Dear Teachers,
Welcome to Crossing Bridges 4 and, for the first time, we have the great
opportunity of creating our own textbooks in the Institute. This first edition
is to do the trialling and is still in the making therefore it needs your
feedback to improve. Crossing Bridges 4 is a follow- up from the other
Crossing Bridges books. You will have a list of the core contents that
are important to teach for each level 7 and 8. Tests will measure those
contents.
As a guide, keep to the Can Do statements at the beginning of each lesson
and at the end of the unit, they belong to the B1 level of the CEFR. Units
1-3 are Level 7 course and units 4-6 are level 8 course. The Focus on
Skills pages in the middle of the book can be used with any of the levels
according to the characteristics of your group - they are centred around the
Cambridge English Assessment Preliminary exam.
Please tell us when you find typos and errors but, most important of all,
tell us which activities work well, which could be improved on, what topics
are motivating for your students, etc. and send in your proposals so that
we are able to modify and adapt whatever is necessary. This goes for all
the components, Student’s & Teacher’s book, audios, links, etc. We will
send you a survey with some questions once you’ve had a chance to use the
book and we are asking you to please respond, it’s the best way we have
for making corrections and improving the book.
We have considered a dynamic and personalised approach to language
learning in which learners are placed at the centre of the learning process
through a course that balances equal opportunities for learning through
listening, reading, writing and speaking to facilitate the development of
linguistic and communicative skills at the students’ level.
We really appreciate your collaboration and would love to have your
feedback and suggestions, please write to: crossingbridges@britanico.cl
Hoping to hear from you soon,
Crossing Bridges 4 Team
Please read what the experts say about using a coursebook:
Using a coursebook is a teacher skill. But, if teachers follow the
book word for word, never varying the way they do it, students
may not be engaged and as a result may lose their motivation.
• We need to engage our students with a coursebook. We can
ask them what they think about the exercises or texts. We can
encourage them to give their own opinions on the topics of
the book. We can use the coursebook as a springboard for dis-
cussion about the topics in it.
• We can omit coursebook material completely or replace it
with material that we prefer or which is more appropriate for
our class. However, if we do this too much, the students may
resent having to buy the books and bring them to the lesson.
We can add to what is in the coursebook – by bringing in our
own material, or by finding information online, for example.
• We can rewrite parts of the book. For example, we may want
to use our own (or the students) questions with reading and
listening material. We discuss simplifying material.
• We can replace or reorder activities and lessons to suit our
own needs.
Taken from: Teacher Knowledge – Jeremy Harmer – Pearson-
ISBN 978-1-4082-6804-9
1. KEY METHODOLOGICAL PRINCIPLES:
In order to use the book in an effective way, you should consider
the following principles:
a. The learner must be placed at the centre of the language
learning process by means of:
Personalising tasks in order to make the target language
meaningful to the individual learners in order to generate a
strong sense of achievement.
Promoting spontaneous participation and spoken interaction in
a wide range of patterns in order to generate a strong sense of
achievement.
b. Balance tasks to provide learners with opportunities to process
language through listening, reading, writing and speaking
activities with clear and measurable outcome by means of:
Providing learners with frequent opportunities to activate the
target language in a meaningful way to make it more memorable.
Generating regular opportunities for controlled practice with
systematic opportunities to personalise language.
Generating frequent opportunities for the development of
productive skills in meaningful contexts by integrating them
with carefully staged tasks aimed at developing receptive skills,
considering the students´ level.
c. A systematic and comprehensive approach to developing
speaking skills by
Focusing on the use of functional and situational language.
Developing speaking strategies to help learners communicate at
their real level.
Promoting student-student interaction by means of a clear focus
on the generation of follow-up questions to promote interaction.
2. GETTING TO KNOW YOUR BOOK:
We have included:
Photographs in the student´s book: you can use them as
warmers, autonomous work while you are doing administrative
work at the beginning of the lesson (make sure you give the right
instructions), as follow-up activities, as additional practice for
fast finishers, as review from last class, to check prior knowledge,
or just as an additional activity when you have some extra time.
Culture notes: This section adds background information related
to the title, subtitle or topic of the page with links to extra
information you can use as an ice breaker or just something to
mention to add interest to the topic of the lesson.
Links: the links are suggestions to add information to use as
extra practice, follow-up activities, as an alternative when you
have a fast class, or to spice up your lesson. There are songs
which we can’t record due to copyright issues but you can find
on Youtube, some have the lyrics, others you will have to search
on https://www.lyrics.com/ or any other preferred website,
especially if you want to download an activity sheet.
Subtitles on each page in the student´s book: these subtitles
are meant to be used as a warmer, follow-up activity and mainly
for students to understand the context of the topic. There are
commonly used idioms, expressions, names of songs, etc. Check
if there are students who already know what they mean.
Cognates: There are many cognates in this first edition which
you should point out to your students to help them in their
learning process. Careful with false cognates!
Boxes: Use the boxes as suggested and the tips described in the
following section (3).
Objectives of units and Can Dos in the student´s book: You
should explain these to students explicitly, making sure they
understand what they are expected to learn.
Communication: This section provides guided practice in which
you carry out the activities as a class, or as pair or individual work
to check student’s general achievement in productive skills. If
you consider it important, you can assign a score or percentage do statements from the beginning of each lesson in the final
to activities and ask them to check their results. box of Check Unit... Ask students to write an example and check
Consolidation: This section is meant for students to answer they have understood. Here again, you can think of giving them
individually or in pairs. It considers most skills in an integrated marks for their work if you consider it necessary. Tests will
way. complement this section. Remember to give correction criteria/
Grammar and vocabulary worksheets: This section adds rubrics to the students if you´re going to give marks. They need
additional or guided practice. Students can work in pairs, to know how they will be assessed.
individually and/or as a class. Ideally, final doubts about vocab Centre pages (page 51-55): These pages are there for
and grammar should come up at this stage. extra practice, for fast finishers, for consolidation or as a
Test Yourself: This is the final stage of each unit and as such, revision. You can use them as closure for the first course or a
it should be developed by the student individually. This is THE revision for the following course.
opportunity students will have to show their learning in the unit Students can think about different learning strategies
they have just studied. and consolidate their general learning. These pages are
Guide them to complete this part as efficiently as possible. Read based on the Cambridge English exams format , in this c ase
the check list with the students and compare with the initial can Preliminary English Test approach for students wishing t o sit f or
the exam as afinal outcome at the end of book 4 (ICBC level 8).
3. GENERAL TIPS TO MAKE THE MOST OF THE BOOK
Picture 1. Use text images resourcefully by means of getting learners to describe them focusing on the description of the place
description or the setting, the people and what they are doing.
• What can you see in the picture?
• What are the people doing? Why?
2. Encourage learners to refer to non-factual information for the sake of language practice.
• How, do you think, the people are feeling?
• Why, do you think, the person is smiling?
This will allow you to check what learners know about a topic, pre-teach vocabulary or check that learners understand
the use and meaning of new language.
Listening tasks 1. Engage learners with the topic through listening or speaking tasks to fully integrate skills and to activate prior
knowledge.
2. Ask a general question for learners to get a general understanding of the context. Then ask more related questions to
get more details. Predicting is an important skill to develop.
3. Present after listening tasks that aim at asking for reaction to content or to analyse linguistic content.
Speaking tasks 1.Organise and change interaction patterns according to the aims of different kinds of activities. Consider this in order
to vary the pace of the lesson, maximize learning and participation on task.
2.Promote interaction (either T-S or SS) to develop learners’ ability in that language.
3. Questioning is crucial to the way teachers manage the class, engage students with content, encourage participation
and increase understanding.
Ask questions and encourage learners to ask questions in the different stages of the lesson:
• Use questions during the lead-in to a lesson to brainstorm a topic, generate interest and present or activate topic-
related vocabulary.
• Use questions in the presentation stage to elicit learners’ prior knowledge, and guide them into recognising
language patterns.
• Use instruction checking questions (ICQs) and concept-checking questions (CCQs) to check meaning and
understanding of key concepts.
• Ask follow-up questions to personalise language use and encourage learners to ask them as well.
Reading tasks 1. Engage learners with the topic through reading or speaking tasks to fully integrate skills and to activate prior
knowledge. Use skimming and scanning techniques.
2. Warming learners up by means of engaging their interest in the topic of the text and pre-teaching vocabulary if
necessary.
3. Analyse titles and visual information and encourage learners to make predictions about text content.
4. Present after reading tasks that aim at asking for reaction to content or to analyse linguistic content.
Writing tasks 1. Engage learners with the topic through reading, listening or speaking tasks to fully integrate skills.
2. Provide learners with feedback on their written work so that they feel confident when they produce their final
versions.
3. Encourage learners to self-correct and get peer feedback.

Focus on 1. Get learners to infer the patterns of linguistic rules by means of guided discovery.
grammar 2. Check learners´ understanding of use and meaning of the target forms.
3. Provide learners with opportunities for communicative spoken practice and additional opportunities to personalise
language.
 Pronunciation Provide highly controlled pronunciation practice and provide students with corrective feedback in a systematic way.
Some of the pronunciation activites have been recorded, others, you will need to work on according to when they
appear in the classroom.
Functional 1. Engage learners with the situational or functional context through listening or speaking tasks to activate prior
language knowledge.
2. Get learners to role-play making sure this is manageable within their level.
3. Provide learners with extra support by means of having the language on the board.
4. Promote the fun and motivating aspect of role-play activities and present them as a chance for learners to express
themselves in a more forthright way. If possible use additional elements to make practice meaningful and language
use more memorable.
Tips for learning Discuss these “boxes” with the students and ask them to express how they learn better. At this level they can do this in
L1. It's extremely important that student´s recognise how they learn. This is a topic to be discussed in every course. It
helps you get to know your students better and be able to provide activities to enhance their learning.

Did you know? Use this as a way of activating your students’ motivation. Encourage them to share other similar situations as well.

Culture notes 1. Engage learners with additional cultural information through spontaneous discussion to activate prior knowledge and
to generate interest.
2. Ask relevant follow-up questions.
Language Focus At the back of the book you will find a copy of what is in the Student’s book.
Grammar: this section has a more detailed grammar explanation with common exceptions you may need to share with
your students.
Vocabulary: here you will find some extra vocabulary which you may need to use according to what your students want
to express. It’s presented by topics.
Language in Context: There is a list of expressions which you can use as a review.
Irregular verb list: There is a list of many verbs which students can use as a reference and to check.
British/American: everyday vocabulary which you can share with the students as the vocabulary turns up.
Phonemic Chart: In case you need to clarify a pronunciation issue.

4. GENERAL CHARACTERISTICS TO CONSIDER WHEN

TEACHING ADULT LEARNERS
a. Keep instructions clear and simple: make instructions crystal
clear by using as few words as necessary and by gesturing
whenever possible and break down series of instructions
into smaller units.
b.Let them listen first: do not pressure students into speaking
before they’ve had plenty of opportunities to listen to you
using the language and they have had a chance to practise it
among themselves.
c. Drill, repeat, drill, repeat, drill…: Most will need to take
notes and/or write. Remember to make drilling fun! Use
drilling with movements, different voices, different members
of your class, etc.
d.Establish classroom language early on: Classroom language
– Can you speak more slowly? What do we have to do? I
don’t understand. What does… mean? How do you say… in
English? – is usually associated with teaching children, but it
really helps with adult learners as well.
e. Avoid metalanguage: Don’t tell them how to say something:
show them. Give as much context as you can (visual prompts
work well). Never ask “Do you understand?”
f. Prepare well, prepare a lot, keep them talking: bear in mind
that, unlike higher levels, you can’t rely on conversations
developing. Students don’t always have the linguistic
resources to engage in anything other than simple exchanges.
g. Don’t overcorrect and allow for mistakes to become a great
chance for learning: remember that the aim is for them to
communicate and get the message through. They need to be
understood and accuracy is desired, but fluency is basic for
students to begin to feel confident in this new learning path
they have chosen.
 E Campus
Este sitio ofrece práctica intensiva en línea de las principales áreas
del idioma inglés serás redireccionado y una conexión internet. Esta
herramienta es ofrecida exclusivamente por el Instituto Chileno Británico
de Cultura de Santiago a sus alumnos en cursos.
Entre las actividades que puedes desarrollar en apoyo de tu aprendizaje
se encuentran: comprensión auditiva, pronunciación, gramática inglesa,
vocabulario, juegos de lenguaje y navegación guiada de sitios web para
la comprensión lectora. Todas estas actividades cuentan con un sistema
de autocorrección para que tu puedas realizarlas con total autonomía,
respetando tus tiempos y tus estilos de aprendizaje.
6. Unit 1: Food for Thought
Page Lesson Topic Grammar & Vocabulary
7 1. Daily Life & Leisure Daily routines and Revision of verb tenses
Getting together relationships Collocations for daily routines
8 Leisure for pleasure Getting to know different places Position of adjectives
9 Everlasting love Close relationships Arguing vs discussing
10 2. Bread & Butter Describing dishes & recipes Cooking verbs and vocabulary
Bring home the bacon
11 Cool as a cucumber Talking about GM food Quantifiers
12 The early bird catches the worm Breakfast around the world Food containers
13 3. House & Home Alejandro Aravena: architect Describing rooms & furniture
Building a home
14 Everything but the kitchen sink Worldly possessions Imperatives
15 Safe shelter Keeping ourselves protected Describing homes
16 Communication House Swap Developing speaking
17 -9 Consolidation & Worksheets Several Contents from unit 1
20 Test Yourself Reflection Checking learning progress

23 Unit 2: A Hard Day’s Night

Page Lesson Topic Grammar & Vocabulary
24 4. Working 9 To 5 Jobs and their effect on our lives Jobs
Tinker, tailor, soldier, sailor Analysing word order
25 Rich man, poor man, beggar man, Describing jobs Work environment - pronunciation
thief
26 Before or after Exchanging information Different adverbs and their position
27 5. If At First You Don’t Succeed... Available city services Vocabulary for city services
Try again Volunteer work
28 Finding a plum job Job vacancies Applying for a job
29 Looking forward to Letter of application Writing a letter
30 6. Planes, Trains & Automobiles Different means of transport Vocabulary related to transport
Right up my street Revision of present perfect
31 Commuting Talking about bicycles Reading comprehension (long text)
32 The Metro Music on the Metro Adverbs of indefinite time
33 Communication Jobs and required skills Development speaking
34 -36 Consolidation & Worksheets Several Contents from unit 2
37 Test Yourself Reflection Checking learning progress

40. Unit 3: Oh, the Places You’ll Go

Page Lesson Topic Grammar & Vocabulary
41 7. Know Your Land Travelling around Revision of present perfect
Travelling guides Travelling vocabulary
42 Along for the ride Planning a journey Comparing
43 Problems, problems, problems Difficulties while travelling Dealing with problems, complaining
44 8. Don’t Listen To What They Say-Go Past journeys Contrasting past simple & present perfect
See! Time words
Never been to Spain
45 Brick by brick Iconic buildings in the world Describing historical buildings
46 When in doubt, travel Dream holidays Second conditional

2
40. Unit 3: Oh, the Places You’ll Go
Page Lesson Topic Grammar & Vocabulary
47 9. If You Think Adventure Is Dangerous… Living and studying abroad Advantages & disadvantages of living abroad
Try routine - it's lethal
48 It’s just around the corner Planning the future Revision of future tenses
49 The journey of a thousand miles Plans for studying abroad Writing a letter of request - connectors
begins with a single step
50 Communication Plans for travelling & studying abroad Developing speaking
49 Are you in good shape? Describing how one feels Describing how one feels and listening to advice
Tips for learning: listening for gist and details
50 Communication Asking for and giving advice Developing speaking
51-53 Consolidation & Worksheets Several Contents from unit 3
54 Test Yourself Reflection Checking learning progress

Middle Pages
Page Lesson Topic Grammar & Vocabulary
57 Focus on Presentation Skills Advantages and disadvantages Tips for presentations
58 Focus on Speaking Skills Personal information Describing & discussion techniques
59 Focus on Listening Skills Work and study Note-taking strategies
60-61 Focus on Reading Skills Personal and general factual information Strategies to prepare for the Preliminary exam paper
62 Focus on Writing Skills Information on music and sports Writing an article

63. Unit 4: Across the Universe

Page Lesson Topic Grammar & Vocabulary

64 10. Flesh and Blood - Shared Family and relations Personality adjectives
memories
65 Outgoing or reserved? People and their characteristics Personality adjectives
66 Like two peas in a pod Twins & siblings Agreeing with positive and negative sentences
67 11. Relationships - Significant other Romantic relationships Vocabulary for relationships - organising a story
68 Dating Online dating Revision of past simple, continuous & perfect
69 Ghosting Speed dating Writing a story
71 Planning Planning a party Reflexive pronouns - causative structures
72 Tying the knot Wedding ceremonies Vocabulary & revision of tenses
73 Communication Making “small talk” Developing speaking
74-76 Consolidation and worksheets Several Contents from unit 4
77 Test Yourself Reflection Checking learning progress

3
80. Unit 5: Like a Pro
Page Lesson Topic Grammar & Vocabulary
81 13. One big happy family Family likeness Describing physical appearance
Like father like son
82 Who’s who? People’s appearance Nuances of a conversation
83 Bare necessities Clothes & jewellery Made of - accessories - linking words
84 14. Shopping around - Buy one, get Publicity & sales Clothes
one free
85 In-line with online retail Online shopping E-commerce & the future
86 Just a click away Online requirements Online problems
87 15. Further education and career Further education Reading comprehension
development - Making the grade
88 What’s in your bag of tricks Qualifications Hard and soft skills
89 A bundle of nerves Job interviews Organising events using linking words
90 Communication People & shopping Developing speaking
91-93 Consolidation & Worksheets Several Contents from unit 5
94 Test Yourself Reflection Checking learning progress

97. Unit 6: Life Lessons

Page Lesson Topic Grammar & Vocabulary
98 16. Inspirational Words - Who said Famous people Reported speech with say & tell
that?
99 What did they say? Famous quotes An interview and reporting information
100 Small talk Conversations Topics for small talk
101 17. What would you say to …? - Being Well-known movie quotes Reporting quotes
in the limelight
102 A little bird told me Everyday language Reporting questions, orders and requests
103 Stop, look, listen Interview Reporting an interview
104 18. Cover Story - For the record The media Adverbs
105 Better late than never Story Revision of narrative tenses
106 End of story Everyday dialogues Creating & reporting short conversations
107-9 Communication Plans for travelling & studying abroad Developing speaking
110 Consolidation & Worksheets Several Contents from unit 6

Reference pages
Page Unit References
114-5 General Irregular verb list – Spelling - British/American everyday vocabulary – Phonemic chart
116-8 Unit 1 Grammar – Vocabulary - Language in context
118-9 Unit 2 Grammar – Vocabulary - Language in context
119-21 Unit 3 Grammar – Vocabulary - Language in context
121-22 Unit 4 Grammar - Vocabulary - Language in Context
122-23 Unit 5 Grammar - Vocabulary - Language in Context
123-25 Unit 6 Grammar - Vocabulary - Language in Context
125-30 Audio scripts Units 1-3
130 Audio script Focus on Skills
130-35 Audio scripts Units 4-6

4
Unit contents Unit 1: FOOD FOR THOUGHT 1. Ask for expectations, experience with the language, etc.
(page 6) 2. Explain how we usually learn and why so many activities are pair
Grammar Adjective position work or with the rest of the class.
Quantifiers 3. Explain that this book has been written here in Chile and all feedback
Imperatives is welcome to improve its presentation so that they can learn better.
Vocabulary Daily life collocations 4. Look at the contents of the book. Make friends with the book: units,
Cooking lessons - grammar and vocabulary sheets, symbols, instructions, etc.
Containers 5. If possible, try to make a relation with book 3.
House and home 6. Explain to your students that they will assess themselves at the end
Communication Talking about daily life and leisure time. of the unit on page 20 (Test Yourself section).
skills Talking about food.
Describing houses and homes.
At the end of this unit, students will be able to:

• understand, compare and describe people’s lifestyles.

• talk about food preferences and options.
• talk and write about the importance of houses and
homes.

Share the OBJECTIVES with students so that they

understand the meaning and significance. Explain by using
language they can all understand. Explain and show them
that they will be checking this at the end of the Unit.

ON YOUR WAY: You can start by asking students what

they think the title means to them. Is the meaning in
Spanish the same or different?
(Ideas a considerar / Temas para reflexionar)
Can they come up with similar phrases? You can limit their
ideas to 2-3-word phrases.
Model with one of your ideas.
Share some of their ideas on the board.

WELCOME ACTIVITY: Ask them to try to answer question 1

on their own. It would be good if they could record their
answer using their phone or if they wrote it down.
Questions 2 & 3 are to be done in pairs. For question 3,
students can think about it individually and then with a
partner.
Encourage them to share at least one with the class.
ON YOUR WAY:
OPTIONAL Read the
ACTIVITY: Youtitle
can GETTING
also referTOGETHER.
to the unit’s
ask students to brainstorm ideas that come to th
objectives with the students as they are ready to CULTURE NOTES:
when thinking ofproduce
this title.more.
It can Ask
be: “friends”, If you search the internet, you will find more than 200 books with the
understand and them to, in“happiness”,
pairs, read
etc. title ‘Food for Thought”. All alluding to different topics: food, cooking,
through the objectives and try to brainstorm ideas on how
spiritual help, novel, eating disorders, film making, etc.
they think they could achieve them throughout the unit.
You can check some of the titles here:
Scaffold students by modelling, rephrasing explanations
https://www.google.com/search?sa=X&q=food+for+thought+book&tbm=isch&s
and teach them how they can also do it to learn better. ource=univ&ved=2ahUKEwiarurP5ufkAhWJFLkGHe2LAF8QsAR6BAgJEAE&biw=1
It’s important they become aware of how they are learning. 094&bih=472
If necessary, you can collect some of their ideas in Spanish.
UNIT 1 Lesson 1: Daily Life & Leisure Time (page 7) Getting
together.
In this lesson students will be able to:
• describe life experiences.
• understand information about people’s lifestyles.
• talk about leisure and lifestyles.
Share the can do statements of the lesson with students. Keep
language simple.
EXTRA ACTIVITIES:
Try these for more collocations:
https://www.youtube.com/watch?v=CqRloBkyqQs (includes
tips and activities)
https://www.englishclub.com/vocabulary/collocations-
common.htm
This is a very long video, you might want to choose a few:
https://www.youtube.com/watch?v=dZ7oY4hUflU
This one has explanations on how to "think in English":
https://www.youtube.com/watch?v=DxEmXDtf_R8
More strategies for "thinking in English"
https://www.youtube.com/watch?v=9PAt4-EZsFA
STARTER: 1a. Ask students to choose a partner to
discuss the questions. Encourage students to give
complete answers using as much vocabulary as
possible.
Provide them with a sample answer and/or prompt to
guide them.
Expected language: I think… / I consider/ I would say I…
Answers may vary.
PRE-LISTENING: 1b. ask students to read the words on
the left column first and then find key words on the
right column that are related (scanning) before reading
them through.
Explain the importance of scanning and skimming
strategies to get the info they need effectively.
Answers:
1. c / 2. d/ 3. b/ 4. e/ 5. a
LISTENING: 1c. encourage students to read the
questions first and guess the answers before listening.
Answers:
1.B/ 2.A/ 3.A/ 4.C/ 5.B/6.C
POST-LISTENING: 1d. encourage students to answer
these questions with complete answers, using
expressions learned so far. They can write them down
if they like. Monitor and elicit key vocabulary.
Model with your own answers and prompt them with a
guide to start their answers.
Answers may vary.
SPEAKING: 2a. before the activity, check vocabulary
with students and ask for class participation to get
some answers on the board.
You can also explain what collocations are (two or more
words that often go together. They sound “right”
together)
Refer students to the Vocabulary box and after the
activity is complete, Check Reference pages at the back
of the book for more options.
Suggested answers:
have a light lunch / make a mess/ do nothing/ take the
underground /reply to an email/ have a drink / make an
appointment/ do the washing up/ get a job.
2b. Suggested answers:
hang out with/ go out every day/ keep them in my
memories/ staying at home/ going to work/ hungry for
fame/ care about you.
2c. They answer the questions in pairs. Check students
have the language they need to answer. Elicit key
words and phrases. Encourage students to use
language they have already learned on previous
courses. Model and monitor.
Encourage students to use communicative language.
Guide them to do further practice on page 18.
Answers may vary.
2d. Once they have the answers they retrieved from
their partners, they share them with the class. Model
with one answer so that students use the correct form
of present simple.
STARTER: 3a. students match the pictures with the
activities below.
Answers:
Sailing on a lake 5, canopying 6, having a nap 3,
sightseeing 2, having friends round 1, going on an
adventure holiday 4.
Unit 1 Lesson 1: Leisure for pleasure (page 8)
ON YOUR WAY: Ask students if they understand the significance
on the title LEISURE FOR PLEASURE. Ask them to give ideas in
English. Write some key words on the board and ask them to
connect them in a meaningful way.

PRE-READING: 3b. in pairs they share ideas on what activity

in 3a. they prefer. They use the example as a prompt for
their answers. Monitor and elicit language and key words.
Answers may vary.

READING: 3c. before reading, students should be

encouraged to guess about the possible places the article
will talk about and then read the article to check their
predictions.
You can ask students about their understanding of the
article. How much did they understand?
Answers: Pichilemu (Punta de Lobos), Carretera Austral,
Araucanía.
POST-READING: 3d. In pairs students discuss the
questions using the example given as prompt. Encourage
students to use complete answers. Elicit key language when
necessary. Alternatively, they can record the last question
(recommendation) with their phones and share it with
other classmates.
Answers may vary.
3e. refer students to the grammar box. For further
explanation, they can go to the Reference pages at the back
of the book.
Encourage students to first, find the adjectives in the text,
and then the phrases. They should use the example given.
Suggested answers:
snow-capped volcano or mountain/ an amazing country/ a
special place for everyone/ a panoramic view/ the perfect
waves/ a magical place/ a quieter place/ etc.
3f. they take turns to describe their favourite place to go on
holiday to their partner using the adjectives in the
table/text.
Elicit some key language and monitor for mistakes and
communicative ideas.
You can model with a sample text. CULTURE NOTES
The hottest outdoor and adventure activities of 2018
1. Sea kayaking, Raja Ampat, Indonesia. - 2. The eye of the
CULTURE NOTES needle, Utah - 3. Tasmania's Southwest with Wild Pedder
Surfing in Chile: https://theculturetrip.com/south-america/ 4. Trekking Canada's Newfoundland with World Expeditions -
chile/articles/a-surf-lovers-guide-to-chile/ 5. Winter Park Express ski train - 6. Hiking Laugavegur, Iceland
Cycling in Chile: https://theculturetrip.com/south-america/ - 7. The Pouakai Crossing, New Zealand - 8. Flexenbahn
chile/articles/9-spectacular-places-to-cycle-in-chile/ Gondola, Austria - 9. The canopy walk at the Habitat, Penang
Canopying in Chile: Hill, Malaysia - 10. Soho Basin, Cardrona, New Zealand
https://www.welcomechile.com/turismo- Check photos here:
aventura/canopy_i.html https://www.traveller.com.au/the-hottest-outdoor-and-
Experience Chile: adventure-activities-of-2018-so-far-named-h11u9w
https://www.youtube.com/watch?v=bWtzrAkhYsE
Song: Pleasure Leisure (Official Video) by Julien Hulard &
The Nice Nice
https://www.youtube.com/watch?=5snGoiE1lQU
Unit 1 Lesson 1: Everlasting love (page 9)
ON YOUR WAY: Ask students to brainstorm ideas on what this phrase
means: EVERLASTING LOVE. They can also try to figure out the
translation in Spanish. You can write their ideas on the board and
then compare.
They can also brainstorm ideas of what this idea means in their lives.
Who represents an everlasting love to them, etc.
Everlasting: something seems never to change or end.
CULTURE NOTES:
The Britain’s longest married couple celebrates 80 years together.
Lovebirds Jack and Joan Bare have not had a night apart since World
War II.
The two met a month before the war started and wed on Aug. 3,
1939. Jack served in the south of England as well as Italy during the
allied invasion.
See more here:
https://nypost.com/2019/08/07/britains-longest-married-couple-
celebrates-80-years-together/
k
STARTER: 4a. in pairs, students look at the pictures and
describe what they see. They should be able to say which
picture they consider as the most important to them and
why. Model with your answer and elicit necessary language
for them to create their answers.
Expected language: I can see… /the first picture shows a
senior couple…/ The most important picture for me is….
Because it represents/shows/ illustrates…
LISTENING: 4b. Tell students that they listen to a person
talking about the secret for a happy married life.
Encourage students to listen for general understanding.
After listening, you can ask them some questions about
what they understood.
Answer:
what works and what doesn’t when it comes to a long-
lasting relationship with your significant other.
4c. Before listening again, ask students to read through the
text first and clarify vocabulary. Then they listen again and
fill in the missing info.
Answers:
1.easy, 2. physical, 3. aspects, 4. keep, 5. “Thank you”,
6. “I love you”
4d. In pairs, they discuss what aspects they agree with and
why. They can share their answers with the class.
You can model with your answer and record some of their
ideas on the board.
This is a great opportunity for students to use authentic
English. Elicit necessary language and encourage students to
give complete communicative answers.
Answers may vary.
READING: 5a. after reading the text, students discuss what
all the texts have in common.
Alternatively, they can come up with additional advice on a
successful relationship.
They can also share their ideas with the class.
Answers may vary.
Vocabulary box. Answers
a. To discuss: a friendly conversation which often involves
making a decision or learning about a topic.
To argue: a conversation which quite often includes an
element of anger or disagreement involved.
b. Students talk about their experiences when they last
argued and discussed. The idea is that they can notice the
difference between both concepts and use them
authentically in the correct context as there is a difference
with its use in Spanish. They can share their partner’s
answers with the class.
WRITING: 5b. Students choose one of the topics to write
about. They use the previous texts as an example. Elicit
language students will need to write.
Encourage them to use language throughout.
Model with your information.
You can also ask students to brainstorm ideas and share
their ideas with a partner.
Monitor and check elementary mistakes.
They can exchange their texts with another partner and help
each other correct.
ON YOUR WAY: Ask students what they think the title of this Unit contents Unit 1 Lesson 2: Bread and Butter (page 10)
lesson means. Brainstorm their ideas on the board. Bring home the bacon
After that, ask students what they think the subtitle means, Grammar Quantifiers
also ask them if we have a similar expression in Spanish. If Vocabulary Cooking
the answer is positive, ask them to say it. Containers
Bread and butter: A person’s livelihood or main source of Communication Talking about their favourite food and dish.
income. skills Describe a recipe.
Bring home the bacon: To earn money, particularly for one’s Talking about genetically modified food.
keep (home expenses, food, etc.). In Chile some people say:
‘Traer el pan para la casa’. Ask for other similar expressions
in Chile or different Latin American countries.

In this lesson students will be able to:

• describe different types of food.
• discuss food options.
• understand factual information about food.
STARTER: 1a. Students work with a partner and answer the
questions about cooking and their favourite food. Give them
about 3 minutes to talk. They can also do this activity in small
groups. Monitor closely, correcting vocabulary.
PRE-READING: 1b. Ask students if they recognise the dishes
in the pictures. Ask them if they have ever tried them, if they
have, ask them what are they like?
READING: 1c. Students read the extracts from the recipes of
the dishes in pictures 1b and they match the number of the
recipe to the photos.
Answers: The first dish is Pulmay, the second one is Ají de
Gallina and the third one is Pabellón Criollo.
POST-READING: 1d. After students read the extracts of the
recipes, ask them to work with a partner or in small groups.
Tell them they have to write the most important ingredients
for one of the recipes in 1c. Tell them that they can use their
phones to search for the information they need. If there is no
time, you can ask students to do this activity as homework.
VOCABULARY: Ask students to look at the vocabulary box.
Tell them that they have to look at the words written in it.
Students must underline the words they used to describe the
ingredients and to complete the recipe they used in 1d.
Many possible answers can be accepted.
Be sure students understand the vocabulary. You can give
them some more examples of other dishes to clarify
vocabulary.
1e. Ask students to write the words spicy, hot and mild next
to the pictures.
Answers: mild/ hot/ spicy.
1f. Tell students they are going to work with another pair of
students, and they have to tell them why they chose the dish
in 1d., explain how to cook the dish and what the taste or
texture is. Ask them to use the vocabulary in the box.
CULTURE NOTES: Typical Chilean dishes. Chile has a wide variety of
WRITING 2a. First students work alone and complete the foods, including seafood, beef, fresh fruit and vegetables. Some of
chart with a dish they like. Make sure students use the the typical dishes are: Pastel de Choclo, Tomaticán, Charquicán,
vocabulary they have learnt in this lesson. Empanadas, Chancho en Piedra, etc. To see the ingredients and
Many possible answers can be accepted. preparation look at the link below.
2b, 2c. Students first share their dish with a partner and http://foodbycountry.com/Algeria-to-France/Chile.html
decide which one is easier to prepare. After doing this
activity, students can share their dishes with the rest of the
class.

Unit 1 Lesson 2: Cool as a cucumber (page 11)
ON YOUR WAY: Students talk about what the expression COOL AS
A CUCUMBER means. Brainstorm their ideas. Ask them what the
translation into our language can be. Do we have a similar
expression? (Fresco como una lechuga might be the nearest but
can ´t be used in all cases)
Cool as a cucumber means calm and unruffled.
CULTURE NOTES: The 7 most common genetically modified
foods.
GM material sounds a little bit like science fiction territory, but in
reality, much of what we eat on a daily basis is genetically
modified (GMO). Whether or not these modified foods are
actually healthy is still up for debate.
Here, there is a list of the seven most common genetically
modified foods:
1) corn, 2) soy, 3) courgettes, 4) alfalfa, 5) canola, 6) sugar beets,
7) milk.
https://www.huffpost.com/entry/diet-and-nutrition_b_4323937
STARTER: 3a. Ask students to work in pairs or in small groups.
Tell them that they are going to look at some pictures and they
have to think what they have in common. You can write students’
answers on the board. Ask if they agree with their classmates’
answers or not as a class.
Suggested answers: They are all fruit. They are all sweet. You can
find all of them in Latin America.
From left to right: tomatoes, bananas, apricots, strawberries PRE-
READING: 3b. Students work in pairs or small groups and they
answer the following question: ‘What do you know about
genetically modified food (GMOs)? You can write their answers on
the board, so you can use them for the next exercise. READING:
3c. Tell the students they are going to read an extract about GMOs.
After reading it, compare the ideas of the extract with the
students’ answers. Were they right?
Answer: GMO (Genetically Modified Organism) means scientist
have changed the genetic structure of food in order to make it
look nice, to help it fight disease and to give it a longer life.
LISTENING (for gist): 3d. Tell students they are going to listen to an
expert from World Health Organization (WHO) answering some
questions about genetically modified food. Ask students lo listen
the first time for a general idea. They have to answer the following
question:
What do most people think of GM food?
Answer: Most people think the WHO needs to know more about
GM because the food chain could be in danger and it could be bad
for future generations.
LISTENING: 3e. Tell students they are going to listen to the expert
again and they need to put a tick under true or false. Answers: 1F,
2T, 3T, 4T, 5T, 6T.
POST-LISTENING: 3f. Students work in pairs or small groups and
they discuss the following questions: Are you in favour of GM food/
products? Why? Why not?
Possible answer: I’m not in favour of GM food because we don’t
know enough about GM.
Tell students they can write the answers so after discussing the
questions they can share them with the rest of the class. Monitor
closely to give them feedback.
GRAMMAR: Quantifiers - revision.
Explain to students that we use quantifiers when we want to give
someone information about the number of something: How much
or how many. Tell them that we also use quantifiers for both
countable and uncountable nouns.
a. Students look at the words in bold and share their
meaning with other classmates.
b. Students must complete the sentences with an appropriate
quantifier from the list given.
Answers: 1. A few, a little, 2. any, 3. any, 4. much, some/ several.
For further practice ask them to go to page 19.
LISTENING for gist: 4a. Tell the students that they are going to
listen to Sharon and Tom planning their dinner. Ask them to answer
the question: What are they going to make?
Answer: Fish and chips.
LISTENING for details: 4b. Students listen to the conversation again
and they complete the sentences.
Answers: 1) fish, 2) some fillets, 3) any flour, 4) isn’t any, 5) some,
6) a lot, 7) enough, 8) a little, 9) much, 10) a lot of, 11) a lot.
STARTER: 5a. Students work in pairs and discuss the
following questions: What do you eat for breakfast? Do you
have breakfast every day? What places do you recommend
for breakfast? Give students 3 minutes to discuss these
questions. Then elicit some of the answers as a class.
Remember to monitor your students closely to correct
possible mistakes.
READING (skimming): 5b. Ask students to read the article
and answer if it mentioned any food they eat for breakfast.
Elicit some of the answers as a class.
Unit 1 Lesson 2: The early bird catches the worm (page 12)
ON YOUR WAY: Students talk about what the expression THE EARLY
BIRD CATCHES THE WORM means to them. Elicit students’ ideas and
write them on board. Ask students if we have a similar expression (El
que madruga, Dios lo ayuda)
The early bird catches the worm said to advise someone that they will
have an advantage if they do something immediately or before
anyone else does it.

READING (scanning): 5c. Tell students that they are going

to read the article again, they read the questions first then
they read again. To answer the questions, they must
choose letter a, b or c.
After students have answered the questions, ask them to
work with a partner and check their answers. Then, check
the answers as a class.
Answers: 1: B, 2:A, 3: A, 4: C.

POST- READING: 5d. After reading the article, ask students

which of the breakfast mentioned in 5c. they would prefer
to eat and why. Also, as a class, ask students if they know
other types of breakfast from other countries.

VOCABULARY:
6a. Ask students to work alone or in pairs and match the
containers 1-8 mentioned in the column on the left to each
image.
Answers: from left to right: Top row:7, 5, 8, 6,
Bottom row: 4, 1, 3, 2.
6b. After students have finished 6a. tell them that they
have to complete the column on the right, of the same
exercise, with food they have bought in the supermarket in
the previous containers.
Answers can vary.
Here there are some examples to help students: a can of
beer, a box of biscuits / cereals, a packet of sugar, a tin of
beans, a jar of jam, etc. Tell students that they can work in
pairs and compare their words.

6c. Students work with a partner and they have to decide

where they would recycle the different containers.
Answers: Plastic: a bottle, a packet, a tube
Glass: a bottle, a jar
Metal: a tin, a can
Paper: a cardboard box of cereals
Carton: a carton (of milk, juice)

CULTURE NOTES: ‘Culturally unique breakfasts around the world’

Breakfast is the most important meal of the day, according to doctors, though it may look and taste different depending on
where you’re from. Of course, everyone’s taste is different, but it is interesting, nonetheless, to see how different cultures
interpret the best meal to start the day.
On the next link you can find some of the top breakfasts around the world:
mymodernmet.com/breakfasts-around-the-world/
Unit contents Unit 1 Lesson 3: House & Home (page 13)
Building a Home
Grammar Imperatives
Vocabulary House and home collocations and expressions
Communication Talking about their ideal house.
skills Talking about their household possessions.
Giving advice, instructions or warning.
CULTURE NOTES
‘Thebest university proposals for social housing in Latin America
and Spain 2017’.
Social housing is still a challenge for much of Latin America and
although every year hundreds of architecture students work on
projects that reflect their concerns in the social housing field, its
visibility is very low, and its materialization is null. On the next link
you can find a selection of 20 ideas represents the different
challenges and state of the problems in social housing.
https://www.archdaily.com/883952/the-best-university-
proposals-for-social-housing-in-latin-america-and-spain-in-2017
ON YOUR WAY: Students talk about what the expression
BUILDING A HOME means to them. Ask students if we
have a similar expression in Spanish. Elicit students’ ideas.
Building a home: Formar una familia /Construyendo un
hogar.
In this lesson students will be able to:
• describe different types of houses.
• talk about homes.
Share the can do statements of the lesson with students.
Keep language simple.
STARTER: 1a. Ask students to look at the pictures and talk
to a partner about them. They should discuss if they like
the pictures, if they can recognise them, where they have
seen them, and if they are private or public buildings.
Answers: They are social houses. And the big building on
the right is Campus San Joaquín, Universidad Católica.
LISTENING (for gist): 1b. Tell students that they are going
to listen to an interview with an architect called Alejandro
Aravena. First, they will listen just once, and they have to
answer the following question: Why is he famous?
Answer: because he won the Pritzker prize for his
incremental housing project (This prize is equivalent to
the Nobel Prize for architects)
LISTENING: 1c. Tell students that they are going to listen
to the interview again and they have to choose the
correct alternative to the questions below.
Answers: 1: B, 2: A, 3: C, 4: C, 5: A.
POST-LISTENING: 1d. Ask students to work in pairs and
discuss the following questions: What do you think about
Aravena’s incremental housing project? Would you like to
live in one of these houses?
Students can also do this activity in small groups.
Ask students to find more information about the project.
They can do this activity in the class using their mobiles
or as homework.
SPEAKING: 2a. Tell students that they can work with a
partner or in small groups. They have to talk about the
space they need to live in, about the view from their
bedroom window, etc.
Answers can vary.
2b. Ask students to draw a plan of their ideal house. They
can use the model on this page to help themselves. After
drawing, students should share their plan with a partner
and talk about it. Students take turns to show their plans.
2c. Ask students to write the description of their house
plan on page 21. Tell them that they can look at the
example paragraph in 2b. Also, ask them to use the words
given in the box below. They can also do this activity as
homework.
2d. When students have finished with the writing, ask
them to take turns to read their description to their
partner. Their partners draw what they hear! It’s an
excellent fun activity that practices reading, listening &
speaking as well as vocabulary.
 STARTER: 3a. Students talk to a partner about which of their Unit 1 Lesson 3: Everything but the kitchen sink (page 14)
household possessions they consider to be priceless and why. ON YOUR WAY: Students talk about what the expression
Elicit some of the students’ ideas as a class. You can write EVERYTHING BUT THE KITCHEN SINK means to them. Ask them if
them on the board.
they know what the translation into our language can be. Do we use
After that, ask them if they could only keep two of their
household possessions, which ones they would be. Choose a similar expression in Spanish?
two or three students to answer this question in front of the Everything but the kitchen sink means to take almost everything on a
class. list. It also means to be exhaustive. (In Spanish it could be similar to:
todo lo habido y por haber).
READING: 3b. Ask students to read the questions and then the
text below to answer the questions. Monitor students closely
answering possible questions about vocabulary.
Answers: 1) taking pictures of families with their household
possessions arranged outdoors.
2) He wanted to show the lives of people living in remote
(rural) areas, where the simplicity was the most
important factor.
3) People thought what he was proposing was not
normal.
4) He’s thinking of a new approach which might feature
China’s upper classes.
POST-READING: 3c. Tell students that they are going to work
alone. They will imagine that Huang Qingjun asks them to line
up ten possessions that make their houses a home. Ask them
to make a list of them and then compare it with their partner
or they can share with all the class.

