English, Please! - Teacher's Guide - Fast Track 11°

Read Answers UNIT 1 Module 4
a. Someone who enjoys travelling.
5. Scan the guide to New York 1Lesson 1
An enthusiastic person.
quickly. Find: T126
b. Eating and going to art galleries
a. a place to eat cheaply and museums.
b. a place to see paintings
c. a place to get a train c-e. Students’ own answers
d. a green area
e. a place to take photos
f. a place to get a boat

▪ Draw students’ attention to the

Reading Tip on the bottom right
of the page. Explain that this is a
reading skill known as scanning.
Instead of trying to read every
word in a text, we sometimes
read to find a specific piece of
information. Students should
practice this skill to speed up
their reading in English.

▪ Students now scan the text to

find one example of each place.
Then ask them to compare
answers in pairs.

▪ Discuss answers as a class.

Answers
a Chinatown

b MOMA

c Grand Central

d Central Park

e Brooklyn Bridge

f the harbour in Battery Park

6. Look again at the text. Answer the © MEN Colombia

questions.

▪ Students read the text again

more slowly looking for more
detailed information.

▪ Students check their answers

in pairs. Note that the answers
to questions c-e ask students
to engage with the text on a
personal level. This kind of
reading skill encourages students
to read in English in a similar way
to how they read in their own
language.

▪ Discuss answers as a class.

Do all the students have the
same opinion? If there are
disagreements, encourage
the students to explain their
thinking.

UNIT 1 Module 4

Focus on Vocabulary

7. a. Look at the highlighted words in the text on page 126. Match them to the definitions 1-10.

1. You use this to cross water on foot or in a 6. This is a place where boats are kept in a
car. city or a town.

2. This is a public building full of precious 7. This is a public building where you can see
objects from the past. famous paintings and drawings.

3. This is a piece of water with land all 8. You can catch a train here.
around it. 9. This is an enormous building with lots of

4. This is a metal or a stone model of a floors.
person or animal. 10. This is water that travels through land, like

5. You walk on this when you are in a city or the Nile or the Amazon.
a town.

b. How many of the places mentioned above do you have in your home town?

Listen

59

8. Listen to Roseanne talking to an interviewer about Park Avenue

in New York City. Which of these words do they mention?

▪ art gallery ▪ harbour ▪ pavement ▪ river
▪ bridge ▪ lake ▪ railway station ▪ skyscraper
▪ museum ▪ park ▪ restaurant ▪ statue

59 Glossary

9. Listen again. Correct the false information in the sentences. ▪ posh: pijo/a
▪ great-grandfather:
a. Roseanne’s family lived on Park Avenue 50 years ago.
b. Her family home is now a supermarket. bisabuelo
c. Roseanne’s great-grandfather was an architect.
d. The Wall Street Crash was an economic collapse in 1928.
e. Roseanne now lives in Blue Bay on Lake Michigan.
f. Roseanne feels angry when she thinks about her

great-grandfather today.

Speak

10. Work in groups. Look at the text 72 Hours in New York City on page 126. Brainstorm ideas

to describe a place you know or the place where you live. Think of:

© MEN Colombia a. places to visit c. places to eat
b. places to stay d. places for young people to go out.

Write

11. Now write your own guide to your home town or a city you know well.

127

UNIT 1 Module 4

1Lesson 1

Focus on Vocabulary A: You lived here? Answers
B: No, I didn’t. My parents didn’t use to a. Roseanne’s family lived on Park
7a.Look at the highlighted words in
live here either. That’s the problem. Avenue 100 years ago.
the text on page 126. Match them My great-grandfather used to own a b. Her family home is now a
to the definitions 1-10. flat here on Park Avenue.
A: So he was quite successful? skyscraper.
▪ Ask students to work in pairs to B: Yes, he was a rich man. He was an c. Roseanne’s great-grandfather was
artist actually. He used to make
match the words in the text to statues, public statues. You can see an artist.
the definitions. some in art galleries and museums all d. The Wall Street Crash was an
over the country.
Answers A: So what happened? economic collapse in 1929.
1 bridge 2 museum 3 lake B: The Wall Street Crash happened. e. Roseanne now lives in Green Bay
4 statue 5 pavement 6 harbour A: The Wall Street Crash. In 1929, there
7 gallery 8 railway station was an economic collapse in the on Lake Michigan.
9 skyscraper 10 river United States and many people lost a f. Roseanne feels sad when she thinks
lot of money.
7b.How many of the places B: Exactly. My great-grandfather lost about her great-grandfather today.
everything. He was 70 at the time and
mentioned above do you have in he was too old to work again. He sold Speak
your home town? our flat on Park Avenue and he moved
out of the city. We now live in Green 10. Work in groups. Look at the text
▪ If you live in a rural area, ask Bay on Lake Michigan. We have a little
house near the harbour and we’re 72 hours in New York City on page
students to think of famous happy. 126. Brainstorm ideas to describe
examples of these places from A: So how does it feel to be here on Park a place you know or the place
Colombia or elsewhere in the Avenue today? Do you regret that your where you live.
world. family used to be rich and have a flat
here? ▪ Encourage students to make
▪ Check answers as a class. B: No, it’s ancient history now. I do
feel sad when I think of my great- as long a list as possible in
Listen grandfather and the disaster that preparation for exercise 11.
he lived through. It affected my
8. Listen to Roseanne talking to an grandmother a lot. She didn’t use to ▪ Remind students that when they
talk about it and she didn’t like to
interviewer about Park Avenue come here. It brought back too many are brainstorming, they should
in New York City. Which of these bad memories. not reject ideas suggested by
words do they mention? A: I can imagine. Roseanne, thank you for members of the group. They
sharing that with us today. should write down everything.
▪ Before they listen, read the
Answers Write
glossary together. art gallery, museum, harbour, lake,
pavement, skyscraper, statue 11. Now write your own guide to your
▪ Play audio Track 59. Play the
9. Listen again. Correct the false home town or a city you know well.
audio first without pausing. Ask
students to write down the words information in the sentences. ▪ Ask students to look at their
they mention in their notebooks.
▪ Check that students understand ideas from the Speaking exercise.
▪ Before checking answers as a They are now going to use these
that the sentences in the book to write a similar text to 72
class, ask students to compare contain false information; what Hours in New York City on page
their answers in small groups. Did they hear on the recording is 126. Ask students to look back
they all hear the same words? true. through the reading text and find
sentences and phrases that they
Audio script 59 ▪ Before listening again, ask can adapt for their own writing.

A: Welcome back. You’re listening to students to predict the answers. ▪ Students should now write their
‘Family History’. Every week, we
▪ Play audio Track 59 again. Play texts individually or in groups.
speak to members of the public about
the audio first without pausing. ▪ Ask students to find pictures
important events in the lives of their
family. Today, we’re in the posh end ▪ Ask students to discuss their from the Internet to use in
of town, Park Avenue, New York. Our their writing. What images best
answers in pairs. Then play the represent their city?
guest is Roseanne Schwartz. Roseanne. audio once more to confirm.
T127
Why are we here on the pavement in © MEN Colombia
New York City?
B: Well, Charles, a hundred years ago,

my family used to live here on Park

Avenue.

A: Where exactly?
B: Our home was destroyed but it’s where

this skyscraper is now.

2 Lesson 2

Speak

1. Work in groups. Answer the questions.

a. What is the biggest city you have ever been to? How did you feel when you
were there?

b. What was the best thing about it?
c. What was the worst thing?
d. If you have never been to a big city, what would you like to do in a big city?

São Paulo, Brazil Mexico City, Mexico

Tokyo, Japan London, United Kingdom Cairo, Egypt

Read

2. Read the opening paragraph of an article about megacities. Complete the gaps with

the options below.

The Age of the Megacity

The 21st century is the era of (1) megacity. A megacity is defined (2) an

urban area with a population of ten million or more. As the world’s population (3)

increased, so have the size of the cities. In recent years more and more people have

moved to the cities from the countryside in search of work. (4) are four megacities

in India alone (Delhi, Mumbai, Kolkata and Chennai) and 35 worldwide. It is

(5) harder and harder for these cities to bear the growing numbers of people who

are emigrating there.

© MEN Colombia
© MEN Colombia
1. A. a B. that. C. the 4. A. They B. There C. These
2. A. as B. like C. of 5. A. got B. get C. getting
3. A. is B. has C. have

128

LESSON OVERVIEW UNIT 1 Module 4 © MEN Colombia

In this lesson, students will learn about 2Lesson 2
megacities and the challenges that come
from living in a large urban area. They T128
will also talk about recent activities in
their life and changing situations. Finally
they will debate the advantages of living
in a town against living in the country.

