4older
4 monitor 5 higher
5 mouse 6 lower
6 printer
Term One: Test A (Units 1 4)

6 Vocabulary
156
TEST KEYS
Key Key
1 rafting 1 are produced
2 hiking 2 are watched
3 biking 3 are loved
4 windsurfing 4 are chosen
5 diving 5 are selected
6 canoeing 6 is remembered
6 Vocabulary
Term One: Test B (Units 1 4)
Key
1. Listening 1 documentary
2 game show
Audio Script 36 Electricity 3 film
4 cartoon
Listen and complete the sentences. 5 soap opera
6 news
1 Electricity is made in power stations.
2 The electricity travels along power cables.
3 Pylons support the cables. Term Two: Test A (Units 5 8)
4 The thick cables are separated into thinner cables.
5 These cables are supported by electricity posts. 1 Listening
6 The thin wires enters a meter in or outside each
house. Audio Script 37 Belfast
Key Listen to a description of the city of Belfast and

1 stations complete the table.
2 travels
3 support Belfast is the capital city of Northern Ireland. It was
4 are founded in 1177 and it was made the capital of
5 electricity Northern Ireland in 1920 when the Government of
6 meter Ireland Act separated Ireland into Northern and
Southern Ireland.
2 Reading During the 18th century the shipbuilding industry in
Belfast grew and the city soon becamea very
Key important port. Engineering, linen production and
1 all over the world rope-making were all important activities. Belfast is
2 subtropical populated mainly by Protestants in east Belfast and
3 citrus, fruits, sugar cane Catholics in west Belfast. About 18% of the
4 walking population of Northern Ireland live in the capital,
5 cafes at the bus station which has approximately 280,000 inhabitants.
6 buses
Key
3 Speaking 1 Northern Ireland
2 1177
You can select topics from Units 1 to 4. Use 3 1920
pictures, charts, tables and diagrams as input. 4 engineering
5 Catholic
4 Writing 6 280,000
A possible production model 2 Reading

Manta is the capital of the province of Manab. It is
considered the major port of Ecuador, which is both Key
and important commercial centre and a tourist 1a
resort. The things to see in Manta are the boulevard, 2c
the Municipal Museum and the boat harbour. You can 3b
get Manta by plane or by bus. Accommodation is 4a
easy to get and the food is excellent. Additionally the 5a
people are friendly and nice. 6b
5 Grammar 3 Speaking
157
TEST KEYS
You can select topics from Units 5 to 8. Use 5 French

pictures, charts, tables and diagrams as input. 6 Islam
4 Writing 2 Reading
A production model Key

The capital city of England is London. The area of the 1c
country is 130,423 square kilometres. The average 2c
temperature in July is 16.1C. In January it is very 3c
cold. The average temperature is only 4.4C. Coal 4c
and natural gas are found in the country. 5a
6b
5 Grammar
3 Speaking
Key You can select topics from Units 5 to 8. Use
1 a little pictures, charts, tables and diagrams as input.
2 a few
3 much 4 Writing
4 many
5 neither A production model
6 a little The capital city of Scotland is Edinburgh. This country
has an area of 77,080 square kilometres. The
6 Vocabulary people in Scotland speak English and about 100,000
people speak Scottish Gaelic. The average
Key temperature in July is 15C. in January, it is 5.6C.
1 brain Coal and oil are found in Scotland and there are also
2 trachea forestry and fishing resources.
3 ribs
4 heart 5 Grammar
5 lungs
6 diaphragm Key
1 much
2 a few
Term Two: Test B (Units 5 8) 3 a little
4 many
1 Listening 5 many
6 a little
Audio Script 38 Algeria
6 Vocabulary
Listen to a description of Algeria and complete the
table. Key
Physical characteristics: attractive, handsome, blond
Algeria is located in North Africa. The capital and Jobs: pilot, priest, builder
largest city is Algiers. Its total area is 2,381,741 Parts of the body: vein, diaphragm, rib
square kilometres. Algeria has a population of about Cultures: Aztec, Cayapos
27,575,000 inhabitants. The population consists of
Berbers, Arabs and people of mixed Arab-Berber
stock. Algeria got its independence in 1962. More Term Three: Test A (Units 9 12)
than half the population is rural, living in villages and
on small farms. 1 Listening
Arabic is the official language and is spoken by more
than 80% of the population. Most of the remainder Audio Script 39 At the Airport
speak the Berber dialect. French, however, is still
widely read and spoken by many educated Algerians. Listen to an announcer at an airport and complete
Islam is the official religion and is professed by the the flight information.
majority of the population.
Attention please, passengers for flight KL 784 flying
Key to Amsterdam, please proceed to gate number 13.
1 Algiers Your flight is boarding.
2 27,575,000 We would like to inform passengers flying to Miami
3 Arabs on flight AA 764, that the flight has been cancelled
due to bad weather in Miami. Passengers flying to
Madrid on flight IB 275, please proceed to gate
4 1962 number 5. Your flight is now boarding.
158
TEST KEYS
We would like to inform passengers on flight AF 673 bungee jumping

