Mi Conexión al Mundo en otra Lengua I

By H. Goodman
By H. Goodman
Reloaded Student’s Book
Elementary
Reloaded
3
Elementary
Student’s Book
L isten to the au d ios f or f ree at:
https://soundcloud.com/anglo- digital- 397339068/sets/sparkling- re- 3
www.anglo-digital.com
lo-digital.com Anglo Anglo Digital Digital SA SA de de CV CV
CV AngloDigitalMx
Approach

Reloaded
SE
3
Elementary
Copyright:
© 2019 H. Goodman
© 2019 ANGLODIGITAL S.A. DE C.V.
Paseo del Faisán No. 50, Col. Lomas Verdes, 1a. Sección,
C.P. 53120, Naucalpan, Edo. de México.
1st Edition, 2019
SB ISBN: 978-607-8672-14-1
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in
any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior
written permisison of the publisher.
Miembro de la Cámara Nacional de la Industria Editorial Mexicana.
Registro No. 3884
Miembro de la Camara Nacional de Comercio de la Ciudad de México.
Registro No. 9990
Impreso en México/ Printed in Mexico
Editorial Management: Víctor Ricardo Guzmán Zúñiga
Digital Development Director: Víctor Fernel Guzmán Arvizu
Publishing coordination: Alberto García Rodríguez
ELT Edition Coordinator: Yuriria Tabakova
Teacher’s Notes: Mariam Chalfoun
Proofreading: Nizai Masters
Interior design: Gabriela Gil Sandoval
Cover: Gustavo Guzmán Arvizu / Mercedes Acevedo
Images: 123rf / Shutterstock / inImage
Technical Revision: Nuevo León:
Cuerpo Académico Disciplinar de Inglés
Ariel Fernando Peña Viramontes
Ramona Isabel Rocha Garza
Francisco Javier Treviño Rodríguez
Information:
Telephone (55) 5343-2542
(771)167-5087

Introduction
Sparkling is a 10-level series in American English that takes students from A1 to B2 level of English
according to CEF standards.
Sparkling
is designed according to the communicative and lexical approaches, without disregarding grammar
includes a wide variety of tasks
includes CLIL practice with authentic, non-graded texts, which tie in to other subjects in
the curriculum
deals with topics that are of interest to young adults with a realistic approach
develops competences using motivating and success-oriented tasks
encourages pair and team work, helping develop communicative skills
helps develop learner autonomy through DIY and Project work
1 DISCOVER 2 DIG 3
DO
Sparkling is a structured, teacher -and learner- friendly series. It includes:
Table of contents with the grammar, vocabulary and skills dealt with in each lesson
Modular pages introducing the topic and activating previous knowledge, in accordance with the
Constructivist approach
CLIL-type texts and tasks, developing students’ reading skills and their ability to prepare and deliver
presentations
our units, each containing five lessons, with the following sections:
• Speak Up!
• Focus on Grammar
• Listen & Do (Listen & Answer, Listen and Choose, etc.)
• Vocabulary
• Write It Right
• Note This!
• Work in Teams
• Work with a Friend
• DIY (Do It Yourself)
• Write & Do (Write & Say, Write & Compare, etc.)
• ICT
• Check ( )
Cultural reading, to expose students to cultural issues and develop reading skills
Pronunciation practice
Assessment tools
Workbook, to consolidate language learned in each lesson
Self-Evaluation per unit, to develop learning awareness and independence
Glossary
Grammar Reference
Irregular verb list
Sparkling Teacher’s Edition also includes an Appendix with:
Excerpts from interesting articles and the phonemic chart
Audio scripts
Photocopiable tests
Introduction 3

Unit 1 | What were you doing?
LESSO N G RAM M AR VO CABULARY LISTENING READING WRITING SPEAK ING
Unit Entrance
p. 8-9
Diagnostic
Reading
p. 10-13
I Became an
Au Pair to Meet
the World
Social Science
1
p. 14
Were you
working?
Past
Continuous
Action Verbs
Work
“Busy Day!”
“Busy Day!”
“Margarita’s
Letter”
Answer the
questions.
Talk about
what you
were doing
yesterday
afternoon.
2
p. 16
Were you
sleeping when
it happened?
Past
Continuous
(Interrupted
Actions)
Action Verbs “Lucky Thief!” “Lucky Thief!”
Describe an
event in
the past.
Interview your
classmates.
3
p. 18
What was
she doing
at 9 a.m.?
Past
Continuous
(pecific Time
in the Past)
Action Verbs
“During work
hours…”
“During work
hours…”
Describe
the last time
a president
visited your
country.
Interview a
classmate.
4
p. 20
Were you
talking
while I was
explaining?
Past
Continuous
(Simultaneous
Actions in
the Past)
Activities
at Work
“Hard Work” “Hard Work” Write a letter.
Interview your
classmates.
5
p. 22
Were people
having fun?
Past
Continuous
(Atmosphere)
Action Verbs
Work
“A Day in the
Office”
“A Day in the
Office”
Write
sentences and
answer the
questions.
Describe the
atmosphere in
the last party
you attended.
Pronunciation
p. 24
Sound / h /
Culture
p. 25
Healthy Habits
Health / Sports /
Fitness
Workbook
p. 26-34
Self Evaluation 1
p. 38-39
4

Unit 2 | Have you ever swum there?
LESSO N G RAM M AR VO CABULARY LISTENING READING WRITING SPEAK ING
Unit Entrance
p. 40-41
Diagnostic
Reading
p. 42-45
Hugo Sánchez
Biography
1
p. 46
What sports
have you
played?
Present Perfect
Sports
“Ronaldo
Has Never
Given Up!”
“Ronaldo
Has Never
Given Up!”
Complete
the text.
Answer the
questions.
Discuss
the article.
2
p. 48
Have you
ever saved an
animal?
Present Perfect
with ever and
never
Conservation
“The Big
Blue March”
“Endangered
Species”
Answer the
questions.
Discuss
the topic.
Presentation
3
p. 50
How long have
you worked?
Present Perfect
with for and
since
Jobs
“Job
Interviews”
“Job
Interviews”
Complete
the texts.
Discuss the
questions.
4
p. 52
Have you
really? When?
Present Perfect
vs. Simple Past
Life
Experiences
“High School
Reunion”
“High School
Reunion”
Complete the
conversations.
Talk about
experiences.
5
p. 54
Right or
wrong?
Present Perfect
with ever,
never, just,
already and
yet
Shoplifting
“Who has ever
done it?”
“Who has ever
done it?”
Complete the
sentences.
Discuss
solution to
shoplifting.
Pronunciation
p. 56
Sounds / v /
and / b /
Culture
p. 57
La Gioconda´s
Dissapearance
Art & Culture
Workbook
p. 58-69
Self Evaluation 2
p. 70-71
Table of Contents 5

Unit 3 | What will happen if you do that?
LESSO N G RAM M AR VO CABULARY LISTENING READING WRITING SPEAK ING
Unit Entrance
p. 72-73
Diagnostic
Reading
p. 74-77
Types of
Pollution and
How to
Prevent Them
Culture
Presentation
1
p. 78
What happens
when you
pollute??
Zero
Conditional
Pollution
“Do You
Really Care?”
“Do You
Really Care?”
Write a list
of things that
affect our
planet.
Discuss how
our everyday
actions affect
the planet.
2
p. 80
If I go there,
what will I see?
First
Conditional
Famous Cities
and Places
“Famous
Sights”
“Famous
Sights”
Write
sentences
in the First
Conditional.
Talk about
famous places
you’ve been to.
3
p. 82
Do you want
a room?
Conditionals
with if, unless,
when, as long
as, in case
Public places
Vacation
activities
“At the
Reception”
Hotel
Descriptions
Complete
a hotel
reservation
form.
Complete
sentences.
Make a
reservation on
the telephone.
4
p. 84
If I help, can
I go out?
First
Conditional
with Modal
Verbs
Housework
“If You Help
Me, We May
Finish Sooner.”
Write a
conversation.
Act out a
conversation.
5
p. 86
Would you
rather go
parasailing?
I’d rather…,
I’d prefer…,
I’d like to…,
I’d better…
Vacation
Activities
“Vacation
Activities
in Hawaii”
“Kids Dine
in Hawaii”
Write about
your favorite
vacation
activities.
Create a menu.
Talk about
vacation
activities.
Pronunciation
p. 88
Sounds / θ /
and / ð /
Culture
p. 89
Great Women
History
Workbook
p. 91-101
Self Evaluation 3
p. 102-103
6

Unit 4 | What should I do?
LESSO N G RAM M AR VO CABULARY LISTENING READING WRITING SPEAK ING
Unit Entrance
p. 104-105
Diagnostic
Reading
p. 106-109
Adjectives
ending in
-ed / -ing
Feelings and
Emotions
Thor, The
Warrior God
Culture
Talk about
feelings and
emotions.
1
p. 110
How do you
stay safe?
have to
should
Safety Rules
Illnesses &
Symptoms
“What about
Safety?”
“Doctor’s
Advice”
Write about
advice and
obligation.
Talk about
your school
rules.
2
p. 112
What are the
rules?
must / mustn’t
Road Rules
Rules in Public
Places
“Breaking
Road Rules!”
Sentences and
Questions
Write rules &
obligations.
Discuss rules
in public
places.
3
p. 114
What might
she be?
may / might
/ need to
Jobs
Duties
Tools
“Jobs and
Duties”
Job
Requirements
Complete the
sentences.
Discuss jobs,
duties and
tools.
4
p. 116
Could you help
me?
can / could
/ would for
polite requests
Requests “Could you…” “Could you…” Write requests.
Role-play
making polite
requests.
5
p. 118
What must
have happened?
Probability and
Deduction
must have
Action Verbs
“I Must Have
Been In Love”
“At the
Marriage
Counselor’s
Office”
Write
sentences
according to
the pictures.
Deduce
reasons based
on actions
described by
your partners.
6
p. 120
Should I have
bought flowers
Expressing
Regrets
should have
Customs and
Traditions
“I Shouldn’t
Have…”
“Mistletoe”
Complete
the table.
Write about
regrets.
Talk about
regrets.
Describe
customs and
traditions.
7
p. 122
Who might that
have been??
Possibility in
the Past: might
have, could
have, may have
Celebrities
Paparazzi
“Paparazzi
Talk”
“Celebrities vs.
Paparazzi”
Write about
possibility in
the past.
Talk about
celebrities.
Pronunciation
p. 124
Sounds /j/ /d /
and /l/
Culture
p. 125
In Space!
Science &
History
Workbook
p. 127- 141
Self Evaluation 4
p. 142 - 143
Glossary
p. 144-148
Grammar Reference
p. 149-153
Supplementary Material &
Resources
p. 154-159
Verb list
p. 156
Table of Contents 7

What do these pictures refer to? What will the unit be about?
Form teams and identify as many activities as you can. Share with your
teacher and classmates.
Unit
1What were you doing?

Explore
Look through the unit. Write the word and the page number where
you find the following:

CLIL - Social Science
Would You Like to Travel and Earn
Money at the Same Time?
Lead-in Discussion
1. How often do you travel?
2. What are the mental benefits of traveling?
3. What changes do you experiment after living with other cultures?
4. Which of the following places would you visit and why?
England
Australia
I Became an Au Pair to Meet the World
Authentic
English
For those who are not familiar with the term,
an au pair is an individual who moves to
a foreign country to look after a family's
children part-time in exchange for a private
room, meals and an often very modest stipend. Most
au pairs attend language classes while the children
are at school. Some also do light housework. Au
pair is French for something akin to "on equal
terms," indicating that au pairs are not servants or
nannies, but rather young people looking to learn a
new language and experience a new culture.
10

Au pairing sounds like a bargain—trading in a
few hours of childcare for a chance to live in another
country. But in reality, it can be trying to live and
work in the same space. Maintaining your dignity
can be a challenge when your responsibilities can
include shampooing toddlers, wiping the bottom
of a five-year-old, or cutting up fruit and cheese for
a demanding third-grader. I struggled to feel like a
grownup when I ate early with the children in
the kitchen.
An au pair must sacrifice some independence
and comfort. Even if the family treats you as an
adult and does not inquire about your whereabouts
or enforce curfews, you will not be free to enter the
living room, flop on the couch and switch on the
television anytime you wish. No inviting friends
over for a dinner party or to watch a movie. Forget
bringing home a guy (or girl). You will also have
less control over your diet. Although the family
should offer you free access to their food and invite
you to family meals, it is hard to feel comfortable
raiding someone else's fridge or taking over their
kitchen for your culinary experiments with metric
recipes, percolators, and gas stoves.
If you still think you can handle it, au pairing
might be your best bet to get overseas. The most
convenient way to locate a job is through websites
that allow families and hopeful au pairs to post
and browse profiles for free. However, these sites
usually require one of the parties to be a paying
member, as contact information is locked without
a subscription.
When checking out profiles, keep in mind that
flying across the world to live and work with total
strangers is inevitably a big risk. Families are also
gambling a lot when they invite someone they
have never met into their home and entrust them
with their children. For this reason, many people
hire agencies that match candidates with families
and provide security in the form of background
checks and contracts. However, with an agency
you are not allowed to directly choose your family,
and sometimes the agreements they set up are
less generous in terms of pay and hours than what
families might otherwise offer.
If you opt not to use an agency, insist that the
family provide multiple references. Doing a bit
of Google research and purchasing a background
check of the family would not hurt either. Talk
to the family a couple of times on the phone
and develop an in-depth email correspondence
before you commit to anything. (I knew an ultraresponsible
au pair who even video-chatted with
her future employers.) Discuss writing a contract
for the protection of all involved. Expectations
of au pairs vary depending upon the country and
the family, so inquire about your responsibilities
in detail when picking a position. It is best to find
out that the family occasionally expects you to do
some things you don't even perform at home.
When choosing a family, location should be
a primary factor. An au pair position can be an
isolating one. You will be alone with children
rather than working with other adults, limiting your
networking opportunities. Although a language
school is a great place to meet other expats, it is not
an efficient way to establish a local group of friends.
A palace in the Alps might sound like paradise, but
consider transportation and entertainment options.
You might find yourself lonely and bored if you are
stuck in the middle of nowhere without a car. In
England, I had a spacious bedroom with a private
bathroom and DVD player, but my tiny town had
no bus stops within walking distance of my house.
I had to depend on the family for rides to the train
station for weekend excursions to London and
Oxford. I could not have survived there more than
eight weeks.
A major city usually means tighter living
arrangements but usually offers the freedom of
public transportation and endless cultural and
social venues. In Spain, I lived in a smart, centrallylocated
neighborhood half a block away from a
metro stop, but my room was barely large enough
to fit a twin bed. The only window faced a brick
wall. No matter where you move, understand that
as an au pair you will undoubtedly be spending a
lot of time alone and must ask yourself how you
handle solitude.
Unit 1 | What were you doing? 11

Nice Facts About Being an Au Pair.
1. You actually get to see what the culture is like from a very realistic point of view. You are immediately
immersed in a family of that culture and get to see the ins and outs of everyday life.
2. Au pairs are students, too. It's a job that works with your studies.
3. Umm, free room and board. You get your groceries every week, all of your rent and bills and whatnot,
and weekly money to spend. (100 dollars a week might not sound like a lot, but when you have
literally nothing to pay for and it's all a bonus, it's pretty sweet).
4. Often, the host family becomes like real family. I know that I definitely lucked out in the fact that my
host family was young and very cool. (We actually ended up staying good friends).
5. You get to teach a language. Watching a little kid absorb your language and mannerisms and
expressions as you spend time together is one of the coolest and most fulfilling things ever.
6. You get to learn a language. Even if you already speak the language when you arrive, there is always
something new to learn from hearing a toddler speak it.
Adapted from: The Realities of Au Pair Life Abroad
Combine Long-Term Budget Travel and Work
By Rachel Ward
December, 2016
https://goo.gl/BpQ2w5 https://goo.gl/mRcmCb
ICT
Visit https://goo.gl/VULDNX for more information about au pairing.
Reading Comprehension
Complete the sentences.
1. Most au pairs attend language classes while .
2. Maintaining your dignity can be a challenge when your responsibilities
.
3. An au pair must sacrifice some independence and comfort, .
4. If you still think you can handle it, .
5. When choosing a family, .
Vocabulary Booster
| Conjunctions
A conjunction is a word used to connect clauses or sentences or to coordinate words in the same clause.
• and
• just as
• or
• as
• because
• but
• for
• neither
• nor
• whether
• yet
• not only
• so
12

Choose the best answer to complete each sentence.
1. My brother loves cars. He just bought a Pontiac a Mazda.
a. but b. yet c. and d. or
2. I'd like to thank you the lovely afternoon.
a. or b. for c. and d. yet
3. I want to go for a ride, I have to study for a test today.
a. or b. for c. but d. yet
Academic Words Words
Match the following words with their meaning.
1. bargain
2. trading
3. struggle
4. inquire
5. curfew
6. browse
7. profile
a brief written description that provides information about someone or
something.
a regulation requiring people to remain indoors between specified hours,
typically at night.
negotiate the terms and conditions of a transaction.
the business of buying and selling commodities or products.
survey goods for sale in a leisurely and casual way.
to try very hard to do, achieve, or deal with something that is difficult or
that causes problem.
to ask for information.
Did you know?
• Most au pairs who register within Europe come from Spain, followed by France, Germany, Italy and
Great Britain.
• More and more families from Australia and New Zealand are interested in hosting an au pair.
ICT
Practice conjunctions in: https://goo.gl/DhSsme
Closing Up
Organize a group research. Pick out one job from this list, do some research about it using
different sources, and explain it to the class.
• cruise crew
• marine
• flight attendant
• ambassador
• forces of peace missioner
Unit 1 | What were you doing? 13

O
Lesson 1
Were you working?
bjectives
G ive information about actions
in progress in the past.
Use the Past Continuous to ask
q uestions and give short aswers.
https://goo.gl/j0d025
Focus on Grammar | Past Continuous Tense
The Past Continuous tense (also called Past Progressive) is used to express actions that were in progress
in the past.
This tense is formed using two components: the verb be (in the past tense) and the -ing ending in verbs.
Short answers are formed with only the verb be (in the past tense).
xamples: Were you studying yesterday? - Yes, I was.
Was your sister helping you? - No, she wasn’t.
Were your parents traveling? - Yes, they were.
Listen & Choose
Track 1 | Busy Day!
Underline all the short answers in this dialogue.
Joel: Hi, Anny! Were you working yesterday? I really missed you.
Anny: Oh yes, I was. I was in the office all day answering the phone, receiving messages, typing,
arranging papers and sending e-mails.
Joel: Wow! Your boss keeps you busy! Was he working hard, too?
Anny: No, he wasn’t. First, he was playing golf with his friends and then they went to a concert. So, he
was listening to my favorite singer while I was working.
Joel: That’s not fair! Was he calling, at least to see how things were going?
Anny: No, he wasn’t. I guess he didn’t have time.
Joel: Let me take you to that concert this weekend. What do you think?
Anny: It sounds wonderful! Have to go, Joel. See you later.
Joel: Bye, Anny.
Listen to the dialogue and choose TRUE or FALSE.
1. Anny wasn’t working yesterday. TRUE FALSE
2. Anny’s boss was working. TRUE FALSE
3. Anny’s boss was playing soccer. TRUE FALSE
4. Anny was at a concert. TRUE FALSE
Now, answer these questions.
a. Was Anny working?
b. Was Anny’s boss playing tennis?
c. Was Anny partying with her friends?
d. Were Anny and her boss working together?
14

Write It Right
Give short answers to the questions according to the pictures.
Unit 1
Seiji and M ao Thomas Daniel Hector G abriela J ames and O lga
1. Was Thomas playing soccer?
2. Were James and Olga jogging?
3. Was Hector typing?
4. Was Daniel arranging papers?
5. Were Mao and Seiji studying?
6. Was Gabriela answering the phone?
Speak up!
A nsw er and d isc u ss these q u estions in teams. F ind ou t if y ou r c lassmates w ere f ollow ing the
sc hool ru les and regu lations y esterd ay .
ee l e le ee el e
ee e
ee le e e e
Work with a Friend
1. Were you studying yesterday?
2. Were you working yesterday?
3. Was your best friend swimming last Saturday evening?
4. Were your parents traveling last month?
Speak up!
W ork in p airs. T ell eac h other w hat y ou w ere d oing y esterd ay af ternoon.
s your classmates uestions to find a student wose day was lie yours
F ind a stu d ent w hose d ay w as c omp letely d if f erent f rom y ou rs.
Read & Answer
H ello, W end y !
Last Sunday, I saw Andy with Emma in the mall.
They were shopping and I was looking for a new
keyboard.
Emma was telling me about her and Andy, but
Andy was interrupting us. I was listening to Emma
and Andy wasn’t paying any attention at all.
He was so rude.
We weren’t expecting to see each other at the
mall, so we decided to meet next weekend.
I hope Emma calls me soon.
M argarita
1. Was Margarita buying a computer?
2. Were Emma and Andy shopping?
3. Was Andy paying attention?
4. Was Emma telling Margarita about her life?
Unit 1 | What were you doing? 15

O
Lesson 2
Were you sleeping
when it happened?
Vocabulary
What happened when you were driving? I was driving when…
bjectives
Talk about interrupted actions
in the past using the Past
Continuous and the Simple Past.
https://goo.gl/X6pNHk
Listen & Practice
Track 2 | Lucky Thief!
Underline the word “when” in the dialogue. Practice the dialogue in pairs.
Listen to the track again and circle YES or NO for the sentences below.
Amy: Hi, Mike. Kristy told me something happened in our neighborhood
last night. I’m at my uncle’s. Could you tell me what happened?
Mike: Well, around midnight, I was chatting on the phone when I heard the police siren. I opened the
door to see what was happening, when I saw a man climbing through my neighbor’s window!
Amy: Oh, no! Really? And?
Mike: It turned out to be a thief. While the thief was climbing through the window, the police broke into
the house. The police officer was talking to the thief, trying to convince him to get back to the
window when the thief slipped and fell down.
Amy: That’s awful! Did he get hurt?
Mike: No, he didn’t. Ms. Benson was pulling out a mattress to dry on the balcony when the thief fell on it.
Amy: It’s unbelievable. Did the police arrest the thief?
Mike: The thief was trying to escape from Ms. Benson’s apartment when the police arrested him.
Amy: I wish I were there to see it all!
1. Mike was sleeping when he saw a man climbing through the window. YES NO
2. The thief was climbing through the window when the police arrested him. YES NO
3. The police officer was talking to the thief when the thief fell down. NO
4. Ms. enson was pulling out a mattress when the police officer fell on it. NO
5. The thief was trying to escape when the police arrested him. YES NO
Read & Complete
is chatting
is climbing
is trying
is talking
Present Continuous
Past Continuous
Focus on Grammar | Past Continuous – Interrupted Action in the Past
We can use the Past Continuous to indicate that a longer action in the past was interrupted.
The interruption is usually a shorter action in the Simple Past.
xamples: Greg was watching TV when I called.
While I was calling Mark, the lights went out.
16

Work in Teams
Read the sentences and underline the correct option. Read the sentences out loud.
1. They were walking /walked down the road when they saw / were seeing an accident.
2. My friends tried / were trying on some clothes when my mother was telling / told us to come down
to have dinner.
3. Samantha was driving / drove when suddenly it was starting / started raining hard.
4. Peter ran / was running down the road when he fell down / was falling down.
5. While John was having / had lunch he met / was meeting his best friend.
6. Ben and Clara cleaned / were cleaning when suddenly a big dog ran / was running into the house.
Unit 1
Work with a Friend
Ask your partner the questions and write down his / her answers.
1. What were you doing when the teacher entered the classroom?
2. What were you doing when your friend called you?
3. What were you doing when you received a text message from your friend?
4. What were you doing when it started raining?
5. What were you doing when the alarm rang?
6. What were you doing when your class began?
I C T
Visit http://www.esl- lab.com/. Click on a topic that interests you and
practice listening.
Write It Right
Write sentences that represent interrupted actions in the past using the Past Continuous and the
Simple Past.
1.
listen to music
parents arrive
Note this!
2.
3.
walk
watch TV
slip
phone ring
Double the consonant before adding ing to
words that have a short vowel followed by a
consonant at the end.
Examples: chat – chatting, sit – sitting,
beg - begging
Speak up!
Interview your classmates and find out wat tey were doin wen sometin imortant
hap p ened in y ou r c ou ntry or in the w orld .
DIY
Write about something important that happened to you in the past. Describe what you and other people
were doing at the moment it happened.
HAVE FUN WITH IT!
Unit 1 | What were you doing? 17