Speak

Get ready!

1. Work in groups. Answer the

questions.

▪ Put students in groups of three or

four. Give them time to read the
questions carefully before they
discuss the answers.

▪ If the students live in a big city

like Bogotá, you will need to
change the task to focus on
questions b-c. Do the students
feel happy to live in a city,
or would they prefer to live
somewhere quieter?

Read

2. Read the opening paragraph of an

article about megacities. Complete
the gaps with the options below.

▪ Students read the opening

paragraph of a magazine article,
‘The Age of the Megacity’. They
then complete the missing words
by choosing the correct answer,
A, B, or C.. Remind students
to write their answers in their
notebooks.

▪ Discuss answers as a class.
▪ Point out to students that this

exercise is typical of the ones
that students may be asked to
complete in the Prueba de Inglés
exam at the end of their course.

Answers
1 C the

2 A as

3 B has

4 B There

5 C getting

UNIT 1 Module 4

3. a. Read the rest of the text. Note three Focus on Language

problems with the growth of megacities.

b. Read the text again. What are the causes 4. a. Look at the sentences from the text.
of the problems?
Answer the questions.
c. Work in groups. Can you think of any
solutions for the problems of megacities? … large numbers of people have been moving
to the megacities …
As large numbers of people have been moving … people have been building temporary
to the megacities, they have had difficulty homes around the edges of the new cities …
finding somewhere to live. These cities 1. Do these actions begin in the future, past or
simply do not have enough accommodation
for so many new arrivals. As a result, people present?
have been building temporary homes around 2. Are these describing a finished action?
the edges of the new cities, many without 3. Do these actions happen over a long time
running water or electricity.
or a short time?
Life isn’t much better for the more
prosperous inhabitants. The number of Useful language
people driving to work has been increasing
all the time and there are now millions of The present perfect continuous
cars to match the numbers of new workers. ▪ We use the present perfect continuous to
Many megacities face gridlock at rush hour
as the whole population goes to work or describe actions that began in the past and
returns home at the same time. Spending continue into the present.
large amounts of time in traffic is incredibly We use it to describe a continuous action:
stressful, and frustration with these delays I’ve been studying for my exams for weeks.
reduces people’s general satisfaction with
their life in the new metropolis. ▪ Or an action that we repeat several times:

More cars means more CO2, carbon dioxide, He’s been putting a lot of photos on social media
which is released into the atmosphere. sites recently.
At the same time, megacities are centres
of production with thousands of factories ▪ We make the present perfect continuous with:
operating all over the area. Air pollution
has been getting worse as a result of the have + been + -ing.
emissions from cars and factories. In many
parts of China, cities experience days of b. Work in pairs. Ask and answer these
smog, a thick brown fog that covers the questions. Use the present perfect continuous.
homes and buildings. This has an impact on
public health, especially for those people 1. What have you been doing recently?
who have breathing problems. 2. What have you been studying in this lesson?
3. What has been happening at your school
The age of the megacity is here now and
these problems are real. Solutions must be recently?
found and quickly, because these people have
moved to the cities to live and the population Say it!
is not going to fall any time soon.
5. a. Read the rule then complete the table
© MEN Colombia Glossary 60
with the words below.
▪ rush hour: hora punta The letters ea are usually pronounced /i:/
▪ gridlock: atasco (peas). There are some exceptions: ea+r =
▪ factories: fábricas /iə/ (fear), /ɜː/ (early), or /eə/ (bear).

▪ reason ▪ pear ▪ increased ▪ near
▪ year ▪ search ▪ earth ▪ wear

/i:/ /iə/ /ɜː/ /eə/

b. Listen and check your answers.

129

UNIT 1 Module 4

2Lesson 2

3a.Read the rest of the text. Note 3c.Work in groups. Can you think of It is because we are asking © MEN Colombia
about recent activity up to the
three problems with the growth of any solutions for the problems of present. Explain that this is a
megacities. megacities? very common use of the present
perfect continuous.
▪ Tell students that the text on ▪ Put students in large groups. Ask
5a.Read the rule then complete the
page 129 is a continuation of the them to consider the problems
text on page 128. Before students with megacities. Perhaps each table with the words below.
read the rest of the text, draw group should just choose one of
their attention to the glossary the problems from 3b to discuss. ▪ Students read the pronunciation
box at the bottom of the page.
▪ Students discuss their ideas. rule. Explain that English is not
▪ Students read the text and a phonetic language so the same
If students are struggling with spelling can often be used for
identify three problems with this task, move on to the next many different vowel sounds.
the growth of megacities. They exercise in the book. This is a
should write these in their complex question which will ▪ Replicating English vowel sounds
notebooks. stretch the imagination of the
stronger students in the class. is not easy for Spanish speakers
▪ Students compare answers with a because Spanish only has five
▪ Discuss answers with the whole distinct vowel sounds. English has
partner. many more and it can be difficult
class. Ask one student to make to replicate these sounds when
▪ Check answers with the whole notes on the board as each studying the language. Encourage
group suggests a new solution. the students to read these words
class. Don’t force students to propose aloud as they try to complete the
an answer here if they lack table.
Answers inspiration. Not everyone feels
As large numbers of people have been comfortable dealing with such an ▪ Students copy the table on page
moving to the megacities, they have open task.
had difficulty finding somewhere to 129 in their notebooks. Students
live / Many megacities face gridlock Focus on Language then look at the words and try to
at rush hour / Air pollution has been complete the table based on the
getting worse as a result of the 4a.Look at the sentences from the pronunciation of the letters ‘ea’
emissions from cars and factories. in each case.
text. Answer the questions.
3b.Read the text again. What are the 5b.Listen and check your answers.
▪ Ask students to look at the two ▪ Play audio Track 60 once while
causes of the problems?
example sentences. Ask students students check their answers.
▪ Students read the text again to to find the sentences in the text Give the students time to check
(they both appear in paragraph 1 their answers in pairs.
find causes of the problems. Give of the text on page 129).
the students plenty of time to do ▪ Then play the recording one
this because it is a complex task ▪ Students individually think about
that requires deep understanding more time. You could draw the
of the text. the answers to the questions. The table on the board and invite
questions are designed to allow students to come up one by one
▪ Students compare answers with a students to deduce the meaning to add a word to the table. Then
of the grammar structure. play the recording, stopping after
partner. each word, and ask the rest of
▪ Check answers with the whole the class to say whether it is in
▪ Check answers with the whole the right place in the table.
class. Then ask the students to
class. read the grammar box on the ▪ Finally, play the recording again.
present perfect continuous.
Answers Ask students to listen and repeat
These cities simply do not have Answers the words as a class. Play the
enough accommodation for so many 1. In the past. recording and stop after each
new arrivals. / The number of people word.
driving to work has been increasing all 2. No, the action is continuing at the
the time and there are now millions time of speaking. Answers
of cars to match the numbers of new
workers. / More cars means more CO2 3. Over a long period of time. /i:/ reason, increased
carbon dioxide, which is released into /ɪe/ near, year
the atmosphere. At the same time, 4b.Work in pairs. Ask and answer /ɜː/ search, earth
megacities are centres of production /ɪə/ pear, wear
with thousands of factories operating these questions. Use the present
all over the area. perfect continuous.

▪ Ask students to look at the

questions. Ask why is the present
perfect continuous used here?

T129

2 Lesson 2

Listen

61

6. Listen to some people talking about their cities. Match the issues with the cities.

New York Seoul London ▪ CO2 ▪ new technologies
▪ traffic noise
▪ pesticides ▪ transport
▪ air pollution
▪ green city ▪ monitoring

programmes

▪ environmental

clean-up

61

7. Work in pairs. Listen again and answer the following questions.

a. Are people in megacities interested in environmental problems?
b. What is being done in New York to protect the environment?
c. What is being done in Seoul to protect the environment?
d. What is being done in London to protect the environment?

Focus on Vocabulary

8. Look at the words in the box and answer the questions below.

▪ reside ▪ residential ▪ resident ▪ residence

a. How are these words similar?
b. This is a word family. What is the root word that appears in all of them?

9. Look at the word families below. Answer the questions.

a. What is the root word for each family?
b. Are the words adjectives, adverbs or nouns?
c. Which group does not contain a verb?