SPEAKING 4a. Ask students to work in pairs, read and discuss

the situation given. Tell them that after reading the situation
they have to discuss the two questions below. Give them
about 5 minutes to talk. Monitor closely to help students if
they have some questions about vocabulary, etc.

GRAMMAR: Imperatives.
Explain to students that we use imperatives are mostly used
for giving orders, for requesting or advising somebody to do
(or not to do) something. Tell students that an imperative is
formed from the infinitive form of the verb, and the negative
form is formed by placing ‘don’t’ before the verb infinitive.
4b. Tell students that they are going to read three tips taken
from a website about home exchanges. Ask them to underline
the imperative form in each sentence.
Answers: 1: remember, 2: be, 3: dial.

4c. Ask students to work alone or in pairs. Tell them that they
will imagine they are going to participate in a house exchange.
Ask them to write some advice, instructions or warning to
your guests.
Answers can vary.
4d. Ask students to read the situation given. Tell them that a
person exchanged flats with a young couple and things went
wrong. Ask them to put the story in the correct order.
Answers: 5, 8, 1, 10, 2, 6, 3, 11, 7, 9, 4.
4e. After putting the story in order, they read it again,
students can work in small groups and decide how this ‘House
swap’ ended up.
CULTURE NOTES: ‘Swap your home and travel anywhere in the
world’.
Love Home Swap is a website, which offers to exchange your place
for another one so you can have a nice and cheap holiday. They
use their filters to find exactly what you are looking for and they
tell other members about your home to attract some swaps.
You can go to the house you choose, and the owners of that place
come to yours, either at the same time or on different dates.
www.lovehomeswap.com
 Unit 1 Lesson 3: Safe shelter (page 15)
ON YOUR WAY: Students talk about what the expression
SAFE SHELTER means to them. What is the expression in
Spanish? Do we have a similar expression? If we do, which
one?
CULTURE NOTES:
‘Feng Shui’
Feng Shui, also known as a Chinese geomancy, is pseudoscience
originating from ancient China, which claims to use energy forces to
harmonize individuals with their surrounding environment. The term
Feng Shui literally translates as ‘wind-water’ in English. Feng Shui is
one of the five arts of Chinese Metaphysics classified as physiognomy.
The Feng Shui practise discuss architecture in terms of ‘invisible
forces’ that bind the universe, earth, and humanity together, known
as ‘Qi’. https://en.wikipedia.org/wiki/Feng_shui
STARTER: 5a. Ask students to look at the picture on the left.
After looking at it for some seconds tell them that they will
discuss with a partner what they think it is related to and if
it has any meaning to them. Elicit some students’ ideas.
Possible answers: Feng Shui, the five elements (water,
earth, metal, fire, wood), yoga, Buddha, etc.
PRE- LISTENING: 5b. Before students listen to a person
talking about the Feng Shui, ask them to read the extract
about how this Chinese geomancy could help people to
improve their quality of life. Ask them what they think, and
how this art could help them with their lives.
Answer: to be happier, healthier and wealthier. Also we
can accept other students’ answers.
LISTENING: 5c. Tell students they are going to listen to a
person giving Feng Shui tips for the bedroom. Tell them that
they have to fill in the gaps with the missing information.
Answers: 1: computer, 2: windows, 3: basic, bed, 4:
balance, 5: levels, 6: closed.
5d. Tell students that they are going to listen to the person
again so they can check their answers. After that, ask them
to compare their answers with a partner.
POST-LISTENING: 5e. You can do this activity as a class or in
small groups. Ask students how many of the previous tips
mentioned in the listening they follow. Ask them if they
would like to follow some of the tips and why.
PRE-READING: 6a. Ask students what words or phrases
come to their mind when they say ‘home’. Elicit some
students’ answers.
READING: 6b. Students read a text and they have to
answer what home means to those people.
Answers:
1: it’s a blessed place, where you and your family can be
secure and share your sadness and happiness.
2: It’s a safe haven and comfort zone, it’s a place to build
memories, and a place where we can be ourselves.
3: Safety, security, stability.
4: It means the future, it’s the base where everything
begins.
5: it’s simply wherever you’re surrounded by people
who love you.
6c. After reading for the first time and get some ideas
about what a home means to these five people, students
have to read it again and answer some questions.
Answers: 1: Honey, Linda and Kathy. Because they
mentioned how safe they feel at home. 2: Blessed, safe,
secure, stable. 3: People feel comfortable and safe.
6d. Ask students who they agree with most, who they
disagree with and why. Do these questions as a class.
6e. Tell students that they have to write a paragraph using
their notes in 6a. and the vocabulary in 6b. They can do it
as homework if there is no time.
6f. Ask students if they make any changes to their homes.
Discuss as a class.
 1a. Tell students that they are participating in a reality UNIT 1 COMMUNICATION (page 16)
show called ‘House Swap’. They will be swapping
houses and families with another person. Tell them that FUNCTIONAL LANGUAGE:
they want to make sure things work as usual, so they Describing habits and situations.
are leaving a note to the person swapping with them. In Giving opinions.
Peo
their notes they have to tell the person briefly what a Comparing and contrasting information.
typical week is like in their lives, what ingredients their Drawing conclusions.
children/family members/pets like best in their meals
and finally a brief description of their house.
Many possible answers can be accepted.

1b. After writing the note, students exchange them with

a partner. Ask them to imagine they spent a week with
their partners’ family. Tell them that they have to make
to a few notes on how they spent that week, what went
well, and what problems they had.
Different answers can be accepted. Make sure students
used the vocabulary they learnt in the unit.

1c. When students have finished 1b, ask them to

exchange impressions with a partner. Would they do
another ‘House swap’? Why? Why not? Monitor closely
so you can correct any grammar or vocabulary
mistakes.

2a. Students work in pairs. Tell them that they have to

imagine they are about to open a restaurant next
month.
Tell them that they have to decide the name of the
place, where the place is, how big it is, and what kind of
meals they will offer.

2b. After writing the information about the restaurant,

ask students to create the menu and put the prices. Tell
them that they have to consider: starters, salads, main
course dishes, desserts and drinks.

2c. When students have finished their menu, ask them

to make a flyer/poster to promote their restaurant. Tell
them that they have to use the adjectives they learnt in
the unit.
EXTRA ACTIVITY:
If there is time, ask students to search some more tips about
Feng Shui. Tell them that they can’t include the ones mentioned
in the unit.
Ask students to make a list of the easiest ones they consider
they could do in their homes.
UNIT 1 CONSOLIDATION (page 17) 1a. Ask students to discuss with a partner what ideas
Students are expected to: come to their minds if they hear the word
• Contextualize information. ‘mindfulness’. What could they link it with?
• Compare and contrast information. Mindfulness can be described as the practice of paying
• Describe pictures. attention in the present moment and doing it
• Use grammar and vocabulary accordingly. intentionally and with non-judgment.
• Exchange information with their partner and class. 1b. Ask students to discuss the following quote: ‘When
we are no longer able to change a situation, we are
challenged to change ourselves’. Ask them if they
agree or disagree, and if it has ever happened to them.

1c. Students read about some simple tips to be more

mindful in their everyday life. They have to read the
tips in the right column and match them with their
related ideas in the left column.
Answers: 2, 4, 1, 5, 3.

2a. Ask students to talk to a partner and talk about the

most unusual fruit they have ever had. You can do this
activity as a class.

2b. Students listen to Carmen talking about her

experience at a fruit farm. Ask them if they can
remember what fruits she tried.
Answers: chocolate pudding fruit (zapote prieto,
from tropical areas), jackfruit (jaca - it’s from India),
dragon fruits (fruta del dragon or pitahaya - another
tropical fruit), and some others they didn’t
mentioned.

2c. Students listen to Carmen again and circle the

correct answers.
Answers: 1: friends, 2: some work, 3: didn’t know, 4:
tasty, 5: didn’t realise, 6: was positive.

2d. Ask students if they would like to go to a fruit.

or students can work in pairs or small groups.
a3a. Students work in pairs and they talk about the
class
pictures. What dishes are they?
Answers: 1) sushi (Japan), 2) tacos (Mexico), 3) stir fry
(China), 4) hummus (Arab countries), 5) curry (India),
6) soup (depending on the kind of soup is its origin).
EXTRA ACTIVITY: Exotic food 3b. Students read the descriptions a-f to check if they
right.
Tell students that they are going to work in small groups, and they 3c. Students can work in small groups or you can do
have to write a recipe of an exotic dish. This dish can be a dish they this activity as a class.
have tried before or something they want to try. Ask them if they have ever tried these dishes, how
Tell them that they can look for the information or the recipe on they taste, what the textures are like, and how to cook
the Internet. them. If they don’t know any of them, they can look
Monitor closely to help students with vocabulary and correcting any for some information on the internet using their
grammar mistakes. phones.
1a. Students have to write three adjectives in each
category. Tell them that they have to pay attention to the
last column, in that column they don’t have to write
adjectives but nouns.
Examples: number: a little, opinion: tasty, size: small, age:
old, shape: round, colour: green, origin: Chilean, material:
glass, purpose: roasting, noun: bottle.
1b: Students choose three of the adjectives in 1a to write
a sentence. Ask them that they to put them in order.
Example: Last weekend I tried a tasty huge red
watermelon.
UNIT 1 GRAMMAR & VOCABULARY WORKSHEETS. (page 18)
This is a section for students to practice grammar and vocabulary in a
more controlled way. They can do this to reinforce practice during the
lesson or as homework.
Encourage them to complete activities on their own; comparing their
answers with their partner once they are done.
Elicit or clarify expected language when it interferes with
comprehension.

2a. 1) some delicious Italian food

2) an amazing new black car
3) ✔
4) delicious round chocolate cake.
5) ✔
6) long purple silk scarf.

3. 1) take
2) get
3) doing/ doing
4) have
5) doing
6) reply
The answers will vary according to what their partner says.

4. Examples (answers can vary)

1) Help me to clean the house.
2) Be careful.
3) Feed it twice a day.
4) Don’t eat so much fast food.
5) Relax.
6) Turn the lights off.
7) Don’t control everything.

5a.
Activities at home: listening to music, cooking, gardening,
watching films or series, surfing the net, playing computer
games.
Outdoor activities: camping, hiking, hunting, jogging, rock
climbing, scuba diving, tennis, football, window shopping.
Things people collect: antiques, coins, stamps.
Creative hobbies: board games, cards, chess, DIY, painting,
photography, playing an instrument, reading.
5b. Answers will vary - monitor their conversation
EXTRA ACTIVITIES
Check this game out - you might need to adapt the vocab
according to what you want to practice:
http://www.onestopenglish.com/grammar/fun-with-
grammar/intermediate/the-ring-game-order-of-
adjectives/157384.article
Here's a mobile friendly one you could try with your
students:
https://www.englishclub.com/esl-games/grammar/
adjective-order.htm
Try adjective elimination (no 3) and Expanding sentences
(no 9) from this website:
https://busyteacher.org/17367-practicing-adjectives-10-
fun-activities.html
UNIT 1 GRAMMAR & VOCABULARY WORKSHEETS. (page 19) 6. Possible answers: Accept any correct answer
1) spicy /hot
This is a section for students to practise grammar and vocabulary in a 2) juicy
more controlled way. They can do this to reinforce 3) strong
practice during the lesson or as homework. 4) salty
Encourage them to complete activities on their own; comparing
5) plain / not tasty
their answers with their partner once they are done.
6) tasty
Elicit or clarify expected language when it interferes with
comprehension.

7. Some examples:
1) water 5) jam
2) oranges 6) toothpaste
3) beer
4) milk

8. 1) lots of 7) a glass
2) many 8) a bar
3) any
4) a little
5) much
6) some

9a.
Students must choose one of the pictures and write a
description about the dish. Tell them they can write it on
page 21. Also, tell them that they have to include the
ingredients and the preparation. They can use the
previous activities they have done as models

10. Answers from top to bottom, then from left to right.

1) chop 5) fry 9) add

2) boil 6) roast 10) grill
3) stir 7) bake 11) mix
EXTRA ACTIVITIES: 4) pour 8) peel 12) cut
FINISH IT! Picture 1: pour - 2: add - 3: roast - 4: stir - 5: peel -
Give students part of a sentence or question and they will need to 6: bake - 7: boil - 8: chop - 9: fry - 10: grill
finish it. It can be the beginning or the end.
Ideally these should be related to the unit and you can give them a
few seconds to answer. They can also do this activity in pairs or they
can have a set of unfinished sentences and walk around the class
asking their classmates to complete them.
UNIT 1 Test Yourself (page 20)
The purpose of this section is for students to finally
check how much they have learned along the unit.
Activities on this section are aligned to unit CAN DOS,
so encourage your students to complete the activities
individually and as honestly as they can.
CRITERIA FOR CORRECTING.
• Encourage students to correct their partner’s answers so as to
provide feedback and notice how much they’ve learned as they
check answers.
• When you correct or check, focus on unit CAN DOs

1:

Students must describe the preparation of a typical dish

either in Chile or abroad.
Make sure students use the vocabulary they learnt in
the unit. This is an excellent activity for students to
practise what they have learnt.

2:
This is an excellent opportunity for students to recycle
vocabulary from the unit and to elaborate ideas that
include comparing and contrasting information.
Monitor and make sure they have the language to write
their ideas.
3:
Tell students that they have to work in pairs. Ask them
to design a smart house. They should include a drawing
of the house and a description which contains the
following information:
the cost of it,
special features it has,
the features that make it environmentally friendly.
Tell them that they can use the link below to find
information and appropriate technology.

Check unit 1 chart.

This chart should be completed by the students individually. This is a chance for students to evidence their learning along the
unit.
Answers can vary but here’s a guide.
Make sure students use the correct vocabulary and grammar structures.
Were they able to complete activity 1 on the Communication page?
Can they talk briefly about different lifestyles based on Lesson 1?
Are they able describe and discuss food options from lesson 2 or the activity 2 on the Communication page.
Are they able to do activity 2 on this page?
Could they talk about their homes in lesson 3?
 Unit contents Unit 2 A HARD DAY’S NIGHT (page 23) ON YOUR WAY: Books closed. Write the expression
Grammar Adverbs. Verb tense revision from the title on the board and/ or project it. Ask if
Vocabulary World of work and city services anybody knows the origin of this title/song. See
Communication Talking about daily activities related to jobs Cultures Notes below.
skills Talking about preferences STARTER: Ask students to look at the pictures and
Asking and answering about transport and ways of discuss where they think the people do. Ask the
moving around students to work in pairs. Can they identify any of
Writing a letter of application the jobs in the pictures? Would they like to do any of
these jobs? Why/why not? Do they know anybody
who does any of these jobs?
You could also ask students to rank the jobs in order:
most to least interesting, best to worst paid, most to
least dangerous etc. One way of doing this is
through a “pyramid discussion”: students rank the
jobs individually, then agree on an order in pairs,
then in larger groups.
From left to right and from top to bottom: butcher,
robotics technicians, agriculture technician using a
drone to fumigate or spray vineyards with something,
(on the far right) a man doing volunteer work,
collecting rubbish, an application form, a judge, a
lorry driver, a smith (metalworker), mechanic and a
young woman in an office /library: could be a
secretary or librarian or some kind of assistant.

OBJECTIVES
After the tasks, go through the objectives with
students so that they understand the meaning. Ask
them to discuss in pairs whether they have come
across these before in their learning. Then elicit from
them as a class some possible examples. Explain and
show them that they will be checking these at the
end of the unit.
At the end of the unit, students will be able to:
• ask for and give information about work
and jobs;
• write a basic letter of application;
• discuss city services and transport;
use appropriate language to refer to manner, place,
position, time, opinion, and frequency.

CULTURE NOTES:
The title of the unit, “A Hard Day’s Night”, is the name of the third album by the British rock band, The Beatles. It was
released in 1964, and side one of the album contains songs from the soundtrack to the film of the same name.
All thirteen tracks from the album were written by John Lennon and Paul McCartney.
https://www.youtube.com/watch?v=zx2TFk0vh1I
STARTER: The warmer could be the activities on page 23.
However, if you completed those activities in a previous Unit contents Unit 2 - Lesson 4: Working 9-5 (page 24)
lesson, you could do a board race as a warmer: Divide your Tinker, tailor, soldier, sailor ¼
class into teams. Each team has 2 minutes to write as many Grammar Adverbs of time, manner, frequency,
jobs as they can on the board. Then the students correct the degree and opinion. Irregular adverbs.
spelling of the other team(s). The team with the most Sentences position of adverbs.
correctly spelled jobs wins. This is a good way of checking Vocabulary Vocabulary relating to work and jobs.
students’ prior knowledge of vocabulary.
Communication Talking about work and jobs. Asking
Elicit the theme of the lesson from your students (sts) by
skills about work and jobs.
using the pictures on Page 24
Talking about routines and abilities.
SPEAKING 1a. Then ask the sts to discuss the questions in
Asking about routines and abilities.
exercise 1a. in pairs. Monitor to ensure that they are on task
and listen for any interesting answers to exploit in open
class feedback (OCFB).
1b. Then conduct brief OCFB
1c. Get sts to work individually then check their answers in
pairs. Then, in OCFB, elicit and board the answers.
Answers: 1) security guard, 2) judge, 3) engineer, 4) waiter,
5) postman, 5) nurse.
You may also want to elicit that ‘waiter’ often refers to men
only and that ‘waitress’ is commonly used for women.
Model correct pronunciation, choral drill x 2, individual drills
x 3. The following words are likely to cause pronunciation
problems: engineer, security guard (stress/syllables);
engineer, judge, guard, nurse (phonemes).
1d. Sts work individually then check their answers in pairs –
tell the sts not to worry about the words in bold at this
stage! Tell the students that there is one word too many.
Then elicit the correct answers in OCFB.
Answers: 1) judge, 2) nurse, 3) security guard, 4) waiter, 5)
engineer.
1e. Sts discuss the answers in pairs. Tell them not to look at
1f. at this stage. This exercise is designed to encourage sts
to deduce meaning from context – this is a valuable reading
skill and should be encouraged at all times. Monitor the pair
work, but do not help at this stage. Do not do OCFB either,
but once sts are ready direct them to the definitions in 1e.
Sts match the definitions individually, then check in pairs.
Elicit and board the correct answers in OCFB.
Answers: 1) rewarding, 2) CV, 3) wages, 4) quit, 5)
stressful.
Elicit and board connotations of the adjectives. You may
focus on pronunciation at this stage. The following words
may cause problems: rewarding (stress); wages, quit, CV Monitor the activity to ensure sts are on task and listen for interesting
(phonemes). You could also elicit the word salary and ask answers to exploit in OCFB and for any persistent pronunciation errors.
pairs to discuss the difference between salary and wages – After sts have swapped partners a few times, ask them to sit down and
answer = wages is weekly or monthly, salary is annual. You tell their original partner what they learned about their classmates.
could use quit as a springboard to look at different ways of Monitor as above, then conduct OCFB. You may want to re-drill any
finishing a job (to be fired, to be sacked, to resign, to retire) persistent pronunciation errors at this stage too.
elicit, ask pairs to discuss, then elicit and board answers. OPTIONAL 1h. Ask students to read the “Did you know?” box and
1g. One way of varying interaction patterns is to do it as a answer the question below individually. Then they should compare their
mill activity – this means that the sts stand up and ask the answers with a partner, before doing brief OCFB
questions to as many of their classmates as they can. Tell
them not to speak to their previous partner and ask an CULTURE NOTES
information checking question (ICQ) to ensure they Working 9-5: traditional jobs usually in an office.
understand – i.e. “Pablo, are you going to talk to Maria? No, Tinker, tailor, soldier, sailor …rich man, poor man, beggar man, thief: is
because she is my partner.” an English traditional nursery rhyme dating back to late 15th century,
the US version is slightly different.
Unit 2 - Lesson 4: Rich man, poor man, beggar man, thief
(page 25)
See explanation for page title in culture notes on page 25
ON YOUR WAY: 2a. Ask sts to discuss the questions in pairs in
reference to the pictures. Monitor to ensure that they are on task
and listen for any interesting answers to exploit in open class
feedback (OCFB). Then conduct brief OCFB. Elicit and board the
correct answers
Answers: mechanic, farmer, cleaner, architect, lawyer, butcher
GLOSSARY for Teachers:
ICQ: information checking question
OCFB: open class feedback
MFP: Meaning, Form and Pronunciation
Careful with the difference in meaning of salary /salario
Elicit and board the correct pronunciation and then drill. The
following words are likely to cause pronunciation problems:
mechanic, architect (stress/syllables); lawyer, butcher (phonemes).
LISTENING: 2b. Students listen to 4 people talking about their jobs
and match them to a picture in 2a. Remind students that there are 2
pictures too many. Tell sts to check in pairs and tell each other why
they chose the answers they did. Then elicit the correct answers and
whys in OCFB.
Answers: 1) farmer, 2) mechanic, 3) architect, 4) butcher
2c. Ask sts to discuss their reactions to the texts in pairs. Now that
they have listened to the descriptions, do they like the jobs more or
less and why. Monitor, listening for interesting answers to exploit
in OCFB, then conduct OCFB by nominating a few sts to give their
reactions to the class.
2d. Students listen to the 4 texts again to decide whether the
statements are true or false. Then get sts to check their answers in
pairs (task 2e) and to discuss their reasons. Then conduct OCFB.
Ask students to justify why the false answers are incorrect.
Answers: 1) F (she loves her job but there are some problems – not
much work in the winter), 2) T, 3) F (she’s married), 4) F (he’s been
working in the same job for 20 years ), 5) F (her children have
grown up), 6) T.
2f. Sts discuss the answers in pairs. Tell them not to look at 2g at
this stage. This exercise is designed to encourage sts to deduce
meaning from context. Monitor the pair work, but do not help at
this stage. Do not do OCFB either, but once sts are ready direct
them to the definitions in 2g.
Answers: a. earn (v) - b. retire (v) - c. unemployed (adj) (-) -
d. staff (n) UC - e. breaks (n) - f. shifts (n) - g. part-time (adj) (=)
h. salary (n)
Sts match the definitions individually, then check in pairs. Elicit and
board the correct answers in OCFB. Elicit and board connotation of
the adjective. You should also elicit / explain the fact that staff is an
uncountable noun. You could use retire as a springboard to revise
different ways of finishing a job (to be fired, to be sacked, to resign, to
quit) and salary as a way of revising wages. The following words may
cause pronunciation problems: retire; unemployed (stress, syllables);
earn; (phonemes).
2h. This is another mill activity. Instruct sts to talk to the other sts in
the class rather than their partner and explain that they will have
ask extra questions when they get a positive answer and to take
notes while they speak. Monitor, ensuring sts change partners
several times, then ask them to sit down again and feedback to their
original partner. Conduct OCFB and re-drill, re-explain any items you
noticed that were still causing problems.
Pronunciation. Ask students to read the dialogue from the
pronunciation box in pairs. Monitor for problems with pronunciation
(phonemes, word stress, sentence stress). Deal with any problems
in OCFB, drilling problematic words or sentences as appropriate (
drill chorally and individually). Students then practise the dialogue
with a new partner.
3c. Pairs discuss their answers. Then elicit the correct Unit 2 - Lesson 4: Before or after? (page 26)
answers in OCFB to establish the grammatical theme of ON YOUR WAY: The title refers to the position of the adverbs, but
the class and the basic rule for adverb formation. You you can refer it to all sorts of everyday situations
should also elicit and board the rule for -ily formation. SPEAKING: 3a. Students read the sentences and decide if they are
3d. Remind the sts to use the context provided in the true or false for them.
sentences in 3a. to help them. Sts work individually then 3b. Sts discuss their reactions to the sentences in pairs. The words
check their answers in pairs. During the pair check tell colleague and appreciate will cause problems of pronunciation, so
the sts how many of each category of adverb there are be ready to model and drill this – also, elicit the syllable count and
(i.e. 1 in categories a and d, 2 in c, and 3 in b.) Elicit the stress, and parts of speech and board them. Monitor the paired
correct answers in OCFB. discussion and then elicit some interesting responses in OCFB. You
Answers: time: this time last year, manner: carefully, could also take the opportunity to review some work vocabulary –
well, harder, frequency: never, often, degree: quite, elicit wages by using salary etc.
3e. Sts work in pairs. Give sts a clue if necessary, by
telling them that there is one answer for questions 1 and
2, but 2 answers for question 3. Monitor and then elicit
correct answers in OCFB. (5 mins)
Answers: 1. harder. 2. sadly. 3. well / hard.
4. Examples include – fast, late, forwards, backwards,
straight…
3f. Sts work in pairs. Monitor then elicit and board
example answers.
Example answers: a. last week, tomorrow. b. badly,
slowly. c. seldom, always. d. very, really. e.
unfortunately, interestingly.
GRAMMAR: Sts work individually then check in pairs.
Remind them to use the example sentences in exercise 3
a to help them. Monitor and help and give a clue as to
how many times they need to use each answer (after and
before are used twice, the others are used once). When
the sts are ready, elicit the correct answers in OCFB.
Answers: a. after b. before / after c. at the end. d.
before. e. at the beginning.
N.B. There is some ambiguity concerning adverb position,
but these rules generally apply. At this level sts benefit
more from general rules than discussions of ambiguity
which just create doubt and cause confusion. Therefore,
you could admit (if pressed) that there is some ambiguity,
but don’t get involved in details at this stage. If you do,
your lesson will go off course.
3g. Sts work individually then check in pairs. Remind
them to use the rules for adverb position in exercise 3f.
Elicit the correct answers. Also, elicit why (i.e. which
category each adverb belongs too).
Answers:
1. Sally sang beautifully at the concert last night.
2. Thankfully, he wasn’t involved in the accident.
3. Sally was always extremely happy.
4. Apparently, he nearly got the job.
5. He often goes food shopping on Wednesdays.
3h. Ask students to work individually and decide if the
sentences are true or false for them, writing the answer Monitor for errors with the target language. Feedback on content:
in the column “My answer”. They should also guess what ask the students to count how many of their guesses were correct
their partner’s answer will be and write the answer in the and see who had the most correct guesses. Feedback on language:
column “What I think my partner will say”. write examples of student errors with the target language on the
3i. Students interview their partner and write their board and ask students to work in pairs to correct the sentences.
answers in the final column, “My partner’s answer”. 3j. Students work individually and write a paragraph comparing their
Encourage students to ask their partner follow-up partner to themselves. Monitor for errors with the target language
questions. and in feedback, write examples of student errors with the target
language on the board and ask students to work in pairs to correct the
sentences.
Unit contents Unit 2 Lesson 5: If at first you don't succeed
(page 27) Try again¼.
Grammar n/a
Vocabulary Vocabulary relating to city services, vocabulary
relating to work and job advertisements.
Communication Discussing preferences relating to city services,
skills discussing preferences relating to work and
jobs, writing a letter of application.
CULTURE NOTES:
KEY workers in London (essential services): London’s population is
expected to grow to 9.8 million by the middle of the next decade. But
without action, employees such as teachers, nurses and emergency
service workers will leave the city, according to the joint study by the
University of Westminster and housing charity Dolphin Living. Rental
growth across Britain, but particularly in London, has raced ahead of
wage inflation since the 2008 global financial crisis, especially for
those in the public sector where, in some roles, wages have been
frozen. This is why UK cities must make homes affordable to key
workers.
https://www.theguardian.com/money/2017/jan/07/housing-key-
workers-cost-affordable
WARMER: If relevant, talk about the title of the page and
how important it is to learn from experience, mistakes, etc.
and don’t feel frustrated it things don´t go well to start
with: Try again. In this case it’s referring to the possibility
of finding a job /getting through an interview, etc.
SPEAKING: 1a. Sts discuss the questions in pairs. Monitor
the paired discussion and then elicit some interesting
responses in OCFB. You could also take the opportunity to
preview any services vocabulary arising from the
discussions.
1b. Sts work individually then check their answers in
pairs. Elicit the correct answers in OCFB.
Answers: 1. tourist information centre - 2. post office - 3.
theatre - 4. garage - 5. hairdresser - 6. sports centre - 7.
art gallery - 8. museum - 9. library
The following words are likely to cause pronunciation
problems: library (silent a in British English so only 2
syllables), theatre, centre, post office (stress/syllables);
garage (phonemes). If the sts struggle with any words,
elicit and board the correction and then drill following
this procedure – model the correct pronunciation, choral
drill x 2, individual drills x 3.
1c. Sts discuss the questions in pairs. Monitor and listen
for interesting responses to exploit in OCFB. You may also
need to re-drill some items at this stage if they are still
causing problems in terms of pronunciation.
LISTENING. 2a. Sts work individually then check their
answers in pairs. Give sts a clue if necessary, by telling
them that 5 of the services are mentioned in total.
Monitor the pair check and decide if the sts need to listen
again. Then elicit correct answers in OCFB.
Answers: art gallery; sports centre; museum; tourist
information centre; hairdressers
2b. Sts work individually then check in pairs. When setting
the pair check tell the sts to discuss the reasons for their
answers. Monitor the pair check to decide if they need to
listen again. Then elicit the correct answers in OCFB and
the reasons why.
Answers: 1. c - 2. b - 3. c - 4. a - 5. c - 6. b
Then ask students to discuss the questions in 2b. in pairs.
Monitor for interesting answers to exploit in OCFB.
2c. Students work individually to rank the services from 1-
12 in order of importance. Consider setting a time limit to
keep the pace up.
2d. Students work in a group of three , discussing their
lists . You could also ask the students in each group to
agree on the order of the services in their list (set a time
limit for them to do this). Conduct brief OCFB.
2e. Students discuss the questions with their partner.
Conduct brief OCFB.
 Unit 2 - Lesson 5: Finding a plum job (page 28)
3a. Ask sts to discuss the questions in pairs. Monitor to STARTER: If relevant, talk about the title. A plum job: meaning a
ensure that they are on task and listen for any interesting desirable position which is well-paid and considered relatively easy
answers to exploit in open class feedback (OCFB). Then is called a plum job. Example: Ideally, he would like to find himself
conduct brief OCFB. a plum job in New York.
You can ask them if anyone has had a plum job at some time that
they enjoyed.
3b. Sts skim read the texts to complete task 3b. Set a time
limit of 3 minutes for the task and check that students
know that they do not need to understand every word in
the text. Tell sts to discuss their answers in pairs. Then elicit
some answers in OCFB.

3c. Reading for detail. Ask sts to read the texts and match
each applicant to one of the jobs. Sts work individually then
check in pairs. Tel them to tell each other why they chose
the answers they did. Conduct OCFB, elicit answers and
reasons for them, they must discuss & agree on the
answers before you tell them

Answers: 1B (Susan), 2D (Peter), 3A (Amba), 4C (Maria).

3d. Tell students that they are going to role-play a job

interview. Divide students into two groups, A and B. Tell ss
As to imagine that they are one of the people from the
reading text. Ask them to choose a job to apply for and
make notes about why they should get the job. Tell ss Bs to
imagine that they are a job interviewer. They should write
questions to ask A. Give students some time to prepare,
then form AB pairs. Students roleplay the interview (task

3e). Monitor for interesting discussions to share in open

class feedback. Conduct brief OCFB.

CULTURE NOTES:
https://www.reed.co.uk/career-advice/five-characteristics-of-
successful-jobseekers/
5. Accountability: 72.56% of employers highlighted accountability
as an essential characteristic when looking for new employees.
4. Adaptability Perhaps unsurprisingly, adaptability was chosen
as essential by 75.12% of employers surveyed.
Job interviews in Chile:
3. Trustworthiness: Whatever industry you’re in, having a sense
Typically there will be 3 rounds of interview followed by
of trust in others around you is vital for a harmonious workplace.
written technical test. The written test will contain questions.
Perhaps that’s why 90.93% of employers chose trustworthiness
as their next essential characteristic when hiring. First interview will be based on the technical knowledge &
2. Honesty: Affirming the old adage, 91.4% of hiring managers written test (to validate the answer) as well as the past
think that honesty really is the best policy. experience (logistic modelling questions, linear regression etc).
1. Commitment: Finally, according to our research the most It is the most crucial round.
important trait for successful jobseekers is commitment. In fact, Second interview is focused on business knowledge
92.09% of all employers said that this was absolutely essential for & relatively easy.
all team members and potential hires. Third round will be client oriented & will be based on mix of
technical, business & competency based questions.
https://www.glassdoor.com/blog/common-interview
- questions/
Unit 2 - Lesson 5: Looking forward to … (page 29).
If relevant, discuss the title and remind students when to use this
way of closing letters or emails - ask them how they normally close
their emails (formal & informal). There is some extra information in
the Culture Notes
International usage for closing letter /email phrases
The words you use at the end of your communication should confirm
a connection and clarify the purpose of your letter.
• For some people, the last sentence is used to simply repeat the
most important points of the communication.
• For others, it is an opportunity to give an instruction or a call to
action.
• You may want to express thanks or appreciation.
• Your ending might be an invitation to continue the relationship
in the future, in general or at a specific date and time.
• Still others might want to conclude with an expression of feeling.
4a. Sts skim read the text individually to find the
answers. Set a time limit of 2 minutes. Then get
sts to check their answers in pairs and to
discuss their reasons. Then conduct OCFB –
elicit the answers and the reasons why.
4b. Sts read the text again individually then
discuss the answers in pairs. Elicit and board
the correct answers in OCFB.
Answers: a.3 - b.2 - c.4 - d.1 - e.6 - f.5
4c. Sts discuss their answers in pairs and reason
or them. In OCFB only establish that the letter is
formal, do not go into details as these are
covered in 4d.
4d. Sts work individually then discuss their
answers in pairs. Give them a clue – 3 are true, 2
are false. Ask students to correct the false
sentences (task 4e). Then conduct OCFB and elicit
examples where possible from the letter.
Answers: a. F (no, she writes “To whom it may
concern”; b. T; c. F (no, contractions should be
avoided); d. T; e. T
4f. Sts work in pairs, with the writer rotating for
each part of the letter. Remind sts to follow the
structure from exercise 4b and to follow the
guidelines for formality in 4d. Monitor closely and
help groups if necessary and also to manage the
timing so all groups finish at the same time.
Students should check their work, using the
advice given in task
4g. Once they are finished stick their letters up
around the classroom and do a gallery tour. The
sts go around in their groups and read their peers
letters to decide which one is the best. Tell them
to use 4b and 4c as their criteria. Then the sts sit
down again and you elicit the winner in OCFB and
the reasons for this decision.
CULTURE NOTES
Different international ways of closing a letter or email :
Sincerely, Regards, Yours truly, and Yours sincerely -
These are the simplest and most useful letter closings
to use in a formal business setting.
Meaning of the title: Planes, Trains and Automobiles is a Unit contents Unit 2 Lesson 6: Planes, trains and
1987 American buddy film written, produced, and automobiles (page 30). Right up my street.
directed by John Hughes. The film stars Steve Martin as Grammar Adverbs of indefinite time (e.g. just,
Neal Page, a high-strung marketing executive. already, yet) with the present perfect.
Right up my street: it’s mainly a British expression. If
Vocabulary Vocabulary relating to transport.
something is right up your street or just up your street, it
is the kind of thing you like or know about. Communication Talking about preferences relating to
skills transport.
SPEAKING : 1a. In pairs , ask the students to discuss
the questions . Monitor for interesting answers and
then conduct brief OCFB.
1b. Get sts to work individually then check their answers
in pairs. Monitor listening for correct answers and
mispronunciations. Then, in OCFB, elicit and board the
answers. At this stage, you may want to focus on
pronunciation. If the sts struggle with any words, elicit
and board the correction and then drill. The following
words may cause pronunciation problems: underground
(stress/syllables); lorry, ferry, coach, scooter
(phonemes).
Answers: tram, ferry, motorbike, underground,
scooter, speed boat, tanker, cargo ship, double-decker
coach.
1c. Sts discuss the questions in pairs. Monitor then elicit
the correct answers in OCFB.
Answers: 1. Truck, subway. - 2. a ship is bigger. - 3.
Ferries carry passengers and goods. - 4. motorbike is
more powerful - 5. coaches travel from one city to
another; buses travel inside a city. - 6. The metro.
1d. Sts work individually then check their answers in
pairs – tell the sts not to worry about the words in bold
at this stage! Monitor and help if necessary. During the
pair check you could provide extra guidance by telling
sts exactly which words from 1b they need to use. Then
elicit the correct answers in OCFB. Take the opportunity
to re-drill any problematic items in terms of
pronunciation.
Answers: a. scooter - b. trams - c. underground - d.
coach - e. ferry
1e. Sts discuss the answers in pairs. Tell them not to
look at the definitions in 6e at this stage. This exercise is
designed to encourage sts to deduce meaning from
context. Monitor the pair work, but do not help at this
stage. Do not do OCFB either, but once sts are ready
direct them to the definitions in 1e. Sts match the
definitions individually, then check in pairs. Elicit and
board the correct answers in OCFB. The following words
may cause pronunciation problems: journey
(phonemes). After sts have swapped partners a few times, ask them to sit down and
Answers: a. journey - b. petrol - c. motorway (US - tell their original partner what they learned about their classmates.
freeway) - d. platform - e. traffic jam Monitor as above, then conduct OCFB. You may want to re-drill any
1f as a mill activity – this means that the sts stand up persistent pronunciation errors at this stage too.
and ask the questions to as many of their classmates as
they can. Tell them not to speak to their previous 1g. Students discuss the questions in pairs. Monitor for interesting
partner and ask an information checking question (ICQ) answers and conduct OCFB.
to ensure they understand – i.e. “Pablo, are you going to 1h. Students work individually and then compare their answer with
talk to Maria? No, because she is my partner.” Monitor their partner. Conduct OCFB.
the activity to ensure sts are on task and listen for Answers: 1: A - 2: A - 3: D - 4: A - 5: A - 6: D - 7: D - 8: D
interesting answers to exploit in OCFB and for any 1i. Students work in pairs. Monitor for interesting responses and
persistent pronunciation errors conduct OCFB.
 UNIT 2 - Lesson 6. Commuting (page 31)
STARTER: Ask your sts about their everyday habit ref.
travelling. They can discuss how they travel according to
where they live. What means of transport they have, why
they prefer the one they use, etc.
Commuting: travel some distance between one's home and
place of work on a regular basis.
EXTRA ACTIVITY 2:
Vocabulary deduction. Select 6 words from the text which
you think may be new (or partly known) by your sts. Ask
them to discuss the meanings in pairs, then give them the
definitions in the wrong order. Sts work individually to match
the words to the definitions then check their answers in
pairs. In OCFB elicit and relevant MFP and drill as
appropriate.
SPEAKING 2a. Ask sts to discuss the questions in pairs
in reference to the pictures. Monitor to ensure that
they are on task and listen for any interesting answers
to exploit in open class feedback (OCFB). Then
conduct brief OCFB. Elicit some alternative answers
but do not tell the sts if they are correct or not at this
stage.
READING: 2b. Sts skim read the texts to complete
task 2b. Set a time limit of 3 minutes for the task.
Check that students know that they don’t need to
understand every single word. Tell sts to check in
pairs and then elicit the correct answers. Answers:
The text is about whether or not cycling in general,
and shared bike schemes in particular, are possible
future solutions for Santiago's transport and
pollution problems.
2c. Ask sts to read the text again in detail to answer
the questions in 2c. Set a time limit of 5 minutes and
then ask them to check their answers in pairs and to
tell their partners their reasons . Monitor and guide
if necessary, then conduct OCFB.
Answers: 1: A - 2: C - 3: D - 4: D - 5: B - 6: A
FOLLOW-UP: Ask students to discuss their opinion
on the article in pairs. Monitor for interesting
responses and conduct OCFB.
EXTRA ACTIVITY 1:
Promote a class debate based around the issues
raised in the reading. Assign different groups
different starting points. Group 1 could be a lobby
group promoting cycling. Group 2 could be in favour
of buses and the underground, group 3 could
promote the idea of working from home. All should
come up with arguments in favor of their viewpoint
and negatives for their opponents. Once the groups
are prepared, allow the debate to begin. Monitor and
note down language errors to exploit in a separate
error correction stage at the end.
PRE-LISTENING: 3a. Sts discuss the questions in pairs.
Monitor the paired discussion and then elicit some
interesting responses in OCFB. Do not tell the sts the
correct answers at this stage!
LISTENING: 3b. Sts listen to the audio then check their
answers in pairs. Elicit the correct answers in OCFB.
Answers: The audio is about a city mayor who inaugurates
a scheme to promote amateur musicians on the metro. 3c
UNIT 2 - Lesson 6 The Metro (page 32)
STARTER: If relevant, discuss with the students:
When they use the Metro, how often, what lines they use,
advantages & disadvantages of using the Metro…
You can check if this video is still on Youtube. A Northamerican
woman explains how to use the Metro, giving detailed explanations
https://www.youtube.com/watch?v=ns6GGMUXSek

3c. Make sure you give sts a little time to read through the
questions before playing the audio. After listening, sts
discuss their answers in pairs. Monitor the pair check to
decide if they need to listen again, then elicit and board the
correct answers in OCFB.
Answers: 1: 26th - 2: three-man - 3: “Another Day” - 4: 35 -
5: voted - 6: grandma

POST-LISTENING: 3d. Sts work in small groups to discuss

the questions. Monitor, listening for interesting responses
to exploit in OCFB.
SPEAKING : 4a. Sts work in pairs and discuss their
reactions to the questions . Monitor and listen or
interesting answers to exploit in OCFB.

