STUDENTS BOOK

STUDENTS BOOK

Global English 3
Jolanta Polk Reyes

Global English 3

INGLS 3 MEDIO

INGLS 3 MEDIO

9 789563 390599
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN
PROHIBIDA SU COMERCIALIZACIN

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN

PROHIBIDA SU COMERCIALIZACIN

STUDENTS BOOK

Global English 3
Jolanta Polk Reyes

Teaching English as a Foreign Language, Dublin, Ireland.

Teacher training, translation and English Literature,
University of Silesia, Poland.

iNGLS 3 MEDiO

Este libro pertenece a:

Nombre:

Curso:

Colegio:

Te lo ha hecho llegar gratuitamente el Ministerio de Educacin a

travs del establecimiento educacional en el que estudias.
Es para tu uso personal tanto en tu colegio como en tu casa; cudalo para que te sirva durante todo el ao.
Si te cambias de colegio lo debes llevar contigo y al finalizar el ao, guardarlo en tu casa.

GET TO KNOW YOUR BOOK

Welcome to Global English 3 Medio. This book will be your guide, and hopefully your friend for the next school year. Enjoy it!
UNIT

TWO OF THE ELEMENTS

GETTING INTO THE UNIT
1 Interview your partner to establish how much he / she knows about the elements,
security, and natural phenomena.

a. Which Chilean earthquake is the biggest in

recorded history?
i. The Chilln earthquake.
ii. The Valdivia earthquake.

d. Are you familiar with your school

security plan?
i. Yes.
ii. No.

b. What is the correct reaction when an

earthquake begins?
i. Drop and cover.
ii. Run and shout.

e. What does the Japanese word tsunami

mean?
i. A big tidal wave.
ii. An underwater earthquake.

c. When do we dial 132?

i. When we need to report a fire.
ii. When we need to call for an ambulance.

f. How many states of water are there?

i. Four.
ii. Three.

GETTING READY FOR THE UNIT

Before starting this unit, you need to:
recognise prepositions.
know how prepositions are linked with other
words.

1. a. ii. b. i. c. i. d. i. e. i. f. ii.

1 In pairs, take turns to read these sentences

28

READING: to read a school newspaper interview that contains the

communicative function of expressing condition, includes a variety of
expressions to express recommendations, and
identify text organisation by deciding how the interview has been divided.
relate information presented in different forms by identifying what some
numbers refer to.
discriminate between correct and incorrect information by deciding if it is
true or false.
distinguish explicit and implicit information by classifying certain items.

LISTENING: to listen to a scientific presentation that contains

the communicative function of expressing conditions, and
discriminate between correct and incorrect information by
choosing the right option.
identify speakers by choosing the right names.
find specific information by completing diagrams and
answering questions.

WRITING: to write a school earthquake plan that includes different

stages, uses the First Conditional, contains sequencing words, and is
organised logically.

SPEAKING: to describe pictures in detail sharing ideas and

knowledge, using expressions learnt, correct pronunciation, and
the correct structures for descriptions.

TWO OF THE ELEMENTS

i. I am good at

29

LISTENING

78

READIN

1
Lesson

2 The chemical symbols and formulas in the blue ovals will appear in the

listening text. Can you match them with the corresponding elements and
compounds in the pink ovals?

American v/s British English

CaO

Sodium
hydroxide

odor

NaClO

Calcium oxide

NaOH

FeCl3
listening text. Canhypochlorite
you match them
with
the
corresponding
elements and
ferric
chloride
H
Ozone
O3
compounds
in the pink ovals?

American v/s British English

odor

CaOUse a dictionary to check and then listen and

Sodium
18 What
do these words mean?
NaClO
Calcium
oxide
repeat.
Do you think that learning the meaning
and pronunciation
of new
hydroxide
words before listening willSodium
help you to understand a spoken message better?
NaOH surface
Ozone
chemicals

odour

Iron or
softening
ferric chloride

store
hypochlorite
(v)
reservoirFeCl3 aeration
particulate

micropollutants

O3
settle

muddiness

flocs

harmful

odour

storage

Hydrogen

layer

supply

18 What do these words mean? Use a dictionary to check and then listen and

19 Listen
thethink
wordsthat
in thelearning
box. Whatthe
interesting
phenomenon
can you
4repeat.
Do to
you
meaning
and pronunciation
of new

chestnut Christmas fasten listen mortgage

store often
aeration
whistleir
(v) softenreservo
surface mustnt

softening

5 You arechemica
going to listen
presentation.
you think it might
odour
settle
ateWhat do
flocsbe about?
ls to aparticul
a. A bottled water factory.
b. Hydroelectricity.
micropollutants
c. Water purification.

A CV
PREPARING

CV
1 PARING A
on PRE

muddiness

harmful

storage

layer
supply

19 Listen to the words in the box. What interesting phenomenon can you

READ

YO
observe?
E Listen
D Uagain and repeat.
ORREA
BEF
YOU
BEFORE
castle

chestnut Christmas fasten listen mortgage

mustnt often soften whistle

5 You are going to listen to a presentation. What do you think it might be about?
a. A bottled water factory.
b. Hydroelectricity.
c. Water purification.

In this job, we is
who
need someone .
responsible

I'm the one

my last
you want. In
anything
job, every timethey said
,
went wrong
.
I was responsible

In this job, we is
who
your group.
need someone
ble. discuss these questions in
resp1onsi
Answer and

Place

Frequency

Time

Degree

a. A course starting next semester.

b. Teachers who are professional artists.
c. The need for comfortable shoes.
d. The translation of the activity from
Japanese.

I II III

UNIT 4

79

ools,
ied (sch at do you
you stud
. Wh
es where have worked
tences
the plac
re you
the sen
you list
e a CV,
places whe are written in
you writ
es
and the
8.
0 and 200
ut the
ings with
ween 200
bet
notice abo pare your find
ary
ent
Com
rt Elem
below?
red Hea
.
ity.
Sac
com
vers
d
Uni
attende
British Tele
Harvard
a. John
epted at
a job with
acc
got
got
you
airline.
b. Katie
s! I heard
the Irish
Lingus,
gratulation ied at Liceo 7.
from Aer
c. Con
z stud
Dublin
era Pre
tickets to
d. Javi
ght her
anie bou
e. Mel

20 Role play a different job interview.

LISTENING

a. Work in groups of eight students.

b. Form pairs within the group.
c. Each pair must choose one of the jobs in this lesson and prepare the
corresponding job interview. Use the interviews in this lesson as models.
d. Present your role play in your group.

15 When es, universities) names of plac ther student.

ano
way the
institut

Lesson 2

Did you know that...

role-playing teaches
important skills that are
needed in society, like
competition, cooperation
and empathy?

The AFTER YOU READ section

includes an APPLICATION TASK
to help you to develop your writing
skills and the AFTER YOU LISTEN
section includes an
APPLICATION TASK to help you
to develop your speaking skills.

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sor ove what kind of docto save it,
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62

21 APPLICATION TASK SPEAKING

You are going to prepare a Power Point presentation
for your initial introduction at a job interview.
a. Discuss these questions in your group. What
qualities would you like your employer to know
about? What characteristics would you prefer
not to talk about? Why?
b. Write out the main points as headings and
bullet points:
i. Name, surname, age, address, place of birth,
education background.
ii. What makes you special? Interests and
hobbies and the things you think you are
good and excell at.

Saving

should

thing
look some

like this.

iii. What is your experience in the area you

want to work in?
c. Make your personal introduction to your partner.
i. Set a time limit and time yourself making
the presentation.
ii. Have clear opening and closing lines, like: I
would like to introduce myself, I am happy to
answer any questions.
iii. Always keep eye contact with your partner.
d. Make any corrections suggested by your
partner and prepare a PowerPoint to
accompany your presentation to the class.
Revise the notes on the next two pages.

AT WORK

123

UNIT 3

I'm the one

my last
you want. In
anything
job, every timethey said
went wrong,
ble.
I was responsi

for jobs?
application letter?
Vitae and an
people apply
a. How do
en a Curriculum
difference betwe
be?
b. What is the
a CV should
do you think
the
c. How long
p.
jobs? Match
for these
s in your grou
to apply
tion
havethes
ques
one
e
d
tics shouldiscuss
cteriser
andthe jobs (1 4).
2 What chara
Answ
n letter?
(a d) with
sh
jobs?
an applicatio
v/s British Engli suggestions
. apply for
l driverle
peop
m Vitae and
do
a carefu
be
iculu
ts.
d
How
Curr
heigh
shoul
a.
a
een .
a. You
working at
e betwnality
rtable
differenc
d be comfo
the
perso
ly
is
t
Resume
be?
friend
b. You shoul
Wha
ld
b. d have a cheerful and
thinls.k a CV shou
youanima
do
c. You shoul
wild
of
long
c. dHow
not be afraid
Match the
d. You shoul
these jobs?
iculum Vitae

British
American v/s

Manner

castle

UNIT 2

.
.

2007
E WORD
FT OFFIC new blank
ROSO
k
start a
USE MIC
rd and
like a blan
HOW TO Microsoft Wo
t looks
icon tha n.
n up
k on the
1. Ope
ed dow
ent: clic
turn
um
ner
doc
one cor
page with

observe? Listen again and repeat.

words
before listening will help you to understand a spoken message better?

38

Conversation III

vi. I am fed up with

vii.I am interested in

G
WRITIN
TASK
of the CV.
CATION
format
se
r CV.
and the
er, so revi
16 APPLI
write you
the tips
comput
going to
review
on the
You are
e 59 and
e your CV
k to Pag
could writ
a. Go bac
l if you
ld be idea
wou
It
b.
es:
these not

Sodium
Hydrogen
2 The chemical symbols
and formulas in the
blue ovals
will appear in the
Iron or

Lesson 1

40 Listen and tick (P) the conversation

(I III)
that mentions the points in the chart.
Conversation I

The activities in this section will activate your previous

knowledge of
the language and prepare you to deal with the new conte
nts.

BEFORE YOU LISTEN

a. What do the pictures below illustrate?

b. What do you know about the water we drink?

UNIT 2

37 Listen to the presentation of the listening

text in Lesson 2 and circle the correct
alternative.
a. The Red team is from Colchester / Manchester
.
b. The Green team is from Notting Hill Nottingham
/
.
c. The captain of the Red team is called
Julie / June .
d. The captain of the Green team is
called
Stephen / Steve .

BEING ACTIVE

a. What do the pictures below illustrate?

38

WATER

1 Answer
b. Whatthese
do youquestions
know aboutin
theyour
watergroup.
we drink?

READING
Less

.
.

5?

Conversation II

d. There are two houses ______________

____
Broad Street and the Dean.
e. You can leave your car ______________
____
the parking lot __________ the train
station.

iii. I am thinking of
iv. I often dream about
v. I get excited about

BEFORE
LISTEN
1 Answer YOU
these questions
in your group.

READING

on

Tick the best option.

a. _____ Pam is a sportsperson.

b. _____ Pam is a dreamer.
c. _____ Pam is a good student.

WATER

Lesson 2

odour

next to

b. You can find the toilets right _____________

the train station.
c. The castle is _______________ the
entrance
to Broad Road .

ii. I am keen on

Examine your book and answer these questions.

1. How many units are there?
2. What is there at the beginning of each unit?
3. How are the units divided? What sections can you find?
4. What are the titles of the units?
5. What can you find at the end of the book?

Lesson 2

in

a. There are some swans ______________

____
the Old Alresford Pond.

below (i vii).

a. What do you notice about all the

sentences?
b. Finish the sentences with information
that is
true for you.

10

UNIT 2

LISTENING

between

a. See you tomorrow at 5 p.m.

b. Rachel is in doubt whether she should
be
doing this.
c. Paul did his homework after having
lunch.
d. Flowers? For me?
e. The library is quite near, just around
the
corner.

behind

She quite likes chatting on the Internet

and she often gets in touch with other
swimmers who live in other countries,
to compare experiences. She hopes that
somewhere in the world there is a
person who has the same dream as she
does to swim in one of the big oceans.
Time passes really quickly when you
talk about your dreams and hopes, so
she sometimes chats for hours and she
nearly forgets that she must go to bed.

3 In pairs, read the incomplete sentences

8

Despite being still very young, my

sister Pam loves swimming and she
swims really well. She tries to swim
everywhere we go, for example in a
river or a lake even a pond will do.
She has not swum in the ocean yet, but
Im sure she will one day.

in the
(a e).

2 Circle the prepositions in these sentences.

at

6 What can you infer from the text in Exercise

Then, place them in the table according

to
what they express.

box to complete the sentences below

a. I usually get up at 7.15 a.m.

b. By 7.45, I am on the bus to go to
school.
c. My classes finish at 1.20 p.m.
d. I have basketball training on Tuesdays
and
Fridays at 4.30 p.m.
e. My parents dont let me stay up
late, so Im
normally in bed by 10 p.m.

classmates to survive in the case of disaster. Which six of the items below would you include in
the Kit? Justify your choice using the First Conditional, which you learnt in Unit 1.
Example: If we have a mobile phone, we will be able to phone the emergency services.

5 Underline the adverbs in the text below.

4 Analyse this plan and use the prepositions

aloud.

2 Imagine that your school is preparing a Disaster Kit - objects that will help you and your

LEARNING OBJECTIVES

know how to tell the time.

recognise adverbs.
know how to classify adverbs according to their
role in a sentence.

English

Resume

Curriculum Vitae

American

apply for
one have to
ristics should
2 What characte d) with the jobs (1 4).
(a
suggestions
driver.
ful
care
a
be
4
ld
ing at heights.
a. You shou
3
fortable work Ambulance driver
ity.
2
ld be com
Party entertainer and friendly personal
1
b. You shou
artist
rful
rapher Trapeze ld have a chee
Why cant
tics.als.
Wildlife photog
anim
c. You shou
nt chara
wildcteris
e differe
d of
What qualities
jobs requir
be afrai
nt not
mechanics?
differeld
s whyshou
tamers, or car
d. You
3 In pairs, discus
surgeons, lion
s?

Curr

UNIT 3

3
Ambulance driver
2
r
Party enter taine
Trapeze artist
s. Why cant
characteristic
ire different
t qualities
hanics? Wha
rent jobs requ
mec
diffe
car
or
why
ers,
3 In pairs, discusss, neurosurgeons, lion tam essionals?
e prof
we all be pilot
each of thes
me
beco
to
are needed

Wildlife photograph

er

There are two lessons in each unit, one based on

a reading text and one based on a listening text.
They are divided into:
BEFORE YOU READ / LISTEN
WHILE YOU READ / LISTEN
AFTER YOU READ / LISTEN
56

glossary at the bottom

ST BICYCLE
THE WORLDS FASTE

My bicycles incredible!
I love the way it feels,
and Ill like it even more
training wheels.
when Dad removes the

d
The pedals both are jet-propelle
to help you pedal faster,
and the shifter is equipped
er.
with an electric turbo-blast
The fender has a parachute
in case you need to brake.
y
Yes, my bike is undeniabl
the fastest one they make.

BASKETBALLS
Basketballs my favorite sport.
court.
I dribble up and down the
my toes
The ball goes bouncing off
the nose.
and beans the teacher on
his nose
He stumbles back and grabs
he goes.
and hits the wall and down
stare.
The other players stop and
swear.
Theyve never heard the teacher

UNIT 3

With no one playing anymore.

score.
I grab the ball. I shoot. I
much fun.
I love this game! Its so
- we won!
The teacher cried, but, hey

96

UNIT 4

What do you know

about this sportsm

an?