Root word reside

Words in the residence developed environmental pollution
family resident development environmentalist pollutant
residential developing environmentally polluted

10. What are the word families for these verbs? Use your dictionary or the Internet to help you.
© MEN Colombia
© MEN Colombia
▪ build ▪ imagine ▪ photograph
▪ create ▪ organise ▪ science

130

UNIT 1 Module 4

2Lesson 2

Listen Answers Answers
New York: pesticides, monitoring 1. They have a similar meaning even
6. Listen to some people talking programmes, environmental clean-up
Seoul: traffic noise, air pollution, though they are a verb (reside),
about their cities. Match the issues green city, new technologies an adjective (residential), and
with the cities. London: transport, CO² nouns (resident, residence).
2. The root word is reside.
▪ Before they listen, students copy 7. Work in pairs. Listen again and
9. Look at the word families below.
the table into their notebooks and answer the following questions.
check understanding of the words Answer the questions.
to complete the table. Remind ▪ Students listen again to audio
students that the first one is CO², ▪ Establish that not every word has
which is the chemical symbol for Track 61.
the gas carbon dioxide. a distinct verb, noun or adjective
▪ After playing the recording for form. For example, in this
▪ Play audio Track 61. exercise, the word environmental
▪ Before checking answers as a the first time, put students does not have a verb as part of
in pairs or threes if there are its word family.
class, ask students to compare weaker students who will
their answers in small groups. need further support. Give the ▪ Check answers as a class.
students plenty of time to discuss
Audio script 61 their answers to the questions. Answers
a develop, environment, pollute
Speaker 1: I’m a resident of New York ▪ Check answers as a class. b adjectives: residential, developed,

city and I love it. However, there are Answers developing, environmental,
a. Yes, they are. polluted
many environmental challenges to b. They educate people on how to nouns: resident, residence,
development, environmentalist,
deal with here in the Big Apple. I work use chemicals like pesticides. pollution, pollutant
There are environmental clean-up c The third group, ENVIRONMENT
for the New York State Department of and monitoring programmes.
c. The city has worked on the 10. What are the word families for
Environmental Conservation, so it’s my development of new technologies
so that the megacity reduces these verbs? Use your dictionary
job to help protect our environment. To its negative effect on the or the Internet to help you.
environment.
give you one example, we educate people d. They have been designing ▪ Students work in groups to
projects to cut CO² and other
on how to use chemicals like pesticides, things that pollute the air. complete the word families.
They can simply look at the
in a way that will minimise damage to the Focus on Vocabulary alphabetical list of words in a
dictionary or an online dictionary.
environment. There are environmental 8. Look at the words in the box and
▪ Ask one student in each group to
clean-up and monitoring programmes to answer the questions below.
choose a word and then present
check that pollution and litter and so on is ▪ Check students’ understanding of their answers to the others.

kept under control. We want to make New terms such as nouns, verbs, and ▪ Check answers as a class. Note
adjectives. Do this by writing a
York a great place to live for everyone, simple sentence on the board and the stress change in photograph
asking the students to identify and photographer, e.g.
wherever they reside. the nouns, verbs and adjectives photographic, photography.
in each case, e.g. The old man
Speaker 2: I live in Seoul, one of the wore a black hat. Answers
build: building, builder
world’s megacities and like a lot of capital ▪ Students work in pairs to look at create: creative, creation, creator
imagine: imagined, imaginary,
cities in Asia, our population has been the questions. imagination
organise: organised, organisation,
growing and growing. That has an obvious organiser
photograph: photographic,
impact on the environment. For one photography, photographer
science: scientific, scientist
thing, there’s more traffic noise and more
T130
cars means more air pollution. The mayor

has been working to solve these problems

and he intends to make Seoul a green city

with clean air. It’s all down to scientific

research. The city has worked on the

development of new technologies so that

the megacity reduces its negative effect

on the environment.

Speaker 3: London is a megacity but it’s

not a new one. Millions of people have

been living and working here for over a

hundred years. I work for Transport for

London so we’re responsible for the buses

and the underground. It’s an old city,

but we’ve been working hard to improve

life for everyone. You know, we’ve been

reducing the environmental impact of

what we do. For example, we have been © MEN Colombia

designing projects to cut CO² and other
things that pollute the air. We work with

thousands of people in many different

locations, so if we make a change across

the organisation, it will have an impact

on the cleanliness of the air in the city as

a whole.

UNIT 1 Module 4

Speak

11. Work in two groups. Follow these instructions. Writing Tip

a. Group A, think of advantages of living in the city. What things Use paragraphs to organise
can you do? What things make life great? Prepare a list. your writing. Do not write just
one continuous piece of text.
b. Group B, think of advantages of living in the countryside.
What things can you do? What things make life great? Using regular paragraphs makes
a text easier to read.
c. Have a debate. Group, A, explain why it is best to live
in a city. Group B, explain why it is best to live in the Follow this rule when choosing
countryside. to start or finish a paragraph:

d. Vote. Which is better the city or the countryside? You can One idea, one paragraph.
give your own opinion here. You don’t have to vote with your
group.

Write

12. Read the Writing tip. Then divide this text into paragraphs. How many paragraphs do you

need? How many key ideas are there in the text?

Shanghai is now the largest city in China. Its population has been growing steadily for half
a century. It now stands at around 24 million people. Shanghai is a true megacity. The
city was founded around 1500 years ago. It was always in an excellent location where a
major river meets the sea. Its name actually means ‘upon the sea’ and merchants have
been going there for years because of its excellent harbour. In recent years a number of
problems have been appearing in this urban area. As developers have been building larger
and larger buildings, the city has been sinking by about 1½ centimetres a year. This is
because it was originally built on a swamp. The only way to prevent this environmental
disaster is to stop construction. Fewer and fewer new buildings have been appearing on
the city’s skyline in the last decade, which is one reason why the world’s tallest building is
no longer in Shanghai, but in Dubai.

© MEN Colombia ▪ sink: hundirse Glossary ▪ swamp: pantano
▪ steadily: incesantemente

131

UNIT 1 Module 4

2Lesson 2

Speak Write Answers

11. Work in two groups. Follow these 12. Read the Writing tip. Then divide Shanghai is now the largest city
in China. Its population has been
instructions. this text into paragraphs. How growing steadily for half a century.
many paragraphs do you need? It now stands at around 24 million
▪ It is the first debate that students How many key ideas are there in people. Shanghai is a true megacity.
the text?
have done so remind students The city was founded around 1500
that they need to listen carefully ▪ Ask students to read the years ago. It was always in an
to the arguments of their excellent location where a major
classmates. writing tip. The writing tip is river meets the sea. Its name
particularly useful in formal or actually means ‘upon the sea’ and
▪ Divide students into two groups. academic writing. One idea, merchants have been going there
one paragraph basically means for years because of its excellent
If you have a very large class, you that each paragraph should harbour.
can create several teams here to contain one main idea with
debate amongst themselves. supporting evidence to back it In recent years a number of
up. Once the students move onto problems have been appearing in
▪ Each group has to take one side a new idea, they should begin this urban area. As developers have
a new paragraph. Use of topic been building larger and larger
of the argument. Some students sentences in lesson 4 will provide buildings, the city has been sinking
may find this frustrating because further help in choosing the by about 1 ½ centimetres a year.
they are being asked to defend content of a paragraph. This is because it was originally built
an argument that they don’t on a swamp.
necessarily believe but point out ▪ Before reading the text, draw
that at the end, they will have The only way to prevent this
an opportunity to decide on what students’ attention to the environmental disaster is to stop
side of the debate they stand. glossary. Note that steadily is construction. Fewer and fewer new
translated as incesantemente. buildings have been appearing on
▪ First students make a list of The cognate incessantly does the city’s skyline in the last decade,
exist in English but it is a false which is one reason why the world’s
advantages of living in the city or friend because it means ‘all the tallest building is no longer in
the countryside. Once students time’, especially in a negative Shanghai but in Dubai.
have thought of enough ideas, context.
encourage them to number the
ideas so that number 1 is the ▪ Students read the tip and decide
most important, 2 is the second
most important, etc. This will how to break up the text into
help students decide how to paragraphs. Remind students to
present their arguments. work in their notebooks. There
are four main ideas in the text so
▪ When students are ready, begin students will need four separate
paragraphs.
the debate. Ask each group to
speak for a minute at a time, ▪ The first paragraph introduces
taking turns to make their
arguments or to respond to an the concept of Shanghai as
argument by the other group. a megacity. The second one
During this minute, only one introduces general information
student can speak and the other about the city. In the third
members of the other group must paragraph, we learn that there
not interrupt. are problems with the megacity.
In the fourth paragraph, a
▪ After the students have made all solution to these problems is
proposed.
of their arguments, ask students
to vote on which side they ▪ When they finish, ask students
support by raising their hands.
This is a free vote and students whether the text is easier to read
are no longer obliged to defend now it is in paragraphs.
one side or the other.