4b. Sts work in pairs to complete the task. If they are

finding it difficult, you could elicit the first answer OC
and then ask pairs to continue with the rest. Then elicit
and board the correct answers in OCFB.
Answers: 1: just - 2: already - 3: just - 4: yet - 5:
already - 6: yet.

GRAMMAR BOX: Sts work individually then check their

answers in pairs. Monitor and help if necessary. Give the
sts a clue during the pair check – tell them that only two
are true. Then elicit the answers and reasons in OCFB,
illustrating your points by highlighting the relevant details
on the board.
Answers: 1: F - 2: T - 3: T - 4: F - 5: F - 6: F - 7: F

4c. Sts work individually then check their answers in pairs.

Tell the sts to explain the reasons for their answers to
their partners making reference to the rules in 9dc. Then
elicit and board the correct answers in OCFB.

Answers: 1: I’ve already passed… - 2: ….your

homework yet? - 3: …been to Europe yet. - 4: He’s just
been… - 5: Tom’s already seen… - 6: I’ve just eaten…

4d. Sts work in pairs to write their questions. Monitor and help if necessary. Then sts stand up and mill – finding new
partners to talk to. After they have changed partners a few times, ask them to sit down with a new partner and tell them
what they found out about their classmates. All the while monitor and note down any errors the sts make with the target
language. Then conduct OCFB on the task and finally do an error correction section on the mistakes sts made during the
speaking exercise.
UNIT 2: COMMUNICATION (page 33)
FUNCTIONAL LANGUAGE: Functional language:
◼ Giving advice.
◼ Ranking and expressing preferences.
Purpose of this page:
To use what they have learnt in the unit to communicate effectively
using their productive skills, therefore providing more practice in real
life speaking and writing situations.
3. Students work in pairs to write a formal letter of application.
Set a time limit and monitor and help students.
4. Feedback on content: Students swap their letter with another
pair. Do they think that they should get the job?
5. Feedback on language: write some common errors on the
board and elicit corrections from the students.
SPEAKING SKILLS
Roleplay
1a. Divide the students into two groups. Tell group A
that they are foreign tourists visiting Santiago for the
first time. They should write some questions they
have in the box. Tell group B that they are from
Santiago. They should write advice for tourists in the
box. Write examples of language used to give advice
on the board to help students use a greater variety
of structures (e.g. Why don’t you….?, It’s a good idea
to…. it’s worth….).
1b. Then students work in AB pairs and roleplay a
conversation between a foreign tourist and a
person from Santiago. Monitor for interesting
answers and errors with vocabulary and structures
seen in Unit 2. Conduct OCFB.
RANKING ACTIVITY
2a. Students work alone to order the jobs. Don’t
take feedback at this stage.
2b. In pairs, students discuss which of the qualities
mentioned are necessary for each of the jobs
shown in the photos. Monitor and listen for
interesting answers. Conduct brief OCFB.
2c. Students work together to categorise the
expressions into positive/negative. (You might
also want to clarify that I don’t mind is neutral).
Conduct OCFB.
2d. Students work with their partner to agree
on their top 3 jobs. To keep the pace up, you
might want to give students a time limit.
Monitor for interesting discussions and
conduct OCFB.
WRITING SKILLS
Before writing you can create a simple rubric with
your students as to what you/they will evaluate (i.e.
organisation, formulaic phrases, spelling, etc.)
Or create a checklist they can use after writing. (i.e.
have they checked structure, headings, opening,
previous experience, etc.)
1. In pairs, students choose a job from task 2
that they would like to apply for.
2. Planning: Students make notes under the
headings from task 3. If necessary, go back to pages
28-29 to revise the structure and language used in a
formal letter of application.
Listening for specific information and speaking
1. Activate students’ schemata by asking them to
discuss what they can see in the pictures relating to
1a.
2. Ask students to read the questions carefully, then
play the listening. If students are having difficulty,
play the listening a second time.
3. Students check their answers in pairs. Then
conduct OCFB.
Answers: 1: C - 2: B - 3: B - 4: A - 5: B - 6: A
1b. Students work with their partner to find
expressions for the functions mentioned. Conduct
OCFB. You might want to drill some of the functional
language, to help students memorise it.
UNIT 2. CONSOLIDATION (page 34)
Students are expected to:
◼ Listen for specific information in the context of topics
covered in the unit.
◼ Roleplay a conversation related with the topics
covered in the unit.
◼ Read for gist and for detail.
Purpose of this page
To remind the students of what they have learnt throughout
the unit and to consolidate it.

1c. Students roleplay three of the conversations with

their partner. Monitor for interesting dialogues and
errors with functional language.

Reading for gist and for detail

Activate students’ schemata by asking them to
discuss what they think the most significant changes
in technology have been in the past few years.
Monitor for interesting responses and conduct brief
OCFB.

Reading for gist. Set task 2a. Give students a time

limit of 2 minutes and make sure they know that
they do not need to understand every word.
Students should then check their answers in pairs.
Follow this with brief OCFB.
Answer: The Fourth Industrial Revolution involves
the development of advanced technologies which
change the way we live and work.

Reading for detail. 2b. Students work individually

and then check their answers in pairs. Follow this
with brief OCFB.

Answers:
• The developments include advanced robotics and
autonomous transport, artificial intelligence and machine
learning, advanced materials, biotechnology, and more.
• Some common jobs will disappear and new jobs that
don’t exist now will be created.
• Creativity and emotional intelligence.
• Upskill and retrain people.

FOLLOW-UP: 2c. Students discuss in pairs if they agree with what

the article says. Monitor and conduct brief OCFB
 UNIT 2. GRAMMAR AND VOCABULARY WORKSHEET (page 35) 1.
The aim of these pages is to provide extra practice of the grammar 1) B
and vocabulary covered in the unit. You can use these activities for 2) A
extra practice when you introduce a grammar point, or as revision 3) B
at the end of the unit. 4) C
Encourage them to complete activities on their own; and comparing
5) B
their answers with their partner once they are done.
6) A
7) C
8) B

2.
1) I go to Santiago on Saturdays to see my
sister.
2) She likes the theatre very much.
3) Sally has never been to an art gallery.
4) I always try to eat really healthily.
5) They won easily because they tried hard.
6) He was late for his class, so he ran fast to
arrive on time.
7) She carefully painted the wall white.
8) They nearly arrived on time to see the
play.

3.
1) dangerous
2) happily
3) obviously
4) angry
5) carefully
6) efficiently

4.
1) a) Dear Sir/Madam; To whom it may
concern.
b) Dear Mr/Mrs/Ms + surname (e.g. Dear
Ms González); Dear first name (e.g. Dear
Pamela).

2) a) Yours faithfully (UK), Yours truly (US).

b) Yours sincerely (UK), Sincerely (US).
3) In informal letters.
6. 5.
1. Have your parents ever travelled/been to Spain? 1) was
2. Have you ever worked in a factory? 2) had
3. What happened to Jane and her daughter last night? 3) was
4) has performed
5) has taken
6) has been
7) been
8) have been
9) brought
10) have lived
7. From top to bottom and from left to right. UNIT 2. GRAMMAR AND VOCABULARY WORKSHEETS (page 36)
app developer - cloud computing technician - The aim of these pages is to provide extra practice of the grammar and
elderly care services - educational consultant - vocabulary covered in the unit. You can use these activities for extra
social media manager - market research data practice when you introduce a grammar point, or as revision at the
miner end of the unit.
Encourage them to complete activities on their own; and comparing
8a.
their answers with their partner once they are done.
Nouns: care, comfort, power, noise, history,
tradition, silence, peace.
Adjectives: careful, historic, peaceful, noisy,
traditional, comfortable, powerful, silent.
Adverb: carefully, traditionally, peacefully,
historically, comfortably, powerfully, silently,
noisily

8b.
Answers will vary
Example: The tradition is a noisy party once a
month

9a.
Jobs/work: resign, postman, shift, earn, nurse,
judge, retire, quit, CV, wages, salary, volunteer,
unemployed, skills, employer, firefighter

Transport: platform, ferry, scooter, garage,

double-decker coach, tanker, traffic jam,
funicular, electric scooter, refrigerated truck,
garage.

Services/places: sports centre, art gallery,

garage, housing plans, healthcare centre,
recycling centre.

9b.
1) quit
2) wages
3) retired
4) art gallery
5) garage OPTIONAL ACTIVITY:
6) electric scooter Sts can practise on this online cloze, there are several categories
7) platform https://www.englishclub.com/esl-games/vocabulary/cloze-jobs.htm
8) judge
9) refrigerated truck If you have business students, here are some activities you might be
10) shift. interested in:
https://www.tefl.net/elt/ideas/business/job-application-tasks/

Youtube video on preparing for a job interview:

https://www.youtube.com/watch?v=enD8mK9Zvwo
UNIT 2. TEST YOURSELF (page 37). CRITERIA FOR CORRECTING.
The purpose of this page is for students to check what they Encourage students to correct their partner’s answers so
have learned against the unit’s Can Do Statements (which they as to provide feedback and notice how much they’ve
will have been introduced to at the beginning of the unit). learned as they check answers.

When you correct or check, focus on unit CAN DOs

Students should be able to produce evidence of at least 5

out the 7 CAN DOs.
1a.
1. The UK
2. In the early morning
3. To do a student exchange.
4. A semester.
5. Advice on the best way of getting from the airport
to the city centre; advice on places to visit in
Santiago and elsewhere.

1b. Encourage students to use vocabulary connected

to city services and transport, as well as the phrases
for making recommendations that they’ve seen in
the unit.

2. Encourage students to use the vocabulary

connected with jobs that they’ve seen in the unit.

3. This chart should be completed by the students individually. (Check Unit 2). This chance for students to evidence their learning
along the unit. Here are some examples
For example:
Did they understand job offers? How did they manage to write their letter of application? What needs reinforcing?
Can they ask about and respond to questions on commuting?
Can they talk about the most common city services giving timetables, addresses, services they offer, etc.?
Can they usually/sometimes use the present perfect correctly?
Can they distinguish adjectives from adverbs and generally use them accordingly?

Which of these areas need extra practice?

STARTER: (OPTIONAL) Ask the students to work in groups or UNIT 3 OH, THE PLACES YOU’LL GO. (page 40)
in pairs and answer these questions: Do you know any of This page contains photos of different buildings around the world to
these places? Have you ever visited any of them? Can you introduce the themes of the unit. The themes of the unit include:
name them? Where are they? Where would you like to go? Travel/ travel plans/travel dreams/past journeys/famous
Then elicit some of the answers and write them on the buildings/landmarks/study abroad.
board. The title is the name of a book written by Dr Seuss (the famous North
Answers: American writer of children’s books
a) Cambodia b) Ghana c) Chester, England d) China, e) There’s also a song: Whitney Wiatt, Oh, the places you’ll go
Cambridge, England f) Osaka, Japan g) Tokyo, Japan h)
https://www.youtube.com/watch?v=agyDz7iLSf4
Thailand I) Singapore.
To help your students, here there is some information
about the photos.
Photos info:
From left to right and from top to bottom:
1. Marina Bay Sands Hotel is located in the central area of
Singapore. - 2. Maha Chedi. It’s a Buddhist temple in Khu
Han, Thailand - 3. Koenji Awaodori dance festival, 25th
August, Tokyo Japan - 4. Matsumoto castle in Nagano,
Japan. - 5. Dragon dancers. Chinese people dance the
dragons for birthday parties - 6. Miami (water rising) - 7.
Cambridge is a university city in eastern England - 8. Ankor
Wat. It’s a temple complex located in Siem Reap, Cambodia.
It’s the largest religious monument in the world - 9. Adowa
dancers, Ghana. They perform in funerals and public social
events - 10. Chester is a city in the northwest England
(Optional) After giving them the correct answers, tell the
students to work in small groups to decide where they
would like to go and why. After that students say their
answers out loud and see if other groups have similar
answers and/or reasons.

OBJECTIVES. After the tasks, go through the objectives with

students so that they understand the meaning. Ask them to
discuss in pairs whether they have come across these
before in their learning. Then elicit from them as a class
some possible examples. Explain and show them that they
will be checking these at the end of the unit.
At the end of this unit students will be able to:
• Describe past experiences, trips and journeys.
• Deal with problems while travelling.
• Express travel dreams and destinations.
• Describe different buildings and monuments.
• Write a formal email of request for a course. TEACHER SKILLS NOTES
While the students are discussing in their pairs or small groups, monitor
them to see if they are talking about the right thing. Then, write some of
the answers to the task on the board so that it is ready for when you
give feedback.
. Unit contents UNIT 3 LLesson 7: Know Your Land !
(page 41 ) Travelling guides
Grammar Language used in formal
situations, asking and requesting
Vocabulary Places, buildings, means of
transport
ON YOUR WAY: (OPTIONAL). In pairs ask students to discuss
what building has impressed them most. Ask them where they
are, why they impressed them.
Have they ever been on a guided tour? Where to? Was it
interesting? What did they enjoy? Did they have any
problems?

Communication Dealing with problems when

skills travelling. Useful phrases to make
complaints.

SPEAKING: 1a. Ask them to complete activity 1 in pairs. They

must match the sentences with the pictures. They first check
among themselves and the write the answers on the board and
get them to check/ correct if necessary.

1a. Answers: 1: motorway - 2: roundabout - 3: harbour - 4:

Customs Office - 5: tunnel - 6: canal boat - 7: signpost - 8:
cruise port

Call their attention to the language tip box. Tell them that the
word motorway is also British. The most important motorways
in England have a capital M and a number (M 1 - M2 - M4 - M
6, etc.). Ask them to discuss for one minute with their partner
what the American equivalent would be. Elicit.

Answer: Highway

PRONUNCIATION: Write the word ‘bridge’ on the board and

ask them how many syllables it has. Elicit ‘just one.’ Then ask
them where the stress is. Elicit that there is only one syllable
so the stress would be on that syllable. Then, in pairs get the
students to put the rest of the words in the ‘stress table’. If
they are struggling, stop them and do a few with them, drilling
and eliciting where the stress is in the words.
Answers: all the words are stressed on the first syllable.

1b. Fill in the gaps with 5 of the words above.

Answers: 1: harbour - 2: canal boats - 3: tunnel - 4:
roundabout - 5: motorway

Culture notes:
Make sure to point out the language tip box. Mention that
there are a lot of differences related to vocabulary in
American English and British English. Spelling can also change.
Check the most common words on page 115.
You maybe also want to mention that the word ‘harbour’ is
the same in both countries, but in the US they do not spell it
with a ‘u’.
There are many other examples of this.
Colour (UK) Color(US)
Favour (UK) Favor (US)
1c. Different answers can be accepted. Check your students’
sentences.
1d. (Optional) If there is time, swap the pairs and get them to
discuss these questions. Give them a personal example.
Feedback the answers as a group. Try to get them to use words
learnt in the lesson.
DID YOU KNOW? Interesting facts for fast finishers
Las Raíces tunnel connects Curacautín with Lonquimay in
Araucanía region.
Students can compare distances of the Panamericana with the
M6. They can use their phones to find out more
SPEAKING: 2a. First give the student a language tip:
‘means of transport is the same as saying different types
of transportation’.
Then ask them to complete this activity in pairs. You will
need to set a time of 2 minutes. After they have
completed the task, find out which pair has the most
and write their answers on the board, as they read them
out. Deal with any pronunciation issues they may have
with drilling.
Unit 3 Lesson 7: Along for the ride (page 42)
STARTER: (OPTIONAL) write ‘means of transport’ on the board and ask
them to discuss on in pairs what they think it means’ Elicit the concrete
answer – ‘form or way of arriving somewhere.’
(OPTIONAL) Ask students ‘How do they get to the institute?’. Give them
a personal example. ‘I get here by bus’. Remember to mention to
preposition ‘by’ that is used with transport. Get them to ask their
partner the same question and after one minute, feedback to the class.

READING for gist: 2b. Ask students if they have ever

been to Torres del Paine. If they have, ask them how
they got there. You might want to adapt this slightly
if you have sts who have been there & have a lot of
information.
Swap pairs and get them to discuss the three questions.
Ask them to write down their opinion and ideas. When
you conduct feedback, elicit some possible answers and
write them on the board.

2c. Then ask them to read the article to see if their ideas
were correct or not. Monitor while they read, and when
they finish ask them to discuss what they found in pairs.
Then elicit the correct answers as a group.
Answers: a) It is not easy, there is no direct route.
b) Just a few – you have to arrive at Puerto Natales
first.

READING for detail: 2d. Ask students to read the

sentences first and then decide with their partner if
they are true/false/ doesn’t say by finding the answers
in the text. Get them to work in pairs to compare ideas.
Answers: 1: T - 2: F - 3: DS - 4: T - 5: F

Language focus (meaning): The sentences used in

activity 4 will now need to be focused on in terms of
structure and meaning. In groups of 3 ask the students
to answer the questions. Elicit answers and then write
the correct ones on the board.
Answers: a: 1,3,4 b: 5 c: 4

GRAMMAR (revision). Students think of a place they

like to travel to and answer the following questions:
How long does it take? How can you get there? Is it
cheap/expensive? Ask students to make some notes
and then explain the different routes to their partner.
Tell them they must remember to use the language
learnt.
EXTRA GRAMMAR NOTES:
EXTRA GRAMMAR NOTES: For quantifiers we can use:
When making comparison of equality and inequality we As many + countable noun+ as ____
use As much + uncountable noun+ as ______
Be+ as + Adjectives+ as ____ / not+ as+ adjective + We can also compare adverbs. When comparing adverbs of manner, we
as______ usually use: More + adverb. She sings more beautifully than me.
(you can read the examples given in the book)
FOLLOW-UP:
(OPTIONAL) Ask students to discuss in small groups if they have ever been
on a difficult journey to get to somewhere? Feedback as a class.
Unit 3 Lesson 7 - Problems, problems, problems! (page 43)
STARTER:
(OPTIONAL) In pairs ask the students to discuss about whether they
like the different means of transport in Chile, which one they prefer
, why? After 2 minutes ask a few students what their partner told
them.
(OPTIONAL) Write Travel problems on the board in a circle and ask
students to brainstorm. Write their ideas. Feed in some of the
vocabulary of the lesson.
EXTRA PRACTICE ACTIVITIES:
(Optional) If there is time, give the students a second situation
to practice the vocabulary.
Student A: You bought a coach ticket to go to La Serena. When
you arrived at the bus station, the person in the ticket office told
you that your coach had been cancelled because it had a
mechanical problem
Make a deal to find a solution or ask for a full refund.
Students B: You work in the ticket office for the bus company
‘Trubus’. The coach that was programmed to travel to La Serena
tonight was cancelled because it had a mechanical problem. Talk
to the customer. Apologise, and offer an upgrade and an extra
ticket for a future trip.
SPEAKING: 3a. Ask students to discuss the questions in 3a.
Feedback as a class and write some ideas on the board.
3b. Read through the rubric to set the context of Cristina
sending Whatsapp messages while travelling from Santiago
to a conference in Lima. Ask students to read the messages
and put them in the correct order.
Answers: a: 4 - b: 3 - c: 5 - d: 2 - e: 1.
3c. Read through the questions with the class and check
students to understand the task. Then students work
independently to answer the questions about Cristina’s trip.
Answers: 1: Iquique. - 2: The plane was delayed in Santiago
because of the fog. - 3: Because the airport is very far from
the place she needs to go.
3d. Students build their vocabulary with a gap-fill activity.
They need to refer back to the Whatsapp messages to find
words which match the definitions.
Answers: 2: delay - 3: take-off - 4: Check in - 5: land.
FUNCTIONAL LANGUAGE: Ask students to focus on the
useful language, ask them whether they have ever heard
some of these expressions. If they don’t, then explain them
to them.
You can also teach them some more useful expressions like:
Is the coach running on time? I’m very disappointed with the
service, the standard of service is not good enough, I would
like to cancel and get a full refund, Is the ticket valid on the
next coach? If I cancel the reservation, will I have to pay a
supplement? Is the flight on time?
LISTENING: 3e. Students listen to Cristina having a
conversation during her trip. The first time they listen to find
out where she is.
Answer: Iquique.
3f. Students listen again and decide if the sentences are true
or false.
Answers: 1: T - 2: F - 3: F - 4: T
PRONUNCIATION. After teaching the vocabulary, focus on
the intonation when using it. Tell the students people often
use the words Sorry or excuse me before we make the
complaints not to sound rude.
Then tell the students that when people make complaints
the intonation falls. People often use falling intonation when
they want to be clear on something.
I’m sorry but it wasn’t my fault the plane was delayed in
Santiago.
I’m sorry but I think there’s been a mistake with …,
Excuse me I think there is a problem with…
3g. Ask students to practise the sentences intonation in
pairs and tell them to use the rest of the vocabulary given
previously.
3h. Students work in pairs practising the vocabulary and
intonation. Tell them they are going to take it turns to deal
with a travel problem.
Student A must use the information given on p. 43 and
Students B must use the information on p. 53.
ON YOUR WAY: See culture notes for the meaning of the Unit contents Unit 3 Lesson 8: Don´t listen to what
titles. they say - Go see! (page 44) Never
STARTER: (OPTIONAL) Write down three sentences on been to Spain
the board about yourself. Use present perfect for Grammar Past simple/present perfect, second
experiences. E.g. I have been to India, I have eaten sushi,
conditional
I have ridden a motorbike. Make two of these sentences
true and the other false. Tell the students they have to
Vocabulary Words related to describing famous
guess which one is false. Ask them to work together in buildings
pairs and think of yes or no questions to ask about each Time words used with present perfect.
sentence to find out which one is false. Communication Describing past experiences of trips and
skills journeys, expressing wishes related to
travelling
SPEAKING: 1a. Tell the students that they will discuss
these questions in pairs or small groups. You can also do
this activity with the whole class.
s
READING FOR GIST: 1b. Ask students to read the question
a. and b., then read the dialogue. Feedback answers as a
class.
Answers: a: Alex - b: yes, but he didn’t like the weather.

GRAMMAR: 1c. Students may or may not have heard of

the name of these tenses before. Depending on how
strong they are you may need to give the first example,
or at least show them the difference in the form of each
tense to be able to identify them and categorise them
correctly.
Answers: Present perfect – Have you ever been, No, I
haven’t, I’ve been there, I’ve travelled. Past simple – did
you go, I went, did you do, we rented, we rode, we also
took, what did you eat, I ate, what was the weather like, it
was really hot, it rained.

GRAMMAR: These sentences are to help the students

to discover the rules of the grammar by themselves.
You may review the tenses with them. Explain that we use
the present perfect to talk about our life experiences, we
also use it for actions which started in the past and are still
happening now or finished actions to have a connection to
the present. And we use the past simple for events or
actions which have no connection to the present.

USEFUL LANGUAGE: Time words. Ask students to focus on

the words given: Just, already, yet, ever, so far, since and
for. After that, tell the students to read the sentences gi
ven and complete the sentences bellow.
Answers: a: just, already, so far - b: ever, yet - c: yet - d:
for - e: since.
Give the students some more examples, so they can
understand the difference among the words more clearly. : CULTURE NOTES:
Don’t listen to what they say. Go see: is a Chinese proverb, now
LISTENING: 2a. Students listen to a conversation between used frequently to promote travelling.
two old friends and answer the questions below. Answers
1: When they were working in Vietnam - 2: Argentina and Song: Three Dog Night – Never been to Spain - popular band
Uruguay - 3: No, she hasn’t - 4: To go to Valparaiso from the 70s
together at the weekend. https://www.youtube.com/watch?v=dm6qw_yeo6o

2b. Free practice. Students write a dialogue about their

travel experiences
Unit 3 Lesson 8: Brick by brick (page 45)
ON YOUR WAY: Check the Culture Notes for the song. Meaning: a
little bit at a time. In Spanish it has the same meaning
SPEAKING: 3a. Ask students to discuss these questions with a
partner: When travelling what places do you like visiting/ seeing? Do
you like visiting famous buildings? Have you ever visited a famous
building? Which one? You can also do this activity as whole class
conversation or in small groups.
(OPTIONAL) – Ask the students to describe their favourite (famous)
building in Santiago, and their partner has to guess which building
they are talking about.
CULTURE NOTES:
Here is some information about important buildings in Santiago: The
metropolitan cathedral, located in Plaza de Armas, built in 1748 , the
seat of the Archbishop of Santiago. It has a neoclassical design . San
Francisco church, Santiago centre, built in 1554, the oldest catholic
church in Chile. It has a museum next to it. Costanera centre, built in
2012, it has a shopping centre, businesses and hotels. It is the tallest
building in Latin America. La Moneda, built in the late 18th century.
The presidential offices were rebuilt
after president S. Allende refused to leave and was
overthrown during the coup in 1973.
SPEAKING: 3b. Ask students what an anagram is and elicit
that it is a word with its letters scrambled. Ask them to make
as many words as possible. Give them a few minutes to do
this and then elicit their answers. Then tell them they need
to make one word using all the letters. Elicit the answer.
Then, elicit the meaning from the students and ask them if
they like doing it when travelling.
Answer : a) accept any words made with the letters (sight ,
see , the , seeing , get /s, night , gin , then , thin , thing , etc ).
b ) SIGHTSEEING c) the activity of visiting interesting places ,
especially by people on holiday
READING FOR GIST: 3c. This is a prediction activity. Ask the
students to look at the photos only without reading, and
with a partner guess the answer to the questions. Then
write their answers on the board. After that, ask them to
read the article to see if they were right. Write the real
answers on the board so that they can compare and correct
if necessary.
Answers: a: Pyramids b: Taj Mahal c: Colosseum d:
Eiffel Tower e: Big Ben
3d. Now they read to check.
3e. Vocab deduction: For this exercise students will need to
guess the meaning from context. Ask them to work together
and come up with a definition for each phrase. If they really
don’t know, ask them to leave it out and go on to the next
one.
Suggested answers: Iconic: relating to or of the nature of an
icon. Very famous and well-known. The jewel: the most
beautiful part of something/somewhere. Most popular
tourist attraction: Lots of people go to visit. Valuable: worth a
lot, of great value Stood the test of time: Still standing after
many years.
3f. Ask students to work with a partner and use the
words from 3e. to describe places they have already
visited or would like to visit.
3g. Ask students to work in pairs. They have to choose one
important building in Santiago and write a short paragraph
about it. This activity can also be a homework if there is no
time . Tell the students to use some of the vocabulary
given in the previous activity.
(OPTIONAl) Students can find out some information about
other buildings worldwide they like instead of the ones in
Santiago.
CULTURE NOTES:
Song: Arctic Monkeys - Brick by Brick (Official Video) -
released in 2011
https://www.youtube.com/watch?v=riV77WoFCBw
SPEAKING: 4a. Get the students in pairs to discuss Unit 3 - Lesson 8 When is doubt, travel (page 46)
questions 1, 2 and 3 Feedback to the class by getting the ON YOUR WAY: check the video mentioned in the Culture notes, you
students to tell the class what their partner told them. might find it interesting to show your students as it shows many
places & ways of travelling.
LISTENING for gist: 4b. Ask the students to listen to three STARTER: (OPTIONAL): Write three sentences on the board that start
people talking about where they would like to go in the with, ‘If I could go anywhere…I would go to….’ And finish the
world and match each person with each picture. Tell them sentences with two true statements, and one false. The students
their names are Nick, Henry and Carla. After listening, get t have to guess which one is the false one.
hem to compare their answers with their partner. Then
give them the correct answers.
Answers: A: Carla - B: Nick - C: Henry.
Listening: 4c. Ask students to answer the questions
according to the listening. After a couple of minutes, ask
them to compare their answers with their partner. Then
check the answers.
Answers: a: no - b: yes - c: probably not - d: unreal - e:
no

LANGUAGE FOCUS – meaning and form. Tell the students

that they will now discover the rules of the second
conditional by themselves.
Explain: we use second conditional to talk about impossible
or imaginary situations. Tell them the If clause must go
with a verb in past, and the other sentences must have
would and another verb.

PRACTICE: 4d. Ask students to work together and

complete the sentences using the correct form of the verb
in brackets.
Answers: 1: got, wouldn’t care - 2: went, would feel - 3)
were, wouldn’t go - 4): had, would hate - 5: went, would
prefer - 6: wouldn’t ride, had

LISTENING for detail: 4e.: Ask students to read the

sentences again now they are complete and find out if
they are true or false in the listening. Put the listening on
again and then get them to compare their answers with
each other.
Answers: 1: T - 2: F - 3: F - 4: F - 5: F - 6: F

PRACTICE: 4f. Ask students to look at the incomplete

sentences in the table and fill them in with a partner.
Answers: a: had - b: went - c: could.

4g. Ask students individually to fill in the second column so

that the sentence is true for them. Remind them to use the
correct form.

4h. Ask the students to ask their partner the question and
write down their answers.

4i. Ask students to work with a partner and write a CULTURE NOTES:
dialogue about their dream holiday. Tell students they can Did you know that the physicist geographer Reinaldo Börgel, in the
use the scripts about conversations in 3b at the back of the 50’s, proposed this idea: If we cut the peak of Challay hill, in ‘Cuenca
book to help them. la Angostura’, Santiago wouldn’t be polluted anymore?
This thesis is totally obsolete now.
LANGUAGE TIPS: In the second conditional we usually
contract ‘would’ with the subject. Example: I would = I’d, VIDEO: When in doubt travel: here is a video with places to visit:
you would = you’d, he would = he’d. What would it be for
https://www.youtube.com/watch?v=CoGss5O1B44
‘she’,’ it’,’ we’ and ‘they’ would?
The first conditional (If + present, +will +inf) does not have
the same meaning as the second conditional and is usually
used for describing more likely situations.
 Unit contents Unit 3 Lesson 9: If you think adventure is
dangerous... (page 47) ± Try routine, it's lethal
Grammar Language used to make formal requests, linkers
and connectors.
Future tenses
Vocabulary Words related to studying abroad.
Communication Listen and understand people’s opinion about
skills studying abroad in the UK.
Practise reading skills in the context of emails of
requests.
Write a cohesive email of request using the
correct language and structure.
1f. Ask students to work in pairs and read the instructions. Tell them
that they have to write a list of the advantages and disadvantages about
studying in Chile.
1g. Ask the students to read the instructions and decide their roles. You
can give them a couple of minutes to prepare by writing down a few
notes first. Remind them that the person who is keen on studying
abroad should use the advantages discussed earlier and the
husband/wife the disadvantages. After a few minutes ask them to stop
and tell the class who managed to convince who.
ON YOUR WAY: The whole title is a quote from Pablo
Coelho. The complete quote adds: Be brave, take risks.
He is a bestselling Brazilian writer widely popular for his
book “The Alchemist” which has been translated into 80
languages.
STARTER (OPTIONAL) Ask students to discuss in pairs
whether they agree with the title of the page or not.
Share some ideas as a class.
(OPTIONAL) Ask students to discuss in pairs whether
they have studied something before to study English.
How was their experience? Did they gain the knowledge
they needed? Do they like studying? Write these
questions on the board and after they have finished
discussing, share some ideas as a class.
SPEAKING: 1a. Tell the students to look at the picture
and ask them if they can guess the topic of the class.
Answer: Studying abroad.
LISTENING for gist: 1b. Tell the students that they are
going to listen to six international students talking
about their experiences of studying abroad in the UK.
Ask them to read questions a) and b) before listening.
Then put the listening on and get them to discuss a) and
b) with their partner. After a couple of minutes, elicit
ideas as a group.
Answers: a: Yes - b: they all really like it.
VOCABULARY: 1c. Ask students to look at the four
words that were mentioned in the listening. Ask them
to match the words with their meanings. Once they
have done this activity, check the answers to clear any
doubts. Practice pronunciation of these words if there is
time.
Answers: 1: b - 2: c - 3: d - 4: a.
LISTENING for detail: 1d. Tell the students that they are
going to listen again but this time they will need to
listen for specific information. Show them the table and
ask them to read the names and then what they say in
the next column. Tell them the table is mixed up and
they will have to listen and match the speaker with
what they like about studying abroad in the UK. After
listening, tell them to compare their answers with their
partner.
Answers: 1: c - 2: f - 3: a - 4: e - 5: d - 6: b.
VIDEOS: Students talking about studying in the UK
and procedures
https://www.ucas.com/undergraduate/applying-
university/international-and-eu-students/studying-uk
And here. Why study in the UK? Advantages and
disadvantages
https://www.youtube.com/watch?v=UDB7pJLsw6M
EXTRA SPEAKING PRACTICE: 1e. Here you will need to
prepare the students to do a role-play. To do this, they
will need to have the advantages and disadvantages of
studying abroad clear. In pairs, get the students to think
of any other advantages of studying in the UK that they
haven’t thought about yet.
 SPEAKING: 2a. Tell the students they have finally agreed Unit 3 Lesson 9: It´s just around the corner! (page 48) ON YOUR
with their husband/wife to move to London to study a WAY: (OPTIONAL) Ask the students what they think the title of this
PhD. Ask them to discuss the questions. lesson is referring to. Answer: The future
Tell the students ‘It’s just around the corner’ is an expression
LISTENING for gist: 2b. Tell the students they are going people use for a time or event that is coming soon.
to listen to Sofia, a person who has been accepted at the
London School of Economics and Political Science, talking
to her husband about their trip to London. Students must
Thet
answer the question below.
Answer: in two weeks

2c. Now they look at the questions 1-4 and try to

complete them with information they can remember
. Then they listen again to check.
Answers : 1: she is meeting her sister - 2: one day
this week - 3: to buy some food - 4: a friend, to pick
their books up.

2d. Tell the students to look at sentences, that were

mentioned in the dialogue , and match them with
the correct future tense.
Answers: a: 3 - b: 1 - c: 2

GRAMMAR: Tell the students they have to complete

the sentences with the correct grammar form of the
future tenses. You can tell them to look at the previous
sentences to do this activity.
Answers: a: will + inf. - b: be + going to + inf. - c:
present continuous.
After the students do this activity, explain the
differences among the future tenses. You can give them
some examples, so they can understand better.
The phone is ringing. I’ll pick it up! I’ll always love you
(instant decisions and promises) I’m going to study
this weekend. I have an English test next week (plans
and intentions) I’m going to the doctor tomorrow at 4
pm.

2e. Ask students to work with a partner. Tell them that

they are going to move to London in two weeks. Ask
them to write a dialogue about their plans. Tell them that
they can use the conversation between Sofia and her
husband, at the back of the book, to help them.

2f. After explaining the differences in future, tell them to

complete the table with sentences so they are true for
them. And when they finish, tell them to work with a
partner and ask them the same questions. Students
must write their partner’s answers.
Monitor your students’ conversations. Correct any
issue they could have with grammar or pronunciation.
EXTRA ACTIVITY (optional). You have to put three chairs in front of
the class and label them with the three future forms. Separate the
students in three groups. The students come one by one, sit on one of
the chairs, and make an appropriate sentence. The student is then
asked concept questions to make sure they are sitting in the correct
chair. If the student’s answers show they are sitting in the wrong
place, they lose one point. The team that makes more correct
sentences, wins the game.
 Unit 3 Lesson 9: The journey of a thousand miles begins with a
single step (pages 49)
ON YOUR WAY: (OPTIONAL) Ask the students what they think the
title means. Come up with a definition as a class. This Chinese proverb
means that a person must begin his or her journey to reach their goal
or destination. It is a motivational proverb that expresses deep insight
about determination and avoiding procrastination.
3g. They can work together or individually. FEEDBACK: When the
students have finished, take their emails and stick them around the
room on the wall. Then ask them in their groups to stand up and
read each letter around the classroom. As they are reading them,
ask them to think about the following things:
- Does it use the right structure?
- Does it use connectors?
- Does it use language for requests?
- Does it have enough requests?
- Does it have enough words?
- Is it formally written?
Then ask the class to vote for the best, based on the question above.
SPEAKING: (OPTIONAL) Ask the students what a request
is. Accept all answers and then move on to
3a. Tell the students they are interested in studying
abroad. Ask them to work in pairs and make a list of the
information they need to find out about the university
they want to study at.
3b. Discuss these questions as a class: Has anybody ever
written an email of request? Is there anything that they
would like to write an email of request for?
READING FOR GIST: 3c. Tell the students they will be
reading an example of an email to a university requesting
information. Ask them to read questions a), b) and c) first
and then read the email to find the answers. Get them to
find the answers in pairs after they have read the letter.
ANSWERS: a: In New Zealand b: they provide
accommodation c: if they provide vegetarian meals
VOCABULARY: 3d. Ask students to go back to the email
and get them to focus on the gaps. Tell them that the
words in the box go into the gaps. Elicit that they are
called ‘connectors’ and are important when writing formal
documents to make the writing flow cohesively.
Students fill the gaps in the email together in pairs. Make
sure they use the table to help them
ANSWERS: 1: because - 2: additionally - 3: although - 4:
however - 5: whereas
VOCABULARY: 3e. Tell the students that before they put
the connectors in the email they will need to discover
their meaning. Get them to focus on the table and
categorise each connector with its meaning. Get them to
do this in pairs
ANSWERS: reason – because, adding information –
additionally, contrast – although, whereas, however
3f. Ask students to complete the half sentences including
connectors and their own ideas.
Answers: different answers can be accepted.
Teaching skill tip: Monitoring is an important part of
classroom management. There are different types of
monitoring, but you want to be as discreet as possible and
not intrude as this may distract the students. If you see
they are not doing the activity properly, then tell them
that they have made an error, but try to elicit from them
what they think it is. Monitoring is also useful to check if
they are near finishing the task or not. The only time when
you should not monitor is when the students are listening
or reading.
 UNIT 3 COMMUNICATION (page 50)
1a. Ask students to look at the pictures and talk to a
FUNCTIONAL LANGUAGE:
partner. Where do they think these places are? Tell
them they have to write the name of the places below • Talking about past travel experiences.
the photos. After some minutes elicit some of the • Writing about possible problems when moving abroad.
answers and check them. Here is some information • Planning a future trip.
about the pictures. It can help if the students don’t PURPOSE OF THIS PAGE: To use what they have learnt in the unit to
know the places. communicate effectively using their productive skills, therefore
providing more practice in real life speaking and writing situations.
1) Ha Long Bay, Vietnam. It’s a city in the north of
Vietnam, and it is one of the new seven Wonders of
Nature 2) The yellow funicular in Barrio Alto, Lisbon,
Portugal 3) Chiloe Island, Chile 4) Old blue car, in the
streets of Havana, Cuba. 5) Sunrise in Victoria Peak,
Hong Kong 6) Casapueblo, Punta Ballena, Punta del
Este, Uruguay. This is a hotel and an art gallery where
the famous artist Carlos Páez Vilaró used to work.

1b. Ask students to discuss the following questions in

pairs: Have you ever been to any of these places?
Where have you been? Where would you like to go?
If you went to one of these places, what problems do
they think you could have?

1c. Ask students to imagine they are moving to one of

these places to study a PhD. They must choose one of
the cities and make a list of positive and negative
aspects about moving there.
Give the students some minutes and then elicit some
the answers.

1d. Tell the students to work in pairs and take turns to

talk to each other about the places they chose. They
have to give their opinions about the places and also if
they agree or disagree with the aspects that both of
them mentioned.

1e. Tell the students to work in small groups (3 or 4).

They have to choose one of the places above to go
on their next summer holiday. They must plan their
trip. Students should include information about the
accommodation, the transport they will use, the days
they will stay there, etc.