flying to Paris, that the flight has been delayed. windsurfing
Passengers on flight AV 623 flying to Lima, please rafting
proceed to gate number 11. diving
Key
1 13 Term Three: Test B (Units 9 12)
2 bad weather
3 IB 275 1 Listening
45
5 AF 673 Audio Script 40 Free Time Plans
6 Lima
Listen to a conversation. Complete the missing
2 Reading information.
Key A: So what shall we do this evening, Marcela?

1 false M: Let's go to a concert, Armando.
2 false A: Who is singing?
3 true M: Reik. I like that group so much.
4 false A: I'm afraid I don't like them very much. I prefer to
5 true
6 true go dancing at the club.
M: Dancing? I'm not keen on it. What do you think of
3 Speaking bowling?
A: Yes! That sounds much better. And then we can
You can select topics from Units 9 to 12. Use go to eat.
pictures, charts, tables and diagrams as input. M: Great! And what time are we going to meet?
A: Let's meet at 7.00 p.m. at CCI Shopping Centre.
4 Writing Is that O.K for you?
A: Sure. By the way do you know how much the
A production model tickets are?
1 Do not touch the animals. M: I'm not sure but I think they are $10,00
2 Do not take anything from the islands. A: Alright. See you in the evening.
3 Do not light fires. M: See you later.
4 Keep to the marked paths.
5 Do not drop litter in the sea. Key
6 Do not eat, drink or smoke on the islands. 1 concert
2 dancing
5 Grammar 3 eat
4 7 pm
Key 5 CCI Shopping Centre
1 are sitting 6 $10,00
2 is drinking
3 fond 2 Reading
4 is
5 cant Key
6 will call 1 false
2 true
6 Vocabulary 3 false
4 false
A possible production model 5 false
Films: 6 true
comedy
romantic 3 Speaking
science fiction
You can select topics from Units 9 to 12. Use
pictures, charts, tables and diagrams as input.
Television programmes:
documentary
cartoon
soap opera
Adventure sports:
159

Our World 4

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Teacher's Book

Repblica del Ecuador

Rita Ponce, Marlene Rivera, Irene Rosero, Kari Miller

The British Council

Edicin Revisada (1999):

Edicin Experimental (1993):

Copyright: Proyecto CRADLE 1993, 2000, 2005, 2006

There are monthly tests to be given after every three units.

1 The Course Components

Teachers Book and CD

2 Planning the use of the materials

3 The philosophy of Our World Through English (OWTE)

a The view of language

- Communication and purpose

Information can be divided into three types:

b The view of learners and teachers

c Topics and motivation

d Success and motivation

e Teachers and learners

encouraging students to prepare themselves for the topic areas to be introduced

The materials are designed for teachers who:

are interested in professional development.

4 The skills cycle

a Language skills in life

c Links between skills

5 Grammar and vocabulary

The Cradle Project

1 English in the classroom

Demonstrate the task with an example.

2 Pronunciation and intonation

In a series of connected descriptive statements, for example a description of a person, there is a

A rising intonation is used in yes/no questions or to obtain confirmation of a statement. It is common

5 Songs, rhymes and chants

Follow these steps for songs, rhymes and chants:

Revision Unit: Free Time Further Objectives

Grammar Curriculum Links

Describing likes and dislikes Unit 2: The English Language

Reading: reading for general idea and for spe- Vocabulary

Skills Development Functions

Unit 4: The Natural World

Grammar Curriculum Links

Functions Following instructions to perform an

Vocabulary Second conditional (If + past simple, would +

independent, trustworthy, kind, friendly, profes- Functions

Further Objectives Skills Development

Curriculum Links Reading: reading for general idea and specific

Conducting a survey and plotting a graph with Further Objectives

Unit 6: People and Cultures General Learning Skills

Review of present simple: affirmative and nega-

tive statements and question forms tive statements

Describing similarities Describing the functions of the bodys

General Learning Skills

sumption in Ecuador Skills Development

Unit 9: Entertainment Further Objectives

Grammar Curriculum Links

Describing likes and dislikes

Films: action, romantic, comedy, science fic- Review of Pasive voice

Giving instructions noon, on Monday, at 11.00, etc.

Computers: keyboard, monitor, printer, pointer, Applying for a job

Skills Development Vocabulary