© MEN Colombia

T131

3 Lesson 3

Speak

1. a. Look at situations 1-8. Are they describing natural states or human activity?

a. Why do people damage the environment? What is their motivation?
b. Which of these problems are easy to solve? Which ones are difficult?

1. ‘We can cut down the forest and sell the 5. ‘We use pesticides to protect our apples, grapes
wood to create hundreds of jobs for local and pears. They kill most insects.’
people.’
6. ‘Bees are essential to pollinate plants and
2. ‘The Amazon forest is essential because the flowers. We cannot replicate their behaviour in
trees convert much of the world’s CO2 to an artificial way.’
oxygen.’
7. ‘Turtles lay their eggs on this beach because
3. ‘The river provides clean water for fish, there are no predators here.’
birds and other animals.’
8. ‘There is a beautiful new hotel next to the beach.
4. ‘The waste from the factory has to go Everyone wants to come here on holiday now.’
somewhere so we put it in the rivers.’

Focus on Vocabulary 1 4
2 5
2. a. Match the problems in the box with

the correct pictures.

a. drought
b. erosion
c. logging
d. forest fires
e. intensive farming
f. land and water contamination

62

b. Listen and check your answers.

© MEN Colombia
© MEN Colombia
36

132

UNIT 1 Module 4

3Lesson 3

LESSON OVERVIEW Answers Focus on Vocabulary

In this lesson, students will move on Some reasons for the situations are: 2a.Match the problems with the
from talking about cities to looking at people damage the environment to
the environmental consequences of make money (1); because industry correct pictures.
human activity. From this point on, the creates waste and there are
module will examine environmental sometimes no safe places to put it ▪ Students match pictures 1-6 with
issues both internationally and inside (4); they damage the environment
Colombia. Be aware that this kind of to protect food sources for people problems a-f. Remind students
topic can be alarming for young people (5); they damage the environment to to write the answers in their
but there are ways that they can act to have fun, often without realising the notebooks. Students can work in
prevent this kind of damage continuing, consequences of their actions (8). pairs to complete this exercise.
as shown in the final writing task in this
lesson on using Twitter. 1b.Which of these problems are easy Answers
a6
Speak to solve? Which ones are difficult? b2
c3
Get ready! ▪ Students work in groups to d5
e1
1a.Look at situations 1-8. Are they discuss the question. The f4
problems are the situations
describing natural states or human caused by human activity. The 2b.Listen and check your answers.
activity? purpose of this exercise is to ▪ Students listen to check their
establish that it is often very
▪ Students begin by looking at what difficult to prevent damage to answers. Play audio track 62
the environment, even if we once.
is natural and what is caused by don’t want to cause any harm.
humans. Students should group ▪ Check answers as a class.
four of the situations 1-8 in the ▪ Discuss the students’ ideas as a ▪ Play the recording again, asking
circles which surround the tree
to represent natural states. class. the students to repeat the words
They should group the other four as a class. Stop the recording
situations in the circles which Answers after each word.
surround the silhouette of the
man to represent human activity. Situation 1 is easy to solve by Audio script 62
stopping the damage to the forest,
▪ Remind students to write in their but new jobs will have to be found 1. intensive farming
for the workers. 2. erosion
notebooks. They only need to 3. logging
write the numbers, not the whole Situation 4 is not easy to solve but 4. land and water contamination
situation. businesses should consider how to 5. forest fires
remove waste safely before they 6. drought
Answers begin work.
Natural states: 2, 3, 6, 7
Situations 5 and 6 are linked.
Human activity: 1, 4, 5, 8 Pesticides are not just killing insects
that eat fruit, they are also killing
1a.Why do people damage the the bees which pollinate the fruit.
Farmers need to use pest control
environment? What is their which does not kill bees. This is
motivation? easy to do. Farmers grew food for
centuries before pesticides were
▪ Students work in groups to invented.

discuss the question. Direct the Situations 7 and 8 are also linked.
students back to the situations. Situation 8 is easy to solve by
These all show reasons why asking tourists at the hotel to be
people damage the environment. responsible and not to go on beaches
where turtles lay their eggs.
▪ Discuss the students’ ideas as a

class.

© MEN Colombia

T132

UNIT 1 Module 4

3. a. Complete the sentences with the words from exercise 2.

1. In … they also often use genetically 4. … happens because people simply throw
modified animals and plants to increase waste away without recycling it in an
the amount of food they produce. appropriate place.

2. … doesn’t just damage the forests. It 5. During a …, there is sometimes not
also destroys animal habitats so there is enough water for food which can lead to
nowhere left for wild animals to live. famine in extreme cases.

3. … are natural events, but they also 6. The land under our feet can be destroyed
create large amounts of smoke, which by …, but also by mining.
has an effect on air pollution.

63

b. Listen and check your answers.

c. Translate the words in bold into your language.

Listen

64

4. Listen to the discussion about humans and nature in a Biology class. Who …

a. thinks nature is more important?
b. thinks people are more important?
c. gives no preference?

Luisa Oscar Catalina

© MEN Colombia 64 Listening Tip

5. Listen to the discussion again. What are the missing words? When listening to individuals
in a discussion, write the ideas
a. Personally, I’m not worried about … . If people need more or their arguments next to their
milk, what’s wrong with … cows? It’s just not a problem for names to help you remember
me.
who said what.
b. There are other ways of producing enough food. Take pig
farming. It produces enormous amounts of … . That leads to 133
… once it reaches the rivers.

c. … is an enormous problem. The forests are disappearing. In
some countries they use … to clear land. Then they use the
land for farming and development. I don’t agree with this.

6. Work in pairs. Who do you agree with? Luisa, Oscar or

Catalina? Why?

UNIT 1 Module 4

3Lesson 3

3a.Complete the sentences with the Audio script 64 5. Listen to the discussion again.

words from exercise 2. Teacher: As we said in the last lesson, What are the missing words?

▪ Ask students to complete the we’re going to talk about humans versus ▪ Remind students to write in their
nature in our class today. I hope you’ve
sentences with words on page notebooks.
132. Remind students to write prepared your arguments. So, who would
the answers in their notebooks. ▪ Before they listen again, ask
Tell students not to worry like to start our discussion? Are humans
about the words in bold in the students to guess the missing
sentences at this stage (they will more important than nature? Yes, Luisa… words. To help them, ask them
work with these in exercise 3c). Luisa: Well, I think humans have to be what type of word will go in each
gap: a verb, noun, adjective, etc.?
3b.Listen and check your answers. more important than nature. There
▪ Play audio Track 63 and ask ▪ Students listen again to audio
are millions of people in the world
students to check their answers. track 64 and complete the
and they all have a basic human right sentences.
▪ Check answers as a class. to have enough to eat. Personally, I’m
not worried about intensive farming. If ▪ Students discuss their answers in
3c.Translate the words in bold into
people need more milk, what’s wrong pairs.
your language.
with genetically modified cows? It’s just ▪ Play the recording once more
▪ Students work in pairs to not a problem for me.
Teacher: OK that’s a good point. Does so that students can check their
translate the words. answers. Again, give the students
anybody have something to say about time in pairs to compare what
▪ Check answers as a class. they have heard.
Luisa’s point of view? OK, Oscar…
Answers Oscar: I don’t fully agree with Luisa. I ▪ Check answers with the whole
1 intensive farming understand what you’re saying but there
2 Logging class.
3 Forest fires are other ways of producing enough food.
4 Land and water contamination ▪ After you finish, tell the students
5 drought Take pig farming. It produces enormous
6 erosion amounts of waste. That leads to water to put down their pens and listen
contamination once it reaches the rivers. to the recording one more time
Listen to try to understand the whole
Do we need to have intensive farming of conversation without needing to
4. Listen to the discussion about read any questions or exercises
pigs? People need to eat too. I just don’t at the same time.
humans and nature in a Biology know.
class. Who… Teacher: Catalina, Do you have anything Answers
a. intensive farming, genetically
▪ Students will listen to three to say?
modified
speakers talking about the Catalina: Yes I do. I believe that we need
environment. Before they listen, b. waste, water contamination
tell students that they will hear to care for nature. It’s the most important
the speakers in the same order thing there is. At the moment, logging c. Logging, forest fires
as the photos on the page: Luisa,
Oscar and Catalina. is an enormous problem. The forests are 6. Work in pairs. Who do you agree