O
Lesson 3
What was she doing
at 9 a.m.?
bjectives
Describe different activities
that were happening at a
efi e e
the Past Continuous tense.
https://goo.gl/B6QDSf
Look & Say
What were you doing yesterday at 3 p.m.? I was…
Focus on Grammar | Past Continuous specific time in the past
In the imple Past, a specific time is used to show when an action began or finished. In the Past
Continuous, a specific time gives information about the action taking place at the time.
xamples: Last night, at 8 p.m., I was eating dinner. Later, at 9 p.m., I was watching TV.
Work in Teams
Y … esterday at Student 1 Student 2 Student 3 Student 4
7 a.m.
10 a.m.
1 p.m.
3 p.m.
6 p.m.
9 p.m.
Work with a Friend
verbs as he / she answers your questions and write sentences in your notebook.
xample: Student 1: What were you doing yesterday at 6 p.m.? Student 2: I was shopping.
Student 1: Yesterday at 6 p.m. Marcela was shopping.
Y esterday at…
playing
reading
resting
hanging out with friends
eating
sleeping
cooking
surfing the Internet
washing the car
cleaning
shopping
doing homework
watching TV
writing
using the computer
exercising
other
18

Listen & Answer
Track 3 | During Work Hours…
Practice the conversation. Then change the underlined jobs and duties in the text for the ones below
and practice it again. Answer the questions below.
Teacher: Everybody pay attention, please! I need you to look at the slides and to say what these
people were doing during their work hours and what their jobs are. What about this one?
What was he doing?
Student 1: He was observing an area via security cameras. He is a security guard.
Teacher: Excellent! Look at the second slide. What was she doing?
Student 2: She was monitoring and tracking the vital signs of a patient. She’s a nurse.
Teacher: Good job! What about the third one? What do you think he was doing?
Student 3: He was designing a building. He’s an architect. Am I right?
Teacher: Yes, you are!
Unit 1
mechanic repair cars cashier count money
janitor clean plumber install pipe system
1. Who was designing a building?
2. Who was tracking the vital signs of a patient?
3. Who was observing an area?
Write It Right
Look at the photos and write sentences in your notebook using the Past Continuous tense. What are
9 a.m. M onday yesterday at 8 p.m. all night, two days ago
yesterday at 11 a.m.
Speak up!
s your classmate wat is er arents were doin at different times in te ast rite five
sentenc es ab ou t it and rep ort to the grou p .
DIY
Find out about the last time a president visited your country. Write about his / her activities during
his / her stay.
Compare your research to that of your classmates.
WAY TO GO!
I C T
Visit http://www.usingenglish.com/handouts/. Look for handouts on the Past
Continuous / Progressive in the Past Simple section.
Unit 1 | What were you doing? 19

O
D
Lesson 4
Were you talking while
I was explaining?
Look & Say
bjectives
Talk about parallel actions
that were taking place in
the past using the Past
Continuous tense.
https://goo.gl/o7azCG
What were you doing while your parents were working? I was… while my parents were working.
Speak up!
oo around to find out wat your classmates are doin rit now en say wat some of
y ou r c lassmates w ere d oing w hile other c lassmates w ere d oing something else.
E x amp le: P a u l w a s w ri ti n g som eth i n g w h i le V a n essa a n d L i n d a w ere ta lk i n g to R ose.
Listen & Complete
Track 4 | Hard Work
S u b j ec t: Carla
Hello, Shawn!
I’m sorry I couldn’t answer your mail yesterday. I was really busy at work. I was
everything for the presentation. My boss was documents, and Jake, well, you know
him, he was online. He wasn’t me at all. Carl was new software
while Samantha was with clients. Bertha was documents and Jason was
the phone. verybody was busy, except Jake. Next week, I will find time to see you.
Tell me about your week.
Carla
S E N
Read & Complete
Jake, well you know him, he was chatting online.
1. Carla’s boss was signing documents while Jake .
2. Carl was installing new software while Samantha .
3. ertha was filing documents while Jason .
4. Everybody was busy except , who wasn’t .
Work with a Friend
Have a conversation with a classmate about what other people were doing while he / she was doing
something else.
xample: S1 “What were you doing in the afternoon?”
S2 “I was studying while my brother was playing.”
I C T
Visit http://www.montsemorales.com/grammar.html. Do some activities on the
Past Continuous.
20

M
M
M
Vocabulary
Match the words and phrases with the photos. Use them to write some sentences of your own.
Unit 1
1. sign documents 2. chat online 3. deal with clients 4. file e 5. install software
Work in Teams
Look at the pictures and say what these people were doing while others were doing something else.
Look at the example.
xample: “Nick was drilling while Zane was talking on the phone.”
rs. Roan
elissa
Chelsea
Z ane
ichael
Nick
Focus on Grammar | Past Continuous tense – Simultaneous Actions
When we use the Past Continuous and while with two or more actions in the same sentence, it
expresses the idea that the actions were happening at the same time. The actions are simultaneous.
xamples: I was reading while they were talking. They were talking and having a good time.
Speak up!
Interview your classmates and tell te rou wat tey were doin at a secific time in te
p ast, w hile others w ere d oing something else.
T ak e tu rns and c omp are y ou r sentenc es. U se ’ w hile’ in y ou r statements.
DIY
e lee ve e ee efi e l
vacation.
Example: I was decorating the C hristmas tree while my mother was cooking dinner.
GREAT JOB!
Unit 1 | What were you doing? 21

O
D
Lesson 5
Were people having
fun?
Listen & Complete
Track 5 | A ay in the Office
Complete with the words you hear.
bjectives
Describe the atmosphere
during past events.
Use the Past Continuous tense
to talk about past activities.
https://goo.gl/XvsXAg
S u b j ec t: Hi, Fred!
You were
me yesterday to tell you how things
going in the office since you left. Well, yesterday was one of the most
chaotic days at work. When I walked into the office, the boss was
, some people were talking on the phone, the secretaries
were busily and some customers waiting to
be helped. One customer
waving his hands and shouting at
the clerk. Others were
to each other about the bad service.
I think you should feel relieved for being far away from the crazy
atmosphere in our office.
Alberto
S E N
Write It Right
Write what was happening based on the pictures. Use Alberto’s e-mail as a model.
a
b
c
The boss was yelling.
d
e
f
22

Focus on Grammar | Past Continuous Tense - Atmosphere
In English, we often use a series of parallel actions to describe the atmosphere at a particular time in
the past.
xample: She was decorating the tree, my brother was playing, and some people were eating.
Unit 1
Work with a Friend
These photos represent two parties.
Write sentences that describe what people were doing at the parties.
Share your ideas with your partner.
take pictures eat cut the cake talk blow out candles have fun
Baby Shower
Birthday Party
Her friends were bringing presents.
Speak up!
T ell y ou r f riend s ab ou t y ou r last b irthd ay p arty . D esc rib e it in d etail.
C hoose the p arty y ou lik ed the most af ter listening to y ou r c lassmates’ d esc rip tions.
Read & Answer
1. How can you describe the atmosphere at the
last party you attended?
2. What were your friends doing at that party?
3. Who wasn’t having fun at that party?
Check ( )
C hec k w hat y ou c an d o!
Talk about ongoing actions in the past.
Describe interrupted actions in the past.
Talk about simultaneous actions in the past.
Describe the atmosphere in a past event.
Unit 1 | What were you doing? 23

Pronunciation / h /
To pronounce the phoneme / h /, push a lot of air out very quickly.
Listen & Repeat
Track 6
hold
old
eye
high
ill
hill
art
heart
Spelling
The sound / h / is usually spelled with the letter h:
h
happy, human, hose, heal, heavy
It can also be spelled with:
wh whom, who, whose, whole
It can also be silent:
honest, oh, rhyme, hour, vehicle, exhaust, honor
Read & Say
Read these words, then close the book and
remember as many of them as you can.
• home
• heard
• house
• hospital
• hit
• hope
• behind
• hurt
• unhappy
• horse
• husband
• have
Listen & Choose
Track 7
Circle the words in parentheses that you hear.
1. Is this ( ill / a hill )?
2. This bridge is so ( high / eye )!
Use your dictionary
Find 8 words in the dictionary that have the
phoneme / h /.
3. Her ( art / heart ) is beautiful.
4. Can you ( hold / old ) this?
5. I can’t ( eat / heat ) it!
6. Do you ( ear / hear ) me?
24

G
M
CLIL
Connect to Health
5 Morning Habits of Successful
People
Create a routine and stick with it. Studies prove
that willpower is the strongest in the morning
before exhaustion and other priorities get in
your way. Adopt a morning ritual and you will start to
see BIG results.
A . G et U p A n H ou r E arlier
etting up an hour earlier is going to take time to
adjust to, but once you make it a habit, you will
never look back. Research has shown that, not only
are early risers more optimistic and conscientious,
but they also anticipate problems and minimize them
e efiel
B . V isu aliz e
l e ee Enjoy the q uiet and take
some time to map out your day. Think through your
goals and to- dos. Take whatever notes you need to
ee ll e le e efie
Research has shown that even two minutes of
visualization and positive thinking can improve your
mood and clarity for the entire day ahead.
C . H av e B reak f ast
Time is a luxury, enjoy it and feed yourself a
wholesome breakfast. Sit down with your family and
enjoy a hearty bowl of oatmeal. Fuel your body for the
tasks that lay ahead of you. It will help you maintain
a steady focus throughout the day.
by J ennifer Cohen
D . M otiv ational M antra
e e ee fi e
Step Two – Find or create a mantra.
Step Three – Repeat that same saying to yourself
every morning.
Step Four – Breathe and relax. Y ou will feel more
motivated and focused than ever before.
E . G et M ov ing
orning workouts not only give you a boost of energy,
they pump you up, ensuring your senses are up and
running.
Adapted from https://goo.gl/fNuo6B
November, 2016
Reading Comprehension
Write the correct letter on the line.
1. Which habit relates to improving your levels of energy?
2. Mention the two habits that talk about being focused.
3. Which habit provides you with positive thinking?
Speak up!
T alk to the c lass ab ou t the b est hab it y ou hav e and c ommit to ad op ting a new p ositiv e hab it in
f ront of all y ou r c lassmates.
I C T
Read about more tips on how to reach your goals.
https://goo.gl/NG K gsx
Unit 1 | What were you doing? 25

Peer Evaluation – Cooperation
Read each of the statements carefully and color the circles according to your perception of your
partners’ performance. Use the following color code:
Always Almost always Sometimes Rarely Never
1 2 3 Me
Is willing to help his / her peers.
Is respectful with his / her peers.
Carries out the assignments within the group.
Brings the necessary materials when working in groups.
Participates actively in group activities.
Copies the work of other members of the group.
Co-Evaluation – Learning
Name:
Date:
Signature of evaluator:
DIMENSIONS E VG G A NI
Knowing
Mastery of contents (grammar & vocabulary)
Level of input (listening, reading) interpretation
Doing
Execution of procedures (tasks)
Application of concepts (grammar & vocabulary)
Being
Participation
Integration
Attitude towards study
Learning effort
E = Excellent VG = Very Good G = Good A = Average NI = Needs Improvement
26

Workbook
Lesson 1 | Were you working? | 28-29
Lesson 2 | Were you sleeping when
it happened? | 30-31
Lesson 3 | What was she doing at 9 a.m.? | 32-33
Lesson 4 | Were you talking while
I was explaining? | 34-35
Lesson 5 | Were people having fun? | 36-37
Self Evaluation 1 | 38-39
Workbook 27

Lesson 1 | Were you working?
1 Read the 3 dialogues and answer the q uestions.
Pat: Were you calling
me yesterday?
Paul: Yes, I was. I left a
message.
Pat: I'm sorry, I didn’t
check it.
Paul: Look! I was calling
you to say that I
didn’t get the job.
Pat: Why? What
happened?
Paul: I think they didn’t
like my curriculum.
Pat: Did you tell them
about your last job?
Paul: Yes, I did. But it
didn’t help.
I II III
Olga: Was Elsa working last
Saturday?
Jane: No, she wasn’t. Why?
Olga: She promised to help
me pack.
Jane: Were you moving
out?
Olga: Yes, I was.
Jane: Was your boyfriend
helping you?
Olga: No, he wasn’t. He
was too busy.
Jane: I can help you!
Olga: Thank you!
Tom: Were your friends
having a great time
yesterday?
Dan: I don’t think they
were. They looked
bored.
Tom: Were they dancing?
Dan: No, they weren’t. I
had my favorite CDs
on. They are great!
Tom: Well, if you say so.
But honestly, I would
be bored too.
Dan: You don’t like jazz
music! Right?
a. Was Elsa helping Olga to move out?
b. Were Dan’s friends dancing at his party?
c. Was Paul calling Pat yesterday?
d. Was Olga’s boyfriend helping her?
e. Were Dan’s friends having great time?
f. Was Paul calling to give Pat great news?
g. Was Olga moving out?
2 Complete the sentences and match them with the pictures.
a. Paul was (call) Pat.
b. Students weren’t (have) a great time.
c. Olga’s boyfriend wasn’t (help) her to pack.
d. Dan’s friends weren’t (dance) at the party.
3 Write your own dialogues with your classmates using the ones from ac tiv ity 1 as models.
28

1 4 Choose the correct number of the dialogue from ac tiv ity for these statements.
a. Somebody was moving out. I II III
b. Somebody wasn’t helping to pack. I II III
c. Somebody was calling to give bad news. I II III
d. Somebody wasn’t having fun. I II III
e. Somebody wasn’t dancing. I II III
f. Somebody wasn’t working last Saturday. I II III
5 Answer the q uestions according to the pictures.
Peter and Candy Samuel Amy and M ark Clarissa Lorena
a. Was Clarissa doing the laundry?
b. Were Amy and Mark changing diapers?
c. Was Lorena playing tennis?
d. Were Peter and Candy dancing?
e. Was Samuel shopping?
6 Read the text and answer the q uestions.
Juliette and Alfredo decided to celebrate April’s third birthday.
April was crying while the guests were singing "Happy Birthday".
A photographer was taking pictures while April’s four-year-old brother Daniel
was running around and eating cake.
Some family members were playing board games and some were talking.
April’s mother and grandmother were taking care of all the children, while
Alfredo was talking to friends.
When the party was over, everybody applauded, and Juliette and Alfredo
hoped the next party would be when April turns 7!
a. Was April crying?
b. Were some family members dancing?
c. Was grandma taking care of Daniel?
d. Was Daniel singing?
e. Was the photographer taking photos?
f. Was April’s brother crying, too?
g. Were all the family members playing?
Workbook 29

Lesson 2 | Were you sleeping when it happened?
1 Listen to T rac k 2 and write the sentences correctly.
a. Mike was cooking when he heard the police siren.
b. Mike saw a man coming out of his neighbor’s window.
c. While the thief was climbing through the window, the police arrived.
d. The police officer was looking for his gun when the thief slipped and fell down.
e. The thief fell on the ground.
f. The thief was trying to enter Ms. Benson’s apartment when the police arrested him.
2 Add - ing to the verbs and write them down.
hit
chat
hug
step
rob
dig
zip
shut
ship
fit
mop
run
3 Write sentences in the Past Continuous tense using the verbs from ac tiv ity 2 .
a.
b.
c.
d.
e.
4 Complete the sentences to make them true for you.
a. I was sleeping when .
b. My parents were working when .
c. My friend was studying when .
d. I was watching TV when .
e. I was eating when .
f. I was exercising when .
g. My classmates were having lunch when .
30

5 These are articles called “ Funny Nightmares! ” from a teenage magazine.
Read them and choose the one you like the most. Explain your choice.
I dreamed that my pets talked to me. I was cooking when suddenly my dog, Pert, told me:
“I don’t like salads. Why are you making it? Prepare some meat for me!”
I was thinking what to do when my cat, essy screeched:
“ey, I like fish. Prepare some fish for me instead”
While Bessy was talking, Pert took my car keys and drove away. While Bessy was telling me
how to make the fish for her, I woke up.
Aida
I dreamed that I was a bird. I was flying to my nest when it started to rain.
I was looking for a place to hide, when suddenly lightning struck me. I was falling down,
when I saw a big cat under the tree. The cat was hiding from the rain. When I fell down, the
cat was waiting for me. The cat was approaching me when I saw that it looked like my best
friend Jim. Jim was smiling and getting ready to eat me when I woke up.
Manuel
6 Complete the sentences.
a. Manuel was falling down when
b. While Aida’s cat was talking
c. The bird was flying to the nest when
d. Aida was cooking when
e. The cat was approaching when
f. Aida was thinking what to do
g. Jim was getting ready to eat Manuel when
h. essy was telling Aida how to make the fish when
i. Manuel was looking for a place to hide when
j. Aida dreamed that
7 Read and choose the correct name.
a. Who was flying to the nest Manuel essy Aida Pert
b. Who was asking for fish Manuel essy Aida Pert
c. Who was cooking? Manuel Bessy Aida Pert
d. Who was hiding from the rain under a tree? Manuel Bessy Aida Pert
e. Who doesn’t like salads? Manuel Bessy Aida Pert
Workbook 31

Lesson 3 | What was she doing at 9 a.m.?
1 Write the sentences correctly.
a. Beth was take several pills.
b. The twins was celebrating their birthday.
c. Paul were running to arrive on time.
d. is son was give her a bunch of flowers.
e. Tim and Cathy was rushing through the store.
f. Greg was play the piano.
g. Sharon were painting in her studio.
h. The child was cried all night.
i. You wasn’t sleeping when I arrived.
j. They was performing at City Hall.
2 ee e e ll e
He She He He They
She
3 Listen to T rac k 3 and answer the q uestions.
a. What was the security guard doing?
b. What was the nurse doing?
c. What was the architect doing?
d. How many slides did the teacher show?
4 Rewrite these sentences using the Past Continuous tense.
a. They’re talking to the teacher.
b. Beth isn’t paying attention to what you’re saying.
c. These machines aren’t working.
d. Children are playing in the yard.
32

5 Read the dialogues and match them with the photos.
Mary: What were you wearing yesterday when you went to Jim’s party?
Lora: I was wearing a dark purple dress and black shoes.
Mary: Were you wearing a jacket?
Lora: No, I wasn’t. But I was wearing a beautiful black scarf.
Mary: I’m sure you looked beautiful.
Sam:
Fred:
Sam:
Fred:
Sam:
What were you wearing for your job interview?
I was wearing a blue shirt, a black suit and brown shoes.
Were you wearing a tie?
No, I wasn’t. I didn’t want to look too formal.
You were right!
a
b
6 Choose the correct name according to the photos.
J ohnny Anne Ingrid
a. Who was wearing pants? Johnny Anne Ingrid nobody
b. Who was wearing boots? Johnny Anne Ingrid nobody
c. Who was wearing a dress? Johnny Anne Ingrid nobody
d. Who was wearing a coat? Johnny Anne Ingrid nobody
e. Who was wearing a hat? Johnny Anne Ingrid nobody
f. Who was wearing a crown? Johnny Anne Ingrid nobody
g. Who was wearing a belt? Johnny Anne Ingrid nobody
h. Who was wearing a shirt? Johnny Anne Ingrid nobody
i. Who was wearing glasses? Johnny Anne Ingrid nobody
j. Who was wearing gloves? Johnny Anne Ingrid nobody
Workbook 33

Lesson 4 | Were you talking while I was explaining?
T k 4 Y E S N O 1 Listen to rac and circle or .
a. Carla answered Shawn’s e-mail yesterday. YES NO
b. She was busy at work. YES NO
c. Carla was preparing for the test. YES NO
d. Her boss was chatting online. YES NO
e. Jake was signing documents. YES NO
f. Carl was installing new software. YES NO
g. Jason was answering the phone. YES NO
h. Everybody was busy except Carla. YES NO
2 Listen to T rac k 4 again and answer the q uestions.
a. What was Carla doing yesterday?
b. What was Carla’s boss doing?
c. What was Jake doing?
d. Was Jake helping Carla?
e. What was Bertha doing?
f. What was Samantha doing?
g. What was Carl doing?
h. What was Jason doing?
i. Was everybody busy?
j. Why couldn’t Carla answer Shawn’s e-mail?
3 Look at the pairs of photos and write about the parallel actions they represent.
a
b
c
a.
b.
c.
34

4 Correct the mistakes in the sentences.
a. Fernando and Jim was eating while Martha was cooking.
b. Leonora were working while her husband was resting.
c. Many people was watching the movie while we was trying to get the tickets.
d. My students were studying while I were checking the results of the test.
e. Who was driving while you was calling?
f. Neighbors was picking up the garbage while you were sleeping.
g. David was playing the guitar while his sister were playing the piano.
5 Answer the q uestions.
a. What were you doing while your friends were talking?
b. Were you helping while your mother was cleaning?
c. Who was paying attention while your teacher was speaking?
6 M atch the pictures according to the sentences.
a
b
c
d
a. Somebody was gathering shells while somebody else was building a sand castle.
b. Somebody was swimming while somebody else was playing beach volleyball.
c. Somebody was playing with a paper plane while somebody else was running.
d. omebody was diving while somebody else was flying a kite.
c
7 Write sentences in the Past Continuous tense using the verbs in the boxes and while. Follow the example.
jog
watch
a. I was jogging while he was watching TV.
walk
play
sleep
shop
WHILE
lose
read
study
rest
b.
c.
d.
e.
Workbook 35

Lesson 5 | Were people having fun?
1 Read the e- mail on p age 2 2 and answer the q uestions.
a. Who was yelling?
b. Who was talking on the phone?
c. Who was typing?
d. Who was waiting?
e. Who was shouting at the clerk?
f. Who was complaining?
T R U E F A L S E 2 Read Alberto’s e- mail again and choose or .
a. One customer was waving his scarf. TRUE FALSE
b. Some people were talking on the phones. TRUE FALSE
c. It wasnt a chaotic day at the office. T A
d. Some customers were waiting to leave. TRUE FALSE
e. The boss was yelling. TRUE FALSE
f. The secretaries were typing. TRUE FALSE
3 Read the sentences that describe the atmosphere and make the right choice.
Birthday party
Camping
a. People were cooking food on a barbecue. birthday party camping
b. People were waving. birthday party camping
c. Children were smiling at the camera. birthday party camping
d. People were wearing party hats. birthday party camping
e. People were putting up a tent. birthday party camping
f. People were cheering. birthday party camping
g. People were resting in sleeping bags. birthday party camping
h. People were reading. birthday party camping
36

4 Read the cards and answer the q uestions below.
Happy
Valentine’s
Day, Anita!
I miss you! I’m writing this card from work.
I know you’re on a cruise now. My boss is
telling me to hurry up. We’re trying to finish
the project by Monday. My friend, Rob, is
asking you to bring a souvenir from the trip.
Love, James
Happy Birthday, Stan!
We can’t be with you now, but we’re celebrating
your birthday at my house in Houston.
We wish you all the best!
Grandpa and Grandma are taking care of Amy and
Emma. They’re playing in the playground. Mom and
Dad are making dinner and my girlfriend,
Bertha, is helping them.
Your brother, Alex
a. What was James’ boss telling him?
b. What were Alex’s grandparents doing?
c. What was Rob asking for?
d. What were Alex’s parents doing?
e. Who was helping Alex’s parents?
f. Where was Anita?
g. Where was Stan’s family celebrating his birthday?
5 M atch the photos with the cards from ac tiv ity 4 .
6 Describe the atmosphere during any important event that you remember. Use the Past Continuous tense.
Workbook 37

Self Evaluation 1
1 Choose the correct short answer.
a. Was he studying all day yesterday?
I. Yes, he were. II. No, he wasn’t.
b. Were you getting ready for the trip?
I. Yes, I was. II. Yes, I were.
c. Were Jane and Kim chatting on the phone?
I. No, they weren’t. II. No, they wasn’t.
d. Was your father driving when you called him?
I. Yes, he were. II. Yes, he was.
e. Were your friends trying to help you?
I. No, they were. II. No, they weren’t.
2 Answer the q uestions about you.
a. What were you doing yesterday morning?
b. What were you doing last Sunday afternoon?
c. What were your parents doing yesterday at noon?
d. What was your best friend doing last weekend?
3 Correct mistakes in the sentences.
a. Some of my friends was putting up the tent.
b. Paul weren’t asking us anything.
c. Students were write a story in class.
d. Where was you going when I saw you?
e. Was they buying anything in that store?
f. How many people were participated in the event?
4 Write sentences using the Past Continuous tense. Follow the example.
a. Tim (read) – while – Jason (listen to music)
Tim was reading while Jason was listening to music.
b. We (work) – while – Sandy (talk)
c. Rose and Kate (cook) – while – Edgar (surf the net)
d. The children (play) – while – their parents (clean)
e. Mike (shop) – while – Ben (wait)
f. Ruth and Rob (argue) – while – Hank (hide)
g. Employees (work) – while – their boss (rest)
38

P A R A L L E L I N T E R R U P T E D 5 Circle or .
a. We were discussing the project when Mr. Harold came in. parallel interrupted
b. Chloe was playing with her children while I was sleeping. parallel interrupted
c. My neighbors were cleaning while Sam was looking for a
hose to water the plants. parallel interrupted
d. His little sister was approaching the dog when it barked
at her. parallel interrupted
e. The host was explaining why the accident happened when
suddenly several people left the studio. parallel interrupted
f. Peter and Christina were fixing the printer when the light
went out. parallel interrupted
g. Some people were watching the show while you were
calling Elizabeth. parallel interrupted
6 Answer the q uestions about you.
a. Were you studying yesterday?
b. Was your mother cooking yesterday afternoon?
c. Were your friends doing their homework on Sunday?
d. Was your best friend jogging in the morning?
7 Correct the mistakes in the sentences.
a. My doctor were constantly giving me bad advice.
b. They weren’t always listen to my advice. Many times I was right.
c. Her sister were always buying new clothes. She didn’t even have a chance to wear them all.
d. Children was constantly teasing the dog. One day it got angry and bit them.
e. All your students was always cheating during exams. Am I right?
f. Somebody were constantly calling home and weren’t saying anything.
g. Chris and Jenna was always organizing great parties.
Self Evaluation 1 39

Based on these images, can you predict what the unit will be about?
Form teams and identify as many activities and vocabulary as you can.
Share with your teacher and classmates.
2Unit
Have you ever swum there?