Chilean gymnast Toms

Gonzlez qualified
the 2012 London
for
Olympics in 6th place
in the
qualification process.
Gonzlez was ecstatic
with his qualification,
saying: My lifes dream
has come true, while
coach - Yoel Gutirre
his
z - indicated there
was still
more to come.
What we need to
do now is to build
on these
routines and make
sure that Toms is
a
contender for the
finals and
will be plenty of contend for a medal. There
ers looking for a medal
in the gymnast
2013events,
(n.d.). Retrieved April 16,ics
including the always
Taken from: Kenn.strong
Chinese ge/2/
s/sports-poems/pa
and Russian continge
from http://www.poemsjunction.com/poem
nts, he said.
Gonzlez has struggle
d
a
lot
to
SPORT
achieve
what he
has and, at times,
MY FAVOURITE
has felt discouraged
by the
obstacles standing
in his
having adequate gym way; these include not
Basketball glossary
______
facilities in which
__________________
to
practise here in Chile.
__________: (__) _________
____________________
___________________________
Despite his ______
_________ struggles and discouragement,
_________Gonzle
z always__
__________: (__) _________
_________ returned to gymnastics, his
_________
passion.
With the help of his
___________________________
trainer, he is
______
_________
one
of the best
_________
gymnasts in the world. now
__________: (__) _________
In fact,
__
there are
_________
not more
_________
than 10 in the world
___________________________
who can
achieve the level
of skill necessary to
_______________
_________
land a score
of 17 in executing__
__________: (__) _________
_________ a jump in one of these
_________
_________
competi
_________
tions.
Gonzle
_________
z is one of them.
________________________
__________: (__) _________
The qualification adds
__
to strong recent form,
__________________
___________________________ including two medals at the
2011
Pan American
Games in Guadala
Sport.
Sport
My Favorite
jara,
Mexico. Gonzlez
Revenge of the Lunch Ladies. Basketballs
won a
Taken from: Nesbitt, K. (2007).
4kids.com/poem-296.html
April 16, 2013 from http://www.poetry
Retrieved

Sheen: (n.) glistening brightness.

the model in the

CHILEAN CONNECTION

COMPETING FOR GOLD

IN
THE OLYMPICS

My bicycle will travel

a gazillion miles an hour

it has rockets on the handlebars
for supplemental power.

at least five parts of

the bicycle in the
picture provided.
a glossary of at least
six words in the space
of the page.
provided. Follow

3 Read Poem II again.

Make

rhyme in different colours.

a. Circle the words that
each poem?
b. What is funny about

My bicycles the fastest

seen;
that the world has ever
it has supersonic engines
sheen.
and a flame-retardant

sional
, neuro
of these profes
we all be pilots
to become each
are needed

56

2 Read Poem I again.

Label

JUST FOR FUN

1 Read these two poems.

on the
Bean:: (v.) (slang). To hit (another)

head with a thrown object, especially

a pitched ball.

bronze medal in the

all-around event, which
requires strength,
power, and precision
on all of the
six different apparatu
s, and also manage
d a silver
medal in the floor
exercise and vault
events. These
three medals helped
Chile to their best
ever tally at
the Pan American
Games, with a total
of 43 medals.
Toms Gonzlez is
the first ever Chilean
to qualify
for the Olympic Games
in gymnastics and
do his country proud.
hopes to
Taken from: Boyle. D.

(January, 2012), Chiles

Tomas Gonzalez Qualifies
Olympics. I Love Chile Magazine for London
, issue 5, p.10.

BEING ACTIVE

97

Each unit has an additional

part
called JUST FOR FUN, wh
ich
includes a specific CHILEAN
CONNECTIONN. They are for
you
to enjoy and learn new thi
ngs
independently.

Party Services

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We can make cakes for every
occasion, including weddings,
childrens parties, birthdays,
christenings, special
occasions such as Valentines
Day and Halloween. We also
provide cake ingredients,
decorations, and accessories
for cake making.

READING

Vacation time and the lazy days of summer are here! What are you up to
this summer? Are you just lying around the house? Are you spending
your days watching TV? There are many positive activities you can get
involved in over the summer break. Here are some ideas.
I. _______________ Whether it is skating, soccer, baseball, volleyball, or
tennis, playing sports can be a great way to keep busy during the
summer. Join a local sports team, go skating, or play a couple of
rounds of tennis with your friends. Check out your local parks and
recreation department for more information.

these

Yellow
sentences with information from these
your cake,
a. If you want to buy decorations for
for your party,
b. If you want to decorate your house
on St. Valentines Day,
c. If you want to surprise your girlfriend
birthday party. He
d. John wants to have karaoke at his
e. To contact DJ Services, you
f. To get to Fiesta House, you

III. _______________ A way teens can make a difference is through

voluntary work. Volunteer at a local community organization, such as
a homeless shelter, animal protection society, hospital, nursing home,
or childcare center. Through volunteering, teens learn responsibility
while helping others.
IV. _______________ Teens have many options when it comes to finding
something to do outdoors. Today there are amusement / theme parks
throughout the country that give teens a full day of fun. There are also
other, less costly options like fishing, camping, swimming, and hiking.
Teens like to do things in groups and they welcome a chance to hang
out with their friends. Even tossing a Frisbee in a local park or taking
a dip in the local pool can be great fun when done with friends.

VI. _______________ Use the extra free time during the summer months
to do some creative activities. Check out a local chess club, visit a
pottery studio or arts and crafts center, or learn to play an instrument.
For more information, talk to your local parks and recreation

9 Fill in the blanks in these sentences

15th,
Nate Desmond (2009). 9 Little Known Activities to Complete During Summer Break. Retrieved June
2009, from http://www.debtfreescholar.com/2009/05/9-little-known-activities-to-complete-during-summer-break/

98

UNIT 4

This section will help you to understand important

English structures.
These tests evaluate what you
have learnt in several units.
1 and 2, 1 to 4, and 1 to 5.

3 pts.

with if or unless.

he will
a. _____________ Larry works hard,
earn a lot of money.
he will
b. _____________ Mark works harder,
not pass the test.
wont be
we
now,
finish
you
a. _____________
able to play tennis.

and
6 pts.

Language Note

department.
As you can see, there are many opportunities for teens to take part in
positive activities within the community. Keeping busy in positive
activities leads to healthy lifestyles. Whatever you choose to do, try to
enjoy it and stick with it!

TEST YOUR KNOWLEDGE

photos below using the clues provided

different connectors of condition.

The tasks will help you to develop strategies to improve your

understanding of spoken messages.

V. _______________ Many places like zoos, aquariums, museums, and

libraries combine fun with learning. There will be many places like
these in your neighbourhood. Check with your local municipality.

These tests at the end of the units

will help you to discover what
you have learnt well and what
you need to reinforce.

LANGUAGE

LISTENING

II. _______________ Some teens enjoy cheering for their favourite team
from the sidelines. You might go to a baseball field, basketball court, or
swim center to see your favorite team. Not only is it great fun, but it
also teaches us about good sportsmanship.

.
.
.
.
.
.

UNIT 3

8 Write three conditional sentences about the

The tasks will help you to develop strategies to improve your

understanding of written texts.

SUMMER BREAK ACTIVITIES

Bored this summer? This is what to do

ns in different ways. Use them to finish

68

READING

TEST YOUR KNOWLEDGE

FIESTA HOUSE
THIRD FLOOR NEXT TO LIFT
5QW
22, SYDENHAM ROAD, London, SE25
Tel: 020 8778 4900
We are the UKs leading supplier of
printed balloons, wholesale balloons,
plastic tablecloths, latex balloons, helium
filled foil balloons, birthday party
supplies, kids party supplies, discount
party
party supplies, bulk party supplies,
decorations, foil decorations, party theme
products, and novelty party supplies.

1 You have now learnt how to express recommendatio

Page advertisements.

Examine the icons below. What do they mean? What kind of

activity do they represent?

These attractive and entertaining

activities will motivate you to
study and put into practice what
you are learning.

CONSOLIDATION ACTIVITIES

American v/s British English

This section will help
you to notice differences
between these two
varieties of English.

SPEAKING
can
Use
you prepare for or respond to them?
I think,
expressions such as: in my opinion, I believe,
important,
we should / shouldnt, its a good idea, its
its
its essential, its less important, its dangerous,
safe, etc. Use if / when / unless to express
10 pts.
conditions.

10 Talk about natural disasters in Chile. How

a. the weather is good / go to the seaside

WRITING
b. knock on the door / open the door

11 Go back to the interview in Lesson 1.

Change it into a letter from

Armando Araya to Ms Dorothy Evans.
write
Use all the correct parts of a letter and
10 pts.
paragraphs of about 30 words.

SELF - EVALUATION

(See Answers and rubrics on Page 160).

YOUR TEST RESULTS

Reading You are expected to be able to identify
and understand

dishes
c. give me some money / wash the

11 - 13 Great Grasped all main ideas and answered

most questions
7 - 10 Good

information and
In this unit, you have learnt how to request and exchange
and linking
you consolidated your knowledge of the First Conditional
the contents of Unit 2
words. Before you continue to the next unit review
and evaluate your progress. Here are some useful tips.
Structure and organise the information you are studying
still need to learn.
Seaside: (noun) an area that is by the sea, especially

and what you

think about how

When studying unfamiliar material, take the time to
this information relates to things that you already know.
classmate - it will
Teach the concepts and contents you know well to a
help you to remember better.
ready for
be
and
knowledge
your
Follow this advice to consolidate
the next unit.

0 - 2 Poor

Listening You are expected to be able to identify

and understand

12 - 15 Great Identified almost all the information

correctly.
8 - 11 OK

7 - 9 Great Applied the language items in all

cases.

one where people go for a day or a holiday.

Applied the language items in most cases.

Talked to a partner using all the

expressions suggested.
Talked to a partner using most of
the expressions suggested.
Talked to a partner using some of
the expressions suggested.
Tried to talk to a partner, but used
very few or none of the
expressions suggested.

UNIT 2

This section will help you to get

involved in your evaluation,
discover your strengths and
weaknesses, and make you reflect
on your involvement in the
development of values.

streets of
I steered through fantastic
buildings
boisterous traffic, past glittering
with shoppers. I
and footpaths that moved
I saw Mrs Sweeney.
beeped the horn when
Hop in! I shouted.
she said,
The towns mad today,
getting into the car.
in town.
Packed! Theres hundreds
Thousands more like.
theres easily
Millions even Id say
their shopping
a million people doing
today.
her headscarf.
Mrs Sweeney tightened
I said.
Plenty of groceries there,
to feed,
Sure! I have ten mouths
Diamond.
I have
Ten kids? Thats nothing

over.
children knocking him
to be
Still, I said, isnt it better
an extra one?
missing a leg than have
hes an awful
Theres my Johnny and
bother with the three legs.
I have a brother
Three? Thats nothing
with four.
Four legs, Mrs Sweeney?
poor thing, so he
Four he has to crawl,
does.
And does he have a tail?
No

as she
Mrs Sweeneys voice collapsed
Mummy was
looked towards the house.
window.
standing at the kitchen

fifteen.
fifteen children
Humph! If I only had
twenty, you
Id be laughing- I have

know.
You said ten!
at the moment;
No, no, Diamond, ten
Jemmy, MaryJohn-Joe, Jimmy, Jamesy,
Penelope,
Concepta, Concepta-Mary,
are
Agnes, Ignatius, and Alphonsus
away on holiday.

she shouted,
Ive told you two already!
GET INSIDE
No playing in the car!
NOW!
of the car, leaving
Michelle scrambled out
her phantom
behind Mrs Sweeney and
and the
groceries, Paddy and Johnny,
lived in the space
village of characters who
and our
between the cars upholstery
imaginations.
path, and into the
I ran after her, over the
waiting.
house, where our tea was

1
0

Score
4
3
2
1

Score
3
2
1

Interaction affected by pronunciation

mistakes and a lot of hesitation.

from an interview, with correct language and the appropriate

Language
Practically no grammar or
vocabulary mistakes.
Very few grammar or vocabulary
mistakes.
Some grammar and vocabulary
mistakes.
Grammar and vocabulary mistakes
interfered with comprehension.

Score

Interaction
Correct spelling and letter format.
A few spelling mistakes and slightly
incorrect format.
Several spelling mistakes and rather
incorrect format.
A lot of spelling mistakes and
incorrect format.

1
0

text organisation.

Score

3
2

This section provides additional

information on the main topic
of the lesson or on some of
the activities.

Learning tip
This is an additional tool to
make learning more accessible
and contents easier to
understand.

2
1
0

In this unit

Always

Sometimes

Never

I made myself understood even if I made some mistakes.

I interacted with other students to do the exercises.
I expressed my point of view appropriately.

TWO OF THE ELEMENTS

49

These texts are related

to the students world.

WORKBOOK
WORKBOOK

to Read Online. _____________

Fish Anthologies: Stories and Poems
p
Taken from: Smyth, B.M. (2009).
shing.com/short-stories-to-read-online.ph
Retrieved April 23, 2013, from http://www.fishpubli

Upholstery: (n.) soft covering on the seats of a car.

WORKBOOK

Some language mistakes.

Language mistakes interfered with
comprehension.

few cases.

in Chile.

Interaction
Fluid interaction, good pronunciation,
no hesitation.
Fluid interaction, a few pronunciation
mistakes, a minimum of hesitation.
Fluid interaction, some pronunciation
mistakes, some hesitation.

I reflected on the issues of safety in the case of an emergency,

water shortage, and water purification raised by the
texts.
I used different strategies to help me to understand.

I went back to the steering.

enquired.
Hows Paddys leg? I
Gone.
Gone?
Chopped off!
How does he manage?
Sure he has to hop.
Thats desperate!
with twenty
It is, Diamond, especially

Bother: (n.) an annoying situation, thing, or person.

Very few language mistakes.

YOUR GENERAL PERFORMANCE

WORKBOOK

(Bernadette M. Smyth)

You are expected to write a letter using information

Task
Changed the whole interview into
a correct letter.
Changed most of the interview
into an appropriate letter.
Changed some of the interview
into an acceptable letter.
Changed very little of the interview
into a letter.

Score

141

These texts are related

to the academic world.

These texts are related

to the working world.

QUICK SELF-CHECK Each lesson has a short evaluation

WORKBOOK

WORKBOOK

dialogue about natural disasters and their prevention

activity that will allow you to analyse your performance.

WORKBOOK

WORKBOOK
READING:

0 - 1 Poor Deduced and applied the language items

in very

Language
Practically no language mistakes.

Suggested web resources

to gather information on
various topics or to prepare
for a presentation.

WORKBOOK

UNIT 1

Applied the language items in some cases.

WORKBOOK

WORKBOOK

Writing

Score

items.

2 - 4 OK

Speaking You are expected to be able to participate

in a guided
Task

48

Did you know that...

key facts and details.

4 - 7 Good Identified most of the information.

0 - 3 Poor Deduced just a few bits of information.

Identified some of the information.

Language You are expected to apply and identify

two language
5 - 6 Good

Your score

Grasped most main ideas and answered most questions

correctly.
Grasped some main ideas and answered some of
the questions correctly.
Deduced some main ideas and answered just a few
questions correctly.

3 - 6 OK

FINAL REFLECTION

key facts and details.

correctly.

These additional pages offer you

further practice in reading,
listening, grammar, and vocabulary.

Highlighted words: The meaning

of words you may need to understand
a text is given at the bottom of the
page, in the form of a glossary.

CDXX Listening and

speaking activities are
0
recorded and the track
number is provided.
WORKBOOK
Extra activities for each unit to
offer you more practice.