▪ Play audio Track 64. Play the disappearing. In some countries they use with? Luisa, Oscar or Catalina?
Why?
audio first without pausing. Ask forest fires to clear land. Then they use
students to match the speakers the land for farming and development. ▪ Students discuss what they have
with the opinions. I just don’t agree with this. We have a
heard on the recording.
▪ Check answers as a class. responsibility to future generations to
▪ It is possible that arguments may
care for the environment. If we don’t do
that, there won’t be anything left to save start because this is an emotive
in the future. issue. Remind students that it
is important to listen to the
Teacher: Well… This is very interesting. opinions of other people with
respect, even if they strongly
What do all of you think about these two disagree with them.
different points of view? Let’s continue
with our discussion…. ▪ Don’t spend too long on this

Answers exercise, just give students
a Catalina b Luisa c Oscar enough time to give a personal
response to what they have
heard. © MEN Colombia

T133

3 Lesson 3

Read

7. a. Work in groups of three. Student A, read

text A. Student B, read text B. Student C,
read text C. Copy the table in your
notebook and complete it for your text.

Problem Cause Effect

b. Tell your partners about your problem. A
Which one is the worst? Why? What can you do? Our village was always
close to the rainforest and we used to see
c. Now read all three texts quickly. Did your birds and even monkeys running up and
partners forget any of the information? down the trees outside our homes. Today
there’s nothing. A construction company got
permission to build several blocks of flats
in the area. They cut down all the trees
around our village. The disappearance of
our local wildlife is a result of the logging.
It’s crazy. Protecting the forest gives a
home to thousands of different species. I
used to see hummingbirds outside my front
door. I never see any now.

B 8. Read the sentences from the texts in
The food of the future is already here. Scientists
have created genetically modified (GM) salmon. exercise 7 and classify the expressions
The genetic modification results in bigger fish in bold. Complete the table.
that need less food to grow. It is one solution
to the world’s growing appetite for seafood. a. The genetic modification results in
However, protestors are concerned about the bigger fish.
innovation. At the moment, the GM fish do
not come into contact with rivers or the sea. b. A hurricane could cause an escape of
However, a hurricane could cause an escape of the GM animals.
the GM animals into the natural environment. If
that happens, the GM fish may destroy the wild c. The disappearance of our local wildlife
salmon population because they are bigger and is a result of the logging.
can compete better for the same food source.
d. Protecting the forest gives a home to
C The first sign of the crisis was a smell of smoke. thousands of different species.
At first we thought the smoke was caused by
cooking in someone’s house. Then we looked e. At first we thought the smoke was
out of the window and saw a huge smoke cloud caused by cooking in someone’s house.
over the mountains. We knew then that we were
facing an ecological disaster. The fire led to the f. The fire led to the destruction of 15
destruction of fifteen square kilometres of land square kilometres of land.
in the nature reserve. The tragic thing is that it
started so stupidly. Some tourists were having a Cause ➞ Effect: Effect ➞ Cause
picnic in the mountains and they started the fire results in
accidentally.

134
© MEN Colombia
© MEN Colombia
Glossary

▪ hummingbird: colibrí
▪ nature reserve: reserve natural

Read 7b.Tell your partners about your UNIT 1 Module 4

7a.Work in groups of three. Student problem. Which one is the worst? 3Lesson 3
Why?
A, read text A. Student B, read T134
text B. Student C, read text C. ▪ In their groups of three, students
Copy the table in your notebook
and complete it for your text. use the table to explain the
content of their text. As they
▪ Before they read, draw students’ discuss the three problems, they
should choose which problem is
attention to the glossary box at the worst.
the bottom of the page.
▪ Whole class discussion. Which
▪ This is a ‘jigsaw’ reading.
problem did each group think
Students read, three different was the worst? Are there any
texts and share the information different opinions?
that they have read.
7c.Now read all three texts quickly.
▪ Before the discussion begins, the
Did your partners forget any of the
students should copy the table in information?
their notebooks.
▪ Students now read all three
▪ Although they work alone at
texts again. They check the
this stage, you could still put information that their partners
students in pairs. Go around the gave them in 7b. They should
class, telling each student in look for any incorrect information
order whether they are an A, B or any missing facts.
or C. Students then work with a
student with the same letter. The ▪ Students discuss the three stories
As read the first text. The Bs read
the second text and the Cs read in groups. Did their partners
the third text. Each pair reads give a good summary of the
the same text and completes the information that they had read?
table together. Then students
make new groups of three where 8. Read the sentences from the text
each group contains one A, B and
C student. in exercise 7 and classify the
expressions in bold. Complete the
▪ Students read their text and table.

complete the table. ▪ Students should copy the table

Answers into their notebooks.
Text A Problem: the destruction of
the rainforest ▪ Students work in pairs to decide

Cause: A construction company cut whether the words in bold show
down all the trees around our village. a cause that leads to an effect,
or an effect than comes from a
Effect: the disappearance of the cause.
local wildlife
▪ Check answers with the whole
Text B Problem: genetically modified
salmon class.

Cause: A hurricane could cause an Answers
escape of the GM animals into the Cause Õ Effect: results in, cause,
environment. gives, led to

Effect: The GM salmon may destroy Effect Õ Cause: is a result of, was
the wild salmon population. caused by

Text C Problem: a fire © MEN Colombia

Cause: Some tourists started a fire
when they were having a picnic.

Effect: the destruction of 15 square
kilometres in the nature reserve.

UNIT 1 Module 4

Write

9. Complete the following sentences using a 12. Read the guide to using Twitter. Then

cause or effect expression. decide if these hashtags below are good or
bad. What kind of people would look for
a. Water contamination … mining for gold. these hashtags?
b. Quite often, forest fires … human
How to use Twitter
activities.
c. Genetically modifying foods can … human One way to raise awareness of
something you believe in is to write a
illness. tweet on Twitter. Tweets are only 140
d. A drought … the death of many wild characters, including the hashtag (the
word preceded by the hash character
animals. #). In English, this means that the
e. Creating nature reserves … wildlife some average tweet contains ten-eleven
words.
protection.
f. The landslide … coastal erosion. Hashtags allow anyone in the world
to read your message. For example,
Speak people who are interested in cars might
follow the hashtag #cars and read all
10. a. Work in pairs. How many animals from tweets on that topic.

your country can you think of? Make a Be careful your hashtag is not
list. ambiguous, however. For example, is
dogs, pigs, hummingbirds, ... #apple talking about the fruit or the IT
b. Put the animals into three groups: company?

Pets dogs, … #animals
pigs, … #Amazon
Farm hummingbirds, … #Colombia
animals #environment
Wild #fish
animals #geneticallymodifiedfoods
#gold
11. Look at the groups of animals. #help
#nature
Answer the questions. #salmon

a. Have you ever seen any of these animals? 13. Write a tweet in English about an
b. Do you think these animals are common
environmental subject. Write ten-eleven
or rare? words. Include a hashtag. Then post
c. Are there any environmental problems them on the board.
Which one is the most effective?
connected with these animals? What are Which one gives the most information?
they? Which one has the best hashtag?

