4° medio globlal english

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Libro de inglés de 4° medios Chile

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4° medio globlal english

  1. 1. TEXTO DEL ESTUDIANTE Jolanta Polk Reyes EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN AÑO 2011
  2. 2. TEXTO DEL ESTUDIANTE Jolanta Polk Reyes Inglés
  3. 3. 2 Welcome to Global English 4º Medio. This book will be your guide, and hopefully your friend for the next school year. Enjoy it! There are two lessons in each unit, one based on a reading text, and one based on a listening text. They are divided into: BEFORE YOU READ / LISTEN WHILE YOU READ / LISTEN AFTER YOU READ / LISTEN The AFTER YOU READ section includes an APPLICATION TASK to help you to develop your writing skills and the AFTER YOU LISTEN section includes an APPLICATION TASK to help you to develop your speaking skills. Each unit has an additional part called JUST FOR FUN, which includes a specific CHILEAN CONNECTION. They are for you to enjoy and learn new things independently. GET TO KNOW YOUR BOOK Listening andspeakingactivities are recorded. Li sten to the CD with your teacher. Examine your book and answer these questions. 1. How many units are there? 2. What is there at the beginning of each unit? 3. How are the units divided? What sections can you find? 4. What are the titles of the units? 5. What can you find at the end of the book?
  4. 4. This section provides additional information on the main topic of the lesson or on some of the activities. Did you know that... 3 Examine the icons below. What do they mean? What kind of activity do they represent? READING The tasks will help you to develop strategies to improve your understanding of written texts. The tasks will help you to develop strategies to improve your understanding of spoken messages. American v/s British English This section will help you to notice differences between these two varieties of English. This is an additional tool to make learning more accessible and contents easier to understand. Learning tip LISTENING Suggested web resources to gather information on various topics or prepare for a presentation. They provide a good opportunity for independent work. This section will help you to get involved in your evaluation, guiding you to discover your strengths and weaknesses, and making you reflect on your involvement in the development of values. These attractive and entertaining activities will motivate you to study and put into practice what you are learning. These tests at the end of the units will help you to discover what you have learnt well and what you need to reinforce. Learning abilities You will be informed of which abilities you will develop through the different activities in each section of the lesson. Language Note Thissectionwillhelpyoutounderstand importantEnglishstructures. MINITEST Each lesson has a short evaluation activity that will allow you to analyse your performance. : Words whose meaning may be essential for your understanding of a text, but were not included among the key words have been highlighted in blue. The meaning for that particular context is given at the bottom of the page, in the form of a glossary. Highlighted words You can access the hypertext and do attractive interactive complementary activities. You can access the hypertext anywhere, anytime, and do the activities as many times as you want, at your own pace. HYPERTEXT: digital resources and activities
  5. 5. 4 PLAN OF THE BOOK UNIT 1 READING Love in Writing (love letters)...................10 - 11 WRITING Write a love letter...................13 LISTENING From the Heart (song)......................................15 SPEAKING Share love stories....................17 GRAMMAR The modal verb might ...........12 Intensifiers...............................16 TEST YOUR KNOWLEDGE........................22 UNIT 2 READING A Book and a Film (extracts from a book and from amagazine;aposter).......30 - 31 WRITING Write a film review.................33 LISTENING Dark Fantasy (interview)...............................35 SPEAKING Prepare and present an interview evaluating other performances..........................37 GRAMMAR -ing forms................................32 Gerunds...................................36 TEST YOUR KNOWLEDGE........................42 UNIT 3 READING Planet Saving Technology (brochure)...............................50 WRITING Write a brochure ....................53 LISTENING The Technology of Living Things (interview).................55 SPEAKING Discuss a scientific issue .........57 GRAMMAR The Subjunctive .............60 / 62 TEST YOUR KNOWLEDGE........................62
  6. 6. 5 UNIT 4 READING Urban Rhythms (magazine article)..........70 - 71 WRITING Write an article on a music or a painting style...................75 LISTENING Mobile Art (conversation).........................77 SPEAKING Discuss an art form ................81 GRAMMAR The Past Perfect..............72 / 79 TEST YOUR KNOWLEDGE........................86 UNIT 5 READING The Magic of DNA (article)...........................94 - 95 WRITING Write a scientific article ..........99 LISTENING Asking the Right Questions (conversation) ......................101 SPEAKING Discuss a scientific topic ......105 GRAMMAR Reporting verbs.......................97 Indirect questions.................103 TEST YOUR KNOWLEDGE .....................110 UNIT 6 READING Business Letters (business letters).......118 - 119 WRITING Write a business letter .........123 LISTENING Describing Jobs (conversations).....................125 SPEAKING Gather information about occupations...........................129 GRAMMAR Reporting verbs ....................121 Indirect questions.................127 TEST YOUR KNOWLEDGE .....................134
  7. 7. UNIT 1 6 In this unit you will learn to: READING: validate predictions through skimming / classify specific information. LISTENING: identify the tone of messages / identify stressed words / discriminate between correct and incorrect information. ORAL PRODUCTION: express personal attitudes / participate in guided dialogues / ask and answer questions. WRITTEN PRODUCTION: complete paragraphs / write a love letter. FUNCTIONS: express condition, interest, possibility, requests and suggestions. You will also learn: GRAMMAR: the modal verb might / intensifiers. VOCABULARY: words related to love and feelings. You will pay special attention to these values The importance of expressing our feelings. The acceptance of and respect for different opinions. You will use the following text types: READING: love letters. LISTENING: a news story / a song. HYPERTEXT: digital resources and activities
  8. 8. 7 LOVE HOW READY ARE YOU FOR THIS UNIT? Look at the pictures and answer these questions in your group, expressing your personal opinions. Use expressions such as: I think that … In my opinion … I believe that … It seems to me that … From my point of view … According to me… 2 pts. a. What are the people feeling? b. Why are they feeling like that? 1 In pairs ask each other five questions about the things you like, dislike, are fond of, hate and really love. Compare your opinions. 5 pts. Example: What kind of food do you really love? Classify the feelings in the box under the correct picture. 12 pts. Your score: 0 - 6: You should look up the words that you don’t know in the dictionary and share your answers with a classmate. 7 - 13: You know enough about feelings, but you could try to improve by sharing answers with your classmates. 14 - 19: Well done!You are ready to start and enjoy this unit; you could help the classmates who look confused. Negative:angry,annoyed,hateful,miserable,sad. Positive:cheerful,delighted,happy,joyful,loving,satisfied,wonderful. 3 2 · angry · annoyed · · delighted · happy · hateful · joyful · loving · miserable · sad · satisfied · wonderful cheerful :adj/happy,andshowingitbythewaythatyoubehave.Cheerful HYPERTEXT: digital resources and activities
  9. 9. 8 UNIT 1 LOVE IN WRITING READING Lesson 1 How would you finish a personal letter or a love letter? Choose the best options. a. Best wishes, Norma e. Love you and XXXX b. For ever yours, Fred f. Thinking of you c. Kind regards from Patrick g. Yours sincerely, Dr. B. Adams d. Lots of love, Julia h. Yours truly, Benjamin Jones 3 Did you know that... a quotation is a repetition or copy of the words of another person, usually showing the origin of the source? The sentences in Exercise 1 are all quotations. What do you notice about all of them? BEFORE YOU READ Talk about these quotations in your group. Which one(s) do you most agree / disagree with? Why? a. “In dreams and in love there are no impossibilities.” Janos Arnay b. “Take away love, and our earth is a tomb.” Robert Browning c. “Love is two souls with a single thought and two hearts that beat as one.” John Keats d. “Love is the discovery of ourselves in others.” Alexander Smith e. “To love is to suffer, and to avoid suffering one must love.” Woody Allen How do people usually express their romantic feelings? Exchange opinions in your group. Use the alternatives provided and your own ideas. a. Being jealous of other people. b. Dedicating love songs on the radio. c. Giving gifts: flowers, chocolates, rings, etc. d. Going out to candle-lit dinners and dancing to romantic music. e. Holding hands. f. Making a blog dedicated to the loved one. g. Not letting the loved one spend time with other people. h. Sending love notes and using romantic words. 2 1 1 2 3 4 5 1. Toexpressopinions. 2. Tomatchinformationand visuals. 3. Toexpresspersonalattitudes. 4. Tofindmeaningofwords/to makepredictions. Learning abilities
  10. 10. 9LOVE Study the words in this web and identify the ones you know. Check the meaning of the other words in a dictionary. Which of them would you expect to find in a love letter? 4 WHILE YOU READ Read the letters on pages 10 and 11 and check your predictions in Exercise 4. Which expressions from Exercise 3 were used to finish the letters? Read the letters again and write which of them (I, II, III, or IV) has these characteristics. a. __________ is romantic and optimistic. b. __________ has historical value. c. __________ talks about hidden feelings. d. __________ is written by a Chilean teenager to his foreign friend. e. __________ uses sophisticated words. These chunks (a. – d.) have been removed from the four love letters. Put them back in the correct places (i. – iv.). a. I’d like you to love me but if not, do you think we might at least be friends? b. in perfume, in harmonious sound: all of these mean you to me, all of these I see and admire. c. And at other times, you might be doing more important things but you choose to sit with me. d. We might go to the Lake District and cruise the lakes, camp on the beach and watch the stars in the evening Here is a summary of one of the letters. Which letter (I – IV) does it correspond to? The writer doesn’t know how to express his / her feelings, he / she cannot find the right words, but he / she knows he / she is in love. He / She hopes that if the other person doesn’t love him / her, he / she will want to be his / her friend. 9 8 7 6 5 Love Adjectives Eager Glad Kind Romantic Sensitive Beauty Date Heart Novel Jealousy Admire Feel Miss Share Nouns Verbs Cuddle :verb/toholdsb/sthcloseinyourarmstoshowloveoraffection.Cuddle 5. Tovalidatepredictions. 6. Tofindspecificinformation. 7. Toidentifythetoneof messages. 8. Tolocatespecificinformation. 9. Tomatchinformation. Learning abilities