Explore
Look through the unit. Write the word and the page number where
you find the following:

CLIL - Biography
Are Sports Only a
Big Show Business?
Lead-in Discussion
1. Are sports goals easy to achieve?
2. Can you fail while being a sports idol?
3. Who has been the best soccer player in Mexico?
If you could only choose one of these sports to represent Mexico, which one would it be?
soccer
boxing
wrestling
42

Authentic
English
Hugo Sánchez
Diving headers from improbable distances,
free-kicks that seemed to swerve
impossibly to find the net from absurd
angles and, above all, the chilena, the
bicycle-kick – these were the kind of goals that
those privileged to be in the stadiums would
never forget. Sanchez was peculiarly suited to
the chilena, the most flamboyant method of goal
scoring. He seemed to be able to move – and adjust
– his body in the air at will. That strength probably
owed something to a childhood in which he trained
hard as a gymnast. The apparently effortless
somersaults with which he celebrated every goal
reflected that training – and honored his sister, a
gymnast who represented Mexico at the 1976
Montreal Olympics.
Hugo Sánchez Márquez was born in Mexico
City, Mexico, on July 11th, 1958. Although small
in stature, the young Hugo more than made up for
it with his skills in front of goal, combined with
his gift for acrobatics garnered during school
years in which he was a promising gymnast. The
game was part of Hugo's life – his father, Héctor
Sánchez, had played as a semi-professional centerforward,
and his older brother was a goalkeeper
and had played for several Mexican clubs. Hugo
was a perfectionist, and when it came to his soccer
he would train tirelessly, practicing his moves
continuously until they were polished and flawless.
For Hugo it all began while watching his
brother's training sessions with Mexico's amateur
side, as a 14-year-old. The youngster would plead
with the coaching staff to allow him to join in, and
although he was repeatedly refused due to his age,
they did eventually succumb to his wishes. Upon
witnessing his terrific abilities, there was only one
thing for them to do – invite him to join the team!
With Sánchez on board, and his exquisite
performance in the Toulon Tournament and
victory in the 1975 Cannes Youth Tournament,
he earned the nickname 'Niño de Oro' ('Golden
Boy'). Sánchez had become a prized youth player
of UNAM Pumas during his early years at the
club (1972- '75).
In 1976, the 18-year-old signed his first
professional contract with UNAM Pumas, a
professional team representing the National
Autonomous University of Mexico (UNAM).
Sánchez, not having lost sight of his studies, was
on his way to attaining a Dentistry degree while
playing for the first team.
Interestingly, Sánchez had started his career
playing as a left winger, until his coach Velibor
"Bora" Milutinovi 's enlightened decision in
making Sánchez the driving force of the attack.
It was claimed that whenever Sánchez scored, as
the Mexican commentator at the stadium cried
"Goooooool!", Sánchez would see how many
backflips he could perform during those seconds!
Sánchez's exploits in making goals caused quite
a stir, and so, when Spain's Atlético de Madrid
came knocking, Sánchez answered… As Sánchez's
playing time and goal tally rose, he launched his
journey to stardom and had a positive effect on
Atlético de Madrid's end of season standings. With
all eyes on this marvel, it was not long before a club
from nearby was bound to steal him away.
By the time the 1985- '86 season came around,
Sánchez was in a Los Blancos shirt at the Santiago
Bernabéu – the timing of his arrival was impeccable
as Real Madrid got Sánchez at his absolute best. He
found himself surrounded by superstars, playing
alongside the team's nucleus, La Quinta del Buitre
('Vulture's Cohort'), consisting of Butragueño,
Michel, Vázquez, Sanchís and Pardeza. Real
Madrid was in the midst of a highly successful
period in Spain and Europe during the latter part
of the 80s, and Sánchez was given a platform on
which to flourish!
Sánchez rallied glamorous performances. He
had superb pace; was lethal in the air and from long
range; and his perceptiveness guaranteed him to
be in the ideal spot to receive the ball. All this,
accompanied with a sublime touch and enthralling
acrobatics, made Sánchez quite the catch for any
club. His memorable bicycle-kicks (Huguiñas)
followed by celebratory somersaults (dedicated to
his gymnast sister) and fist pumps immediately
Unit 2 | Have you ever swum there? 43

afterwards, created a spectacular show for the fans,
including the opposing goalkeeper who happened
to have the best seat in the house!
Eight months prior to the FIFA World Cup
hosted by Mexico, the country was hit by a severe
earthquake in September '85. As no damage had
been caused to the stadiums, the preparations for
the tournament continued. Mexico's hosting of the
event did not put pressure on El Tri; rather, the
fans' support was a huge motivational factor for
the players. This World Cup, which began in May
'86, was not only in the year declared by the United
Nations as the International Year of Peace, but it
also gifted the world with the phenomenal Mexican
wave! Although Sánchez missed a penalty in the
group phase, in a 1-1 draw with Paraguay, it had
no consequence on the outcome of their group.
Paradoxically, although Sánchez was heartbroken
to have missed the penalty, he felt it showed
people that he was only human, especially after his
incredible performances in Spain.
In 2001, Sánchez turned his attention to
coaching and returned to UNAM Pumas. He
successfully guided his team to 2 Mexican First
Division championships (Opening and Closing in
2004), and the Santiago Bernabéu Trophe. After
Sánchez's resignation in November 2005, he joined
Mexican club, Necaxa, in 2006. But his stay was to
be a short one as he was called up to be Mexico's
national team coach, replacing Ricardo La Volpe,
after The Tri's early exit from the FIFA World Cup
in Germany. Sánchez led Mexico to the final of
the CONCACAF Gold Cup on June 24th, 2007,
but suffered a 2-1 defeat to the United States. In
March of 2008, Sánchez's stint with El Tri came to
an abrupt end due to poor results. Soon thereafter,
Sánchez was appointed coach of Spanish side
UD Almería in 2009. Despite the announcement
of his contract renewal in June 2009, Sánchez
was released 6 months later due to poor results
once again. In 2012, Sánchez coached Mexican
club Pachuca.
This legendary soccer player has been honored
over the years, to mention a few accolades: Sánchez
was named by IFFHS (International Federation of
Football History and Statistics) as the 20th century's
best soccer player of North and Central America,
and best soccer player of Mexico for the same
period. In Pelé's list featuring the top 125 living
soccer players, released in 2004, Sánchez was the
only player from Mexico. In September 2007, a
street in Puebla, central Mexico was inaugurated
with his name. And, most recently, in October
2013, Hugo Sánchez was named the LFP (National
Football League) Ambassador to the Americas.
And as Sánchez journeyed through hard work,
struggles and celebrations, he was transformed
from wonder kid to legend. His dreams, one by
one, became reality…
Adapted from
https://goo.gl/oKUvVT
https://goo.gl/7nX37g
Reading Comprehension
a. Hugo Sánchez started his career when he was years old.
b. His gymnastics movement is called the .
c. The world cup year after the earthquake was called, the year of .
d. In the list that holds the 125 living top soccer players Hugo is the only .
44

Academic Words Words
Match the words to a synonym.
1. flamboyant
2. somersaults
3. plead
4. appointed
5. accolades
a. selected
b. distinctions
c. petition
d. tumbling
e. dazzling
ICT
Test your knowledge in Past Participle https://goo.gl/2ia3li
Vocabulary Booster Booster
Useful language for professional presentations
Call the attention of the
spectators
The main body of the
presentation
Keeping your audience
with you
Phrases for introducing
visuals
• Take a look at…
• Examine…
• Concentrate on…
• "Please, feel free to interrupt me if you have questions."
• "There will be time for questions at the end of the presentation."
• "As I said at the beginning…"
• "This, of course, will help you (to achieve the 20% increase)."
• "As you remember, we are concerned with…"
• "I'd like to turn to…"
• "That's all I have to say about…"
• "Now I'd like to look at…"
• "This leads me to my next point…"
• "This graph shows you…"
• "If you look at this, you will see…"
• "This clearly shows …"
• "From this, we can understand how / why…"
• "This area of the chart is interesting…"
Summarizing • "That brings me to the end of my presentation.
• "Well, that's about it for now. We've covered…"
Extracted from
https://goo.gl/4Q3h8s
Did you know?
1. CONCACAF considers Hugo Sánchez the best
soccer player of the twentieth century.
2. He was called Mr. Goal.
3. He's a dentist.
4. He won a cup while he played with the sub 20.
5. He's the best goal scorer in the history of
Mexico.
6. He got a championship while coaching Pumas.
Closing Up
Work in teams. Elaborate a
presentation about a person who
through his art has left a mark in our
civilization. Don't forget to show it
to your classmates and to apply the
previous vocabulary to become a
master in presentations.
Unit 2 | Have you ever swum there? 45

O
Lesson 1
What sports have you
played?
bjectives
Use the Present Perfect
Simple to express your
and others’ experiences
and talk about sports.
https://goo.gl/DFFkoa
Look & Say
What have they just done?
Listen & Complete
Track 8 | Ronaldo Has Never Given Up!
Who is your favorite soccer player? What sport is your favorite?
Listen to the track and complete the text. Then listen again and answer the questions.
Christiano Ronaldo is only 34 years old but he
the best
soccer player of the year twice.
Whichever club he has played for, it
the most important
matches. Christiano
with controversies regarding his
transfer. He
to stay in Real Madrid. In several interviews
he
to the public that he has no intention of leaving the club.
He’s a very family oriented person and he
contributed
to projects that have supported the building of sport centers for
underprivileged children.
Cristiano is an avid learner and takes interest in learning new things every
day. Among Christiano’s biggest pet peeves are smoking and people who
don’t make an effort to achieve their goals.
He
off many of his things to raise funds for charity
foundations. Christiano
and he says that failure is never
an option when he wants to win.
1. How many times has Christiano won the best player of the year?
2. What controversies has Christiano dealt with?
3. What club has he chosen to stay in?
4. What has he stressed to the public?
5. What projects has he contributed to?
6. What has he done to raise funds for charity foundations?
What can you remember about Christiano?
Use these verbs to talk about him:
win
become
play
contribute
choose
stress
give up
46

Focus on Grammar | Present Perfect
How are these sentences different?
• I always speak to her.
• I’ve always spoken to her.
We can use the Present Perfect imple to talk about an action that happened at an unspecified time before
now.
I / You / We / They + have / have not + past participle
He / She / It + has / has not + past participle
hort answers:
– Have I / you / we / they arrived? – Yes, I / you / we / they have. – No, I / you / we / they haven’t.
– Has he / she / it arrived? – Yes, he / she / it has. – No, he / she / it hasn’t.
Unit 2
Vocabulary | Sports
failure
a. an institution devoted to financing research or charity
foundation
controversy
warm up
pet peeve
avid
b. a frequent subject of complaint
c. lack of success
d. characterized by enthusiasm and vigorous pursuit
e. a discussion marked especially by the expression of opposing views
f. a preparation activity or procedure
Work in Teams
Ronaldo has trained hard for a match tonight. Based on the pictures, talk about what Ronaldo has done.
Speak up!
D o any of y ou r f riend s p lay sp orts? H av e y ou ev er p lay ed sp orts? W hat sp orts d o y ou p lay ?
W hat sp ort w ou ld y ou lik e to p lay ? W hat are the ad v antages of p lay ing sp orts?
T ell y ou r c lassmates ab ou t them and w rite the answ ers d ow n.
Project
O G
q
Read the article on http://ezinearticles.com/? Practicing- Sports- in- rder- to- ain- Real- Health-
eefi and answer the uestions in pairs.
• What do sports help improve? • How should sports be played?
• What has science demonstrated? • What have many studies shown?
Unit 2 | Have you ever swum there? 47

O
Lesson 2
Have you ever saved
an animal?
Listen & Answer
Track 9 | The Big Blue March
bjectives
Ask and share information about
endangered animals.
Use the Present Perfect with ev er
or nev er to talk about experiences.
https://goo.gl/rGvdhO
1. Has David organized the Big Blue March before?
2. Have they planned it better this time?
3. Where has the march taken place?
4. Why have people taken to the streets?
5. What has the Dutch government decided to do?
I C T
Find out more about saving our planet on: www.greenpeace.com. Choose a topic
you like and prepare a presentation for your group.
Speak up!
W hat marc h w ou ld y ou lik e to organiz e in y ou r c ommu nity ?
T ell y ou r c lassmates ab ou t y ou r id eas to p rotec t animals that liv e in y ou r area.
Focus on Grammar | Present Perfect with ever and never
We often use ever and never when talking about experiences.
xamples: Have you ever organized it before?
No, we have never done it before.
Write It Right
Answer the questions.
1. Have you ever participated in a march?
2. Have you ever organized a march?
3. Have you ever been on a radio show?
4. Have you ever saved or hurt an animal?
48

Read & Match | Endangered Species
Match the pictures to the sentences and to the information below.
a
b
c
d
Unit 2
Koalas have become an endangered species because many eucalyptus trees have been cut down.
Polar bears have become an endangered species because people have hunted them.
Tigers have become an endangered species because humans have developed lands for farming
and logging.
African elephants have become an endangered species because some countries have killed a
predetermined number of elephants to keep herds manageable and minimize conflicts between
humans and elephants.
Note this!
Some nouns have an identical form for singular and plural (both end with s):
crossroads, barracks, TV series, headq uarters.
Example: There is one spec i es of humans, but many spec i es of cats.
The government
of Australia has
prohibited the cutting
down of eucalyptus
trees.
The governments of
many countries have
banned hunting from
aircraft and power
boats.
Greenpeace
has provided
economic incentives
to encourage
conservation.
The African
governments have
created strict laws
to protect elephants
from poachers.
Note this!
E nd angered S p ec ies - Species present in such small numbers that they are at risk of extinction.
Read & Answer
Answer the questions.
1. Which organization has provided economic support to encourage conservation?
2. Why have Koalas become an endangered species?
3. Why have some countries killed elephants?
4. What has the government of Australia prohibited?
Speak up!
C omp lete the sentenc es. S hare w
ve eve
e ve eve
e e eve
ith a p artner.
Unit 2 | Have you ever swum there? 49

O
Lesson 3
How long have you
worked?
bjectives
Ask and give information about
education and job experience.
Practice job interviews using
the Present Perfect tense.
https://goo.gl/rCnSPU
Focus on Grammar | Present Perfect with for, since
For is used for a period of time.
xample: I have worked here for many years.
Since is used for the specific moment something started.
xample: I haven’t seen you since Monday.
To ask questions about actions that started in the past and last until the present we use how long.
xample: How long have you studied today?
Complete the table with these words and phrases.
FO R
Listen & Complete
Track 10 | Job Interviews
Complete the dialogues. Practice the dialogues in pairs.
Diana: Good afternoon. I’m Diana Oliva.
Interviewer: How do you do, Diana? Nice to
meet you. Let’s begin, shall we?
Diana: Of course.
Interviewer: Where
you studied
graphic design?
Diana: I’ve in Phelps
Technology School.
Interviewer: Here it says you
in
STM International.
have
you worked there?
Diana:
about three and a half
years.
Interviewer: Have you
anywhere
else
you graduated?
Diana: No, I had enough
job experience to look for a better
position.
Interviewer: That’s all right. I understand.
Diana: It’s very nice of you to say that. 1
Jim: I appreciate your meeting with me.
Interviewer: You’re welcome.
you
already seen our facility?
Jim: Yes, I have. And I’ve the
company for about 2 months.
Interviewer: That’s impressive.
have
you looked for a new job?
Jim:
last year. I’ve tried to
find something interesting and
well-paid.
Interviewer: I hope you know that we don’t put
new employees on the payroll for
the first months.
Jim: I’m aware of that.
Interviewer:
you considered all the
pros and cons of accepting this job?
Jim:
the moment I sent
my résumé, I’ve decided to do my
best to get a position within this
company. 2
Vocabulary
What do these words and phrases mean?
• job experience
• aware of
• hire
• payroll
• pros and cons
Note this!
E mp loy er - a person who hires
E mp loy ee - a person who
works for an employer
Write It Right
Complete the sentences. Use the new words.
1. She’s not his lies.
2. I have ten years of .
3. Don’t him! He’s so unprofessional.
4. The decision you’ve made has .
5. We can’t pay you because you’re not on
a
list.
50

Listen & Choose
Listen to the interviews again and choose the correct names for the sentences.
1. The person that has looked for a new job since last year. Diana Jim
2. The person that hasn’t had enough job experience. Diana Jim
3. The person that has worked in a company for three and a half years. Diana Jim
4. The person that has decided to do the best to get the job. Diana Jim
5. The person that has done research about the company. Diana Jim
Unit 2
Look & Complete
Crossed pictures represent negative statements.
1
2
3
make a call
sign documents
have a meeting with co- workers
4
5
6
apply for a new job
sign for a package
q uit his job
1. She
2. I
3. He
4. She
5. She
6. He
Write It Right
Complete the sentences to make them true for you.
• I have never .
• I have just .
• I’ve already .
• I haven’t yet.
• I have for .
Speak up!
A nsw er and d isc u ss these q u estions w ith y ou r c lassmates.
l ve e l
ve
ve eve le
ve eve e
eeee
Unit 2 | Have you ever swum there?

O
Lesson 4
Have you really?
When?
Listen & Complete
bjectives
Talk about unusual experiences
you have had in your life.
Learn to use the Present Perfect
with the Simple Past correctly.
https://goo.gl/4lAZrx
Track 11 | High School Reunion
Listen to the conversations at the high school reunion party and complete them with the past simple or
past participle of the verbs in parentheses.
Andy: Have you ever (be) to China?
Tania: No, I haven’t. But I (go) to
Korea last summer.
Andy: How interesting! Did you like it?
Tania: Yes, a lot. I have never (try)
such an unusual cuisine.
Donna: Have you ever (practice)
pranayama?
Tim: Is it like Tai Chi?
Donna: It’s different. I (start) two
months ago.
Tim: Did you like it?
Donna: Yes, I did. I have (learn) to
breathe correctly.
Tim: Can you teach me?
Sonia: Have you ever (try) jackfruit?
Kim: No. What is it?
Sonia: It’s a very delicious fruit I (try)
in Cancun.
Kim: How did it taste?
Sonia: It (taste) like mango and
gummy bears.
Paul: Have you (see) Jane?
Ella: No, why?
Paul: I didn’t recognize her. She has (lose)
so much weight.
Ella: Wow! How did she do that?
Paul: I think she has (be) on a diet
for a year.
Ella: Excuse me. I’ll go look for her.
Carla: Have you ever (meet) any
celebrities?
Kate: No, I haven’t. But my Dad (meet)
Julio Iglesias once.
Carla: And what did he do?
Kate: He (ask) him to take a photo
together.
Carla: Do you have it? May I see it?
Dan: When I (study) in Rome, I
(learn) Italian.
Kim: It’s a beautiful language. I have (travel)
a lot but didn’t learn other
languages.
Dan: Have you at least tried? You know what
they say, “Practice makes perfect.”
Read the conversations and write down the verbs in their Simple Past and Past Participle forms.
Simple Past -
Past Participle -
Listen & Answer
Listen to the conversations again and answer.
1. Who has learned Italian?
2. Who has practiced pranayama?
3. Who has tried jackfruit?
4. Who has lost weight?
5. Who has never been to China?
6. Who has traveled a lot?
7. Who has met Julio Iglesias?
Speak up!
A nsw er all the q u estions in the
c onv ersations that start w ith ‘ H av e
y ou ev er… ’ .
A sk a p artner the q u estions.
W hat q u estions w ill y ou ask y ou r
c lassmates if y ou meet them in ten y ears?
52

Listen & Match
Track 11 | High School Reunion
Listen to the conversations from the party again and match the names with the experiences presented
in the pictures. Complete the sentences below.
a
b
c
Unit 2
d
e
f
1. Jane .
2. Kate’s .
3. Tania .
4. Sonia .
5. Kim .
6. Dan .
Note this!
With past time expressions we use the
simple past:
y esterd ay , tw o d ay s ago, last w eek ,
in 1 9 7 6 , many y ears ago, last month,
a long time ago.
Focus on Grammar | Present Perfect vs. Simple Past
When we use the Simple Past, we usually indicate the exact time of an action in the past or we ask
when an action took place.
xample: I went there 5 minutes ago. – Simple Past
I haven’t seen him.
– Present Perfect
Speak up!
C omp lete this q u estion and ask y ou r c lassmates:
l ve ?
l e e e
e ve lee
ve e eee e
e eve le
ell le e l eeee ve eve le
answer when, where and with whom.
Example: S 1 : I’ve been to J apan. S 2 : W hen did you go? S 1 : I went to J apan last year.
Project
lee e eve le lee e e
him / her.
R é su mé
Contact information:
ll e
l
Address:
Experience:
Telephone:
Education:
Unit 2 | Have you ever swum there? 53

O
Lesson 5
Right or wrong?
Look & Say
bjectives
Use the Simple Past and
Present Perfect with signal
words like y et, alread y , j u st,
ev er and nev er.
Say what these people have or have never (crossed images) done according to the photos.
https://goo.gl/RilZsl
I C T
Visit eleeeeeelell. Select some
activities on the Present Perfect with ever, for and since.
Listen & Complete
Track 12 | Who has ever...?
Have you ever seen someone shoplifting? When? Where? What did you do?
1. Have you ever ?
2. I have never .
3. I’ve just .
4. I haven’t played .
Note this!
S hop lif t = to steal merchandise from a store that is
open for business
Focus on Grammar | Present Perfect with ever, never, already, just and yet
We use the Present Perfect with ever and never to talk about different experiences that have or
haven’t happened to us. Ever and never go before the past participle.
xample: - Have you ever been abroad? – No, I haven’t. I have never been abroad.
Already means that something happened earlier than we expected. With the Present Perfect, already
usually goes after have or has and before the main verb.
xample: I’ve already done my homework.
Yet means that something we expected to happen has or hasn’t happened. We usually put it at the
end of a sentence.
xample: - Have you done it yet? – I haven’t done it yet.
We use just with the Present Perfect to indicate that something happened a moment ago.
xample: We’ve just called your parents. They will be here in an hour.
Vocabulary
Synonyms for shoplifting
stealing
nicking (UK)
swiping (informal)
committing theft
snitching (UK)
five-finger discount ()
54