© MEN Colombia

135

UNIT 1 Module 4

3Lesson 3

9. Complete the following sentences to describe the event. The other #Colombia: a good hashtag for news © MEN Colombia
members of the group then ask as about Colombia.
using a cause or effect expression. many questions as they can to find
out more about the animal. #environment: another good hashtag
▪ Students work alone to complete that can reach a large number of
▪ The second exercise is a simple people.
the sentences using the
expressions from exercise 8. task to decide which animals are #fish: this hashtag can be read
Remind students to write their common and which are rare. The in lots of different ways: fish
answers in their notebooks. Check idea is to further emphasise the for cooking, going fishing, the
that students know the meaning fact that wild animals are often environment and fish, so it may not
of the word landslide: derrumbe. extremely rare in the modern be a good option.
world.
▪ Students work in pairs to #geneticallymodifiedfoods: this
▪ The third question may be difficult is too long. It’s 25 characters and
compare their answers. Note that you only have room for 140 in each
there is more than one correct to answer if there has not been tweet. #GMFoods would be a better
answer in each case here. any major news stories about option.
animals in Colombia recently. In
▪ Discuss answers with the whole that case, do not spend a lot of #gold: if you want to talk about
time on that question. the gold industry this might be a
class. good choice but it is more likely to
Write reach people who are interested
Answers in jewellery. Are they the target
a. is caused by / is a result of 12. Read the guide to using Twitter. readers for the tweet?

b. are caused by / are a result of Then decide if these hashtags are #help: too ambiguous. What kind of
good or bad. What kind of people help do you need?
c. lead to / cause / result in would look for these hashtags?
#nature: this is a good open hashtag
d. leads to / causes / results in ▪ Before beginning the exercise, that will also appeal to many
different people who care about the
e. gives ask how many students in the environment.
class use Twitter now. If a lot of
f. was caused by / was a result of students use Twitter, lead into #salmon: this is a better hashtag
a discussion on how they use it. than #fish because even though it
Speak Who has the most followers on might reach different people with
Twitter? Who follows the most different interests, everyone who
10a. Work in pairs. How many animals people? Does anyone have a comes into contact with salmon
famous person as a follower? Who through life or work might want to
from your country can you think has written the most tweets? read this tweet.
of? Make a list.
▪ Ask students to read the guide 13. Write a tweet in English about
▪ Students in pairs list as many
to using Twitter. If they have an environmental subject. Write
animals as they can think of. If used Twitter before, ask them ten-eleven words. Include a
students are having difficulty to anticipate the content before hashtag. Then post them on the
with this, join pairs together to they read. board. Which one is the most
make larger groups. effective? Which one gives the
▪ After reading the text, students most information? Which one has
10b. Put the animals into three groups: the best hashtag?
work in pairs to analyse a number
Pets: dogs, … of hashtags and say whether they ▪ Ask students to write their
Farm animals: pigs, … are good or bad.
Wild animals: hummingbirds, … tweets on a piece of paper and
▪ Discuss answers with the whole to include a hashtag. Then they
▪ Students now put the animals should put the tweets on the
class. There are no right or board.
from 10a into groups. Some wrong answers here so encourage
animals may go in more than one students to give justification for ▪ Once the tweets are on then
group. their arguments.
board, the students should get up
11. Now look at the groups of animals. Answers out of their seats and read their
classmates’ tweets. They should
Answer the questions. #animals: this is a good hashtag not write anything down at this
because it can reach people who stage.
▪ The aim of this exercise is to give are interested in lots of different
animals. ▪ When they return to their seats,
students a chance to think about
common animals and how they are #Amazon: perhaps ambiguous discuss the questions with the
affected by human development. because it could refer to the whole class.
Students should discuss these rainforest or the company.
questions in small groups.

▪ The first question is an

opportunity for students to discuss
an event from their own lives.
Students should take it in turns

T135

4 Lesson 4

Speak

1. a. Look at the pictures. Would you like to go here on holiday? Why? / Why not?

b. What are the most popular places to go on holiday in your country?
Have you been to any of those places?

Focus on Vocabulary

2. a. Choose the correct word to complete the questions about holidays.

1. When you are on holiday, do you like to go / make some sightseeing?
2. Do you often buy / pay souvenirs when you are on holiday? What kind?
3. Do you like going / playing skiing?
4. What do you always make / pack in your suitcase?
5. Do you like to explore new places or go on / to a guided tour?
6. Do you prefer to live / stay in a hotel or a youth hostel?
7. In the evening, do you go dance / dancing or chat to your friends?
8. When you eat away / out, what kind of restaurants do you like?
9. If you go to the beach, do you get / have sunburnt or do you use suncream?

b. Write your own answers to the questions.

c. Work in groups. Compare your answers to the questions. Who is most like you?
Who is the perfect person in your group to go on holiday with you?

136
© MEN Colombia
© MEN Colombia

MODULE 4 UNIT 2 OVERVIEW UNIT 2 Module 4

Lesson Topic Language Focus 4Lesson 4
Lesson 4 • Past perfect
The Palm Output
Island in • Speaking: discuss the environmental impact
Dubai
of tourism
Lesson 5 The mining • The future in the past • Writing: topic sentences
industry
• Speaking: discuss danger in the workplace
Lesson 6 The dangers • Linking phrases • Writing: an online job advertisement
of plastic
bags • Speaking: the best product created by
humans

• Writing: tweets and Twitter

LESSON OVERVIEW students to write their answers in 2c.Work in groups. Compare your
their notebooks. Although there
In this lesson, students will learn is some new vocabulary here, answers to the questions. Who is
about tourism and its impact on discourage students from using most like you? Who is the perfect
the environment. They will start by dictionaries at this stage. person in your group to go on
discussing the types of holidays that holiday with you?
they enjoy. Then they will listen to ▪ Students check their answers in
people recounting common problems ▪ Students work in groups of four
that may happen on holiday. Finally, pairs. Where they disagree, they
they will examine the case of Dubai can now check their answers in a or more. They ask and answer
which has become a popular tourist dictionary. the questions using the sentences
destination, despite some environmental that they wrote in 2b. Note that
problems. ▪ Remind students that this the purpose of the exercise is
for each student to find someone
Speak concept of words that go who is most similar to them, so
together, like ‘go on a tour’, that they would enjoy going on
Get ready! are called collocations. It is holiday together.
important that students do
1a.Look at the pictures. Would you not just learn vocabulary as ▪ Discuss answers as a class. Are
individual words but also the
like to go here on holiday? Why? / common collocations in which the students surprised at the
Why not? they appear. results? Did they find their friends
had very different answers to the
▪ Give students time to look at ▪ Discuss answers as a class. questions?

the photos and to consider their Answers © MEN Colombia
answers. This is just a warmer to 1 go 2 buy 3 going 4 pack
get students thinking about the
concept of holidays in general. 5 on 6 stay 7 dancing 8 out

▪ Ask students to discuss the 9 get

questions in pairs. 2b.Write your own answers to the

1b.What are the most popular places questions.

to go on holiday in your country? ▪ Students work individually to
Have you been to any of those
places?? write their own answers to
the questions. This is a useful
▪ Students work in pairs to discuss exercise before free speaking
because sometimes it can be
the most popular places to go on difficult to activate memory
holiday in Colombia. in the middle of a classroom
exercise. It is good to give
Focus on Vocabulary students some quiet time to think
about their own preferences
2a.Choose the correct word to and experiences before they are
asked to speak in class.
complete the questions about
holidays. ▪ Students check their answers in

▪ Students work individually to pairs. Where they disagree, they
can now check their answers in a
choose the correct words to dictionary.
complete the sentences. Remind

T136

UNIT 2 Module 4

© MEN Colombia Listen 6. a. Look at the Useful language box. How

65 do we make the past perfect?

3. Listen to four people, Bob, Andrea, Jim Useful language

and Pauline describe something bad that The past perfect
happened on holiday. Who … ▪ We use the past perfect in narratives and
a. made a mistake because of the weather?
b. was a victim of crime? stories. The past perfect describes a past
c. got lost? action that happens before another event in
d. became ill? the past.
Why hadn’t you told us you were late?
65 I missed the bus because I’d left home too
late.
4. Why do the people mention these things? I was hungry because I hadn’t eaten dinner.

Listen again to check. b. Look again at the sentences in exercise
a. a camera 5. Which verbs are in the past simple?
b. prawns Which verbs are in the past perfect?
c. a phone app
d. clouds 7. Complete the sentences with one verb

Focus on Language in the past simple and one in the past
perfect.
5. Look at the events from the listening.
a. She … (feel) exhausted because she …
Which one happened first? Which one (walk) eight kilometres that day.
happened second? Write 1 or 2.
a. Then I noticed that my bag was b. I … (miss) my flight because I … (forgot)
my passport.
open. Someone had stolen my digital
camera. c. I … (buy) any souvenirs so I … (get) a
b. I woke up in the middle of the cheap magnet at the airport.
night feeling ill. We had eaten some
prawns. d. We … (not/go) skiing because it … (not/
c. I hadn’t wanted to go on a guided snow) for weeks.
tour. I just went to explore the city
on my own. e. The youth hostel … (not/have) our
d. My face was red. I had been on booking but we … (made) it online weeks
the beach all day and I hadn’t put on ago!
any suncream.
f. They … (leave) their camera in the hotel
so they … (use) their smartphones to take
photos.