  11. 11. 10 UNIT 1 I love you! Tammy Carter My beloved Tammy, I love you! Just writing the words puts a smile on my face. I love you because you are kind, tender and thoughtful, and because you are my best friend. I know that sometimes you might want to do other things but you prefer to be close to me. (i.) ________________________________________________________________________________ in front of the fire and cuddle as we watch TV. I love being near you and walking with you on a rainy day. And there are times you might want to have steak in a fancy restaurant, but you decide to hold hands with me over a hamburger and chips. I love you because you listen to me as I share with you my small triumphs or the problems of the day. I love you because in difficult times you hear me out – there’re times when you might not agree with me, but you listen and try to understand. And I love you for what you are. For ever yours, Tim humble I II Dear Chris, I &am &writing &this &letter &to &let &you &know&that I’m &really &fond &of &you. Unfortunately,&you &just &don’t &know &it. Sometimes I &would&like &to &shout &it &to &the &winds &but I’m &scared.Who &knows &what &your &answer &might &be? My &lips &are &closed, &my &heart &is &silent &and&the &words I &want &to &say &just won’&t &come&out. I &want &to &open &up and &tell you &how I&feel, &but I guess I’m &too &scared &because I’m&afraid &you &might &reject &me. What &do I &expect? I’m &not &sure. (&ii.)____________________ ______________________ ______________________ Thinking &of &you, Jenny :adj/showingyoudonotthinkthatyouareasimportantasotherpeople.Humble
  12. 12. 11LOVE Adapted from: My Beloved Toto, letters from Juliette Drouet to Victor Hugo, published by State University of New York Press, Albany. Equipo Editorial. Beloved Victor, If I were clever I might describe how you, afamous writer, unite in yourself the beauties ofform and song! I might tell you that you are the greatestmarvel of all ages, and I would only be speakingthe simple truth. I love you, my Victor; I cannot repeat it toooften; I can never express it as much as I feel it. I recognise you in all the beauty that surroundsme in form, in colour, (iii.) ______________________________________________________ – and you are all! You are not only the solar spectrum with theseven luminous colours, but the sun itself thatilluminates, warms and revives! This is what youare, and I am the woman that adores you. Juliette III IV My &dearest Susan, How &long &has &it &been &since I &last &saw &you? I &will &tell &you: &it’s &been &one &month &three &days &and 8 &long, &long &hours &since &we &last &walked &by &the Calle Calle River &holding &hands &and &looking &at &the &reflection &of &the &moon &on &the &water. And &then &we &took &the &little &boat &to &the Huapi Island &where &we &thought &that &if &we &tried &hard &enough &we &might &stop &time &for &ever &and &never &return &to &reality. But &you &had &to &go &and &now I &miss &you &very &much, &counting &the &days &till I &see &you &again. And &when &you &do &come &back, what &will &we &do &together? (&iv.) ________________ American v/s British English recognize recognise/ recognize HYPERTEXT: digital resources and activities ______________________________________ ______________________________________ ________. Or &we might &climb &volcanoes &and &cross &cold &mountain &rivers. But whatever we &do, &we &will &do &it &together - &you &and I. Might I &ask &you &to &come &back &really &soon? I &hate &being &without &you, I &miss &you &and &think of &you &all &the &time. Your &forever &romantic Carlos
  13. 13. 12 UNIT 1 Language Note 1. What do these sentences from the letters you read have in common? a. I’m afraid you might reject me. b. If we tried hard enough we might stop time for ever. c. Might I ask you to come back really soon? d. We might go to the Lake District and cruise the lakes. 2. Which sentence expresses the following? a. A condition. b. A possibility. c. A request. d. A suggestion. 3. Study these other examples. a. She might be in another class. b. Might I go with you? c. If I had time I might help you. d. When you are in London you might visit the London Eye. The modal verb might can be used to express all four options, but it is most commonly used to express possibility and condition. 4. There are nine more sentences with might in the letters. Copy them into your notebook and identify what they express: a condition, a possibility, a request or a suggestion. The modal verb might AFTER YOU READ Classify the adjectives in the box as positive or negative. Use some of them to describe letters III and IV, sharing and comparing answers in your group. 10 Match the sentences in column A in the chart with what they express in column B. Answer these questions using what you learnt in the Language Note and your own ideas. a. What might you do at the weekend if you don’t have any homework? b. Where might you buy roses in the middle of winter? c. If someone asked you to be his / her pen friend, what might your answer be? a suggestion 12 B She might miss the train if she comes late. A Excuse me, might you speak a little louder please? We might stay at home and watch a film if you want. If the plants don’t get enough water they might die. The teacher said it was optional - we might read it if we want to. a condition a possibility a request 11 American v/s British English pen pal pen friend :adj/givingpleasure.Enjoyable · abusive · boring · confusing · dramatic · embarrassing · · fascinating · funny · gentle · honest · insensitive · interesting · ironic · joyful · kind · loving · mad · nasty · optimistic · passionate · pessimistic · pleasant · romantic · sad · sensitive · silly enjoyable 10. Toclassifywords. 11. Toconsolidateagrammar point. 12. Toreinforceagrammarpoint. 13. Toevaluatelearning. 14. Tomatchinformation./To imitateaspokenmodel. 15. Towriteatext. 16. Torelatecontenttopersonal experiences. Learning abilities HYPERTEXT: digital resources and activities
  14. 14. a. Read letters III and IV again and answer these questions in your group. i. What do the letters tell you about the people who wrote them? ii. What does the vocabulary the writers use tell you about their background, education, the times they live or lived in? iii. Have you ever written a love letter or note? Why? iv. What was the result? b. In your group, write down a few ideas that can help you with your task: to write a love letter! i. A list of words that you can normally find in a love letter ii. Different beginnings and endings. c. Work individually now and choose the style of a love letter that best suits you – optimistic, sophisticated, sad, etc. d. Write a love letter (maximum 90 words) to a real or imaginary person using the ideas you wrote down, the format and the vocabulary in the letters you read. e. Apart from your own words you can also use quotations from Exercise 1 or others you can find on the Internet. f. Check your spelling and grammar. g. Exchange letters with somebody in your group. h. Follow the points suggested to evaluate your letter. Say Yes or No. APPLICATIONTASK –WRITING15 13LOVE 0 to2REVISE AGAIN 3 to5GOOD JOB! 6 to8EXCELLENT! • I discussed the purpose of letter writing in my group. • I followed the indicated steps. • I used words, structures and ideas from the lesson. • My letter follows a coherent sequence. • I checked my writing for grammar errors and spelling mistakes. MINITEST Write one sentence for each situation. 8 pts. a. Your foreign friend is visiting your area and asks you to suggest a place to visit. b. You want to borrow your sister’s / brother’s brand new T-shirt. c. You want to ask your mother if she knows where your favourite jeans are. d. Your cousin wants to know what food to buy for his / her birthday party. 13 Answer and discuss these questions in your group. a. What have you learnt about quotations? Where / When can we use them? b. Which do you prefer, writing or speaking when love is the main issue? c. How would you help a friend who is suffering because of love? d. In the case of a married couple having serious problems, do you think separation is a solution? 16 Match the questions (a. – c.) and answers (d. – f.) to form dialogues. Check with the recording and then role play them in front of the class. a. If you organise a party, who might you invite? b. So, what do you think we might cook tonight? c. Where might we find Philip? d. How about some fish and chips? e. I’m not sure - you might try his home address or his office. f. In my opinion, we should ask everybody in the class. 1014 American v/s British English French fries chips HYPERTEXT: digital resources and activities
  15. 15. 14 UNIT 1 FROM THE HEART LISTENING Lesson 2 BEFORE YOU LISTEN Look at the cartoon and match the bubbles (a. – c.) with the corresponding picture (1 – 3). 1 Did you know that... accent is connected with the way we pronounce words? That is why people from the same country speaking the same language may have a different accent, depending on where they live. Stress is related to which part of a word or a sentence we emphasise. It means that we do not say all the syllables or words with the same force, but say some more loudly than the others. American v/s British English subway underground, tube 321 We might be a little late, but it’s so wonderful to be together! I hope she’s not too angry! These flowers might help! Terribly late as usual! I might as well go home. ba c Listen and read these pairs of dialogues. Which one in each pair do you think is more intense? Why? a. i. Adam: I love you. Theresa: I love you too. ii. Adam: I love you so much. Theresa: I love you very much too! b. i. George: I’m fond of dancing and singing. Lilly: I love dancing too. ii. George: I am quite fond of dancing and singing. Lilly: I absolutely love dancing! You are going to listen to a news story called“Underground love”. What do you think it might be about? Choose one alternative. a. Prohibited love b. Love between a miner and his girlfriend c. Love on the subway 3 112 1. Tomatchinformationand visuals. 2. Toidentifytoneofmessage. 3. Tomakepredictions. Learning abilities
  16. 16. 15LOVE WHILE YOU LISTEN Listen to the news story and check your prediction in Exercise 3. Listen to the news story again and mark the specially stressed words in these sentences. a. We have a real life romantic story. b. He developed the very popular Web site. c. He described her really well. d. What better illustration of this unusual love affair? Listen to the news story again. Which statements are true (T), which are false (F) and which are not mentioned (NM)? a. ______ Patrick Moberg is 28 years old. b. ______ Camille, his mystery girl, is a journalist in New York. c. ______ To find his dream girl Patrick developed a blog. d. ______ He did not approach Camille on the train because he was shy. Listen to the song in the programme and choose the correct alternative. a. My life’s so / . b. She / at me on the subway. c. And I don’t think I might / her again. d. But it’s time to face the / . e. I will / be with you. Listen to the song once more and choose the best description. a. Angry and pessimistic. b. Cheerful and romantic. c. Sad and romantic. AFTER YOU LISTEN Re-write these sentences using might.9 8 126 alwaysnever 12 12 12 12 truthend seemeet smiledlooked excitingbrilliant 7 5 4 Patrick and Camille _____________________ _____________________ _____________________ might marry. _____________________ _____________________ _____________________ Example: It is posible that Patrick and Camille will marry. a. I suggest you invite Patrick and Camille to visit Neruda’s house. b. Maybe Patrick will take Camille to the cinema. c. It is possible that Patrick and Camille will travel to Paris. 4. Tovalidatepredictions. 5. Toidentifystressedword. 6. Todiscrimínatebetween correctandincorrect information. 7. Todiscriminatebetween correctandincorrect information. 8. Toidentifytoneofmessage. Learning abilities HYPERTEXT: digital resources and activities