PLAN OF THE STUDENTS BOOK

Unit

Unit 2

ADVICE AND SUPPORT

GETTING INTO THE UNIT............. 7

GETTING READY
FOR THE UNIT................................. 8
LESSON 1
Reading
Letters to Aunt Anne
(personal letters)..............................10
Language Note
Linking words...................................13
Application Task Writing
A letter of advice..............................15
LESSON 2
Listening
Embarrassing Moments
(TV interview)..................................16
Language Note
The First Conditional ........................18
Application Task Speaking
A role play describing
own experiences ..............................19
CONSOLIDATION
ACTIVITIES.....................................20
JUST FOR FUN...............................22
CHILEAN CONNECTION ..............23
TEST YOUR KNOWLEDGE...........24
FINAL REFLECTION ....................26
SELF-EVALUATION ......................27

TWO OF THE ELEMENTS

Unit 3
28

GETTING INTO
THE UNIT ..................................... 29
GETTING READY FOR
THE UNIT ..................................... 30
LESSON 1
Reading
Earth (school newspaper
interview) ..................................... 32
Language Note
The First Conditional ...................... 33
Application Task Writing
A school earthquake plan ............. 37
LESSON 2
Listening
Water (TV programme) ................. 38
Language Note
Connectors of condition ................ 40
Application Task Speaking
Description of pictures in detail ...... 41
CONSOLIDATION
ACTIVITIES .................................. 42
JUST FOR FUN ............................ 44
CHILEAN CONNECTION ............. 45
TEST YOUR
KNOWLEDGE................................ 46
FINAL REFLECTION ................... 48
SELF-EVALUATION...................... 49
SYNTHESIS TEST
UNITS 1 & 2.................................. 50

PROFESSIONS

52

GETTING INTO THE UNIT..........53

GETTING READY
FOR THE UNIT.............................. 54
LESSON 1
Reading
Preparing a CV
(article, tips, model CV)................. 56
Language Note
Recommendations
and suggestions..............................61
Application Task Writing
Own CV............................................62
LESSON 2
Listening
Advertising for jobs
(advertisement)............................... 64
Language Note
Had better versus should.................66
Application Task Speaking
Role play of a job interview............67
CONSOLIDATION
ACTIVITIES.....................................68
JUST FOR FUN............................... 70
CHILEAN CONNECTION...............71
TEST YOUR
KNOWLEDGE................................. 72
FINAL REFLECTION......................74
SELF-EVALUATION....................... 75

Unit 4

106
WORKBOOK

WORKBOOK

1. Choose as friends people

who have similar interests

to you, so you have things
in common. If you choose
friends who arent exactly
like you, you will learn new
things.

2. Treat your friends the way

you would like to be treated.

If you respect others, others
will respect you.

3. Realise that nobodys

perfect; everybody has

quirks and flaws, and
accepting each others flaws
is essential.

GETTING INTO THE UNIT.......... 77

GETTING READY
FOR THE UNIT............................. 78
LESSON 1
Reading
Flying (personal account, poem)... 80
Language Note
Prepositional phrases..................... 84
Application Task Writing
An itinerary for a two-day trip....... 87
LESSON 2
Listening
A competition
(radio programme)......................... 88
Language Note
Adverbial phrases............................ 91
Application Task Speaking
Role play of a quiz show................. 93
CONSOLIDATION
ACTIVITIES.................................... 94
JUST FOR FUN.............................. 96
CHILEAN CONNECTION.............. 97
TEST YOUR
KNOWLEDGE................................ 98
FINAL REFLECTION..................100
SELF-EVALUATION ...................101
SYNTHESIS TEST
UNITS 1 4................................102

GETTING INTO THE UNIT.........107

GETTING READY
FOR THE UNIT ......................... 108
LESSON 1
Reading
Volunteering (website, e-mail,
magazine article, forms)..............110
Language Note
The Present Perfect
Continuous ...................................115
Application Task Writing
A composition..............................117
LESSON 2
Listening
Applying for a job(interview)..........118
Language Note
The Present Perfect
Continuous with for/since........... 121
Application Task Speaking
Introduce yourself
at an interview............................. 123
CONSOLIDATION
ACTIVITIES.................................126
JUST FOR FUN...........................128
CHILEAN CONNECTION...........129
TEST YOUR
KNOWLEDGE.............................130
FINAL REFLECTION.................132
SELF-EVALUATION...................133
SYNTHESIS TEST
UNITS 1 5...............................134

WORKBOOK

READING:

4. Value each others opinions.

5. Realise that even the best

6. Communication is really

WORKBOOK

UNIT 1

important, but your friend

cant read your mind; if
something is affecting your
friendship, tell him / her.

7. Dont let outside factors like

stress affect your friendship.

If something is worrying
you, a good friend will listen
to you, and you should be
ready to listen in return.

WORKBOOK

WORKBOOK

WORKBOOK

WORKBOOK

8. Learn from each other.

9. Dont talk behind your
friends back.

WORKBOOK

AT WORK

10. Choose your words wisely,

because you can never take

them back.

of friends cant be together

24/7. Develop other interests
and dont be jealous when
your friend has other
interests as well.

riieen
ds...
f
n
s...
r
d
f
Unit 2 . . . . . . . . . . . . . . . . . . . . 143

Unit 1 . . . . . . . . . . . . . . . . . . . . 139
Adapted from: (2011). Advice from Teens 10 Keys to a Good friendship.
Retrieved January 13th, 2011, from http://www.teenhealthfx.com/answers/teenTips/tip_2.php

WORKBOOK

76

WORKBOOK

BEING ACTIVE

Unit 5

Quirk: (noun) an aspect of sbs personality that is a little strange. Flaw: (noun) a weakness in sbs character.

Unit 3 . . . . . . . . . . . . . . . . . . . . 146
WORKBOOK

141

Unit 4 . . . . . . . . . . . . . . . . . . . . 149
Unit 5 . . . . . . . . . . . . . . . . . . . . 152

FINAL PAGES
BIBLIOGRAPHY FOR
the student..........................138
WEBSITES FOR
the student..........................138
SUGGESTIONS FOR
EXTRA READING.....................139
material used in
the preparation of global
english...................................140
ANSWERS
Student s Book..................157
ANSWERS
Workbook............................170
Thematic Index....................172

UNIT

LEARNING OBJECTIVES

READING: to read teenagers letters and an agony aunts answers

that contain the communicative function of asking for and offering
advice, consider the importance of teen issues, include a variety of
connectors and introductory expressions, and
identify main ideas by choosing a title for the text.
find specific information by answering questions.
match information by relating letters and replies.
discriminate between correct and incorrect information by correcting
wrong information.

LISTENING: to listen to a television programme that contains the

communicative function of expressing conditions and reflects the
acceptance of and respect for different opinions, and
identify speakers by choosing the right names.
discriminate between correct and incorrect information by choosing
the right word.
find specific information by answering questions.

WRITING: to write a letter of advice that contains the introductory

expressions studied and follows the correct pattern of a letter.

SPEAKING: to role play a television programme using expressions

learnt, correct pronunciation, and the correct structures in order to
narrate an event.

UNIT 1

ADVICE AND SUPPORT

GETTING INTO THE UNIT
1 In your opinion, which of these issues are most frequently discussed by Chilean teenagers?
In your group, discuss and rank them from the least to the most serious.

a.
b.
c.
d.

Being bullied or discriminated against

Communication with parents
Fashion and clothes
Internet safety

e.
f.
g.
h.

Boyfriends and girlfriends

Drugs and alcohol
Health and nutrition
Plans for the future

2 Where do you normally look for advice and support? Name four other alternatives.
Examples:

I talk to my friends.
I write letters to newspapers.

3 Match these pictures (1 4) with the comments in the bubbles (a d).

a

Why don't you

share the toy instead of
fighting?

2
c

That looks heavy.

Why dont you take some
things out?

According
to my wife, Im wearing
the wrong size clothes.

I think that we
should pay more attention
to protecting the Earth.

4 Which of the comments in Exercise 3 express a personal opinion, a piece of advice, and a suggestion?
Advice: (noun) an opinion or a suggestion about what sb should do in a particular situation.
ADVICE AND SUPPORT

GETTING READY FOR THE UNIT

Before starting this unit, you need to know:
characteristics of different types of sentences.
how to find main idea(s) in written texts.
how to use some connectors.

the Simple Present.

the Simple Future.
how to identify number of speakers in an oral text.
how to adapt and role play a dialogue.

1 Study these definitions and examples of three

types of sentences.

a. A simple sentence has a subject and a verb.

Examples: After school, James played football.
The young girl sprinted after
the scruffy cat.
The kettle boiled.
b. A compound sentence is made when you
join together two main clauses using a
connector: for, and, nor, but, or, yet, so.
I love grapes. I dont like bananas. I love
grapes, but I dont like bananas.
c. A complex sentence is formed when you
join a main clause and a subordinate clause
using a subordinator: because, since, after,
although, when or a relative pronoun: that,
who, which.
If you are hungry, I will make you an omelette.
Main clause: it has a noun and a verb, and it
makes sense on its own.
Subordinate clause: It has a noun and a
verb, but it doesnt make sense on its own.

2 Identify which of these are simple (S), which are

compound (Cd), and which are complex (Cx)
sentences. Compare and discuss your answers
with a partner.

a. i. _____ You should follow my advice.

ii. _____ They followed my advice, but they
did not pass the exam.
iii. _____ If you follow my advice, you will
pass the exam.
b. i. _____ Greg and Barb went to the movies
after they finished studying.
ii. _____ Greg and Barb started to study as
soon as they got home.
iii. _____ When they got home, Greg and
Barb revised for the test again.

UNIT 1

c. i. _____ I will give John your message

when I see him next.
ii. _____ I will see John on Monday.
iii. _____ I will see John on Monday or I will
write him an e-mail.
d. i. _____ The bridge was designed by a
Greek firm and constructed
by a French one.
ii. _____ The bridge wasnt properly built
by the construction company.
iii. _____ The bridge fell down because it
was not properly built.

3 Read the sets of sentences (a d) in Exercise 2.

Match each set with one of these main ideas.
a. Someone is offering advice to get better
exam results.
b. Someone is offering to carry a message.
c. There has been a construction problem.
d. Two kids combine work and fun.

4 Look at the jumble of different words and circle

all the connectors we can use to join main
clauses to form compound sentences.

and

as

but

similar

incredible
while

because
never

working

hello
so
yellow

5 Use and, because, but to join the simple

sentences that describe these pictures.

6 Analyse the sentences in the table below.

Which of them express the Future (F) and which

of them express the Present (P)? Compare your
answers with another student.
a. I find it hard to study arithmetic.
b. Jenna will plant rose bushes and gardenias.
c. Paul always looks tired and upset.
d. They spend their evenings working at the computer.
e. We will move to a bigger house next year.
f. Will you have an ice cream or a soda?

a. The ice-cream will melt. It is terribly hot.

12 Listen to the recording in Lesson 2 of this

unit. How many speakers can you identify?

8 Match the corresponding parts from A and B to

form dialogues.

b. Susan went to the supermarket. Susan also

visited the library.

a. Do you think red suits me? i. Yes, it looks just the right size.
b. Is this the right size for me? ii. Yes, it goes very well with
your complexion.
c. Which T-shirt do you
iii. Mm, probably thinner lines
think I should buy?
will make you look taller.
d.Will this print make me
iv. In my opinion, the red one
look shorter?
looks great.
A:
B:
A:
B:
A:
B:
A:
B:

c. Victor can rollerblade. Victor is not a good

cyclist.

9 Work with a partner. Change the parts

underlined in the dialogues in Exercise 8

introducing your own ideas. Practise and role
play the dialogues for the class.

ADVICE AND SUPPORT

READING
Lesson 1

LETTERS TO AUNT ANNE

BEFORE YOU READ
1 Talk about these statements in your group. Which one(s) do you most
agree / disagree with?
a.
b.
c.
d.

Generally, people write to newspapers about silly problems.

It is right / wrong to ask strangers for advice.
Only older people can give me advice I can trust.
Only my friends can give me advice I can trust.

2 Look at the titles of letters written to a newspaper agony aunt. What do you
think the letters are about?
a.
b.
c.
d.

Computer addiction.
My parents dont get my style.
Too much food when depressed.
Friendship or love?

3 Which of the following words look or sound similar in Spanish?

What do they mean?

Did you know that...

an agony aunt is a
newspaper columnist who
gives advice to people with
problems, especially
personal ones?

blouse habits physical pickles recently recommend style terrible

4 There are several time expressions highlighted in the texts, such as a few

hours a day. Find them and classify them in the table below under the correct
heading.

Referring to repeated actions

Referring to one action

5 Examine the words in bold in the letters on Page 11. What do they mean?
WHILE YOU READ
6 Read the letters (I IV). Choose from the titles in Exercise 2 (a d) the one
that best describes each letter.

10

UNIT 1

The Newbury Reporter

LETTERS TO AUNT ANNE

I. Dear Anne,

I really need your help. At the
beginning of this school year,
a new boy came to my school.
He was shy and didnt feel
happy, so I talked to him and
asked him to sit next to me.
Since then, we have become very
good friends. Several times a week, we do
homework together and visit each other, and at
the weekend we go to the cinema or to parties
together, but a few weeks ago I noticed that my
feelings for him were changing. I now think that
what started off as friendship has become more
than that. Now, I like him more and more;
however, I cant really tell if he feels the same
way. I dont know for certain if its OK to tell him
about my feelings. What can you recommend?

January 20, 2011

II. Dear Anne,

Since I was a child I have never been good at
physical exercise. I only took part in activities as
long as they were intellectual things such as
reading or listening to music. Last year, I got a
new computer for Christmas. Although at first
I only used it a few hours a day, after a few,
weeks things got out of hand. I started chatting
with people from other cities and now I chat 6 or
even 10 hours a day. I can be connected to the
Internet the whole night. I have
stopped going out because I
spend all my free time
chatting and surfing. I am
sure it is not healthy and
besides, my parents get
really annoyed with me.
What can I do?

IV. Dear Anne,

III. Dear Anne,
l
norma
a
was
I
that
d
believe
I
ago
I decided to write to you
time
Until some
I
ts.
interes
and
s
hobbie
l
because my parents and I
16-year-old with norma
bad
and
good
are having serious problems
go to the gym twice a week, get
about the clothes I wear.
grades at school, just like any other kid, and I love
for
shop
to
friends
my
with
Until last year, I dressed in
mall
the
going to
the clothes my mother bought
clothes.
get
I
when
that
for me, but then I started wearing
However, I have recently noticed
g,
baggy trousers, heavy boots, and sweatshirts,
sad or depressed I start eating. Ill eat anythin
which my parents hate. I also decided to cut my
provided that it is sweet: chocolate, jam, biscuits,
hair really short and my dad nearly had a fit!
jelly beans, and even sugar! Once, I ate a whole
I
time
every
He says that when he looks at me hes not
tub of vanilla ice-cream! I feel terrible
certain if hes looking at a boy or a girl! When I
binge and then I get even more depressed.
want to go out with friends, my father says I
In the last few weeks, Ive noticed
cant because Im not wearing the proper
that it happens more and
clothes! I love my parents very much, so I dont
more often, and because I
want to make them sad or upset. Im a good
eat so much, my dresses
student and I usually listen to my parents, but
and my school skirt dont fit
I feel that they just dont understand my style.
me any more. I know its
not right, Im really worried
and I dont know what to do.
Retrieved November 5,
Adapted from: Cynthialovesyou. (2010). Lets just be friends? Seventeen Magazine for Teenagers.
-just-be-friends-.html
11228_Lets
question/14
2010, from http://answerology.seventeen.com/index.aspx/
5, 2010, from
November
Retrieved
Teenagers.
for
Magazine
Seventeen
angry.
so
Im
(2010)
A Trendsetter
http://answerology.seventeen.com/index.aspx/topics/friends-family

Baggy: (adj.) fitting loosely, not tight.