Extra activity:
Students play a game of taboo where they describe and guess holiday vocabulary. Divide the students into small groups. Give
each group a set of cards. One student of each team must describe the holiday vocabulary in bold without saying the vocabulary
or using the other words in the cards. The group that guesses more words, wins.
Here are some words you can use to make the cards.
1) Abroad (Country, foreign, overseas) 2) Sightseeing (place, visit, tour) 3) Accommodation (type, hotel, room) 4) Souvenir (buy,
thing, remember) 5) Backpacker (traveler, independent, hostel) 6) Visa (stamp, passport, country) 7) Hostel (cheap, backpacker,
guesthouse) 8 ) Reservation (arrangement, booking, details) 9) Tourist (person, holiday, travel) 10) Passport (document,
nationality, identification)
UNIT 3 CONSOLIDATION (page 50)
Students are expected to:
• Read for gist in the context of travelling.
• To recognize everything learnt in the unit within the text, and
categorise them.
• Write notes using personal information and including the things
they have learnt in the unit.
• Talk about a place they have visited and a place they would like
to go.
• Write a blog about a place they have been to.
PURPOSE OF THIS PAGE: To remind the students of what they have
learnt throughout the unit and consolidate the information by
identifying it using it in a speaking activity and personalizing it.
EXTRA SPEAKING ACTIVITIES
PRE-SPEAKING ACTIVITY –1c. Ask students to think about a place
they have been to before or a place they would like to go. Ask them
to make notes on that place using the bullet points provided. Their
notes must include some of the aspects mentioned in the table in
the previous activity. Ask them to follow the example given.
SPEAKING 1d. Ask the students to use the notes that they prepared
in their last activity and discuss what they have written with their
partner. Encourage the partner to ask more questions about the
place they have chosen.
WRITING 1e. After students finish their conversation, tell them they
have to choose one of the places they were talking about and write a
blog about it. Tell them they have to write a minimum of 80 words.
Ask them to include the aspects checked in exercise 1b.
1a. Tell the students that they will read a travel blog.
Ask them to read questions a), b) and c), read the text
and then answer the questions in pairs. Then elicit
then answers as a group.
ANSWERS: a: she loves it - b: South Korea - c: No she
wouldn’t.
NB – if the students are struggling with understanding
the questions, tell them that the last two are in
grammar tenses that have been covered during the
unit.
EXTRA SPEAKING ACTIVITY: Ask students to discuss
the two questions in the last paragraph of the
reading. Feedback answers as a group.
Identification of language learnt: Tell the students
that they now have to find things they have learnt in
the unit in the same text they have just read. Ask
them to focus on the things listed from a) to f). When
they find them in the text, ask them to underline
them. Get them to do this individually and then in
pairs to see if they have missed anything. Before
giving them feedback, ask them to move on to the
next activity.
Categorisation of language identified 1b. Ask the
students to write what they have underlined into the
table, next to the right heading. Get them to do this in
pairs. Write the answers on the board and then get
the students to compare their answers, to see if there
are any mistakes or anything that they have missed
out.
ANSWERS: Past simple – I went (line 5) she lived (line
6) was a perfect (line 6) we went (line 7) was located
(line 7) it was (line 8) temple looked (line 8) was one
(line 8) was not easy (line 9)
Present perfect – I have had (line 2) I have never done
(line 3) I have ever visited (line 5) it has stood (line 9) I
have made some (line 19)
Means of transport – bus (line 11) taxi (line 12) car
(16)
Buildings: temple (line 7) bridge (line 13) harbours
(line 13) beaches (line 16)
Second conditional – If I could (line 14) I would (line
16) I would eat (line 17) If it was (line 18) Would you
(line 21)
Connectors - However (line 10) but (line 11,13)
whereas (line 17)
NB: To help students with this activity, you may want
to tell them how many there are of each category,
and even the line number before they finish the
activity.
1. UNIT 3 GRAMMAR & VOCABULARY WORKSHEETS. (page 52)
1. Roundabout
2. Signpost This is a section for students to practice grammar and vocabulary.
3. Tunnel Encourage them to complete activities on their own; comparing their
4. Motorway answers with their partner once they are done.
2a.
5. can
Customs
a. take Office
b. it takes
c. by
d. it takes
e. more expensive
3. Dialogue
f. cheaper
a) 4 g) 2
b) 10 h) 7
c) 5 i) 6
d) 1 j) 8
e) 9
f) 3

4. a) has been
b) has climbed
c) has ever climbed
d) had
e) did not stop
f) was
g) kept
h) made
i) has ever stood

5. 1. just 2. yet 3. already 4. ever 5. for 6. so

far

6) a) have just arrived

b) haven’t written
c) have already filled up
d) have done
e) crossed
f) looked around
g) got
h) took
i) jumped
j) have always had
k) have never seen
l) took
UNIT 3 GRAMMAR & VOCABULARY WORKSHEET. (page 53) 7. 1. stood the test of time
2. the jewel
This is a section for students to practice grammar and vocabulary in 3. valuable
context. 4. iconic
Encourage them to complete activities on their own; and then ask 5. most popular tourist attraction
them to compare their answers with their partner once they have 6. the world’s most famous
finished them.

Here are some examples on how to use the previous

vocabulary
1. La Sagrada Familia is the jewel of Barcelona
2. The golden temple is valuable
3. The Petronos towers are iconic in Kuala Lumpur,
Malaysia
4. St Basil’s cathedral is the most popular tourist
attraction in Moscow
5. Sydney’s opera house is the world’s most famous
opera house
NB: other versions of these sentences can be accepted
if they make sense grammatically.

8a.
1. If I went to Japan, I would eat a lot of sushi.
2. If I could go to Machu Picchu, I would walk instead of
taking the train.
3. I would visit the Niagara Falls if I had enough money.
4. I wouldn’t travel to America if I was given the chance.
5. If I never went to see the pyramids, I wouldn’t mind.

8b.
1. If you went to Japan, would you eat a lot of sushi?
2. If you could go to Machu Picchu, would you walk
10. Students should choose one of the photos and write a description instead of taking the train?
about the building. 3. Would you visit Niagara Falls if you had enough
Here is some useful information about them. money?
Santa Lucia Hill: It’s a small hill in the centre of Santiago. The hill has 4. Would you travel to America If you were given the
an altitude of 629 m. It’s the remnant of a volcano 15 million years chance?
ago. It was originally called Hulito or Heutrecan by the pre- 5. If you never went to see the Pyramids, would you
colonization inhabitants. mind?
Mercado Central: it is the central market of Santiago. It was opened in
1872 and Fermín Vivaceta was in charge of its construction. The 9.
market replaced the Plaza del Abasto, which was destroyed by a fire in 1. will get
1864 2. will give
Central Post office: it’s a historical building on the northern side of the 3. is taking
Plaza de Armas. The construction began in 1881 and was designed by 4. is definitely going to rain
Ricardo Brown. 5. am seeing
UNIT 3 TEST YOURSELF (page 54)
Purpose of this page:
For students to finally check how much they have
learned along the unit.
Activities in this section are aligned to the unit’s CAN
DOS, so encourage your students to use everything
CRITERIA FOR CORRECTING.
• Encourage students to correct their partner’s work so as
to provide feedback and notice how much they’ve learned
as they check answers.
• When you correct or check, focus on unit CAN Dos. They
should be able to answer 6 out of the 9 statements

1. Students have to read the paragraphs

describing/predicting the future and match them with
the correct headline.

Answers: a: 4 - b: 1 - c: 2 - d: 3

2. Students should be able to produce information

related to everything they have learnt in the unit. It
may be better to get them to work in groups of 3 so
that they have more ideas. Try to make the groups
equal in level i.e don’t put all the weak or strong
students together.

Ask the students to describe the future. They can write

some predictions based on their feelings and also
based on evidence.
Tell them to use as much vocabulary as they can about
the unit. They should write a minimum of 100 words.

(Optional) If there is time, you can mix the groups and

tell ask them to tell the other classmates about your
team’s predictions. They should have a conversation
and give their opinions.

Strategies to develop self-assessment in students:

Explain your students that checking their own learning is
important and beneficial.
Self-assessment is useful because it:
• helps to check understanding and knowledge.
• consolidates learning by reflecting on what they know.
• Promotes deeper learning.
• Improves their engagement
• Help them judge the quality of their work.

• understand and use vocabulary related to travelling. • read and understand travel advice and tourist information.
• ask for and give information when travelling. • describe past experiences of trips and journeys.
• understand and use vocabulary related to describing famous buildings. • express wishes related to travelling.
To check these statements, they can have a 3-minute conversation with a partner using the relevant vocabulary -
you can guide the conversation by writing some questions on the board.
• understand people talking about their experiences abroad: you can refer them to lesson 9
• write a formal email requesting information: if they have already done the letter, you can refer to that.
• talk about future plans and arrangements: this activity is on this same page.
 Unit contents PRESENTATION SKILLS (page 57)
Grammar Required for a presentation
Vocabulary According to topic chosen
Communication How to deliver a presentation
skills
STARTER:
1. You can start asking some questions so that the students
describe the picture (of a woman giving a presentation) like
“what can you see in the photograph?” “what is that woman
doing” etc. Ask them about previous experiences. Have they
ever had to do a presentation?
After describing the picture, ask them to talk in pairs asking
each other the questions a, b, c, and d. Monitor them and give
feedback once they have finished talking.
4. Smile and Make Eye Contact with your Audience: Build
rapport, which helps the audience to connect with you
and your subject.
5. Start Strongly: The beginning of your presentation is
crucial. You need to grab your audience’s attention and
hold it. Try a story, or an attention-grabbing (but useful)
image on a slide.
6. Remember the 10-20-30 Rule for Slideshows: This is a
tip from Guy Kawasaki of Apple. He suggests that
slideshows should:
• Contain no more than 10 slides;
• Last no more than 20 minutes; and
• Use a font size of no less than 30 point.
Read more at: https://www.skillsyouneed.com/present/
presentation-tips.html
2. Put some emphasis on why it is important to give
effective presentations then ask the students match the
halves of the tips.
Answers:
A2, B4, C1, D3
3a. Students discuss if the power point presented is
interesting, does it give clear ideas.
3b. They discuss these questions.
There are no specific answers to these questions.
4. Read the text all together and discuss what
paraphrasing means. Give some example. Once this is
done, they can fill in the gaps individually.
Suggested answers:
a. heavy; car parks.
b. free; activities; theatres;
c. Moreover / However; there; companies /businesses
/ industries; find /get
Students should compare in pairs and, if they can´t
agree, check with their classmates. Finally, you can
check the answers with OCFB (open class feedback)
5a. Now students look at the power point and compare
with the previous. What’s the difference?
They use the questions from 3b. as a guide.
5b. They make a few notes as to the advantages &
disadvantages - they can use the ones mentioned
already or add their personal opinions or make a mix.
According to available time and the size of the group,
they can do their presentation to another pair or to the
class in general.
Monitor their exchanges to find common L2 errors and
elicit the correct forms after the activity so that they can
be ready for the next activity
6. In pairs or groups of 4 they choose a topic to present.
They follow some of the recommendations. NOTE: On
the other hand, if you consider it important, according
to the profile of your class, they can go through the
recommendations mentioned in the extra activity
before they do their presentation.
Give feedback after their presentations on 6.
EXTRA ACTIVITY:
Give students these top tips each on a strip of paper or
all together on a page but not in this order and ask
them to discuss and order them according to their
importance. They can work in pairs or small groups.
Once they’ve finished you can ask them to add their
ideas…
1. Show your Passion and Connect with your
Audience: Be enthusiastic and honest, and the
audience will respond.
2. Focus on your Audience’s Needs: You need to make
it easy for your audience to understand and respond.
3. Keep it Simple: Concentrate on your Core Message:
And if what you are planning to say doesn’t contribute
to that core message, don’t say it.
Handbook for teachers (assessment criteria) FOCUS ON SPEAKING SKILLS Describing (page 58)
https://www.cambridgeenglish.org/images/168150- ON YOUR WAY.This page focuses on Preliminary-like speaking
cambridge-english-preliminary-teachers- tasks.
handbook.pdf STARTER: 1a. Ask students to talk in pairs to activate mental
For videos: schemata.
https://www.youtube.com/channel/UCnXqRankqlC4 1b. They look at the picture and describe it. Use 1c. to
7qzXcYMazKA provide students with some useful questions that they can
USEFUL VOCABULARY FOR DESCRIBING PICTURES answer when describing a picture.
In the foreground / background - in the upper / 1d. Provides students with some free practice on photograph
lower part - on the left / right / central - in front of… description.
- at he back of … - above / below - etc. If you have students who want to sit for the Preliminary
Others: artificial light - daylight - subdued light - light exam, please give them the assessment criteria and scales for
/ dark / loud colours - contrast - vanishing point/line this component and show them the available videos.
Cambridge Assessment recommends:
Candidates should:
a. Keep their descriptions simple and not speculate
about the context raised by the photographs.
b. Use this part of the test to show their range of
vocabulary.
c. Imagine they are describing the people & activities
to someone who can’t see it: naming all the objects,
describing colours, clothing, time of day, weather,
etc.
d. Show their ability to organise their language using
simple connectives, and if they can’t recall a certain
word, they will be given credit if they can use
paraphrasing as a strategy.
2a. Students talk in pairs to activate mental
schemata.
2b. Students simulate a speaking examination: 1
interlocutor (examiner) and 2 examinees. This is a
collaborative task similar to the task SS will face in
Preliminary examination.
2c. Monitor their performance and give some
feedback once they have finished the task.

USEFUL LANGUAGE FOR DISCUSSIONS

Expressing opinions - Agreeing - Disagreeing
I think, … Yes, you’re right. I think you’re wrong.
In my opinion, … I agree with you. I don’t agree with
2d. Here are the corresponding suggestions for this part
you. The way I see it, … That’s what I think too.
Candidates should:
That’s not what I think. I see what you mean. I see it
a. Listen carefully to the questions and give full answers to talk
differently.
about their personal experiences, their own likes / dislikes,
Cambridge Assessment recommends:
and share their opinions in this part of the test.
a. To talk is more important than completing the
b. Remember that there are no right answers to the questions.
task. They are assessed on their use of appropriate
c. Please share assessment scales with students if they’re
language and interactive strategies, not their ideas.
going to sit for the exam: Assessment for B1 Preliminary is
b. Respond to each other’s ideas, give opinions,
based on performance across all parts of the test and is
ask questions.
achieved by applying the relevant descriptors in the
c. Discuss all the visual prompts, and not try to come
assessment scales. (Grammar and Vocabulary, Discourse
to a conclusion too quickly.
Management, Pronunciation and Interactive Communication)
FOCUSING ON LISTENING SKILLS (page 59)
STARTER: 1a. Students talk in pairs to activate mental
schemata.
1b. and 1c. Focus on characteristics of their dream job.
The tips in this section may be useful when dealing with
note taking tasks. Ask students to focus on the part of
speech that is necessary for each gap before actually
listen to the track.
1d. First, students just look at the text and predict what
word might be missing. They need to get into the habit of
reading the whole sentence before predicting the
missing word in the gap, they also need to check if the
part of speech is correct.
Word of warning: Choose the right level text. Not too
easy, not too difficult or it will spoil the fun.
STEPS
The procedure for a basic dictogloss might be as follows:
1.Tell your students that they are going to hear a text x
amount of times (depending on the length and
complexity of the text you have chosen).
2. Students simply listen to the text as the teacher reads
it aloud.
3. They discuss in pairs or groups what they think the
text was about.
4. The text is read aloud for a second time, while
students write down key words, or any words or phrases
they hear.
5. Students consult with each other in pairs or groups, in
order to reconstruct the text as fully as they can.
6. Students are given a copy of the original text and
asked to compare it with their own, identifying the
differences between the two.
Then they listen to the audio and complete the gaps with the
missing words. They listen twice.
After that they can check with their partner and the rest of the
class. Don´t give them the answers until they’ve worked them
out together. The more they discuss, the more they’ll learn.
Answers:
1. modern - 2. £100 - 3. typewriter - 4. jealous - 5. 6 a.m. / 6
in the morning - 6. drafts - 7. characters
2a. Students practise note taking in pairs (information gap
activity). This exercise is similar to the one about note taking.
2b. After writing down their main ideas on their experiences , they
talk to each other writing down key words or phrases that help
remember what the other student has just said . Monitor their
interaction.
Recommendations from Cambridge English for note-
taking activities:
Candidates should:
a. Begin by reading and listening to the instructions, use the
pause to read the text, think about context and predict
language / information they are going to hear.
b. Use the order of the information on the page to help
them follow the recording.
c. During the first listening, note down single words, numbers or
very short noun phrases to complete each gap. The words they
need to complete the gaps are heard on the recording.
d. During the second listening, candidates should check that
their answers make sense in the context of the completed
note or sentence and that each answer contains a concrete
piece of information.
e. Check their spelling of words. Words which are spelled out
must be correct.
EXTRA RESOURCE:
If you want extra listening practice check if the following
series is useful for your class.
https://www.cambridgeenglish.org/learning-english/free-
resources/virtually-anywhere/
EXTRA ACTIVITY: Dictogloss
Introduction: A dictogloss is a type of dictation where
students reconstruct a complete text, rather than writing line
by line. It can differ from a ‘traditional’ dictation in several
ways;
• Students hear the text more than once
• The text may be read at different speeds
• Collaboration between students is encouraged
• Following the final listening students are given a
copy of the original text to compare with their own.
This activity helps them develop all skills: reading,
speaking, listening, writing, sentence structure, etc.
Expected language: FOCUS ON READING SKILLS (page 60)
A: people to live /cultivate / make money ¼¼. STARTER: 1. Students talk together, they talk about wildfires
B: by people / industries / companies /who want to here in Chile. You can write up a few questions on the board
¼¼ to guide the conversation. Go around monitoring and
C: terrible/ incredible / worse / very dangerous providing vocabulary.
D: a match / a spark / a light cable that cuts / a Then explain that they have to read the sentences and
piece of glass / a cigarette complete them with a few words of their choosing. There are
no right/wrong answers here. Once they’ve done it, they can
STARTER 2. Ask students to work in pairs. They
help each other correct. Go around monitoring and help
compare and contrast the 2 pictures and answer the
them notice what part of speech is missing. If you have a large
questions.
group, some can call out how they finished their sentences.
They can use some of the words suggested for the
speaking activity but now they have to add the
comparison. Ideally, they exchange some
information with their partners, they go through
the questions and then answer them individually.
Expected language:
The picture on the left looks like a traditional
classroom. I can see ………..
The picture on the right is different . I see a teacher
showing children something on a computer and
three children. I see ………
On the left I see more children than in the picture of
the right…
There are no right or wrong answers here as long as
they make sense . Once they ´ve written their
answers they can share and help each other correct
. Give relevant feedback.
Possible answers:
a. One is a traditional classroom and the other looks
more modern
b. A positive aspect is that the children have many
friends and they look enthusiastic in the picture . A
negative aspect is that maybe they don´t always
understand or learn.
c. A positive aspect is that they look very happy
learning with the computer . A negative aspect
might be that school is expensive.
d. My education was good because I went to a small
school and the teachers were kind.
e. In my opinion , schools and universities don ´t b. Look at each numbered space in turn and select one of the
really prepare children and people in many sentences A–H to fit the gap.
aspects because ……………………….. c. Check that the sentence they have selected fits with the text
Finally, students match the gaps with the missing before and after the gap, both grammatically and in relation
sentences. This activity should be done in pairs, to the narrative or argument presented in the text.
especially as they probably haven´t done this c. After choosing a sentence, decide why the other seven
kind of activity before. sentences don’t fit.
Answers: d. Read the text again to make sure it makes sense once
1D / 2F / 3G / 4B / 5H they’ve completed the gaps.
Every person will find their own personal strategy on how to
HOW TO APPROACH THE TASK. Candidates should:
complete this kind of activity but there are some general
a. Read the whole text to understand the narrative.
suggestions they should follow. (Pay attention to pronouns,
time words, order of facts, etc)
1.
FOCUS ON READING SKILLS (page 61) Candidates should read the whole sentence to choose
4. This is a multiple-choice gap-fill activity. the correct word to complete the gap.
Strategies for this kind of activity which Cambridge After choosing an answer, they need to check the
recommends: other three options and decide why they are wrong.
First candidates should skim the text to find out Once all the gaps are completed , they should read the
the topic and general meaning. whole text again to make sure it makes sense.
Answers: 1. B. that
2. C. ourselves
3. A. much
4. C. absolutely
5. A. when
6. C. have
7. B. Our
8. B. Develop
9. C. all

5a. Open cloze exercise . Students read the text and

according to the context , fill in the gap with the right
word. Read out the instructions and share the strategies
first.

Strategies for this kind of activity which Cambridge

recommends:
Candidates should skim-read the whole text to find out
the topic and general meaning.
They should look at each gap in turn and think of a single
word that makes sense in the gap.
Candidates should make sure that their spelling is
correct.
Once the gaps are completed, candidates should read
the text again to make sure it makes sense.

5b. They complete the activity individually. Then check

with a partner. Ideally, if they have differences, they
should check with the rest of the class and only after
that you give them relevant feedback or the answers,
if necessary.
Suggested answers:
Please accept reasonable answers if they aren’t on this
list - as long as they are correct.
1. in 2. went
3. been 4. good
5. at 6. have/take
7. get 8. on
5c. Now they can work in pairs to answer the questions. 9. from 10. does
11. on 12. doing
Ask them to highlight the key words and to give reasons 13. had
for their answers when they share them with the rest of
the class.
ALTERNATIVE:
Give the students the wrong answers and ask them to tell you
why they are wrong. This will help them analyse the options
(without feeling frustrated) and then they can look for the right
answers. By that time they will have worked out a strategy and
are more likely to get it right.
2a. Students work in pairs. Just give them very few minutes FOCUS ON WRITING SKILLS Writing an article (page 62)
to activate vocabulary by asking and answering the STARTER: 1a. Ask students when they read articles. What
questions. You could also do it a whole class activity. kind of articles do they read? Do they enjoy articles?
2b. It’s very important to discuss how they organise their Which? Why? Why not?
writing and what the assessment criteria will be before 1b. Ask students about the format of an article. They try
they start writing. Go through the steps with them. to define it. Present the typical structure of an article.
• Brainstorm ideas. 1c. Go through the text and presentation with the class.
• Choose the main ideas, rank them Students focus on the model provided, as they will have
• Organise introduction, main paragraphs, closing to write something similar.
Then they write the rough draft. They can make the clean
copy at home.
They can practise online here:
https://writeandimprove.com/
If any of your students wants to sit for the Preliminary exam
then you should go through these recommendations with
them.
FOR ARTICLE-WRITING: Students should
• plan and write short article-like texts regularly, on
subjects which interest them.
• read articles, for example in magazines and on websites
to identify how article-like texts are organised and what
other language features they have.
HOW TO APPROACH THE TASK. Candidates should:
• practise planning their answers carefully before writing,
to ensure answers are well organised and contain relevant
content.
• practise writing timed answers within the recommended
word length.
• practise evaluating their own and others’ answers, with
close reference to the question. For example, they can
look at sample answers or at each other’s answers,
identifying what the writer did well, and what they could
improve in terms of organisation, language and
communication.
• choose the task which best suits them and their
interests. They should consider the topic as well as the
language demands (e.g. vocabulary), in the two questions
before choosing.
ASSESSMENT
•Answers are assessed using the assessment scales, which
consist of four subscales: Content, Communicative
Achievement, Organisation and Language.
• Candidates should aim to use a range of tenses,
expressions and vocabulary, even if these contain some
minor mistakes. It’s important for candidates to show the 2c. Students write their article.
full range of their language ability and to be ambitious in
their use of language. To assess and give feedback: Follow the link to the
• Non-impeding errors, which do not affect Teacher’s Handbook. There are plenty of samples with
communication, will not necessarily be penalised. These assessors comments to guide you and your students as well
include spelling, grammar or punctuation errors. as the rubrics and scales:
However, errors which interfere with or cause a https://www.cambridgeenglish.org/images/168150-
breakdown in communication will be treated more cambridge-english-preliminary-teachers-handbook.pdf
severely.
 Unit contents Unit 4 ACROSS THE UNIVERSE (page 63) ON YOUR WAY:
Grammar Narrative tenses, responding to positive and This page shows photos of different celebrations
negative sentences, causative structures,
and social activities from around the world, to
reflexive pronouns
Vocabulary Personality adjectives, weddings, introduce the theme of the unit (relationships and
relationships, celebrations, verbs related to celebrations). Check the Culture Notes.
the topics
Communication talking about family and romantic Task suggestions
skills relationships.
describing people’s personalities. 1. Ask students to work in pairs and answer the
talking about parties and celebrations. following questions.
writing a narrative.
Where do you think the people in each photo are?
What are the people in each photo doing? How do
you think they’re feeling?

While the students are talking, listen to their

conversations for interesting answers. Then do
open-class feedback, nominating students to
summarize what they talked about with their
partner.

2. Ask students to work in pairs. One student

describes a photo to their partner (without saying
which one it is) and their partner has to guess
which photo their partner is describing.

3. In pairs/small groups, the students choose a

photo. They then imagine that they are each a
person in the photo and roleplay a conversation.

Objectives

After the tasks, go through the objectives with students

so that they understand the meaning. Ask them to
discuss in pairs whether they have come across these
before in their learning. Then elicit from them as a class
some possible examples. Explain and show them that
they will be checking these at the end of the unit.

At the end of this unit, students will be able to:

CULTURE NOTES:
Photos: from top to bottom - from left to right
Japanese wedding ceremony - African wedding ceremony -
Family having a barbecue - Multi-racial couple - Jewish
wedding ceremony - Multi-racial families celebrating - Night
concert - Irish people celebra
ting St Patrick’s Day - Elderly
people in a home, celebrating a birthday - Latin family on the
beach - British family celebrating Christmas
• talk about their relationship with their family;
• use personality adjectives to describe people;
• talk about romantic relationships;
• write a narrative;
• talk about parties and celebrations;
• plan a party.
STARTER: 1a, 1b, 1c. The aim of these exercises is for
UNIT 4 Lesson 10: Flesh and blood (page 64)
students to discover how similar their family and
Shared memories
their partner’s family are.
If you think that your students might have difficulty
with thinking of questions to ask their partner, you Grammar Agreeing with positive and
could elicit some typical questions first: e.g. How many negative sentences.
people are there in your family? Have you got any Vocabulary Personality adjectives.
brothers or sisters? Are you married? Communication skills Talking about family relationships.
It is a good idea to demonstrate the exercise with a Agreeing and disagreeing.
strong student first to show students how to
complete the Venn diagram in exercise 1b (they In this lesson students will be able to:
should write things that they have in common with • talk about my relationship with my family.
their partner in the middle). • use personality adjectives to describe people.
Monitor for interesting answers, as well as common Share the can do statements of the lesson with students.
mistakes – you can use these as the basis for feedback. Keep language simple.
In British English, your ‘flesh and blood’ is someone you’re related
Then conduct open-class feedback: nominate a couple
to, a member of your family.
of students (those who had interesting answers) to
share what they had in common with their partners. If
there were some common mistakes with grammar or
vocabulary, you could write the incorrect sentences on
the board and elicit the correct answers from students.
READING: 1d. Ask students to work in pairs and ask
and answer the questions. (If students have just done
the warmer activity, ask them to swap partners so that
they’re working with someone different).
Monitor for interesting answers and then conduct open-
class feedback.

2a. Ask students to read the article and answer

the question: How important is birth order?
As the purpose of this task is to check students’ general
comprehension of the text, make sure that they know
that they don’t need to understand every single word
of the text (setting a time limit of 2 minutes for reading
may help with this).
Students work individually and then check their answer
with their partner. Then clarify any doubts in open-class
feedback.
Answer : birth order is not as import ant as
peopl e assume (there is no link between birth
order and personality, for example).

2b. Ask students to work individually and complete

questions 2a and 2b. For question 2a, you may want to
demonstrate how to complete the table. Ask students
to underline the parts of the text that helped them
find the answers.
the answers.
Answers:
Then get a.students to compare their answers with their
Birth position Assumptions True or false, according to the study
partners. Then check the answers as a class.
The oldest child They are bossy and reliable. False (no correlation between birth order and
They do well at school and are intelligent. personality).
Partly true – they get the highest IQ scores.
The middle child They are easy-going and have good negotiating False (no correlation between birth order and
skills. personality).
The youngest child They are rebellious and selfish, but also False (no correlation between birth order and personality/
sociable. extroversion).
b. First-time parents have more time to pay attention to their child’s needs and think that education is very important.

2c. Ask students to work in pairs and discuss the questions. Monitor for interesting answers and then conduct brief OCFB
class feedback
UNIT 4 Lesson 10: Outgoing or reserved (page 65)
ON YOUR WAY: Page 65 follows on directly from page 64.
However, if you decide to do page 65 in a different lesson
from page 64, you could do the following activity as a warmer:
Board race with personality adjectives: Divide the students
into 2/3 teams and give each team a board pen. Tell them that
they have 2 minutes to write as many personality adjectives as
they can. After 2 minutes, ask students to stop writing and ask
the teams to check the other teams’ lists for spelling mistakes.
In OCFB, nominate some students to share what they’ve
learned about their classmates. If there were common
errors with the target language, write the incorrect
sentences on the board and elicit the correct sentences from
the students.
TEACHER´S GLOSSARY:
ICQ: information checking question
OCFB: open class feedback
Teams get 1 point for each correctly spelled word. The
winner is the team with the most points.
VOCABULARY 2d. Ask students to work individually and
match the personality adjectives in bold in the text on page
64 with the definitions. Students then check their answers
with their partner, before checking the answers as a whole
class. Ask questions to check that students have understood
the meaning of the words.
Answers: sociable, bossy, reliable, rebellious, easy-
going, selfish.
2e. Students work individually to match the personality
adjectives in the box with the definitions. Check answers in
pairs, then with the whole class. Ask questions to check that
students have understood the meaning of the words.
Answers: patient, cheerful, generous, gentle, serious,
confident
2f. In pairs, students discuss which of the personality
adjectives are positive, which are negative, and which are
neutral. Then check answers as a class.
Possible answers (may vary, depending on different cultural
perceptions):
Positive: sociable, reliable, easy-going, patient, cheerful,
gentle, confident, generous.
Negative: bossy, rebellious, selfish.
Neutral: serious.
PRONUNCIATION: choose 4 or 5 words that you think will
cause the most pronunciation difficulties for your students.
Write them on the board and ask students to work in pairs
to decide how many syllables each word has, and which
syllable is stressed. Check answers as a class, and then drill
the words that caused problems chorally and individually.
Suggested words: sociable/ˈsəʊʃəbl/ , reliable/rɪˈlaɪəbl/ ,
patient/ˈpeɪʃənt/ , gentle/ˈdʒentl/ , generous /ˈdʒenərəs/
2g. Students work individually to complete the sentences
with the personality adjectives from exercises 2d and 2e.
Then check in pairs, and then as a whole class. Answers:
1) cheerful, 2) selfish, 3) rebellious, 4) patient, 5) sociable,
6) reliable, 7) generous, 8) bossy.
2h. Demonstrate the activity first with a strong student.
Students need to make questions using the prompts in the
grid (e.g. Do you have a bossy older sibling? Do you think
that only children are often selfish?) and ask their
classmates. If they get a positive response, they should write
their classmate’s name in the space provided and then ask
follow-up questions for extra details.
Students should mingle as much as possible with other
students during this activity (you could clap your hands to
get them to change partners).
Monitor and listen for interesting answers, as well as errors
with the target language.
LISTENING 3b. This is a gist listening task, designed to UNIT 4 Lesson 10: Like two peas in a pod (page 66)
check students’ general understanding of the text. Set the
task and give the students time to read the question ON YOUR WAY: If we say that two people are ‘like two peas in a
before playing the audio. After listening, students check in pod’, it means that they are very similar, especially in terms of
pairs before checking the answers as a class. appearance.
Answer: C (they look similar but have different interests).
STARTER: 3a. Students discuss the questions with their
3c. This is a detailed listening task, designed to encourage partner. Monitor their discussions and elicit some interesting
students to listen more carefully to the text. Set the task answers in open-class feedback. Highlight any vocabulary
and give the students time to read the questions before that students needed.
playing the audio. After listening, students check in pairs
before dealing with any difficulties as a class.
Answers: 1) both, 2) Emily, 3) Claire, 4) Emily, 5) Claire,
6) Claire.

3d. This task is designed to get students to ‘notice’ the

language for responding to positive and negative
statements that appears in the listening. Ask students to
work individually to complete the sentences and then
check the answers using the audio script at the back of the
book. Then deal with any difficulties as a class.
Answers: 1) Yes, me too. 2) So am I. 3) Me neither.
4) Neither can I.
GRAMMAR Ask students to look at the sentences in
exercise 3d and circle the correct options in the grammar
box.
Answers: a) positive, b) negative.
The difficulty that students typically have with this area of
grammar is identifying the auxiliary verb in the original
sentence and therefore choosing the correct auxiliary verb.
For example, in the sentence “I wear glasses”, students
may think that “wear” is the auxiliary verb, rather than
“do” (which is omitted in positive sentences). Therefore,
they might respond “So wear I” or “Neither wear I” instead
of “So do I”/ “Neither do I”.

3e. Ask students to complete the exercise individually.

Then check in pairs, before doing feedback as a class.
Answers: 1) Me too. 2) So can I. 3) Me neither. 4)So can
I. 5) Neither have I. 6) Me too.

SPEAKING 4a. Ask students to choose the option they like

best from each pair in the list. They should then add two
more pairs of their choice to the list.

4b. Students should mingle with their classmates and find
who the most similar person to them is. Before you start
this activity, consider demonstrating it with a strong
student. Encourage students to ask follow-up questions.
Monitor for interesting answers and mistakes with the
target language.
Then conduct open-class feedback, asking students who
the most similar person to them was. If there were
common mistakes with the target language, you could
write the incorrect sentences on the board and elicit
corrections from the students.
EXTENSION ACTIVITY
You could ask students to write a short text about what they
learned about their classmates. This could be done in class or for
homework.
E.g. In our class, most people prefer cats to dogs, except for Juan
who has 3 pet dogs. The most similar person to me was Loreto,
because we had all the same answers except for one – she
prefers the beach but I prefer the mountains.
 UNIT 4 Lesson 1: Relationships (page 67)
Significant other
Grammar Narrative tenses
Vocabulary Verbs for relationships
Communication skills Writing a narrative.
Share the can-do statements with your students:
• talk about romantic relationships.
• write a narrative.
ON YOUR WAY : In English , your “significant other ” is your
romantic partner (e.g. husband/wife, girlfriend/boyfriend).
1g. The aim of this exercise is for students to use the target
language to tell stories about relationships (as not all students
will necessarily feel comfortable talking about their own
relationships, emphasise that their stories can be about other
people’s relationships).
First give students some time to work individually and prepare
their story, before telling their partner the story. Monitor and
listen for mistakes with the target language, which you can then
focus on in open-class feedback.
One way of making this activity more interesting is to add an
element of competition. Before they listen to their partner’s
LISTENING: 1a. Ask the students to look at the pictures,
which tell the story of the relationship between Carla and
Diego. Ask students to work in pairs to look at the pictures
and decide what happens in the story, putting the pictures in
the correct order (make sure that they are clear that the
picture marked 1 is the start of the story).
Monitor and listen for interesting ideas, as well as
vocabulary that the students are having difficulty with.
In feedback, ask students who had interesting ideas to share
their story. Clarify any vocabulary that the students had
difficulty with.
1b. Ask students to listen to Carla telling the story of her
relationship with Diego and check their answers. Did they
put the pictures in the correct order? Play the audio twice if
necessary. Students then check their answers in pairs.
1c. Ask students to check their answers with the audio script
at the back of the book. Clarify any difficulties in open-class
feedback.
1d. Ask students to discuss the question with their partner.
Listen for interesting answers. You could do open-class
feedback in the form of a vote: e.g. hands up if you think
Carla made the right decision/hands up if you think Carla
made the wrong decision. You could then ask one or two
students to explain their opinion.
1e. Ask students to work individually and match the phrases
in bold in the audio script with the definitions. Then check in
pairs before doing open-class feedback.
Answers: 1) to have a lot in common, 2) to get on well with
someone, 3) to go out together, 4) to be together, 5) to
meet someone, 6) to get to know someone, 7) to cheat on
someone, 8) to get back with someone, 9) it was love at
first sight, 10) to break up with someone.
Points you may want to highlight in feedback include: the
difference between meeting someone (for the first time),
knowing someone and getting to know someone, that ‘to
have a lot in common’ and ‘to get on well with someone’ are
often used in the negative (e.g. ‘they don’t have a lot in
common’ and ‘they don’t get on very well’). In terms of
pronunciation, you might want to focus on the
pronunciation of the /tʃ/ sound in ‘cheat’, as well as
connected speech. For example, the catenation in some of
the phrases, where a consonant sound at the end of a word
joins onto a vowel sound at the start of the next word e.g. in
‘have a lot in common’ the t sound at the end of ‘lot’ joins
the start of ‘in’ e.g. ‘have a lo tin common’. Other examples
include: ‘to get on well with someone’, ‘to cheat on
someone’, ‘to break up with someone’. Consider drilling
some of these phrases.
1f. Ask students to cover the table in 1e. and work in pairs
to retell the story of Carla and Diego. (If they are really
struggling, they can look back at the table, but ask them to
try without it first). Monitor for mistakes with the target
language. In feedback, focus on mistakes with the target
language.
READING: 2b. This is a gist reading task, which aims
to test student’s general comprehension of the tasks.
Make sure that you set the task before the students
read the text and tell them that they don’t need to
understand every word of the texts (setting a time
limit might help with this). Students work individually
before checking their answers in pairs and then
open-class feedback.
Answers: 1c, 2b
UNIT 4 Lesson 11: Dating (page 68)
STARTER: Set exercise 2a. for students to discuss in pairs. Monitor for
interesting answers.
In feedback, consider nominating students with interesting answers to
share their ideas (but do this sensitively, as it could be a potentially
awkward topic). Help students with any vocabulary they had difficulties
with.

2c. This is a detailed reading task. Ask students to

read the texts again and answer the questions,
underlining the parts of the text that help them find
the answer. Students should then check their
answers with their partner (exercise 2d) before
dealing with difficult answers open-class.
Answers: a) For Sam, the date wasn't anything
serious, whereas the woman he met seemed to be
in love with him.
b) Dave looked much older than in the photo he'
d sent Rachel.

2e. As a follow-up task, students discuss the

questions with a partner. Monitor for interesting
answers and invite a couple of students to share
what they discussed in open-class feedback.

GRAMMAR: (past simple and past continuous)

3a. Ask students to look at the sentences in the box
(make sure they know that they are extracts from the
stories in exercise 2b) and circle the verbs in past
simple and underline the verbs in past continuous.
Check the answers to this and then ask students to
answer questions a and b.
Answers
Past simple: gave, said, walked, said.
Past continuous: we were eating, I was sitting.
a) Past simple
b) Past continuous.

3b. Ask students to use the words in the box to

complete the rules for the formation of the past
continuous.
Answers
I/He/She/It + was + ing form.
You/We/They + were + ing form.
NOTE: there are some grammar exercises on pages
75 and 76 which focus only on the past simple and
past continuous. It may be helpful for your students
to do these before moving on to look at the past
perfect. 4b. Ask student to use the words in the box to complete the rules for
the meaning and formation of the past perfect.
GRAMMAR (past perfect): 4a. Ask students to look at the Answers
sentences in the box (make sure they know that they are
perfect, simple, participle.
extracts from the stories in exercise 2b) and answer the
questions.
Answers: a. Past simple: went, met
b. Past perfect: had met, had talked.
Unit 4 Lesson 11: Ghosting (page 69)
The activities on this page follow on directly from those of page
68. Before doing exercise 5a, students may find it helpful to do
some of the grammar exercises on pages 75 and 76, which are
simpler and will help to reinforce the use of the past continuous
and past perfect.
ON YOUR WAY: While this term is relatively new, the act
of ghosting existed long before the dawn of online dating.
Ghosting occurs when someone you're dating suddenly stops
making any contact, giving no signs at all that they're no longer
interested.
OTHER DATING TERMS:
If you’re interested in more dating vocabulary, here’s a
link: https://www.independent.co.uk/life-style/love-sex/
dating-relationship-terms-terms-what-they-mean-game-
ghosting-benching-dtr-fbo-thirst-trap-a7486511.html
GRAMMAR: 5a. Ask students to work individually to
complete the activity. Then check in pairs, before
dealing with any difficulties in open-class feedback.
Answers: 1) went, 2) I'd met, 3) decided, 4) found
out, 5) were making, 6) came up, 7) started, 8) was.
Note: 8 is the past simple because ‘be’ is a stative verb
and therefore not normally used in continuous tenses.
5b. Ask students to write a story with the title “The
Worst First Date Ever” (the story can be real or
imaginary). Before writing, give students some time to
plan by making notes to answer the questions given.
Students can write individually or in groups,
depending on what you think would work best with
your students.
Then give students time to write.
Monitor (discreetly) to see if students are using
narrative tenses correctly.
5c. Feedback on the writing activity from exercise 5b.
Ask students to read their partner’s story (or another
group’s story) and decide if it is true or false.
If there were mistakes with narrative tenses, you may
want to do some error correction as well.
READING: 6a. Ask students to discuss the questions
with their partner. Monitor for interesting answers
and nominate one or two students to share their
answers in open-class feedback.
6b. This is a gist reading task. Ask students to quickly
read the article (perhaps set a time limit) and choose
the best title. Students then compare their answers in
pairs, before open-class feedback.
Answer: My first experience of speed dating.
6c. Ask students to read the article again and answer
the questions (ask them to underline the parts of the
text that help them to find the answers). Students
work individually, before comparing their answers in
pairs. Deal with any difficulties in open-class feedback.
Answers:
Anxious/shy/nervous. 2) She (or he) is tired of it
because people aren't always honest and don't
appreciate authenticity. 3) She (or he) needs to
meet people in person to get to know them
properly. 4) If you'd like to meet them again, you
mark ªI fancy a goº. If they want to meet you too,
the agency will put you in contact with them. 5) She
(or he) feels panicky.
EXTRA ACTIVITY:
Ask students to work in pairs to decide what advice to give
to the person in the article.
ON YOUR WAY: A party person is someone who likes to Unit 4 Lesson 12: Celebrations (page 70)
party and go to clubs. Not to be confused with a person who Grammar Reflexive pronouns, causative
belongs to a political party for example. structures.
Vocabulary Party collocations, wedding
STARTER: Both exercise 1a. and exercise 1b. work well as vocabulary.
warmers, so you could use either/both of them for this Communication skills Talking about parties and
purpose. celebrations. Planning a party.
Share the can-do statements with your students:
1a. Ask students to work in pairs to ask and answer the
• talk about parties and celebrations.
questions. Monitor for interesting answers and conduct brief
open-class feedback. • plan a party.

1b. Ask students to work in pairs to make a list of occasions

to have a party, before sharing ideas in open-class feedback.
You could also do this exercise as a board race.

VOCABULARY 1c. Ask students to match the words in

column A with those in column B to make party collocations.
Check answers in pairs before doing open-class feedback. In
feedback, deal with difficult aspects of meaning and
pronunciation. (NOTE: ‘venue’ is pronounced /ˈvenjuː/. An
outfit is a set of clothes for a particular event or activity,
rather than just one item of clothing).

Answers: 1) book a venue, 2) choose an outfit, 3) create

a playlist, 4) order refreshments, 5) send out invitations.

1d. Ask students to complete the sentences with the

collocations from exercise 1c (remind them that they may
need to change the tense of the verbs). Pair check, then do
whole class feedback.

Answers: 1) create a playlist, 2) sent out invitations, 3)

choose an outfit, 4) order refreshments, 5) book a
venue.

LISTENING 2a. This is a listening for gist activity, so the aim is

general comprehension. Remind students that they don’t
need to understand every single word. Make sure students
have time to read the questions before listening. After
listening, students check their answers in pairs, before
dealing with difficult areas in open-class feedback.
Answers : It's her Mum 's 50 th birthday ; in the function
room at the local pub.