  17. 17. Language Note 1. Read these sentences from the news story. a. We totally clicked. b. They actually had so much to talk about. c. I am quite sure. d. I was terribly nervous. 2. Compare them with these sentences: a. We clicked. b. They actually had much to talk about. c. I am sure. d. I was nervous. 3. Study the sentences in Point 1. What do the underlined words do? a. They make the meaning more intense. b. They make the meaning more general. c. They make the meaning more understandable. The answer is a. The underlined words are intensifiers; they enhance the words that follow them. 4. Read some more examples. a. My dad told me an incredibly sad love story. b. It is surprisingly hot. c. You are absolutely right. 5. Listen to the first stanza of the song again and copy three more sentences that contain intensifiers. Intensifiers 16 UNIT 1 Complete these dialogues using different intensifiers. a. A: You’re late again! I’ve been waiting for half an hour. B: ______________________________________ sorry. b. A: How did your mother feel when you showed her the test? B: ______________________________________ upset. c. A: I can help you to study for the physics test. B: ______________________________________ much. d. A: What do you think of the new television programme? B: ___________________________________ interesting. 11 The words below appeared in the listening text. Use them to write four sentences. The pictures on the left can help you. a. ____________________________________________________________. b. ____________________________________________________________. c. ____________________________________________________________. d. ____________________________________________________________. crowded headline sketch subway 10 1 2 3 4 HYPERTEXT: digital resources and activities
  18. 18. You are going to share love stories with your classmates. a. Work in groups of four or five students and answer these questions about the love story you heard in the recording. i. What are your opinions of the two protagonists? ii. How would you behave in a similar situation? iii. Would you be embarrassed to go on national TV or radio to find the person you love? b. Work individually and write down a few lines about a love story you know. It can be about your parents, yourself or someone you know. Use these questions as guidelines. i. What are the names of the protagonists? ii. When / Where did the story take place? iii. What is special about this love story? iv. How did it end? c. Use the ideas you wrote and tell the story to the rest of the group. d. Answer the group’s questions providing extra information. e. Choose the most romantic or the most unusual story, and appoint a story-teller in your group. Help him / her to practise telling the story. f. Exchange stories with another group. g. Use these ideas to evaluate your performance. Say Yes or No. APPLICATIONTASK – SPEAKING14 • I participated in the discussion respecting my classmates’opinions. • I wrote my ideas and used them to present my story. • We corrected each other’s pronunciation. • We used words, structures and ideas from the lesson. 17LOVE 0 to1REVISE AGAIN 2 to4GOOD JOB! 5 to6EXCELLENT! Listen to the recording and check your answers in Exercise 11. Practise and then role play the dialogues for your classmates. MINITEST Choose six places in this story to use the intensifiers in the box. 6 pts. This happened a month ago. The day was hot and I wanted a drink. I looked around and saw a little kiosk with soft drinks and ice-cream but it was crowded, I decided to look somewhere else. Then a boy standing right in front of the kiosk waved to me. He was cute! He had a bottle of orange crush in his hand and he was offering it to me. I was impressed. Now, a month later, we are dating! I still think he is fabulous. 1312 · absolutely · quite · really · terribly · so · very 13 Answer and discuss these questions in your group. a. What do you think of making a blog dedicated to the person you love? b. What would be the perfect words to say to someone that you are deeply in love with? c. Would you show respect or make fun if you received an anonymous love letter? 15 9. Toreinforceagrammarpoint. 10. Toconsolidatevocabulary. 11. Toconsolidateagrammar point. 12. Toimitateaspokenmodel. 13. Toevaluatelearning. 14. Tocreateanewtext. 15. Toreflectonthecontentsof thelessonandrelatethemto personalexperiences. Learning abilities HYPERTEXT: digital resources and activities
  19. 19. Dear Gloria, Thanks so much for offering to look after my pets while I’m in Brazil. There are three of them: Spike, the dog , Winnie, the cat and Bella, the parrot . Each of them is (a.) a character and needs special attention. Please see the indications below for their care. Spike is (b.) of eating socks so please make sure that there are none lying around. Winnie (c.) hates the darkness so make sure that you leave the lights on when you leave. Bella (d.) loves fresh seeds and water so give her a fresh portion every morning. Spike and Winnie are (e.) good friends that they are always taken for a walk together. And finally, because Bella is (f.) small, make sure that the windows are always closed so she cannot get out. Once again thank you for offering to help. See you after I’m back from my holiday. Love Helen fond 18 UNIT 1 CONSOLIDATION ACTIVITIES Helen is asking her friend Gloria to look after her pets while she is away on holiday. Fill in the gaps in her note with the intensifiers in the box. · absolutely · quite · really · such · terribly · very 1 :adj/ofdoingsth,findingsthpleasantorenjoyable,especiallysthyouhavelikedorenjoyedforalongtime.Fond HYPERTEXT: digital resources and activities
  20. 20. 19LOVE Now that Helen has left her pets in goods hands, she is planning her holiday activities. Look at the page from her diary and see what activities she might do. Write the sentences in your notebook. 2 Monday Arrival, unpack, phone Gloria Tuesday Visit Christ the Redeemer or Sugarloaf Wednesay Go to Ipanema or Copacabana beach Thursday Visit the botanical gardens or the national park Friday Take a bus to Florianopolis or to Buzios Saturday A boat ride or hang gliding Sunday Flight back and arrival home 17 16 15 14 13 12 11 a. Well, I worked awfully hard this summer, and I absolutely must have it. b. Mum is going to get quite with you for spending so much. c. It’s really fantastic, don’t you think? d. And it’s outrageously expensive too! mad 1 2 3 4 :adj/veryangry.Mad Read the sentences below (a. – d.) and put them in the right order, following the cartoon (1 – 4). Practise and role play the dialogue with a partner. 3 HYPERTEXT: digital resources and activities
  21. 21. JUST FOR FUN 20 UNIT 1 321 654 87 Who are these famous love couples? Match the names (a. – h.) with the pictures (1 – 8). a. Adam & Eve e. Homer & Marge Simpson b. Barbie & Ken f. John Smith & Pocahontas c. Bella Swan & Edward Cullen g. Pablo Neruda & Matilde Urrutia d. Frida Khalo & Diego Rivera h. Romeo & Juliet 1 Which person in the couples in the pictures (1 – 8) could have said these statements? a. “I am scared to tell you who I am. My name, dear boy, is hateful to myself, because it’s an enemy to you.” b. “I love you without knowing how, or when, or from where, I love you simply, without problems or pride: I love you in this way because I don’t know any other way of loving”. c. “Is that what you dream about…being a monster?”“Not exactly, mostly I dream about being with you forever.” d. “Just a little bite of the apple to show me how much you love me!” e. “Remember, my love - as far as anyone in Springfield knows, we’re a nice normal family.” 2
  22. 22. Commandment 1: ___________ accept change and support growth in yourself and your partner. Commandment 2: ___________ call your partner 20 times a day or follow him / her to all his / her activities. Commandment 3: ___________ give 100% of yourself. Commandment 4: ___________ listen to your partner. Commandment 5: ___________ nag and bother your partner with your problems all the time. Commandment 6: ___________ often remind your loved one how much you care about him / her. Commandment 7: ___________ remember important dates and anniversaries. Commandment 8: ___________ remember that you partner is a separate individual with his / her own likes and dislikes. Commandment 9: ___________ share love, problems, work, and play. Commandment 10: ___________ treat your partner with jealously and suspicion. Ten Commandments of Love Adapted from: www.romancestuck.com CHILEAN CONNECTION Teresa Wilms Montt was born in Viña del Mar in 1893. As a young woman, Montt was sent to a convent as punishment for falling in love with a man while being married. There, she wrote her first literary work, “Diario Intimo”, where she talked about her life, her love and her passion for a different, more liberal life. In 1916, helped by the Chilean poet Vicente Huidobro, she escaped from the convent and moved first to Buenos Aires and then to Paris. She died in 1921, when she was only 28. In the 19th and early 20th centuries, many talented Chilean women writers were censured by a society that mistrusted women who engaged in intellectual pursuits. In most cases, their works were lost forever after their deaths, and their names were omitted from literary annals. Today, Teresa Wilms’ works can be found in old book stores. Her life and romantic love and her willingness to sacrifice everything for it became the subject of a Chilean film called “Teresa”. Directed by Tatiana Gaviola and starring Francisca Lewin, the film made Teresa Wilms national news again. Adapted from: Teresa Wilms Montt: A forgotten legend. Original Research Article, Women's Studies International Forum, Volume 13, Issue 3, 1990, Pages 195 - 199 by Marjorie Agosin. Complete these 10 Commandments of Love with You should or You shouldn’t.3 21LOVE
  23. 23. 22 UNIT 1 THREE LOVE LETTERSREADING TEST YOUR KNOWLEDGE Dear Krissy, I sit here in sorrow, wishing I could hold you. I’ve realised that I’ve tried to replace you over and over since I made (ii.) ______ ___________, but no one can make me laugh and smile like you do. You are the only one that ever made me so happy; no one could ever take your place. I feel as if my soul has stolen my heart and left me to cry myself to sleep each and every night with guilt in my heart of how I hurt you. I guess you just don’t realise what you have until it’s gone; I was so stupid to leave you! I know sorry is just a word, but for what it’s worth I am very, very sorry and I ask you to please forgive me! Love forever Brian II Adapted from: http://www.poemslovers.com/love_letters/thank_you/letters/173.html http://www.poemslovers.com/love_letters/i_am_sorry/letters/177.html http://www.poemslovers.com/love_letters/confessions_of_love/letters/36.html Read the three letters. What type of letter is each one? 3 pts. a. A letter of apology. b. A love confession. c. A thank you letter. Read the letters again and find the answers to these questions. 6 pts. a. Why does Jessica cry sometimes? b. Why does Brian cry at night? c. Does Marco love Simona? These chunks (a. – c.) have been removed from the letters. Put them back in the correct places (i. – iii.). 3 pts. a. the foolish decision to leave you b. really good friends, and I don’t want to ruin c. you make me feel like I can touch the sky 3 2 1 Dear Brad, I &know we’ve &been &busy &lately with &school, &tests and what not. I wanted &to &send you &this &letter &to &let you &know &that I’m &thinking of you and &love you very much. I’m very &lucky &to &have &such a wonderful &boyfriend and I wanted &to &say &thank you &for changing my &life. You make my &life complete and (&i.) ________________________________ ___ a million &times. You make me &laugh and &sometimes &so &hard I cry. For all of &that, I want &to &say &thank you. I can’t wait &until our work &schedules change &and we can &spend more &time &together. Love always, Jessica I Dear Marco, We can never &be &together. Why? Because we are &just &friends, (&iii.) ____________________ _____________________ &that. You &said &that &being with me was very &special &for you and &that you &really &respect our &friendship. I &love you and &if you have not &seen &that &by now &then you are &blind. You make my &life worth &living. Maybe &this &letter &is all I need &to &put you &behind me - I doubt &it, &though. You will &be &in my &heart &forever, Marco, &even &if &it &is &just as &friends. Simona III