G
Work with a Friend
Use the prompts to write a dialogue in pairs.
A: see / the Eiffel Tower?
B:
A: ride / a horse?
B:
A: be / another country?
B:
A: climb / a mountain?
B:
A: meet / a celebrity?
B:
A: skydive
B:
A: play / in a rock band?
B:
A: eat / seafood?
B:
A: sing / a song in English?
B:
Unit 2
Work in Teams
In teams, have a quick vote on who thinks it’s ever right (under certain circumstances, such as disaster
or extreme hunger), or always wrong to shoplift.
Ask your teammates the questions:
• Do you think it’s right or wrong to shoplift? Why / why not?
• Is stealing from local shops the same as stealing from supermarkets? Why / Why not?
• Do you know anyone who’s ever gotten caught shoplifting? Did you feel sorry for them?
Students in each team have to express their opinion and prove their point.
Note this!
P resent P erf ec t v s. S imp le P ast
e le e ee fie
efi e e e ee ee e ee
e ee efie e e
Write It Right
Complete with ever or never. Read the sentences out loud.
1. Have you driven a truck?
2. I have seen him before.
3. He is the most handsome man I’ve seen.
4. If you have practiced yoga, you should definitely try.
5. Has he traveled by plane? He looks scared.
Speak up!
H ow w ou ld
y ou p rev ent
shop lif ting in
y ou r c ommu nity ?
ffer five
solu tions f or this
p rob lem. D isc u ss
them w ith y ou r
c lassmates. A sk
y ou r c lassmates
if they hav e
ev er w itnessed
shop lif ting. A sk
w here, w hen and
how it hap p ened .
DIY
Write the answers to the following q uestions and
read them out loud.
D o you know anybody who has shoplifted?
W hy do you think some people shoplift?
GREAT JOB!
Check ( )
C hec k w hat y ou c an d o!
Use the Present Perfect when talking
about something you have or have never
experienced.
ive short answers and ask q uestions using
the Present Perfect and the Simple Past.
Unit 2 | Have you ever swum there? 55

v
Pronunciation
/ v / and / b /
Spanish speakers often pronounce / v / as / b / and vice versa. It’s important to give special attention
to the pronunciation of these phonemes in English.
Listen & Repeat
Track 13
bet
vet
vote
boat
bees
V’s
vow
bow
Write It Right
The sound / b / normally is written with the
letter b:
b brother, job, bulb, back, about, best
b b bubble, rubber, robber
The letter is silent in:
lamb, comb, bomb, debt, doubt, thumb,
subtle, climb
The sound / v / is normally written with the
letter v:
over, vane, seven, river, give, every, have, vast,
love, rave, save, move, twelve, live, give, drive,
glove, oval, tavern, Dave
of is pronounced with / v /
English words do not end in the letter v .
Listen & Repeat
f f v
Track 14
Nouns ending in sound / / often change to
in plural.
• life – • lives
• knife – • knives
• leaf – • leaves
• wife – • wives
• calf – • calves
Use your dictionary
Find words that have the phonemes / v / and
/ b / in the dictionary. Pronounce them correctly!
/ b / / v /
56

CLIL – Art
Connect to Culture
La Gioconda's Disapperance
Leonardo da Vinci's Mona Lisa, also known as La
Gioconda, is the most famous painting in the world.
Large quantities of effort and ink have been spent over
the years on identifying who she was and deciding
what her enigmatic smile signifies, what she shows about
feminineness, if anything, and why she has no eyebrows.
Leonardo took the painting with him when he was
invited to France by Francis I in 1516. The king bought
it and during the French Revolution it was placed in the
Louvre. Napoleon took it away to hang in his bedroom,
but it was returned to the Louvre afterwards. The theft of
this fabulous object in 1911 created a media sensation. The
police were as baffled as everyone else. It was thought that
modernist enemies of traditional art must be involved and
the avant-garde poet and playwright Guillaume Apollinaire
was arrested in September and questioned for a week before
being released. Pablo Picasso was the next prominent
suspect, but there was no evidence against him either.
Two years went by before the true culprit was discovered,
an Italian petty criminal called Vincenzo Perugia who had
moved to Paris in 1908 and worked at the Louvre for a
time. He went to the gallery in the white smock that all the
employees there wore and hid until it closed for the night
when he removed the Mona Lisa from its frame. When
the gallery reopened he walked unobtrusively out with the
painting under his smock, attracting no attention, and took
it to his lodgings in Paris.
Reading Comprehension
It was not until November 1913, calling himself
Leonardo Vincenzo, that Perugia wrote to an art dealer in
Florence named Alfredo Geri offering to bring the painting
to Italy for a reward of 500,000 lire. He traveled to Florence
by train the following month, taking the Mona Lisa in a
trunk, hidden beneath a false bottom. After booking into a
hotel, which subsequently shrewdly changed its name to the
Hotel La Gioconda, he took the painting to Geri's gallery.
Geri persuaded him to leave it for expert examination and
the police arrested Perugia later that day.
Perugia apparently believed, entirely mistakenly, that the
Mona Lisa had been stolen from Florence by Napoleon and
that he deserved a reward for doing his patriotic duty and
returning it to its true home in Italy. That was what he said, at
least. Many Italians welcomed the masterpiece home; people
flocked to see it for a time at the Uffizi Gallery, some of them
weeping with joy, and Perugia served only a brief prison
sentence. The great painting was duly returned to the Louvre
and has hung there safely and enigmatically ever since.
Adapted from https://goo.gl/eK m4SG
vee
Scan the text and complete the chart with four answers for each question or statement.
Who could've stolen
La Gioconda?
A lot of effort and
ink have been
spent in…
Write some of
Vincenzo's
activities
Write all the
years mentioned
in the text
What happened
at the end?
I C T
Practice Past Participles https://goo.gl/RZ Vp0v
Unit 2 | Have you ever swum there? 57

Peer Evaluation – Cooperation
Read each of the statements carefully and color the circles according to your perception of your
partners’ performance. Use the following color code:
Always Almost always Sometimes Rarely Never
1 2 3 Me
Is willing to help his / her peers.
Is respectful with his / her peers.
Carries out the assignments within the group.
Brings the necessary materials when working in groups.
Participates actively in group activities.
Copies the work of other members of the group.
Co-Evaluation – Learning
Name:
Date:
Signature of evaluator:
DIMENSIONS E VG G A NI
Knowing
Mastery of contents (grammar & vocabulary)
Level of input (listening, reading) interpretation
Doing
Execution of procedures (tasks)
Application of concepts (grammar & vocabulary)
Being
Participation
Integration
Attitude towards study
Learning effort
E = Excellent VG = Very Good G = Good A = Average NI = Needs Improvement
58

Workbook
Lesson 1 | What sports have
you played? | -
Lesson 2 | Have you ever saved
an animal? | -
Lesson 3 | How long have you worked? | -
Lesson 4 | Have you really? When? | -
Lesson 5 | Right or wrong? | -
Self Evaluation 2 | 70-71
Workbook 59

Lesson 1 | What sports have you played?
1 Write the Past Participle of the following verbs.
sing read work
go write study
do tell show
buy be play
ring hide think
break take deliver
give bring allow
2 Complete the table in the Present Perfect.
We’ve read this book.
He’s worked a lot.
She hasn’t arrived.
They have not bought it.
Has he gone abroad?
Have you drawn it?
3 Choose the correct form of the verbs to complete the sentences.
a. Sarah has many articles about this subject. They were quite interesting.
I. written II. wrote III. write
b. We haven’t anywhere with your parents because they don’t like me.
I. go II. went III. gone
c. Students have homework. You can check it now.
I. finishes II. finishin III. finishe
d. Tom hasn’t a new car because he hasn’t sold the old one yet.
I. bought II. buy III. buying
e. Scientists have a remedy for this autoimmune disorder.
I. fin II. found III. fine
f. Alex hasn’t his bike since his brother had an accident last year.
I. rode II. ridden III. rides
g. I have your work. It’s amazing. I think you should display it next Monday at school.
I. seen II. saw III. see
h. Who has my English classes more than three times this month?
I. misses II. missed III. missing
i. My daughter has to go to the concert with her friends.
I. dress up II. dressing up III. dressed up
j. Mary and Frank have . Frank is devastated.
I. break up II. broken up III. breaking up
60

4 Complete the table correctly.
FO R
six years
last Sunday
a year
five e
this morning
a long time
an hour
last night
2008
5 Visit https://goo.gl/0K TkSk e e e el e e st century. Answer
e e ee e e l e fi e eleee
a. What discovery has been hailed by many scientists as the most important in the last 200 years?
b. What discovery has completely changed the face of cervical cancer in women?
c. What has been altered and placed back within the bone marrow of a seven year old boy?
d. What technology has shown incredible promise in the different ways it has been used?
e. What technology has forever changed the way that doctors can keep up to date on their patients?
f. What two discoveries have opened new doors to medication that can help millions of cancer patients?
g. What technique have doctors been working on since 2005?
h. What law has been approved to help fight against second-hand smoke and lung cancer
i. What surgery has the highest level of accuracy?
j. In what field of medicine have there been “marvels” and “miracles” in the last ten years
Workbook

D
D
Lesson 2 | Have you ever saved an animal?
1 Read J enna’s and Fernando’s e- mails to their friends and choose T R U E or F A L S E .
T o: tania@
universitynet.com
I’m having a great time here in Puerto Vallarta. I’ve seen so many
beautiful places.
I’ve swum with dolphins and have gone for a walk in the jungle. I’ve
been to the most beautiful beaches. I have had lots of fun at the Pirate
Ship show.
I’ve tried many delicious seafood meals. I didn’t get frightened on the
canopy tour. I haven’t snorkeled, as the sea was quite dirty. I wish you
were here. See you soon.
Jenna
S E N
T o: chris@
universitynet.com
Sorry I haven’t written to you for so long. I’m on vacation in Aspen,
Colorado. I’ve rented a small villa with my friends. We’ve skied on the
highest mountains.
We’ve tried snowboarding, and it was incredible.
I’ve seen amazing landscapes. I’ve been on a snowmobile tour.
I haven’t done sleighriding yet, but I’m planning to do it tomorrow. They
say it’s exciting.
We have ridden horses, and it was not easy because of the snow.
Fernando
S E N
a. Fernando has seen amazing landscapes. TRUE FALSE
b. Jenna hasn’t tried any seafood. TRUE FALSE
c. Fernando hasn’t skied. TRUE FALSE
d. Jenna has swum with dolphins. TRUE FALSE
e. Fernando has done sleighriding. TRUE FALSE
f. Jenna got frightened on the canopy tour. TRUE FALSE
g. Fernando hasn’t been on a snowmobile tour. TRUE FALSE
h. Jenna hasn’t snorkeled. TRUE FALSE
i. Fernando hasn’t ridden a horse. TRUE FALSE
j. Jenna hasn’t gone for a walk in the jungle. TRUE FALSE
2 Write about three experiences you have had.
62

3 e e e e e e
a. Have you ever been to the beach?
b. Have you ever snorkeled?
c. Have you ever ridden a horse?
d. Have you ever tried snowboarding?
e. Have you ever swum with dolphins?
f. Have you ever skied?
g. Have you ever gone canopying?
h. Have you ever been in the jungle?
i. Have you ever ridden a snowmobile?
4 Write and say what Peter has or hasn’t done according to the information in his diary.
• ll ell
make an invoice for SAP, download a new
program, send a post- card to J ane, check
all new e- mails, buy cartridges for printer
• Pick Ben up at 3.
• Wish J ane a happy birthday.
• Call Rob.
• Take out the trash.
• e l
Workbook 63

Lesson 3 | How long have you worked?
1 Write the words in the correct column.
eve e e l e e l e ee ee
last Thursday, many days, Christmas
FO R
f 2 Complete with or or sinc e.
a. I haven’t worked last year.
b. My parents have been away two weeks.
c. Students have studied this topic three hours.
d. Her friend hasn’t called her last week.
e. My daughter hasn’t watched TV many months.
f. Maria and Carla haven’t talked to each other 2003.
g. The children haven’t eaten several hours.
h. Your neighbors haven’t cleaned the street last summer.
i. I have known him six years.
j. She hasn’t seen her parents 1998.
3 Correct the mistakes in the sentences.
a. Paola haven’t spoken to me for many days.
b. My employees has worked hard since yesterday.
c. How long has you studied English?
d. They haven’t visited us for last month.
e. A lot of people have came to this party.
f. The teacher hasn’t explained anything for the last lesson.
g. She’s worked on it since a long time.
64

4 Answer the q uestions. Ask similar q uestions to your classmates.
• How long have you been in this classroom?
• How long have your parents been married?
• How long have you known your best friend?
5 e e e e e e
4 hours e 3 hours
20 minutes this morning
an hour
yesterday
30 minutes
8 hours
a
a. How long has she slept?
She has slept for eight hours.
b. How long has he worked on the computer?
f. How long has she packed?
g. How long has she studied?
c. How long has she talked on the phone?
h. How long has she shopped?
d. How long, so far, have they baked the cake?
i. How long has he swum?
e. How long have they discussed it?
6 Answer the q uestions and compare your answers with your classmates.
• How long have you planned for your next vacation?
• How long have you kept secrets about your best friend from other friends?
• How long have you been in love with your girlfriend / boyfriend?
Workbook 65

Lesson 4 | Have you really? When?
1 Answer these q uestions. For the things you have done, state when, where and with whom. Ask a partner
the q uestions.
a. Have you ever been online for more than ten hours in a row?
b. ave you ever eaten food that fell on the floor
c. Have you ever gone out without your shoes on?
d. ave you ever gotten into a fist fight
e. Have you ever broken something and blamed someone else?
f. Have you ever opened your Christmas presents early?
g. Have you ever pretended to be someone you weren’t?
h. Have you ever swallowed bath water?
i. Have you ever had hiccups for a long time in public?
j. Have you ever forgotten your mother’s birthday?
k. Have you ever been caught lying?
l. Have you ever been seen doing something you told everyone you would never do?
2 Look at the photos and write what J ames has or has never done. The photos marked with the check mark
eee five ee e e e e
ride a horse
sail a boat climb a mountain race a go- kart write a book
a. Has James sailed a boat?
b. Has he written a book?
c. Has he ridden a horse?
d. Has he raced a go-kart?
e. Has he climbed a mountain?
66

3 e eee e lee e
a. I have never in public because I’m quite shy.
b. Have you a celebrity at a concert? Did you get an autograph?
c. She hasn’t blood because she’s afraid of needles.
d. We to the opera last Sunday. It was wonderful.
e. Did you the bus? You arrived so late.
f. I have never a shooting star. It must be really amazing.
g. They have in the lake but haven’t crossed it.
h. I have on the beach with my son.
i. Have you ever a stranger? It feels really good.
j. He has lots of money at the bus stop.
k. I have never lobster. Is it delicious?
l. She has her cat and she feels sad.
4 Write sentences using: sinc e last y ear, 2 d ay s ago, f or a long time, sinc e last w eek .
a.
b.
c.
d.
Workbook 67

Lesson 5 | Right or wrong?
T k 1 2 Y E S N O 1 Listen to rac and circle or for the statements.
a. Paul has never shoplifted. YES NO
b. Linda has just seen a kid shoplifting some toys. YES NO
c. Paul’s brother has never shoplifted. YES NO
d. Paul’s brother has stolen toys from the store. YES NO
e. Paul’s brother would hide toys under his shirt. YES NO
f. Paul’s brother said that he hasn’t stolen any toys from the store. YES NO
2 Listen to T rac k 1 2 again and answer the q uestions.
a. Who has never shoplifted?
b. Who has seen a kid shoplifting?
c. Who has stolen toys from the store?
d. Who has confessed he has shoplifted?
e. Who finds shoplifting disgusting
3 Use the words given to write correct q uestions and answers.
a. Anna – see a ghost? – Yes,
b. you – meet a celebrity? – No, never
c. Jack – ride a horse? – Yes,
d. your father – visit the USA? – No,
e. you – lost a pet? – No, never
4 Write what Simon has done according to the images.
a
b c
d e
a.
b.
c.
d.
e.
68

5 Write what Anna has already done and what she hasn’t done yet. Crossed pictures represent negative
sentences.
a
b
c
d
e
f
g
h
a.
b.
c.
d.
e.
f.
g.
h.
6 Say and write down what Silvia has done to get ready for the championship.
a
b
c
a.
b.
c.
Workbook 69

Self Evaluation 2
1 Complete with the correct tense of the verb in parenthesis.
a. I want to go out. (wash) the dishes yet?
b. I (clean) the kitchen yesterday, but I (have / not) the time yet
to do it today.
c. (you / make) your bed this morning?
d. Good morning. You (arrive) home from that party two hours ago!
e. (you / not / ) the report yet! When (you / start) it?
2 Write the Past Participle form of these verbs.
• bring -
• write -
• speak -
• do -
• fly -
• swim -
• ride -
• buy -
• read -
• become -
• grow -
• draw -
• drive -
• go -
• teach -
3 Correct the mistakes in the sentences and rewrite them.
a. We’ve play soccer with friends many times.
b. Who have broken this bench?
c. How many times have you see this play?
d. I has planned my vacations very well.
e. Some of your students haven’t pass the test.
f. Ben have present his project to the boss.
g. Has he tell you about it?
h. My doctor have cured many people.
i. They have find a remedy for this disease.
j. Sam and Liz has promise us to arrive on time.
k. They hasn’t write anything about their trip.
4 e five eee e ee ee j u st or alread y .
a. Greg / call / his parents
e. My brother / repair / his bike
b. We / wash / our car
f. Jenny / wash / her dog
c. Daniel / read / an article
g. Some students / go / to the park
d. I / play / on the computer
70

5 Write negative sentences using the Present Perfect and y et.
a. Mike / not wash the dishes
b. You / not make your bed
c. I / not see this movie
d. Rick / not do his homework
e. We / not feed the dog
g. Children / pick up their toys
h. Sophie / read this book
i. ou / find your cat
j. Tim / buy a new car
k. They / watch a TV show
f. Students / not speak to the teacher
6 Write down the Past Participle of these verbs.
• win -
• prove -
• learn -
• get -
• take -
• give -
• leave -
• run -
• go -
• have -
• see -
• ride -
• do -
• make -
• swim -
• eat -
• be -
• become -
• forget -
• buy -
• teach -
7 Complete with the correct form of the verbs from the previous activity.
a. Where have you ? I haven’t seen you since this morning.
b. She won all the major tournaments. She has to be the best.
c. He has a doctor because he has always wanted to help people.
d. Have you this horse?
e. I haven’t this pasta. It’s too hot.
f. Has anybody the homework?
g. We have several calls to your brother, but he hasn’t answered his phone.
h. Our teacher hasn’t us anything useful.
i. Have you this movie? It’s amazing.
j. He hasn’t me presents on my birthday.
k. Has he the kids to school? I hope they arrive on time.
l. Have you this topic Is it difficult
m. David Beckham’s team has this match.
n. Have you in my pool? Did you like it?
o. Could you bring me my keys? I have them in the office.
p. The fridge is empty. Have you any food?
q. We have 10 km in the marathon.
r. She hasn’t a new job yet.
s. er fianc has her at the altar.
Self Evaluation 2

Based on these images, can you predict what the unit will be about?
Form teams and identify problems, places and activities. Which are your
favorite activities? Share your ideas with your teacher and classmates.
3Unit
What will happen if you do that?

Explore
Look through the unit. Write the word and the page number where
you find the following:

CLIL - Culture
Types of Pollution and
by Governments?
Lead-in Discussion
1. Does cleanliness go hand in hand with education?
2. Why don't many people care about others or the planet?
What are the similarities between these cities?
Hong Kong
Bangkok
Shangai
74

Authentic
English
Types of Pollution and
How to Prevent Them
Land Pollution
Land pollution is the degradation of the Earth's
surface caused by a misuse of resources and
improper disposal of waste. Some examples of
land pollution include:
• Litter found on the side of the road
• Illegal dumping in natural habitats
• Oil spills that happen inland
• The use of pesticides and other farming
chemicals
• Damage and debris caused from unsustainable
mining and logging practices
• Radiation spills or nuclear accidents
Help by disposing off all the waste that directly
or indirectly hit the land with an environmental
friendly method and promotion of the culture of
reduce, reuse and recycle.
Light pollution
Light pollution is the brightening of the night sky
inhibiting the visibility of stars and planets by the
use of improper lighting of communities. Some
examples of what causes light pollution:
• Street lamps that shine light in all directions,
instead of with a hood to point light downward
toward the street.
• Extra, unnecessary lights around the home
• Cities that run lights all night long
Light pollution uses more energy (by shining
more light up instead of down, meaning you need
brighter bulbs for the same amount of light), may
affect human health and our sleep cycles.
Use renewable energy like:
• Bioenergy that is produced from living things
such as trees and plants. Certain crops are grown,
such as corn and soybeans and harvested to produce
energy in the form of biofuel.
• Eolic energy is a form of solar energy. Wind
energy (or wind power) describes the process by
which wind is used to generate electricity.
• Hydroelectricity is electricity produced by the
gravitational force of falling or flowing water.
• Solar power is energy produced from the heat
and light of the sun.
• Geothermal energy is the naturally occurring
thermal energy that is produced by the Earth's
molten inner core.
Noise Pollution
Noise pollution includes any loud sounds that are
either harmful or annoying to humans and animals.
Some examples of noise pollution:
• Airplanes, helicopters, and motor vehicles
• Construction or demolition noise
• Human activities such as sporting events
or concerts
Noise pollution can be disruptive to humans'
stress levels, may be harmful to unborn babies, and
drive animals away by causing nervousness and
decreasing their ability to hear preys or predators.
Enforce green laws awareness in communities to
take care of surroundings, ask for the introduction
of technology that emits minimum noise.
Thermal Pollution
Thermal pollution is the increase of temperature
caused by human activity. A few examples of this
include:
• Warmer lake water from nearby manufacturing
(using cool water to cool the plant and then pump it
back into the lake)
• Included in thermal pollution should also be
the increase in temperatures in areas with lots of
concrete or vehicles, generally in cities
These kinds of environmental pollution
can cause aquatic life to suffer or die due to the
increased temperature, can cause discomfort to
communities dealing with higher temperatures, and
will affect plant-life in and around the area.
Unit 3 | What will happen if you do that? 75

• Planting trees, shrubs, and vines is a simple
and effective way to reduce the heat island effect.
• Green roofs contribute to heat island reduction
by replacing heat-absorbing surfaces with plants,
shrubs, and small trees that cool the air through
evapotranspiration.
• Cool roofing can be gotten with materials that
have a high solar reflectance.
Visual Pollution
Visual pollution is what you would call anything
unattractive or visually damaging to the nearby
landscape. This tends to be a highly subjective
topic. Some examples of visual pollution:
• Skyscrapers that block a natural view.
• Graffiti or carving on trees, rocks, or other
natural landscapes
• Billboards, litter, abandoned homes, and
junkyards could also be considered environmental
pollution
They are also depressing, and they of course
affect the surrounding landscape with the changes
they cause.
• Plastic banners in front of shops and on the
roads must be prohibited.
• New rules and regulations should be
implemented.
• Advertisements must have expiration dates.
Water Pollution
Water pollution is the contamination of any body
of water (lakes, groundwater, oceans, etc.). Some
examples of water pollution:
• Raw sewage running into lake or streams
• Industrial waste spills contaminating
groundwater
• Radiation spills or nuclear accidents
• Illegal dumping of substances or items into
bodies of water
• Biological contamination, such as bacteria
growth
• Farm runoff into nearby bodies of water
These kinds of environmental pollution
are linked to health issues in humans, animals and
plant-life.
Steps you can take to help prevent water
pollution include:
• Don't litter, especially in or near water sources.
• Organize a community cleanup event near a
river or lake where you live.
• Use green household cleaners and laundry
detergents.
• Use natural lawn fertilizers, such as manure
instead of chemical fertilizers.
• Buy organic food that is produced without the
use of chemical pesticides or fertilizers.
• Dispose of hazardous materials, such as
paint, motor oil, antifreeze and lawn fertilizers
responsibly.
Adapted from
https://goo.gl/xuedGr
https://goo.gl/kScHfw
Reading Comprehension
1. How many different kinds of pollution can you find in the text?
2. How does air pollution affect humans?
3. Where can we find thermal pollution?
76