ADVICE AND SUPPORT

11

READING

7 Read the letters again and answer these questions.

Lesson 1

a. What activities do the kids in Letter I do together?

b. How long does the writer of Letter II spend chatting on the Internet?
c. What indicates that the writer of Letter III had normal hobbies and
interests?
d. What kind of clothes does the writer of Letter IV wear now?

8 Read parts of the answers Anne has written to her readers (a d) and match
them with the letters on Page 11 (I IV).

b
Dear Reader,
Dear Reader,
doctor.
I think you should see a
rs can
Mood swings in teenage
a visit
,
be dangerous, therefore
lp to
to a psychologist can he
ur
determine the cause of yo
y
an
it
depression. Dont wa
longer and get some
tely.
professional help immedia

c
Dear Reader,
The best way to cure wh
at you
think is an addiction is to
look
for alternative activities.
I dont
know how close you are
to your
friends, but I would
recommend you spend
more
time with them. And ho
w
about some easy physica
l
activity such as walking
?

Only you can tell what yo

ur
feelings are. I believe yo
u have
two options: you can su
ffer in
silence and wonder what
your
friend feels about you or
talk to
him and tell him how yo
u feel.
Although he might tell yo
u that
he just wants to be friend
s, it is
also possible that he wa
nts
something more than frie
ndship.

Dear Reader,

lve
The only way you can so
your
to
g
your problem is talkin
of
parents. State your point
lence.
vio
or
r
ge
view without an
ur
yo
Why dont you tell
were
parents that when they
ir own
young they also had the
ts
ren
style which their pa
and?
probably didnt underst

9 Read the letters on Page 11 once more and correct these false statements.
a.
b.
c.
d.

12

UNIT 1

The writer of Letter I doesnt see this boy very often.

The writer of Letter II goes out very often.
The writer of Letter III feels happy when she eats things from the fridge.
The writer of Letter IV wears the clothes her parents like.

AFTER YOU READ

READING

10 Fill in the blanks in these sentences (a g) with the expressions in bold in

Lesson 1

Annes letters in Exercise 8.

a. __________________ ask for help if you have a problem.

b. __________________ you can start studying now or be prepared to fail
the exam.
c. __________________ finish sooner is to work harder.
d. __________________ you talk to your teacher immediately.
e. __________________ a little present like a flower or a card?
f. __________________ can find out the truth is asking your friend directly.
g. __________________ organise an outing for this weekend?

Language Note
LINKING WORDS
1. Read these sentences from the text and notice how we link sentences in English.
a. Every day I like him more and more; however, I cant really tell if he feels the same way.
b. I only participated in activities as long as they were intellectual things such as reading.
c. I will eat anything, provided that it is sweet.
d. Im sure it is not healthy and besides, my parents get really annoyed with me.
e. I love my parents very much, so I dont want to make them sad or upset.
2. We usually use shorter sentences when speaking and longer sentences when writing. Linking
words provide a text with cohesion and illustrate how its parts relate to each other.
We use but / however / although to indicate a contrast between ideas.
We use besides to say that there is something additional included.
We use therefore / so to express the result of something.
We use as long as / provided that to express a condition (replacing if in conditional sentences).
3. Find more sentences with these linking words in the letters. Copy them into your notebook and
write what the connector indicates: contrast, something additional, a result of something, a
condition (replacement of if).

Learning tip
Assign a special section of
your notebook to write
more examples of the topic
of the Language Note.
Include the name of the
point (Linking words), an
explanation (however is used
to indicate contrast), and an
example.

11 Use the information in the Language Note to fill in the blanks in these

sentences with a linking word from the box. Match one of the sentences
(a c) with the picture on the right.

although

besides

however

provided that

so

therefore

a. Children, we can have a picnic ______ the weather is nice.

b. She went out in a T-shirt and shorts ______ it was really cold and raining.
c. We dont have enough money, ______ we cant go on holiday this year.
Grammar, connectors.
http://www.eslgold.com/grammar/sentence_connectors.html

ADVICE AND SUPPORT

13

READING

12 Read Aunt Annes first letter again. Match the names (a f) with the
corresponding part of the letter (i vi).

Lesson 1

a.
b.
c.
d.
e.
f.

Address
Greeting
Signature
Date
Body of the letter
Closing

00001
i. 75 East Payton Drive, Newbury, CA
ii. 28 January, 2010
iii. Dear Reader,
od
iv. I think you should see a doctor. Mo
,
ous
ger
dan
swings in teenagers can be
can
therefore, a visit to a psychologist
help to determine the cause of your
get
depression. Dont wait any longer and
.
tely
some professional help immedia
v. Yours truly,
vi. Anne

13

10 Listen and repeat this model dialogue. Practise with a partner and then
role play it in front of your group.
Marianne: Im still unsure what to
Marianne: So?
study in college.
Tom:
You could take up tourism
Tom:
How about something you
or cooking.
really like and are good at? Marianne: Should I listen to my
Marianne: Like what?
parents advice?
Tom:
You are good at languages Tom:
Of course you should, but
and you like good food.
mainly, follow your heart.

14 Work with a partner and prepare a conversation like the one in Exercise 13

using the expressions in bold in Annes answers in Exercise 8 and your own
concerns to ask for advice. Practise and role play your conversation in front of
your classmates.

15 QUICK SELF-CHECK You have recently studied linking words.

Read this letter and choose the best option in each case.

Hi, Anne,
I need some advice, so / but Im writing
to you. Yesterday, I noticed that my
favourite T-shirt was missing,
so / although I asked my sister if she had
it, therefore / but she said she didnt. This is
not the first time that I havent been
able to find my clothes

6 pts.

although / as long as they soon reappear!

However, / Besides my clothes, other things,

such as my make-up, also go missing!

Im certain its my sister who takes my
things. I dont mind lending her my
clothes provided that / although she asks
me first! How can I stop this situation?

(See Answers and rubrics on Page 157).

0 to 2 You havent learnt the linking words in this lesson. Revise again.
3 to 4 You have learnt the linking words, but could do better. Good job!
5 to 6 You have learnt practically all the linking words. Excellent!

14

UNIT 1

16 Study these rules for the use of capital lettters. Which of them applies to each
case in the letter in Exercise 12?

READING
Lesson 1

1. The first words of a sentence.

2. The pronoun I.
3. Proper nouns (the names of specific people, places, organisations, and
sometimes things).
4. North, South, East, and West when used as parts of a city or country, but
not as compass directions.
5. The days of the week, the months of the year, and holidays.
6. The names of countries, nationalities, and languages.
7. The first word in a sentence that is a direct quote.
8. Members of national, political, racial, social, civic, and athletic groups.
9. Trademarks.

17 APPLICATION TASK WRITING

a. Read the letter in Exercise 15 again and answer

these questions in your group.
i. What does the letter tell you about the
person who wrote it?
ii. How does the person feel about the situation?
iii. What happened when the person tried to
solve the problem before?
b. Discuss these questions to find solutions.
i. Do you know anyone with a similar problem?
ii. How would you feel if you were in the
persons position?
iii. What advice would you give?
c. Write down a few ideas.
i. Discuss and summarise the different options.
ii. Choose the option everyone thinks is the best.

d. Write an answer to the letter using the correct

letter format. (See Exercise 12).
i. Write your letter (about 50 words).
ii. Use expressions such as I think you should, I
believe, Why dont you? etc.
iii. Check your letter for errors, punctuation, and
coherence.
e. Read your letter to other groups and compare
letters. Which group gave the best advice?
f. Evaluate your work considering these points.
Subject of letter
Format of letter
Correct grammar
Appropriate vocabulary
Correct punctuation
Group work

18 Consider what you have done in this lesson.

a. Read the statements in Exercise 1, Page 10 again. Has your opinion
changed? How? Why? Why not?
b. What have you learnt about letter writing? Is the same format used in Chile?
c. Discuss these questions in your group.
i. Do you think that embarrassing moments at school can be the reason
behind some cases of bullying?
ii. Who can help if somebody is being bullied?

If (), possible solution

American v/s British English

analyze, summarize
analyse / analyze
summarise /
summarize

WORKBOOK

page 141

ADVICE AND SUPPORT

15

LISTENING
Lesson 2

EMBARRASSING MOMENTS
BEFORE YOU LISTEN
1 Talk about these statements in your group. Which one(s) do you most
agree / disagree with?

a. I feel embarrassed when people compliment my appearance or

something I have done.
b. Embarrassment is something only weak people feel.
c. There are some things people just dont do for fear of embarrassment.

2 Read the title of the lesson. What kind of experiences do you think the
speakers will talk about?

3 Examine these pictures and describe the situations in your group.

a. Which of them do you find the most embarrassing?
b. Guess which two of these situations will appear in the listening text.

11 What do these words mean? Use a dictionary to check.

a. Listen and repeat them.
b. Four of them are pronounced with / /, the sound in cut, tug and bug.
Write them below.
anyone

garlic

______________

16

UNIT 1

breath

daring

pick up

sleepover

______________

______________

hang up / hung up

______________

crush

WHILE YOU LISTEN

5

12 Listen to the recording once and check your predictions in Exercise 3b.

12 Who said these sentences, the presenter, Belinda, or Peter?

a.
b.
c.
d.
e.

LISTENING
Lesson 2

______________: If you eat just a little, you will have bad breath for days!
______________: I raced upstairs to brush my teeth.
______________: What happened to you?
______________: No, but I called my friend.
______________: I was so embarrassed!
12 Listen again and circle the word you hear.

a. If it happens to me / you , it can happen to anyone / everyone .

b. If we stay at home / school , I will not meet anyone else today / tonight .
c. After / As I hung up, I looked down the hall / stairs .

12 Listen once more and answer these questions.

a.
b.
c.
d.

Who came to visit Belinda?

What was her problem?
What did Peter tell his friend?
Why was this a problem?

AFTER YOU LISTEN

9 In your group, share the information you collected in the listening activities
and complete these summaries of the embarrassing experiences.

a. Belinda was walking around ______________ with her ______________,

who dared her to eat ______________ with a lot of ______________,
which gave her bad ______________.
When the ______________ she likes tried to ______________ her, she
had to run to brush her ______________, but her ______________ told
the ______________ about her ______________ breath!
b. Peters ______________ has a lot of ______________ friends, and when
they came to ______________ at his house, he ______________ his
friend to invite him over and tell him how much he ______________ one
of them. When he ______________ he realised all the girls were
______________ to his conversation on the other ______________!
Embarrassed : (adj.) shy, awkward or ashamed, especially in a social situation. Doorbell: (noun) a bell with a
button outside a house that you push to let the people inside know that you are there. Truth: (noun) a fact that
is believed by most people to be true, exact.

American v/s British English

realize
realise / realize

ADVICE AND SUPPORT

17

LISTENING
Lesson 2

Language Note
THE FIRST CONDITIONAL
1. Read these sentences taken from the listening text.
a. If you are brave and daring, you will eat a piece of pizza with a lot of garlic.
b. If we stay at home, I wont meet anyone else tonight.
c. If my best friend comes over, we will be the only boys.
2. What do the sentences refer to?
a. Things that are possible in the future.
b. Things that were possible in the past.
c. Things that are possible in the future and in the present.
The answer is c.
3. The First Conditional usually consists of two clauses:
If you are brave and daring + you will eat a piece of pizza.
When the if clause comes first, a comma is usually used. When the if clause comes second, there
is no need for a comma.
4. Notice the structure:
If + Present tense + Subject + Future tense
5. Listen to the text again (or borrow the script from the teacher) and find one more example of the
First Conditional. Write it in your notebook using a colour code as in Points 3. and 4. above.

10 Now that you have learnt how to express actions that are likely to happen,
complete the sentences that refer to British superstitions. In your group,
explain if they also exist in Chile. The pictures on the left illustrate them.

Example: If you break a mirror, you will have bad luck for seven years.
a. If a black cat walks towards you, you will
b. If someone is sweeping the floor and sweeps over your feet,
c. If your right hand starts to itch,

11

.
I wonder what to do this weekend. If its sunny, I think Ill go to the seaside
If my best friend Linda doesnt have to study, shell go with me. If my father
we
isnt using his car, hell probably lend it to us, but if he has to use it, then
can go by train. We can either take the 10:30 from Central Station or the
10:45 from Northern Station. If we go by car, then we can take a picnic
basket with us, but if we go by train, we can have lunch at a seafood
it for
restaurant. If I see a nice gift at the craft fair on the beach front, Ill buy
Tom. If Tom likes my gift who knows? He might ask me out!

3
WORKBOOK

18

13 Listen and repeat this monologue. Then, in your group, take turns to say
different parts of it. Role play it as a group for the class.

UNIT 1

page 143

.
.
.

12 QUICK SELF-CHECK Complete these sentences with

your own ideas.

10 pts.

a. If you talk with your mouth full, ______________________.

b. ______________________, you will get wet.
c. Your dog will be delighted, ______________________.
d. ______________________, they will not catch the plane.
e. If Sandra doesnt see that film, ______________________.
(See Answers and rubrics on Page 158).
0 to 2 You havent learnt the First Conditional. Revise the Language Note and Exercises 10 and 11 again.
3 to 6 You have learnt the First Conditional, but could do better. Good job!
7 to 10 You have learnt the First Conditional. Excellent!

LISTENING
Lesson 2

American v/s British English

program
programme

13 APPLICATION TASK SPEAKING

You are going to role play the TV programme If it
happens to you, it can happen to anyone.
a. Work in groups of five to seven students and
discuss this saying: Life is stranger than fiction.
Do you agree? Why? Why not? (5 minutes).
b. Choose one student to be the presenter, who
must get ready to introduce the participants
and ask questions in a TV programme. (2
minutes / 10 minutes).
c. The rest of the group gets into pairs (2 minutes).
Each pair chooses an embarrassing experience
to tell the audience (3 minutes). Use these
questions to organise your narration (7 minutes).

i. When / Where did this happen?

ii. Who were you with?
iii. What was the problem?
d. Rehearse and then present your role play to
the class (5 minutes).
e. Evaluate your work considering these points.
All points in d. included
Interesting dramatisation
Correct grammar
Appropriate vocabulary
Group work

If (), possible solution

14 Choose one of the embarrassing moments in Exercise 13 or one of the

situations in these pictures (1 3) and describe it in a letter to a friend.
Remember to use the letter format you have studied.

15 Answer and discuss these points in your group.

a. Has your opinion about the statements in Exercise 1, Page 16 changed?
b. When is a joke funny and when is it not, and might turn into bullying?
c. What can you do if you or a friend are the victims of unpleasant jokes?

WORKBOOK

page 144

ADVICE AND SUPPORT

19

CONSOLIDATION ACTIVITIES
1 Read this letter carefully.
a. Decide where to put these extracts in the letter.
flirt with her boyfriend

are only going to flirt

Ill answer it again

not harmless fun

b. Answer these questions.

i. What is Alices problem?

he dumps his girlfriend

person you want to be

What will happen

if you keep chatting with him

ii. What advice does she get?

Guilty Alice,

times
this question a thousand
ed
er
sw
an
e
Iv
e
lik
l
fee
I
_________.
y want my advice, (a.) __
already, but if you reall
m online if
HING! Dont talk to hi
You shouldnt do ANYT
kind
ve to think about what
ha
u
Yo
_.
__
__
__
__
__
.)
you two (b
hind a
_. Do you want to go be
__
__
__
__
__
)
(c.
d
an
d
of a frien
feel if
_____? How would you
__
__
__
.)
(d
d
an
ck
ba
friends
u? Its not ok and its
someone did that to yo
u shouldnt
ing disrespectful and yo
be
s
He
_.
__
__
__
__
__
)
(e.
_____ if you
think ahead. (f.) ______
y,
all
Fin
.
m
hi
e
ag
ur
co
en
How will you feel if
continue to chat online?
u trust him
friend for you? Will yo
(g.) ___________ your
out
u? There are other guys
yo
to
g
in
th
e
m
sa
e
th
not to do
This
behaving like this guy.
of
m
ea
dr
t
dn
ul
wo
o
there wh
_.
are you (h.) __________
guy is bad news and so

2 Look at the pictures and say what will happen. Compare your answers with another student.

1
Example: If that girl
crosses the street
without looking, she
will have a serious
accident.

20

UNIT 1

3 Read the e-mail below carefully.

a. Put these pictures (1 8) in the order the events are mentioned in the message.

b. Read the e-mail again and answer these questions with your partner.
i. How did Karl know that Bailey was ill?
ii. How was Baileys operation similar to a magic trick?
iii. Is Bailey all right now?