  24. 24. 23LOVE LOVE REUNITEDLISTENING LANGUAGE Listen to the recording.What kind of programme is it? 1 pt. a. A news programme b. A game programme. c. An interview. What is the general topic of the recording? 1 pt. a. How a missing letter brought two lovers back together. b. The reason two foreigners decided to marry in London. c. Why two lovers stopped loving each other. Listen again and identify the word you hear. 10 pts. a. Steve Smith and Carmen Ruiz-Perez, both now / , fell in love / years ago. b. Their relationship / after she moved to / . c. Smith sent a letter to her / home in / . d. When he / the phone she knew it was the / decision. e. Within / seconds of setting eyes on each other they were / . 14 14 14 parents’ mother’s kissingembracing 4030 picked upanswered SpainFrance SpainFrance 1716 wrongright startedended 4442 4 5 6 Match the sentences in column A in the chart with what they express in column B. 5 pts. Use a different intensifier to fill in the blanks in each of these sentences (a. - d.) according to the pictures (1 – 4). 4 pts. a. Philip’s baby daughter Flo is ______ cute! b. That dessert looks ______ delicious. Yummy! c. Pablo and Gonzalo are ______ good friends. d. Thank you. These flowers are ______ beautiful. 8 A suggestion A possibility A request A B What time might it be? I’m not sure. It might be around 5 p.m She might miss the plane if she does not hurry. Where might we go at the weekend? Whatever you prefer - you might have salad or pasta. Might I take this chair if you are not using it? A condition 7 1 3 2 4
  25. 25. 24 UNIT 1 SPEAKING A new classmate, Jerome is asking for suggestions. Answer his questions using sentences with might. Role play your dialogue in front of your classmates. 10 pts. Jerome:So where do you think I could have my lunch? You: ________________________________. Jerome:Which of our classmates should I talk to if I need help? You: ________________________________. Jerome:And what can you suggest for after school activities? You: ________________________________. Jerome:Who do you think I should call if I want more information? You: ________________________________. Jerome:What do I have to do to join a club or the library? You: ________________________________. 9 Complete this letter expressing your feelings (maximum 90 words). Pay attention to vocabulary, spelling and grammar, and don’t forget to use appropriate intensifiers. 10 pts. Dear ________________, It’s been ten long months since we were last together. This time ________________________ ________________________________________ _______________________________________. I know we can ___________________________ ____________________, but it’s not the same as ________________________________________ _______________________________________. When you come back _____________________ ________________________ and we will never ________________________________________ _______________________________________. Please, _________________________________ _______________________________________. All my love, ______________________. 10 WRITING HYPERTEXT: digital resources and activities
  26. 26. 25LOVE YOUR TEST RESULTS Reading You are expected to be able to identify and understand key facts and details. Your score 10 to 12 Excellent I grasped all the main ideas and answered most questions correctly. 6 to 9 Good I grasped the majority of the main ideas and answered most questions correctly. 3 to 5 Not too bad I grasped some of the main ideas and answered some of the questions correctly. 0 to 2 Unsatisfactory I deduced some of the main ideas and answered just a few of the questions correctly. Listening You are expected to be able to identify and understand key facts and details. Your score 10 to 12 Excellent I identified almost all general and specific information correctly. 6 to 9 Good I identified most general and specific information correctly. 3 to 5 Not too bad I identified some of the general and specific information. 0 to 2 Unsatisfactory I deduced just a few bits of the general and specific information. Speaking You are expected to be able to complete and participate in a guided dialogue. Your score 8 to 10 Excellent Good pronunciation and no hesitation. 5 to 7 Good Good pronunciation and a minimum of hesitation. 3 to 4 Not too bad Some pronunciation mistakes and with hesitation. 0 to 2 Unsatisfactory A lot of pronunciation mistakes and a lot of hesitation. Writing You are expected to complete a letter using alternatives and your own ideas to start and finish. Your score 8 to 10 Excellent I included all the right alternatives and my own ideas. 5 to 7 Good I included two of the right alternatives and my own ideas. 3 to 4 Not too bad I included one of the right alternatives and one of my own ideas. 0 to 2 Unsatisfactory I included none of the right alternatives and none of my own ideas. Language You are expected to apply and identify two language items. Your score 7 to 9 Excellent I understood and applied the language items in all cases. 4 to 6 Good I understood and applied the language items in most cases. 2 to 3 Not too bad I understood and applied the language items in some cases. 0 to 1 Unsatisfactory I deduced and applied the language items in very few cases. YOUR GENERAL PERFORMANCE In this unit Always Sometimes Never I grasped the main ideas of the texts. I used different strategies to help me to understand. I made myself understood even if I made some mistakes. I interacted with other students to do the exercises. I expressed my point of view appropriately. SELF - EVALUATION
  27. 27. UNIT 2 26 In this unit you will learn to: READING: identify type of text / find general and supporting information. LISTENING: find the meaning of key words / transfer relevant information to a visual organiser / identify speaker. ORAL PRODUCTION: ask and answer questions / role play a dialogue following a model. WRITTEN PRODUCTION: complete paragraphs / write a film review. FUNCTIONS: express possibility, certainty and doubt / express opinions / ask and answer questions. You will also learn: GRAMMAR: -ing forms: gerunds and present participles. VOCABULARY: words related to books and films. You will pay special attention to these values The importance of expressing our personal opinions about films and books. The acceptance of and respect for different opinions. You will use the following text types: READING: extracts from a book and a magazine / a poster. LISTENING: an interview. HYPERTEXT: digital resources and activities
  28. 28. 27 HOW READY ARE YOU FOR THIS UNIT? Which of the following films are based on books? Use the expressions in the box to introduce your answers. 6 pts. · I am sure · I believe · I am not quite sure · I am quite certain · I am not certain · _____ certainly is… · I think 1 What are the similarities and differences between books and films? Classify the statements below (a. – i.) in a Venn diagram. 9 pts. a. They are reasonably priced. b. They entertain us. c. We can enjoy them at home. d. We can enjoy them on a beach. e. We can enjoy them on a plane. f. We can enjoy them when we are in a group. g. We need a long time to finish them. h. We need a printed text. i. We need special equipment to enjoy them. Match the words in the box with the definitions below (a. – f.). 6 pts. a. A fictional work of prose that is shorter in length than a novel. b. A love affair or a story about one. c. A piece of writing performed by actors in a theatre or on television or radio. d. A series of moving pictures recorded with sound, that tells a story, and is shown on television or at the cinema. e. A story long enough to fill a complete book, in which the characters and events are usually imaginary. f. The written text of a play, film, broadcast, talk, etc. Your score: 0 - 6: You should look up the words that you don’t know in the dictionary and share information with a classmate. 7 - 13:You know enough about literature and films, but you could try to improve by sharing answers with your classmates. 14 - 21:You are ready to start and enjoy this unit; perhaps you could help the classmates who look confused. 1.2,3,4and6.2.Books:d.,g.,andh.Films:a.,f.,andi.Both:b.,c.ande.3.a.Shortstory.b.Romance.c.Play.d.Film.e.Novel.f.Script. · film · novel · play · romance · script · short story 3 2 1 2 3 4 5 6 LITERATURE AND FILMS Books Both Films HYPERTEXT: digital resources and activities
  29. 29. 28 UNIT 2 A BOOK AND A FILM READING Lesson 1 BEFORE YOU READ Match the names of the authors in the box with their books in the pictures (1–6). · Isabel Allende · Roberto Bolaño · María Luisa Bombal · José Donoso · Baldomero Lillo · Pablo Neruda 1 American v/s British English movie film 1 2 3 4 5 6 Have a look at the texts you are going to read on pages 30 – 31. Which one is a film review, which one a poster and which one a part of a book? Justify your choices. The words in the box are from the texts you are going to read. Match them with their definitions (a. – h.) and then check with a dictionary. a. Sadness that you feel and show because somebody has died. b. The form or structure of a person or animal’s body. c. The way in which somebody holds and moves their head and body. d. To denote, to indicate, to show. e. To do something to reduce or prevent the bad effects of something. f. To keep a permanent account of facts or events by writing them down. g. To succeed in dealing with or controlling a problem. h. Very unpleasant or evil. What kind of information about a film do you think you can find in a film poster? a. Information about the actors. d. Who the director is. b. The the film was made. e. Where the film was shot. c. How much the cinema ticket costs. f. Who wrote the screenplay. date 2 · bespeak · carriage · counteract · despicable · frame · mourning · overcome · record (v.) 3 4 :noun/aparticulardayofthemonth,sometimesinaparticularyear,giveninnumbersandwords.Date 1. To match information and visuals. 2. To identify type of text. 3. To identify meaning of key words. 4. To make predictions. Learning abilities
  30. 30. a. Place ______________________ Event map 29LITERATURE AND FILMS WHILE YOU READ Read the poster and check your predictions in Exercise 4. Indicate in which text you can find the required information (a. – f.). Sometimes more than one answer is possible. Read Text II again. What’s the film critic’s opinion of items a. - g.? Choose from the options in the box. a. Isabel Allende. e. The first story in the film. b. The acting. f. The film adaptation. c. The book“The House of the Spirits”. g. The second story in the film. d. The first half of the film. Read the film review and the plot description that appears in the poster. Tick the correct statements. a. The review expresses the writer’s personal opinion. b. The plot description is a summary of the film. c. The plot description provides lots of details. d. The review compares the original book with the film. e. The plot description is more convincing. f. The review discusses both the characters and the actors who play them. Read the plot of “The House of the Spirits” that appears in texts II and III again and complete this event map. 9 5 8 · Excellent · Fabulous · Fairly good · Great · Less convincing · More interesting · One of the best 7 6 I II III a. A detailed description of Barrabas b. Information about Clara, one of the protagonists c. The author of the book e. The genre of the movie f. Where filming took place d. The film cast 5. Tovalidatepredictions. 6. Tofindgeneralandsupporting information. 7. Tomatchinformation. 8. Tointerpretinformation./To discriminatebetweencorrect andincorrectinformation. 9. Tosynthesiseinformationand transferittoagraphic organiser. Learning abilities b. Time ______________________ c. Characters _____________________ _____________________ _____________________ d. Brief summary of story. _____________________ _____________________ _____________________ e. End _____________________ _____________________ _____________________ :noun/allthepeoplewhoactinaplayorfilm.Cast HYPERTEXT: digital resources and activities