Vocabulary Booster Booster
Compound words are made up of two or more smaller words. Read the examples. Can you mention
others?
Ladybug
Watermelon
Eyeballs
Popcorn
Underground
Keyboard
Saucepan
Afternoon
Academic Words Words
Complete with another word from the text that creates a logical statement.
a. Degradation of .
b. Disposal of .
c. Dumping of .
d. Litter in .
e. Annoying .
f. Junkyards are .
ICT
https://goo.gl/kDkyGe
Did you know?
That there are many things you can do to reduce impact on the environment. If we all live more
consciously, we can lower harmful emissions on air, land and water. Everyday choices have the
power to make a difference, and help protect our environment and provide a clean and
sustainable future.
Closing Up
Choose the kind of pollution that is more dangerous in your opinion. Then create a campaign to let
people know through social media what they must do to stop it.
Unit 3 | What will happen if you do that? 77

O
Lesson 1
What happens when
you pollute?
bjectives
Explain how our everyday
actions affect the
planet using the Z ero
Conditional.
https://goo.gl/WHHE3G
Read & Write
CAUSE
EFFECT
If I drive a big car,
If my teacher doesn’t explain a new topic,
If I see people littering in the street,
If you never clean your house,
Focus on Grammar | Zero Conditional
A Zero Conditional sentence consists of two clauses, an “if” clause and a main clause. In most Zero
Conditional sentences, you can use when or if, and the meaning will stay the same.
xample: If you drop a glass, it breaks. = When you drop a glass, it breaks.
The ero Conditional is used to talk about things that are always true such as scientific facts and
general truths.
xample: If it rains, the grass gets wet.
Complete the table.
If / When
, my house stays dirty.
, get sick.
, the grass doesn’t grow.
I C T
Visit http://www.englishgrammarsecrets.com/type0/menu.php. Do some Z ero
Conditional exercises.
Work in Teams
Look at the photos and discuss what causes pollution and environmental disasters on our planet. Write
complete Zero Conditional sentences according to the images. Read the sentences aloud for the class.
78

Listen & Complete
Track 15 | Do You Really Care?
Listen. How many problems are mentioned? Listen again and complete the table.
Unit 3
CAUSES
EFFECTS
Vocabulary
Match the words and phrases to the photos.
1. litter everywhere 2. fumes 3. oil spill 4. dump toxic waste 5. lfill
Write It Right
Complete the sentences. Use information from the table above.
1. When people throw toxic waste into the water, .
2. If factories and cars pollute the air, .
3. When people throw trash on the ground, .
Work with a Friend
Ask a partner what he / she does to protect the environment and how his / her actions have positive or
negative effects on the environment.
Speak up!
T ell y ou r c lassmates ab ou t things y ou d o
ev ery d ay that help p rotec t ou r p lanet.
DIY
Draw two columns. Write a list of things that you
do every day that have a positive or negative
effect on our planet.
I BELIEVE IN YOU!
Unit 3 | What will happen if you do that?
79

G
O
Lesson 2
If I go there, what
will I see?
Listen & Read
Track 16 | Famous Sights
bjectives
Exchange information about
famous places you can visit.
Use the First Conditional to talk
about famous places around
the world.
https://goo.gl/lqbh5Y
Listen to the dialogue and say what cities are mentioned in it. Read and practice the dialogue in pairs.
Sheila: I know you’ve traveled a lot. I want to travel and see the most
famous sights in Europe.
Jeremy: Well, there are so many. Let’s see. I have a photo album here. If you
go to Berlin, you’ll see the Brandenburg Gate.
Sheila: That sounds interesting.
Jeremy: If you go to London, you’ll see the Tower Bridge.
Sheila: And if I go to Paris, I’ll see the Eiffel Tower, of course.
Jeremy: There are more famous sights in Paris. If you go there, you’ll also see
the Arch of Triumph.
Sheila: Oh, here’s your photo in Rome.
Jeremy: If you go to Rome, you’ll see the Coliseum. It’s an incredible
place. And if you go to aint Petersburg, youll see the magnificent
Hermitage museum.
Sheila: Thanks, Jeremy. If I go to all these places, it’ll be the tour of my life.
I C T
Would you like to know more about different famous sights?
o to: https://goo.gl/25AxNB. Choose a place you would like to visit. Prepare a
presentation for your group.
Look & Match
Match the sights to the cities.
1. Paris 2. Rome 3. Berlin 4. Saint Petersburg 5. Rio de J aneiro 6. New Y ork 7. London
The Tower Bridge
The Hermitage
The Statue of Liberty
The Coliseum
The Arch of Triumph
The Eiffel Tower
The Brandenburg G
ate
Christ the Redeemer
80

Write It Right
Complete the sentences.
1. If you go to London, you’ll see .
2. , you’ll see the Statue of Liberty.
3. If you go to Paris, you’ll see .
4. , you’ll see the Brandenburg Gate.
5. If you go to Saint Petersburg, .
6. , you’ll Christ the Redeemer (statue).
7. If you go to Rome, .
Unit 3
Focus on Grammar | First Conditional
We use the First Conditional when we talk about possibilities in the present or in the future.
A First Conditional sentence consists of 2 clauses, an “if” clause and a main clause.
if + subject + simple present verb
subject + will + verb (main clause)
xamples: If she arrives early, we will go to the movies.
He won’t tell you anything if you insist too much.
Work in Teams
How can you attract more tourists to your hometown? Discuss your ideas and share them with
your classmates.
Look & Say | Top Ten Sights in Mexico City
Look at the pictures and write sentences following the example. Tell a partner.
xamples: If you go to Mexico City, you’ll see the Zocalo.
The M etropolitan
Cathedral
The National Palace
The G
reat Temple
The Palace of Fine
Arts
The National M useum
of Anthropology
X ochimilco
The Frida K ahlo
M useum
The Basilica de
G uadalupe
The Z ocalo
Teotihuacan
Speak up!
T ell y ou r c lassmates ab ou t any f amou s
sights that y ou are f amliar w ith.
U se the F irst C ond itional in y ou r sentenc es.
If you go to , you’ll see .
Y ou’ll see if you go to .
Unit 3 | What will happen if you do that?
81

O
Lesson 3
Do you want a room?
Listen & Complete
bjectives
Ask and give information
about hotel reservations.
Talk about hotels and
reservations.
https://goo.gl/nXkNt7
Track 17 | At the Reception
Listen and take notes of the words related to hotels and reservations. Listen again and complete the form.
• Name
• Single room Twin room Double room
• Room number
• Breakfast included Breakfast not included
• Check-in time Check-out time
Note this!
A T M stands for Automated Teller M achine in a public place, connected to a data system and related
eq uipment. It is activated by a bank customer to obtain cash withdrawals and other banking services.
It’s also called a cash machine.
Speak up!
A c t ou t a telep hone c onv ersation w ith a c lassmate as a hotel rec ep tionist and a c lient w ho
w ants to mak e a reserv ation. A sk ab ou t hotel f ac ilities, rooms, p ric es and serv ic e.
Focus on Grammar | Conditionals with if, unless, when, as long as
Use the Simple Present in a clause with if, unless, when or as long as.
xamples: • I won’t tell her anything unless you talk to her about it.
• When he comes, we’ll talk to him.
• Mary will sleep as long as you don’t wake her up.
82

Read & Complete | Hotel Descriptions
Read the descriptions and complete the sentences below.
Unit 3
Samarin Hotel
The hotel is located on the outskirts of Lima.
It’s only 30 minutes from the city. There is no transport
provided from the airport to the hotel. It’s not close
to business centers. It has a uniq ue location close to
the National Park. It is easily accessible from the bus
station. The hotel offers a total of 80 single and
double rooms. All double rooms have complimentary
breakfast.
Paradise Resort Hotel
The hotel is located in the city center of Lima. We run
a courtesy bus (free of charge) from the airport.
It offers an ideal location, close to all major business
centers. It’s situated within easy reach of the stores,
banks and museums.
All rooms have direct- dial telephones and
Internet access. The hotel offers a total of 100 single
and double rooms, and two J unior suites.
1. If you want to book a double room with Internet access, you will probably go to
.
2. You won’t be close to business centers when you book a room in .
3. As long as you decide to book a room in , you will have a courtesy bus.
4. You can't book a junior suite unless you go to .
Vocabulary
Match the phrases to their meanings.
1. to book a room
to leave a hotel / hospital
2. single room
register, appear, sign in
3. twin room
telephone connection outside the hotel network
4. double room
not requiring any payment
5. check-in
a room with a pair of single beds
6. check-out
a room with a large bed for a couple
7. key card
a room with a single bed for one person
8. free of charge
to make a reservation
9. outside line
an encoded card that gives access to a door
Write It Right
Analyze the phrases. Make two columns, titled Customer and Hotel Staff. Assign each phrase to a column.
• I have been given your name / telephone number
and address by...
• I saw your advertisement in...
• Could you please send me a brochure of
your hotel?
• Can / May I help you?
• Do you have a reservation?
• Who is the reservation for?
• Do all rooms have a balcony?
• How long will you be staying?
• Could you sign here?
• How will you be paying?
• Let me know your terms for bed and breakfast.
• It’s a short distance from the center.
• It’s about ten miles from the airport.
• Is there an extra charge for car parking?
• Could you spell your name, please?
• The bellboy will show you the way to your room.
• Can you leave a deposit, please?
• The price includes bed and breakfast.
Unit 3 | What will happen if you do that?
83

M
M
O
Lesson 4
If I help, can I go out?
Look & Say
What do you and your parents do around the house?
bjectives
Talk about housework
and cause and effect
relationships using the
First Conditional with
modal verbs.
https://goo.gl/kP3mSy
I…
y mother…
y father…
Read & Practice | If you help me, we may finish sooner
Read. Number the chores above in the order in which they are mentioned.
Read again. Underline the modal verbs in the text. Practice the conversation changing the activities.
Mom: Do you want to go to the beach early, dear?
Daughter: Oh, yes, Mom! Are we leaving now?
Mom: Not quite. There still is some housework to do. We need to
vacuum the carpets, do the dishes and take out the trash. Dad is
washing the car.
Daughter: Oh… well, I’ll wait, then.
Mom: If you help me, we can finish early and go to the
beach, sweetheart.
Daughter: If I take out the trash, may I watch TV while I wait?
Mom: We might leave earlier for the beach if we finish soon. If you take
out the trash and start vacuuming the carpets, we can save a lot
of time.
Daughter: All right, Mom! I’ll do that!
Mom: Thank you, darling. If you help me with that, I can do the dishes
quickly and help you with the carpet.
Vocabulary | Housework
arrange desk
clean sink
do dishes
clean bathtub
iron clothes
sweep
take out trash
84

M
M
Write It Right
Try to complete the sentences without reading the dialogue again.
If you help me, we
finish early.
If I out the trash, I watch TV while I wait?
We leave earlier for the beach we finish soon.
you take out the trash and start vacuuming the carpets, we
If you me with that, I do the dishes quickly.
a lot of time.
Unit 3
Focus on Grammar | First Conditional with May / Might / Can
The First Conditional can also be used with modal verbs when speaking about possibility in the
present or the future. In the main clause, substitute will for might, may or can:
If it doesn’t rain tonight,
We might arrive on time to the show
If the police are not thorough,
we can have dinner in the garden.
if you come now.
he may get away with murder.
Complete the sentences about you.
If it’s sunny tomorrow, .
I may go to the party if .
I might if .
If we can .
Work in Teams
out a conversation similar to the one on page 84, using chores from the Vocabulary section.
Work with a Friend
With a partner, write sentences about conditions and possibilities using may, can and might. Read them
aloud to your group.
I C T
Visit https://goo.gl/AwLY tc. Work with this U2 song to practice pronunciation,
vocabulary and discussion skills. Enjoy the song!
Speak up!
T ell y ou r c lassmates w hat hou sew ork y ou
d o and how of ten.
ak e a list of things that y ou r p arents d o
arou nd the hou se and c omp are it w ith the
hou sew ork y ou d o.
Interview your classmates to find out if
they d o more or less hou sew ork than y ou .
T ell the grou p w hat y ou f ou nd ou t.
DIY
ake a list of conditions about things you
want to do during this month. Compare with a
partner. For example: I want to go the movies.
If I get enough money, I can invite someone.
GOOD JOB!
Unit 3 | What will happen if you do that?
85

O
Lesson 5
Would you rather
go parasailing?
bjectives
Express preferences and describe
your favorite vacation activities.
Choose meals and vacation
activities.
https://goo.gl/dyJSUK
Listen & Say
Track 18 | Vacation Activities in Hawaii
This is a list of vacation activities in Hawaii offered by a travel agency.
We are offering you:
1. a sunrise bike tour
2. surfing lessons
3. a snorkeling trip
4. whale watching
5. parasailing
6. a dinner cruise
7. a helicopter tour
8. skateboarding
9. theater performances
10. submarine tours
Focus on Grammar | I’d rather…, I’d prefer to…, I’d like to…
We use I’d rather…, I’d prefer to…, I’d like to… to talk about preferences.
All of these phrases are followed by the infinitive without to.
I’d is an abbreviation of “I would”.
xamples: I’d rather go to the beach. I’d prefer to stay in a hotel. I’d like to talk to him now.
Write It Right
Compare your choices with your classmates.
• I’d rather .
• I’d like to .
• I’d prefer to .
• .
• .
Speak up!
L ook at the p ic tu res and say w hat y ou w ou ld rather d o in H aw aii.
86

Read & Write | Kids Dine in Hawaii
Read the Hawaiian restaurant descriptions. Choose the ones you would like to visit and write sentences
like these: I’d rather dine in because I prefer / I’d rather
not dine in because .
Unit 3
Mommy’s Bar & Grill
Pizza Kitchen
Uncle Pasto’s
Mommy’s Bar & Grill Center boasts
that it “loves” kids...and its children’s
menu has an attitude that reflects
young people’s tastes.
American entrées served with twister
fries include corn dog, Tijuana burger
and grilled chicken breast sandwich.
“Mommy’s” even has non-alcoholic
specialty drinks for children.
For dessert, the restaurant offers ice
cream in ever-changing flavors.
In Pizza Kitchen, kids are immediately brought
their own (new) box of crayons, coloring
pages and puzzles, and they almost always
seem instantly engaged. Drinks are served in
entertaining plastic cups and all soda refills are
free. The menu includes pizza, of course, and
they also offer a wide variety of pasta dishes.
Choose from a variety of pizzas that include
pepperoni, BBQ chicken and cheddar cheese:
salad bar is available.
Uncle Pasto’s knows that young people
love pasta, call it macaroni, spaghetti or
noodles. Uncle Pasto’s offers children
many types of sauces including tomato,
butter, meat, clam and Bernaise, which
is a cream sauce with parmesan cheese.
Pastas can be served with a variety of
“add-ins,” including meatballs, veggies,
chicken breast or mushrooms. And,
there’s a traditional macaroni and cheese
entree, with or without bread crumb
topping.
1.
2.
3.
I C T
Vocabulary
Find out all about
healthy eating on:
http://www.
heartfoundation.org.
au/healthy- eating/foodand-
nutrition- facts/
Pages/default.aspx
boast = excessive pride and self-satisfaction
entrée = the main course of a meal in the
United States
= the quality of something that affects the
sense of taste
BBQ = abbreviation for barbecue
Project
Interview one of your classmates and complete
this hotel reservation form.
H otel R eserv ation F orm
First Name:
Last Name:
Phone Number:
City:
State:
Z ip Code:
Country:
Check- In Date:
Check- O ut Date:
Number of G uests:
Bed Type:
Smoking Preference:
Special Req uests:
DIY
This is the menu of a restaurant. What dish would you like to try? Create your own menu in
your notebook.
Cream of Crab Soup
Cup $4.99 Bowl $6.99
Soups and Salads
Oyster Stew
Cup $4.99 Bowl $6.99
Vegetable Soup
Cup $3.99 Bowl $4.99
Tossed Garden Salad
Tossed greens with cucumbers, onions & tomatoes
$5.99
Mahi Mahi Salad
$9.99
Caesar Salad
Tossed romaine lettuce, parmesan cheese & garlic croutons
$8.99
Seafood Salad
$13.99
Unit 3 | What will happen if you do that?
87

Pronunciation
/ θ / Think / ð / This
To pronounce / θ / put your tongue between your teeth. Blow out air between your tongue and
top teeth.
Listen & Repeat
Track 19
feather
thread
clothing
cloth
bath
bathe
teethe
teeth
Read & Say
1. I thought it was last month.
2. Think better!
3. Beth is at the theater.
4. The math teacher is thin.
5. He’s thirsty.
6. It’s the fourth Thursday.
7. She’s healthy.
1. This is my mother.
2. Together they breathe.
3. That’s clothing.
4. It’s a northern leather hat.
5. Look at these feathers.
6. They’re worthy.
7. That one is there.
/ θ / / ð /
Read & Complete
Read this dialogue and write the words with the phonemes / θ / and / ð / in the table. Use a dictionary
if you need help.
Keith: Could you show me these clothes?
Seller: This leather jacket or something else?
Keith: The three sweaters that are together in the window, please.
Seller: Would you like the one with the feathers? It’s thirteen dollars.
Keith: No, the other one. That one over there.
/ θ / / ð /
88

M
M
CLIL – History
Connect to Culture
Great Women
C oc o C hanel
F e lle fi ee e elle
Chanel rose to become one of the premier fashion designers in Paris, France.
Replacing the corset with comfort and casual elegance, her fashion themes
le le ee e e e eel ee
and textiles.
Coco Chanel claimed her birthdate to be in 1893 and her birthplace at Auvergne;
however, she was born in 1883 in Saumur. She adopted the name Coco during a
brief career as a cafe and concert singer 1905- 1908.
e el l fie e l l
Chanel drew on the resources of these patrons to set up a millinery shop in Paris in
1910, expanding to Deauville and Biarritz. Soon " Coco" was expanding to couture,
ee e fi e e l e e
house had expanded considerably, and her chemise set a fashion trend with its
" little boy" look. Her relaxed fashions, short skirts, and casual look were in sharp
contrast to the corset fashions popular in the previous decades. Chanel herself
dressed in mannish clothes, and adapted these more comfortable fashions, which
other women also found liberating.
argaret T hatc her
Born M argaret Hilda Roberts to a solidly middle class family – neither rich, nor
poor – in the small town of G rantham, noted for manufacturing railroad eq uipment.
From 1943 to 1947, M argaret attended Somerville College, O xford. After college,
she went to work as a research chemist, working for two different companies in the
developing plastics industry.
She got involved in politics going to the Conservative Party Conference in 1948,
representing O xford graduates. e e e e e l
paint company. Denis came from more wealth and power than M argaret did. He had
l ee e e l ee v e e
were married on December 13, 1951.
M argaret studied law from 1951 to 1954, specializing in tax law. In 1959,
argaret Thatcher was elected to a rather safe seat in Parliament, becoming the
Conservative M P for Finchley, a suburb north of London.
M argaret Thatcher became prime minister of the United K ingdom on M ay 4, 1979.
e l e fi ele e e e l e fi
woman prime minister in Europe. She brought in her radical right- wing economic
policies, " Thatcherism, " plus her confrontational style and personal frugality. During
e e fie e e ee e e e
and even to do grocery shopping. She never took her complete salary.
Reading Comprehension
Complete the following sentences by writing (CC) Coco Chanel or (MT) Margaret Thatcher.
1. worked in the plastics industry after college.
2. had a three-year career as a singer.
Visit https://goo.gl/iiuW4r
3. studied and specialized in tax law.
Look at the list. Choose the
woman you admire the most.
4. was married to the director of a paint company. ICT
Prepare a presentation
5. liberated women from corsets.
about her.
6. was a radical right-wing politician.
Unit 3 | What will happen if you do that?
89

Peer Evaluation – Cooperation
Read each of the statements carefully and color the circles according to your perception of your
partners’ performance. Use the following color code:
Always Almost always Sometimes Rarely Never
1 2 3 Me
Is willing to help his / her peers.
Is respectful with his / her peers.
Carries out the assignments within the group.
Brings the necessary materials when working in groups.
Participates actively in group activities.
Copies the work of other members of the group.
Co-Evaluation – Learning
Name:
Date:
Signature of evaluator:
DIMENSIONS E VG G A NI
Knowing
Mastery of contents (grammar & vocabulary)
Level of input (listening, reading) interpretation
Doing
Execution of procedures (tasks)
Application of concepts (grammar & vocabulary)
Being
Participation
Integration
Attitude towards study
Learning effort
E = Excellent VG = Very Good G = Good A = Average NI = Needs Improvement
90

Workbook
Lesson 1 | What happens when
you pollute? | 92-93
Lesson 2 | If I go there, what will I see? | 94-95
Lesson 3 | Do you want a room? | 96-97
Lesson 4 | If I help, can I go out? | 98-99
Lesson 5 | Would you rather go parasailing? | 100-101
Self Evaluation 3 | 102-103
Workbook 91

Lesson 1 | What happens when you pollute?
1 Listen to T rac k 1 5 and answer the q uestions.
a. What question don’t we often ask ourselves?
b. How do factories and cars pollute the air?
c. What happens to people when the air is polluted?
d. What happens when it rains?
e. Where do many companies dump toxic waste?
f. What do toxic waste and oil spills cause?
g. Whats the cause of growing landfills in the cities
h. What can cause the grass and plants to die?
2 Complete the sentences.
a. If we pollute the air, .
b. If we contaminate water, .
c. When we throw garbage away in the streets, .
d. If we keep cutting down trees, .
e. When we use chemicals, .
f. If we throw toxic waste into rivers and lakes, .
V p 7 9 3 Complete the sentences with the correct words or phrases from the oc ab u lary section on age .
a. When factories into rivers, it makes it dangerous for people to use water.
b. grow when we don’t recycle.
c. When people into the water, it becomes polluted and cannot be cleaned.
d. When and chemicals pollute the air, it makes it hard to breathe.
e. If we don’t pick up in the streets, it contaminates the environment even more.
4 Answer the q uestions about you.
a. What do you do when you see people littering in the streets?
b. What do you do if you see a tree or a plant drying up?
c. What do you do when you see a factory spilling oil into a lake or a river?
92

5 What are the effects of our actions?
CAUSE
If we don’t save water…
If everyone throws trash in the street…
If people never switch off the light…
If we dump chemicals into water…
EFFECT
Z 6 Complete the sentences. Use the ero Conditional.
a. If it (not rain) , the plants (die) .
b. When the sun (rise) high, it (become) very hot.
c. Water (boil) if you (heat) it up to 100 degrees Celsius.
d. If there (be) no air, wood (not burn) .
e. Ice (melt) if you (drop) it in water.
f. When my mom (add) sugar to cream, it (taste) sweet.
7 Complete the sentences.
a. Plants die if .
b. Water gets polluted if .
c. andfills get bigger if .
d. Animals get sick if .
e. People can’t breathe if .
f. The air gets polluted if .
7 M atch the two parts of the sentences.
a. If you mix yellow and blue,
b. When I have a headache
c. If you pull a cat’s tail,
d. Chocolate melts
e. Water boils
f. If Anny comes home late,
g. If you don’t wear a seatbelt,
h. Stray dogs may enter if
i. It tastes sweet if
j. The TV turns off if
k. When you call him,
l. If you don’t watch the news,
m. If you touch fire,
n. When babies are hungry,
o. You can see the London Eye if
p. When you buy online,
q. If you eat too much sugar,
r. If it rains,
you push the button.
you go to London.
you gain weight.
you get green.
you get burnt.
if you warm it up.
they cry.
take a taxi.
I take aspirin.
he always hangs up.
if you heat it up to 100 degrees C.
it scratches you.
you don’t know what’s going on around the world.
her parents get very angry.
you leave the gates open.
you can get hurt.
check the seller’s reputation.
you add sugar.
Workbook 93