8. Work in pairs. Think about the stories in

the listening. Have any of these things
happened to you or to someone you know?

a. Make notes about your experience. Can
you use the past simple and past perfect
to describe it?

b. Tell your partner about your story. Use
your notes to help you.

137

UNIT 2 Module 4

4Lesson 4

Listen Answers perfect functions exactly like the
a Pauline b Bob c Jim d Andrea pluscuamperfecto.
3. Listen to four people, Bob,
4. Why do the people mention these ▪ Point out that the past perfect
Andrea, Jim and Pauline describe
something bad that happened on things? Listen again to check. is only used alongside the past
holiday. Who … simple. You must have at least
▪ Put students in pairs. Before two past actions to use the past
▪ Before they listen, ask the perfect.
they listen again, they try to
students to work in pairs. Look remember why the speakers Answers
at the questions and the pictures mentioned 1-4. We use had + the past participle.
and try to guess what problems
the people had. ▪ Play audio Track 65 again. 6b.Look again at the sentences in
▪ Check as a class; play the audio
▪ Play audio Track 65. Ask students exercise 5. Which verbs are in the
again to confirm. past simple? Which verbs are in
to write down the answers in the past perfect?
their notebooks. Answers
a. Someone had stolen his camera. Answers
▪ Before checking answers as a b. The prawns made her ill. All the verbs marked [1] are in the
c. He wanted to explore the city on past perfect. All the verbs marked
class, ask students to compare [2] are in the past simple.
their answers with a partner. Do his own using an app.
they have the same? d. She didn’t put on any suncream 7. Complete the sentences with one

Audio script 65 because there were lots of clouds. verb in the past simple and one in
the past perfect.
1. Bob Focus on Language
▪ Students complete the sentences
It was stupid really. I was in the railway 5 Look at the events from the
individually. Then they compare
station and I was waiting for the train. This listening. Which one happened their answers in pairs.
guy my age came up to me and asked me first? Which one happened second?
Write 1 or 2. ▪ Check answers with the class.
about a place to buy souvenirs. I couldn’t
▪ Do the first sentence on the Answers
help him and then he went away. Then I a. felt, had walked
board as an example. Ask the b. missed, had forgotten
noticed that my bag was open. Someone students, which happened first: c. hadn’t bought, got
had stolen my digital camera. I had packed he noticed his bag was open d. didn’t have, hadn’t snowed
it in the front of my suitcase and someone or his camera was stolen. The e. didn’t have, had made
answer is that the camera was f. had left, used
had taken it while I was talking to the stolen and then he noticed it.
Place a 2 in the first box and a 1 8. Work in pairs. Think about the
man. I think they were working as a team. in the second box.
2. Andrea stories in the listening. Have any
It was awful. I woke up in the middle of ▪ Students do questions 3–4. of these things happened to you or
▪ Check answers with the class. to someone you know?
the night feeling ill. I had a fever and I
Answers ▪ When the students have
started vomiting. It was the same for my 1 [2] [1] 2 [2] [1] 3 [1] [2]
parents. We had gone to a posh restaurant 4 [2] [1] completed their notes, they then
by the sea and we had eaten some tell their story to their partner.
6a.Look at the Useful language box. Their partner should listen
prawns, and I’m sure that they had made carefully to check that the past
How do we make the past perfect? perfect is used in the narrative.
me ill. I spent the whole next day in bed.
3. Jim ▪ Ask students to read through the ▪ When they finish, ask if anyone
I’m not a tourist. I’m a traveller but
grammar box. has a particularly funny or
sometimes I get into trouble. Last year, I unusual story to tell the class.
▪ If students are having trouble get
was in La Paz. Well I hadn’t wanted to go
on a guided tour so I just went to explore them to translate the sentences
the city on my own using an app. The in exercise 4a into Spanish.
They will see that the past
problem was that there was no WiFi and I

couldn’t use my phone. I got completely

lost. Luckily, I met this lovely old lady who
took me back to my youth hostel. She was

nice but it was a bit embarrassing really.

4. Pauline

I was in Dubai and I was getting ready to
go dancing with my friends when I looked
in the mirror and my face was red. I was

sunburnt! I had been on the beach all day © MEN Colombia

and I hadn’t put on any suncream because
there were lots of clouds. I mean, in
Britain, you don’t get sunburnt when it’s

cloudy but the sun is very dangerous in

Dubai. I was in agony!

T137

4 Lesson 4

138 Read

9. Look at the pictures. Do you know what they show? Where is this place?

Why is this place important? Read the text quickly to check your answers.

In the Palm of Dubai

(1) It’s incredible, burning, often over 40
degrees Celsius in the summer months. Part of the United
Arab Emirates (UAE), Dubai is a city in the middle of the
desert. Where the pavement ends, sand begins and it
stretches for kilometres and kilometres into the distance.
Despite this harsh climate, the people of Dubai have
turned their city into one of the world’s most popular
tourist resorts.

(2) There are five star hotels that you need
special permission to visit. If you want to buy souvenirs,
you can buy gold jewellery from a vending machine. The
shopping malls are enormous palaces with every luxury
product you could think of.

(3) One of the most famous is the Palm
Island. This is an artificial island built in the sea right
next to the city. It is the site of luxury homes and hotels,
although it’s not actually the best place to go sightseeing.
It’s only possible to see the palm shape from the air.

(4) To build the Palm Island, the developers destroyed both a place where
turtles lay their eggs as well as the only coral reef along the coast. The coral was an
essential habitat for marine life and although there are plans to replace it with an artificial
reef, the damage has already been done.

(5) Large numbers of people are moving to live in Dubai and they all need
water, something which is not easily available in the desert. The solution is to use
desalination plants, factories which turn sea water into fresh water. These use enormous
amounts of electricity and produce large amounts of CO2.
(6) On the one hand, we want to make pleasant places for people to live and
exciting locations for tourists to enjoy. This creates jobs for people where there is no other
work. On the other hand, development often equals destruction and the environment
suffers as a result.

10. Complete the opening sentence of each paragraph 1-6 with a-g. Glossary

There is one extra sentence.

a. In Dubai, wealth is everywhere. ▪ vending machine:
b. The question is whether this development has had too great a
máquina expendedora
negative impact.
▪ reef: arrecife

c. In conclusion, Dubai represents many of the problems that we have
in the modern world.

d. The original inhabitants lived a peaceful life, making their homes
in tents in the desert.
© MEN Colombia
© MEN Colombia
e. The first thing you notice when you arrive in Dubai is the extreme heat.

f. To attract visitors, Dubai has begun many huge construction projects.

g. That is not the only environmental problem.

Read Answers UNIT 2 Module 4
1e 2a 3f 4b 5g 6c
9. Look at the pictures. Do you know 4Lesson 4

what they show? Where is this T138
place? Why is this place important?
Read the text quickly to check
your answers.

▪ Ask students to look at the

pictures without looking at the
text. With the whole class, ask
if anyone knows where it is and
why it is special. It is possible
that students have never seen
these images before so do not
spend too much time on this
task.

▪ Focusing on images before

reading a text is a useful reading
skill. It helps students to think
about the content and the words
that they might encounter.

▪ Students now scan the text

quickly to find the answer to the
question. They should not try to
understand the whole text at this
stage.

▪ Discuss answers as a class.

Answers
They show the artificial Palm Island
in Dubai, a city in the United Arab
Emirates.

10. Complete the opening sentence © MEN Colombia

of each paragraph 1-6 with a-g.
There is one extra sentence.

▪ Before students read, draw their

attention to the glossary box at
the bottom of the page.

▪ Students now read the text

carefully adding the sentences
to each paragraph. They work
individually at this stage.

▪ Students now compare their

answers in pairs. If they disagree,
ask them to find justification for
their arguments. This task tests
students ability to spot the topic
of each paragraph, and find the
topic sentemce that introduces
the content of each paragraph.

▪ Discuss answers as a class.

UNIT 2 Module 4

Speak

11. a. Look again at the text on page 138. Make notes under these headings.

The needs of tourists and people How development affects the environment

b. Now discuss these questions. 5. Do you think people are
making the right or the wrong
1. What kind of people go to decisions in Dubai?
Dubai as tourists?
6. Do you think there are similar
2. What is the natural problems in your country?
environment like in Dubai?
7. What do you think is more
3. Is there any wildlife in Dubai? important: jobs from
4. Why do people allow tourism or protection of the
environment?
development in Dubai when it
has a negative effect on the
environment?