  31. 31. 30 UNIT 2 Chapter one Rosa the Beautiful Barrabás came to us by sea, the child Clara wrote in her delicate calligraphy. She was already in the habit of writing down important matters, and afterwards, when she was mute, recording trivialities became very important. She never suspected that fifty years later I would use her notebooks to reclaim the past and overcome terrors of my own. Barrabás arrived on a Holy Thursday. He was in a despicable cage, dirty with his own excrement and urine, and had the lost look of a defenceless prisoner; but the regal carriage of his head and the size of his frame bespoke the legendary giant he would become. It was a bland, autumnal day that gave no hint of the events that the child would record, which took place during the noon mass in the parish of San Sebastian, with her whole family in attendance. As a sign of mourning, the statues of the saints were covered in purple robes that the pious ladies of the congregation unpacked and dusted off once a year from a cupboard in the sacristy. Beneath these funereal sheets the celestial retinue resembled nothing so much as a roomful of furniture awaiting movers, an impression that the candles, the incense, and the soft moans of the organ were powerless to counteract. Adapted from: “The House of the Spirits,” Isabel Allende, Chapter 1, official translation by Cedric Belfrage I
  32. 32. Director: Billie August Screenplay: Based on Isabel Allende’s book, written by Billie August Release Date: 1 April 1994 (USA) Genre: Drama / romance Cast: Jeremy Irons, Glenn Close, Meryl Streep,Wynona Ryder,Antonio Banderas Awards: 11 awards including Best , Best Design, Best Production, Best Editing, Best Screenplay. Plot: Chile, 20th century. Marrying Clara makes EstebanTrueba a happy man. He works hard and gets the money to buy a hacienda and become a local patriarch. Esteban becomes very conservative and is feared by his workers. When his daughter Blanca grows up, she falls in love with a young revolutionary, Pedro, who urges the workers to fight for a better life. Esteban tries to stop the love affair between Pedro and his daughter, but loving Pedro means too much to Blanca, who must choose between her family and her love. Love wins and she stays with Pedro. Costume The movie is an adaptation of the book with the same title by Isabel Allende, one of the best South American authors (she was called Gabriel Garcia Marquez’s heir). The movie features Jeremy Irons and Glenn Close (in their good days) Meryl Streep (who does not have bad days,movie- wise, ),Wynona Ryder and Antonio Banderas, and presents the story of a family, as it stretches over four generations, with the good, the bad, the funny, and at times, the surreal. It is, in my opinion, a fairly good movie, made after a fabulous book. Filming took place in Denmark and Portugal and the European setting takes away from the sweeping Latin American landscapes, the majestic Andes and the general atmosphere. The movie can be divided into two stories – the first and more interesting, the study of Esteban’s rise at least to power and of his cruelty and hypocrisy; the second and less interesting (and less convincing), the romantic story of two lovers set against the background of the revolution. The first half of the movie is excellent. Jeremy Irons, despite appearing to be talking through an ill-fitting set of dentures, gives a performance of cruel power and tyranny that dominates the entire movie. It is a beautifully written and acted piece of characterisation. Unfortunately, the second half of the movie almost entirely mitigates the character. If you want to see a good movie, with great acting and an enjoyable, yet very “serious” story, watch the movie. If you want to fully understand the story, and understand why certain things happen the way they do, read the book first. 31LITERATURE AND FILMS Taken from: “The House of the Spirits,” Isabel Allende, chapter 1, official translation by Cedric Belfrage. Equipo Editorial. Adapted from: www.flixter.com II III :adv/notlessthan. :noun/theclotheswornbyactorsinaplayorfilm.Atleast Costume HYPERTEXT: digital resources and activities
  33. 33. 32 UNIT 2 AFTER YOU READ Use your notes in Exercise 9 to complete this conversation about the plot of “The House of the Spirits”. A: Where does the action take place? B: ____________________________________________________________. A: When do the events happen? B: ____________________________________________________________. A: Who are the main characters? B: ____________________________________________________________. A: What happens? B: ________________________ marries ________________________ and ________________________, but ________________________________. Blanca, ________________________ who _________________________. A: What happens then? B: ____________________________________________________________. Listen to the recording, compare with the conversation you completed in Exercise 10 and then repeat it. Then change the answers to talk about a film you have seen. Practise and role play the new conversation with a partner. 1611 10 Examine the sentences below. Identify the gerunds and the present participles. a. Frank was swimming in the pool when I saw him. b. Denise likes dancing and singing. c. They were dancing and singing in the rain. d. Cooking with my mum is lots of fun. 12 Language Note 1. Compare the pairs of sentences below paying special attention to the words in bold. What similarities and differences do you notice? Which word is a noun and which one is a verb? a. Filming took place in Denmark and Portugal. They are filming a new movie. b. Marrying Clara makes Esteban Trueba a happy man. We first see Esteban Trueba when he is marrying Clara. 2. All the words end in -ing, but the words in the first sentence of each pair are acting as nouns and we call them gerunds. The words in the second sentence of each pair are acting as verbs, and we call them present participles. When gerunds are used as nouns, they can be used in the same way that any other noun can be used: subjects, objects, objects to prepositions, etc. 3. Go back to the texts and find more examples of both gerunds and present participles. -ing forms 10. Toaskandanswerquestions. 11. Toimitateaspokenmodel. 12. Toconsolidateagrammar point. 13. Toevaluatelearning. 14. Towriteatext. 15. Toreflectonthecontentsof thelessonandrelatethemto personalexperiences. Learning abilities HYPERTEXT: digital resources and activities
  34. 34. You are going to write a group review of a film you have all seen recently. a. Agree on a brief summary of the film. You can use the event map in Exercise 9 to help you. Make notes. b. Describe what each of you thought of the film, giving reasons and examples. Make notes. These questions can help you. – Did you think that it was interesting / boring / thought-provoking? – Did it have lasting images and ideas that you particularly liked? c. Divide the film into relevant parts: acting, directing, setting, costumes, music, etc.; express your opinion and make notes. – Was the setting successful / the atmosphere appropriate? – Was the cast good and adequate for the film? – What was the sound track like? d. Brainstorm and write down a list of adjectives and expressions you can use in the review: Example: amazing scenery / excessive violence / good atmosphere / hair-raising suspense / hilarious / phenomenal/ plenty of details / spectacular visual effects / unexpected plot twists. e. A person from the group must be the group scribe. Develop a draft of your review (95 words) including the following parts. – Title of the review – make it catchy! – Paragraph 1: summary and your general view. – Paragraph 2: positive things about the film. What did you like? Why? – Paragraph 3: negative things about the film. What didn’t you like? Why? – Paragraph 4: final comments. f. Read your review and check for spelling and grammar mistakes. g. Use these points to evaluate your group work. Say Yes or No. APPLICATIONTASK –WRITING14 33LITERATURE AND FILMS MINITEST Complete the following paragraph with the correct form of the verbs in the box, a gerund or a participle. 8 pts. It is 7:00pm and Bill (a.) _________________ at the dinner table in front of the TV. (b.) _________________ and (c.) _________________ TV are the two things he really loves. His mother (d.) _________________ his sister with her homework. The girl doesn’t really like (e.) _________________ homework. Bill’s mother loves (f.) _________________ new things so she (g.) _________________ herself. Bill’s father opens the front door. (h.)“_________________ home at night is the best thing in the world!”, he says. 0 to2REVISE AGAIN 3 to6GOOD JOB! 7to 8EXCELLENT! · arrive · do · enjoy · help · learn · read · sit · watch 13 • We discussed our personal views of the film. • We prepared a draft of our review. • We used words, structures and ideas from the lesson. • Our review follows a coherent sequence. • We checked and corrected grammar and spelling mistakes. • We listened to and respected each other’s opinions. Answer and discuss these questions in your group. a. What have you learnt about Isabel Allende’s first famous novel? Can you express your opinion about it or other books you have read or films you have seen? b. How important is the opinion of your family when you choose a boyfriend / girlfriend? c. What would you do if you were in Blanca’s situation? 15
  35. 35. 34 UNIT 2 DARK FANTASY LISTENING Lesson 2 1 2 3 4 5 6 BEFORE YOU LISTEN What do all the films in the pictures have in common? Choose from the alternatives given. a. The subject is fantasy. d. They are films for young people. b. They are / were all bestsellers. e. They have historical characters. c. They are all based on books. f. They were written by British writers. 1 Answer these questions about the films in your group. a. What is the plot of each of them? b. Who are the main characters and actors? Listen and repeat these words associated with film making. Which ones sound similar in Spanish? What do they mean? Find the meaning of the rest in the dictionary. 173 2 actor adaptation animation cameraman cast costume director extra location producer screenplay sequel soundtrack stunt Classify the words in Exercise 3 under the correct heading. Which words and expressions from Exercises 3 and 4 would you expect to find in an interview with the author of books about vampires on which two films have been based? People in films Film-making process 5 4 1. Toconnectpicturesand content. 2. Toconnectcontentand previousknowledge. 3. Toidentifycognates./Torelate writtenandspokenversionof words./Topractise pronunciation./Tofind meaningofwords. 4. Toclassifyinformation. 5. Tomakepredictions. Learning abilities
  36. 36. 35LITERATURE AND FILMS WHILE YOU LISTEN Listen to the interview and check your predictions in Exercise 5. Listen again and choose the best option. a. The author began writing after / . b. “Twilight” and “NewMoon” sold / . c. Bella, the protagonist is popular with readers because she is / . d. The location of the vampire saga is / . Listen again and write down who said these statements, the Interviewer or the Author. a. ____________: I had a dream about a human girl meeting a vampire. b. ____________: Readers loved it immediately. c. ____________: Both“Twilight”and“New Moon”were filmed. d. ____________: The film and its soundtrack became really popular with young people. e. ____________: Both need dedication. Listen again and answer these questions. a. How many children does this author have? b. What is the name of the third book in this saga? c. How long did the author take to write the first book of the saga? d. What is the first name of the director of “Twilight”? AFTER YOU LISTEN Think about the text you listened to and decide which statements are true about an interview. a. An interview is a conversation between two people - the interviewer and the interviewee. b. An interview consists of a series of questions and answers. c. An interview is conducted in order to make the interviewee feel uncomfortable and angry. d. The purpose of an interview is to obtain information from the interviewee. In pairs, choose two films you have both seen recently and compare the aspects suggested (a. – f.). Use the expressions in the box. a. Characters c. Location e. Subject b. Length of the film d. Sound track f. Type of film watching a horror filmhaving a dream 189 · as good / bad as · better / worse · rather different · more / less / terribly / incredibly amusing / boring / interesting / popular 11 18 18 18 10 a normal girla hero WashingtonForks 13 million copies1.3 million copies 8 7 6 Stephenie Meyer, author of Twilight. 6. Tovalidatepredictions. 7. Todiscriminatebetween correctandincorrect information. 8. Toidentifyspeakers. 9. Tofindspecificinformation. Learning abilities 10. Todiscriminatebetween correctandincorrect information. 11. Toconsolidatevocabulary/To expresspersonalopinions. 12. Toconsolidateagrammar point. 13. Tomatchinformationand visuals. 14. Toroleplaydialogues imitatingaspokenmodel. 15. Toevaluatelearning. 16. Toroleplayaninterview. 17. Toreflectonthecontentsof thelessonandrelatethemto personalexperiences. Learning abilities HYPERTEXT: digital resources and activities