Lesson 2 | If I go there, what will I see?
1 Complete the sentences.
a. You will see the Hermitage if you go to .
b. You will see Christ the Redeemer if you go to .
c. You will see the Tower Bridge if you go to .
d. You’ll see the Brandenburg Gate if you go to .
e. You’ll see the Statue of Liberty if you go to .
f. You will see the Arc de Triomphe if you go to .
g. You’ll see the Eiffel Tower if you go to .
h. You will see the Coliseum if you go to .
2 Look at these pairs of pictures and write sentences using the First Conditional. Follow the example.
a
b
c
d
e
f
condition
result
a. yo o to the roery store yo ill fin rits an veetales.
b.
c.
d.
e.
f.
94

3 Choose the correct form of the verb to complete the sentences.
a. If you an expensive car you’ll pay more for insurance.
I. will buy II. buy
b. You will see better if you your glasses.
I. wear II. will wear
c. If you don’t study, you the exams.
I. won’t pass II. don’t pass
d. ou will find some cold drinks if you in the fridge.
I. will look II. look
e. If you money, you’ll be able to buy a new car.
I. will save II. save
f. Your car will break down if you oil in the engine.
I. don’t put II. won’t put
g. The baby won’t be able to sleep if you the radio.
I. won’t turn off II. don’t turn off
h. If your parents don’t arrive tomorrow, we a party.
I. have II. will have
i. Angela will understand what you say if you it in Italian.
I. will say II. say
j. If my children don’t come on time, I worried.
I. will be II. am
Workbook 95

Lesson 3 | Do you want a room?
1 e e ee efi ee e e p age 8 3 .
a. not requiring any payment =
b. to make a reservation =
c. an encoded card that gives access to a door =
d. to leave a hotel / hospital =
e. a room with a large bed for a couple =
f. register, appear, sign in =
g. a room with a single bed for one person =
h. telephone connection outside the hotel network =
i. a room with a pair of single beds =
V 2 Complete the sentences with words from the oc ab u lary section.
a. We have two children with us, so we want to reserve a room.
b. I can’t open the door of my hotel room because I lost the .
c. If you want to call home, you will have to use .
d. I would like to a room in your hotel for the next weekend.
e. Unfortunately, you can’t check because some towels from your room are missing.
f. You don’t need to pay for this service. It’s .
3 Complete the table with appropriate phrases.
HO TEL STAFF CUSTO M ERS
96

4 Complete these First Conditional sentences.
a. If Anna (buy) this house, she will be very happy.
b. We (not stay) if he doesn’t apologize.
c. If my friends (not come) tomorrow, I will be very upset.
d. Students will understand this topic if you (explain) it again.
e. I (not sleep) unless you turn off the TV.
f. If he (not sell) his house, he won’t have any money at all.
g. They won’t pay your money back if you (not tell) them.
h. If Thomas (come) early, we can go to the movies together.
i. We won’t tell you anything unless you (promise) to keep the secret.
j. Your parents won’t let you go to my party if you (tell) them how far my house is.
k. My daughter will study harder if we (encourage) her more.
l. If he (not buy) your car, I will.
m. Their children will have fun if they (invite) a clown.
n. If she (forgive) me, I will never betray her again.
o. Her husband will leave her if she (not change) her ways.
p. Unless Armando (become) wiser, he won’t be more successful.
5 Complete the sentences and match them to the pictures.
a. Unless he (quit) smoking, he will get sick.
b. As long as he (take) this medicine, he will feel great.
c. Unless she (study) hard, she will fail the test.
d. If it (rain) , she will stay at home.
e. Unless he (take) a bath, he won’t be clean.
f. As long as she (do) exercise, she will be thin.
Workbook 97

Lesson 4 | If I help, can I go out?
1 Write some conditions according to the images.
a
b
c
d
e
f
a. seep the oor an o ot. ont seep the oor ant o ot.
b.
c.
d.
e.
f.
p 8 4 T R U E F A L S E 2 Read the dialogue on age and choose or for the sentences.
a. Mom doesn’t want to leave early. TRUE FALSE
b. There is still some housework to do. TRUE FALSE
c. If the daughter helps, they can leave earlier. TRUE FALSE
d. The daughter wants to watch TV. TRUE FALSE
e. Mom is taking out the trash. TRUE FALSE
f. Dad isn’t doing anything. TRUE FALSE
3 Write conditional sentences according to the pictures and the phrases below. Look at the example.
a
b
c
d
e
f
wash apples
l e file
change the tire
use the ATM
make a call
ee e
a. If I wash the apples, will you let me eat one?
b.
c.
d.
e.
f.
98

4 Read the article and complete the sentences.
I f Y ou A
re L ost I n T he F orest!
If you’re lost in the forest, try to calm down
and think how you can survive at night. Don’t
continue walking through the forest, as this
may make you even more confused and lost
than before. Huddle up under a tree for the
night if you don’t have enough time to make
a shelter.
e fie ll
keep wild animals away. If you don’t have
any food, look for edible plants.
a. If I get lost in the forest, I could .
b. If I continue walking through the forest, I may .
c. If I don’t have enough time to make a shelter, I can .
d. If I make a fire, I could .
e. If I don’t have any food, I will .
5 Look at these situations. Write a sentence about it using w ill, c an, c ou ld , may or might. Look at
the example.
a. My car tire is flat.
my ar tire is at an all a mehani.
b. This coffee is not hot enough.
c. You are parked in my driveway.
d. This dress doesnt fit me.
e. I don’t have any cash on me.
f. My cat doesn’t see well.
g. It’s too hot in here.
h. I don’t understand your question.
i. I cant fly on those dates.
j. I ran out of gas.
Workbook 99

Lesson 5 | Would you rather go parasailing?
1 Write down the activities these photos represent.
a
b
c
d
f
g
a.
b.
c.
d.
e.
f.
2 Choose the vacation activity you prefer to complete the sentences.
a. I’d rather ride a bike. a horse. a motorcycle.
b. I’d prefer to snorkel. scuba dive. parasail.
c. I’d like to walk on the beach. stay in a hotel. swim with dolphins.
d. Id rather go fishing. have a party. cook seafood.
e. I’d prefer to suntan. swim in the pool. do yoga on the beach.
f. I’d like to skateboard. go kayaking. go on a boat.
100

3 e e efi ee
BBQ =
boast =
flavor
entrée =
A c 3 4 Complete the sentences with words from tiv ity .
a. This Thai chicken has an exotic .
b. Peter is hosting a at his house in Provo. I love his barbecued chicken!
c. Are you ready to order the ?
d. You can’t about your service. It’s really not that good.
5 Look at the menus and write sentences using I ’ d rather… , I ’ d lik e to… , I ’ d p ref er… according to your
chosen dishes.
Sandwiches
Paninis
A l l s a n d w i c h e s a r e s e r v e d w i t h c h i p As lal n pd a sn ai nl ai ds a r e s e r v e d w i t h c h i p s a n d a s i d
C a ju n C h i c k e n & S m o k e d A p p l e w o o d H a m $ a4 n. 9d 5 C h e e s e $ 4 . 9 9
R o a s t P o r k $ 4 . 9 5
H o n e y R o a s t H a m & M u s t a r d $ 5 . 9 5
C o r o n a t i o n C h i c k e n $ 4 . 9 5
C h i l i B e e f $ 6 . 9 5
P r a w n s w i t h M a y o n n a i s e $ 4 . 9 5
T u n a & C h e e s e M e l t $ 4 . 9 5
E g g S a l a d S a n d w i c h $ 3 . 9 9
H o t R o a s t B e e f S a n d w i c h $ 4 . 5 5
T o m a t o & M o z z a r e l l a $ 5 . 5 5
M e d i t e r r a n e a n C r e a m C h e e s e $ 4 . 5 5
M o r t a d e l l a & C a m e m b e r t $ 5 . 5 5
Soups
C h e f ’ s H o m e m a d e S o u p o f t h e D a y $ 2
Side Orders
C h i p s $ 1 . 5 5
O n i o n R i n g s $ 1 . 5 5
G a r l i c B r e a d w i t h C h e e s e $ 1 . 9 5
Workbook 101

Self Evaluation 3
1 Read the sentences and answer the q uestions.
a. If I see people throwing trash in the street, I tell them to pick it up.
What does he do when he sees people throwing trash in the street?
b. If I don’t need all the lights in the house on, I turn them off.
What does she do when she doesn’t need all the lights on?
c. If I have to get somewhere near my house, I don’t use my car.
What does he do if he has to get somewhere near his house?
d. If I need to write a shopping list or some notes, I always use recycled paper.
What does he do if he needs to write a shopping list or some notes?
2 Correct the mistakes in the sentences.
a. I’l see my friends tomorrow.
b. Rose won’t staying at home next weekend.
c. People will used more natural resources in future.
d. We’ll having a test next week.
3 Complete the sentences about you.
a. If I get bitten by a dog, .
b. If I get lost in an unknown place, .
c. If I have a car accident, .
d. If I lose my parking lot ticket, .
e. If I get hungry, .
f. If I fall in love on a trip, .
g. If I meet a friend on an airplane, .
4 Answer the q uestions about you.
a. How often do you do housework?
b. Do you get anything if you help around the house?
c. How often do you iron clothes?
d. What can happen if you don’t do housework?
e. If you don't arrange your desk, what will happen?
102

5 Choose the correct option to complete the sentences.
a. he will tell us about her findings if .
I. we asked her II. we ask her
b. If Chester fails the final exam, .
I. he won’t graduate II. he didn’t graduate
c. The agency will send you a warning letter if .
I. you refuse to pay a fine II. you refused to pay a fine
d. If they ask me to attend their meeting, .
I. I won’t go II. I didn’t go
e. Mark won’t go to Peru unless .
I. Jane went with him II. Jane goes with him
f. Mr. Clark will accept your proposal if .
I. you explained it again II. you explain it again
g. If they offer me a raise, .
I. I won’t quit my job II. I don’t quit my job
6 Read the article I f y ou are lost in the f orest! on p age 9 9 and mark the images that represent people who
followed the advice given in the article. Explain what they did right or wrong. Now answer the
q uestions below.
a. Why do you have to calm down when you realize that you’re lost in the forest?
b. Why is it better not to continue walking through the forest if you’re lost?
c. What should you do at night if you don’t have enough time to make a shelter?
d. Why should you try to make a fire
e. What do you have to do if you don’t have any food?
Self Evaluation 3 103

What do these pictures refer to? What will the unit be about? Form
teams and identify as many words as you can. Share with your teacher
and classmates.
4Unit
What should I do?

Explore
Look through the unit. Write the word and the page number where
you find the following:

CLIL - Social Studies
Lead-in Discussion
Who Is the Most Incredible
Superhero?
1. Would you like to have a superpower? If so, which one would it be?
2. Do you think that superheroes really exist but in different ways?
e eve ee
Thor
Authentic
English
Thor " Thunder" is one of the most prominent
fie e l e
ll e e e ele
ee e ve l
e ee e e l e
v e le e
106

Authentic
English
The Warrior God
T e e e
ee ll le
e el e vee
e e ee
e ele l e
vll e
e e e
e el e l
el e ee ve
ee e e lve e
e e ee e ele e
ele le ele e lee
le le e
e ee l e
l e ee
ee
e eve e el e
(e) e e l
le e e e e el The thunder
e e e
ll e e e
e e e ll ee
ll le e
ll e e e e
le e e e e e
le el ve e e l e
l e e l
e e ve e
l
l el e e ee
e ee v e
e ee l e
ee e l e
e e (
e e eleve e ll e
le eve ele
e l
e e e l
e l l eee ell
e ee e e
e e e
e e
e e e e el e
el e e
e e fie e
l e vl e
(l e ) eve lee
ve e
e el eee e e
ee ll e e
ee e
eell e
ee e el el e
fiee ee e e e
e e e ele e e
l e e e
fi ee evl
l ee e
e e ee ele e
l vl
H allow ing
ve e ve le ee e
ve e le ee e
ele e ee e
e le ll le
eve
e l e e ll
el l e e e
ee ee ee ee e e
e e fi eel vlve
e le e elee The
le e ele eee
e e e
e eve l ll
e e ve e e
e ee e e le e e
e e e l le
el vl ee
F ertility and A
gric u ltu re
le el
eee e e e
l le le le e
le el (e
le ee ee le e
Unit 4 | What should I do? 107

l e fi ele ele) This
e ee le
e ll e e
ele elee
e e e le ve ll
ele el l fiel
e e eee e
el ll e (ve
e) ll
e ele eell e le eee
e e e le
e l e e e
ele el e el
e
e fi ee v
e le e ele lee e
l e e le e lee e l
e eve e ee le
e e ee
e lee e e
ee e e l e
e ee e l el
e e le
ele e el e e
e ele ee ee
e l le lve
le v e e e
e le le ee
e e elee e
le e e
e e e e ll e l
e e e e
e e ell vee
ee e e e ee
eel e e ee ee
e e lel e
e e eeve e el
eefie e ve
e l l el
Adapted from
https://goo.gl/j1ONqM
https://goo.gl/2J70wy
Reading Comprehension
Order these sentences by using numbers according to the text
Thor was associated with weather and crops.
Those who continued to follow the old ways started to wear miniature Thor's hammers around
their necks.
Sif, is noted for her golden hair above all else, which is surely a symbol for fields of grain.
Thor's hammer could be used to hallow.
Thor had a hot temper, and his anger was dreadful to behold.
Thor, the brawny thunder god.
Academic Words
Write the correct vocabulary bold word from the previous sentences under the pictures.
108

Vocabulary Booster
The clown is entertaining.
The children are entertained.
-ed adjectives describe how a person feels.
-ing adjectives describe how a situation makes someone feel.
Vocabulary
alarming alarmed frightening frightened
amusing amused frustrating frustrated
boring bored interesting interested
concerning concerned overwhelming overwhelmed
confusing confused pleasing pleased
disappointing disappointed relaxing relaxed
embarrassing embarrassed satisfying satisfied
encouraging encouraged shocking shocked
entertaining entertained surprising surprised
exciting excited terrifying terrified
exhausting exhausted tiring tired
Choose the correct adjective.
amused / amusing
tiring / tired
exciting / excited
interested / interesting
frustrated / frustrating
frightening / frightened
1. This game is . I’m .
2. My parents are . The tour is .
3. The ride is so . Children are very .
4. The show is . She’s so .
5. Standing in line is . I’m .
6. My son is . The roller coaster is .
ICT
Get some practice. Go to the following link and practice adjectives -ed / -ing.
https://goo.gl/dyJSUK
Closing Up
Create a museum of real superheroes in class. Hang photos and describe moments that include
someone being saved. Use the adjectives in this lesson to describe them.
Unit 4 | What should I do? 109

D
M
Lesson 1
How do you stay safe?
Listen, Complete & Choose& Choose Track 20 Track | What 20 About | Safety?
eve
e ve l ee
l ve ve
l
e
How do you stay safe in a car, on the bus and on a bike? Complete the
conversation. Practice it with your classmates.
Teacher: Last week, we talked about transportation and road safety.
Let's see if you remember some basic pedestrian safety rules.
Student 1: I know! I know! You
find a safe place to cross
the street.
Teacher: Good! What else?
Student 2: You
wait near the curb, and if traffic is coming, you
let it pass.
Teacher: Good job! And, how do we keep safe when on a bike?
Student 1: We
wear a helmet and make sure the bike is
the right size. When it's dark, we
use lights and
reflectors.
Teacher: And how do we keep safe on the bus or in a car?
Student 2: We
get on and off after the bus has stopped, and in
a car we must use a seat belt.
Teacher: Good job, class!
https://goo.gl/Pq8MPo
Circle True or False.
1. You don't have to find a safe place to cross the street. True False
2. You should wait near the curb. True False
3. You shouldn't wear a cycle helmet. True False
4. You should make sure the bike is the right size. True False
5. You don't have to use lights and reflectors when it's dark. True False
6. You have to get on and off the bus after it has stopped. True False
Write It Right
Complete the sentences.
1. When you're on a bus, you should .
2. When you're crossing the street, you have to .
3. When you are on a bike, you have to .
4. When you are in a car, you have to .
5. When you want to get on a bus, you should .
6. When you're driving a car, you have to .
Focus on Grammar | Obligation and Advice with have to and should
We use have to to express an obligation, and this usually means that some external circumstance
makes the obligation necessary.
xample: You have to drive slowly on this road.
We use should to give advice.
xample: You should keep your cell phone out of sight on the bus.
What sentences in the conversation What about Safety? express obligation or advice?
Note this!
on’ t hav e toe e ee
u stn’ t e e e efiel l
110

Read & Choose | Doctor’s Advice
Dr. Keller: What’s bothering you, Amy?
Amy: You know, doctor, I have a terrible
headache. Even when I sleep, it hurts.
Dr. Keller: All right. You should drink a lot of
water and try acupuncture. Here is an
herbal tea for you, too.
Amy: Do you think I should go and lay
down?
Dr. Keller: No, actually I think you should breathe
some fresh air and go for a walk before
bedtime.
Amy: Thank you so much, doctor.
Dr. Keller: You’re welcome, Amy
Chris: Good morning, doctor.
Dr. Mendez: How do you feel, Chris?
Chris: Well, doctor, I have another
headache. I took the medicine you
prescribed me. It didn’t help.
Dr. Mendez: What should I do? I’ll give you a
prescription for another medicine.
It’s much stronger. Let’s hope
it helps.
Chris: And what if it doesn’t?
Dr. Mendez: We’ll see then, Chris. You should
sleep some more. See you
next week!
Unit 4
Who gave the advice? Choose the correct name.
1. You should drink a lot of water. Dr. Keller Dr. Mendez
2. You should sleep more. Dr. Keller Dr. Mendez
3. You should go for a walk. Dr. Keller Dr. Mendez
4. You should take medicine. Dr. Keller Dr. Mendez
5. You should drink some herbal tea. Dr. Keller Dr. Mendez
Who is an allopathic physician,
Dr. Keller or Dr. Mendez?
Vocabulary | Illnesses and Symptoms
Match the illnesses to the symptoms.
e lle
Stomach cramps, nausea,
vomiting, diarrhea, itching in
the mouth and throat.
Skin reactions are common
in children.
Speak up!
Fever (usually high), headache,
muscle aches, chills, extreme
tiredness, dry cough, runny
nose, stomach symptoms, such
as nausea, vomiting
and diarrhea.
The rash typically appears
first on a childs trunk, scalp
and face and consists of
small, very itchy, flat red spots,
which then turn into raised
fluid-filled bumps.
1 2 3
l e le el l
ve ve
ve e ve le le
I C T
e e e
l
Unit 4 | What should I do?
111

Lesson 2
What are the rules?
Complete
eve
le l le
mu st/ mu stn’ t
hav e to/ d on’ t hav e to
https://goo.gl/EauY58
What rules do you follow in public places?
Y ou must
Bank
Hospital
Museum
Movie Theater
Library
Driving a Car
Listen & Answer
Track 21 | Breaking Road Rules!
What road rules do you know?
Listen to the track and say how many times you hear must and mustn’t.
Listen again and answer the questions.
After you listen to the dialogue several times, role play it in pairs.
1. How often must the driver renew her driver’s license?
2. What must she wear while driving?
3. What mustn’t she do while driving?
4. What speed mustn’t she exceed?
5. What must the police officer give Carry
Listen to the track again and choose TRUE or FALSE for the statements here.
1. Carry’s driver’s license expired two months ago. TRUE FALSE
2. Carry must renew her driver’s license every year. TRUE FALSE
3. Carry forgot to renew her driver’s license. TRUE FALSE
4. Carry was wearing her seat belt while driving. TRUE FALSE
5. Carry unbuckled her seat belt because she stopped her car. TRUE FALSE
6. Carry’s cell phone was ringing. TRUE FALSE
7. Carry was driving at 90 miles an hour. TRUE FALSE
8. Carry knew she was driving too fast. TRUE FALSE
Focus on Grammar | Modal Verbs must / mustn’t, have to / don’t have to
Which of these sentences expresses obligation?
• You don’t have to attend this meeting.
• You must attend this meeting.
• You should attend this meeting.
We can use must to express strong recommendation, obligation or certainty.
We can use must not or mustn’t to express prohibition.
xample: You must speak to her, but you mustn’t shout.
We can use have to to express certainty, necessity and obligation.
We can use don’t have to to suggest that someone is not required to do something.
xample: You have to arrive on time but you don’t have to be here all day.
112

Work with a Friend
Match the letters with the numbers. More than one option is acceptable. Then write about what you must
or mustn’t do in different public places. Then, role-play a dialogue with a partner following the example.
xample: S1: - What mustn’t you do in a park?
S2: o mstnt mae a fire an yo mst pi p yor trash hen yo leave.
Unit 4
1. make a fire
2. wear a seat belt
3. touch the items
4. smoke
5. scream
6. talk on a cell phone
7. talk loudly
movie theater
library
park
while driving
museum
bank
hospital
Note this!
e e fi t in mu stn' t!
Vocabulary
sentences of your own using them.
1. driver’s license
2. honk the car horn
3. seat belt
4. buckle
5. exceed
Work in Teams
Read the sentences. The team that comes up with the most public places where these rules apply will win.
• You mustn’t park here.
• You must wait in line.
• You mustn’t run.
• You mustn’t honk the car horn.
Speak up!
L ook at the p hotos and talk ab ou t the ru les
y ou mu st f ollow in these p u b lic p lac es.
• You mustn’t litter.
• You mustn’t run the red light.
• You mustn’t smoke here.
• You mustn’t eat here.
Write It Right
your school in your notebook.
Read them to your classmates and discuss your
ideas in pairs or groups.
Project
eve e e
fi le e ll
l e e
mu st/ mu stn’ tor hav e to/ d on’ t hav e to
l e
le fi e l
Unit 4 | What should I do?