2b. This activity aims to develop more detailed listening

skills. Make sure students have time to read the questions
before listening. After listening, students check their
answers in pairs, before dealing with difficult areas in open-
class feedback (consider replaying difficult parts).
Answers
1)F (60 guests), 2) F (40 people have replied already), 3)
T, 4) F (they might have food delivered from an Indian
restaurant), 5) T 6) F (Lauren wants her Mum to go to
the hairdressers, Lauren wants to get her nails done).

2c. Students discuss the questions in pairs. Monitor for

interesting answers then conduct open-class feedback.
Unit 4 Lesson 12: Party planning (page 71)
The activities on this page follow on directly from those on page
70.
3a. Ask students to work in pairs. They should imagine
that they’re going to have a party (they decide on the
occasion) and should decide on the 5 most important
things to do to prepare. Encourage them to use causative
structures and reflexive pronouns.
3b. Each pair presents their list to the rest of the class.
Have a vote to decide whose party sounds the most
exciting. Do error correction if necessary.
GRAMMAR: 2d. Ask students to read the sentences and circle
the reflexive pronouns.
Answers: myself, herself
2e Ask students to discuss the questions in pairs before
conducting open-class feedback.
Answers: Lauren is going to create the playlist.
Lauren's sister is going to pay for herself.
In the first sentence, `myself' is used to emphasise that Lauren
will create the playlist. In the second sentence, the reflexive
pronoun is used because the subject and object of the sentence (
Lauren's sister) are the same.
GRAMMAR: reflexive pronouns
Ask the students to complete the table with the correct
reflexive pronouns.
Answers: me ± myself, you ± yourself (singular)/yourselves (
plural), him ± himself, her ± herself, it ± itself, us ± ourselves,
them ± themselves.
2f. Ask students to complete the sentences with either a reflexive
pronoun or an object pronoun. Consider doing the first sentence
as an example. Students work individually, before checking their
answers with a partner. Then check answers as a whole class.
Answers: 1) myself, 2) me, 3) yourselves, 4) me, 5)
ourselves, 6) themselves.
2g. Ask students to look at the sentences and answer the
questions.
Answers:
a) Someone who works in the nail salon (a manicurist), yes.
b) Someone who worked for Pronto Print, yes.
Make sure that students realise that causative structures are
normally used to describe a situation when you pay someone to
perform a service for you.
GRAMMAR: causative structures
Ask students to complete the sentences with the missing words.
Answers: have, past participle
2h. Ask students to look at the audio script at the back of the book
and underline more examples of causative structures.
Answers: have food delivered, have her hair cut
2i. Ask students to complete the questions using causative
structures (remind them that they need to check the tenses).
Answers: 1) have/taken, 2) had/made, 3) have/made, 4) have/
dry cleaned, 5) have/cleaned, 6) have/delivered.
Before the next activity, it would be a good idea to drill the
questions, focussing on sentence stress (the object of the
sentence is normally stressed e.g. Would you have an OUTFIT
made for a special occasion?)
2j. In pairs, students ask and answer the questions. Monitor for
interesting answers and mistakes with causative structures.
In feedback, ask one or two students to share something
interesting they learned about their partner. Do error correction if
necessary
VOCABULARY: 4b. Ask students to look at the photos
in exercise 4b and label the people using the words
in the box. Students work individually, then check in
pairs. Then check answers as a class.
Answers:
First photo: Bride, groom, bridesmaid, best
man. Second photo: mother of the bride
Third photo: Bride, groom, best man,
bridesmaids, ushers.
NOTE: the pronunciation of ‘usher’ is /ˈʌʃər/.
UNIT 4 Lesson 12: Tying the knot (page 72)
ON OUR WAY: In English, “tying the knot” means “getting married”.
The origin of this phrase lies in ancient times, where a couple’s hands
were tied together during the wedding ceremony to signify their bond.
STARTER: 4a. Ask students to look at the photos which show
different weddings from around the world and answer the questions
. Monitor for interesting answers and ask one or two students to
share their ideas in open-class feedback. There are more photos on
page 63.

4c. Ask students to work individually and read the

sentences describing wedding traditions in the UK.
Ask them to put a tick next to each sentence if
Chilean traditions (or the traditions in their country,
if they’re not Chilean) are similar, a cross if they’re
different. Then ask students to discuss with their
partner. If you have more than one nationality in
your class, try to group students so that students are
working with people from different countries.
Discuss some of the most interesting points in open-
class feedback.

READING: 5a. Ask students to read the first

paragraph of the article and answer the question.
Make sure that they know that they only need to
read the first paragraph, not the rest of the article.
Students should check their answers with their
partner, then do open-class feedback.
Answer: The meal was made of leftover food.

5b. Tell students that they are going to read the rest
of the article but first they need to write two
questions they think the rest of the article will
answer in the “What I want to know” column. Give
examples if necessary (e.g. possible questions could
be “Where was the wedding?” or “What did the
guests think?”).
Then tell them to read the article (exercise 5c) and
find the answers to their questions. If they discover
other interesting information, they should write it in
the “What I learned” column.
Then students share what they learned with their
partner.
Clarify any points of confusion in open-class
feedback.

5d. Ask students to read the text again and match

the words in bold with their definition.
Students should check their answers with their 5e. Ask students to work in pairs to discuss the questions with
partner. Clarify any difficult answers in open-class their partner. Monitor for interesting answers.
feedback.
Nominate some students to share their ideas in open-class
Answers: 1) helpings, 2) sensible, 3) packaging, 4 feedback.
) lavish, 5) waste.
You may want to clarify that “sensible” is a false
friend.

UNIT 4 COMMUNICATION (page 73)
FUNCTIONAL LANGUAGE:
• Making small talk.
The purpose of this page is to improve students’ ability to
communicate in English in real-life situations.
4c. Tell students that it’s still 20 years in the future and the
Instituto Chileno-Británico has asked them to write an article
about the party for their website. Using the information that
they learned in exercise 4b. when making small talk, ask them
to write the article (they could work alone or in pairs for this).
Feedback: ask students to read each other’s articles and
decide which one should go on the website.
Then deal with any common language errors.
WARMER: Set exercise 1a for students to discuss in pairs.
Monitor and listen for interesting answers.
In feedback, nominate some students to share their ideas
with the rest of the class.
1b. Ask students to read the text and check their ideas from
1b, working individually. Then ask students to compare their
ideas with their partner, before checking as a whole class.
2a. Working individually, students should complete the
table, categorising the topics given into “good for small talk
in Chile” and “bad for small talk in Chile”.
2b. Students compare their answers to exercise 2a with their
partners, before adding their own ideas to the table.
Compare answers as a class.
NOTE: Acceptable small-talk topics vary according to
different social circles even within the same country, so
there’s no set of correct answers here. Instead, ask students
to explain their choices.
3a. Working individually, students write at least 5 questions
that they could ask when making small talk at a party in
Chile.
Expected language:
Have you seen the last film about ……?
Did you watch the football match on Sunday or ….?
What is your opinion on global warming? How do you think it
will affect us?
3b. Students then compare their answers with their partner.
Monitor for accuracy (problems with question formation)
and appropriacy (questions that would be inappropriate for
small talk).
If there are any problems, deal with them in open-class
feedback.
4a. Ask students to imagine that it is 20 years in the future.
What are they doing? What is their life like? Encourage them
to be as imaginative as possible. Then ask them to complete
the table.
4b. Tell students that it’s still 20 years in the future. Their
future selves are going to a party to meet their classmates
from the Instituto Chileno-Británico. Tell them to make small
talk with their classmates and try to find out whose life has
changed the most from now.
(To make the atmosphere more party-like, you might want
to play background music).
Monitor for accuracy and appropriacy.
In open-class feedback, ask students who has changed the
most, and deal with any language problems.
 .
UNIT 4 CONSOLIDATION (page 74)
LISTENING: 1. Give students time to read the questions Students are expected to:
before listening. Play the listening twice. Allow students to • listen for specific information and for detail in the
check their answers with their partner after listening. When context of topics covered in the unit.
checking answers as a class, encourage students to explain • read for detail in the context of topics covered in the
why they chose each answer. unit.
Answers: No, no, yes, yes, no, no. All the tasks on this page are similar to Cambridge Preliminary
(PET) reading and listening tasks, and so could be used for
exam practice.
LISTENING: 2a. Give students time to read the text before
listening. Play the listening twice. Allow students to check
their answers with their partner after listening. When
checking answers as a class, replay the parts that students
found difficult, to help them hear the correct answers.
Answers: 1) £30,000. 2) 12%/ over £3000. 3)£323. 4)
London. 5)£31,000. 6) £12,000.
2b. Students share their experience and opinions on
money spent on wedding ceremonies in Chile or
their home countries.

READING: 3. Ask students to work individually,

before checking their answers in pairs. Then do open
-class feedback.
Answers: 1: C - 2: B - 3: C - 4: B - 5: C - 6: C.

OPTIONAL GAME:
Reading your signature.
What does your signature say about you? According to
handwriting analysts, signatures reveal a lot about your
personality.
1. Ask students to write the sentence Write soon on a piece of
paper and then sign under the sentence.
2. Ask them to work in pairs and look at their partner’s
signature and explain what it means. See interpretation
below.
3. Ask them to discuss whether they agree with their partner’s
interpretation and why or why not.

INTERPRETATION
First name: more prominent than your surname? You have
positive feelings about your childhood and your “private”
self is more important than your “public” self.

Surname: more prominent than your surname? Your “public” self is more important to you. Initials: If you use initials either for
your first name or your surname, this means you’re more secretive about this part.
Legibility: if names can be easily read, you are a person with clear ideas and objectives. The more illegible, the less assertive
you’re as a person, and the more you tend to avoid conflict.
Angle: A rising signature means you’re optimistic, in control and ambitious. A descending signature means you have a tendency
to get depressed, give up easily when facing problems and lack self-confidence. A horizontal signature means you’re emotionally
stable, well-balanced and satisfied with your life.
Size: If your signature is bigger than the rest of the letters you have written, it means you’re self-confident and have a high
opinion of yourself. If you sign using capitals, then you’re arrogant. If your signature is smaller than the rest of the text, it means
you’re insecure and have low self-esteem. Taken from blog: https://www.cristinacabal.com/?p=8519
UNIT 4 GRAMMAR AND VOCABULARY
WORKSHEETS (page 75) 1:
The aim of these pages is to provide extra practice of the
1) generous, 2) easy-going, 3) bossy, 4) cheerful, 5)
grammar and vocabulary covered in the unit. You can use these
activities for extra practice when you introduce a grammar sociable, 6) patient, 7) serious, 8) rebellious
point, or as revision at the end of the unit.
Encourage them to complete activities on their own; and 2:
comparing their answers with their partner once they are done.
1) met, 2) got, 3) know, 4) common, 5) go, 6) on, 7)
married

3:

1) booked, 2) invitations, 3) create, 4) refreshments, 5)

choose.

4:

1) Pay for it yourself.

2) She had her wedding invitations printed.
3) I didn’t cook the food myself.
4) I really enjoyed myself.
5) Where did you have your nails done?
6) She has her house cleaned.

5:

1) were people wearing, were wearing, was

wearing, wasn’t wearing, was wearing.
2) were you doing, was dancing, were drinking,
weren’t eating.
3) were you living, was living, was working.
4) was he doing, was watching TV.

OPTIONAL ACTIVITIES for practising past simple and past perfect.

Guess the sequence
Students to show their partner a mixed up list of 10 (or less) things they did yesterday or at the weekend and for their partner
to put them in order using questions like “Had you already left the office when you phoned your wife?”
Your partner’s day backwards (the Memento game)
Starting when their partner went to bed, students see how many true sentences they can make about things they did before
that, working backwards slowly, e.g. “When you went to bed, you had already brushed your teeth” “That’s right” “When you
brushed your teeth, you had already had a shower” “Wrong! I had a shower after I cleaned my teeth. My turn.”
Who had been busier competition
Choose a time of day yesterday and students try to prove they had been busier or more productive up to then than their
partner, e.g. “By 6 p.m. yesterday, I had typed 20 A4 pages” “That’s nothing. By 6 p.m. yesterday I had made 20 phone calls”
“Really? I still think typing is more difficult though…” Taken from https://www.tefl.net/elt/ideas/games/fun-past-perfect-practice/
.
6. UNIT 4 GRAMMAR AND VOCABULARY
WORKSHEETS (page76)
1) was walking, saw 2) was listening, heard 3) called,
was watching, 4) took, was dancing, 5) was snowing,
The aim of these pages is to provide extra practice of the
left, 6) heard, was sitting. grammar and vocabulary covered in the unit. You can use these
activities for extra practice when you introduce a grammar
point, or as revision at the end of the unit.
7. Answers will vary. Encourage them to complete activities on their own; and
comparing their answers with their partner once they are done.
Expected language:

1) I felt tired because I’d stayed out late the

night before.
2) He missed his flight because he hadn’t
checked the check-in times properly.
3) She broke up with her boyfriend because he’d
cheated on her.
4) When I got home, I realised that I’d forgotten
to lock the door that morning.

8.

1) was, hadn’t been 2) had already started, got

3) was, cleaned, went, made, arrived
4) was, had broken down 5) didn’t want, had got,
6) felt, went, went.

9.

1) had met, 2) was, 3) decided, 4) was, 5)

walked, 6) talked, 7) ate, 8) saw, 9) were
having, 10) couldn’t, 11) looked, 12) jumped,
13) didn’t do, 14) was, 15) were, 16) wasn’t,
17) didn’t go.

10.

1) So can I/me too. OPTIONAL ACTIVITY: Time Flies

2) Me too/ so do I. Write several past times on small slips of paper and then
put them in a hat/bag. Have each student draw a past time
3) Correct.
and then state something he or she had already done by
4) Me too / So do I. that time using the past perfect tense. Each student should
5) Correct. include ‘already’ in his answers. For example, ‘I had already
6) So do I/ me too. applied to English classes in February’.
Taken from: https://busyteacher.org/13634-past-perfect-7-
perfect-activities.html
UNIT 4 TEST YOURSELF (page 77)
The purpose of this page is for students to check what they
have learned against the unit’s Can Do Statements (which they
will have been introduced to at the beginning of the unit).
1. Ask students to choose two of the people from the photos at the
top of the page and describe their personality. Monitor to see if
students have any problems with the personality adjectives that
they’ve seen in the unit and deal with problems in open-class
feedback as necessary.

Feedback: you could ask students to compare what they’ve written

to see if they have similar ideas.

2. Students take the two people they chose from exercise 1 and
imagine that they’ve started a romantic relationship. They then
write the story of the relationship. Monitor to see if students are
using narrative tenses and verb phrases for relationships correctly.
Deal with problems in open-class feedback as necessary.

3. Students imagine that these two people are going to have a

party to celebrate an important occasion. They then write a list of
the things they need to do to prepare for the party. Monitor to see
if students are using reflexive pronouns and causative structures
correctly. Deal with problems in open-class feedback as necessary.

Checklist

Demonstrate how to complete the checklist (especially the

‘Example’ column, where students should write an example
sentence - or, for longer tasks, such as writing a narrative, refer
back to the tasks that they have completed which demonstrate that
they can do this). Then ask students to work individually to
complete the checklist.

Monitor to check what students don’t feel confident with, as it

would be a good idea to spend more time revising these areas.

Check unit 4 chart.

This chart should be completed by the students individually. This is a chance for students to evidence their learning along the
unit. It´s important they write their sentence.
Suggested Answers:
I get on well with my ………. and I think my ………………….. is very reserved.
My best friend has a strong personality, ……………………… is very sociable.
My first real date was …… when I was ………… We went to ………..
Check the narratives that have already been written.
Last week I went to my grandmother’s 80th birthday. Our extended family was there. My mother had a big cake made.
My colleague wants to celebrate her/his promotion so we’re panning a party. ….. Is going to make the playlist, …… etc.
 At the end of this unit, students will be able to:
Unit contents Unit 5 page 80 LIKE A PRO
- identify and describe people, clothes and accessories.
Grammar Revision verb tenses
- ask for and give information and opinions about clothes and
Vocabulary Appearances shopping.
Clothes and shopping - give information and opinions about further education.
Further education - start and develop a conversation (including changing resuming
Communication Identifying and describing topics and interrupting people).
skills people - write a short account of lived events.
Asking for and giving opinions - express opinions and pay compliments.
Starting and developing Share the OBJECTIVES with students so that they understand the
conversations meaning and significance. Explain that they will be checking this at
Writing about life events the end of the Unit and show them.
Expressing opinions and
paying compliments
ON YOUR WAY: Look at the pictures together. Ask the
students to say what they all have in common (they are
all line drawings). You can explain that a lot of this unit
will be about the things we do online. Ask a student to
describe what he/she can see in a picture, e.g. there is a
woman holding a baby, and then say what kind of
webpages/information online this might represent, e.g.
parenting/child healthcare websites. Then ask students
to work with a partner to describe each of the photos
and decide what they represent. Circulate to monitor
and encourage conversations.

STARTER: Ask the students to feedback their ideas about

the pictures (interpretations may vary –that’s fine). Make
a note of them on the board.

FOLLOW-UP: Ask students to talk to their partner about

which activities shown in the pictures they use the
internet for. What else do they use it for? If they could
only use the internet for one of these activities, which
would they choose? Why? (If you think it would be
helpful, write these questions on the board to support
their conversations.) Tell them that when they have
finished, as a class you will vote for the most useful
online activity.
Once they have finished, you can ask students to vote for
the most popular activity by raising their hands, and then
ask one or two students to explain their opinion. Help
students with any vocabulary they had difficulty with.

SPEAKING SKILLS Before talking about the pictures with students, remind them of the importance of using the classes to
speak as much as possible in English.
As you will have worked with this group for a while, it may be helpful to stop and reflect on how they have been working, and
how they want to continue to work, in order to continue to motivate and build their expectations. If appropriate, you could
explain that you want to talk about speaking in class and have a short discussion with them in English (or if necessary, in
Spanish). You could consider questions such as:
− Do they feel comfortable speaking in class? Why (not)?
− Why is it important to speak in class?
− What can they do to speak more in class?
− What can you do when somebody else is speaking to help both of you learn more? (e.g. pay attention, ask questions, ask
for clarifications if you don’t understand, etc.)
When students have finished talking about the photos (e.g. after the ‘On Your Way’ section), perhaps give them some
positive, encouraging feedback? (e.g. ‘It was good to hear you talking so much’, etc.)
UNIT
. 5 Lesson 13 - One Big Happy Family (page 81)
Discuss the meaning of ‘one big, happy family’ – it’s an expression
used to describe a group of people who get along together. It
does not necessarily refer to a family. You could ask them if they
know of any groups like this. (‘One Big Happy Family’ was also a
US TV reality series about a family trying to lose weight.)
In this lesson students will be able to:
• Identify and describe people’s physical appearance and
accessories.
• Develop a conversation, including changing or resuming
topics and interrupting people.
Share the can-do statements of the lesson with students.
2b. Explain that you are going to ask students to create a
conversation together about the people they have been
thinking about and whether they are similar or different.
Together you will first think about some questions they could
ask each other. Elicit some example questions and answer
them with reference to the person you have been thinking
about. Model giving full responses.
Monitor students as they talk. Make some notes about any
good or common inaccurate uses of language and then feed
them back to the class. If you have time, ask students to
change partners, and repeat the activity to provide an
opportunity to use the feedback you have given them.
ON YOUR WAY: Read the headings, ‘Like father like son…’ Ask
students what the Spanish version would be (tal palo, tal astilla).
1a. Ask a student to read the instructions. Allow your learners 5
minutes to talk to each other about the questions and then ask
them to tell the class about something their partner said.
Read the ‘Did You Know?’ box at the bottom of the page aloud
to students. Check their understanding of ‘in care’ and explain
that ‘foster families’ are ‘familias de acogida’. Discuss with them
if they know of anybody who has experience of adopting or
fostering.
1b. PRE-READING: Read the instructions for 1b and check the
headline with students. Elicit students’ ideas about the content
of the article, and then check the meanings of the words in the
grey box. Ask them each to think about the words and underline
/circle their prediction about which word will not be used.
1c. WHILE-READING 1: To help students understand the text in
more detail, you could ask them to work in pairs to prepare true
/false questions about the text. Students then swap questions
with another pair and answer them. You could also ask them if
they know of any similar cases.
Answer: ‘height’ is not used in the article.
WHILE-READING 2: Ask students to take turns reading the
article aloud. You could use ‘popcorn reading’ whereby the
reader chooses who will read after them. Explain that you will
help them with their pronunciation as they read and ask
them to underline any parts they don’t understand as they
read to discuss when you have finished.
POST-READING: If you have time, to make the review more
student-centred, you could ask students to work together in
groups of three to discuss any parts they did not understand.
Encourage them to try to infer meaning, and when necessary,
use an online dictionary to check words they are unsure about
. When they have finished, ask what they have learned, and
whether they have any remaining queries.
If you are short of time, you could just review their queries as a
whole class.
1d. When you have finished the review , read the instructions
for 1d with the students and monitor as they retell the story.
You could also ask students to express their personal opinion
about the text e.g. how the text made them feel.
SPEAKING: 2a. Explain you are going to do some work on
describing appearances. Read the instructions in the blue box
for 2a and ask students to write down somebody’s name.
Write down a person for yourself as well and share with the
class who you have written down and their relationship to you.
Ask students to quickly tell the class whose name they have
written down, and their relationship to that person.
Then check meanings and pronunciation of the vocabulary in
the box. Ask students to complete the activity and complete it
yourself as well.
PRE-LISTENING: 3a. Ask a student to read the UNIT 5 Lesson 13 - Who’s who? (page 82)
instructions aloud. Ask another student to explain what
ON YOUR WAY: Discuss the meaning of ‘Who’s who?’
they have understood they will do. Elicit from the group
The phrases are often used to describe people at the top of a
how to describe the woman in the first picture as fully
particular area (e.g. business or fashion). Explain you are
as possible.
going to continue to work on describing appearances and will
Note: students sometimes worry about using the term ‘ also work on typical phrases used in conversations to keep
black’ in English to describe skin tone. It is acceptable. them going and interrupt them.
Then ask them if she looks similar to anybody else in the
photos and to give reasons for their answers. Encourage
them to continue describing the other people and
discussing similarities or differences with their partner.
Monitor students as they talk. Make some notes about
any good or common inaccurate uses of language, or
queries, and feed them back to the class at the end.

LISTENING: 3b. Read the instructions with students

and play the recording twice.
Afterwards, ask students to read the audio script (page 121)
together and then check their answers. Discuss any queries
they have as a class.
Answers: 1 ± i; 2 ± c; 3 ± h; 4 ± d

POST-LISTENING: 3c & 3d. Read the instructions with

students and ask them to complete the activities. They
could do this individually or with a partner. When they have
finished, ask them to check through their answers with a
partner or with another pair. Circulate to help as necessary.
Ask if they have any remaining queries at the end.
Drill the pronunciation of the phrases, focusing on aspects
of sentence stress and intonation.
Ask a student to read the ‘Did You Know?’ box. Discuss the
cultural differences described, e.g. Did they know about
this? Have they noticed this form of politeness when
watching British/Canadian TV/films, or meeting British or
Canadian people or when travelling? How does the
behaviour described compare to their own culture?

WRITING: 4. Explain that students are going to create

their own dialogues to practise using the descriptions
and the expressions they have been studying. Read the
instructions with them.
Encourage students to discuss their dialogues (in English) to
plan them for a few minutes before they begin writing. They
will need to think of a context for their conversation. (Some Sample answer:
ideas could be in a shop where a customer leaves an item Shop assistant: Sorry to bother you, the last customer left her
behind, and the shop assistant asks someone to look for bag here. Can you go and tell her?
them outside / Collecting a friend’s sibling from a train/ Customer: I didn’t see her. What did she look like?
coach station.) Shop assistant: She was wearing brown trousers and a blue shirt.
Circulate to help as students write. When they have She had long black hair and was wearing a pink hat. Please go
finished, encourage them to practise and improve their quickly.
intonation. Then they can perform their dialogues Customer: Oh OK, I think I saw her. I’ll go now.
(without reading if possible!) to the rest of the class.
UNIT 5 Lesson 13 - Bare Necessities (page 83)
ON YOUR WAY: Ask students what they think ‘Bare
Necessities’ refers to – you can explain that ‘bare’ means
‘without covering’ or ‘simple’. As well as ‘bare necessities’
we also use ‘bare essentials’ to mean ‘what is needed and no
more’. Do they have any accessories that they consider to be
‘essential/necessities’?
When they have finished, discuss their answers. You could
also ask some questions to extend the conversation such as
How has accessory used changed over the last 20 years? Can
you think of any cultures where accessory use is very
different? Do they know of anybody who makes accessories?
Answers 7a:
1. cufflinks, 2. ring, 3. necklace, 4. bracelet, 5. earrings,
6. necklace.
STARTER. 5a. Explain to students you are going to be working
on vocabulary for accessories and materials. Ask them to try
the activity individually. Encourage them to guess if they are
not sure of the answers, and to underline any words they are
not sure of the meaning of.
When they have finished, discuss their answers and vocabulary
queries together. Check and drill the pronunciation of any
words they’re unsure of.
Answers: 1 ± b; 2 ± a; 3 ± e; 4 ± h; 5 ± c; 6 ± i; 7 ± d; 8 ± g
SPEAKING: 5b. Read the instructions and examples with the
students. Then ask them to carry out the conversations.
Monitor students as they talk. Make some notes about
appropriate compliments and use of intonation and feed them
back to the class. Then ask them to swap partners and repeat
the activity, taking into account your feedback.
PRE-WRITING: 6a. Check the instructions of 6a with students
and allow them 5 minutes or so to draw their pictures.
Emphasise that they should include less familiar vocabulary and
hide their pictures from their partner. If you have an uneven
number of students, draw a picture yourself so that you can
partner a student for 6b.
6b. Check the instructions for 6b and then ask students to carry
out the activity. If you have an uneven number of students, you
can have a group of 3 (you shouldn’t work with students, as you
need to monitor). Check progress and give time warnings (e.g. 2
minutes left) to encourage students to finish at a similar time.
When they have finished, ask them how they got on – were
their pictures similar? Does anybody want to share their
pictures?
WRITING: 6c. Allow students 10 – 15 minutes to write their
descriptions. As they write, monitor to check for common
errors, encourage use of linking words and provide help
where requested, but don’t correct. When they have finished,
discuss the errors you have noticed, and ask them to check
their partner’s writing, and especially to look out for those
errors. Circulate to help. Sample answer:
Mabel is about 30 years old. She has curly blonde hair and is
tall. Her eyes are green. She has a large build. She is wearing a
blue sweater and a grey skirt. She is wearing glasses and a gold
necklace.
SPEAKING: 7a & 7b. Ask students to label the vocabulary and
carry out the conversations as indicated, asking questions and
giving full answers. You could tell them you will ask them to
feed back to the group about what they have learnt about
their partner.
ON YOUR WAY: Discuss the expression ‘Buy one, get one free’ UNIT 5 - Lesson 14 - Shopping Around (page 84)
with the students. This is a fairly common type of special offer Discuss the meaning of ‘Shopping Around’ – it usually means to
in shops in the UK. What are some of the other typical offers compare the price and quality of a product in different shops
you might see in shops? (e.g. 40% off, buy one get second at before buying. Ask if they tend to do this, and if so, for what
half price, etc.). You could also ask them if they tend to buy types of products?
because things are on special offer, and if so, what types of In this lesson students will be able to:
products. • ask for and give information and opinions about clothes
SPEAKING: 1a & 1b. Tell students that in this first lesson, you’ and shopping.
ll be working on clothes and shopping. You could start this
• write a short account of lived events.
activity by telling them you are going to describe your Share the can-do statements of the lesson with students.
favourite item of clothing and that you will ask them to guess
what it is when you have finished talking. Begin with more
general clues and then become more specific to lead them to
the answer, e.g. I bought this about 5 years ago in when I
was on holiday. It is pink and made of cotton. I wear it when
the weather is hot. It covers my arms and my body.
Read through the questions for 1a and 1b with your learners.
Encourage them to give as full answers as possible. Allow
them 5 – 10 minutes to talk and circulate to monitor and help.
When they have finished, ask if anybody has an item of
clothing or pair of shoes that they particularly love, or
favourites from their childhood, and to tell the class about it.
PRE-LISTENING: 1c. Ask a student to read the instructions
aloud and then give students about 3 – 5 minutes to check
the vocabulary. When they have finished, you could check
through the meanings and pronunciation quickly, and/or ask
students to give you the words in response to your clues, e.g.
which item do you usually wear around your neck? Which
item do you wear to go to the pool?
Pronunication: coat /kəʊt/, skirt /skɜːt/ etc.
LISTENING: 1d. Read the instructions with the students.
Explain that you will just play the recording once for them to
do this activity and point out that therefore they will really
need to focus on catching the right clothing words. Some
conversations mention more than one word from the list. You
can remind them that often when you listen in a foreign
language you are just listening to catch specific words.
Answers: 1 ± shoes & trainers; 2 ± swimsuit; 3 ± dress; 4 ±
coat.
1e. Encourage students to try to read all the words in each
sticker. Monitor as they read and give feedback to the class
on common pronunciation problems/queries you may
detect.

1f. Read the instructions and play the recording again, telling students that again they will need to listen for specific information.
When they have listened, ask them to take turns reading the audio scripts (page 132), and check their answers.
Answers: 1 ± a; 2 ± b; 3 ± d; 4 ± c
POST-LISTENING: 1g. Read the instructions with students. Encourage them to plan their ideas before they start writing. Circulate
to help and check as necessary. Give them time warnings (e.g. 3 minutes left) as they write to that they finish at a similar time. To
make their recordings clearly, you may wish to ask them to go out into a corridor or move to another part of the room.
READING : 1h. Students could work individually for this item as they have done a lot of pair work. The vocabulary for this item
is quite advanced. Ask students to underline new words as they work and to guess their meaning from the context of the
sentence. Check the answers and vocabulary when they have all finished.
Answers: a ± 3; b ± 1; c ± 4; d ± 2
SPEAKING: 1i. Ask students to take turns asking and answering the questions. Encourage them to give as full answers as possible ,
and to use follow-up questions, e.g. How long have you had it? Where did you buy it? Circulate to monitor and help.
If you have time, when they have finished, they can close their books and work with a new partner, trying to use the same
questions.
UNIT 5 Lesson 14 - In-line with online retail (page 85) PRE-READING: 2a & 2b. Check the instructions with
students and allow them a few minutes to write their
ON YOUR WAY: Write the word ‘retail’ on the board and ask
questions. You might wish to ask them to write their
students if they know what it means – ‘venta minorista’. Discuss
questions with a partner. Then ask them to interview a
what ‘In-line with online retail’ might mean (thinking about
(new) partner with their questions. When they have all
online retail), and what concept they think the photo is trying to
finished, ask them to write a sentence or two to
portray (online shopping/buying).
summarise what they found out.
You could also ask students to close their books and tell
a new partner what questions they asked and what
they found out.

Possible questions 2a:

What do you like to buy online?
Do you have a favourite website?
What is your favourite thing you have bought online?

Possible answer 2b:

My partner likes to buy computer accessories and
clothes online. He also buys his food online. He says it is
very convenient, but sometimes there are problems.

READING: 2c. Ask students to look at the title and

picture of the article and predict what it will be about.
Ask what they expect to happen in online shopping/e-
commerce over the next 5 years. Then ask students to
read the article quickly and check their predictions.

2d. Elicit from students what scanning is (reading a text

quickly for specific information), and emphasise that
they should try to answer the questions below as
quickly as possible.
If you want, you could set this up as a competition
between pairs. To win, both partners should have all
the answers written down (note-form would be fine).
Ask them to keep their conversation about the answers
only in English. Suggest they start by agreeing a
strategy (e.g. partner 1 answers questions 1 – 3). When
they have all finished, ask them to swap partners and
compare their answers. If they have any remaining
queries, check them at the end.

Answers: 1 - $5,000 million (remind them of the use

of a comma to indicate thousands in English, unlike
the dot that is used in Spanish); 2 ± Brazil; 3 ±
automatic; 4 ± faster deliveries, simple returns, and
updated information; 5 ± 40%; 6 ± voice shopping; 7 ±
mobile phones.
2e & 2f. Ask students to either read the article to themselves carefully or read it aloud to them at a moderate speed. Then ask
them to take turns to read it out loud in pairs. Monitor their pronunciation and provide help with vocabulary and
pronunciation where necessary.
When students have finished checking the text, ask them all to close their books. Tell them they have2 ½ minutes to try to
remember as much as possible together about the text and set a timer. When they have finished ask them to discuss the
question in 2f together.
Then ask them to change partners. This time give them 1 minute to reconstruct the text together. If you want to give them an
extra challenge, tell them they should start with the end of the text (e-wallets) and work backwards. They could then discuss
the questions in 2f with their new partner.
LISTENING: 3a. You could start this by saying, a little UNIT 5 Lesson 14 - Just a click away (page 86)
dramatically, that students are going to hear a ON YOUR WAY: Ask students if they have ever heard the
conversation without any knowledge about it – it is a
phrase ‘just a click away’, how it is said in Spanish (‘con sólo
mystery and is quite long. They need to guess who it is
un clic) – it’s often used in advertising to say you can get
between, where they might be, etc. something easily online.
After listening, ask them to discuss with a partner what
they understood from the audio. Then discuss their ideas
as a whole class.

3b. Read through the instructions with the students. Elicit

ideas from them about how they will go about this task, e.
g. reading the questions carefully, checking the differences
between similar numbers, and imagining in their heads
how those numbers would sound, etc. Allow them some
time to check the questions, and then play the recording.
Check if they want to hear it another time. Ask them to
compare their answers with a partner. Check through their
answers as a whole group, or, to increase student
involvement, ask them to read though the audio script
(page 132) in pairs and check their answers. Monitor their
pronunciation and provide help as necessary.
Answers: 1 ± a; 2 ± b; 3 ± a; 4 ± a; 5 ± b; 6 ± a; 7 ± c; 8 ± c

3c. Ask a student to read aloud the instructions, and then

ask students to work individually to complete the exercise.
Check their answers as a whole class and answer any
vocabulary questions.

SPEAKING: 3d. You could start this item by asking if they

have seen Bombo Fica’s routine of ‘la tarjeta ¡master plop
!`, often described as the best joke of all time at the
Festival de Viña. If any students have, you could ask them
to describe it; if they haven’t, you could suggest they
watch it before the next class to talk about it. It can be
found on YouTube ‘Bombo + master + plop’
https://www.youtube.com/watch?v=CKDkT8DWnyA
(in the sketch, Bombo Fica describes taking a new credit
card with insurance that he doesn’t want. He is indignant
about paying the insurance and tries to get out of it but
encounters so many difficulties trying to do so that in the
end he gives up and pays it).
Explain that students are now going to talk about their own
experiences returning items. Read the instructions with the
class and ask students to discuss their experiences in
groups of three. Remind them to use follow-up questions (
e.g. Why? What happened? How did you feel?). When they Then ask them to check each other’s work, paying special
have finished, ask them to share particularly good or bad attention to whether the information seems complete, their
experiences. use of linking words is correct (and whether any more could be
used), and their use of the past simple. Circulate and check
WRITING: 3e. For this activity, students could write about their writing as they work.
their own experience, or an experience described by Possible answer:
somebody else. Emphasise the need to write a complete Last year I bought a bed from a big store online. I had a lot of
account and use linking words. Ask them to write problems with the bed. It was the wrong colour and the wrong
individually and without help (they may use a dictionary). size. I wrote to the store and they said I could change it. They
Make a note of any good or incorrect uses of linking words came to collect it the next day. I got a refund immediately. It
and past tenses and write them on the board. When they was good customer service but frustrating because I wasted
have finished writing, discuss these. time.
UNIT 5 Lesson 15 - Further Education and Career
Development (page 87) Making the grade
Discuss the meaning of ‘further education’ and ‘career
development’ with students.
You could start by showing this 1 ½ minute video, made by
UCAS (University and College Admission Service in the UK) to
promote higher education (i.e. university or college education).
https://www.youtube.com/watch?v=Of4_6antgN4
TIPS for learning vocabulary
Flashcards are great to remember words you have already
learned. But to actually learn a new word, you have to see
it in a sentence, use it in your daily speech, or in any other
way that will give it some context. Once you link the word
with something bigger, it sticks better in your mind.
People don't always use words the way the dictionary tells
them to. One of the best ways to learn real vocabulary
that you would use in a conversation is by actually having
conversations with other people. Meetup.com is a website
where people start groups and you can practise your
English.
As they watch, ask them to make a note of two points
that stand out to them as interesting or true. If necessary,
play the video twice. Discuss their comments as a class.
Keep this activity to a maximum of 10 minutes (it could
alternatively be done at the end of the class if you prefer).
In this lesson students will be able to:
• Give information and opinions about further
education and career development.
Share the can-do statements of the lesson with students.
ON YOUR WAY: Discuss what ‘Making the grade’ means –
it’s an idiom for ‘reaching the required standard’.
PRE-READING: 1a. Read the instructions with students
and encourage those students who know someone who
has taken (or is taking) a diploma to share what they
know about these people´s experiences with the class.
READING: 1b. Ask a student to read aloud the
instructions. Elicit from students strategies they could
use to help them with the activity (e.g. underlining key
words in the profiles). Encourage them to do the activity
individually and without checking in a dictionary (you can
explain you will do vocabulary work later). They will
probably need to 10 – 15 minutes to complete it.
When students have finished, ask them to share their
answers with a partner or in groups of three. Tell them
that if they disagree over an answer, they should look at
the text carefully to understand what the correct
response is. Circulate to monitor and help. If they have
any questions remaining at the end, discuss them with
the class.
Answers: Jeffrey ± C; Magdalena ± E; Terry ± D
1c. Ask students to read the text again carefully, making a
note of any vocabulary or phrases that are unfamiliar to
them. They can then discuss these with a partner or look
them up.
1d. Students could work in pairs or groups of three
for this activity.
While they are working, make notes of the words and
expressions they are discussing, or words that you think
will be useful for them. When they have finished, ask
them to close their books. Give a definition in English for
the different words and ask them to give the correct
term. If you want, you could put them into teams for this
activity.
An alternative would be to quickly write the words on
pieces of paper, and then ask them to take turns defining
the words to their classmates. Again, this could be done
as a competition between two teams.
CULTURE NOTES: In the UK, for many professions (e.g. UNIT 5 - Lesson 15 What’s in your bag of tricks?
teaching, law, psychology) students often study a
(page 88)
bachelor’s degree for 3 years, and then a separate ON OUR WAY: Discuss the title with students – a ‘bag of tricks’
professional qualification for 1 – 2 years (which may or means a set of ingenious, plans or resources. There is the notion
may not be a master’s degree). This is different to the
that the owner of a bag of tricks can make something special
Chilean system, whereby students typically study directly
happen.
for a ‘titulo profesional’ for longer periods. Also, UK
2a. Check through the words in the table with class. Do they
students normally leave school at 18 if they have taken A-
have any questions about them?
levels exams for university entrance. Legally, they can
leave school at 16 after taking their GCSEs if they wish but
they must remain in some form of education or training
(it could be on-the-job training) until they are 18.

SPEAKING: 2B & 2c. Check the instructions with the class,

and then ask them to work with a partner to discuss the
questions. Remind them to give full answers and use
follow-up questions to build their conversations. Allow
about 10 minutes for these conversations. Circulate and
monitor as they talk. When they have finished ask them to
share something they learnt about their partner and then
make some notes on the board of the options they
discussed for less formal professional development.

PRE-READING: 2d. Ask a student to read the title and

first paragraph silently, and then ask them for some
predictions of what the article might say.

READING: 2e & 2f. First check the meaning of the words

in the grey box, and explain them if necessary, without
giving away what they might involve, e.g., explain ‘
shadow’ but not ‘job shadow’. Ask students to complete
the reading activity individually, and then build a
conversation with their partner along the lines of 2f. Draw
their conversations to a close and ask them about
previous experiences of and opinions about the activities
described int the article.
Answers: 1 ± job shadow; 2 ± exploring a lateral role; 3 ±
hold book clubs; 4 ± attend classes or training sessions; 5
± seek a mentor.
SPEAKING: 3a. Ask students to close their books and
write on the board ‘hard skills’ and ‘soft skills’ and ask
students to discuss with a partner what they understand
the terms to mean. Then ask them to follow while you
read 3a. Ask them to compare their answers to the
definitions provided here. Were they similar?
3b. Ask students to work with their partner to sort
their vocabulary. Then ask them to swap partners and 3c & 3d. Ask students to work on these activities individually. Give
check their lists. Monitor as they discuss and answer them time warnings (e.g. 2 minutes left) to help them finish at
any remaining queries similar times.
Answers:
Hard skills: foreign languages, accounting, computer 3e. Students could show their tables to their partner and then ask
languages/software, graphic design, marketing, data each other questions.
analysis, mobile and web development, event When they have finished, ask them to share something they learnt
planning, typing
about their partner, or write the skills up on the board and run a
Soft skills: ability to work under pressure, decision-
quick survey to develop a profile of your class – read out the lists of
making, time management, self-motivation, leadership ,
skills and ask them to raise their hands for the skills they consider
conflict resolution, adaptability, creativity, teamwork
they have. Write the number of respondents for each skill. Ask
students to describe the class.
UNIT 5 LESSON 15 - A bag of nerves (page 89)
ON YOUR WAY: Discuss what ‘a bag of nerves’ means with
students (feeling very nervous/anxious). You could ask them about
what sorts of things tend to make them/people nervous.
Ask them to look at the photos and describe what they can see
happening in each.
SPEAKING: 6a and 6b. Ask students to read the interview
protocols and then discuss them in comparison to Chilean norms.
They could also discuss whether they have been asked (or have
asked if they have interviewed others) any of the questions on
the lists, and choose which they think is the best question, giving
their reasons for their choice.
PRE-LISTENING: 4a. Ask a student to read the instructions
aloud. Ask somebody to give an example of a tip and
write it on the board to provide an example (remind them
of the use of ‘should’ if necessary). Then ask students to
write 2 – 3 other top tips with a partner. Circulate and
help as they write.
4b. Students change partners and share their tips. You
could also ask each pair to agree on what they consider to
be the single most important piece of advice to take into
account when going for an interview. Ask students to share
their no. 1 tips and discuss whether they varied much as a
class or not.
LISTENING : 4 c . Ask a student to read aloud the
instructions , and then give students time to check the
items. Play the recording twice, and then ask students to
compare their answers.
POST-LISTENING: 4d & 4e. As students take turns to read
out the interview, they can check their answers to 4c.
Monitor and help where necessary. They should then
discuss 4e together. When they have finished, ask them to
vote for whether or not they would give Mike the job. Ask
them to explain their answers (it may be hard to judge as
they don’t know more about what the company is looking
for, but they can decide based on their impression).
WRITING: 5a. Ask students to write about their
experiences. If they have never attended a job interview,
or if they prefer, they could invent an account. Encourage
them to
plan/think through first what they will write about and use
online dictionaries if they wish. Circulate and help as
necessary. Look at their work as they write, without
providing corrections. Make notes of any common errors/
difficulties and give the group feedback.
Possible answer: My job interview was for my current job.
I was not very nervous. I bought a new suit because I
wanted to look smart. There were two people in my
interview. They were very friendly. They called me three
days after the interview and told me that I had the job, so I
was very happy.
5b. Write up some criteria for peer-checking on the board,
e.g. Is the account complete? Are linking words used
correctly? Can you see opportunities to include linking
words? Is the past simple used correctly? Then ask
students to check each other’s work and provide feedback
to their partner. Ask all students to check their work again,
and to consider the feedback they have received, and
improve their work.
5c. Make sure students change partner for this activity.
Circulate to monitor.
UNIT 5 COMMUNICATION (page 90)

1a & b. Encourage students to answer both items as fully as possible. Monitor their conversations and help where necessary.
Make notes of any vocabulary items that cause difficulty and check these with students at the end (you may need to reinforce
the collocation of ‘wear’ – rather than ‘use’ – with accessories). You could also ask for a vote at the end for their favourite
photos (students could raise their hands). Compare the answers of different students who like the same photo - were their
reasons the same?