  37. 37. 36 UNIT 2 Complete these sentences with information from the interview and a gerund. Can you identify the function of the gerund? a. ___________________________ was quite a surprise for the interviewer. b. After ___________________ about a human girl___________________ a vampire, Stephanie started _____________________________________. c. Stephanie didn’t expect such success because _____________________ she had planned to do. d. Stephanie thinks that ________________________ could ruin her books. e. Next year, Stephanie will dedicate more time to ____________________. Match the questions in column A (a. – d.)with the answers in column B (i. – iv.). Then match the dialogues with the pictures on the left (1 – 4). Listen and practise the dialogues in Exercise 13 with a partner. Role play them in front of the class. 19 A B i. I’m absolutely certain I’m right.The answer is“Of Love and Shadows”. a. Are you sure it’s the right size for me? ii. I’m not sure, but I think it’s the first street on the right. b. Is this your final answer? iii. Lovely!Your girlfriend’ll love these roses. c. Can I have three of those flowers, please? iv. Well, actually, it looks a bit too big for you. d. Excuse me, where is Dalton Street? 14 13 12 1 2 3 4 American v/s British English movie theater cinema Language Note 1. Read these sentences from the interview paying special attention to the words in bold. a. Wearing fashionable clothes is not important. b. I love raising kids and I love writing books. c. I will dedicate more time to writing vampire stories. 2. Study these examples and those in Point 1 and try to identify the function of the gerund. a. Driving a car is quite difficult. b. Kenny loves driving his father’s car. c. Mrs. Adams is really tired of driving. 3. As gerunds function as nouns, they can take the role of subjects, objects and objects of a preposition in a sentence. In both sentences a. the gerund is the subject of the sentence; in sentences b. it is the object of a sentence and in sentences c. it is the object of a preposition (in this case to, but it could also be after, before, between, from, of, etc.). Gerunds HYPERTEXT: digital resources and activities
  38. 38. You and a partner are going to prepare and present an interview. a. Each of you must choose a topic, one of these ideas or one of your own: a favourite type of film / a favourite writer / a person in your family / a place to go on holiday / your likes and dislikes / your future plans. b. Prepare a list of questions you want to ask your partner. Consider these aspects. – Questions should start with what, when, where, who, why, which. – Avoid questions that require a yes / no answer. – Be as neutral as possible and don’t offer your opinions or ideas in the questions. – Avoid wording that might influence answers, like:“So why don’t you like Isabel Allende’s books?” – Don’t ask questions that you know might be embarrassing to the . c. The first interviewer should ask all his / her questions and then you must change roles. – Ask the questions one at a time and wait for the answer. – Encourage responses with occasional nods of the head, comments, polite noises, etc. d. Change roles. e. Discuss both interviews. How did you feel as an interviewer and as an interviewee? Which role was more comfortable? f. Use these points to evaluate your performance. Say Yes or No. interviewee APPLICATIONTASK - SPEAKING16 • We followed the suggestions offered in the instructions. • We wrote our questions and used them in the interview. • We corrected each other’s grammar, vocabulary and pronunciation. • We used words, structures and ideas from the lesson. • We were respectful of each other’s ideas. 37LITERATURE AND FILMS MINITEST Use gerunds to complete the second sentence so that it has a similar meaning to the first sentence. 8 pts. a. My father repairs all kinds of things. My father is good at ___________________________________________. b. I’m sorry I didn’t arrive on time. I’m sorry for ______________________________________________ late. c. Fruits and vegetables are good for our health. __________________________________________ is good for our health. d. My sister usually does her homework and then watches TV. My sister usually watches TV after ________________________________. 15 Answer and discuss these questions in your group. a. What’s your opinion of films based on novels? Can you give more examples? b. Would you change the way you are in order to be with someone you love? c. What would you do if the boy or girl that you love belonged to an urban tribe that you really dislike? d. Would you marry a physically disadvantaged person?Why?Why not? 17 0 to2REVISE AGAIN 3 to5GOOD JOB! 6to 8EXCELLENT! American v/s British English vacation holiday :noun/thepersonwhoanswersthequestionsinaninterview.Interviewee
  39. 39. Living in Privet Drive with his uncle and aunt is very hard for young Harry. His parents died in a car crash when he was still a baby, and he is being brought up by Vernon and Petunia Dursley. For some unknown reason, Harry is living in the closet under the stairs, and the Dursleys treat him more like a slave than like a family member. His cousin Dudley’s favourite activity is bothering (*1) Harry all the time. On his eleventh birthday, upon receiving a mysterious letter from a certain Hogwarts School of Witchcraft and Wizardry, Harry finally discovers the truth about his origins. His parents were a wizard and a witch. They were killed protecting him from the evil wizard Voldemort. Harry still has a lightning- shaped scar on his forehead from that event. Since he survived the attack as a baby, and also somehow deprived (*2) Voldemort of his powers, he became famous in the world of wizardry. The Dursleys, strong disbelievers in magic, never told Harry anything about his true self. Harry is surprised but happy and his training as a wizard begins. At Hogwarts, Harry makes friends with teachers and two other youngsters, Ron Weasley and Hermione Granger. The three of them accidentally find out that the potions master, Severus Snape, is plotting to steal something that a three-headed dog is guarding jealously (*3) . The three youngsters’ quest for the truth (*4) leads them across many obstacles: everyday school life, a bewitched Quidditch match (Quidditch is a popular wizard sport), Fluffy, the three- headed monster dog and many other problems to overcome to get to the guarded object. Luckily for young Harry and his friends the situation is cleared up and Voldemort is defeated once again. Adapted from: www.imdb.com/title/tt024152/plotsummary 38 UNIT 2 CONSOLIDATION ACTIVITIES Read the plot below. Do you know the name of the film?1 Glossary: (*1) molestar (*2) quitar, arrebatar (*3) celosamente (*4) búsqueda de la verdad HYPERTEXT: digital resources and activities
  40. 40. 39LITERATURE AND FILMS Find all the gerunds and present participles in the story. List them separately in your notebook, copying the complete sentences. Read the plot again and use the diagram below to summarise it. Write the summary in your notebook. The pictures in Exercise 2 can help you. 4 3 Which gerund would you use to complete the instructions for these traffic signs? 5 a. Pedestrian ____________. b. Animal ____________. c. _____________ prohibited. d. No U- ____________. e. No ____________. 1 2 3 4 5 6 Read the plot carefully again and put these pictures in order.2 American v/s British English summarize summarise Event map a. Where did the action happen? b. When did it happen? c. Who participated? d. What happened? e. How did it end? HYPERTEXT: digital resources and activities
  41. 41. JUST FOR FUN WRITING TIPS a. Never use no double negatives. b. Reserve the apostrophe for it’s proper use and omit it where its not needed. c. Verbs has to agree with their subjects. d. No sentence fragments. e. Proofread carefully to see if you any words out. f. Avoid commas, that are, not necessary. g. When you reread your work, you will find out when you reread your work that a great deal of repetition in your work can be avoided by rereading and editing your work. h. Do not overuse exclamation marks!!!! (In fact, avoid them whenever possible!!!!). i. And do not start a sentence with a conjunction. j. Don’t use contractions, as they’re not necessary. k. Avoid modernisms that sound fishy. l. Never, ever use repetitive redundancies. m. Always avoid awkward or affected alliteration. n. “Avoid overuse of ‘quotation’ marks.” o. Awayz check you’re spelling. (Your spellchecker would only pick up one of the three errors here.) p. Every sentence a verb. Adapted from: http://www.abctales.com/forum/2007/01/24/worth-a-read—-funny-writing-tips 40 UNIT 2 Can you detect the contradictions in these writing tips? Can you correct them?1
  42. 42. Il Postino is a 1994 film directed by Michael Radford. It tells a fictional story of Chilean poet Pablo Neruda and a simple postman - Mario Ruoppolo - who learns to love poetry. The young postman delivers mail to only one customer, Neruda, exiled to Italy because of his views. In the meantime, Mario meets a beautiful young lady, Beatrice, in the village’s only cafe. With the help of Neruda, Mario is able to better communicate his love to her through the use of metaphors. Mario and Beatrice are later married, and at the same time Neruda and his wife are allowed to return to Chile. Some months later, Mario makes a nostalgic recording of island sounds for Neruda, including the heartbeat of his unborn son. Several years later, Neruda comes back to the island and finds Beatrice and her son in the same old cafe. She tells him that Mario had been killed just before the birth of the child, at a rally in Naples. He had been selected to read his poetry, dedicated to Neruda, for the crowd, but police stormed the place before he could reach the stage. Beatrice gives Neruda the recording of island sounds, which also includes the sounds of Mario’s death at the rally. The of the film was adapted from the novel Ardiente Paciencia by Antonio Skármeta. Adapted from: http://en.wikipedia.org/wiki/Il_Postino screenplay 41LITERATURE AND FILMS Enjoy these cartoons and comment them in your group.2 CHILEAN CONNECTION a b So you say on your application that you are fluent in two languages. English and…? Text messaging. One of the people who applied for the position of journalist at our newspaper wants to know why he didn’t get the job. :noun/thewordsthatarewrittenforafilm,togetherwithinstructionsforhowitistobeacted andfilmed. Screenplay
  43. 43. 42 UNIT 2 UNUSUAL VAMPIRESREADING By Lea S. “Twilight”– based on the first book in the best-selling series by Stephanie Meyer – is a faithful adaptation that will captivate fans and new audiences. The film follows the story of Bella Swan (Kristen Stewart), a normal girl who moves into a secret supernatural world when she falls in love with her mysterious classmate, Edward Cullen (Robert Pattinson), who just happens to be a vampire. This is not a typical vampire tale; if you are looking for clichéd stereotypes with fangs, coffins, and stakes through the heart (*1) , this is not the film for you. Director Catherine Hardwicke and screenwriter Melissa Rosenberg stay true to Meyer’s vision and show a story of the ultimate forbidden love (*2) . Hardwicke once again proves her knack for portraying raw teenage experiences, as she did in “Thirteen” and “Lords of Dogtown.” She directs a young cast of phenomenal talent. Kristen Stewart gives a fresh, honest take on Bella. Her simple interpretation allows viewers to live vicariously through Bella and experience what she does. Pattinson conveys Edward’s inner troubles really well; his complex perception of the character creates a believable Edward. The film also has an outstanding supporting cast. Billy Burke as Bella’s father, Ashley Greene as Alice Cullen, and Michael Welch as Mike Newton offer excellent interpretations. The film itself is visually dynamic; it is shot in crisp blue tones and the costumes are pallid, not the traditional vampire attire. Filmed in Portland, Oregon, the film features stunning views and beautiful landscapes. Using extreme close-ups and unusual angles, the camera work gives the film an intimate, realistic feel. The music ties in to the story perfectly; consisting of moody rock songs, the soundtrack fits the tone. The book and the film are equally satisfying but in different ways, and neither is better. While you can imagine the detailed story unfolding in your head when reading the book, the film creates a sweet condensed version for the big screen. Both allow you to lose yourself in this passionate, unorthodox romance. Adapted from: http://www.teenink.com/Movies/article/65635/Twilight TEST YOUR KNOWLEDGE Glossary: (*1) colmillos, ataúdes y estacas (*2) amor prohibido