Lesson 3
What might she be?
Listen & Answer
Track 22 | Jobs and Duties
eve
ve
ee eee
e may / might/ need to l
e l
https://goo.gl/jFT2Bi
What are your or your parents’ work duties? After you listen to the track, remember what duties were
mentioned in it with your book closed.
e
e
1. Who might be an orchestra conductor? Amaro Seiji James Tamara
2. Who might be a zoo keeper? Amaro Seiji James Tamara
3. Who might be a chemist? Amaro Seiji James Tamara
4. Who might be an astronaut? Amaro Seiji James Tamara
Note this!
e l e l e
Focus on Grammar | may / might
We use might to suggest the possibility of something.
xample: hes alin into or lassroom. he miht e or ne nlish teaher.
We use may to ask for permission.
xample: May I see your notebook?
1. I stay here tonight?
4. we enter this room?
2. He looks like you. He be your brother. 5. You come in if you want to.
3. It be cold there. She’s wearing a coat. 6. I don’t understand him. He be Chinese.
Vocabulary
e
feed
perform
Read & Complete
1. You shouldn’t candy to your dog.
2. An orchestra conductor uses a .
3. ou can find out a lot about this artist. Just the Internet.
4. The band will tomorrow night.
114

Read & Choose
Match the duties to the professions.
1. She might be a tailor because she…
2. He might be a carpenter because he…
3. He might be a dock worker because he…
helps in hospitals.
sews clothes.
cleans.
loads and unloads ships.
makes things out of wood.
looks after animals.
Unit 4
Write It Right | Tools We Use at Work!
What tools do they use for their work? Match the tools with the professions.
Write questions using May I…?
1. a car mechanic 2. a gardener 3. an electrician 4. a tailor 5. a hairdresser
eve
e e e e e vel
1. You’re a gardener. May I borrow your
?
2. You’re a hairdresser. ?
3. You’re a car mechanic. ?
4. You’re an electrician. ?
5. You’re a tailor. ?
Read & Complete
Complete the sentences with the correct tools.
1. I need to plant a tree.
I need a .
2. She needs to sew a shirt.
She needs a .
3. We need to fix this lamp.
We need a .
4. He needs to repair his car.
He needs a .
5. I need to dry my hair.
I need a .
6. She needs to paint her room.
She needs a .
Focus on Grammar | Need (to)
We use need to express necessity.
xample: Do you need any tools? No, I don’t
need to use any.
Speak up!
T ell y ou r c lassmates:
fi e l
l e e e e
D esc rib e a tool and ask y ou r c lassmates to
gu ess the j ob .
DIY
e fiefie eee
e e l eee
e e e
le fi e l
efie eee
e l e le e l
e l e e e
e l l lve le e
e e eee ll
e l ve vl ve
lee
e l ve l
l
e l ve l e
e l e elevel
fiefie e
e l e eelle el
GREAT JOB!
Unit 4 | What should I do?
115

Lesson 4
Could you help me?
Look & Say
What requests do you usually make…
eve
e le ee
l c an c ou ld
w ou ld
https://goo.gl/5dyN2S
l
el e fie
e e
e e
I C T
el l b u siness c ommu nic ation e l
for b u siness c orresp ond enc e l w ord list enq u iry , of f er and
ord er ll fi l el ee e
e eeee
Focus on Grammar | Modals can, could, would to make a request
When we make a request, we are asking others to perform an action. This is different from telling
them. We can tell people to do something by using commands, instructions and directions. These
are different from requests.
Use modals can, could, would to make a request. Could you…? or Would you…? are more polite.
xamples: ol yo sith on the liht ol yo help me o the ishes an yo spea
more sloly
Listen
Track 23 | Could You...?
Listen to the track and underline all requests in the dialogues. Practice them in pairs.
Kate:
Mrs. Morgan:
Kate:
Mrs. Morgan:
Hello Mrs. Morgan, how are you?
Not so bad. You?
Fine… the thing is… I have to go out and your car is parked
right in front of my garage. I’m sorry to bother you. Could you
move it, please?
Of course. I didn’t realize… I’ll do it immediately. I’m sorry.
Kim: Anny, I’m really sorry, but my printer is not working and I have to
make some copies of the report for tomorrow. Could you print them
out for me?
Anny: Oh, I’m sorry, but I’m already late for a meeting. Would you ask
John, please?
Alan: I am really sorry to have to ask you for this, but they’ve changed the
date of the Paris meeting again. It’s on the 5th now. Would you mind
changing the flight and the hotel bookings again
Paula: No problem. Leave it to me.
116

Listen & Answer
Track 23
Listen to the track again and write the correct requests by the names.
Unit 4
1. Alan: “ “
2. Anny: “ “
3. ate: “ “
4. im: “ “
Work with a Friend
Look at the photos. Write down and act out dialogues of your own with a partner, making polite requests.
Work in Teams
One student has to come up with two requests for the team. The others guess where those requests
could be made.
xample: Student 1 ol yo rin me lean toels an another lanet please
Student 2 his reest an e mae in a hotel.
Speak up!
D c
c A c
d
isc u ss w ith y ou r lassmates w here they
an hear the req u ests w ritten here. t ou t
ialogu es u sing them.
l e e e e
ee e
l e ee el ve e
e e e lee
l e l e
l e e lee
DIY
e e five ee e
five ee l le e e
le
WAY TO GO!
Check ( )
C hec k w hat y ou c an d o!
l l l l
le el l le
ve ve
e l e l
e le ee
Unit 4 | What should I do?
117

Lesson 5
What must have happened?
Listen & Answer
Track 24 | I Must Have Been in Love
eve
e mu st hav e
l
e e
eve
https://goo.gl/SyHfFA
Answer the questions:
1. Did he see that she was in love?
2. Did he feel that she tried her best?
3. Did they learn from their mistakes?
I C T
ev e ee
It Must Have Been Love e l l
Focus on Grammar | Must Have
We use must have when we talk about probability or deductions based on past events.
xamples: he roa is et. t mst have raine.
y mother mst have let. er ar isnt in the arae.
Read & Match | At the Marriage Counselors Office
Sharon Leone is a marriage counselor. Read what the clients tell her about their spouses and match
them with Sharon’s notes.
1. le
e
2. e e
e ll e e
le
4. l
le e l
lee ell e
5. e lle e
e e
3. el ve e
ve eve
6. e l
e
ve
spent too
e
ve
l e
e
ve
le e
l
ve
spent too
e
e ll
ve
e l
ve
e
e e
118

W
Write It Right
Make suggestions about what these couples did wrong. Why did they argue?
Follow the example.
Unit 4
1. e el
e e e
e e
2. e ell e
e
3. e e
4. e
e ll e
e
1. She must have felt tired.
2.
3.
4.
le lle e
el ee
e
Read & Match
Match the sentences. Change the verbs in parentheses into the Past Participle.
1. He took his dog to the vet.
2. He didn’t send an e-mail.
3. He didn’t buy this car.
4. He couldn’t use his fax machine.
5. He didn’t come to my party.
1
It must have (be) too expensive.
Someone must have (use) all the paper.
He must have (forget) my address.
It must have (get) ill.
His computer must have (break).
Work with a Friend
Write sentences using must have.
1. The boy is crying. e mst have allen on.
2. Your umbrella is wet.
3. His parents are angry.
4. She had a car accident.
5. Mary didn’t pass the test.
Speak up!
ork in p airs. T ell y ou r p artner ab ou t something that hap p ened in the p ast.
Y ou p artner has to d ed u c e a reason.
le
S1: I couldn’t sleep last night.
S2: You must have been worried about something.
Unit 4 | What should I do?
119

eve
Lesson 6
Should I have bought
flowers
e
ee
e shou ld hav e ee
ee
https://goo.gl/GZsk81
Write It Right
Write the correct past participle form of the verbs.
e le e le
tell
come
bring
know
stand
eat
go
see
take
forget
write
meet
feel
drink
Focus on Grammar | Should Have
We use should have + past participle to express regret about a past action.
xamples: ant anser many estions on this test. shol have stie more.
he has a terrile heaahe. he sholnt have staye aae all niht.
Listen & Order
Track 25 | I Shouldn’t Have...
Listen. Number the places in the order in which they are mentioned.
l
eee
120

Listen & Choose Track 25
Read the statements and choose TRUE or FALSE.
1. Carl should have hugged the guide in Japan. TRUE FALSE
2. He shouldn’t have brought anything to the Greek home. TRUE FALSE
3. He shouldn’t have told the girl about his age in Brazil. TRUE FALSE
4. He should have stood under the mistletoe during Christmas in England. TRUE FALSE
Unit 4
Read & Answer | Mistletoe
Druid priests used mistletoe 200 years before the birth of Christ in their
winter celebrations. They revered the plant since it had no roots yet remained
green during the cold months of winter.
The ancient Celts believed mistletoe to have magical healing powers and
used it as an antidote for poison, infertility and as protection from evil spirits.
The plant was also seen as a symbol of peace, and it is said that among
Romans, enemies who met under mistletoe would lay down their weapons
and embrace.
Scandinavians associated the plant with Frigga, their goddess of love, and it
may be from this that we derive the custom of kissing under the mistletoe.
Those who kissed under the mistletoe had the promise of happiness and good
luck in the following year.
1. Who used mistletoe 200 years before the birth of Christ?
2. Why did the priests revere the plant?
3. How did ancient Celts use mistletoe?
4. Who did Scandinavians associate the plant with?
5. What did the kiss under the mistletoe symbolize?
Write It Right
Write about regrets according to the pictures. Begin the sentences with She/He shouldn’t have...
1 2 3
4 5
e
e
e
ee
e e e
e
ee e
1. She shouldn’t have eaten junk food.
2.
3.
4.
5.
Speak up!
• I s there any thing y ou regret? T ell y ou r
c lassmates ab ou t w hat y ou shou ld or
shou ld n’ t hav e d one.
• T ell them ab ou t any interesting trad itions
y ou k now .
Unit 4 | What should I do?
121

H
Lesson 7
Who might that
have been?
eve
e
elee
e l
l
https://goo.gl/jnkT5J
Listen & Circle
Track 26 | Paparazzi Talk
Listen to the paparazzi.
What celebrities are mentioned? Circle the names.
Beyoncé Madonna David Beckham Rod Stewart Miley Cyrus Will Smith
Focus on Grammar | Might Have, Could Have, May Have - Past Modals of Possibility
We use might have, may have, could have to talk about possibility in the past.
xamples: She looks tired.
he miht have one to the ym.
Write It Right
Write sentences using past modals of possibility.
Use the names of the celebrities mentioned in the conversation above.
1.
2.
3.
4.
Speak up!
av e y ou ev er seen a c eleb rity ? T ell y ou r c lassmates ab ou t it.
U se p ast mod als of p ossib ility .
122

Read & Answer | Celebrities Versus Paparazzi
Read the articles and answer the questions below. Underline the past modals of possibility.
Unit 4
1 e le e e
ve file el le
ee e ve
e e e le
e ee e
e file lel l
e e e e e
ell
3
l ve ve
l ee l
e e l
ee e l e e
e l ee l el ee
ve le e
e l e l
e
2 fil e
e l e ee
le e ve ee e
e e ele e e
e e e e e
e ee e fil
e e ve e
e e
4 l e e ve
ve e l
e e vele e
ve e e e ee
e eee e e ee ee
v e e e file
e e e
ee
1. Who may have been attacked by a mob of surfers?
Note this!
2. What could a British court have approved?
3. What may Paris Hilton have heard?
4. Where might paparazzi have infiltrated
Vocabulary
1. injury
2. mob
3. ban
4. peer
Work in Teams
a criminal group, or to attack
as a group
to prohibit
one belonging to the same
group, or to look curiously
bodily harm
Project
P ap araz z o(ll
)
eele e
ell
elee e
e eell e
e elee
e
e eee
ve ee e l
(l )
ve e e e v v
e l
le My friend looked sad. He might have
failed the test.
There was a lot of traffic on the road.
It must have been the rush hour.
e e fi eee e
le e ee e
ve e e e
e ee e
• Write and say 5 adjectives with the -ed ending and 5 with the -ing ending.
• Give some sentences using them.
• Which of your classmates didn’t come to school today?
• Deduce the reason using must have + past participle.
• Tell your classmates what you should or shouldn’t have done on your last vacation.
• Make a simple drawing representing an object or a person. Show it to your classmates and put it
away immediately. They have to guess what you drew. They have to use past modals of possibility.
Unit 4 | What should I do?

Pronunciation
/j/ yes / / job
Listen & Repeat
Track 27
le
l
e
l
J ess
e
e
ee
Listen & Choose
Track 28
Circle the word in parentheses that you hear.
1. My daughter went to ( jail / Yale ).
2. Is this a ( yolk / joke )?
3. Did you like the ( jam / yam )?
4. ( Yes / Jess ), let’s call him!
5. She ( jogs / yolks ) in the park.
Pronunciation /l/
Listen & Repeat
Track 29
Write It Right
The sound / / is usually written with the
letters j or g.
j just, June, enjoy, subject, injury
g (before e, i, y) agency, general, suggest
ge village, large, language, orange
dge edge, judge, knowledge, bridge
dj adjust, adjective
d (before u or i) gradual, soldier, educate
ll
pin
l
e
ten
ell
le
Listen & Choose
Track 30
Circle the word in parentheses that you hear.
1. Take this ( pill / pin ), please.
2. Is she ( in / ill )?
3. Don’t ( tell / ten ) him anything!
4. My dog’s playing with the ( bowl / bone ).
124

Connect to Science & History
In Space!
CLIL
Y e fi e e
l le e
e le e lle e e
e ve e ll
e ee ll e e ve
ve e ee e e
el elee
e e e
e le e e e
e el e
l e e e
e e e e e
e e ve ee e
ell e e
ve e e elee
e e lle el lle
l e l e e
e e e e e leve e
e ee ee e The outer
le e e
e e
e e l
e ve ee
e e l e elle
efi eee ll el ele
l e el l ee
e l
leve e vel e
e
ee e e e ve e l
e ve e e e
ee ele e e
le e e ll eel e ee e
ll e e ee
Read & Answer
Answer the questions.
1. How do Russians honor Yuri Gagarin?
2. What do astronauts have to do before they go into space?
3. What do astronauts have to get used to?
Note this!
e e e
vele
el l
ee e fi l ee
le
lv e
e e e ee
4. What must they use to practice control of their spacecraft?
5. What must they wear when they leave their spacecraft?
6. Why do they have to carry a backpack in space?
Speak up!
D isc u ss these q u estions w ith y ou r c lassmates.
l le ee
l le ee e e e
le l le v
e e e vel ll e le
I C T
e
vel
e le
le
e e five
ll
represent the
e e
le eell
e le e
ll
Unit 4 | What should I do?
125

Peer Evaluation – Cooperation
Read each of the statements carefully and color the circles according to your perception of your
partners’ performance. Use the following color code:
Always Almost always Sometimes Rarely Never
1 2 3 Me
Is willing to help his / her peers.
Is respectful with his / her peers.
Carries out the assignments within the group.
Brings the necessary materials when working in groups.
Participates actively in group activities.
Copies the work of other members of the group.
Co-Evaluation – Learning
Name:
Date:
Signature of evaluator:
DIMENSIONS E VG G A NI
Knowing
Mastery of contents (grammar & vocabulary)
Level of input (listening, reading) interpretation
Doing
Execution of procedures (tasks)
Application of concepts (grammar & vocabulary)
Being
Participation
Integration
Attitude towards study
Learning effort
E = Excellent VG = Very Good G = Good A = Average NI = Needs Improvement
126

Workbook
Lesson 1 | How do you stay safe? | 128-129
Lesson 2 | What are the rules? | 130-131
Lesson 3 | What might she be? | 132-133
Lesson 4 | Could you help me? | 134-135
Lesson 5 | What must have happened? | 136-137
Lesson 6 | hould I have bought flowers | 138-139
Lesson 7 | Who might that have been? | 140-141
Self Evaluation 4 | 142-143
Workbook 127

Lesson 1 | How do you stay safe?
1 e l e e eve e e ee
I think my bike is too big for me.
I don't wear a helmet when
I ride my bike.
I usually don't make sure there are
cars behind the bus when
I'm getting off.
I hate wearing a seat belt when
I drive a car.
I often park on the curb.
Sometimes I cross the street when
the light is red.
Many times I don't have time to find
a safe place to cross the street.
When I ride my bike, I don't like
to use the lights.
When I ride my bike, I usually don't
stop to let traffic pass.
Usually, I get off the bus while
it's still moving.
2 e eee e l shou ld or hav e to
a) Bertha should make sure her bike is the right size.
b)
c)
d)
e)
f)
g)
h)
3 e e eee le e le e eee le shou ld or
hav e to
a) You don't have to wear a seat belt when driving a car. True False
b) You have to cross the street when the light is green. True False
c) You shouldn't park on the curb. True False
d) You should stop and let the traffic pass. True False
e) You have to get on the bus after it has stopped completely. True False
f) You shouldn't drive too fast. True False
g) You have to cross the street when the light is red. True False
h) You should cross the street in a safe place. True False
128

4 lee e le
To sleep better…
l
l
5 e llee e e
ee
e e
e
e
6 ve e ve e ele e e
a.
b.
c.
d.
e.
f.
Workbook 129

Lesson 2 | What are the rules?
1 e T rac k 2 1 lee e le
Good morning, Miss. Can I have your , please?
Carry: ere you are, officer. id I do something wrong
Your license last month. You renew it every year.
Carry: I’m so sorry. I completely forgot about it. I go now?
No, you . You aren’t wearing your .
You
wear it while driving.
Carry: I know I wear it, but I it to pick up my cell phone,
which was ringing.
You talk on a cell phone while driving.
Carry: What if it was an emergency call?
And you were driving at 90 miles an hour. You exceed 55.
Carry: I didn’t realize I was going so fast.
I give you a ticket.
Carry: I’m really sorry.
2 e e e
a. Where mustn’t you smoke?
b. Where mustn’t you talk on a cell phone?
c. Where mustnt you make a fire
d. Where mustn’t you talk loudly?
e. Where mustn’t you touch any items?
Y E S N O 3 e or ee le
a. You must wear a seat belt while driving. YES NO
b. You mustn’t have your driver’s license with you. YES NO
c. You must speed. YES NO
d. You must renew your driver’s license every day. YES NO
e. You mustn’t talk on the cell phone while driving. YES NO
f. You must exceed 120km per hour on a highway. YES NO
4 e e le e ev v e e ee e e

5 e le e e e mu st or mu stn’ t
•
•
•
•
•
•
6 lee e le le e le
must
mustn´ t
Hospital
Forest
Movie Theater
Restaurant
Library
Fountain
Museum
7 e eee mu st or mu stn’ t e e
e e eee eve ee
a
b
c
d
e
f
a.
b.
c.
d.
e.
f.
Workbook

Lesson 3 | What might she be?
1 e ee l e e e e
2 lee e eee
a. He uses a wrench a lot. He might be a .
b. She uses a hairdryer a lot. She might be a .
c. He uses a shovel a lot. He might be a .
d. He uses a baton a lot. He might be an .
e. She uses a sewing machine a lot. She might be a .
f. He uses a screwdriver a lot. He might be .
3 e may or might lee e eee
a. I turn up the radio? I love this program so much.
b. She looks so much like Sam. She be his daughter.
c. He always gives you medical advice. He be a doctor.
d. I need to download some files. I use your computer?
e. I think I know her. I see her photo?
f. They always order the same dish in this restaurant. It be really delicious.
g. Rosa didn’t come today. She be ill.

4 ee e eee
5 e e e
a. What tool do you need to repair an iron? o nee a sreriver.
b. What tool do you need to dry your hair?
c. What tool do you need to fix a car
d. What tool do you need to sew your shirt?
e. What tool do you need to plant a tree?
6 e e e
a. Who needs to use scissors at work?
b. Who needs to use a wrench at work?
c. Who needs to use a baton at work?
d. Who needs to use a screwdriver at work?
e. Who needs to use a sewing machine at work?
f. Who needs to use a shovel at work?
g. Who needs to use a broom at work?
Workbook

Lesson 4 | Could you help me?
1 e T rac k 2 3 e e e
a. What request did Kate make?
b. What request did Alan make?
c. What request did Kim make?
d. What request did Anny make?
2 e e e ee
a. Is it all right if I leave early today?
b. Would you mind if I asked you something?
c. Could you lend me your pen?
d. Would you like some company?
e. Do you mind if I smoke?
f. Can Peter come with us?
g. Could we turn the lights off?
h. Would it be all right if I parked here?
i. Is it ok if I drink my coffee here?
j. Could you lend me your keys?
No, this parking space is reserved
Sure. Make yourself comfortable.
Yes, take them.
Not yet. Leave them on, please.
Not today. We need him here.
Yes, I’d love some.
No. I can’t stand it when people smoke near me.
Sure. You can ask me anything.
Not today. We need your help.
Just a second. I have to write something down.
3 e e e le ee
a. You want to change a light bulb, but you can’t reach it.
b. ou are new at the office. ou dont know where things are.
c. You don’t have any money.
d. You forgot your homework at home.
e. You are a teacher. You need to ask your students a favor.
f. You are a customer at a clothing store. You need something to be changed.

4 lee e ee e e l e lee e ee
fie e lee ee e e l ll
a. Could you tell me how much it ?
b. Could you say that ?
c. Could you prepare two for us?
d. Could you spell your ?
e. Could you tell me where Mike’s is?
f. Could you bring me one in a different ?
g. Could you speak more ?
h. Could you help me for a ?
i. Could you please close the ?
j. Could you erase the ?
k. Could you photocopy these ?
Note this!
e p lease e e ee
e le le e
e evel eel
e
– No, I’m sorry. I can’t.
– I’d like to, but I can’t.
– I’d love to, but I’m busy now.
5 e le ee l e ee ele
a. travel agent
b. pharmacist
c. veterinarian
d. waiter
e. cashier
f. teacher
g. salesman
6 e ve e e
Workbook

Lesson 5 | What must have happened?
1 e eee el e e e e
a. e didnt arrive at the office.
b. He was looking for something.
c. The teacher called us.
d. Emma took her umbrella.
e. She fell asleep.
f. She went to the ATM.
ve e
e ve e
e ve e e
ve eve
e ve e e
e ve l ee
2 e le ee eee
a. He didn’t do his homework.
e mst have orotten to rite it on. e mst have een sy.
b. My parents didn’t let me go to your party.
c. The students didn’t understand the new topic.
d. Her son had a terrible stomach ache after dinner.

3 e eee
a. He was late for his date yesterday.
b. Her children have never listened to her.
c. Mario didn’t buy that house.
d. My car stopped on the road.
e. I didn’t hear what she said.
f. She believed her husband’s lies.
g. The baby couldn’t fall asleep.
h. She spent ten years in jail.
She must have committed a serious crime.
She must have talked too low.
He must have been very convincing.
His car must have broken down.
They must have forgotten to turn off the radio.
It must have run out of gas.
He must have changed his mind.
She must have spoiled them too much.
4 e eee e fi eee e ev v
5 e e e e e e
e e eeee mu st hav e…
Workbook

Lesson 6 | hould I have bought flowers
1 e e e lee p age 1 2 1 e T R U E or F A L S E ee ee
a. Druid priests used mistletoe a century before the birth of Christ. TRUE FALSE
b. The plant remained green in winter. TRUE FALSE
c. Celts believed mistletoe had magical healing powers. TRUE FALSE
d. The plant was also seen as a symbol of war. TRUE FALSE
e. Scandinavians associated the plant with their goddess of beauty. TRUE FALSE
2 e e e eee
e e ele
e e
e e e
e e
e ve
e e e
ee e e elee
on the 6 th
a
b
c
e l
l le
d
e l
lle e l
e ele l
e e
e
e e ee ee
e
f
ll e le
e ele e
ele e e
l
g
ll e
e ele e
l
h

3 e e e le e ve
• eat aten / eaten
• write written / writen
• come came / come
• forget forgotten / forgetten
• tell told / tald
• take took / taken
• meet meet / met
• bring bringed / brought
4 lee e eee e e ve e ev v
a. is mother came to the city for the first time. e should have her at the airport.
b. It’s her birthday today. We should have a present.
c. I lost your address. I should have it in my address book.
d. Her mother got very angry. You shouldn’t have her the secret.
e. Do you feel bad? You shouldn’t have seafood.
f. I thought I lost my umbrella. You shouldn’t have it without telling me.
5 e e e eee e ev v ee e e
e
Workbook

Lesson 7 | Who might that have been?
1 l e p ap araz z oe
T k 2 6 Y E S N O 2 e rac e or
a. Rod Stewart was with a young blonde lady. YES NO
b. That lady could have been his daughter. YES NO
c. One of the paparazzi took some photos of Will Flint. YES NO
d. Will Smith might have gone out with his friends. YES NO
e. The man who was with Beyoncé could have been her bodyguard. YES NO
f. The woman in the limousine could have been Madonna. YES NO
3 lee e eee e el
l e e e
a. She knows where I live. She could have been my .
b. I didn’t understand his English. He might have been from .
c. You didn’t answer the phone. You might have been .
d. He used to smell like gasoline. He could have been a .
e. She sold her jewelry. She might have out of money.
f. The road was wet. It might have .
4 e e e eee A c tiv ity 2
140

5 le e ee ee ve ee ee e
might hav e
The rabbit might
have always been
in the hat.
There might
have been two
women in
this trick.
Workbook 141

Self Evaluation 4
1 e le mu st or mu stn’ t e l le
a. Banks
b. Hospitals
c. Movie theaters
d. Libraries
e. Parks
f. When driving
g. Schools
h. Restaurants
i. Supermarkets
j. Fountains
2 e e e e e e e e el
l
el
l
e
le
a. Should Zaira run?
b. Should Nicholas eat pizza?
c. Should Natalia drink cold liquids?
d. Should Daniel rest?
e. Should Claire take an aspirin?
f. Should Andrew have hot tea with honey?
3 e five eee v ve le el e shou ld or shou ld n’ t
•
•
•
•
•
142

4 e e e ve ee
a. Dalia’s father was very angry at her. She went to a party yesterday.
b. My boyfriend didn’t call this morning, as he promised.
c. I had to take my cat to the vet. My neighbor was looking after him.
d. He was yelling at a computer!
e. James refused to answer her call.
5 e eee A c tiv ity 4 e e
6 e e ele l ve e
a. Diane failed the English exam.
b. Betty and Tom broke up during the party. He danced with another girl.
c. Jim has gained a lot of weight lately.
d. Oscar was ill. He got worse because he didn’t go to see the doctor.
e. I don’t like this dress! It’s too big for me!
7 e e le ee ve e eee mu st hav e / shou ld hav e / might hav e /
may hav e / c ou ld hav e.
• win –
• change –
• study –
• see –
• work –
• leave –
• go –
• play –
• buy –
Self Evaluation 4