1c. Students should write a description of the photo

and use the accessory vocabulary. Monitor and help
as they write.
Suggested answer:
Photo 5 shows a young woman with multi-coloured
hair. She is wearing a bracelet and a necklace.

2a & 2b. Read the instructions with the students

check their understanding. Ask them to predict who
will be the most conscientious consumer in the class.
Ask them to complete the survey individually.
Circulate and help as necessary. When students have
finished, ask them to report their total scores and
compare the result with their predictions.
You could also ask students to discuss their answers
to the individual items in the survey with a partner.
Were their answers similar or different?

2c. Read the instructions aloud and ask students to

talk to their partner. Encourage them to give full
answers and to ask follow-up questions. Monitor
their conversations and take notes of any examples
of good/common inaccurate language use.

3a, 3b & 3c. When students have finished making

their notes, time the class as the first partner talks
for one minute. When they have finished, ask how
challenging they found it. Then it is the turn of the
second partner. Listen to the students and provide
them with some feedback (e.g. on pronunciation, use
of vocabulary, etc.) and then ask them to repeat the
activity with a new partner.

4. Read the instructions aloud with the students and

then encourage them to talk about what each
statement means and what they think about it.
Circulate and monitor their conversations, and then
close by asking their opinions.

UNIT 5 CONSOLIDATION (page 91)
1. Ask students to look quickly at the three texts. What types of
texts are they? What are they about?
Then ask students to read them carefully and answer the questions.
Answers: 1 ± a; 2 ± a; 3 - c
McDonalds Shark attack Describe / retell the story. Jokes.
http://www.youtube.com/watch?v=oMAx_JNMR_w Ikea.
furniture vocabulary / dance
http://www.youtube.com/watch?v=K-mSwqes_p8
Axe. Learn English ± Creativity / Thinking Skills http://www.
youtube.com/watch?v=XdvuB3Sz-WA
Kobe Bryant / Lebron James Triple double dialogue http ://
www.youtube.com/watch?v=WQJqHoFvfAA
Speaking English can be lethal! Comparing cultures. http://
www.youtube.com/watch?v=ezrSs3XjF1o
Medieval Monks Help Desk ± Technology, Concept of Print.
http://www.youtube.com/watch?v=pQHX-SjgQvQ
2. Before students write, elicit from them how
they can start a (semi-)formal email, e.g. Dear
Sir/Madam, and end it, e.g. Best regards / Yours
sincerely. Ask them for other characteristics of
formal writing (e.g. no contractions).
Possible answer:
Dear Sir/Madam,
I am writing because I have received some
sunglasses that I bought online with your company.
However, I would like to return them because they
are the wrong colour. Would it be possible to return
them in the store?
Yours sincerely,
Juan González
Circulate and check students' writing. Check they
have included all three points in the instructions.
3. Ask students to read the text and decide if they
agree or disagree with it and why. Then ask students
to share their opinion with their partner. Monitor for
interesting answers. Take feedback as a class.
EXTRA ACTIVITY:
Here are some ideas to use adverts in the class to
practise language taken from a blog. You will
need to check that they are still available to
download.
https://ddeubel.edublogs.org/2009/10/13/
commercials-in-the-efl-classroom-the-best-part-2/
Where is the chocolate man? Describe.
http://www.youtube.com/watch?v=FgfzdgWgEZ4
What values does ªsoccerº teach us?
http://www.youtube.com/watch?v=JBnADQTd6o8
Life is short. Draw a timeline¼
http://www.youtube.com/watch?v=w-YV1ZlTFaY ±7
days ± What does each one get?
http://www.youtube.com/watch?v=b1MvKFTkL1s
Levis ± describe where they are going.
http://www.youtube.com/watch?v=c0ugCjWr8nc
Volvo teaching commercial ± Creativity when
learning. Pronunciation.
http://www.youtube.com/watch?v=I4wFlhWr8C4
Berlitz Laundromat
http://www.youtube.com/watch?v=_KQQo2zeps8
Berlitz ªexpectingº mixup ± Homophones. Job
Interviews.
http://www.youtube.com/watch?v=jIOqCIg7Gqs
Micky likes it! Like / don't like / preferences
http://www.youtube.com/watch?v=vYEXzx-TINc
Where's the Beef? ± Comparatives
http://www.youtube.com/watch?v=Ug75diEyiA0
Big Mac Chant ± Food vocab. / Chant
http://www.youtube.com/watch?v=9UWq26V01po
Gold's Gym ± for teaching comparatives
http://www.youtube.com/watch?v=z57X5s320eY
Cingular ± Text Messaging. Relationships.
http://www.youtube.com/watch?v=4nIUcRJX9-o
Pepsi ± Chinese Monks Action verbs.
http://www.youtube.com/watch?v=40DykbPa4Lc
UNIT 5 GRAMMAR & VOCABULARY
The aim of these pages is to provide extra practice of the grammar
WORKSHEETS (page 92) and vocabulary covered in the unit. You can use these activities for
extra practice when you introduce a grammar point, or as revision
1a. Answers will vary according to students’ at the end of the unit.
appearances. Monitor pronunciation as they read their Encourage them to complete activities on their own; comparing
sentences. their answers with their partner once they are done.

2a. Suggested answers (some accessories may

occasionally be made from other materials):
Gold – bracelet, earrings, necklace, ring, watch
Leather – belt, handbag, watch, wallet
Plastic – belt, bracelet, earrings, glasses
Silk – scarf, tie
Silver – bracelet, earrings, necklace, ring
Wooden – bracelet, necklace
Wool – scarf, tie

3. Answers:
1. sale
2. mall
3. can’t stand
4. special offers / discounts
5. shirts
6. online
7. deliver
8. discounts / special offers
9. trolley

4. Answers:
1. I’m sorry to change the subject, but
2. As I was saying …
3. I am sorry to bother you
4. Could you hold on a minute?
5. Right, where were we?

5. Answers:
1. When
2. because
3. but
4. then
5. In the beginning
6. However
7. also
8. In the future
 1a. Answers:
UNIT 5 GRAMMAR & VOCABULARY WORKSHEETS 1. Gain experience
(page 93) 2. Apply for a job
The aim of these pages is to provide extra practice of the grammar 3. Develop a skill
and vocabulary covered in the unit. You can use these activities for 4. Hair length
extra practice when you introduce a grammar 5. Wear glasses
point, or as revision at the end of the unit. 6. Skin tone
Encourage them to complete activities on their own; comparing
their answers with their partner once they are done. 7. Attend a conference
8. Have a degree

1b. Sample answers:

1. I have gained experience in marketing.
2. I would like to apply for a new job.
3. I have developed skills in computing.
4. Her face shape is round.
5. My brother wears glasses.
6. His skin tone is fair.
7. She attended the conference last week.
8. He has a degree in architecture.

2a. Answers (answers may vary somewhat according

to the type of clothing students envisage, e.g. a light
jacket):
Warm weather clothes: swimsuit, sandals, t-shirt
Cold weather clothes: coat, jacket, scarf, sweater,
jumper, tracksuit, trousers, tights, boots, gloves,
sweatshirt
All-year round clothes: dress, hat, shirt, skirt, shoes,
trainers, underwear, tie, handkerchief, socks

3. Answers:

4. Answers:
From left to right: customer service - teamwork - self-
motivation - data analysis - management - graphic
designer - accounting - creativity
UNIT 5 TEST YOURSELF (page 94)
2. Possible answer:
1. items in the photo include:
Morgan has short brown hair with brown eyes and
hat - sunglasses - glasses
olive-skin. He is tall and medium-build. He is wearing
shoes - bracelet - ring
blue shorts, a brown t-shirt and sandals. He is also
wallet - tie - necklace
wearing a leather watch.
watch - camera

3a. Answers will vary.

3b. Possible answer:

I work for a bank. To get this job, I had to have a degree
in business management and marketing skills. My job
has been very interesting for me. I have learnt a lot
from my colleagues about how to attract new clients. I
have had to manage other people. Sometimes I find
this difficult, but I think I am better at it now.

Check Unit 5

Expected answers for can-do statements:

· That tall woman over there, wearing a red dress and
red earrings.
· Have you ever bought shoes online? In my opinion, it ´s
complicated to buy clothes. I prefer to buy books and
other things I need.
· ... Sorry to interrupt you but the other day I saw ..........
· Going back to the topic .... what is your opinion on ....?
· I think that colour looks great on you! I think you
should buy that T-shirt.
Check their previous writing activities

CRITERIA FOR CORRECTING.

• Encourage students to correct their partner’s answers so as
to provide feedback and notice how much they’ve learned as
they check answers.
• When you correct or check, focus on unit CAN DOs
• Students should be able to produce evidence on at least 4
out the 6 CAN DOs.
 Unit contentsUnit 6 LIFE LESSONS (page 97 As a class read through lesson objectives and
) make sure they understand them.
Grammar Revision of reported speech and narrative At the end of this unit, students will be able
tenses. to:
Vocabulary Vocabulary related to the different topics Restate what has been said.
Communication Restating what has been said. Report what people say.
skills Reporting what people say. Talk about personal events.
Talking about personal events. Tell a story.
Telling a story.
ON YOUR WAY. Books closed. Write ‘life
lessons’ on the board and ask students to
write down as many words related to the key
concept as they can. Allow 2 minutes and
then ask them to compare their lists.

STARTER. Ask students to look at the pictures

and identify the celebrities and what they
are/were famous for.
Expected language. I can see Michael Jordan.
He was a famous American basketball player.
He is retired right now.
OPTIONAL FOLLOW-UP. Ask students
relevant follow-up questions about the
celebrities. What else do you know about
Michael Jordan? Are you interested in some
aspect of his life? Does he inspire you in some
way?
CULTURE NOTES
Celebrities are everywhere and whether you
realise it or not, their attractive lifestyles and
culture and their powerful impact on a
person’s life can easily influence people’s
minds, their beliefs, interests and behaviour.
What makes someone a celebrity is their
ability to gain attention. How celebrities are
portrayed in the media reflects how they are
viewed by society so they have great power
to easily change the way people live their
lives. Have you ever followed a celebrity?
Why did that celebrity get your attention?
SKILLS NOTES PHOTOS:
Here are some expressions you can use to give your opinion and ask from left to right and top to bottom
for your partner’s opinion. You will need to use these expressions in Mahatma Gandhi (politician) - Albert Einstein
a discussion activity. (scientist) - Oprah Winfrey (TV presenter) -
Giving your opinion Steven Jobs (businessman) - Coco Chanel
I think... / I don’t think ... / I believe... / I don’t believe .../ In my (clothes designer) - Abraham Lincoln
opinion, (politician) - Pablo Picasso (painter) - Nelson
For me / Personally, I think ... Mandela (politician) - Malala Yousafzai
Asking for someone’s opinion (activist & writer) - The Beatles (music band)
Do you agree? What do you think? What do you think about ... - Michael Jordan (sportsman) - Leonardo
(this)? DiCaprio (actor) - Marilyn Monroe (actress)
Do you think that’s right? What’ your view? Are you OK with that?
.
WRITING: 1a. Ask students to complete the
chart for each celebrity from page 97.
Encourage students to ask questions when
necessary and to use their phones to find out
more.
Celebrity 1 Celebrity 2 etc.
Unit 6 Lesson 16 Inspirational Words (page 98)
Who said that?
At the end of this lesson, students will be able to:
• Restate what has been said.
• Report what people say.
ON YOUR WAY. Books closed. Write ‘Celebrities ’ on the board and
ask students to write down the names of as many as they can
remember from page 97. Allow 30 seconds to make a list.
Expected language. One of the celebrities was Marilyn Monroe.

SPEAKING: 1b. Tell students that a quotation

is a phrase or short piece of writing taken
from a longer work of literature, poetry, etc.
or what someone else has said. Then ask
student to discuss questions 1 and 2.

OPTIONAL FOLLOW-UP. Ask students

relevant follow-up questions. Do you think
those words are inspirational? Why do you
think those words are so inspirational?
Encourage students to discuss inspirational
words by famous people in English if possible.

WRITING: 1c. Ask students to match the

quotations in the chart with the celebrities
from page 97.

Answers: 1. Einstein, 2. Jobs, 3. Disney, 4.

Monroe, 5. Jordan, 6. Winfrey. Elicit reasons
to support students’ answers. Who said this?
Why do you think he/she said this?

GRAMMAR: Tell students that ‘to report’ is to

state what has been said before. Explain that
in order to report, the most commonly used
verbs in English are ‘say’ and ‘tell’. Model the
target form by means of asking the following
question to one student. Are you tired?
Write the student’s answer on the board.
He/She said that He/She was tired. Write the
alternative form He/She told me that He/She
was tired.
Then ask students to complete sections an
and b.
Answers: A. she said that / she told me that.
B. past continuous, past perfect, past
perfect, could, might, should, would.

CHECK GRAMMAR REFERENCE FOR MORE

INFORMATION.
Unit 6 Lesson 16 What did they say? (page 99)
STARTER: Write a famous quotation you like on the board (check
samples). Explain the class why you like that quotation and how it
inspires you.
OPTIONAL FOLLOW- UP. Provide the class with additional quotations
and ask them to discuss their meaning
• If you fell down yesterday, stand up today. H. G. Wells (British
writer, philosopher)
• You can't cross the sea merely by standing and staring at the
water. Rabindranath Tagore (Bengalí poet - India)
• Arriving at one goal is the starting point to another. John
Dewey (North American psychologist & educator)
CULTURE NOTES
The following are a few facts about education in developing countries
that show how it affects children and adults:
• As much as 115 million children of primary school age are not
enrolled in school.
• More than 226 million children do not attend secondary
school.
• Illiteracy is higher amongst females. In more than 20
developing countries, illiteracy rates amongst women exceed
70%.
• While girls are less likely to be in school, boys are more likely
to repeat grades or drop out altogether.
Adapted from http://www.unesco.org
WRITING: 2a. Ask students to read the
quotations and discuss their meaning.
Encourage students to use previous
knowledge. Explain unknown vocabulary if
necessary. Then tell the class to complete
reporting sentences 1-6 with the information
in each quotation.
Expected answers: 1. Coco Chanel once said
that success was most often achieved by
those who don’t know that failure is
inevitable. 2. Pablo Picasso once said that
every child was an artist. 3. Leonardo
DiCaprio once said that if you could do what
you do best and be happy, you were further
along in life that most people. 4. Albert
Einstein once told his students that a person
who had never made a mistake never tried
anything new. 5. Nelson Mandela once told
his ministers that education was the most
powerful tool that we could use to change
the world.
GO TO PAGE 109 FOR FURTHER PRACTICE
READING: 2b.
a. Ask students whether they know Emma
Watson and Malala Yousafzai. Then tell them
that they are going to read an interview with
the latter.
b. Read through the text as a class and explain
unknown vocabulary.
OPTIONAL FOLLOW-UP. Ask students relevant
follow-up question about their opinions on
the subject of the interview.
Expected language: What do you think of the
mission of Yousafzai? Do you agree with her
view on the importance of education?
Then ask students to answer questions 1 -5.
Answers:
1. Watson wrote that Yousafzai was graceful
and intelligent.
2. She said that she wanted every child to
get a quality education.
3. She said it was important not to take it for
granted.
4. She said she couldn’t believe that for the
rest of her life she wouldn’t be able to study.
5. She told Watson that her goal had not
been achieved yet.
Unit 6 Lesson 16 Small talk (page 100)
ON YOUR WAY. Books closed. Write ‘small talk’ on the board and ask students to write down as many words related
to the key concept as they can. Allow 2 minutes and then ask them to compare their lists. Ask students make give
their opinions about the topic. Then ask students to discuss the questions in the set. Ask students to use the pictures
if necessary.
OPTIONAL FOLLOW-UP. Write down the following questions on the board:
• Lovely day, don't you think? "Looks like rain is in the forecast."
• Have you seen any good movies lately?"
• I read that transit fares are going to rise, did you hear that?
Ask students if they have ever been asked questions like these and how they felt when they were asked these
questions.
LISTENING: 3b. Tell students that they are
going to hear a psychologist talking about
small talk, the topics people discuss when
making small talk and the ones they try to
avoid. Tell them to answer questions 1-4.
Answers: 1. The author said that the
weather was a good neutral topic. 2. The
author said that brushing up on what is
popular especially in terms of movies was a
perfect choice to start a casual conversation.
3. You should consider who you are talking
to. 4. Financial issues, politics and religion.

SPEAKING: 3c. Ask students to discuss work

with your partner to decide if the given topics
are polite or impolite questions for small talk.
Encourage students to give reasons and
examples.
Answers may vary.

LISTENING: 4a. Tell students that they are

going to hear two people making small talk.
Ask them to listen and complete the text
using the words in the box.
Answers: 1. Busy, 2. Branch, 3. Cheers, 4.
Long, 5. Nearby, 6. Suffer, 7. Weather, 8.
Bump into.

LISTENING: 4b. Tell students that they are

going to listen again. Ask them to discuss
their answers before listening.
Answers: 1. No, 2. In a bank, 3. They are
queuing, 4. The weather, 5. One is feeling
comfortable, but the other person is not.

SPEAKING: 4c-d. Ask students to look at the

topics in the chart and write five or six words
related to the topics to make small talk.
Expected language: Weather and climate
change. Related words: the summer, current
temperature, water scarcity.
Then ask students to get in pairs to make small talk based on the
topics from the previous task. Tell them that they are going to have
one-minute conversations.
OPTIONAL FOLLOW-UP: Encourage the class to evaluate how the
speakers felt while making small talk.
Unit 6 Lesson 17 What Would You Say To …? (Page 101)
Being in the limelight (to be at the center of public attention)
At the end of the lesson students will be able to:
• report what people said.
• report what people asked.
• report what people requested.
DID YOU KNOW
The five most popular films of all time: Titanic (1997) – ET (1982)
- The Wizard of Oz (1939) - Star Wars - episode IV (1977) and The
Lord of the Rings (2003).
Encourage the class to discuss whether they have seen these
films. Ask them to make a list of their favourite films and share it
with their partner. Encourage them to explain why they think
these films are the best.
ON YOUR WAY. Books closed. Write ‘character’
on the board and ask students to explain the
meaning of this word in the context of movies.
Ask student to write down a list with their
three favourite film characters. Get students in
pairs to discuss why they like these characters.
Expected language: One of my favourite
characters is Frodo in The Lord of the Rings. I
like him because he is brave and loyal. In
general I like Elijah Wood’s performance.
Then write ‘line’ on the board and ask students
to explain the concept in the context on
movies. Tell the class that in this context the
term line refers to the words that
an actor speaks when performing in a
film, play, etc. Provide the class with
appropriate examples: “I'm going to make him
an offer he can't refuse.” The Godfather, 1972;
“May the Force be with you.” Star Wars, 1977.
Encourage students to predict who said these
lines.
SPEAKING: 1a. Ask students to work in pairs to
discuss the questions in the set.
OPTIONAL FOLLOW-UP. Encourage the class to
ask follow-up questions.
READING: 1b. Tell students that they are going
to read a text about famous movie quotes and
then answer questions 1-5. As they read the
text as a class ask relevant follow-up questions.
Answers:
1. Leonardo Di Caprio,
2. Marlin
3. Snow White’s stepmother in Snow White
and the Seven Dwarfs.
4. Julia Roberts in Notting Hill.
5. Anthony Hopkins in The Silence of the
Lambs.
OPTIONAL FOLLOW-UP: Ask students to write
down three famous film lines and ask the class
to identify who said these lines.
• ‘I’ll be back’
• “You talking to me?”
GRAMMAR: Ask students to answer Unit 6 Lesson 17 A little bird told me (page 102)
questions 1-4. GRAMMAR: Tell students that when we report what people say, we
Answers: 1. Ask, if/whether. 2. The verb usually change the tense of the verbs to reflect that we are reporting.
changes to reflect that we are reporting. 3. This pattern is followed when we report questions. Explain that in order
No. 4. Yes. to report a yes /no question we use the reporting verb ‘ask’ along with
CHECK GRAMMAR REFERENCE FOR MORE INFO. the expressions ‘if’ or ‘whether’. Model the target form by means of
getting one student to ask you the following question: Do you live in a
WRITING: 2c. Tell students to report flat? Report the question on the board: He/She asked me if I lived in a
questions 1-4. flat.
Write the reported question on the board and focus on form.
Answers: 1. Daniel asked me if I enjoyed
horror films? 2. Jessica asked me if I
preferred travelling by bus or on the metro.
3. Manuel asked me if he had arrived early
today. 4. Melinda asked me if I had ever
been to Mejillones.
OPTIONAL FOLLOW-UP. Ask students
relevant follow-up questions.

GRAMMAR: Tell students that when there is

a question word, we use that question word
in the reported question without the
auxiliary verb. The word order is like an
affirmative sentence. Model the target form
by means of getting one student to ask you
the following question: Where did you study?
Report the question on the board:
He/She asked me where I had studied. Write
the reported question of the board and focus
on form.

GRAMMAR: Ask students to answer

questions 1-3.
Answers: 1. Yes. 2. No. 3. Yes.
CHECK GRAMMAR REFERENCE FOR MORE INFO.

WRITING: 2c. Ask your partner on your right

the questions in the set. Write the answers
and then tell your partner on the left what
he/she answered.
Answers may vary.

GRAMMAR: Tell the class that when you

report requests, advice or instructions, you
can use the reporting verbs ‘ask’ and ‘tell’, an
object pronoun and to infinitive. Model the
target form by means of getting one student
to tell you the following: Say that again,
please. Report the command on the board:
He told me to say that again. Focus on form.
GRAMMAR. Ask students to answer
questions 1-3.
Answers: 1. Ask/tell + infinitive. 2. Yes. 3.
Yes.
WRITING: 2d. Ask students to report 1-8.
Answers: 1. He asked me where I had met my best friend. 2. She
asked me why I was wearing these shoes. 3. He asked me if my best
friend had gone to a single sex school. 4. She asked me what I was
going to do at the weekend. 5. She asked me if I could help her. 6. He
asked me if I had ever been to Paris. 7. She asked me to help her carry
that. 8. He told me not to be late.
CHECK GRAMMAR REFERENCE FOR MORE INFO.
Unit 6 Lesson 17 Stop, look, listen … (page 103)
The title is originally what warned people of a railroad (train) crossing. Before the times of automatic barriers.
For the title: Stop, look, listen (to your heart) - The Stylistics -
https://www.youtube.com/watch?v=UKP-U9CtBYM
LISTENING: 3a. Before listening ask students to describe the picture. Then tell them that they are going to hear
people talking in two different situations. Ask them to listen and complete the charts below.
Expected answers:
Conversation 1 1. This conversation took place in a doctor’s office. 2. This is a conversation between a doctor and
a patient. 3. They are talking about the patient’s condition.
Conversation 2 1. This conversation took place in a shop. 2. This is
a conversation between a shop assistant and a customer. 3. They
are talking about shoes.
SKILLS NOTES
If we're talking about the past but we mention something
that's still true, we can use the present tense:
• Mary said Robert de Niro is her favourite actor.
If we're talking about something that everybody knows is
true, we normally use the present tense:
• Mary said she loved Madrid because it's such an exciting
city.
LISTENING: 3b. Tell students to listen again and
answer questions 1-4 for each situation.
Expected answers:
Conversation 1
1. The doctor said the patient had a bit of
a temperature but not too high.
2. He said his blood pressure was fine.
3. The doctor told the man to have a
blood test.
4. The doctor told the man not to go in
the sun.
Conversation 2
1. The salesman said that the shop
had shoes on sale.
2. The salesman said that the shoes
had been sold within a day.
3.The salesman told the woman to use
shoe polish with those shoes.
4. The salesman told the woman not to
walk in the rain.
SPEAKING: 3c. Ask students to discuss
the questions in the set.
OPTIONAL FOLLOW-UP: Ask relevant follow-up
questions.
WRITING: 4a-b. Tell students to work in
pairs . Student A is a reporter and student B
is a celebrity. Allow them 4 minutes to
suitable questions. Monitor their writing and
provide them with relevant feedback. Then
tell reporters to interview the celebrities.
Allow them some time to write down
answers.
SPEAKING: 4c. Tell students to report
the interviews in pairs or as a class.
Unit 6 Lesson 18 COVER STORY (page 104) For the record
At the end of this lesson, students will be able to:
• Tell a story.
• Refer to the way something happens or is done.
• Express degrees of qualities.
For the record: so that the true facts are recorded or known.
1a. Ask students to discuss the two questions in pairs. Then ask students to read the text ‘Can positive media
make us better individuals? And compare their opinion with the writer’s. Encourage students to ask follow-up
questions.
OPTIONAL FOLLOW-UP: Encourage students to prepare a two-minute presentation on the topic. Ask them
to choose a significant film and talk briefly about its relevance.

GRAMMAR: Explain to the class that

adverbs are words that describe a verb,
an adjective or another adverb. Tell them
that adverbs of manner describe the way
something is done and adverbs of degree
describe the intensity of something that
happens. Model the target form by
means of getting one student to ask you
the following: How do you drive? Write
your answer on the board: I drive
carefully. Actually, I drive very carefully.
Focus on form.

GRAMMAR: Ask students to answer

questions 1-3.
Answers: 1. b. 2. a.
CHECK GRAMMAR REFERENCE FOR MORE INFO.

GRAMMAR: 1b. Ask students to complete

the sentences with an adverb in the box.
Expected answers:
1. You must answer the question quickly.
You only have five seconds.
2. Drive carefully on those icy roads. It is
dangerous.
3. The two situations are totally different.
You can’t analyse them from the same
point of view.
4. The house has four bedrooms, so it's
pretty big. OPTIONAL FOLLOW-UP. Encourage students to prepare a two-
5. Incredibly no one was hurt in the minute presentation on the topic and encourage the class to ask
accident. relevant follow up questions.
6. Surprisingly, the restaurant turned out
to be cheap. WRITING: 1d. Ask students to write a short text about one of the
topics in 1c in the form of a message. Monitor writing and provide
SPEAKING: 1c. Ask students to talk about the class with relevant feedback.
the topics in the set. Encourage them to OPTIONAL FOLLOW-UP. Ask students to report the messages
use the target adverbs. orally.
Expected language: Martin says that he is extremely proud of his
brother because…
Unit 6 Lesson 18 Better late than never (page 105)
ON YOUR WAY. Books closed. Ask students to look at a picture of
someone who has overslept (if possible) and discuss what they
think has happened to the woman. After that, write the concept
‘oversleep’ on the board and ask students to predict the meaning
of the concept. Tell the class that oversleep is to
sleep for longer than you intended to and so wake up late
OPTIONAL FOLLOW UP: Ask students to read the story in front of
the class.
LISTENING: 2d. Tell students that they are going to listen to Jules
telling his story. Ask them to check their sequences and identify
difference between their story and the original one.
SPEAKING: 2a. Tell students that they are
going to look at three pictures of a man called
Jules who has overslept. Ask them to describe
the pictures and then ask students to discuss
the questions in the set.
OPTIONAL FOLLOW-UP: Ask students to
compare their experiences to the sequence in
the pictures.
WRITING: 2b. Tell students that they are
going to read different bits of the sequence of
events experienced by Jules. Ask students to
complete the bits using the correct form of the
verb given.
Possible answers:
12. I was about to pay when I remembered that I
had left all my cards at home that morning.
9. By the time we finished, it had stopped raining.
3. While I was waiting for a reply, I quickly brushed
my teeth, had a short shower and got dressed in a
rush.
2. It was raining outside when I got out of bed and
looked out of the window.
6. I hurried up and left the house to get to the office
as fast as I could.
11. On the way, I went into a shop to buy
something for lunch.
10. I realised I was very hungry because I hadn’t
had any breakfast.
14. She saw me and stopped to give me a lift home,
we were only a few blocks away.
5. Matt said we couldn't postpone the meeting and
that we all had to be there by 9 a.m.
13. I was walking home thinking about the main
point of the meeting, when I saw my wife drive
past.
15. Mary had been at the office all morning and
was feeling a bit tired.
8. When we all arrived, we saw that Matt had
already prepared the room and the equipment.
7. While I was walking to the office, I bumped into
two of my other colleagues who were also late.
16. Once we were at home; I cooked a quick lunch
while Mary did the laundry.
4.Once I was ready, I checked my phone and saw
that Matt had replied.
2. I picked up my phone and texted my workmate
Matt to tell him that I had overslept.
WRITING: 2c. Ask students to sequence the
bits to rewrite Jules’ story. Ask students to
compare their sequences.

WRITING: 3b. Ask students to write
down a short narrative in about 100
words about a time when they
overslept.
Unit 6 Lesson 18 End of story (page 106)
SPEAKING: 3a. Ask students to discuss the questions in pairs. Encourage
students to ask relevant follow-up questions about details.
OPTIONAL FOLLOW-UP. Encourage students to prepare a two-minute
story to tell to the class. Encourage the audience to prepare follow-up
questions. Ask them to write them down as they listen to the stories.

Check model in script.

It was raining outside when I got out of

bed and looked out of the window. I
picked up my phone and texted my
workmate Matt to tell him that I had
overslept and would like the meeting to
start at 10. While I was waiting for a
reply, I quickly brushed my teeth, had a
short shower and got dressed in a rush.
Once I was ready, I checked my phone
and saw that Matt had replied. Matt
said we couldn't postpone the meeting
and that we all had to be there by 9
a.m. I hurried up and left the house to
get to the office as fast as I could. While
I was walking to the office, I bumped
into two of my other colleagues who
were also late and running to the
meeting. Can you believe it! When we
all arrived, we saw that Matt had
already prepared the room and the
equipment. By the time we finished, it
had stopped raining and I realised I was
very hungry because I hadn’t had any
breakfast. I decided to go home but, on
the way, I went into a shop to buy
something for lunch. I was about to pay
when I remembered that I had left all
my cards at home that morning. I felt
rather embarrassed but apologised and
left the shop. I was walking home
thinking about the main point of the WRITING: 4a. Ask students to get in pairs to describe each situation - or
meeting, when I saw my wife drive past. divide the situations among your students / each pair chooses a few
She saw me and stopped to give me a situations / etc…. Then ask them to write down a dialogue for the
lift home, we were only a few blocks illustrations. Monitor their writing and provide them with relevant
away. Mary had been at the office all feedback.
morning and was feeling a bit tired and Answers may vary.
very hungry also, so we both relaxed
and planned our lunch. Once we were SPEAKING: 4b. Ask students to get in pairs to report the dialogues to
at home; I cooked a quick lunch while another partner.
Mary did the laundry. Expected language: The woman asked about the fruit prices. The stall
owner told her that the green apples were cheap and the bananas
expensive.
Unit 6 Communication (page 107) LISTENING: 1b. Tell students that they are
Consolidation point: Use of reported speech to report what someone going to hear extracts of two job interviews.
has said, asked, requested or ordered. Ask them to listen and report the three
• He said he was busy. questions asked by the interviewer in each
• She told me not to worry. extract.
• She asked me where I lived.
1a. Ask students to discuss the questions in the set about their Possible answers:
experience in job interviews. Interview 1
OPTIONAL FOLLOW-UP: Personalise language use by means of asking 1. The interviewer asked the man if it
relevant questions. had been difficult for him to find the
place.
2. The interviewer asked the man if he
was good at researching for
marketing purposes.
3. The interviewer asked the man what
his biggest weakness was.

Interview 2
1. The interviewer asked the woman
why she was changing jobs at this
point in her career.
2. The interviewer asked the woman
what her biggest challenge in terms
of skills was.
3. The interviewer asked the woman
what she was best at.

SPEAKING: 1c. Ask students to discuss the

answers given by the interviewees and
answer the question given.

SPEAKING: 1d. Tell students to look at

pictures a. and b. Ask students to describe
the pictures and answer the questions in the
set.

Expected language: I think the man is

applying for a job as a salesman or something
like that. He seems to be nervous. Apparently
he is not doing well.

READING: 2a. Ask students to skim the text and choose the best title for the text.
Possible answer: A difficult decision.

SPEAKING: 2b. Ask students to discuss the questions in the set.

Possible answers: 1. Dan felt excited but then he didn´t like what was happening. He thought the Award was a fix.
2. There was total silence until the people realised what he had said. Some clapped, some were angry.

WRITING: 2c. Ask students to create a conversation among the four judges. They should give reasons for their choices.
1b.
Possible answers:
1. Giving up your seat.
2. Waving to a stranger thinking it is
your friend.
3. Texting the wrong person.
4. Falling over in public.
5. Caught short.
6. Forgetting someone’s name.
7. Tearing your trousers.
Unit 6. CONSOLIDATION. (page 108)
After completing this section students should be able to:
• restate what has been said.
• report what people say.
• talk about personal events.
• tell a story.
SPEAKING: 1a. Answers may vary

SPEAKING: 1c.
EXPECTED LANGUAGE: For me, the
most embarrassing situation is waving
to a stranger thinking it is your friend.
You feel so strange when you realise the
person you were waving to is not who
you think it was.

OPTIONAL FOLLOW-UP. Ask students

to present an anecdote related to the
situations presented in the previous
activity.
Expected language: About two years
ago I made a terrible mistake when I
texted the wrong person. I was meant
to text a friend of mine but accidentally,
I texted my boss…

Encourage students to ask relevant

follow-up questions.

LISTENING: 2a.
Expected answers: 1. Falling
down/over. 2. Tearing your trousers.
3. Forgetting someone’s name.

LISTENING: 2b. Possible answers:

Embarrassing situation
Situation 1 Falling down/over
Situation 2 Tearing your trousers
Situation 3 Forgetting someone’s name
Solution
A friend came to pick the person up / to help the person get up.
The person just tried to hide the trousers by tying a sweater around
the waist.
The person tried to find something distinctive about the woman’s
appearance.

LISTENING: 2c. Answers may vary.

Unit 6. GRAMMAR AND VOCABULARY SHEETS (page 109)

1.
1. He said he didn’t understand some of the language.
2. He said he was going to read the book to understand some of the details.
3. He said he had already bought the book.
4. He said he sould try to see previous films by the same director.
5. He said he may want to see it again after reading the book.

2.
1. My sister asked me why that man was
shouting
2. I asked my brother what he wanted to buy.
3. Someone asked us who doesn’t like
hamburgers.
4. My roommate asked them if they wanted to
help him with the cooking.
5. My brother asked me if I had fed the dog.

3.
1. Could you tell me what kind of films you like?
2. Who knows what time they are coming this
evening?
3. I’d like to know why you bought a new mobile
phone.
4. I don’t know how much money we have got.
5. I wonder where he lives.

4.

1. They said that was their office.

2. He said they were going to swim the day
after.
3. She said she was travelling next Monday.
4. Pamela said those were her trainers.
5. They said they were going to solve the
problem two hours ago.

5.
6.
1. Told 1. The police officer told me to pick up the litter.
2. Told 2. She told her son to be quiet.
3. Said 3. My friend told me not to drink coffee if I was
4. Say driving.
5. Didn’t say 4. The man told his son to help him carry that.
6. Told 5. My aunt told my cousin to come early.
7. Told
8. Said
8a. Unit 6. GRAMMAR AND VOCABULARY SHEETS (page 110)

7.
1. Were 1. careful 7. good 13. cleverly
2. Had been 2. quickly 8. terribly
3. Had seen 3. quick 9. terrible
4. Hadn’t seen 4. tired 10. beautiful
5. Stayed 5. tiredly 11. beautifully
6. Were visiting 6. well 12. clever
7. Bumped into
8. Went
9. Attended
10. Ended
11. Had left
12. Visited
13. Had
14. Saw
15. Had never thought

8b.

1. F
2. T
3. F
4. F

9.

1. Have lived
2. Saw
3. Was shining
4. Won’t tell
5. Was taking
6. Hadn’t slept
7. Was already raining
8. Am not driving
9. Has been
10. Was sleeping
11. Has been living

1. mouth
2. chest
3. finger
10.4.Answers
leg may vary.
5. knee
6. neck
7. shoulder
8. back
9. arm
10. thumb
11. toe
 CRITERIA FOR CORRECTING.
Unit 6. TEST YOURSELF (page 111) • Encourage students to correct their partner’s
answers so as to provide feedback and notice
1a. Answers may vary. how much they’ve learned as they check
1b. Answers may vary. answers. Students should focus on the
2. Answers may vary following aspects:
1. Achievement. This refers to students
doing what they were asked to do.
2. Language. This refers to students using
vocabulary and grammar accurately.
3. Range. This refers to students a repertoire
of forms and functions appropriate for the
level.
4. Organisation. This refers to students
producing texts which are logical and
ordered.

• When you correct or check, focus on unit CAN

DOs
• Students should be able to produce evidence
on at least 4 out the 6 CAN DOs.

SELF- ASSESSMENT CHECKLIST. Explain your

students that checking their own learning is
important and beneficial. Self-assessment
helps students:
• become responsible for own learning
• be able to recognise next steps in
learning.
• feel secure about not always being right.
• raise self-esteem and become more
positive.
• be actively involved in the learning
process (partner not recipient).
• become more motivated.

Examples for CAN DO statements:

ªI'm hungryº - She said she was hungry.

Examples for CAN DO statements:
He told me he was going to Miami for his
Write a story: can be checked from the previous lessons. holiday.

The Conference was carefully planned and was a great success. She said she wanted a new bicycle for her
birthday.
He was very different to his brother; one was tall and the other
was short.
 Irregular Verb List win won won
All forms are different
Infinitive Past Past Participle be was/were been
All forms are the same begin began begun
cost cost cost break broke broken
cut cut cut can could been able to
let let let choose chose chosen
put put put do did done
set set set draw drew drawn
Past simple and participle are the same drink drank drunk
bring brought brought drive drove driven
build built built eat ate eaten
buy bought bought fall fell fallen
dream dreamt dreamt forget forgot forgotten
feel felt felt give gave given
find found found go went gone
get got got/gotten US grow grew grown
have had had know knew known
hear heard heard lie lay lain
hold held held ring rang rung
keep kept kept rise rose risen
lead lead lead see saw seen
learn learnt/learned learnt/learned show showed shown
leave left left sing sang sung
lose lost lost speak spoke spoken
make made made swim swam swum
mean meant meant take took taken
meet met met wake woke woken
pay paid paid wear wore worn
read read read write wrote written
say said said Infinitive and past partciple are the same.
sell sold sold become became become
send sent sent come came come
sit sat sat run ran run
sleep slept slept
spell spelt spelt Spelling
spend spent spent Spelling British American
stand stood stood
-ogue / -og dialogue - catalogue dialog - catalog
teach taught taught
-our / -or colour - behaviour color - behavior
tell told told
think thought thought -ll / -l travelling - cancelled traveling - canceled
understand understood understood -re / -er theatre - metre theater - meter
114
British / American everyday vocabulary
British American British American British American
autumn fall let rent return (ticket) round-trip
bill (restaurant) check lift elevator rubber eraser
biscuit cookie lorry truck single (ticket) one-way
block of flats apartment building mad crazy shop store
car park parking lot main road highway solicitor lawyer
caravan trailer maize corn state school public school
chemist drugstore, pharmacy maths math starter appetizer
chips fries, French fries mobile phone cell phone sweets candy
cinema/film movies/movie motorbike motorcycle taxi cab
crisps potato chips motorway highway tick check mark
crossroads intersection pavement sidewalk timetable schedule
dustbin, rubbish bin garbage can, trash can petrol gas, gasoline tin can
football soccer post/box mail/box torch flashlight
ground floor first floor postcode zip code trousers pants
handbag purse pub bar wardrobe closet
high street main street public toilet rest room zebra crossing crosswalk
holiday vacation railway railroad zip zipper

Consonants: sometimes they are voiced (with vibration), sometimes

they are unvoiced (without vibration).
Did you know that two consonants can produce the same sound, with
the only difference that one can be voiced and the other unvoiced?
Here is an exercise that helps you to feel the difference between voiced
consonants (blue on the chart) from unvoiced consonants (green on the
chart):
Touch your neck with your hand and pronounce first the /p/ sound and
then the /b/ sound: when saying the /b/ sound you will notice that your
voice box (or larynx) will produce a vibration, but when saying the /p/
sound there is no vibration.