  44. 44. 43LITERATURE AND FILMS Read this film review. What is the writer’s general view of the film? 1 pt. a. Positive. b. Negative. c. Neutral. Read the review again and match the names in column A with the roles in column B. 6 pts. Read the review once more and answer these questions. 3 pts. a. Is the film a typical vampire story? Why/why not? b. Where was the film shot? c. What is the reviewer’s opinion of the music of the film? 3 A Bella Swan Billy Burke Catherine Hardwicke Melissa Rosenberg Robert Pattinson Stephanie Meyer Author /Writer Film director Main female character Main male actor Screenwriter Supporting actor B 2 1 Identify the gerunds and the present participles in these sentences. 5 pts. a. He was playing football when I saw him yesterday. b. There is only one great passion in his life: writing books. c. Thank you for giving me such a beautiful gift. d. What is she doing here? e. I hate doing the same thing twice. 5 LANGUAGE Listen to the recording and choose the best option. 5 pts. a. The young man in the conversation is a film director / a librarian. b. Some readers like to add a little adventure / romance as well c. The teenager’s favourite type of book is fantasy / romantic fiction. d. The teenager saw a film based on her favourite book lastmonth/lastweek. e. It was fun watching the rest of the actors / people. Who said these sentences, the British teenager (BT) or the Russian young man (RYM)? 5 pts. a. _____: Teens in my country normally like books with a little bit of mystery. b. _____: I’ve read all the books and remember even the smallest details. c. _____: What did you think of the film? d. _____: Was there anything about the film that you didn’t like? e. _____: There were also things that I missed. 20 20 7 6 OPINIONS FROM MOSCOWLISTENING Complete these sentences with a gerund and your own ideas. 5 pts. a. I’m not interested in ____________________ ____________________________________. b. ________________________________ is the best form of exercise. c. ________________________________ is not very good for your health. d. I really enjoy __________________________ _______________________ in my free time. e. The teacher talked about the importance of ____________________________________. 4
  45. 45. 44 UNIT 2 SPEAKING WRITING Use the expressions in the box to fill in the spaces in the conversation below. Practise and role play it with a partner. 8 pts. 8 · I am sure · that’s right · I am not really sure · I am quite certain · I am not certain if · certainly are · I think ·You are right Choose a film you have seen or a book you have read recently and write a short review (max. 90 words). Remember to include the plot, your opinion about the director and the cast and a few words about the soundtrack. 10 pts. 9 Juliet: __________ I’ve seen that James Bond film before. Brenda: __________ you’re wrong. You’ve seen “Casino Royale”, but not“Quantum of Solace”. Juliet: __________ about“Casino Royale”but __________ if I saw the other film too. Brenda: The two films __________ quite similar. Juliet: Now that I remember“Quantum of Solace”was filmed in Latin America, wasn’t it? Brenda: Argentina, I think. Juliet: No, __________ it was a different country. Let me think…Chile! Yes, __________ it was Chile. Brenda: __________. They filmed it somewhere in the desert, didn’t they? HYPERTEXT: digital resources and activities
  46. 46. 45LITERATURE AND FILMS YOUR TEST RESULTS Reading You are expected to be able to identify and understand key facts and details. Your score 9 to 10 Excellent I grasped all the main ideas and answered most questions correctly. 6 to 8 Good I grasped the majority of the main ideas and answered most questions correctly. 4 to 5 Not too bad I grasped some of the main ideas and answered some of the questions correctly. 0 to 3 Unsatisfactory I deduced some of the main ideas and answered just a few of the questions correctly. Listening You are expected to be able to identify and understand key facts and details. Your score 9 to 10 Excellent I identified almost all general and specific information correctly. 6 to 8 Good I identified most general and specific information correctly. 4 to 5 Not too bad I identified some of the general and specific information. 0 to 3 Unsatisfactory I deduced just a few bits of the general and specific information. Speaking You are expected to be able to complete and participate in a guided dialogue. Your score 6 to 8 Excellent Good pronunciation and no hesitation. 4 to 5 Good Good pronunciation and a minimum of hesitation. 2 to 3 Not too bad Some pronunciation mistakes and with hesitation. 0 to 1 Unsatisfactory A lot of pronunciation mistakes and a lot of hesitation. Writing You are expected to write a short film review. Your score 9 to 10 Excellent I wrote a review including all the required details. 6 to 8 Good I wrote a review with most of the required details. 4 to 5 Not too bad I wrote a review with some of the required details. 0 to 3 Unsatisfactory I wrote a review with very few of the required details. Language You are expected to identify and apply two language points. Your score 9 to 10 Excellent I understood and applied the language points in all cases. 6 to 8 Good I understood and applied the language points in most cases. 4 to 5 Not too bad I understood and applied the language points in some cases. 0 to 3 Unsatisfactory I deduced and applied the language points in very few cases. YOUR GENERAL PERFORMANCE In this unit Always Sometimes Never I reflected on the issues of love, family opinions and diversity raised by the texts. I used different techniques to help me to understand. I made myself understood even if I made some mistakes. I interacted with other students to do the exercises. I expressed my points of view appropriately. SELF - EVALUATION
  47. 47. UNIT 3 46 In this unit you will learn to: READING: find and classify information / deduce the meaning of new words. LISTENING: identify information provided prior to listening / discriminate between correct and incorrect information. ORAL PRODUCTION: imitate model dialogues / complete conversations with provided information. WRITTEN PRODUCTION: prepare a brochure / summarise information. FUNCTIONS: introduce yourself and others. You will also learn: GRAMMAR: the Subjunctive with different verbs. VOCABULARY: words from the areas of technology and scientific inventions. You will pay special attention to these values The importance of“green”technology and the conservation of our environment. You will use the following text types: READING: a brochure. LISTENING: an interview. HYPERTEXT: digital resources and activities
  48. 48. 47 HOW READY ARE YOU FOR THIS UNIT? Match the speech bubbles (a. – d.) with the people in the pictures (1 – 4). 4 pts.1 Which of the following were invented in the 20th century? Mark with a tick (√). 7 pts. a. ____ The aeroplane. e. ____ The microwave oven. b. ____ The diesel engine. f. ____ The telephone. c. ____ The Global Positioning System. g. ____ The typewriter. d. ____ The karaoke machine. h. ____ Velcro tape. Match the sources of energy in the box with their pictures (1 – 4). 4 pts. · Geothermal · Nuclear · Solar ·Wind 3 2 TECHNOLOGY Your score: 0 – 5: Look up the words in a dictionary or ask your teacher to help you. 6 – 10: Your knowledge of technology is good, but you could improve your vocabulary looking up some words. 11 – 15: Great job.You are ready to start the lesson. 1.a.-4.b.–3.c.–2.d.–1.2.a.,c.,d.,e.,h.3.Geothermal–2.Nuclear–3.Solar–4.Wind–1. a 1 2 3 4 1 2 3 4 Hi everybody! My name's Ursula and I'm a computer engineer b I'd like you to meet Laura, who is an astronomer. c Let me introduce Dr. Glen Jackson. He is a chemist. d Meet Giovanni; he is an agronomist. HYPERTEXT: digital resources and activities
  49. 49. 48 UNIT 3 PLANET SAVING TECHNOLOGY READING Lesson 1 BEFORE YOU READ Answer and discuss these questions in your group. a. What is the most important technological invention of all time? b. What technological invention in your house could you not live without? c. How does technology affect our lives and our planet? Classify the words in the box under the corresponding category. Which words in Exercise 2 look or sound similar in Spanish? Which words from Exercise 2 would you expect to find in a text about “green”technology? WHILE YOU READ Read the text on pages 50 and 51 and check your predictions in Exercise 4. What kind of text is it? Choose one option. a. A newspaper article. b. A brochure. c. A web page. This text has some scientific words such as photovoltaic and phyto- remediation. Read the text again and find at least 5 other scientific terms. Can you deduce their meaning? Check the meaning of the other words in a dictionary. Read the text again and choose one heading (a. – d.) for each part of the text (I. - III.). There is one heading you do not need to use. a. Fresh from Salty Water c. Making the Sun Work for us b. Harnessing the Power of the Wind d. Natural Disposal of Toxic Waste Discipline / Field People who work in it 8 7 6 5 4 3 · astronomer · astronomy · chemist · chemistry · design · designer · ecologist · ecology · engineer · engineering · geneticist · genetics · physicist · physics · research · researcher · science · scientist 2 11. Toconnectcontentand previousknowledge. 2. Toclassifykeywords. 3. Toidentifycognates. 4. Topredictcontentfrom cognatesandfamiliarwords. Learning abilities 5. Tovalidatepredictions. 6. Toidentifytypeoftext. 7. Toinfermeaningofwords/ expressions. 8. Tomatchinformation. 9. Totransferrelevant informationtoavisual organiser. 10. Toidentifytextualreferences. 11. Tofind,supportandclassify specificinformation. Learning abilities
  50. 50. 12. Toparticipateinaguidedoral dialogue. 13. Toapplynewvocabularyand structures. 14. Topractiseastructure. 15. Toevaluatelearning. 16. Tocreateanewtext. 17. Toreflectonthecontentofthe lessonandrelateittoown experiences. Learning abilities “Green”inventions Solar cells ______________, ______________, ______________. Conventional inventions Calculator ______________, ______________, ______________. 49TECHNOLOGY Read the text again. Find and classify at least 3 more inventions of each type. These words are highlighted in the text. What do they refer to? a. it (I, paragraph 1, line 6) It refers to _________________. b. they (I, paragraph 3, line 4) It refers to _________________. c. we (II, paragraph 2, line 5) It refers to _________________. d. it (II, paragraph 4, line 3) It refers to _________________. e. it (III, paragraph 2, line 1) It refers to _________________. f. they (III, paragraph 4, line 2) It refers to _________________. Read the text once more and list at least one advantage and one disadvantage for each invention. AFTER YOU READ Talk about the advantages and disadvantages of certain inventions. Choose the answers from the options below. Check with the recording. Then listen, practise with a partner and role play the dialogue. a. I prefer food cooked and heated on conventional cookers. b. I think it has improved our communications. c. It is really very dangerous for humans and animals. d. To use it you need a place with a lot of sunshine. e. Yes, but we must be careful with our environment. Jordan: What do you think is the biggest disadvantage of nuclear energy? Alice: _______________________________________________________. Jordan: And what do you think is the problem with solar energy? Alice: _______________________________________________________. Jordan: Do you think that the invention of the Internet has improved our lives? Alice: _______________________________________________________. Jordan: And what’s the advantage of heating up food in microwaves? Alice: _______________________________________________________. Jordan: Should we use more geothermal energy in Chile? Alice: _______________________________________________________. 10 2212 9 Advantage DisadvantageInvention I. II. III. 11 Did you know that... a brochure is a pamphlet or booklet, especially one containing summarised or introductory information or advertising? HYPERTEXT: digital resources and activities