Dear Jenny,
e them,
You asked me if I like animals; I lov
Take our
zy!
cra
lly
but sometimes theyre rea
dog, Bailey, for example.
always
Bailey is a golden retriever; he has
g around
nin
run
es
lov
been very playful and
h, but
wit
y
pla
to
ff
the house looking for stu
and
et
qui
y
ver
last month he suddenly got
p,
bum
big
a
we noticed that his tummy had
ed
min
exa
so we took him to the vet. The vet
if it was a
his belly, but she was not certain
decided to
tumour or something else, so she
operate immediately.
rs and
The operation lasted nearly two hou
stic bag
pla
when the vet came out, she had a
cked
in her hand. We were all really sho
gloves,
when out of the bag she pulled two

taken out
one hand towel, and five socks, all
of Baileys stomach.
on was like
The vet says that Baileys operati
e - she
stag
the
performing a magic trick on
t
kep
just
opened the dogs stomach and
pulling things out!
we are not
Bailey is fully recovered, but now
learn
nt
did
he
sure what to do. It seems
nce.
erie
exp
anything from his traumatic
,
den
gar
Right now, I can see him in the
of
r
pai
a
eating a tennis ball! I also found
cotton socks in his house.
e him to a
The vet suggested we should tak
not to
him
n
dog psychologist who can trai
sure.
so
not
eat dangerous things, but I am
What do you think?
Karl
Taken from: ECC files

ADVICE AND SUPPORT

21

JUST FOR FUN

SUGGESTIONS ON HOW TO GIVE
YOUR CAT A PILL
I.

II.

III.
IV.

V.

Anyone who owns a cat (or should we say

those who are owned by a cat?) and needs
to give it a pill, should read the following
instructions very carefully.
Pick up the cat and put it on your left arm, as
if holding a baby. Put your left forefinger
and thumb on both sides of the cats mouth
and gently apply pressure to the sides,
holding the pill in your right hand. As the cat
opens its mouth, pop the pill into its mouth.
Allow the cat to close its mouth and swallow.
Retrieve the pill from the floor and the cat
from behind the sofa. Put the cat on your left
arm and repeat the first step.
Retrieve the cat from the bedroom and
throw the wet pill away. Take a new pill. Put
the cat on your left arm, holding back its legs
tightly with your left hand. Force the cats
mouth open and push the pill to the back of
its mouth with your right forefinger. Hold the
cats mouth shut and count to ten.
Retrieve the pill from the
goldfish bowl and get the
cat from the top of the
wardrobe. Call your
mother in from the
garden. Kneel on the
floor with the cat
between your knees
and hold its front and
back legs. Ask your
mother to hold the cats
head firmly with one
hand, while forcing a ruler

into the cats mouth. Drop the pill down the

ruler and rub the cats throat vigorously.
VI. Retrieve the cat from the curtain and get
another pill. Carefully sweep the broken
porcelain figurines from the floor. Wrap the
cat in a large towel and get your mother to
lie on the cat, with its head just visible. Put
the pill in the end of a drinking straw, force
the cats mouth open with a pencil, and blow
down the drinking straw. Then, check the
label on the cat medicine to make sure the
pill is not harmful to humans; drink a glass of
water to take the taste away.
VII. Retrieve the cat from your neighbours shed.
Take the last pill from the packet. Place the
cat in the cupboard with its head just
showing. Force the cats mouth open with a
dessert spoon. Flick the pill down the cats
throat with an elastic band.
VIII. Ring the fire brigade to retrieve the cat from
a tree across the road. Apologise to the
neighbour who crashed into a
fence while trying to avoid the
cat. Get your mother to drive
you to the hospital. After
you come back, phone the
local animal shelter to see
if they will exchange the
cat for a turtle or a hamster.

1 Read the text and find the following elements.

a. Five parts of the body.
b. Three parts of a house.
Forefinger: (noun) the finger next to the thumb.

22

UNIT 1

c. Three pieces of furniture.

d. Three other animals.

Taken from: Nancee Belshaw. (2008).

How to give your cat a pill in twenty easy
steps. Retrieved November 5, 2008, from
http://www.nanceestar.com/CatPill.html

2 Read the text again and match each paragraph (I VIII) with one of these pictures (1 8).

CHILEAN CONNECTION
Read this letter sent by a Chilean teenager to a blog that
collects embarrassing experiences around the world. Can you
identify the experience? Have you had a similar one?

This happened to me when I was 16 years old. My girlfriend, her

parents, and I had gone to the fondas organised to celebrate
Independence Day. I challenged my girlfriend to play several games,
as I was sure I would be the absolute winner. We started with the
game where you have to throw balls at cats standing on different
shelves. I aimed carefully and threw the first ball, but it rebounded
off the wall and hit her father right in the middle of his forehead!
Everybody started to laugh at him and I felt really bad.
Adapted from: Jodi. (2010). Seventeen Magazine for Teenagers.
Retrieved November 7, 2010 from http://www.teenmag.com/seen-in-teen/why-me/

Forehead: (noun) the part of the face above the eyes and below the hair.
ADVICE AND SUPPORT

23

TEST YOUR KNOWLEDGE

READING

SEEKING SUPPORT

Hi, Anne.
weeks away from graduating and
I am an 18-year-old senior a few
going to do with my life. To
I am totally at a loss as to what I am
ss, Im not sleeping, my grades
put it in short - I am a complete me
ked out. Normally, I would
are slipping, and I am totally frea
ut this, but they are also having
(a.) __________ to my parents abo
t to bother them too much. I dont
problems at work, so I dont wan
to them or tell them how I feel
feel that I have a right to complain
y and have been working for 35+
because they are both almost sixt
l totally deserted and completely
years, but on the other hand I fee
so I dont even have a brother
(b.) __________. I am an only child,
friends, but of course they say I
or a sister to ask. Ive talked to my
me.
should do what I think is best for
my parents about this situation?
What can I do? Should I approach
you can help me with this.
I will be really (c.) _____________if
Thanks,
Charlie

II
Dear Anne,
dont really know how to start
I have a really serious problem. I
erstand me. I am 15 years old and
because I feel that nobody will und
t on
and (d.) __________ family. We wen
for years I have lived in a loving
ch
lun
to the cinema, and we had
holidays together, had fun going
together every Sunday.
the
my parents have been fighting all
However, for the last six months
___ in their room so as not to
time. At first, they would (e.) ______
rse
e is only 9), but then things got wo
disturb me and my little sister (sh
In
le.
the time - even at the dinner tab
and worse and now they argue all
ue very loudly in their bedroom.
the evening, I can hear them arg
sister
very sad that they fight. My little
I love both my parents and I am
w what to tell her.
is (f.) _______ too and I dont kno
that
o is wrong and the worst thing is
I dont know who is right and wh
gs
thin
t
. What can I do? I really wan
I dont know why they are fighting
back to normal, as it used to be.
between my mom and dad to get
t,
Thanks for listening and all the bes
Nina

Adapted from: CharlieO. (2008)

Traumarama. Seventeen Magazine for
Teenagers. Retrieved December 6, 2008, from
http://www.seventeen.com/fun/trauma/

1 Read the two letters and choose a title for each one.
a. Choosing a career
b. Difficult family situation

24

UNIT 1

2 pts.
c. Tough life decision
d. What is wrong with my parents?

2 Read the letters again and choose one option

(i iii) for each gap (a f).

a. i. discuss
ii. talk
iii. ask
b. i. alone
ii. surprised
iii. indifferent
c. i. cheerful
ii. grateful
iii. disappointed

6 pts.

d. i. united
ii. disfunctional
iii. strange
e. i. whisper
ii. cry
iii. argue
f. i. upset
ii. complicated
iii. hopeful

3 Read the letters once more and answer

these questions.

4 pts., 2 each

a. Why doesnt Charlie want to talk to his

parents about his problem?
b. How do we know that Ninas family was a
happy one?

LISTENING TAKING AN EXAM

15 Listen to this lecture. Cross out the

tips that are not mentioned.
a.
b.
c.
d.
e.
f.

6 pts.

Drink a glass of milk or some orange juice.

Do some mild activity.
Take some tranquilisers.
Practise some relaxation techniques.
If you are nervous, tell someone.
Study every day before the exam.

15 Listen again and circle the word

you hear.

4 pts.

a. You should also act / eat healthily.

b. Your brain / body will benefit from good
nutrition.
c. You will get rid of access / excess energy.
d. If you prepare for the exams properly / poorly ,
you will do fine.

15 Listen once more and answer

these questions.

4 pts., 2 each

a. Who is this lecture addressed to?

b. What kind of exercise can you do to
oxygenate your brain?

LANGUAGE

7 Fill in the blanks in this text (a e) with

the five linking words in the box.

5 pts.

although as long as but however therefore

mer
I wanted to do something this sum
ng
oki
(a.) ________ it had lots of good-lo
up
guys participating as well. I signed
quite
was
it
t
ugh
tho
I
for the wood shop.
ld
wou
I
__,
a male activity, (b.) ______
nice.
have the chance to meet someone
In fact, there was this attractive guy
didnt
working near me (c.) ________ he
_____,
___
(d.)
even look in my direction.
I
rd.
at one moment I had to cut a boa
n.
started trying to catch his attentio
oss
acr
flew
d
woo
Suddenly, a piece of
head
the
on
the room. It hit the nice boy
get
and he fell to the floor! I went to
nicely
some ice for his head and talked
I have
to him, (e.) ________ I dont think
a chance with him now.

8 Circle the best verb form.

5 pts.

a. If we go / will go to Paris, we see / will see the

Eiffel Tower.
b. If I get / will get the job, I buy / will buy a nice suit.
c. You get / will get sick if you eat / will eat all that
ice cream.
d. I can help / help you if you ask / will ask me
politely.
e. If Karen asks / will ask for my opinion, I tell /
will tell her to wait.

ADVICE AND SUPPORT

25

TEST YOUR KNOWLEDGE

WRITING

SPEAKING

9 Read and complete the letter below with your

own opinions and ideas.

12 pts.

_____________
_____________
_____________
Dear _____________,
In your last letter, you asked my
The
opinion about _________________.
w,
thing is that, from my point of vie
_.
___
______________________________
ea
However, there are people who hav
_____
different opinion on this issue of
__.
___
________________________
____
For example, my friend _________
___,
thinks that _____________________
___
and according to my mother ______
_________________________.
o is
I am not sure who is right and wh
e
wrong. I believe that we can all hav
different opinions.
_ on
Tell me what you _______________
the subject.
Your friend
_____________

FINAL REFLECTION
In this unit, you have learnt expressions we use for asking for and offering
advice and support, linking words, and the First Conditional. Before you
continue to the next unit, review the contents of Unit 1 and plan ahead.
Here are some learning tips.
Make a general outline of what you are learning (you can use graphs,
tables, drawings, etc.) and in what situations you can use it.
Look at the first page of Unit 2 and check how what you learnt in Unit
1 is related to the new contents.

26

UNIT 1

10 Read the following conversation. Fill in the

gaps with the expressions in the box.
Then practise and role play the dialogue
with a partner.

12 pts.

from my point of view I can see if you ask me

Im not sure not certain your opinion

Gustavo: So, what do you think I should do about

this problem with my girlfriend?
Carla:
_______ if I should give you any advice. Its
a personal situation between you and her.
Gustavo: Yeah, I know, but I just want ___________.
Carla:
Well, ________, I must say that she is right.
Gustavo: She is right? Im __________________ you
are a friend of mine if you take her side.
Carla:
Well, ____________________ you wanted
me to say I take your side, but I cant.
Gustavo: Why not?
Carla:
Because _________ she is right and you
are not!
(See Answers and rubrics on Page 158).
Ask: What will I be able to do differently because of learning this?
Look through Unit 1 paying special attention to headings, pictures,
tables, etc. Does this help you to remember things better?
Ask: What do I already know about this? and What do I still need to
find out?
If you follow this advice you will be able to consolidate your knowledge
and get ready for the new contents in the next unit.

SELF - EVALUATION
YOUR TEST RESULTS
Reading

Your score

You are expected to be able to identify and understand key facts and details.

10 - 12 Great Grasped all main ideas and answered most questions correctly.
7 - 9 Good Grasped most main ideas and answered most questions correctly.
4 - 6 OK

Grasped some main ideas and answered some of the questions correctly.

0 - 3 Poor Deduced some main ideas and answered just a few questions correctly.

Listening You are expected to be able to identify and understand key facts and details.
11 - 14 Great Identified almost all the information correctly.
7 - 10 OK

3 - 6 Good Identified most of the information.

0 - 2 Poor Deduced just a few bits of information.

Identified some of the information.

Language You are expected to apply and identify two language items.
9 - 10 Great Grasped and applied the language items in all cases.

4 - 5 OK

6 - 8 Good Grasped and applied the language items in most cases.

0 - 3 Poor Deduced and applied the language items in very few cases.

Grasped and applied the language items in some cases.

Speaking You are expected to be able to complete and participate in a guided dialogue.
Task
Completed the dialogue with five
or six of the correct expressions.
Completed the dialogue with three
or four of the correct expressions.
Completed the dialogue with one
or two of the correct expressions.
Used only one of the correct
expressions.

Score

Language

Score

Practically no language mistakes.

Very few language mistakes.

Some language mistakes.

Language mistakes interfered with

comprehension.

Interaction

Score

Fluid interaction, good pronunciation,

no hesitation.
Fluid interaction, a few pronunciation
mistakes, a minimum of hesitation.
Fluid interaction, some pronunciation
mistakes, some hesitation.
Interaction affected by pronunciation
mistakes, a lot of hesitation.

4
3
2
1

Writing You are expected to complete a letter with your own ideas and opinions.
Task
Filled in all the blanks with
appropriate information.
Filled in most of the blanks with
appropriate information.
Filled in some of the blanks with
appropriate information.
Filled in only one or two of the
blanks with appropriate information.

Score
4
3
2
1

Language
Practically no grammar or
vocabulary mistakes.
Very few grammar or vocabulary
mistakes.
Some grammar and vocabulary
mistakes.
Grammar and vocabulary mistakes
interfered with comprehension.

Score

Interaction

Score

Correct spelling, heading, and greeting.

3
2
1

A few spelling mistakes and incorrect

heading or greeting.
Several spelling mistakes and incorrect
heading or greeting.
A lot of spelling mistakes and incorrect
heading and greeting.

3
2
1

YOUR GENERAL PERFORMANCE

In this unit

Always

Sometimes

Never

I reflected on the issues of expressing feelings, helping friends, bullying, and Internet safety raised by the texts.
I used different strategies to help me to understand.
I made myself understood even if I made some mistakes.
I interacted with other students to do the exercises.
I expressed my point of view appropriately.

ADVICE AND SUPPORT

27

UNIT

LEARNING OBJECTIVES

28

READING: to read a school newspaper interview that contains the

communicative function of expressing condition, includes a variety of
expressions to express recommendations, and
identify text organisation by deciding how the interview has been divided.
relate information presented in different forms by identifying what some
numbers refer to.
discriminate between correct and incorrect information by deciding if it is
true or false.
distinguish explicit and implicit information by classifying certain items.