Phonemic chart
Vowels: sometimes they are long, sometimes they are short, sometimes
they move from one position to another. The first feature of vowels is the
time we spend to produce the sound: some vowels are short and some
are long. The long vowels have a double dot (:) in the chart.
sheep /’ʃi:p/ and ship /’ʃɪp/ good /’gʊd/ and moon /’mu:n/
Double vowels, also known as diphthongs, start with one sound and
finish with another:
ear /’ɪə/ train /’treɪn/

115
 Unit 1 Grammar b. Much, Many, Little, Few, A Lot
1. Adjective Position We use much and little with We use many and few with plural
• Sometimes we use two or more adjectives together: uncountable nouns: much luck nouns:
My brother lives in a nice new house. much time many friends
In the kitchen there was a beautiful large round wooden table. little energy many people
Adjectives like new/large/ Adjectives like nice/beautiful are little money few cars
round/wooden are fact opinion adjectives. few children
adjectives. • They tell us what the speaker
• They give us information thinks of something or somebody.
about age, size, colour etc. • Opinion adjectives usually go We use a lot of / lots of with We use many and a lot of in all
before fact adjectives. both uncountable and plural kinds of sentences:
nouns: Many people drive too fast. or A
Determiner/ Opinion Fact Noun/noun a lot of luck lot of people drive too fast.
article phrase lots of time Do you know many people? or Do
a nice long summer a lot of friends you know a lot of people?
holiday lots of people There aren’t many tourists here.
an interesting young man or There aren’t a lot of tourists
here.
delicious hot vegetable
soup
a beautiful large round table little = not much, few = not a little = some, a small amount:
wooden many: Pedro is very busy with his Let’s go and have coffee. We
job. He has little time for other have a little time before the bus
Sometimes we use two or more fact adjectives together. Usually things. (= not much time, less leaves.
(not always) we put fact adjectives in this order: time than he would like) a few = some, a small number:
1 2 3 4 5 6 Ruth doesn’t like living in I enjoy my life here. I have a few
How How What Where What is Noun/ London. She has few friends friends and we meet quite often.
big? old? colour? from? it made noun there. (= not many friends, not as
of? phrase many as she would like)
size age colour origin material 3. Imperatives. We use the imperative:
Adjectives of size and length (big/small/tall/short/long etc.)
usually go before adjectives of shape and width (round/fat/thin/ to give instructions:to give advice: to make offers:
slim/wide etc.): Turn right and then Have a rest. It’s cold Let me give you a
a large round table / a tall thin girl / a long narrow street left. today. hand.
Take care of your Take your coat. It’s
2. Quantifiers brother. cold today.
a. Some & Any to give warnings: to ask people to do to wish things:
Some Any Look out! There’s a things: Have a good trip!
We use some in positive We use any in negative sentences: car coming. Come in and sit Have a nice holiday!
sentences: We didn’t buy any flowers. Beware of the dog! down. Pass the
We bought some flowers. He’s lazy. He never does any butter please.
He’s busy. He has some work work. We can say “please” We normally use the You can say Let’s
to do. after an imperative short form “don’t”. … when you want
to be more polite: Don’t forget your people to do things
We use some in questions But in most questions, we use Help me with my books. with you.
when we ask for or offer things: any. We do not know if the thing or homework, please. Don’t wait for me. Let’s = Let us.
Can I have some sugar, person exists: Hurry up, please. We Don’t be late. It’s a nice day. Let’s
please? Do you have any children? are late. go out.
Would you like some coffee? Is there any food in the fridge? Come here, please. (= you and I can go out)
Come on! Let’s
dance.
(= you and I can dance)

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Unit 1 Vocabulary 3. Containers
1. Daily Life & Leisure Type of container noun
Daily routines Free/ leisure time a bowl of soup
take the bus - take the metro/ make a video - go shopping - do a bucket of water
underground - nothing - have a good time - have
have a light lunch/dinner - take a friends round - sailing on a lake - a can of soda/beer
bath/shower - have a drink - have having a nap - sightseeing - going a carton of milk/juice
a haircut - oversleep - on an adventure holiday - stay in a case of wine
make breakfast/dinner/lunch, and …….. a cup of coffee/tea
etc.
a flask of hot water
Housework Work/duties
a mug of coffee/ hot chocolate
do housework - do the shopping - make an appointment - get a job
a jar of jam/ mayonnaise
clean the house - do the washing - go to work - get / reply to an
up - water the plants - take the email - take a break - leave home a packet of crisps
bins out - vacuum the carpet - - lunch break - get to work - get a bag of rice
repair something broken - set home - take short breaks - leave a tin of tuna/beans
the table - mow the lawn - do the work a tube of toothpaste
laundry - walk the dog
a tub/pot of ice cream
2. Cooking 4. House & Home

Cooking Styles Preparing House Home

Boil: in water (potatoes, rice, Peel: remove the skin of fruit or single-storey, two-storey house leave home
etc.) vegetables. one-bedroom, two-bedroom, feel homesick
Fry: in oil or butter above the Chop: cut into pieces with a three-bedroom house welcome someone home
heat (chips, sausages) sharp object (knife) luxurious / magnificent / make yourself at home
Grill: under the heat (meat) Add: put more ingredients. splendid / lovely / delightful / feel at home
Roast: in the oven using oil Stir: mix by moving in a circular comfortable / spacious house second home
(meat) way cramped house nursing home
Bake: in the oven without oil Pour: flow from one container cosy house come home
(cakes) into another. modest house hometown
Barbecue: on a metal frame Simmer: to cook at a empty house home improvement
(meat, vegetables) temperature below boiling vacant house home cooking
(-100°C). buy/rent/sell/ a house homemade
Heat: make something hot or build/remodel/renovate a house stay-at-home mum/dad
warm. house-warming party
Tastes and Textures
• Hot: with a lot of spices. Spicy. Unit 1 Language in Context
• Sweet: with a lot of sugar. (cake)
1. Talking about daily and leisure time
• Sour: with a sharp smell/taste. Not sweet. (sour cream)
• Do you think it’s better to have lots of friends or just a few close
• Mild: not very strong. (Chilean food)
friends?
• Light: not strong in flavour / high in calories. (lettuce)
• Do you like going out?
• Spicy: with strong flavours. (Indian food)
• Do you use social media a lot?
• Bitter: strong. Noticeable. (chocolate)
• My idea of friendship is…
• Plain: not fancy. Nothing added. (boiled rice)
• How would you describe your ideal lifestyle?
• Thick: not flowing easily (thick sauce)
• Do you prefer staying in or going out?
• Crunchy: makes a loud noise when it’s eaten. (cereal, apple)
• What is your favourite pastime?
• Soft: not hard or firm. (chocolate mousse)
• For me, it’s walking in the mountains because it gives me time to
• Tasty: with a strong and pleasant flavour (barbecue)
think.
• Horrible: with an unpleasant or bad flavour. (rotten food)
• What aspects of Secrets to a Happy Marriage do you agree with?
• How do you solve conflict?

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 2. Talking about food
• Do you enjoy cooking, or do you prefer it when other people prepare
food for you?
• What’s your favourite meal? Why do you like it?
• What are your favourite ingredients in your meals?
• Describe one of your favourite dishes. What are its ingredients?
Texture?
• Are you for or against GMOs?
• I think GMO is beneficial because…
• I’m against GMO because it…
• What are you going to make?
• I’m making a cazuela for lunch.
3. Describing houses and homes
• What public buildings do you think are important in Chile or your city?
Why?
• What do you think of social houses?
• What do you know about “half of a good house”?
• How much space do you need to live in?
• What would be the ideal view from your bedroom?
• What household possessions do you consider priceless? Why?
• What ten household possessions would you keep? Why?
• What does "home" mean to you?
• What mindful tips for your lifestyle can you think of?
• How can you help improve your life at home?
Unit 2 Grammar
1a. Adverbs: a word or phrase that modifies or qualifies an
adjective, verb, or other adverb or a word group, expressing a
relation to place, time, circumstance, manner, cause, degree, etc.
(e.g. gently, quite, then, there ).
Frequency: always, sometimes, rarely, often.
I have always loved trekking in the mountains and I rarely go swimming
in the sea.
Manner: well, easily, badly, efficiently
I think Luisa works efficiently; she’ll easily get a promotion.
Time: today, tonight, last year, tomorrow
Their friends will be coming round tonight to celebrate Mike’s birthday.
Indefinite time: yet, just, already
The man’s wife has already arrived, and he hasn’t bought the tickets yet.
He needs to hurry.
Place: abroad, everywhere, here, there
There are chemists’ everywhere in this city, look over there! I can see
two!
Degree: very, extremely, quite, too
They did extremely well in the contest, they won quite a few prizes.
Comment / opinion: hopefully, luckily, honestly
Hopefully, they will be able to rent a flat for the whole month.
Of certainty: definitely, possibly, probably
1b. Position of adverbs
Mid-position adverbs usually go after auxiliary verbs, after am / are / is
/ was / were and before other verbs.
• She has never written to me.
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When there are two or more auxiliary verbs, the adverb usually goes
after the first.
• You have definitely been working hard.
Emphasis:
• I am really sorry. (No emphasis on am)
• I really AM sorry. (Emphasis on AM)
In negative sentences, mid-position adverbs generally come before not
if they emphasise the negative.
Compare: I really don’t like her. (Strong dislike)
I don’t really like her. (Mild dislike)
2. What’s the difference? Present Perfect (PP) and Past Simple (PS)?
For more detail check Unit 3.
PP: Unfinished actions that started in the past and continue to the
present: I’ve known Julie for ten years. (and I still know her).
PS: I knew Julie when I was at school (but then she moved away, and I
never saw her again).
PP: A finished action in someone’s life: My brother has been to Mexico
three times. (when the person is still alive: life experience)
PS: My great-grandmother went to Mexico three times. (when the
person is dead)
PP: A finished action with a result in the present: I’ve lost my keys! (The
result is that I can’t get into my house now).
PS: I lost my keys yesterday. It was terrible! (I solved the problem
yesterday - no problem now).
PP: With an unfinished time word (this week, this month, today): I’ve
seen John this week.
PS: With a finished time word (last week, last month, yesterday):
I saw John last week.
Unit 2 Vocabulary
1. Jobs:
Healthcare jobs: speech-language pathologists, podiatrists,
clinical laboratory technicians, physical therapists, surgeons,
anaesthesiologists, occupational therapists, dentists, care workers,
etc.
Business: financial managers, accountants, marketing managers,
sales managers, computer and information systems managers
Scientists: cartographers, mathematicians, statisticians, climate
change analyst, environmental scientists
Technology: software developers, app developers, cloud computing
technicians, computer system analysts, database administrators,
computer programmers
Consultants: educational, cloud transformation, leadership,
environmental, human resources, security, financial
2. Services:
Free activities to do in a city: walking tour, explore the markets, visit
free galleries & museums, hang out with the locals, Carnivals, Festivals
& free performances, stroll around a park, libraries, churches and
cathedrals, window shopping, get active: go jogging
Other activities: Create your own bike tour, create your own food
or wine tasting tour, check out the planetarium, go to an amusement What to avoid when you’re writing a formal letter
park, plan a trip to a zoo, take a trip in a cable car, go to a bowling alley. 1. Spelling and grammatical errors.
2. Using contractions, i.e. ‘I’m’ should read ‘I am’. ‘That’s’ should read
Unit 2 Language in Context ‘that is’.
Writing formal letters of request 3. Including unnecessary information.
Top right: your details in this order: 4. Making the same point multiple times
Full name and title 5. Overcomplicated language, i.e. ‘the issues highlighted are indicative
• Job title of future failings’ could read ‘I believe these issues will lead to a
• Full address problem’.
• Today’s date
a. Use the full date without abbreviations i.e. October 3rd 2019 Unit 3 Grammar
• Email address 1. Past simple tense.
b. Avoid using email addresses that aren’t professional i.e. Big-Jezza- Affirmative form
Manu@gmail.com
I/you/he/she went to the South of Chile
• Phone number
It/we/they two years ago.
Left-hand side: recipient’s details in this order:
• Full name and title Negative form
• Company or organisation I/you/he/she didn’t go to the South of
• Full address It/we/they Chile two years ago.
Introductory line
Yes/no questions Short answers
Dear (recipient's title, when applicable / recipient's full name)
In British English, if the name of the person is used, e.g. Dear Mr. Jones, Did you go to the South of Chile Yes, I did.
then the ending is Yours sincerely. If you don’t know the name of the two years ago? No, I didn’t.
person you are writing to, then the letter begins Dear Sir / Madam, and WH questions Answers
ends Yours faithfully.
Where did you go two years ago? I went to the South of Chile.
Opening paragraph
Use your opening paragraph to introduce yourself and your reason for 2. Present perfect tense.
writing the letter.
Main body Affirmative form
Use this space to give more detail about the issues raised in the opening. I/you/we/they have worked in six different
Closing statement countries.
Ensure that you include a closing statement that thanks the recipient for He/she/it has worked in six different
their time, knowledge or help with the discussed points. countries
Signing off Negative form
Signing off at the end of your letter is one of your last opportunities to I/you/we/they haven’t been to Argentina
make an impression. yet.
Very formal He/she/it hasn’t been to Argentina
These options are acceptable when you’re contacting someone for the yet.
first time or you’re discussing a serious issue.
1. Yours sincerely / 2. Yours respectfully / 3. Yours truly / 4. Yours Questions Answers
faithfully Have I/you/we/they been Yes, I/you/we/they have
Formal abroad? No, I/you/we/they haven’t
These options would still be acceptable when contacting someone for Yes, he/she/it has/ No, he/
the first time but demonstrate a friendlier tone. Has he/she/it been abroad? she/it hasn’t
1. Kindest regards / 2. Kind regards / 3. Yours appreciatively How many countries have you I have visited ten countries so
Relaxed formal visited? far.
Once you’ve established a relationship with the recipient, there is no How many countries has she She has visited ten countries so
need to maintain a formal tone (unless you’re discussing a serious visited? far.
issue).
1. Warm regards / 2. Best wishes / 3. With regards / 4. Thank you / 5. 3. Past simple and present perfect
Best We use past simple to talk about something that happened in the past.
I met my husband in 1993.
She went to Spain for her holidays.
I lived abroad for ten years.
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 We often use the past simple with ago or last.
I met my husband a long time ago.
She went to Spain last summer.
We can also use words like, yesterday, in + year, etc.
We use present perfect to talk about experiences.
I’ve worked in six different countries.
She’s won many awards for her book.
We also use the present perfect to talk about things that are unfinished-
unfinished states and unfinished time periods.
I’ve known him since I was 11 (unfinished state)
We can also use the present perfect to show the present result of a
past action.
I’ve lost my phone.
We can use time words with present perfect like, ever, always, never,
yet, already, just, so far, for and since.
4. Second Conditional.
The second conditional is used to imagine present or future situations
that are impossible or unlikely in reality.
If we had a garden, we could have a cat (we live in a small flat)
If I won a lot of money, I’d buy a big house in the country.
I wouldn’t worry if I were you.
The structure is if + past simple & would + infinitive.
When if is followed by the verb be, it is grammatically correct to say if I
were, if he were, if she were, if it were. It is also common to hear these
structures with was, especially in he/she form.
If I were you, I wouldn’t mention it.
If she was prime minister, she would invest more money in
schools.
He would travel more if he was younger.
5. Future tenses
5.1 Will
We use will when we express beliefs about the future.
It’ll be a nice day tomorrow.
I think Brazil will win the World Cup.
We can use will to mean want to or be willing to.
I hope you will come to my party.
George says he will help us.
We also use will to make offers and decisions.
I’ll see you tomorrow.
I'll finish that for you, do you agree?
We’ll send you an email.
Finally, we use will to make a decision at the moment of speaking.
A: The phone’s ringing!
B: I’ll pick it up.
The structure is will + infinitive and in negative form it is won’t +
infinitive.
5.2 Going to
We use be going to to talk about plans and intentions.
I’m going to drive to work today.
They’re going to move to Puerto Montt.
We also use be going to, to make predictions based on evidence we
can see.
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Be careful! You are going to fall (= I can see that you might fall)
Look at those black clouds. I think it’s going to rain (= I can see
that it is going to rain)
The structure is be + going to+ infinitive.
5.3 Present continuous.
We can use the present continuous for plans or arrangements.
I’m playing football tomorrow.
We’re having a party at Christmas.
The structure is be + verb+ -ING.
Unit 3 Vocabulary.
1. Time expressions for present perfect.
Just.
Just is usually used only with the present perfect tense and it means ‘a
short time ago’.
I’ve just seen Susan coming out of the cinema.
Lorena’s just called. Can you ring her back, please?
Yet.
Yet is used to talk about something which is expected to happen. It
means ‘at any time up to now’. It is used in questions and negatives.
Have you finished your homework yet?
I haven’t finished it yet. I’ll do it after dinner.
Already.
Already is used to say that something has happened early- or earlier
than it might have happened. Already usually comes in mid-position.
I’ve already spent my salary and it’s two weeks before pay day.
The coach has already left! What are we going to do?
Ever.
We often use the adverb ever to talk about experience up to the
present. We can use ever in positive sentences or questions.
My last birthday was the worst day I have ever had.
Have you ever eaten octopus?
So far.
So far means ‘up until here’ or ‘up until now’
I have only met half of the staff so far.
My sister has visited 60 countries so far.
For.
We use the preposition for to talk about an amount of time.
He has lived in Chiloé for two years.
I’ve been working here for eight months.
Since.
We use since to show when something started in the past.
I’ve worked here since I left university.
I’ve been watching that programme every week since it
started.
Unit 3 Language in context.
Complaints are expressions of displeasure or annoyance in response to
an action that is seen by the speakers as unfavourable.
1. Making a complaint.
a) I’m sorry to say this, but …
b) Excuse me, I’m afraid …
c) I have a complaint to make …
 d) There seems to be a problem with … c. Past perfect: We use the past perfect to show that an action
e) Sorry to bother you, but … happened before another past action or a point in time in the past.
f) Excuse me, but there is a problem … Example: I went to pay when I realised that I’d left my money at home.
2. Accepting a complaint. By the time we arrived at the stadium, the football match
had finished.
a) I’m so sorry, but this will never happen again.
b) I can’t tell you how sorry I am. Note: when we tell a story in chronological order, we normally use the
c) I wish it had never happened. past simple
d) I just don’t know what to say. Example: I left the house in the morning but I forgot to take my keys.
e) I’m really sorry, we’ll do our best not to repeat this. When I got home in the evening, I couldn’t open the door.
3. Delaying a complaint. Using a variety of tenses, including the past perfect, can make the story
a) I suggest you give us some time and we’ll see what we can do. more exciting
b) I’m afraid we can’t help you at the moment. Could you leave your Example: It wasn’t until I got home in the evening and couldn’t open
contact phone number? We will contact you soon. the door that I realised that I’d forgotten to take my keys
4. Rejecting a complaint. with me that morning.
a) Well, I’m afraid there is nothing we can do about it. Form: Positive: I/you/he/she/it/we/they had + past participle
b) Well, I’m afraid there isn’t much we can do about it. Negative: I/you/he/she/it/we/ they hadn’t (had not) + past
Unit 4 Grammar participle
1. Agreeing with positive and negative statements Note: we often contract had to ‘d when speaking or writing informally
To agree with a positive statement, use “me too” or so + positive Example: I had forgotten my keys becomes I’d forgotten my keys.
auxiliary + subject pronoun. 3. Pronouns
Example: A: I’m from Chile.
B: Me too / So am I. Personal Possessive Object Reflexive
A: I love chorillana.
B: Me too / So do I. I my me myself
To agree with a negative statement, use “me neither” or neither + you your you yourself
positive auxiliary + subject pronoun. he / she / it his / her / its him / her / it himself /
Example: A: I can’t speak Italian. herself / itself
B: Me neither / Neither can I.
A: I don’t have a car. we our us ourselves
B: Me neither / Neither do I. you your you yourselves
2. Narrative tenses they their them themselves
Narrative tenses are used to tell stories about things that happened in Reflexive pronouns are used:
the past. The most common narrative tenses are the past simple, the • when the subject and the object of the sentence are the same
past continuous, and the past perfect. Example: My sister is going to pay for herself.
a. Past simple: We use the past simple to talk about completed actions • to emphasise the subject of the sentence
and states in the past. Example: I made the cake myself.
Example: I met my boyfriend on Tinder. We talked for a few days and
then we went on our first date.
4. Causative structures
We use causative structures to talk about a job that we ask or pay
b. Past continuous: We use the past continuous to talk about actions someone to do for us.
that were in progress at the time of the main events in the story. Example: I had my hair cut (I paid the hairdresser to cut my hair).
Example: When I first saw her, she was playing the guitar in a band. Contrast this with: I cut my hair (I cut my own hair).
I was walking down the street when it started to rain.
Form: have + object + past participle
Note: the past continuous is not normally used to describe states. To
Example: I normally have my hair cut at the salon near my house.
describe states, we normally use the past simple. I had my nails done last weekend.
Example: I met her when I was a student (NOT ….when I was being a I’m going to have my bedroom decorated.
student).
Form: Positive: I/he/she/it was + ing form
You/we/ they were + ing form
Negative: I/he/she/it wasn’t + ing form
You/we/they weren’t + ing form
Questions: Were you watching TV at 10 o’clock last
night? Yes, I was/ No, I wasn’t.

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 Unit 4 - Vocabulary Unit 5 Grammar
1. Personality adjectives
There is no explicit Grammar in this unit, though there is a revision of the
bossy cheerful confident
use of different verb tenses.
easy-going generous gentle
patient rebellious reliable
Unit 5 Vocabulary
1. Physical Appearance
selfish serious sociable
Body Face
curious friendly funny
short / medium height / average brown / blue / green / grey eyes
interesting kind noisy
height / tall
nervous quiet relaxed
thin / medium build / average fair- / olive- / dark-skinned
pleasant brave strange build / large build / overweight
reserved outgoing resilient Hair oval- / square- / round- /heart-
2. Relationships shaped
to meet someone short / medium length / long / moustache / beard / clean-
bald shaven
to fall in love at first sight
straight / wavy / curly wear glasses / contact lenses
to get on well with someone
blond(e) / brown / grey / red / freckles
to get to know someone
black / dyed
to have a lot in common with someone
to go out with someone 2. Clothes
to be together with someone coat pants swimsuit Parts
to cheat on someone dress skirt underwear collar
to break up with someone hoodie shirt trousers hood
to get back with someone jacket socks tights pocket
3. Party collocations jumper sweater tracksuit sleeve
book the venue
choose an outfit 3. Footwear
create a playlist boots sandals shoes trainers
3 Accessories
order refreshments
send out invitations
4. Wedding vocabulary belt handkerchief tie earrings
bride glasses (sunglasses) hat jewellery necklace
groom gloves scarf bracelet ring
best man handbag wallet cufflinks watch
bridesmaid 4. Materials
usher
mother of the bride cotton glass plastic wool
diamond gold polyester silk
Unit 4 Language in Context fake leather wood silver
I think ….. is very honest; he/she always tells the truth. 5. Shopping
Well, in my opinion, the two brothers are very similar; they both have the
same character. bargain debit card payment return
At that age, it’s easy to fall in love ….. cash delivery product sale
I don´t feel confident enough to use an online app for dating. Can you commerce discount purchase security code
recommend a safe one?
consumer expiry date quality special offer
Were you dating your husband when you went to Perú?
Luckily, the barbecue had already finished before it started to rain or we credit card guarantee refund transfer
would have all got wet. customer order retail trolley