Glossary
Unit 1 | What were you doing? | 145
Unit 2 | Have you ever swum there? | 146
Unit 3 | What will happen if you do that? | 147
Unit 4 | What should I do? | 148
144

Unit 1 | Glossary
break into (v)
busy (adj)
climb (v)
drill (v)
expect (v)
file (v)
hang out (v)
heal (v)
hold (v)
hose (n)
ill (adj)
keyboard (n)
scholar (n)
slide (n)
suddenly (adv)
track (v)
turn out (v)
type (v)
wave (v)
whole (adj)
enter or open a (place, vehicle, or container) forcibly, typically for the purposes
of theft
having a great deal to do
go or come up, esp. by using the feet and sometimes the hands; ascend
make a hole in or through something by using a special tool
regard (something) as likely to happen
place (a document) in a cabinet, box, or folder in a particular order for
preservation and easy reference
spend time relaxing or enjoying oneself
cause (a wound, injury, or person) to become healthy again
grasp, carry, or support with one’s arms or hands
a flexible tube conveying water, used for watering plants and in firefighting
not in full health; sick
a panel of keys that operate a computer or typewriter
a specialist in a particular branch of study, esp. the humanities; a
distinguished academic
a mounted transparency, typically one placed in a projector for viewing
on a screen
quickly and unexpectedly
follow and note the course or progress of (something / someone)
prove to be the case
write (something) on a typewriter or computer by pressing the keys
move one’s hand in greeting or as a signal
all of; entire
Write a sample sentence with each of the words you find difficult to remember.
Glossary 145

Unit 2 | Glossary
achiever (n)
apply (v)
charity (n)
debt (n)
endangered (adj)
facility (n)
failure (n)
game (n)
hire (v)
nickname (n)
payroll (n)
pet peeve (n)
poacher (n)
rave (v)
research (n)
résumé (n)
robber (n)
stress (v)
subtle (adj)
support (v)
someone who reaches or attains (a desired objective, level, or result) by effort,
skill, or courage
put oneself forward formally as a candidate for a job
the voluntary giving of help, typically in the form of money, to those in need
the state of owing money
seriously at risk of extinction
space or equipment necessary for doing something
lack of success
wild mammals or birds hunted for sport or food
employ (someone) for wages
a familiar or humorous name given to a person or thing instead of or as well as
the real name
a list of a company’s employees and the amount of money they are to be paid
a cause of annoyance
a person who hunts or catches game or fish illegally
speak or write about someone or something with great enthusiasm
or admiration
the systematic investigation into and study of materials and sources in order to
establish facts and reach new conclusions
a curriculum vitae
a person who commits robbery
give particular emphasis or importance to (a point, statement, or idea) made in
speech or writing
delicately complex and understated
give assistance to, esp. financially
Write a sample sentence with each of the words you find difficult to remember.
146

Unit 3 | Glossary
hazardous (adj)
waste (n)
trash (n)
litter (v)
litter (n)
fumes (n)
book (v)
outskirts (n)
complimentary (adj)
advertisement (n)
brochure (n)
vacuum (v)
carpet (n)
parasail (v)
whale (n)
crab (n)
oyster (n)
teethe (v)
melt (v)
tear down (v)
risky; dangerous
material that is not wanted; the unusable remains or byproducts of something
discarded matter; refuse; garbage; rubbish
make (a place) untidy with rubbish or a large number of objects left lying about
trash, such as paper, cans, and bottles, that is left lying in an open or
public place
gas, smoke, or vapor that smells strongly or is dangerous to inhale
to reserve in advance (hotel room, table at restaurants, etc.)
the outer parts of a town or city
given or supplied free of charge
a notice or announcement in a public medium promoting a product, service, or
event or publicizing a job vacancy
a small book or magazine containing pictures and information about a product
or service
clean with a vacuum cleaner
a floor or stair covering made from thick woven fabric, typically shaped to fit a
particular room
glide through the air wearing an open parachute while being towed by
a motorboat
a very large marine mammal with a streamlined hairless body, a horizontal tail
fin, and a blowhole on top of the head for breathing
a crustacean with a broad carapace, stalked eyes, and five pairs of legs, the first
pair of which are modified as pincers
any of a number of bivalve mollusks with rough irregular shells. Several kinds
are eaten (esp. raw) as a delicacy and may be farmed for food or pearls
grow or cut teeth, esp. milk teeth
make or become liquified by heat
demolish something, esp. a building
Write a sample sentence with each of the words you find difficult to remember.
Glossary 147

Unit 4 | Glossary
advice (n)
advise (v)
amuse (v)
cough (v)
(well) crafted (adj)
embarrass (v)
exciting (adj)
file (v)
gap (n)
glow (v)
gritty (adj)
hang out (v)
heat (n)
honk (n)
overwhelmed (adj)
overwhelming (adj)
misbehave (v)
pale (adj)
parade (n)
park (v)
sharp (adj)
snore (v)
soap opera (n)
startle (v)
stunt (n)
thunder (n)
utterly (adv)
wickedly (adv)
guidance or recommendations concerning prudent future action
offer suggestions about the best course of action to someone
to entertain
expel air from the lungs with a sudden sharp sound
skill in carrying out one’s work; work well done
cause (someone) to feel awkward, self-conscious, or ashamed
causing great enthusiasm and eagerness
submit (a legal document, application, or charge) to be placed on record by the
appropriate authority
an unfilled space or interval; a break in continuity
give out steady light without flame
showing courage and resolve
spend time relaxing or enjoying something with others
the quality of being hot; high temperature
the harsh sound of a car horn
have a strong emotional effect
(esp. of an emotion) very strong
fail to conduct oneself in a way that is acceptable to others; behave badly
(of a person’s face or complexion) having less color than usual, typically as a
result of shock, fear, or ill health
a formal march or gathering of troops for inspection or display
bring (a vehicle) to a halt and leave it temporarily, typically in a parking lot or
by the side of the road
distinct in outline or detail; clearly defined
breathe with a snorting or grunting sound while asleep
a television or radio drama series dealing typically with daily events in the lives
of the same group of characters
to feel sudden shock or alarm
an action displaying spectacular skill and daring
a loud rumbling or crashing noise heard after a lightning flash, due to the
expansion of rapidly heated air
completely and without qualification; absolutely
playfully mischievous
148

Grammar
Reference
Unit 1 | What were you doing? | 150
Unit 2 | Have you ever swum there? | 151
Unit 3 | What will happen if you do that? | 152
Unit 4 | What should I do? | 153
Grammar Reference 149

Unit 1 | Grammar Reference
Past Progressive / Continuous tense
We use the Past Progressive to indicate that a longer action in the past was interrupted. The interruption
is usually a shorter action in the Simple Past. The interruption can be a real interruption or just an
interruption in time.
Examples: I was sleeping when the phone rang.
My parents were jogging when they saw my friend Jake getting into his car.
The thief was running when he slipped and fell down.
Yesterday at 9 a.m. I was having breakfast.
We also use the Past Progressive with two actions in the same sentence; it expresses the idea that both
actions were happening at the same time. The actions are parallel.
Examples: We were cleaning while Jessie was sleeping.
My brother was studying and I was studying, too.
While Peter was watching the movie, his wife was decorating the Christmas tree.
While vs. When
When you talk about things in the past, when is most often followed by the Simple Past.
While is usually followed by the Past Continuous.
While expresses the idea of “during that time.”
Examples: He was sleeping when I called.
While he was sleeping, I called.
Non-Continuous verbs
Non-Continuous verbs cannot be used in the continuous form.
agree
appear
astonish
be
believe
belong
concern
consist
contain
cost
deny
depend
deserve
disagree
dislike
doubt
fit
hate
hear
imagine
impress
include
involve
know
lack
like
love
matter
mean
need
owe
own
please
possess
prefer
promise
realize
recognize
remember
satisfy
see
seem
smell
sound
suppose
surprise
taste
understand
want
150

Present Perfect
Unit 2 | Grammar Reference
Form: has / have + past participle
• We use the Present Perfect to say that an action happened at an unspecified time before now.
He has met celebrities many times.
• We can use the Present Perfect to describe our experiences.
I’ve never been to France, but I’ve been to Canada and Japan.
• We often use the Present Perfect to talk about change that has happened over a period of time.
Your English has improved so much since I saw you last summer.
• We often use the Present Perfect to list the accomplishments of individuals and humanity in general.
Doctors have learned to cure cancer.
• We often use the Present Perfect to say that an action that we expected to happen has not
happened.
She hasn’t finished her homework yet.
• We also use the Present Perfect to talk about several different actions which have occurred in the
past at different times.
I’ve helped Jim several times over the past five years.
• With Non-Continuous Verbs and non-continuous uses of Mixed Verbs, we use the Present Perfect to
show that something started in the past and has continued until now.
We have been in Japan for 2 months.
Signal Words
Present Perfect
Simple Past
just
already
up to now
until now / till now
ever
(not) yet
so far
lately / recently
yesterday
...ago
in 1990
the other day
last...
Examples:
I’ve seen this movie many times.
I saw this movie last week.
Have you seen this movie many times?
Did you see this movie last week?
Yes, I have. No, I haven’t.
Yes, I did. No, I didn’t.
They’ve already played tennis. VS. They played tennis an hour ago.
Have they already played tennis?
Did they play tennis an hour ago?
Yes, they have. No, they haven’t.
Yes, they did. No, they didn’t.
They haven’t played tennis yet.
They didn’t play tennis an hour ago.
Who has seen this movie many times?
Who saw this movie an hour ago?
Who has already played tennis?
Who played tennis an hour ago?
Grammar Reference 151

Unit 3 | Grammar Reference
Zero Conditional
A Zero Conditional sentence is formed with two Present Simple verbs (one in the if clause and one in the
main clause):
If + present simple, ... present simple.
This conditional is used when we talk about facts or general truths.
Example: If water reaches 100 degrees C, it boils.
It’s a fact. The result of the if clause is always the main clause.
The if in this conditional can usually be replaced by when without changing the meaning.
Example: When water reaches 100 degrees C, it boils.
It is always true and the result can’t be different.
But we also use the Zero Conditional when something is true only for you, not for everyone.
Example: I get sick when I eat cheese.
The First Conditional
We form the First Conditional sentences with the Present Simple after if and the Future Simple in the
main clause.
If + present simple, ... will + infinitive
It’s used to talk about things which might happen in the future.
Examples: If you invite me to your party, I’ll bring a cake.
If my husband sells his old car, he will buy a new one.
They won’t help you if you don’t ask them personally.
Prefer and Would rather
We use “prefer to (do)” or “prefer -ing” to say what we prefer in general:
• I don’t like cities. I prefer to live in the country OR I prefer living in the country.
• I prefer this dress to the dress you were wearing yesterday.
• I prefer eating in to eating out.
Would prefer (I’d prefer...)
We use “would prefer” to say what somebody wants in a particular situation (not in general):
• “Would you prefer tea or coffee?” “Tea, please.”
We say “would prefer to do” (not “doing”):
• “Will we go by train?” “Well, I’d prefer to go by bus. (not “I’d prefer going”)
• I’d prefer to stay at home tonight rather than go to the movies.
Would rather (’d rather...)
“Would rather” (do) = “would prefer” (to do). After “would rather”, we use the infinitive without
to (bare infinitive).
I’d rather do something than (do) something else.
152

Unit 4 | Grammar Reference
Here's a list of the modal verbs in English:
can
would
Probability:
could
must
may
shall
might
should
will
ought to
They are used when we want to say how sure we are that something happened / is happening / will
happen. We often call these 'modals of deduction' or 'speculation' or 'certainty' or 'probability'.
• The dog's panting, so it must be very hot outside.
• Where is she? She could have missed the bus.
• This can't be right. $100 for two cups of tea!
Ability
We use 'can' and 'could' to talk about a skill or ability.
• I can speak three languages.
• She could swim when she was 4.
Obligation and Advice
We can use verbs such as 'must' or 'should' to say when something is necessary or unnecessary, or to
give advice.
• Children must do their chores.
• We have to wear a uniform at school.
• You should stop complaining.
Speculation
We use 'might' / 'could' (modal) + have + past participle to show that we are not 100% sure about what
happened. We are speculating about past events (guessing what we think happened). We then must
use have followed by a past participle verb. We use 'must' when we have a stronger opinion about
what happened.
• My dog could have destroyed the flowers.
• The rain and hail might have destroyed the flowers.
Need, require and want
These can be followed by the active or passive to-infinitives to express active or passive meanings,
respectively:
• I need to buy a new phone.
People need to be told the truth.
• My job requires me to handle many letters from abroad.
• It was obvious that he wanted to be invited.
But active gerunds after these verbs express passive meanings:
• Your car needs repairing. (It should be repaired.)
These problems require careful handling. (They should be handled carefully.)
Your windows need cleaning. (They should be cleaned.)
Grammar Reference 153

The Writing Process
PREWRITE
• Decide why you are writing and who
will read it.
• Choose a topic.
• Gather ideas.
• Organize your ideas.
1
6
PRESENT
2
DRAFT
• Share with your audience.
• Use your notes from prewriting.
• Get your ideas down on paper.
• Don’t worry about mistakes.
PUBLISH
• Choose a format.
• Neatly print or type a final draft.
• Add visuals.
5
3
REVISE
• Add details and ideas.
• Delete ideas that are off topic.
• Substitute more interesting words.
• Rearrange sentences or parts of sentences.
4
EDIT
• Check your spelling.
• Fix punctuation mistakes.
• Fix capitalization mistakes.
• Fix other grammar mistakes.
I C T
Adapted from http://mhschool.com/lead_21/grade5/ccslh_g5_wr_4_2a.html
154

Writing & Speaking Strategies
DEVELOPING PRODUCTIVE SKILLS – SPEAKING & WRITING
Developing productive skills requires the use and practice of different strategies. Here are some of these
strategies and techniques you can use in the classroom.
SPEAKING
We often think that being able to speak is the product or result of learning a language but in fact
speaking is a vital part of the learning process. In other words, by speaking and communicating in
English, students will learn English. It is even suggested that knowledge of the language, for example
grammatical structures is actually a by-product or consequence of communicative interaction.
There are a number of strategies and devices that we can teach to students that they can use to help
them improve their conversational and communicative ability and so enhance the learning process.
USING ADJACENCY PAIRS
These are simply exchanges composed of two utterances made by two speakers. The exchanges ‘match’
each other and the first exchange provokes the response. Many conversational actions are achieved
through established adjacency pairs. Look at these examples:
Greeting Greeting e.g. “Hi!” “Oh, hello.”
Question Answer e.g. “What’s your name?” “I’m Lety.”
Offer Acceptance / rejection e.g. “Would you like some tea?” “Yes,please.” / ”No, thank you.”
TURN-TAKING
Simply put, a ‘turn’ is the time when a speaker is talking and turn-taking is the ability to know and
recognize when to start and finish a turn in a conversation.
One of the ways a speaker signals that his / her turn is about to finish is by using a falling intonation at
the end of an utterance.
Example:
“So, I’ll see you on Saturday.”
ASKING FOR CLARIFICATION
During a conversation, when a speaker doesn’t understand something the other speaker has said, he /
she asks for the first speaker to clarify. There are various ways of doing this:
To repeat the word or phrase as a question. E.g. “Hovercraft?”
To ask the other person to explain. E.g. “What’s a hovercraft?” or “What do you mean, hovercraft?”
Show a lack of understanding. E.g. “What?” or “I don’t understand” or “Huh?”
Suggest a word you think has a similar meaning. E.g. “Hovercraft? Is that like a boat?”
INTERRUPTING
Sometimes it can be necessary to interrupt another speaker’s turn. A number of phrases can be learned
and used:
“Can I just say something?”
“Sorry to interrupt, but……”
“If I can interrupt you here….”
HOLDING THE FLOOR (Maintaining a turn)
Similarly, these phrases can be used to hold on to a turn and ask for the other person to wait.
“Just a second / moment.”
“Please let me just finish.”
“Hang on / Hold on.” (note: this is more informal)
These strategies can be taught to students, but In order for students to really develop their speaking and
conversational skills, it is essential that they have as much practice as possible. This means providing lots
of opportunities for speaking in class and encouraging students to interact and converse, not just with the
teacher but also with each other.
Supplementary Material & Resources 155

The English Regular Verb List
Verb
Past and Past
Participle
-ed
Pronunciation
Meaning
Verb
Past and Past
Participle
-ed
Pronunciation
Meaning
act acted id
declare declared d
add added id
delay delayed d
address addressed t
deliver delivered d
advertise advertised t
deny denied d
agree agreed d
die died d
amuse amused t
dress dressed t
annoy annoyed d
dropp dropped t
answer answered d
dry dried d
appear appeared d
engage engaged d
approach approached t
enjoy enjoyed d
arrange arranged d
explain explained d
arrest arrested id
express expressed t
arrive arrived d
fail failed d
ask asked t
file filed d
assist assisted id
fill filled d
attend attended id
finish finished t
balance balanced t
fire fired d
bark barked t
fix fixed t
behave behaved d
follow followed d
believe believed d
fry fried d
belong belonged d
gain gained d
bless blessed t
happen happened d
boil boiled d
help helped t
brush brushed t
hope hoped t
call called d
hurry hurried d
care cared d
imagine imagined d
carry carried d
iron ironed d
change changed d
judge judged d
charge charged d
kill killed d
check checked t
kiss kissed t
clean cleaned d
laugh laughged t
climb climbed d
like liked t
close closed t
look looked t
complete completed id
manage managed d
consist consisted id
mark marked t
cook cooked t
marry married d
count counted id
measure measured d
cover covered d
miss missed t
crash crashed t
move moved d
crawl crawled d
observe observed d
cross crosssed t
offer offered d
cry cried d
open opened d
dance danced t
order ordered d
156

The English Regular Verb List
Verb
Past and Past
Participle
park parked t
pass passed t
peform performed d
phone phoned d
pick picked t
plan planned d
play played d
please pleased d
polish polished t
pour poured d
practice practiced t
pray prayed d
prefer prefered d
prepare prepared d
promise promised t
pronounce pronounced t
pull pulled d
punish punished t
push pushed t
rain rained d
raise raised t
reach reached t
realice realized d
receive received d
refuse refused t
register registered d
remain remained d
remember remembered d
repair pepaired d
repeat repeated id
report reported id
request requested id
require required d
reserve reserved d
resolve resolved d
rest rested id
return returned d
save saved d
search searched t
serve served d
settle settled d
sign signed d
slip slipped t
-ed
Pronunciation
Meaning Verb Past and Past
Participle
smile smiled d
smoke smoked t
snow snowed d
spill spilled d
stay stayed d
stop stopped t
stretch stretched t
study studied d
suffer suffered d
swallow swallowed d
switch switched t
talk talked t
thank thanked t
touch touched t
train trained d
travel traveled d
try tried d
turn turned d
use used t
visit visited id
wait waited id
walk walked t
want wanted id
warn warned d
wash washed t
watch watched t
water watered d
wish wished t
work worked t
-ed
Pronunciation
Meaning
Supplementary Material & Resources 157

The English Irregular Verb List
Verb Simple Past Past Participle Meaning
awake awoke awoken
be was / were been
bear bore born / borne
beat beat beaten
become became become
begin began begun
behold beheld beheld
bend bent bent
bet bet bet
bring brought brought
broadcast
broadcast /
broadcasted
build built built
broadcast /
broadcasted
burn burnt / burned burnt / burned
burst burst burst
bust bust bust
buy bought bought
cast cast cast
catch caught caught
choose chose chosen
clap clapped / clapt clapped / clapt
cling clung clung
clothe clad / clothed clad / clothed
come came come
cost cost cost
creep crept crept
cut cut cut
dare dared / durst dared
deal dealt dealt
dig dug dug
dive dived / dove dived
do did done
draw drew drawn
dream dreamt / dreamed dreamt / dreamed
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fit fit / fitted fit / fitted
flee fled fled
fling flung flung
fly flew flown
Verb Simple Past Past Participle Meaning
forbid forbade / forbad forbidden
forecast
forecast /
forecasted
forecast /
forecasted
foresee foresaw foreseen
foretell foretold foretold
forget forgot forgotten
forgive forgave forgiven
forsake forsook forsaken
freeze froze frozen
get got got / gotten
give gave given
go went gone
grow grew grown
handwrite handwrote handwritten
hang hung / hanged hung / hanged
have had had
hear heard heard
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt
keep kept kept
kneel knelt / kneeled knelt / kneeled
knit knit / knitted knit / knitted
know knew known
learn learnt / learned learnt / learned
leave left left
lend lent lent
let let let
lie lay lain
158

The English Irregular Verb List
Verb Simple Past Past Participle Meaning Verb Simple Past Past Participle Meaning
light lit lit
speak spoke spoken
lose lost lost
speed sped / speeded sped / speeded
make made made
spell spelt / spelled spelt / spelled
mean meant meant
spend spent spent
meet met met
spread spread spread
melt melted molten / melted
spring sprang sprung
mislead misled misled
stand stood stood
mistake mistook mistaken
steal stole stolen
misunderstand misunderstood misunderstood
stick stuck stuck
pay paid paid
sting stung stung
preset preset preset
swept /
sweep
sweeped
prove proved proven / proved
swept / sweeped
put put put
swell swelled swollen
read read read
swim swam swum
rid rid / ridded rid / ridded
swing swung swung
ride rode ridden
take took taken
ring rang rung
teach taught taught
rise rose risen
tear tore torn
run ran run
tell told told
saw sawed sawn / sawed
think thought thought
say said said
throw threw thrown
see saw seen
understand understood understood
seek sought sought
undertake undertook undertaken
sell sold sold
wake woke woken
send sent sent
wear wore worn
set set set
withdraw withdrew withdrawn
sew sewed sewn / sewed
withhold withheld withheld
shake shook shaken
withstand withstood withstood
shave shaved shaven / shaved
wring wrung wrung
shear shore / sheared shorn / sheared
write wrote written
shed shed shed
shine shone shone
shoe shod shod
shoot shot shot
show showed shown
shut shut shut
sing sang sung
sink sank sunk
sit sat sat
slay slew slain
sleep slept slept
smell smelt / smelled smelt / smelled
sneak
sneaked /
snuck
sneaked / snuck
soothsay soothsaid soothsaid
sow sowed sown
Supplementary Material & Resources 159

American & British English
Comparison of American and British English Vocabulary
American
English
British
English
American
English
British
English
American
English
British
English
apartment
argument
baby carriage
band-aid®
bathroom
can
chopped beef
cookie
corn
diaper
elevator
eraser
flashlight
fries
gasoline / gas
guy
highway
flat
row
pram
plaster
toilet or loo
tin
minced beef
biscuit
maize
nappy
lift
rubber
torch
chips
petrol
chap
motorway
(car) hood
jello®
jelly
kerosene
lawyer
license plate
line
mail
motor home
movie theater
muffler
napkin
nothing
overpass
pacifier
pants
parking lot
bonnet
jelly
jam
paraffin
solicitor
number plate
queue
post
caravan
cinema
silencer
serviette
nought
flyover
dummy
trousers
car park
period
pharmacist
potato chips
rent
sausage
sidewalk
soccer
sweater
subway
trash can
truck
(car) trunk
vacation
vest
(car) windshield
ZIP code
full stop
chemist
crisps
hire
banger / sausage
pavement
football
jumper
underground /
tube
dustbin / bin
lorry
boot
holiday
waistcoat
windscreen
postal code
Understanding American English
• Use last names with people you do not know. Address people using their title (Mr., Ms., Dr.) and
their last names.
• It is important to use “Ms.” when addressing a woman. Only use “Mrs.” when the woman has asked
you to do so!
• Americans often prefer using first names, even when dealing with people in very different positions.
Americans will generally say, “Call me Jack,” and then expect you to remain on a first-name basis.
• In general, Americans prefer informal greetings and using first names or nicknames when speaking
with colleagues and acquaintances.
Some spelling differences between American and British English:
American
color
favorite
honor
catalog
center
theater
meter
check
program
British
colour
favourite
honour
catalogue
centre
theatre
metre
cheque
programme
Sparkling 3