LISTENING: to listen to a scientific presentation that contains

the communicative function of expressing conditions, and
discriminate between correct and incorrect information by
choosing the right option.
identify speakers by choosing the right names.
find specific information by completing diagrams and
answering questions.

WRITING: to write a school earthquake plan that includes different

stages, uses the First Conditional, contains sequencing words, and is
organised logically.

SPEAKING: to describe pictures in detail sharing ideas and

knowledge, using expressions learnt, correct pronunciation, and
the correct structures for descriptions.

UNIT 2

TWO OF THE ELEMENTS

GETTING INTO THE UNIT
1 Interview your partner to establish how much he / she knows about the elements,
security, and natural phenomena.

a. Which Chilean earthquake is the biggest in

recorded history?
i. The Chilln earthquake.
ii. The Valdivia earthquake.

d. Are you familiar with your school

security plan?
i. Yes.
ii. No.

b. What is the correct reaction when an

earthquake begins?
i. Drop and cover.
ii. Run and shout.

e. What does the Japanese word tsunami

mean?
i. A big tidal wave.
ii. An underwater earthquake.

c. When do we dial 132?

i. When we need to report a fire.
ii. When we need to call for an ambulance.

f. How many states of water are there?

i. Four.
ii. Three.

1. a. ii. b. i. c. i. d. i. e. i. f. ii.

2 Imagine that your school is preparing a Disaster Kit - objects that will help you and your

classmates to survive in the case of disaster. Which six of the items below would you include in
the Kit? Justify your choice using the First Conditional, which you learnt in Unit 1.
Example: If we have a mobile phone, we will be able to phone the emergency services.

10

TWO OF THE ELEMENTS

29

GETTING READY FOR THE UNIT

Before starting this unit, you need to know:
the First Conditional.
how to express invitations and orders.
how to identify types of written texts.

how to identify main ideas in written texts.

the Imperative form.
how to say different types of numbers to ask and answer questions.
how to find specific information in oral texts.

1 Underline the correct verb form.

a. If you see / will see Gemma, tell her to meet
me at 5 pm.
b. I will leave / leave for Temuco if I can get the
bus tickets.
c. Apple pie? Sure, we can make one if we
have / will have apples.
d. If an earthquake takes place / will take place ,
follow the instructions.

2 Re-write these sentences using the openings

provided. Do not change their meaning.

a. Lets suppose you see a flying saucer. Will

you run?
If
b. Supposing that we win the lottery, will we
buy a new house?
If
c. I hope it is sunny tomorrow. Otherwise we
will not go to the beach.
If

3 How do we usually express an invitation, give

an order to take action, or offer instructions?
Write some examples.

4 Which of these texts (I II) is an action plan?

Justify your choice in your group.

in I
A well-stocked first-aid kit, kept with
e.
easy reach, is a necessity in every hom
time
Having supplies gathered ahead of
y at a
enc
erg
em
will help you to handle an
moments notice.
e
You should keep a first-aid kit in your hom
ations.
and be sure to bring one on family vac
You can purchase a first-aid kit at
ce,
drugstores or at a local Red Cross offi
you
If
.
or you can make one of your own
ers
decide to make one, choose contain
, easy
able
dur
my,
for your kits that are roo
to carry, and simple to open.

st 2010) First-Aid Kit.

Taken from: Cronan, K. MD. (Reviewer) (Augu
ealth.org/parent/
/kidsh
http:/
from
2011,
20,
Retrieved December
firstaid_safe/home/firstaid_kit.html

II
by
1. Prepare and evacuate the building
way of the nearest emergency exit.
rs.
Walk; do not run. Do not use elevato
2. Close, but do not lock, all doors as
you leave.

3. Before exiting through any closed

door, check for heat and the
presence of fire behind the door by
feeling the door with the back of
your hand. If the door feels very
warm or hot to the touch, advise
.
everyone to proceed to another exit

Taken from: Drumheller, G. (2000).

tmental Evacuation Plan. Retrieved
Depar
Psychology Gilmer Hall
inia.
December 20, 2011, from http://minerva.acc.virg
edu/~psych/fac-hb/evac-plan.htm

30

UNIT 2

5 Read the tests in Exercise 4 again. Which idea

(a b) corresponds to which text (I II)?

8 Take turns to answer these questions in pairs,

using the information provided.

a. Text ___ - Characteristics and importance of

a set of implements
b. Text ___ - What to do in the case of an
emergency

a. What is the biggest city in Latin America?

(Mexico City - 21.2 million people)
(www.mapsofworld.com. Last updated Jan 17, 2013)

6 Match the pictures (1 6) with the orders (a f).

b. What is the worlds coldest place?

2
(Antarctica - 87.8C)

4
c. What is the worlds driest desert?

5
a.
b.
c.
d.
e.
f.

(The Atacama 400 years with no rain)

6
___ Be quiet! The children are sleeping.
___ Fetch the ball!
___ Sit down! The class will begin now.
___ Dont cross the road! A cars coming!
___ Dont run! The floor is slippery!
___ Dont swim! It is forbidden here.

d. What is the worlds biggest island?

(Greenland 2,175,600 km2)

7 How do we say these numbers? First, say them

aloud and then, write them down. Compare
with another student.
a. 1.1:
b. 6%:
c. 8.8:
d. 387:
e. 1,962:
f. 56,405:

20 Listen to the presentation of the listening

text in Lesson 2, and fill in the blanks.
The following ___________ is sponsored by
Watertech, the ___________ in charge of our
___________ water.

TWO OF THE ELEMENTS

31

READING
Lesson 1

EARTH
BEFORE YOU READ
1 In pairs, analyse this graph and discuss different earthquakes in Chile.
a. Compare their magnitude and the year they happened.
b. Investigate the earthquake history of another seismic country (for
example, Japan), prepare a similar graph, and display it in your classroom.
2010
1985
1960
1939
1906

Earthquakes in Chile
Concepcin
Santiago 7.9

8.8

Valdivia
Chilln 8.3
Valparaso 8.6

9.5

10

2 Look at the pictures on Page 35. In your group, decide what the pictures
illustrate, and where and when these events took place.

3 Check the meaning of these words. Then circle the ones you think you could
find in a text about earthquakes.

damage crowded epicentre fall magnitude movement

noise prevent tsunami volcano withstand

WHILE YOU READ

4 Read the text on Pages 34 and 35, and check your predictions in Exercises 2
and 3.

5 How has the reporter divided her interview?

a. By subject.

b. By question.

c. By dates.

6 Read the interview again. What do these numbers refer to?

a. 58,622
d. 40

b. 2 million
e. 1960

c. 9.5
f. 10+

7 Read the interview carefully again. Are these statements true (T) or false (F)?
a. ___ Earthquakes are very common and happen nearly every day.
b. ___ The magnitude of an earthquake indicates its intensity.
c. ___ After the Valdivia earthquake, there was a tsunami and a
volcanic eruption.
d. ___ Valdivia has never been rebuilt.

32

UNIT 2

8 Read the text once more. Which of these statements contain explicit (E)

information (specifically written in the text), and which contain implicit (I)
information (you have to guess, deduce)?

READING
Lesson 1

a. ______ The earthquake of the greatest magnitude occurred in Chile.

b. ______ The area affected by the Valdivia earthquake was huge.
c. ______ The Richter scale is a numerical scale.

AFTER YOU READ

Language Note
THE FIRST CONDITIONAL (continued)
1. Analyse the following sentences from the text.
a. If you are indoors, DROP and COVER.
b. If you are outdoors, stay as far away from buildings as possible.
2. In Unit 1 you learnt the structure below for the First Conditional. How are the sentences in Point 1
different from that structure?
If + Subject + Present tense + Subject + Future tense.
The sentences in Point 1 are still a Conditional, but they are also giving you an instruction.
If + Subject + Present tense + Infinitive without to to express a recommendation or an order.
3. Colour this example using the code in Point 2.
If you chat on Messenger, dont reveal your telephone number or address
4. Copy two more examples of this structure using the colour code.

American v/s British English

`address

17 Complete the dialogue using the First Conditional.

Compare with the recording and then listen and repeat the dialogue.
Dana:
Lennox:
Dana:
Lennox:
Dana:
Lennox:
Dana:
Lennox:
Dana:
Lennox:
Dana:
Lennox:
Dana:
Lennox:
Dana:
Lennox:

Can we predict earthquakes?

No, we cant.
What will you do if ___________ an earthquake?
I ___________ drop and look for cover.
Who ___________ phone first of all?
I ___________ the Emergency Office.
What ___________ you ___________ if the land line isn't working?
I ___________ my mobile phone.
What ___________ you ___________ if someone's hurt?
I ___________ for an ambulance.
What if ___________ no electricity after the earthquake?
I ___________ matches or a torch.
Where will you hide if ___________ outdoors?
I ___________ far away from buildings.
What ___________ if there are aftershocks?
Nothing, just wait for them to end.

ad`dress

Did you know that...

The Triangle of Life
Life, written
by Doug Copp, of American
Rescue Team International,
has led many people to
question or plan to change
their response to
earthquakes? Some of the
recommendations in the
article have even been
repeated in media stories as
if they were facts.
However, the advice is
potentially life-threatening
and the author has been
broadly discredited.

WORKBOOK

page 145

TWO OF THE ELEMENTS

33

READING

WHILE YOU READ

Orange County High

School Bulletin

25 February, 2011

ern part of
uck the centralsouth
str
e
ak
qu
rth
ea
le
rib
ter
I, has
Nearly a year after a
ergency Office, ONEM
Em
an
ile
Ch
e
th
m
fro
aya,
Chile, Mr Armando Ar
estions.
qu
r
ou
agreed to answer
an earthquake?
all: how can we define
of
st
fir
a,
ay
Ar
r
M
rths
Dorothy:
ing movement of the Ea
ak
sh
or
g
in
bl
m
tre
a
is
ake
but unless they
Mr Araya: An earthqu
practically every day,
r
cu
oc
es
ak
qu
rth
Ea
.
easily.
surface
ople dont notice them
pe
e,
ag
m
da
e
us
ca
d
are strong an
is?
strong an earthquake
w
ho
ow
kn
e
w
do
ow
ogist
Dorothy: H
e, a California seismol
ak
qu
rth
ea
an
of
y
sit
the inten
he called the
Mr Araya: To measure
d a simple scale, which
ate
cre
ter
ch
Ri
F.
les
ar
scale is
named Ch
es of earthquakes. The
siz
e
iv
lat
re
e
th
e
rib
sc
magnitude, to de
ter scale.
now known as the Rich
g to that scale?
akes classified accordin
qu
rth
ea
e
ar
ow
H
y:
ones
Doroth
r - 2.0 and the biggest
be
m
nu
t
ge
es
ak
qu
rth
home area,
Mr Araya: The small ea
ample: each year, your
ex
an
es
er
H
+.
10
r
be
u put them
num
,000 earthquakes. If yo
10
t
ou
ab
s
ha
a,
ni
or
lif
d
southern Ca
than magnitude 3.0, an
ter
ea
gr
e
ar
2%
t
ou
ab
de 4.0.
on the scale, only
e greater than magnitu
ar
em
th
of
20
to
15
t
only abou
ile, on the
, 2010 earthquake in Ch
27
ry
ua
br
Fe
e
th
as
w
Dorothy: So how big
Richter scale?
epicenter.
d of the scale: 8.8 at the
en
r
pe
up
e
th
s
rd
wa
to
Mr Araya: It was
is: what was the
ow, the next question
N
!
ge
hu
y
all
re
ds
un
Dorothy: That so
ake'?
'Great Chilean Earthqu
gest magnitude
Chileans, it was the lar
,
us
r
fo
y
tel
na
rtu
fo
22, 1960 and
Mr Araya: Un
. It took place on May
ry
sto
hi
ed
rd
co
re
in
e
ldivia
earthquak
than 2,000 people in Va
e
or
m
d
lle
ki
It
.
9.5
as
es,
its magnitude w
destroyed 58,622 hous
ly
ete
pl
m
co
,
ss
ele
m
ia and
alone, left 2 million ho
of Concepcin, Valdiv
ies
cit
e
th
in
e
ag
m
da
aii,
caused heavy
hit as far away as Haw
at
th
i
m
na
tsu
a
ed
us
Puerto Montt, and ca
ines.
Japan, and the Philipp
ile in 1960?
what happened in Ch
t
ou
ab
e
or
m
tle
lit
a
l us
ging
Dorothy: Can you tel
portions of land, chan
ge
lar
d
re
ve
co
r
ate
w
i,
nam
s after the first
Mr Araya: After the tsu
for ever. Some 40 hour
ea
ar
e
th
of
hy
ap
gr
s and
the topo
, adding volcanic ashe
ted
up
er
no
lca
vo
e
hu
shock, the Puye
gedy.
lava to the terrible tra

34

UNIT 2

astal cities were

e Valdivia and other co
ak
qu
rth
ea
e
th
er
aft
w
Although
e remains of what is no
m
so
e
se
ll
sti
n
ca
u
yo
,
carefully rebuilt
earthquake of all time.
known as the biggest
es compare?
two Chilean earthquak
e
es
th
do
ow
H
y:
de, but
th
Doro
was smaller in magnitu
10
20
ry
ua
br
Fe
in
e
ak
gger
Mr Araya: The earthqu
because it affected a bi
us
do
en
m
tre
o
als
as
the devastation w
area of the country.
akes?
ict and prevent earthqu
Dorothy: Can we pred
g can be done to
ply happen and nothin
sim
es
ak
fore,
qu
rth
Ea
o.
N
Mr Araya:
n do a lot of things be
ca
e
w
er,
ev
ow
H
.
em
.
predict or prevent th
limit the consequences
to
e
ac
pl
e
tak
ey
th
ter
during and af
?
me one of these things
ch a
Dorothy: Can you na
are is constructed in su
u
yo
re
he
w
g
in
ild
bu
if the
Mr Araya: It will help
and movement.
n withstand the shocks
ca
it
way that
e do?
onto the
Dorothy: What can w
VER; this means to fall
CO
d
an
OP
DR
s,
or
do
ection. If you are
Mr Araya: If you are in
ething strong for prot
m
so
r
de
un
t
ge
d
an
If you are
floor
buildings as possible.
m
fro
ay
aw
r
fa
as
y
are
outdoors, sta
e away quickly. If you
ov
m
ll,
fa
n
ca
at
th
ng
yone will be
near glass or anythi
r the nearest exit; ever
fo
n
ru
t
no
do
,
ea
ar
d
in a crowde
ore injuries. Be
ng will lead to even m
di
w
cro
d
an
at
th
g
in
ake; they are
do
llow the initial earthqu
fo
to
ks
oc
sh
ter
af
r
fo
prepared
ous.
e, but still very danger
smaller than the first on
rn a little bit more
ks for helping us to lea
an
th
y
an
m
a,
ay
Ar
r
Dorothy: M
about earthquakes.
your
py of this interview in
co
a
e
se
to
e
lik
h
uc
m
good
Mr Araya: I would very
newspaper is a really
ol
ho
sc
a
at
th
k
in
th
I
ur
school newspaper.
ticle trying to inform yo
ar
an
or
ew
vi
ter
in
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the world sounds grea
nd
ou
ar
es
ak
qu
rth
ea
t
schoolmates abou

READING

hquake. Retrieved May 3, 2008,

16, 2008). World's Strongest Eart
a51011
Adapted from: Fleurry, M. (Apr
tent/worlds-strongest-earthquakefrom http://www.suite101.com/con

TWO OF THE ELEMENTS

35

READING
Lesson 1

10 Use what you have learnt about the First Conditional to fill in the blanks in
the security warning below with these recommendations.

turn on your radio to learn if there is a tsunami warning

stay away from the beach

move inland to higher ground immediately

move away immediately

follow these guidelines

RING
WHAT TO DO BEFORE AND DU

A TSUNAMI

area, (a.) ______________________.