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Further education & professional development • I would like to apply for the position of Project Manager.
• She has not applied for the job yet.
diploma bachelor’s degree conference • I am interested in developing my skills.
certificate master’s degree workshop • I have strong time management skills and am able to work under
undergraduate studies doctorate degree seminar pressure.
• I have experience in marketing and web design.
professional full-time course university
• During my time at Life Sports Co., I have gained experience in project
qualifications
management.
postgraduate studies part-time course technical college • He obtained his Diploma in Small Business Management in 2009.
6. Skills • She has a degree in Business Management from the University of
Diego Portales.
Hard Skills Soft skills • I would like to study for a master’s degree in environmental sciences.
accounting conflict resolution • He attended the professional development workshop last week.
computer languages/software creativity
data analysis decision-making
Unit 6 Grammar
1. Reported Speech
event planning flexibility
a. Questions
graphic design leadership
marketing problem-solving A direct question is: Where is she from?
mobile/web development self-motivation A reported question is: He asked where I was from.
project management teamwork To form a reported question, you need to follow these steps:
technical skills time management
1) Use a reporting verb: He asked…
2) Repeat the question word: He asked where...
Unit 5 Language in Context 3) Change the pronouns: He asked where she…
1. Initiating and maintaining a conversation
4) Move the tense back: He asked where she was from.
a. To interrupt somebody in order to start a conversation, we use
phrases such as: Note: Use statement word order: He asked where she was from.
“Where can I buy a hamburger?” She asked where she could buy a
• Excuse me
hamburger.
• Sorry to bother you but…
• Excuse me, could I bother you for a moment? “Who do I have to see at the bank?” He asked who he had to see at the
• Excuse me, could you help me please? bank.
b. To interrupt somebody speaking during a conversation, we can use “Are you going to Leila’s party?” She asked if I was going to Leila’s
phrases such as: party.
• I’m sorry to interrupt you, but… b. Yes/no questions
• Could you wait a moment please? A direct question is: Is he Italian?
• Sorry, can you hold on a minute? A reported question is: He asked if he was Italian.
c. To change the topic during a conversation, we use phrases such as: To form a reported yes/no question, you need to follow these steps:
• Oh, I’m sorry to change the subject/topic, but… 1) Use a reporting verb: He asked…
• I know this is changing the subject/topic, but…
• This has nothing to do with what we are talking about, but… 2) Use if or whether: He asked if...
d. To resume a conversation after an interruption, we use phrases such 3) Change the pronouns: He asked if he…
as: 4) Move the tense back: He asked if he was Italian.
• Anyway, as I was saying … c. Short answers
• Going back to what I was saying… “Yes, I am. / No, I’m not.”> I said I was. / I said I wasn’t.
• What I wanted to say was…
d. Commands.
• We needed to discuss…
• Right, where were we? A direct command is: Tidy your room!
• What were we talking about? A reported command is: She told me to tidy my room.
2. Talking about qualifications and professional A negative direct command is: Don’t park here!
experience A reported negative command is: He told me not to park there.
Below are some sentences containing typical phrases and collocations. 1) Use a reporting verb: He told…
2) Use an object pronoun: He told me…
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 3) Use to + infinitive: He told me to tidy my room. / He told me not to
park there.
Note: For affirmative commands use to + infinitive. For negative
commands use not + to + infinitive.
e. Requests
When you request something, you ask someone to do something in a
polite way.
A direct request is: Could you open the window, please?
A reported request is: He asked me to open the window.
To form a reported request, you need to follow these steps:
1) Use a reporting verb: He asked…
2) Use an object pronoun: He asked me...
3) Use to + infinitive: He asked me to open the window.
Note: For affirmative requests use asked + pronoun + to + infinitive. For
negative requests use asked + pronoun + not + to + infinitive.
2. Adverbs
For more information on adverbs check Unit 2 Grammar reference -
below are some examples as reminders.
Move quietly if you wish to observe wildlife.
I will / shall study really hard to pass my examinations.
We thought the team played unusually well yesterday.
The spectators clapped enthusiastically for the clowns.
To play well, you must practice continually.
I certainly believe that my neighbour is completely honest.
I have serious reservations about your totally unbelievable tale.
3. Narrative Tenses
a. We use narrative tenses to talk about the past. We can use them to
tell a story or to describe past events, including personal anecdotes as
was explained in Unit 4. (Check Grammar reference above)
The four narrative tenses are the past simple, past continuous, past
perfect and past perfect continuous and one or more of these can be
used in a sentence.
We were walking along the pavement as usual one day, when we saw
the accident just a few metres away. My wife pulled out her phone and
desperately called an ambulance. I could see the cyclist lying face
down in the road. The man couldn’t stand up although he was trying
hard to. Obviously, the car crash had affected something in his legs. ….
b. Past perfect continuous
We use this tense to describe something that has been happening over
a long period of time.
The past perfect continuous is formed with had been + -ing verb.
They had been talking about that all day long.
I could tell that the body had been lying on the beach for several hours
because the man’s clothes were dry
Jake had been working for that company many years before he retired.
I had been studying English for quite a few years before I felt confident
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to use the language. Now, I feel I’m pretty fluent.
Unit 6 Vocabulary
When we tell a story in the past, we often use linking words or phrases
to join two or more sentences or clauses. This helps the narrative to flow
in a more interesting and natural way. Some linking phrases and words
show a sequence of events or actions.
First of all …, Then …,
Next …, Finally …,
After that …, After several months/days/hours/weeks …,
By the time …, All of a sudden …
We also use linking words and phrases in dialogues to indicate interest
in what is being said and to keep the conversation flowing.
Unit 6 Language in Context
a. The most common tense for stories is the past simple. We use the
past simple to talk about completed actions in the past. We often use
it several times.
I closed the door and turned around, and that was when I saw the old
lady. She …….
b. We also use the past continuous in stories. It is used for two main
reasons. The first is to set the scene before the action of the story begins:
The sun was shining, and the birds were singing in the trees.
The second is to talk about things that were happening during a period
of time:
The children were picking strawberries.
When telling a story, we often need to use the past continuous and
the past simple together. We often use it to show a shorter, completed
action or event that interrupts a longer one, and also to show an action
or event that is completed while another action or event is in progress:
He was swimming in the sea when he saw a shark.
I met her while I was working in Istanbul.
c. We often need to talk about things that happen before the main
action of the story starts. For this we use the past perfect and the past
perfect continuous.
She had never seen that woman before.
It is used for showing actions or events happening over a longer period
of time before the story began. The following paragraph shows a typical
way in which these four tenses are used in a story.
I was driving to work when the accident happened. It had been
raining all morning and the streets were wet. I probably wasn’t
concentrating enough because I was thinking about a problem I’d
had at work the previous day. Anyway, I was approaching the city
when a big dog suddenly ran into the road. I swerved to miss it. The
car skidded and I crashed into a lamppost.
Audio scripts
UNIT 1
Unit 1 Lesson 1 page 7 1c. You will hear three people talking about
their lifestyles.
• What is unusual about them? Discuss the answer with your partner.
1. John: While many people want to have many friends and hang out with
so many people including groups, I’m the opposite. I don’t need many
friends. I’m satisfied with some 3–4 good friends, that’s it. The ones
having many friends often don’t have time to care about their friends,
and mostly use those people for their benefit, whereas I can manage
well by myself, even if no friend is there to stand by me. And I sincerely
care about my few good friends and give them importance. I don’t like to
associate with too many people; it’s overwhelming and tiring. My notion
of friendship is different from others'.
2. Maria: Many people like to go out every day or every week. I don’t like
going out much. It’s tiring and consumes time and money. I prefer to
go to a few nice places once in a while and keep them in my memories
forever. Also, I don’t need to go out for trivial things like shopping or
dining, etc. as today there are many websites and apps that deliver to
your door. I’m neither interested, nor in need of going out often. While
many people consider staying at home boring, I’d get bored of going out
again and again. The only outing that I need to repeat is going to work.
3. Javier: Unlike many people, I’m not hungry for fame and materialistic
things. People are like, “I wanna do this, that” “I wanna be popular,
blah blah”, etc. Hey, who cares? What will you do with all that stuff in
life? Unless you become the president or prime minister of a country,
or any highly famous film star or sports player, nobody else will actually
care about you. You may be popular at work, you may have thousands
of followers on Twitter and Instagram, etc. But how does it matter in the
end? Unless you do something really significant for the greater society,
all these short-term things are not really worth it. Personally, I would
love to live a minimalistic life. No unnecessary stuff. I’m not interested
in politics or business or mass fame.
1d. Listen again and for each question, choose the correct answer,
A, B or C.
Unit 1 Lesson 1 page 9 4b. You will hear a person talking about the
secret of a happy married life.
• What did researchers want to find out?
Unlocking the secret of a happy marriage
A group of British researchers interviewed around 4000 participants
between 18 and 65 years old to find out what works and what doesn’t
when it comes to a long-lasting relationship with your significant
other. It’s not easy to spend your life with the same person, but these
researchers found out some tricks that may work.
“Living happily ever after” is a typical fairy tale ending, but the truth is
that most couples do not have a happy ending.
Learning to overcome the transition from romance to partnership to
create long-lasting love seems to be one of the keys to a solid marriage.
But how do we do this?
The most common answers that the participants in this research gave as
the most important aspects in their life together were: laugh together,
share values and interests, be friends, be taken care of and supported,
feel safe, be happy, trust, share a close relationship, talk and listen, be
in love and be loved.
When participants were asked about what they liked the most in their
relationship, sex was not even in the ten most common answers.
Although physical connection is important, frequency does not make a
significant difference for long-lasting couples, but quality.
All couples have ups and downs but there are aspects in a relationship
that are highly appreciated and keep a couple together:
1. Saying “Thank You” and displaying a positive attitude with each other.
2. Having good communication.
3. Surprise gifts and small acts of generosity. For example, making a cup
of tea for your partner.
4. Saying “I love you” was considered to be the most important symbol
of a healthy relationship for participants in the study.
5. Sharing chores and family responsibilities were seen by mothers as
particularly important signs of love and care.
6. Sharing values, beliefs, likes, ambitions and interests with your
partner was seen as highly appreciated.
7. A shared sense of humour was the positive aspect most valued by the
participants in the study.
4c. Listen again and fill in the missing information in the numbered
spaces.
Unit 1 Lesson 2 page 11 3d. You will hear an expert from the World
Health Organization answering some questions about genetically
modified food.
• What do most people think of GM food?
Question: So what’s the problem with GM food?
Answer: Many people feel we have not done enough research into GM
food; they say we need to know more because the food chain could be
in danger. If we make a mistake, it could be bad for future generations.
Question: What can we as consumers do about GM food?
Answer: If you grow your own food in your own garden, you are very lucky.
But if, like most people, you buy your food in a supermarket, you should
check the label. About 50% of the food we buy has soya in it. A lot of the
soya in food is genetically modified. The problem is that the label does
not always tell you exactly what the food contains.
Q: Do people want GM food?
Answer: 70% of people, when asked, usually say they do not want GM
food. Why? Because they say no-one knows what the long-term effects
of GM will be. We are creating a Frankenstein that we will not be able to
control.
3e. Listen again and put a tick (√) in the box if it’s true (T) or false (F).
Unit 1 Lesson 2 page 11 4a. Listen to Sharon and Thom planning their
dinner.
• What are they going to make?
4b. Now listen again and complete the summary.
Sharon: I’d like to make fish and chips this evening. What do you think?
Thom: Sounds good!
Sharon: OK, well, we need (1) some fish. Can you buy (2) some fillets
when you go to the supermarket?
Thom: Sure.
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 Sharon: Do we need (3) any flour?
Thom: Yes, we do. I checked and there isn’t (4) any in the cabinet. What
else do we need?
Sharon: We need (5) some pepper, salt & baking powder, an egg……
What about milk? Do we need (6) a lot or is a cup enough?
Thom: I think a cup would be fine. Oh no, we also need vegetable oil.
Sharon: Well, I think we have (7) a little left in the cupboard. We don’t
need much!
Thom: No, I don’t think so. We need (8) a lot of oil. We need to fry the
fillets and the potatoes!
Sharon: Oh! I had forgotten about the potatoes! We need (9) a lot
because we all like chips.
Unit 1 Lesson 3 page 13 1b. You will hear an interview with an
architect called Alejandro Aravena.
• Why is he famous?
Architects “are never taught the right thing” says Alejandro Aravena, the
winner of the 2016 Pritzker prize for his incremental housing projects.
Aravena, 48, was the receiver of 2016 Pritzker Prize, architecture’s
equivalent to a Nobel Prize. In its citation, the Pritzker jury described
him as the leader of a new generation of socially-minded architects.
Poverty, population growth, natural disasters and war are the perfect
combination to create demand for more than a billion homes, according
to the Chilean architect.
But for architects it’s very difficult to solve the problems created by
politics, economics and building codes. What an architect wants is to
create possible solutions for people who need a house, he said.
“It would be great, with more than one million architects in the world,
that more proposals were created to solve the housing problem,”
Aravena said.
“But the restrictions are not just related to money, but the building logic,
politics and policies; they are are also part of the equation and we’re
not well-trained to deal with all these,” he said. “We’re never taught the
right thing at university.”
Aravena graduated from the Universidad Católica de Chile in Santiago
in 1992 and set up his own studio two years later, designing a set of
buildings for his alma mater.
In 2000 he became a visiting professor at Harvard and helped create
his firm called Elemental together with his former university and Chilean
oil company COPEC. Elemental is a form of community consultation.
According to Aravena, the firm starts its projects “as far away from
architecture as possible”.
“We, architects, are trained to have a kind of selective listening. We
listen to what we want to listen to,” said Aravena. “What we’re trying to
do by asking people to participate is imagine what the question is, not
what the answer is. There’s nothing worse than giving the right answer
to the wrong question.”
Although Elemental also does private work, it is most famous for its “half
a good house” projects, also called progressive housing or incremental
housing. Using subsidies or public money, the firm builds the basics
of a family home that is good in size and quality. Residents can then
build the other half over time according to their own needs and financial
situation.
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The first of these houses, Quinta Monroy in Iquique, Chile, was
completed in 2004 at a cost of $7,500 per house. The project helped
Aravena win the Silver Lion at the 2008 Venice Architecture Biennale.
“At the time, social housing was not a cool thing to do,” said Aravena. “I
didn’t know what a subsidised housing plan was.”
Elemental has now built more than 2,500 of these houses, adapted for
different subsidies and locations.
The low cost of the housing means that Aravena can build these houses
with housing subsidies on more expensive locations, giving poorer
residents access to better schools and transport links.
Aravena believes that the key is the focus on the available resources to
give solutions to people who need a house, a home, and not on... Not on
politics and excessive regulations.
1c. Now listen again and answer the questions below.
Unit 1 Lesson 3 page 15 5c. You will hear a person giving Feng
Shui tips for your bedroom. For each question, fill in the missing
information in the space provided.
A good Feng Shui bedroom is a bedroom that promotes a harmonious
flow of vibrant energy; it calms you. A good Feng Shui bedroom is fun
and pleasurable to be in, whether you’re there for a quick nap or a good
night’s sleep. To create a good feng shui bedroom, you can use a variety
of simple, practical feng shui tools, such as these basic tips:
1. Let go of the TV, computer or exercise equipment in your bedroom.
The good feng shui bedroom energy is destroyed when these items are
present in your bedroom. They also bring the energy of work and stress,
and are mainly a distraction.
2. Open the windows often to keep the air in your bedroom fresh and
full of oxygen.
Be mindful of the quality of air in your bedroom. You cannot have good
Feng Shui in your bedroom if the air you breathe in is full of pollutants.
Essential oils can also help you purify the air in your bedroom.
3. Follow the three basic Feng Shui guidelines for your bed:
• Have your bed easily approachable from both sides
• Have two bedside tables (one on each side)
• Avoid having the bed directly in line with the door
4. Use soothing colours to achieve a good Feng Shui balance in your
bedroom.
A good Feng Shui bedroom decor is a balanced decor that promotes the
best flow of energy for restorative sleep. The best Feng Shui bedroom
colours are considered the so-called “skin colours”
5. Have several levels of lighting in your bedroom:
Good, appropriate lighting is very important, as light is our #1 nutrient
and one of the strongest manifestations of energy. Candles are the best
Feng Shui bedroom lighting, as they not only clear the energy but also
create a very intimate, warm and healing atmosphere.
6. Keep all bedroom doors closed at night, be it the wardrobe doors,
the bathroom door or the bedroom door.
This will allow for the best flow of energy which will strengthen your
health, as well as the health of your relationship. Keeping your bedroom
wardrobe clean and organised will additionally create a sense of peace
and calm in your bedroom.
5d. Listen again, check and compare answers with a partner.
Unit 1 Consolidation page 17 2b. Listen to Carmen talking about her
experience at a fruit farm.
• Can you remember what fruit she tried?
Last weekend we had no special plans, so some friends and I decided
to visit the Tropical Fruit World. I didn’t think I would have a great time,
but I went because my friends were so excited about it – it sounds so
dull! I don’t know how anyone could think it’s interesting to go to a fruit
farm! Anyhow, I had to go so I took my music and laptop to finish some
work and planned to have a drink in the café. We got there and there
weren’t many people and there were all these strange-looking fruits. A
man asked me if I wanted to try some chocolate pudding fruit! I was
like, ‘What is that!?’ I tried it and it really tasted like chocolate pudding.
Then we tried others including jackfruit, which tastes like pineapple and
banana together, and dragon fruit, which has a sweet taste. It’s a bit
odd but really delicious. There’s also a chewing gum fruit, star apples
and many more! It was so interesting – I had no idea. Then we went on
a walk with a woman from the farm, Cathy. She showed us fifty different
kinds of mango! I honestly thought there was just one variety of mango!
Not true! Cathy told us about many other amazing fruits too. Finally, we
went to the café and tried some of them. In the end, I have to say it was
a real adventure and I was really pleased I went!
2c. Listen again and circle the correct answer.
UNIT 2
Unit 2 lesson 4 page 25 2b. Listen to four people talking about their
jobs and match each one to a picture in 2a. above. Be careful! There
are two extra pictures.
1. Tamara: I love my job although it’s really hard work. Most mornings
I have to get up really early – at about 4 a.m.! I then walk to work from
my house in the local village and start my day by milking the cows. Then
I might have to clean the horses’ stables or feed the pigs. The bad thing
about my job is that it’s not very constant. In the winter, there’s very little
to do, so occasionally I’m unemployed for a few weeks at a time. We
don’t get many breaks either, especially in summer, but overall I love my
job - it’s great to work in the open air!
2. Jasmin: I work for a really big company in Central London. We work
shifts, so sometimes I have to work in the mornings and sometimes I
have to work nights. My husband says he doesn’t like my job because I
always come home really dirty but that doesn’t matter to me at all! What
I like about my job is that I’m always learning something new about
different models of car and engines. I’m 60 now, so I’ll retire soon.
Although I’m looking forward to having more free time, I’ll also be a little
sad to leave!
3. Steven: I’ve been working in my current job for twenty years. What I
love about it is how creative the work allows me to be. It’s great when
you’ve worked on a project from the initial planning stages and then get
to see the finished building constructed several months or even years
later! What I don’t like are all the meetings – I find that nothing much
seems to be achieved when you get a group of more than four people. On
the other hand, the salary is great! Last year, I earned over £100,000.
4. Sally: Most of my friends think I’m crazy, but I love my job! I think it’s
fascinating to learn so much about anatomy and I also like all the free
meat we get! I used to work part-time, but now that my kids have grown
up, I’ve changed to full-time. It can be quite tiring, but I appreciate the
extra money! I work in a department of a well-known supermarket. The
staff are really friendly.
Unit 2 Lesson 5 page 27 2a. You will listen to two people discussing
services in their city. Tick (√) the places they mention from 1a.
Paul: Hi Sylvia. I haven’t seen you for ages. I think the last time was at
Grandpa’s birthday party. How’s everything going? Have you got over
that cold you had yet?
Sylvia: Hi Paul. Yes, that was the last time we saw each other, grandpa's
90th celebration! Things are going pretty well actually. Bill’s got a new
job and Sarah has just started high school and I’m feeling much better
now, thanks for asking.
Paul: Sounds like everything is working out for you then.
Sylvia: Yes, but actually there is one thing you could help me with.
Paul: What is it?
Sylvia: Well, our cousin, Deborah, is coming to visit from the U.S for a
few days and I’m going to show her around the city. Do you remember
her? She left here about 25 years ago.
Paul: Yes, that’s right, we were kids then. I’d love to see her.
Sylvia: We'll have a meeting... at home and I’ll let you know. Now, as
you’ve lived here all your life, I was hoping you could give me some
advice on places I could take her and things we could do.
Paul: How about taking her to that new art gallery that’s just opened
on King Street? I’ve never been there myself, but I’ve been told that
it’s really interesting. Apparently, there’s a new exhibition of Botero
paintings.
Sylvia: That sounds great for the first day. Deborah used to study art at
university, so I’m sure she’ll find it absolutely fascinating. She’s a really
sporty person too, so I thought we could go to the gym as well.
Paul: Well, you could, or you might like to take her to the sports centre
on Botley Road. My brother’s a member and he says it’s great. They’ve
got an Olympic-size swimming pool and a climbing wall too.
Sylvia: That’s great Paul, I’m so glad I asked you about this!
Paul: You know what else you could try, Sylvia?
Sylvia: What?
Paul: Well, the Natural History Museum on Smith Street is really popular
and there’s also a tourist information centre there, so they should be
able to help you with some other ideas for our cousin’s visit.
Sylvia: The tourist information centre is a really good idea, thanks Paul.
But I’ve already been to the Museum. I went there last month with Sarah
and we both found it a bit boring.
Paul: Oh really. I’d heard it was really interesting, but I suppose different
people like different things.
Sylvia: Well, thanks Paul, you’ve been really useful. I’ve got a few ideas
now – I think we’ll go to the art gallery first, then to the sports centre
and finally, we’ll pop into the tourist information centre. I’m sure they’ll
be able to give us a few more ideas. Anyway, how are things with you?
Paul: Everything’s fine, thanks for asking, but I’ve actually got to go. I’ve
got an appointment at the hairdresser’s in twenty minutes and it’s on
the other side of town.
Sylvia: I’m actually running a little late too. Say hi to Kate for me.
Paul: I will do. Good luck with our cousin!
127
 Sylvia: Thanks Paul. Bye!
Paul: Bye, see you soon I hope!
2b. Now listen to the audio again and choose the correct answers to
the questions below.
Unit 2 lesson 6 page 32 3b. Listen to a radio news report connected
with the pictures above to check your predictions.
In February 2019, Santiago Metro is inaugurating ‘Music on the Metro’,
a scheme to allow street musicians and emerging talent to perform on
the city’s underground system which will run for one week this summer,
from the 20th to the 26th February. Highlights will include 52-year-old
Armin Rosas playing the classical harp, “Los Musicalles”, a three-man
rock group who will perform in Puente Alto, and a new independent star
named Julieta Saavedra who is to perform her soon-to-be-released
single “Another day”. To help launch the scheme, René de la Vega, one-
time pop star and the recently-elected mayor of Conchalí, was the first
to perform, much to the surprise of the bemused morning commuters
on the new line 3 train. Throughout the 35-minute journey, which began
in the mayor’s home town, and also took in the city centre, de la Vega
sang several songs including his former hit single ‘Rich Girl’ which was
widely played on Chilean radio on its initial release in 1999. The mayor
also shared several jokes with his fellow passengers. “If you want to sing
along, feel free”, the 41-year-old told them, before adding with a smile,
“if not, perhaps you can spare some change”. Metro officials were
delighted with the mayor’s performance. “René is a great character”,
declared the superintendent of Line 3, Martin Rojas, “I voted for him
in the election and I think I might have to try and buy a copy of his new
single as well now”. Other passengers were less enamoured with the
would-be pop star. “Being mayor is a serious business”, claimed Sarita
Badilla, a lifetime resident of Conchalí. “My grandma was attacked and
robbed in Conchalí high street just last week, but de la Vega isn’t doing
anything about it. He’s too busy showing off for the cameras instead!”
3c. Now listen again and complete the notes below.
Unit 2 Consolidation page 34 1a. Listen to the audio. For each
question below, choose the correct answer (A, B or C).
Conversation 1
Man: Have you tried out your new bicycle yet Anne?
Woman: Yes, I cycled to work yesterday, but I don’t think I’ll be doing
that again.
Man: Why not?
Woman: Well, it was great to beat the traffic jams, but I was really scared
with the heavy traffic and the pollution was terrible too!
Man: So, how are you going in to work tomorrow?
Woman: I think I’ll take the tram again, it may be a bit slow, but it’s safe
and reliable and at least it won’t be as expensive as my scooter – the
petrol costs a fortune when I have to use it every day!
Conversation 2
Bill: Hi David, how are you?
David: Great thanks Bill. So, have you decided where you want to go
tomorrow?
Bill: Not, really, I’m still unsure. I really want to go to the art gallery on
Times Square, but I’d also like to go to the new Natural History Museum
128
on Wall Street.
David: What about Central Park?
Bill: I’m sure it would be absolutely lovely, but the weather forecast says
it’s going to rain.
David: OK, well let’s go to the museum in that case. I’ve always been
fascinated by dinosaurs. It’s free too, whereas the art gallery costs a
fortune.
Bill: Ok then.
Conversation 3
Sue: How’s the job-hunting going Sarah?
Sarah: OK, I suppose. I’ve narrowed it down to three options – being
a waitress in the café on King Street, that security guard job, or the
postwoman position.
Sue: Wow! They all sound pretty different. I’d go for the last one if I were
you – at least you'd get lots of fresh air!
Sarah: Yeah, but the amount of walking puts me off a bit.
Sue: I know what you mean. What about being a waitress then?
Sarah: Well, the pay’s terrible for a start…
Sue: …but the tips are good and it’s not as dangerous as the other
option.
Sarah: Yeah, I guess you’re right, I’ll apply straight away!
Conversation 4
Man: I really love my new job!
Woman: Really, I thought you said you’d had enough of it.
Man: Well, I used to think that, but I’ve changed my mind.
Woman: Huh? How come?
Man: Well, I still think the hours are terrible and I don’t like working the
night shift, but I only have to do it once a month.
Woman: Yeah, that doesn’t sound so bad.
Man: I still find it pretty boring too, but they’ve just put my wages up. I’m
earning pretty well now and I’m looking forward to my next promotion.
Conversation 5
Man: My youngest brother’s coming to visit next week.
Woman: Oh really, have I met him before?
Man: Yes, you two met about five years ago, the last time he was in town.
Woman: Is that the one that works in the garage?
Man: No, that’s my dad. He used to be a mechanic, but he’s retired now.
Woman: Oh. Is he the policeman then?
Man: Well, yes and no. He worked for a while as a policeman in his
twenties, but they got rid of him for misconduct and he decided to do a
tech course. He’s been working for IBM since then.
Conversation 6
Man: How was that restaurant you went to last week?
Woman: So… so…. The service was terrible, and it was pretty expensive
too, but the food was great.
Man: Yeah, my mum went a few months ago and she said almost exactly
the same thing. What did you eat?
Woman: Well, I was going to have the fish, but there wasn’t any left, so I
ended up choosing the roast chicken instead.
Man: Oh, really. I’d have thought you would have chosen the lentils.
Woman: Well, I was thinking about it, but they were curried – a bit too
spicy for me! Shona: Francisca! Long time no see!
1b. You will now hear the conversations again. Francisca: Yes, it’s been too long!
Shona: What a lovely surprise! Great to see you.
UNIT 3 Francisca: Yeah, you too. We haven’t seen each other since we finished
Unit 3 Lesson 7 page 41 Pronunciation: working in Vietnam! So, how are you? What are you doing here in
travelling Santiago?
a. Listen and repeat. Shona: I’m on holiday! I’m travelling round South America.
signpost motorway Francisca: Really? Wow! So, where have you been so far?
roundabout tunnel Shona: I’ve already been to Argentina and Uruguay. Now I’m in Chile.
canal boat cruise port I’m planning to be here for about a month.
Customs Office harbour Francisca: Fantastic! Have you been to Valparaiso yet?
b. Now listen again and underline the stressed syllables. Shona: No. I haven’t been there yet. I’ve just arrived in Santiago. My
Unit 3 Lesson 7 page 43 3e. Listen to Cristina having a conversation plane landed a few hours ago.
during her trip. Francisca: Oh right. Have you got any plans yet? Maybe we can go to
• What city and place is she in? Valparaiso together at the weekend!
Air company assistant: Good afternoon. Shona: I’d love to. That would be great. We will have a lot of fun, like we
Cristina: Hello. I’ve just missed my connection to Lima. I just want to used to when we lived in Hanoi.
check if my ticket’s valid for the next plane. Francisca: Memories! So, I will call you tonight to agree on the time and
Assistant: Um… Let me check. Ah yes, You’re OK. Obviously, you won’t day we can go to Valparaiso. Have you got the same number?
have the same seat reservation. Shona: No. But I’ve just bought a SIM card at the airport, so I’ve got a
Cristina: I’m sorry but it wasn’t my fault the plane was delayed in Chilean number.
Santiago. Francisca: Great! What is it?
Assistant: I know, madam. Shona: Let me see…. Here it is…, it’s 96273810.
Cristina: Is it too late to choose my seat? Francisca: Got it. So, I’ll call you tonight at about 9.
Assistant: Mm. I’m afraid so. You will probably get a better seat in first Shona: Can’t wait. Have a lovely day. See you at the weekend.
class, if you want to change your ticket. Francisca: See you. Bye.
Cristina: Would I have to pay for this ticket? Would I get a refund or…? 2b. Now listen again and answer the questions.
Assistant: You can just upgrade it. I can check how much it would cost. Unit 3 Lesson 8 page 46 4b. Listen to three people talking about their
Cristina: No, no. I don’t think my company would pay my expenses in dream holiday. Match each person with pictures A, B or C. Write their
first class! names below each picture.
Assistant: Ah. So, we can do the check-in now, and I’ll give you a new Nick: What I would really like to do is to go cycling in the Arctic Circle
seat number. in the summer in the North of Norway. There are a few reasons for this:
Cristina: That’s fine. the first reason is that the landscape is absolutely wonderful with very
Assistant: Let’s see… OK. So, your new seat is a window seat. A 45. The few people around. So, if I went to the Arctic Circle, cycling, I would feel
flight leaves at 14.45, from gate 34. The flight’s on time. really really relaxed because of the landscape and the lack of people.
Cristina: Excuse me, but when I chose my seat it was at the front. Aren’t The second reason is that I have a bad sense of direction, but there it
there any other seats available? wouldn’t really matter if I got lost, because the sun never sets, and it
Assistant: No, madam. I apologise. would be light all the time. I actually planned to do this before the birth
Cristina: I’m very disappointed with your service. of my first child and now it seems I won’t be able to do this for another 20
Assistant: I’m really sorry for the inconvenience. So, here’s your years! If I didn’t have children, I would go right away without a doubt, as
boarding pass. Enjoy your flight. there would be nothing stopping me. My children are young now, but
Cristina: Thanks maybe when they are older, we could go all together as a family.
3f. Listen again. Are these sentences true (T) or false (F)? Henry: I’d love to go to a tropical island. I’d like to go to some of the
Unit 3 Lesson 7 page 43 Pronunciation: dealing with problems. islands around Thailand ‘cause I am really into swimming and scuba
Look at the sentences below and pay attention to the intonation. diving, and it would be my dream to see the variety of marine life that
I’m sorry but I’d like to make a complaint. they have there. Sharks, dolphins, turtles, that kind of thing. I think I
I’m sorry but it wasn’t my fault the plane was delayed in Santiago. would have an amazing time.
Excuse me, could I speak to the manager? Carla: If I could go anywhere in the world, I would go to Africa on a safari.
I’d really like to visit the Masai Mara and possibly Namibia, because it
Unit 3 Lesson 8 page 44 2a. Listen to the conversation between two
would be fantastic to see all the animals living in their natural habitat.
old friends, Francisca and Shona.
One thing I would definitely do is sleep under the stars as the skies are
• Have they seen each other lately?
really clear there. To be honest, I’d prefer to go to a place where people
Francisca: Shona? Is that you?
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 are not taking too many photos because I just want to see the animals
without hearing the annoying sound of clicking cameras all the time.
That is why if I was on safari, I would definitely go in a jeep. I’ve heard
you can travel by elephant, but I think it is quite cruel.
4c. Answer these questions with either Yes or No.
Unit 3 lesson 9 page 47 1b. Listen to the conversation between
a group of international students studying in the UK. Answer the
following questions:
• Do all the speakers have a similar or different opinion about studying
abroad?
• What do they think about it?
Vanisha, India: I feel so independent… I think I’m much more confident
now. Living abroad is an incredible experience. I feel I’ve grown up and
become more independent. My outlook on life has changed so much…
Olivia, USA: I’m very keen on sports in general and I’ve discovered
there are 53 sports teams. I’m finding it hard to decide which to join.
Shu-ling, Taiwan: In my case, I think the scenery in
the countryside is really beautiful and gentle. I also
find the historical buildings and castles fascinating.
Marie, France: Here, we come from different parts of the world and
different cultures, but everybody joins in, for example in the students'
union. Sports and culture are definitely the larger clubs but there are
also some smaller ones, they’re always organising events.
Justin, USA: There are so many music festivals, indoors, outdoors, no
matter when… so many creative activities…. I can’t believe it! There’s
always something going on… … it’s awesome.
Nathan, Australia: I find distances so short… coming from Australia
where distances are so great … within a few hours I can go to many
places. Everything is so close.
1e. Listen again and match the speaker with what they think is
positive about studying in the UK.
Unit 3 Lesson 9 page 48 2b. Sofía was accepted at the London School
of Economics and Political Science. Listen to the conversation
between Sofía and her husband.
• When are they planning to travel?
Sofia: I’m so excited we are moving to London in two weeks.
Cesar: I’m quite nervous to be honest.
Sofia: Relax! Everything will be fine.
Cesar: I know. Anyway, what do we need to do?
Sofia: This afternoon I’m meeting my sister to check some stuff about
our furniture.
Cesar: Right. I’m going to go to my brother’s place one day this week
too. He’s going to take care of some of my accounts.
Sofia: Great! What about the food we need for this week?
Cesar: Oh right! I almost forgot it! I’ll go to La Vega tomorrow after
lunch. Will you come with me?
Sofia: I’m really sorry. I’m meeting the estate agent in London by Skype
tomorrow early afternoon so I can’t go with you.
Cesar: Never mind. We can make a list this evening and I’ll get everything
we need.
Sofia: Thank you. You are the best!
Cesar: You’re welcome. What about our books? Is your friend going to
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pick them up?
Sofia: I’ll call her later to confirm.
Cesar: Good. What time is it?
Sofia: It’s 8.30.
Cesar: Wow! I’m meeting my boss in 40 minutes, I have to go. See you
later. Have a good day.
Sofia: Good luck! You too!
2c. Now listen again and answer the questions below.
Focus on Skills
Page 59 1d. You will hear a woman called Lucy who started a new career
as a writer after losing her job as a secretary. Complete the missing
information. You will hear the conversation twice.
My experience as a freelance writer began five years ago when I lost my
job as a secretary. I used to read a lot of novels at home and when I was
fired, I saw a new and challenging opportunity. I knew it would not be
easy, but I felt this was the life-changing opportunity I had been waiting
for.
The first thing I did was to invest my money in a modern computer. I am
certain that using a modern laptop has improved my style. The last two
books have been written directly on the computer, which I bought for
£500 and a printer for £100 in February last year.
The machine, which is the Rolls Royce of its kind, is probably the best
investment I have ever made, and it saves me weeks of rewriting on
a manual typewriter which I used to use when I started working as a
secretary.
I see the machine not as a toy but more as a loyal friend. To begin with,
my husband was very jealous of the new arrival because I allowed
it to take over my life. I developed the habit of getting up at six in the
morning, coming down to make tea and then starting work. You are only
supposed to sit five hours at most in front of the screen, but I can sit
there for twelve hours, although it makes me feel dizzy. The fact is that
writing this way is a pleasure.
It is very important to save all the drafts and ideas. It doesn’t matter if
you think they are silly or unconnected. You’ll never know when one of
your stories can have a brilliant ending or a new charismatic character.
On one occasion I lost about 3,000 words because of a long power
cut in my town. I felt terrible, but fortunately I had saved some pages
on a memory stick which my nephew James had given me last year for
Christmas.
UNIT 4
Unit 4 Lesson 10 page 66 3b. Listen to a conversation between twin
sisters Emily and Claire and choose the best option below.
TV presenter: Hello and welcome to our show. Tonight’s special
guests are twin sisters, Emily and Claire. They are going to tell us
a little bit about their lives and about their relationship as sisters.
So, Emily, how similar are you and Claire?
Emily: Well, physically, we’re not completely identical but we look very
similar. I’ve got long brown straight hair.
Claire: Yes, me too. I don’t wear glasses.
Emily: Me neither – we’ve both got 20/20 vision. But my eyes are green,
and Claire’s are grey. I’m quite tall.
Claire: So am I.
TV presenter: What about interests? Do you both like the same things?
Claire: I don’t like rap music.
Emily: Me neither. But I like pop music and Claire prefers rock music.
Claire: Emily’s much better at sports than me. She plays basketball and
tennis, but I don’t like them. I really don’t like sports. I can’t even swim.
Emily: Neither can I! I hate water. You’re much more musical than me
though – I can’t sing but you’re always singing in concerts.
TV presenter: Thank you very much, Claire and Emily. Nice to meet you
both!
3c. Listen to the conversation again and answer the following questions.
Write “Claire”, “Emily” or “both”.
Unit 4 Lesson 11 page 67 1b. Listen to Carla telling the story of her
relationship with Diego. Check your answers to question 1a. Did you put
the pictures in the correct order?
• I met Diego when we were at university. We were both students on the
same course.
• I can’t say that it was love at first sight. At first we didn’t get on very
well with each other. In fact, we often argued.
• Later, we got to know each other better and we discovered we had a
lot in common. We were both very interested in sports – we’d often
play tennis or go running together.
• We became friends and we started to spend a lot of time together.
• We started going out together in our second year of university.
• We were together for almost 18 months, but then I realised that he
was cheating on me with one of our mutual friends .
• It was a very difficult decision to make, because I really loved him, but
in the end, I broke up with him.
• Now, I’m single and happy. I still miss Diego, but I’d never get back
with him.
Unit 4 lesson 12 page 70 2a. Listen to the conversation between Lauren
and her friend, Matt. Lauren is planning a party. Answer the questions
below.
Matt: Hey Lauren, how are the preparations for your mum’s birthday
party going?
Lauren: Oh, there’s so much to do, especially because we’ve invited 60
guests. I want the party to be amazing – it’s Mum’s 50th birthday, so it
needs to be special. We’ve already chosen a venue.
Matt: Really? Where’s it going to be?
Lauren: In the function room at our local pub. It’s really big, so we
should be able to fit in a lot of guests.
Matt: Have you sent out invitations yet?
Lauren: Yes, I had them printed at Pronto Print because they’ve got
really good-quality printers and we sent them out last month. 40 people
have replied already.
Matt: What about food?
Lauren: We’re not sure yet. My sister’s going to make the cake herself.
She’s a great cook – you know she studied catering? We might have
food delivered from our favourite Indian restaurant, but we need to
check the prices first.
Matt: That sounds lovely. What about the music?
Lauren: Yes, I’m going to create a playlist myself – you know I’ve got a
huge music collection.
Matt: Yes, but you can’t play the Backstreet Boys all evening, boring!
Maybe you should hire a DJ.
Lauren: We can’t really afford it. We’ve booked a hairdresser for Mum –
she’s going to have her hair cut. And we want to have our nails done for
the big day too. Hopefully my sister can pay for herself!
Matt: Well, good luck with it all.
2b. Listen to the conversation again and decide if the following
statements are true (T) or false (F). Correct the false statements.
Unit 4 Consolidation page 74 1. Look at the six sentences for this part.
You will hear a woman called Sally talking about her relationship with
her ex-boyfriend, Nick.
Decide if each sentence is correct or incorrect. If it is correct, put a tick in
the box for YES. If it is incorrect, put a tick in the box for NO.
So, I first got to know Nick about five years ago, when we were both
university students. We weren’t on the same course (I was studying Law
and he was studying Medicine) but we were neighbours – he lived in the
house opposite me.
We had quite a lot in common in those days. We were both really into
music: I sang in a choir and played the violin and he played the piano.
We used to spend hours making music together. He was quite good-
looking too. We soon started to go out together and we were together
for about a year.
But one day, we had a fight about something stupid and then we broke
up. We still saw each other around the university campus occasionally,
but we didn’t speak to each other. I’m going to a reunion of old university
friends next month. I don’t know if he’ll be there, but it would be nice to
see him again.
Unit 4 Consolidation page 74 2a. You will hear a news report about the
cost of weddings in the UK. For each question, fill in the information in
the numbered space.
A recent survey has found that the average wedding in the UK now costs
£30,000, an amount which will be seen as excessive by many.
This amount has increased by 12% since last year, meaning that a
couple who get married this year will spend over £3000 more than those
who got married last year.
Couples spend, on average, almost £6000 on food and drink, with the
wedding cake costing an average of £323. Moreover, 28% of couples
have a bar with unlimited alcohol.
London is the most expensive place to get married, with couples there
spending £31,000 on average. Northern Ireland is the cheapest place
to get married, with weddings there costing an average of £12,000.
UNIT 5
Unit 5 Lesson 13 page 82 3b. Listen to some conversations in which one
of the speakers identifies one of the people (a-j) above. Which person is
identified by each speaker?
Conversation 1
Man: I think the government really needs to do something about it.
Woman 1 (interrupting): I’m sorry to change the topic, but (voice
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 slightly quieter) can you see that man standing over there?
Man: Which one?
Woman 1: The one with the beard and the nice shirt, holding the phone.
Woman 2: Do you mean the guy with the hat?
Woman 1: A hat? No, he’s bald. I think he’s shaved his head.
Woman 2: Oh, that one! He’s cute! What about him? Do you want to go
and talk to him?
Man (teasing): You like him…!
Woman 1: No! But I think I went out with him in high school!
Conversation 2 (phone conversation)
Woman 1: Thank you very much for agreeing to pick me up at the airport,
it’s very kind of you.
Woman 2: Don’t worry, I’m free on Saturday so it’s not a problem. I’ll
have a piece of paper with your name on it, so you can find me, but I
think it’d be helpful if you told me what you look like so I can look out
for you.
Woman 1: Sorry, can you hold on a minute? (Talks off the phone: What
is it…? ….. OK, Just give me a few minutes and and then I can help you.)
Right, where were we? Oh, yes, you wanted to know what I look like.
Well, I’m black, and my hair’s medium-length and curly. I’m average
height and build, I guess.
Woman 2: OK, great. I look forward to meeting you then on Saturday.
Now, can you just confirm your flight details for me?
Woman 1: Oh, I forgot to say, my hair’s actually blonde, I dyed it. Erm…
oh yes, you needed my flight details. Give me a minute please, I’ll just
look them up…
Conversation 3
Woman: Excuse me, is your name Jack?
Man: No…
Woman: Oh, it’s just you look like a friend I had at university… Your
eyes are exactly the same beautiful colour, and he wore glasses, kind of
like the ones you’re wearing... Well, he didn’t have a beard, so I wasn’t
sure… I’m sorry to bother you.
Man: No, it’s OK. What was your friend’s surname?
Woman: Richards, Jack Richards.
Man: Well, I probably do look like him – he’s my brother.
Conversation 4
Man: Look, my mum was wondering if you…
Woman: Oh, I’m sorry to interrupt you love, but, before I forget, could
you give these sunglasses back to Edith tonight at Sam’s party?
Man: Edith? Who’s Edith?
Woman: You know, Edith, my friend who came over last week. She left
her sunglasses behind.
Man: Did I meet her? I don’t remember meeting her.
Woman: Oh no, that’s right, you didn’t. You were out. Anyway, she’ll be
there tonight. Can you give them to her?
Man: Yes, but what does she look like?
Woman (vaguely): Erm, she’ll probably be wearing her glasses…
Man (sarcastically): Well, that’s helpful.
Woman: She might be wearing something quite formal, like a suit, that
tends to be her style. And, she’s average height, and she’s got long
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blonde, er, well, light brown hair. If you can’t find her, ask James, he
knows who she is.
Man: Alright. Anyway, as I was saying, my mum was wondering if you…
Unit 5 Lesson 14 page 84 1c. You are going to hear people talking
about opportunities to buy items on sale. Next to the items in the table
above, put the number of the conversation (1-4) in which you hear them
mentioned. Some items will not be mentioned.
Conversation 1
Speaker 1: So, what was it you wanted to buy again? Shoes?
Speaker 2: Yes, well, trainers really…
Speaker 1: Trainers… look, they’re just over there. What kind are you
looking for?
Speaker 2: I just want some to wear to work, something comfortable,
reasonably smart, not too expensive.
Speaker 1: What about these?
Speaker 2: They’re a bit boring… I think I’d like something more
original…. Hey! Look at these! I love this brand, they’re really good
quality, and they’re half price. I think I’m going to buy two pairs.
Conversation 2 (Overhead announcement in a shop)
Speaker 1: Ladies and gentlemen! We remind you that our end-of-
season sale starts this weekend. The prices on all our summer fashion
will be discounted by at least 50%. Top brand swimsuits and beachwear,
sun hats, sunglasses, and more. Don’t forget to come and get yourselves
some great bargains!
Conversation 3
Speaker 1: Mary, sorry to change the topic, but didn’t you say you
wanted to get a dress for Polly’s wedding? Look at this, they’ve got a
huge clearance sale at this shop.
Speaker 2: Oh, I can’t go now. I’ve got to get home to pick up the kids
from school. I’ll come back on Monday.
Speaker 1: It’s this weekend only.
Speaker 2: I guess I could find some time to come tomorrow. Do you
want to come with me? You might pick up a bargain for yourself.
Conversation 4
Speaker 1: Hello, can I help you?
Speaker 2: Oh, maybe. I’m looking for a winter coat. I feel the cold a lot,
so I want a nice warm one.
Speaker 1: This brand always sells extremely well, and all their coats are
half-price at the moment. They’re very well made and even come with a
two-year guarantee.
Speaker 2: Oh, they look good. Have you got the pink one in a size 16?
Unit 5 Lesson 14 page 86 3a. You’re going to hear a conversation.
Listen to understand the general idea of what happens.
Charlie: So, Dad, shall I help you with buying that watch online now?
Jack: Watch? You mean the wallet?
Charlie: A wallet then. Well, shall we do it now?
Jack: That’d be great, thanks Charlie.
Charlie: I can’t believe you’ve never bought anything online.
Jack: Well, I’ve never needed to. And I like to go to the shops and see
and touch what I’m going to buy. But with this broken leg…
Charlie: Yeah, I know. You can’t get out. Buying online’s very easy.
Jack: Well, it’s nice having your help, it makes me feel less worried that
I’ll make a mistake. Where shall we start?
Charlie: Let’s have a look at Martin’s website. They normally have nice
stuff. (Sound of typing as he enters web address). Here, look, you do it,
so you can remember how to do it next time. Over there, look, you need
to choose accessories, and then wallets. (Surprised) They’ve got loads!
Jack: Wow. Umm… I like that one, on the right. Let’s have a look at that one.
Charlie: This one? For 45 quid.
Jack: It’s not 45 quid, it’s 44.99. And anyway, I want the one underneath
it, that’s 43.99 (he clicks).
Charlie: OK. It looks nice. Black leather, lots of compartments… Free
delivery in three working days.
Jack: Yep, that’ll do. Now what?
Charlie: (sarcastic, good-natured) Well, it’s kind of complicated. You
have to click ‘Buy’.
Jack: No need to be sarcastic... Where’s it gone?
Charlie: Well, the page is hoping you’ll buy more stuff, but you’re done
so go to the trolley icon and click on that, there (Jack clicks). You gonna
pay by credit card?
Jack: Yeah, I’ve got it here.
Charlie: OK, so that’s a MasterCard. Click there on MasterCard. Look,
there you have to put your name as it appears on the card.
Jack: (mutters as he types) Jack Richardson.
Charlie: And here we need to put in the card number. Shall I read it out
to you?
Jack: Yes please.
Charlie: (quite quickly) 5546 1783 9123 7665
Jack: (typing) Slow down. Give your old man a chance. 91..?
Charlie: 9123 7665
Charlie: And here you need to put in the expiry date. It’s 10/22. Look,
there you have to click on the month.
Jack: (muttering as he chooses): Oct (click) 2022 (click). Are you sure
this is safe? I can’t believe we’re putting all these details on here.
Charlie: (exaggerating) Oh my goodness, you’re right. I never thought
of that.
Jack: (laughing): Cut it out, will you?
Charlie: Alright. Dad, trust me, it’s fine. Look, there’s the secure
payment sign. Your payment is guaranteed…. OK… There you need to
put in the security code.
Jack: Security code? What’s that?
Charlie: Look here, on the back of your card, three digits: 758.
Jack: (quietly) 758 (types 3 digits). I always wondered what those
numbers were for.
Charlie: Well, you learn something new every day my old man used to say.
Jack: Is that it?
Charlie: Almost. Put your address there, where it says cardholder
address, and the delivery address, well, that’s the same as the card
address, so just click there.
Jack: (types, and mutters) 60 Queen Street, Edinburgh, EA9 T76... And
now click ‘Confirm payment’?
Charlie: Yep. See? You are not just a pretty face.
Jack: Alright, alright. (he clicks once) Done.
Charlie: There, it says they’ll send you an email with the confirmation.
Congratulations Dad, you are now an online shopper!
Jack: (proudly) Thank you very much!
3b. There are some questions about the conversation below. Are there
any you can already answer? Talk to your classmates about strategies
you can use to help you identify the correct answers when you listen
again.
Unit 5 Lesson 15 page 89 4c. You are going to hear an extract from a
job interview. Mike would like a change of scene and is applying for a
job in management. Read the statements below and then listen to the
extract to find the answers. Tick the box for true (T), false (F) or doesn´t
say (DS)
Interviewer: So, Mike, can you tell us why you think you’d be suitable
for this position?
Mike: Well, as you can see in my CV, I have an excellent bachelor’s
degree in Business Management from the University of Manchester,
and I’ve worked in management for two different companies for a total
of over six years now so I have quite a bit of experience. In my current
post, I have had several opportunities for career development: there’s a
mentoring scheme, and there are often in-house workshops on relevant
topics. I’ve really taken advantage of those opportunities, and I’ve
gained a lot of skills that would make me a good addition to your team.
Interviewer: What skills in particular are you thinking of?
Mike: I think my strongest points are being able to introduce and
manage change. I can identify what needs to be done to improve
processes and develop strategies for operational efficiency. I can bring
in those changes successfully because I have good teamwork skills and
a very positive attitude.
Interviewer: And why are you interested in changing jobs then?
Mike: Well, the company I work for is very large, and I’d like to work for
a smaller company that’s seeking to grow, and that has a more personal
culture. I’d also like to develop some international experience, and
practise using my Spanish and French.
UNIT 6
Unit 6 Lesson 16 page 100 3b. You’re going to hear a psychologist
talking about small talk, the topics people discuss when making small
talk and the ones they try to avoid. Listen and answer the questions
below.
Small talk topics are the best source of conversation between people
who don’t know each other well. Learning to make small talk can help
to build your confidence so it is important to anticipate the topics that
are likely to come up.
Among the most common topics we find ‘the weather’. This is a good
neutral topic that everyone can discuss. So, the next time you find
yourself in the middle of an awkward silence make small talk about
it. Another common topic is ‘entertainment’. Brushing up on what
is popular especially in terms of movies is a perfect choice to start a
casual conversation. Depending on who you are talking to, you should
consider ‘sports’ as a key topic. Keep track of what sports are played
during which seasons helps you keep updated with the current action.
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 Another interesting way to prepare for small talk is to read the news
every day.
Remember that small talk is about building a bridge between you and
another person. Considering this, it is also important to be aware of
topics that might be considered inappropriate.
Among the topics people are not willing to talk about we can find
‘financial issues’ because, culturally, asking personal financial
questions to people you have just met is inappropriate. ‘Politics’ is
also a topic you should avoid as you never know who may have strong
opinions. ’Religion’ is another extremely personal and potentially
sensitive topic that should always be avoided because it is likely to
make others uncomfortable. Although some topics might seem trivial,
‘age and appearance’ for instance, you should avoid them because you
might get into a very uncomfortable situation.
The best small talk topics are those to which everyone can relate and
that have no potential to offend others.
Unit 6 Lesson 16 page 103 4a. You will hear two people making small
talk. Listen and complete the text below using the words in the box.
A: Wow. It’s really busy today.
B: Is it always this busy in this branch?
A: Yeah.
A: Oh sorry, my name is Glenn? I’m new to this city.
B: Cheers, … I am Antonio
A: Antonio… Did I get that right?
B: Yes,
A: Nice to meet you. Have you lived here for long?
B: Yes, I grew up nearby.
A: Is it always this hot? I didn’t think I was going to suffer with the
temperature. Do you prefer hot or cold weather?
B: Oh, it’s my turn now. Have a nice day.
A: Nice to meet you. Maybe I’ll bump into you again.
4b. Listen again and answer the questions below.
Unit 6 Lesson 17 page 103 3a. You will hear people talking in two
different situations. Listen and complete the charts below.
Patient: Good evening doctor.
Doctor: Good evening. You look pale.
Patient: Yes doctor. I think I’m running a temperature and have a terrible
earache.
Doctor: Let me see…let’s check.
Patient: This thermometer is very different from the one you used the
last time.
Doctor: Yes, this is a new introduction by medical equipment companies.
It’s much more convenient, as it doesn’t require cleaning after every use.
Doctor: Yes, you have a bit of a temperature but … not too high.
(He then proceeds with measuring blood pressure.)
Doctor: Your blood pressure is fine. (He then checks his ears)
Doctor: It doesn’t look good. I think you have an infection
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Patient: The pain has been really bad.
Doctor: I’ll give you this antibiotic and a painkiller.
Patient: Thank you doctor.
Doctor: I’d like you to get this blood test done. Nothing to worry about,
I just want to discard a new bacteria we have discovered. You must rest
and please, do not go out in the sun!
Doctor: Do you have any other questions?
Salesman: How may I help you madam?
Customer: I’m looking for a pair of comfortable leather shoes to wear
to the office.
Salesman: What size do you wear?
Customer: Five and a half.
Salesman: The section of new arrivals has shoes on sale.
Customer: The variety is far less here.
Salesman: Most of the shoes on sale were picked up by customers
within a day of opening the sale. That’s why you find far less variety there.
Salesman: Why don’t you try these red ones?
Customer: Not these really. I’m looking for something a bit more formal,
without heels, and not so colourful.
Customer: Hmm… I like these. Let me try them on……... Yes, they fit
well…… I’ll take them. Are they in brown?
Salesman: Yes, I’ll bring the brown pair… Do not forget to use shoe polish
with these and try to avoid walking in the rain ….. Just a minute……
Unit 6 Lesson 18 page 105 2d. Listen to Jules telling his story to check
the order and if the verb tenses are correct.
It was raining outside when I got out of bed and looked out of the
window. I picked up my phone and texted my workmate Matt to tell
him that I had overslept and would like the meeting to start at 10.
While I was waiting for a reply, I quickly brushed my teeth, had a short
shower and got dressed in a rush. Once I was ready, I checked my phone
and saw that Matt had replied. Matt said we couldn't postpone the
meeting and that we all had to be there by 9 a.m. I hurried up and left
the house to get to the office as fast as I could. While I was walking to the
office, I bumped into two of my other colleagues who were also late and
running to the meeting. Can you believe, when we all arrived, we saw
that Matt had already prepared the room and the equipment. By the
time we finished, it had stopped raining and I realised I was very hungry
because I hadn’t had any breakfast. I decided to go home but, on the
way, I went into a shop to buy something for lunch. I was about to pay
when I remembered that I had left all my cards at home that morning. I
felt rather embarrassed but apologised and left the shop. I was walking
home thinking about the main point of the meeting, when I saw my wife
drive past. She saw me and stopped to give me a lift home, we were only
a few blocks away. Mary had been at the office all morning and was
feeling a bit tired and very hungry also, so we both relaxed and planned
our lunch. Once we were at home; I cooked a quick lunch while Mary did
the laundry.
Unit 6 Communication page 107 1b. You will hear extracts of two
Job interviews. Listen and report the three questions asked by the
interviewer in each extract.
Interview 1
A: Good morning.
B: Nice to meet you. I’m the person in charge of this interview. Was it
difficult for you to find the place?
A: Not really. I know this area quite well.
B: Ok… tell me why you are interested in this position.
A: The company I am working for is shutting down due to financial
problems.
B: Are you good at researching for marketing purposes?
A: Honestly, I think I am. I’ve done it for many years.
B: What is your biggest weakness?
A: I tend to get bored easily and so like to keep myself under pressure
regularly.
B: That’s interesting…we might have a position where that could work
out well.
Interview 2
A: Thank you for calling me. I...
B: Good morning. I’m Bill Tenns, the owner of the company. Why are
you switching jobs at this point in your career?
A: Our company is moving overseas, and I wish to stay in this city.
B: Right… What is your biggest challenge in terms of skills?
A: I don’t like to sit around. I can do many things at the same time, so I
like to keep myself busy.
B: What are you best at?
A: I am good at reorganising online systems to keep people in touch.
B: That is good to hear!
Unit 6 Consolidation page 108 2a. You will hear three people talking
about embarrassing experiences in their lives. Listen and write the
number (1-3) next to the correct illustration.
Situation 1
Well I just fell down two or three days ago...and all my friends started
laughing ...even I was laughing to ease the situation ... except one
person maybe … my best friend ... he came to pick me up ... and at that
point of time ... I wasn’t bothered ... all that mattered was that my friend
was there for me no matter what ... but yeah it was quite embarrassing.
Situation 2
It was a terrible moment mate … I just remember it was going to be a
memorable date … but it just happened. I just tried to hide it by tying
my sweater around my waist … to hide that tear in my pants that could
reveal too much.
Situation 3
I think it was last month when we bumped into Alice’s sister-in-law when
we were doing the shopping. The problem for me is not only remembering
a name, but I also have to remember the name in relation to a particular
face … so it’s like doing two things at the same time … To sort it out this
time I tried to find something distinctive about her appearance … but
doing that while trying to keep up a conversation is … you know … really
difficult!
2b. Listen again and identify what speakers 1-3 did to deal with the
embarrassing situation. Complete the table below.
Unit 6 Test Yourself page 111 1a. The following pictures show people
who are talking in different contexts. For each picture answer the
question below. Discuss your answers with your partner.
Situation 1
Man: Uhm...Mister Jensen spoke to me yesterday about a delivery
problem.
Woman: All right… Yes, I realised there was a problem.
Man: So please call the person in charge at the delivery department
and make sure that the parcels will be delivered by tomorrow morning.
Woman: Ok Frank.
Situation 2
Woman: It’s been a long morning. This case is driving me mad.
Man: Yeah…me too… how about having lunch together?
Woman: That sounds good. Where should we go?
Man: How about the place we went to last time?
Woman: I’d like to go somewhere cheaper to be honest… Remember
last time. I didn’t have enough money to pay, it was so embarrassing!!!
Situation 3
Woman: George, please have a seat.
Man: Thank you.
Man: George, I know that you have done your best here, but your
attendance has not been acceptable. You come in late to work on
a regular basis and this has resulted in a slower response to our
customers… George.... I am afraid we must let you go… we…
Man: Do you mean I am … fired?
Woman: Sorry George…
Situation 4
Pete: Alice?
Alice: Yes, Pete.
Pete: Congratulations!!! It’s about that scholarship you have worked
so hard for!
Alice: What… what do you …mean???
Pete: It has finally come through. You’ve got it! The university has
contacted us. You’ve won the scholarship and can now do your Master’s
in the UK!!!
Alice: Yeaaah!!!
Situation 5
Daughter: I am really sad. I know I can get better results than these.
Dad: That’s right… but please… do not forget that this is not just about
attending classes…it is also about working hard to learn …and that
implies revising here at home also, not spending so many hours on your
phone!
Mum: … Please darling…we know you can improve so take advantage
of….
135