  51. 51. Solar energy is the sun’s rays (solar radiation) that reach the earth; it can be converted into other forms of energy, such as heat and electricity. In fact, as far back as the 1830s, British astronomer John Herschel proposed that a solar thermal collector box be used to cook food during an expedition to Africa. Today, energy specialists suggest that the energy of the sun can have other uses, for example converting it into thermal energy to heat water for use in homes, buildings, or swimming pools, and to heat spaces such as the inside of greenhouses, homes, and other buildings. Solar energy can be converted into electricity in two ways: • Photovoltaic devices (PV devices) or solar cells change sunlight directly into electricity. PV systems are often used in remote locations that are not connected to the electric grid. They are also used to watches, calculators, and lighted road signs. • Solar power plants indirectly generate electricity when the heat from solar thermal collectors is used to heat a fluid which produces steam that is used to power generators. Even though the rays of the sun are readily available, there are still some disadvantages: the amount of sunlight that arrives on the earth’s surface is not constant and depends on location, time of day, time of year, and weather conditions. Today electrical engineers recommend that we install solar panels in areas with stable solar conditions such as deserts and sunny areas. power PLANET SAVING TECHNOLOGY I Technology is important in our lives and in times when the earth is getting warmer, the ozone layer more depleted and natural resources very scarce, it is important to promote technology that will make the world greener. Some well-known“green”technology includes wind turbines, recycled plastic and bio- fuels. Here are three more examples. 50 UNIT 3 :verb/tosupplyamachineorvehiclewiththeenergythatmakesitwork.Power
  52. 52. Humans cannot drink saline water, but saline water can be made into freshwater; this process is called desalination. As long as we have lots of salty water, we can make plenty of freshwater supplies. As the world population continues to grow, shortages of fresh water will occur more often, and not only in certain locations. In some areas, salt water (from the ocean, for instance) is already being turned into freshwater for drinking. Chemists advise that we set up more desalination plants in areas where there is water . Desalination / Distillation is one of mankind’s earliest forms of water treatment, and it is still a popular solution throughout the world today. In ancient times, many civilisations used this process on their ships to convert sea water into drinking water. In nature, distillation is a basic process responsible for the hydrologic cycle.The sun causes water to evaporate from surface sources such as lakes, oceans, and streams.The water vapour eventually comes in contact with cooler air, where it re-condenses to form or rain.This process can be imitated artificially, and more rapidly than in nature, using alternative sources of heating and cooling. Provided that we have salty water available, we can distil or desalinate it. However, the main disadvantage is that it is still an expensive process. shortage dew Ecologists urge that we plant forests to help us breathe better, and scientists insist that we plant forests to clean up toxic waste.That is the idea behind phyto-remediation, technology that uses vegetation to absorb dangerous waste from industrial plants and other polluters. The technique has been around for years, but it has not been very effective. However, there is a new twist that promises to make toxic dumping grounds green in more ways than one. Researchers atYork University in Britain have identified bacteria living in the roots of certain trees that produce an enzyme that eats up residue from RDX, a chemical compound used by the military and industry.The scientists are working on ways to genetically engineer the enzyme to increase the tree’s ability to absorb toxic waste. Meanwhile, a team of geneticists from the University of Georgia has transplanted a gene from bacteria that helps neutralise mercury contamination into a common flower - the result is a bio-remediation system that smells nice too! Even though these technologies are really interesting, there is a little problem: they are still not available on a large scale. II III 51TECHNOLOGY Adapted from: Fundamentals of Renewable Energy Processes, Second Edition,Hardcover, Aldo V. da Rosa :noun/asituationwhenthereisnotenoughofthepeopleorthingsthatareneeded. :noun/theverysmalldropsofwaterthatformontheground,etc.duringthenight.Dew Shortage HYPERTEXT: digital resources and activities
  53. 53. 1 2 3 4 52 UNIT 3 Go back to the text and find sentences that mean the same as these. a. Although solar energy is quite common, there are still some problems. b. It was, in reality, a British scientist who used solar energy for the first time. c. If we have plenty of salty water, we can turn it into fresh water. 13 Match these sentences (a. – d.) with the pictures below (1 – 4). Rewrite them in your notebook using the Subjunctive. Example: “Eat more vegetables,”he urged. He urged that we eat more vegetables. a. “Why don’t we all go to the beach,”Sonia suggested. b. “How about going to the cinema?”I proposed. c. “Brush your teeth after each meal,”dentists advise. d. “Take off your shoes before entering the temple,”the sign requests. 14 Language Note 1. Read these sentences from the text paying special attention to the parts in bold. a. British astronomer John Herschel proposed that a solar thermal collector box be used to cook food. b. Ecologists urge that we plant forests. c. Chemists advise that we set up more desalination plants. 2. What do you notice about all these sentences? Choose two correct options. a. They are all in the past tense. b. They all use the structure verb + that + infinitive without to. c. They all express a recommendation, importance or urgency. The correct answers are b. and c. The structure is called the Subjunctive mood. The Subjunctive is used after the following verbs: 3. Go back to the text and find two more examples of the Subjunctive. · advise · ask · command · demand · desire · insist · propose · recommend · request · suggest · urge The Subjunctive with that We use certain connectors to link parts of sentences and to make short sentences into longer ones. Some of them are: Even though, even if. They mean although. We also use even if to indicate something theoretical or hypothetical. Example: Even though he is Chilean, he can speak English very well. In fact means in reality. Example: Sandra is not very friendly. In fact, she is not nice at all. As long as, provided that indicate a condition and mean the same as if. Example: I will help you as long as you ask me politely. Learning tip HYPERTEXT: digital resources and activities
  54. 54. 53TECHNOLOGY MINITEST Use a verb from the box in the Subjunctive and your own ideas to complete the sentences below. 6 pts. a. The teacher suggested _______________________________________ as a good example of Spanish literature. b. The doctor recommended ______________________________________. c. I demand ___________________________. The computer is not working! d. She insisted __________________________________________________. e. I propose _______________________ and once there we can rent a car. f. The President urges ___________________________________________. 1 to2REVISE AGAIN 3 to4GOOD JOB! 5 to6EXCELLENT! · drink · fly · read · return · take · vote 15 You are going to write a brochure in your group. a. Go back to the brochure on page 50 and look at its format. What are its parts? What’s its length? b. Choose one of the topics below (i. – iv.), thinking about an area you feel comfortable with and where you know you can find sufficient information. i. What should we do about global warming and climate change? ii. The most important inventors and inventions of all time. iii. The importance of computers and the World Wide Web. iv. Another topic of your choice. c. Determine the purpose of the brochure your group will design by answering these questions. i. What do I want to achieve? ii. What message do I want to get across? iii. Who is my target audience? iv. What is the purpose of my brochure? For example, if you choose global warming, is your message to offer a warning or simply to inform? d. Plan the layout of your brochure carefully. Remember first impressions are lasting. Add graphs, charts, pictures, etc. e. Keep your sentences short and to the point. Give only necessary information - most people do not want to read long texts. Use the Subjunctive you have learnt in this lesson. f. Use headings to draw attention to sections in your brochure. These headings should stand out - a bigger font, a different colour or bold print. g. Proof read your brochure and make sure there are no grammar or spelling mistakes. h. Ask your teacher to help you evaluate your brochure. Follow these points and say Yes or No. APPLICATIONTASK –WRITING16 • We analysed the topics and the message of the brochure. • We agreed on the design of the brochure. • We divided our brochure in sections. • We included appropriate information. • We used expressions and structures learnt in the lesson. • We checked and corrected errors and punctuation. Answer and discuss these questions in your group. a. What have you learnt about“green”technology? b. How can it affect us and our planet? c. Has your opinion about the best invention of all time changed? Why? Why not? d. What is your personal contribution to protecting the future of our planet? 17
  55. 55. 54 UNIT 3 THE TECHNOLOGY OF LIVING THINGS LISTENING Lesson 2 BEFORE YOU LISTEN Answer and discuss these questions in your group. a. What do you think the word biotechnology means? b. What is DNA? Does every living organism have it? c. What kind of instruments can you find in a science laboratory? Match the pictures (1 – 4) with the bubbles (a. – d.).2 1 To which of these words can you attach the prefix bio? What do the newly formed words mean? Listen and repeat these words. Check their meaning in a dictionary. Mark with a tick (√) the areas of life in which you think biotechnology can be used. a. ____ Agriculture d. ____ Health b. ____ Education e. ____ Financial services c. ____ Energy f. ____ Mining 3 5 · boost · breathe out · crop · drought · increase (v.) · ore · rise · spoil · wrinkly · yeast 234 Did you know that... a prefix is a part of a word that is attached to the word at the beginning to either give it a new meaning or to modify it? Examples: uninteresting, dishonest, impatient, mispronounce, etc. a 1 2 3 4 b c d Susan, I'd like you to meet my friend Bill. I don't think we've met before. I'm Jenny Jones. Mum, this is Judy - my new girlfriend. Ladies and gentlemen, let me introduce Professor Browning. cake chemistry dentist fuel logical mass physics technology 1. Toconnectcontentand previousknowledge. 2. Tomatchinformationand picturesthatrepresentit. 3. Toinferthemeaningofkey words. 4. Tofindthemeaningofkey wordsandidentifytheir pronunciation. 5. Topredictcontentfromthe context. Learning abilities

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