If there is a risk of a tsunami in your
you are in a coastal area, (b.) ________.
If there has been an earthquake and
_____________ and stay there.
If there is a tsunami warning, (c.) ___
(d.) _____________. Never go
If you know the huge wave is coming,
come in. If you can see
down to the beach to watch a tsunami
it.
Adapted from: (2003). What to do before and
the wave, you are too close to escape
e,
relin
sho
a tsunami. Retrieved February 12, 2003, from
the
during
er away from
If there is noticeable recession in wat
hazard/tsunami/ts_before.shtm
warning, and should be heeded. http://www.fema.gov/
(e.) __________. This is natures tsunami
American v/s British English
freeway, highway
motorway

11 QUICK SELF-CHECK David is taking his driving test. Can you help

him to pass it? Match the two parts of the statements (a d) with (i iv)
to form four traffic rules.
8 pts.

If you approach a zebra crossing,

If you run out of petrol on a motorway,
If you see a stop sign,
If you see a 60 kph speed limit sign,
i. dont accelerate above the allowed limit.
ii. slow down and look to see if there are people crossing.
iii. stop the car and look both ways.
iv. turn on your parking lights and call for help.
(See Answers and rubrics on Page 159).

a.
b.
c.
d.

0 to 2 You dont recognise logical relationships in sentences in the First Conditional. Revise again.
3 to 5 You recognise most logical relationships in sentences in the First Conditional, but could do better. Good job!
6 to 8 You recognise logical relationships in most or all sentences in the First Conditional. Excellent!

12 In groups, discuss your schools earthquake plan. Use the tips from the
interview on Pages 34 - 35 to answer the questions below. Take notes.

a. How does your school inform you of an earthquake plan?

b. What elements do you need if there is an earthquake (for example, water,
medicines, etc.)?
c. What are the safety measures and safe spots in your school?
d. What do you do if you are indoors /outdoors?
e. What actions should NOT be done?

36

UNIT 2

13 APPLICATION TASK WRITING

Use the notes you took in Exercise 12 to write A

SCHOOL EARTHQUAKE PLAN.
a. Re-read your notes and arrange them into
these sections of the plan: pre, during, and
post earthquake actions.
b Identify any areas where you still need more
information; you can do some Internet
research, interview people, etc.
You can find some ideas at:
http://www.fema.gov/earthquake/earthquakesafety-school
http://www.earthquakecountry.info/roots/
seven_steps.html
c. You can start the plan with a definition of an
earthquake; use a dictionary or the definition
given in the interview on Pages 34 - 35.
d. Use sequencing words: first, next, then, after
that, later, and finally.

e. Use your own words and / or quotations from

the interview on Pages 34 - 35.
Example: Mr Araya suggests: If you are outdoors,
stay as far away from buildings as possible.
f. Check your plan for coherence (clear sequence,
logical order, no contradictions), vocabulary
(appropriate words from the lesson and
others), grammar (correct verb tenses, word
order, subject-predicate agreement, correct
use of prepositions, etc.), and spelling (carefully
use the spell checker in your computer).
g. Re-write it on a clean sheet of paper.
h. Evaluate your work considering these points.
Enough information
Correct grammar
Appropriate vocabulary
Group work

If (), possible solution

14 What have you noticed about the use of the coma in the First Conditional?

Study these examples, draw conclusions and compare them in your group.
Then, place the comma where appropriate in the sentences below (a d).
Examples:

If you are outdoors, stay as far away from buildings as possible.

Stay as far away from buildings as possible if you are outdoors.

a. If there is a tsunami try to go as far away from the coast as possible.

b. You will find information on earthquake or other emergency procedures
if you look on the Internet.
c. If Renata sees an accident she will call for an ambulance immediately.
d. Paul will let us know if there is an emergency.

15 Use what you have learnt about earthquakes in this lesson and answer these
questions in your group. You can use the expressions below in your answers:
Some people were hurt / terrified / disoriented / trapped, etc.
Lots of people didnt have any water / food / medicines, etc.
Houses / buildings were damaged / down / broken, etc.
a. How did the February 27, 2010 earthquake affect you and
your family?
b. Can you tell a story of human courage you have heard in connection
with that earthquake?
You can see science films about the elements at
http://www.brainpop.com/science/

Learning tip
When you receive a writing
assignment, start
brainstorming (thinking
about ideas, producing key
words or phrases) by listing
or diagramming (mind map,
web word, chart, etc.) main
ideas or key concepts
related to the topic. Put the
words or phrases down on
paper and then use them to
write the assignment. If in
doubt, talk to your teacher
to see if you are on the
right track.

WORKBOOK

page 145

TWO OF THE ELEMENTS

37

LISTENING
Lesson 2

WATER
BEFORE YOU LISTEN
1 Answer these questions in your group.
a. What do the pictures below illustrate?
b. What do you know about the water we drink?

2 The chemical symbols and formulas in the blue ovals will appear in the

listening text. Can you match them with the corresponding elements and
compounds in the pink ovals?

American v/s British English

CaO

Sodium
hydroxide

odor

Sodium
hypochlorite

NaOH

odour

Ozone

Hydrogen

Iron or
ferric chloride

FeCl3
O3

18 What do these words mean? Use a dictionary to check and then listen and
repeat. Do you think that learning the meaning and pronunciation of new
words before listening will help you to understand a spoken message better?
store (v)

surface
chemicals

aeration

reservoir

particulate

micropollutants

NaClO

Calcium oxide

muddiness

settle

flocs

harmful

odour
storage

softening
layer
supply

19 Listen to the words in the box. What interesting phenomenon can you
observe? Listen again and repeat.

castle

chestnut Christmas fasten listen mortgage

mustnt often soften whistle

5 You are going to listen to a presentation. What do you think it might be about?
a. A bottled water factory.
b. Hydroelectricity.
c. Water purification.

38

UNIT 2

WHILE YOU LISTEN

LISTENING

20 Listen to the presentation and check your prediction in Exercise 4.

20 Listen again and circle the correct alternative.

Lesson 2

a. This programme is a quiz show / a radio or TV programme .

b. The experts name is Nick Rogers / Ned Rogers .

20 Listen again and write the name of the speakers: Presenter, Expert, or Student.
a.
b.
c.
d.
e.

___________:
___________:
___________:
___________:
___________:

The company in charge of our drinking water.

Stage 2 looks complicated. What is it?
Why is the picture in Stage 4 very similar to that in Stage 1?
Stage 4 is the process of fine filtration.
Preservation and storage.

20 Listen to the presentation carefully once or twice again.

a. Use the names in the box to write the missing steps of the process (b, d, f, h, j).

Active carbon filtration Aeration Disinfection

Microfiltration in drum filters Removal of flocs
Step a. Aeration, softening, and PH-adjustments.
Step b.
.
Step c. PH-adjustment.
Step d.
.
Step e. Natural aeration.
Step f.
.

Step g. Slow sand filtration.

Step h.
Step i. Preservation and storage.
Step j.
Step k. Storage in drinking water reservoirs.

b. Add the two missing elements or compounds from Exercise 2 in the

corresponding pink rectangles in the diagram.
Stage 1
Stage 2
Stage 3
Stage 4

.
.

Stage 5

NaOH

CaO
NaOH

Ozone
generator

O3
NaCIO

Step a.

10

Step b.

Step c.

Flocs
Step d.

Ca + Mg
Step e.

Bacteria
Step f.

Step g. Step h. Step i. Step j. Step k.

20 Listen to the presentation once more and answer these questions.

a. What is surface water?
b. What will happen if there is natural filtration?

TWO OF THE ELEMENTS

39

LISTENING
Lesson 2

AFTER YOU LISTEN

11 In your group, put together all the information you collected in the listening
activities and use the diagram to describe the water purification process.
You can use these beginnings.
In Stage ______, there is ______. / Step ______ is called ______. /
In Step ______, ______ is added to the water, etc.

Language Note
CONNECTORS OF CONDITION LINK TWO IDEAS
They are
When / If / Unless
Examples from the listening text.
a. When water is placed in a reservoir, there will be softening through natural aeration or using
sodium hydroxide.
b. If there is natural filtration, softening will take place naturally.
c. Unless water streams through a granular activated carbon layer in a filter, it will still retain particles
affecting taste and odour.
Notice
Unless means the same as ifnot. It always refers to the condition.
The same as
Youll be unhappy if you do not
break up with her.

Youll be unhappy unless you

break up with her.

12 Rewrite these sentences in your notebook using unless.

They will get wet if they dont take an umbrella.
Unless they take an umbrella, they will get wet.
If you dont pay attention, you will not understand the explanation.
We will not give Jim the chemicals if he doesnt ask politely.
If Kelly doesnt send the information now, it will not arrive before the meeting.
I will not let anyone take part in the experiment if I dont know who they are.

Example:

WORKBOOK

40

UNIT 2

a.
b.
c.
d.
page 146

13

21 QUICK SELF-CHECK Use what you learnt in the Language Note

to fill in the blanks in this monologue.
18 pts.

LISTENING
Lesson 2

Claire: What a horrible day! Oh! Im feeling low, the sky looks dark and the
weather man said it _________ rain soon. If it _________, I _________ to stay
at home. If I _________ at home, I _________ really bored.
Perhaps if I _________ my friend Elaine, we can do something; if she
_________ free, she _________ come over; if she _________, we _________
rent a DVD, or just talk. Yes, thats what I _________ do. I _________ definitely
_________ Elaine.
Oh, but what if Elaine _________ free ? What if she _________ something
important to do? Maybe I _________ have to stay at home alone and get
bored. If that _________, I _________ really upset!
(See Answers and rubrics on Page 160).
0 to 6 You havent learnt the First Conditional. Revise again.
7 to 11 You have partially learnt the First Conditional, but could do better. Good job!
12 to 18 You have learnt the First Conditional. Excellent!

14 APPLICATION TASK SPEAKING

a. Work in groups of four students.

b. Each of you must choose one of the pictures
in Exercise 1 (2 minutes).
c. Get ready to describe your picture in detail,
using your imagination. What can you see?,
What is happening?, What will happen?, etc.
(5 minutes).
d. Describe your picture in your group. Correct
grammar, vocabulary, and pronunciation
(5 minutes for each student).
e. Describe your picture to another group
(4 minutes).
f. Each of you must evaluate one student from
the other group using this chart (3 minutes).

Always
3 pts.

Sometimes
2 pts.

Seldom
1 pt.

Speaker shows natural

fluency and pauses.
Speaker uses complete
sentences and
appropriate connectors.
Speaker uses appropriate
and varied vocabulary.
Final score
3 to 4 Keep trying 5 to 6

Good

7 to 9

Excellent

15 Answer these questions in your group.

a. Why is it important to evaluate your own and your classmates
performance? How can this help your learning?
b. How many words related to water have you learnt? List them in your
notebook and write some example sentences. Compare your sentences
with another student.
c. Did learning key words before listening help you to understand the text?
d. Find out about the water purification process in the area where you live.
Is it the same as the one described in the listening text?

WORKBOOK

page 146

TWO OF THE ELEMENTS

41

CONSOLIDATION ACTIVITIES
WATER MYTHS CREATURES

Water plays an important role in many legends and myths. There are mythological water beings and gods,
stories of heroes that have something to do with water, and even stories of isles and continents lost below
the surface. This section contains a selection of some commonly known water legends and myths.

Ashrays

Scottish mythology tells us Ashrays, or Water Lovers, are completely translucent

water creatures that are often mistaken for sea ghosts. They can be both male and
female and can be found only under water. Being completely nocturnal, one would
never come across such creatures during the day. When captured and exposed to
sunlight, ashrays supposedly melt and only a puddle of water remains.

Bckahsten

Bckahsten means brook horse; this was the name of a mythological horse in
Scandinavian folklore. She would appear near rivers in foggy weather, and whoever
decided to ride on her back was unable to get off again. The horse would then jump
into the river, drowning the rider.

Blue men of the Minch

These supernatural sea creatures were said to live in underwater caves in the Minch,
a straight between Lewis, Long Island and the Shiant Islands, near Scotland. The
Blue Men looked like humans with blue skins. They where infamous for swimming
alongside passing ships and attempting to wreck them by conjuring storms and by
luring sailors into the water. If a captain wanted to save his ship, he had to finish
their rhymes, solve their riddles, and always make sure he got the last word.

Bunyip

Bunyip literally means devil or spirit. This is a mythological creature from Aboriginal
Australia that was said to lurk in swamps, creeks, riverbeds, and waterholes.
Aborigines thought they could hear their cries at night. They believed Bunyip took
humans as a food source, preferably women, and they tended to blame the Bunyip
for disease spread in the river area. Bunyip supposedly had flippers, a horse-like tail,
and walrus-like tusks.
Taken from: Enzler, S.M. (n.d.). Water mythology. Creatures. Retrieved on April 16,
2013, from http://www.lenntech.com/water-mythology.htm

Mistake: (v.)to not understand or judge sb / sth correctly. Brook : (n.) a small stream. Wreck:(v.) to damage a ship so much that it sinks or can no
longer sail. Lure : (v.) to persuade or trick sb to go somewhere or to do sth by promising a reward. Lurk : (v.) to wait somewhere secrettly, especially
because you are going to do sth bad or illegal.

42

UNIT 2

1 Read the text carefully and add drawings to illustrate what you imagine these creatures would look like.
2 Read the text again and complete this table.
Name

Country

Habitat

Description

3 Do some Internet or library research and find out about Chilean water myths and legends. Compare
your findings in your group.

4 Read the school extra activities programme and answer the questions below with your partner.

Monday
15:30
16:30
16:00
17:00
17:30
18:30
17:00
18:00

a.
b.
c.
d.
e.

Tuesday

Wednesday
School newspaper
group

Thursday
Basketball

Communication skills

Drama club

Volleyball

Guitar class
(own guitar required)

Volleyball

Communication skills

Drama club

Basketball

Communication skills

Football

Skating

Football

Guitar class
(own guitar required)

School newspaper
group

If you play volleyball on Monday, which activity will you not be able to take?
If you take guitar classes, how many times a week will you go?
If you take guitar classes, what special equipment will you need?
If you go to basketball on Tuesday, will you also be able to play football?
If you take Drama club on Monday, which other day will you also go?

4 You have learnt how to use the First Conditional. Use it to complete these dialogues (a b).
a. Carolina: What do you think will happen if there is another tremor?
Francisco: If there
b. Gabriel: Will we swim in the ocean this weekend?
Helen:
Of course we will, unless

.
.

Equipment : (noun) the things that are needed for a particular purpose or activity.
TWO OF THE ELEMENTS

43

JUST FOR FUN

ARE YOU NATUREWISE?
Your answers to this questionnaire
will tell you how much you know
about nature and the environment.

1 What is smog made of?

a. Smelly gases.
b. Fog and smoke.

2 Why do we need trees?

a. They produce greenhouse gases.
b. They provide oxygen.

3 What do cleaner cars use?

a. Unleaded petrol.
b. Leaded petrol.

4 What is carbon dioxide?

a. A liquid we use in cars.
b. A greenhouse gas.

5 What is the name of the force that

holds everything to the earth?
a. Gravity.
b. Gravitation.

6 What does a wind farm make?

a. Wind.
b. Energy.

7 What do we call a person who studies

the stars?
a. An astrologist.
b. An astronomer.

