4° medio globlal english

TEXTO DEL ESTUDIANTE
Jolanta Polk Reyes
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN
PROHIBIDA SU COMERCIALIZACIÓN AÑO 2011

TEXTO DEL ESTUDIANTE
Jolanta Polk Reyes
Inglés

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?

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

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

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

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.

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

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
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

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

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

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.) ________________
recognize
recognise/
recognize
______________________________________
______________________________________
________. 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

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
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

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

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
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.
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
visuals.
2. Toidentifytoneofmessage.
3. Tomakepredictions.
Learning abilities

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.
5. Toidentifystressedword.
6. Todiscrimínatebetween
correctandincorrect
information.
7. Todiscriminatebetween
correctandincorrect
information.
8. Toidentifytoneofmessage.
Learning abilities

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

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
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.
point.
12. Toimitateaspokenmodel.
14. Tocreateanewtext.
15. Toreflectonthecontentsof
thelessonandrelatethemto
personalexperiences.
Learning abilities

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

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

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

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

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

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

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

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
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

UNIT 2
26
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.
GRAMMAR: -ing forms: gerunds and present participles.
VOCABULARY: words related to books and films.
The importance of expressing our personal opinions about films and books.
The acceptance of and respect for different opinions.
READING: extracts from a book and a
magazine / a poster.
LISTENING: an interview.

27
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

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
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

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
6. Tofindgeneralandsupporting
information.
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

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

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.
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

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.
point.
14. Towriteatext.
Learning abilities

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.
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.
• Our review follows a coherent sequence.
• We checked and corrected grammar and spelling mistakes.
• We listened to and respected each other’s opinions.
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

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

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.
correctandincorrect
information.
8. Toidentifyspeakers.
9. Tofindspecificinformation.
Learning abilities
correctandincorrect
information.
11. Toconsolidatevocabulary/To
expresspersonalopinions.
point.
visuals.
14. Toroleplaydialogues
imitatingaspokenmodel.
16. Toroleplayaninterview.
Learning abilities

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
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

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 were respectful of each other’s ideas.
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
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!
vacation
holiday
:noun/thepersonwhoanswersthequestionsinaninterview.Interviewee

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

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
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?

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

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
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

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

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

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?

YOUR TEST RESULTS
Reading
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
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

UNIT 3
46
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.
GRAMMAR: the Subjunctive with different verbs.
VOCABULARY: words from the areas of technology and
scientific inventions.
The importance of“green”technology and the conservation of our environment.
READING: a brochure.
LISTENING: an interview.

47
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.

48 UNIT 3
PLANET SAVING TECHNOLOGY READING
Lesson 1
BEFORE YOU READ
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
previousknowledge.
2. Toclassifykeywords.
3. Toidentifycognates.
4. Topredictcontentfrom
cognatesandfamiliarwords.
Learning abilities
6. Toidentifytypeoftext.
7. Toinfermeaningofwords/
expressions.
9. Totransferrelevant
informationtoavisual
organiser.
10. Toidentifytextualreferences.
11. Tofind,supportandclassify
specificinformation.
Learning abilities

12. Toparticipateinaguidedoral
dialogue.
13. Toapplynewvocabularyand
structures.
14. Topractiseastructure.
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
a brochure is a pamphlet
or booklet, especially one
containing summarised or
introductory information or
advertising?

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

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

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

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.
• 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.
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

54 UNIT 3
THE TECHNOLOGY OF LIVING THINGS LISTENING
Lesson 2
BEFORE YOU LISTEN
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
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
previousknowledge.
picturesthatrepresentit.
3. Toinferthemeaningofkey
words.
4. Tofindthemeaningofkey
wordsandidentifytheir
pronunciation.
5. Topredictcontentfromthe
context.
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