8 What is recycling?
a. Cycling down the road twice.
b. Re-using rubbish.

9 What is a drought?
a. Unusually wet and rainy weather.
b. Unusually dry and rainless weather.

44

UNIT 2

10 Lightning, a discharge of atmospheric

electricity in a cloud, can only strike
once in the same place.
a. True.
b. False.

11 How are hurricanes named?

a. After people, for example Edna,
Andrew.
b. After places such as Tokyo, Mexico.

12 When does a solar eclipse occur?

a. When the moon passes between the
Sun and the Earth.
b. When the moon passes between the
Earth and Venus.
0 to 3 You should try to learn more about nature and the environment.
4 to 8 You know enough about nature and the environment, but you could try to learn more.
9 to 12 Congratulations! You are definitely naturewise.

Answers: 1. b. 2. b. 3. a. 4. b. 5. a. 6. b. 7. b. 8. b. 9. b. 10. b. 11. a. 12. a.

CHILEAN CONNECTION
In February 1997, Chile and Canada signed a free trade
agreement which contains two parallel agreements,
one of work-related cooperation and one of
environmental cooperation. The agreements came
into effect in July 1997. The agreement of
environmental cooperation reflects the high priority
environmental considerations have for both countries.
The main objectives of the agreement are to
strengthen environmental cooperation between both
countries and to ensure the efficient application of
internal environmental laws and regulations. The
promotion of sustainable development, cooperation
in conservation, protection and improvement of the

environment, and the promotion of effective and

economically efficient environmental measures are
also mentioned.
One of the main aspects of the agreement of
environmental cooperation between Chile and
Canada is the promotion of transparency and public
participation in environmental management. Guided
by this principle, both countries have created
agreement websites to provide clear and up-to-date
information on the subject.

Adapted from: Prentice, J., Bentez, M. (1997). El Acuerdo de Cooperacin Ambiental

Chile-Canad. Retrieved March 16, 1997, from
http://www.conama.cl/chilecanada/1288/article-29470.html

TWO OF THE ELEMENTS

45

TEST YOUR KNOWLEDGE

READING

_____________________________________________

al and the
events, including Rotary Internation
by
sed
gni
World Water Forums. He is reco
UNICEF as a Global Youth Leader.
his work,
Ryan has received many awards for
nders
including the World of Children Fou
ever
est
Award, the Order of Ontario (young
ng
recipient), the Ontario Medal for You
Service
s
Volunteers, the Canadian Meritoriou
ard, and
Medal, the One X One Difference Aw
message
His
.
ard
the Top 20 Under 20 Youth Aw
frey Show,
has been featured on the Oprah Win
azines
CNN, and CBC. Numerous books, mag
including
and newspapers have profiled Ryan,
s Digest,
Christian Science Monitor, People, Reader
.
Time, Times of London and Watervoices
nt
Ryan has met some of the most importa
gging.
people in the world, but he is not bra
The most impressive
people Ive met are the
other kids who want to
help, too, he says. Im
just an average kid,
ected by
Ryans project grew from the $70 coll
foundation Ryan says when anyone
doing simple household chores to a
asks about his
502 water
that today has contributed a total of
bringing achievements. This is
and sanitation projects in 16 countries,
true; he plays basketball
over
clean water and sanitation services to
and ice hockey, and
raised
621,712 people. The foundation has
loves playing video
millions of dollars.
games. Ryans family
and
tion
nda
fou
the
to
ed
icat
ded
ains
Ryan rem
has been very supportive
y
atel
sion
pas
r people
ak
spe
to
es
its work. He continu
of his efforts to get clean water to poo
the
und
aro
about the need for clean water
around the world.
en
doz
two
r
ove
ted
visi
world, and has
h school in
Ryan has recently graduated from hig
has made
He
e.
sag
mes
his
ing
ead
spr
es
ntri
cou
will
hometown of Kemptville, Ontario. He
es,
his
rch
chu
,
ools
sch
of
ds
dre
hun
to
presentations
College
be attending the University of Kings
re than
and civic clubs, and has attended mo
Nova Scotia.
and global this upcoming year in Halifax,
two dozen international conferences

, he learnt
In 1998, when Ryan was in grade one
ng
from his teacher that people were dyi
er to drink.
because they did not have clean wat
se people
He decided that raising money for tho
four
would be a good thing. He worked for
. Ryans
months in order to earn his first $70
was seven
first well was built in 1999, when he
village.
years-old, at a school in a Ugandan

Adapted from: Hreljac, R., (2001). Ryan story. Retrieved March 20, 2001,
from http://www.ryanswell.ca/

46

UNIT 2

1 Read the article and choose the

1 pt.

best title.

a. Water for Africa

b. A Childs Voice

c. Ryans Story
d. Water Wells

2 Read the article carefully. What do these

numbers refer to?

a. 1998
b. 70

d. The band in the question is named after

three elements. Which ones?
i. Earth, wind and water.
ii. Earth, wind and fire.
e. Why did the last caller know the name of
the band?
i. His mum used to listen to them.
ii. His dad used to listen to them.

4 pts.

c. 16
d. 621,712

3 Read the text again. Are these statements

true (T) or false (F)?

Ryans idea didnt work very well.

Ryan is a highly gifted boy.
Ryan has received many awards for
his work.
Some people are dying because
d.
they dont have clean water.

these questions.

4 pts.

a. Why did Ryan decide to work for four months?

b. What is the topic of his presentations when
he visits different parts of the world?
c. In what ways is Ryan just like any other kid?
d. What are Ryans plans for the near future?

LISTENING A RADIO QUIZ

23 Listen to a radio quiz and underline

the best answer (i ii).

5 pts.

5 pts.

a. The prize is sponsored by the

Netline.
b. Wrong answer, so therell be no
for you tonight.
c. I can also add that they played a fusion
of
, funk, and jazz.
d. Its a band that played long
my time.
e. Please stay on the
to
take your details.

4 pts.

a.
b.
c.

4 Read the text once more and answer

23 Listen again and fill in the gaps in

these sentences.

23 Listen once more and circle the

word you hear.

5 pts.

a. Im not that sure, but I think it must be The

Beatles / The Rolling Stones.
b. What a pity! I really love Maroon Five / The
Jackson Five.
c. We have somebody else on the line / on
the phone.
d. How old are you, Jack? Eighteen / Seventeen.
e. Enjoy a few more songs / tracks with this band.

a. How many callers phone the programme?

i. Two.
ii. Three.
b. Why is one of the callers unable to get
through?
i. Because of technical problems.
ii. The presenter cuts him off.
c. What is the prize for answering the
question correctly?
i. Four tickets to a concert.
ii. Two tickets to a concert.
TWO OF THE ELEMENTS

47

TEST YOUR KNOWLEDGE

LANGUAGE

8 Write three conditional sentences about the

photos below using the clues provided and

different connectors of condition.
6 pts.

9 Fill in the blanks in these sentences

with if or unless.

3 pts.

a. _____________ Larry works hard, he will

earn a lot of money.
b. _____________ Mark works harder, he will
not pass the test.
a. _____________ you finish now, we wont be
able to play tennis.

SPEAKING
a. the weather is good / go to the seaside

10 Talk about natural disasters in Chile. How can

you prepare for or respond to them? Use

expressions such as: in my opinion, I believe, I think,
we should / shouldnt, its a good idea, its important,
its essential, its less important, its dangerous, its
safe, etc. Use if / when / unless to express
10 pts.
conditions.

b. knock on the door / open the door

WRITING

11 Go back to the interview in Lesson 1.

Change it into a letter from

Armando Araya to Ms Dorothy Evans.
Use all the correct parts of a letter and write
10 pts.
paragraphs of about 30 words.

(See Answers and rubrics on Page 160).

c. give me some money / wash the dishes

FINAL REFLECTION
In this unit, you have learnt how to request and exchange information and
you consolidated your knowledge of the First Conditional and linking
words. Before you continue to the next unit review the contents of Unit 2
and evaluate your progress. Here are some useful tips.
Structure and organise the information you are studying and what you
still need to learn.

When studying unfamiliar material, take the time to think about how
this information relates to things that you already know.
Teach the concepts and contents you know well to a classmate - it will
help you to remember better.
Follow this advice to consolidate your knowledge and be ready for
the next unit.

Seaside : (noun) an area that is by the sea, especially one where people go for a day or a holiday.

48

UNIT 2

SELF - EVALUATION
YOUR TEST RESULTS

Your score

Reading You are expected to be able to identify and understand key facts and details.
11 - 13 Great Grasped all main ideas and answered most questions correctly.
7 - 10 Good

Grasped most main ideas and answered most questions correctly.

3 - 6 OK

Grasped some main ideas and answered some of the questions correctly.

0 - 2 Poor

Deduced some main ideas and answered just a few questions correctly.

Listening You are expected to be able to identify and understand key facts and details.
12 - 15 Great Identified almost all the information correctly.

4 - 7 Good Identified most of the information.

8 - 11 OK

0 - 3 Poor Deduced just a few bits of information.

Identified some of the information.

Language You are expected to apply and identify two language items.
7 - 9 Great Applied the language items in all cases.

2 - 4 OK

5 - 6 Good

0 - 1 Poor Deduced and applied the language items in very few cases.

Applied the language items in most cases.

Applied the language items in some cases.

Speaking You are expected to be able to participate in a guided dialogue about natural disasters and their prevention in Chile.
Task
Talked to a partner using all the
expressions suggested.
Talked to a partner using most of
the expressions suggested.
Talked to a partner using some of
the expressions suggested.
Tried to talk to a partner, but used
very few or none of the
expressions suggested.

Writing

Score

Language

Score

Practically no language mistakes.

Very few language mistakes.

Some language mistakes.

Language mistakes interfered with

comprehension.

Interaction

Score

Fluid interaction, good pronunciation,

no hesitation.
Fluid interaction, a few pronunciation
mistakes, a minimum of hesitation.
Fluid interaction, some pronunciation
mistakes, some hesitation.
Interaction affected by pronunciation
mistakes and a lot of hesitation.

3
2
1
0

You are expected to write a letter using information from an interview, with correct language and the appropriate text organisation.

Task
Changed the whole interview into
a correct letter.
Changed most of the interview
into an appropriate letter.
Changed some of the interview
into an acceptable letter.
Changed very little of the interview
into a letter.

Score
4
3
2
1

Language
Practically no grammar or
vocabulary mistakes.
Very few grammar or vocabulary
mistakes.
Some grammar and vocabulary
mistakes.
Grammar and vocabulary mistakes
interfered with comprehension.

Score
3
2
1
0

Interaction

Score
3

Correct spelling and letter format.

A few spelling mistakes and slightly
incorrect format.
Several spelling mistakes and rather
incorrect format.
A lot of spelling mistakes and
incorrect format.

2
1
0

YOUR GENERAL PERFORMANCE

In this unit

Always

Sometimes

Never

I reflected on the issues of safety in the case of an emergency, water shortage, and water purification raised by the texts.
I used different strategies to help me to understand.
I made myself understood even if I made some mistakes.
I interacted with other students to do the exercises.
I expressed my point of view appropriately.
TWO OF THE ELEMENTS

49

SYNTHESIS TEST UNITS 1 & 2

READING TWO LETTERS

Kansas City, 18 January 2010.

Dear Parents,
The recent earthquake which affected Haiti
and our twin town Port-au-Prince has deeply
saddened everyone here at St. Marks
School. Experiencing the destructive power
of an earthquake can be very frightening,
and the devastation to the environment can
be long lasting and distressing. We can
imagine then how the children and teachers
at the St. Philippe School, our twin school,
feel today after this terrible disaster.

We have asked our crisis team to help our

school to assist the Haitian children in
dealing with this natural disaster. We are
doing everything we can to help them to
overcome this tragic experience.
We will also be collecting money and other
types of aid to help the victims to rebuild their
lives as soon as possible. Please let us know
if you can make donations in cash or kind.
Yours sincerely,
John OGrady
Principal

Adapted from: (nd) Sample parent letter natural disasters. Retrieved May 16, 2008, from http://www.warwickschools.org/Emergency/Forms/ Sampleparentletternaturaldisasters.pdf

II

Abercarn, 17 March 2011

Dear Bertha,
These are some tips on what to do in the case of a flood.
First of all, it is always important to put people before property,
co-operate with the emergency services if they tell you to evacuate your
home, and be prepared to act quickly to get yourself to safety.
In the event of an emergency, we urge people to take the following precautions:
Gather essential items together
either upstairs or in a high place.
Have torches, medication, and
waterproofs to hand.
Fill containers with clean water.
Turn off gas, electricity, and water
supplies when flood water is about
to enter your home.

Move your family and your pets to a

higher place.
Do not touch sources of electricity
when standing in flood water.
Listen to local radio for updates.
Flood water can rise quickly, but stay
calm and reassure those around you.
Call 999 if you are in danger.

Environme
The

nt

I hope you will find the information useful,

although I also hope you will not need to use it!
Best regards,
Sue Gervase
Director, The Environment Agency

-Agency-

Adapted from: (2008) What to do during a flood. Retrieved May 16, 2008, from
www.environment-agency.gov.uk/homeandleisure/floods/default.aspx

Twin towns: two towns that have a very close relationship. Kind : an in-kind donation is a contribution of goods or services instead of cash.

50

1 Read the two letters. Which of them

mentions these points? Write I or II.

a.
b.
c.
d.

LANGUAGE
4 pts.

__ It asks for contributions.

__ It expresses sympathy.
__ It mentions pets.
__ It offers advice.

2 Read Letter II again and fill in the gaps

with the correct information.

b. Unless you stay calm and relaxed, others

around you will panic.
4 pts.

24 Listen to the interview with teen

pop star Miley Cyrus. Who mentioned these
points, Miley (M) or the interviewer (I)?
5 pts.
__ First role as an adult in a movie.
__ An embarrassing moment.
__ The plot of the movie.
__ Using personal experience to act.

24 Listen again and fill in the blanks

with ONE word.

0
to 9

A and B to form useful advice.

a. If you dont know

how to deal with a

natural disaster,
b. If you see water rise,

10
Review to 20

3 pts.

i. you could ask your

neighbours to collect
blankets and food.
ii. you should try to reach
a higher place.
c. If you want to help the iii. you will not be able to
earthquake victims,
help others around you.
2 pts.

a. Michael knows a lot about natural disasters,

therefore / because I would call him an expert.
b. Haitians were not well prepared for a disaster
of such magnitude although / but Haiti is a
seismic country.
c. I have read several books about survival
techniques, although / so I know what to do.
WRITING

8 Your pen pal in England asks you for

4 pts.

a. Favourite __________ sensation Miley Cyrus

has walked away from her previous roles.
b. I had to stand on a box because Liam is
__________ 2 metres tall!
c. In the movie, you play a teen who reluctantly
__________ her home in New York.
d. Can you imagine? It felt really __________.

Keep trying

6 Match the parts of sentences in columns

7 Circle the correct linking word.

LISTENING A NEW ROLE

a.
b.
c.
d.

2 pts.

a. Unless you listen to the radio all the time,

you will not know if the flood is subsiding.

a. You will need to collect emergency supplies,

either
.
b. When you see water enter your house, you
should stay
and
your family.
c. In the case of an emergency, it is very
important to pay more attention to
.
d. You should call the emergency line if you are
.

5 Rewrite these sentences using if not.

advice on what to do in an earthquake.

Use Letter II on Page 50 as a model and write a
letter of about 60 words. Remember
8 pts.
how we start and finish letters.

SPEAKING

9 In pairs, talk about natural disasters,

offering tips on how to behave.

Use if / when / unless to express conditions,
and the appropriate expressions for
8 pts.
opinions and recommendations.
(See Answers and rubrics on Page 161).

21
Well done! to 30

Excellent!

31
to 40

Total

40
pts.

51