Write Writing Tip

12. a. Read the Writing tip. Then look again at the sentences When you write a paragraph,
begin the paragraph with a topic
in exercise 10 on page 138. Do they introduce the sentence. This is a single line that
paragraph effectively? Why? / Why not? summarises the content of the rest
of the paragraph. This helps readers
b. On a separate piece of paper, write a topic sentence for understand your text, which is
each of these paragraphs. important if you are writing a large

amount of information.

1 4

One example is a miniature Statue of Liberty. Perhaps the best option is Dino’s, a classic Italian pizzeria in
Other visitors like to buy fridge magnets of the city centre. The Nagano Sushi Bar is extremely popular for
famous places in the city such as Times Square Japanese food, but you need to book in advance because it’s
or the Brooklyn Bridge. Most famous of all, of very small and always fully booked at weekends.
course, is a T-shirt that says ‘I ª NY’.

2 Recently there was a famous photograph of one 5

walking on a beach where turtles lay their eggs. It Actually many young people don’t like staying in that sort of
is obvious that this a bad idea so why do people accommodation. It’s too posh and the other customers are
behave like this when they go on holiday? much older than them. Teenagers prefer youth hostels for
their fun environment and also because it’s an excellent place
to meet people when you are travelling.

© MEN Colombia 3 6
One way is to keep out of the sun
between 10 am and 2 pm every day when As a result, you have to pay more money if your suitcase weighs
it is most dangerous. If this is impossible, more than 20 kilos. This means you need to pack carefully. Only take
apply plenty of suncream and wear a hat small bottles of liquids like shampoo. Leave heavy books at home
to ensure you have enough protection. and take an e-reader which weighs much less. If you have a coat,
wear it and don’t put it in your bag, especially if it’s a thick winter
coat for a skiing trip.

13. Work in groups. Read your topic sentences. Can the other students identify the

paragraph that they came from? Which is the best topic sentence?

139

UNIT 2 Module 4

4Lesson 4

Speak Write Answers

11a Look again at the text on page 12a. Read the Writing tip. Then 1. There are many popular souvenirs
that visitors buy on a trip to New
138. Make notes under these look again at the sentences in York.
headings. exercise 10 on page 138. Do
they introduce the paragraph 2. All over the world, tourists
▪ Ask students to copy the table effectively? Why? / Why not? are damaging places which are
essential for wildlife.
into their notebooks. the ▪ Students read the writing tip
students work in pairs fo find this 3. It’s important to protect your skin
information in the text on page about topic sentences. Then from the sun.
138, In the Palm of Dubai. they look at the sentences on
page 138. All the sentences are 4. There are many places to eat out
▪ Remind students that they only good topic sentences because in the city centre.
they introduce the information
have to make notes here. They that will appear in the following 5. Most of the accommodation in
do not need to copy whole paragraph. Dubai is made up of quality four-
sentences from the text. or five-star hotels.
▪ Using topic sentences is a useful
▪ Discuss answers as a class. 6. Many airlines have very clear
skill for students to develop. restrictions on what luggage is
Answers In Module 4, lesson 2 students allowed on board.
The needs of tourists and people: learned about using paragraphs.
hotels, water, shops However, many young writers
often don’t know how to begin a
How development affects the paragraph. Topic sentences are
environment: destroys a place where one way of doing this to organise
turtles lay eggs and coral reefs, a text effectively.
desalination plants produce a lot of
CO² 12b. On a separate piece of paper,

11b. Now discuss these questions. write a topic sentence for each
▪ The purpose of this exercise is of these paragraphs.

to develop the skill of inferring ▪ Students think of topic sentences
information from a text. Many
students will look for the answers for these paragraphs. Remind
for these questions in the article. them to write their ideas in their
Explain that they will not find notebooks. Point out to students
the exact answers that they are that the paragraphs all come
looking for, but that the text from different texts. This is not
gives them enough information to one long article.
guess possible answers.
13. Work in groups. Read your topic
▪ This is a speaking exercise so
sentences. Can the other students
students should not make any identify the paragraph that they
notes at this stage. came from? Which is the best topic
sentence?
Answers
1. Rich tourists. ▪ Students work in small groups of

2. It’s a dry desert. three or four. They should read
their topic sentences in random
3. Yes, there are turtles and there is order to the group so that the
coral in the sea. other students guess which text
they relate to. This is a test for
4. It creates jobs for people where students to see how transparent
there is no other work. their topic sentences are.

5.-7. Students’ own answers. ▪ Students then decide which were

the best topic sentences in their © MEN Colombia
group.

▪ If you have time, you could also

examine the less successful topic
sentences. What went wrong?
How could students correct this?

T139

5 Lesson 5

Focus on Vocabulary

1. Match the quotes with the jobs. Then answer the questions.

▪ fire fighter ▪ pilot ▪ miner ▪ nurse ▪ police officer

a. Why do you think people do dangerous jobs?
b. Do you think these people get fair pay for their work?
c. Would you do any of these jobs?

1 Things could go wrong at any time, 3 We’re under the ground, a long 5 It takes courage

for example engine failure or bad weather. way from help, and tunnels can collapse to go into a burning
Then there is a chance that you and all or accidents happen at any time. building. We wear
your passengers could die. It’s unlikely Furthermore, you can develop lung protective clothing but
but it is a possibility. we are often in dangerous
diseases that can kill you many years situations. The worst thing
2 In a state where people have easy after you finish work. is that sometimes people
start them for ‘fun’,
access to guns and firearms, you are 4 We come into contact with people and then people like
always at risk. People could shoot you me risk our lives
when you’re doing a normal everyday who have infectious diseases all the time.
Some people would be scared but we take to stop them.
arrest. It’s scary.
precautions. Our first responsibility is
always to our patients.

Glossary

6 ▪ engine: motor
▪ shoot: disparar

▪ lung: pulmón

2. a. Which word is the odd one out in each group?

1. Precious metals like aluminium / gold / silver are mined for jewellery.
2. Drilling for underground reserves of juice / oil / water happens all over the world.
3. Mining for gems like carbon / diamonds / emeralds can generate a lot of money for

the economy.
4. Mining also includes the extraction of minerals, crystals such as coffee / coltan / salt.

b. Look again at the sentences. Match the words 1-4 with the definitions a-d.

1. precious a. removing, taking things out
2. drilling b. the quantity of a natural product that has not
3. reserves
4. extraction yet been used (e.g. it is still in the ground)
c. making a hole in the ground to reach something
140 d. valuable, expensive
© MEN Colombia
© MEN Colombia

UNIT 2 Module 4

5Lesson 5

LESSON OVERVIEW Answers one of these jobs, they can © MEN Colombia
People work as fire fighters, police nominate this person to explain
In this lesson, students will learn about or nurses because they believe in why to the class.
mining, which is an industry of major public service. They want to make
importance for the Colombian economy. society a good place to live. ▪ If the students are reluctant to
They will study the language of mining
and also examine the environmental People work as pilots because they do this, say that they have to do
damage that mining can cause. love travelling and they enjoy one of the jobs. Which one would
Alongside, they will look at the human working with large aircraft. It is also they choose?
cost of working in a profession where a highly skilled profession.
danger is an everyday reality. ▪ Check answers with the whole
People often work as miners because
Focus on Vocabulary it is the only work available in their class.
local area. Miners often come from
Get ready! a strong community where many 2a.Which word is the odd one out in
people work in the local mine over
1. Match the quotes with the jobs. several generations. each group?

Then answer the questions. Police officer: In a state where ▪ Students read the the sentences
people have easy access to guns and
▪ Students work individually to firearms, you are always at risk. and identify the odd word
out, the word that doesn’t
match the quotations in speech 1b.Do you think these people get fair make sense in context. Remind
bubbles to the jobs in the box. students to write their answers
Draw students’ attention to the pay for their work? in their notebooks. Students may
glossary on the page. ask about coltan. This will be
▪ Students discuss whether people explained later in the listening
▪ Students compare answers with a script. Coltan is a naturally
get fair pay for the dangerous occurring ore from which people
partner. jobs that they do. extract the element tantalum,
a key raw material in the
▪ Check answers with the whole ▪ Check answers with the whole production of mobile phones and
other technology products. It is
class. class. If a long discussion begins, very probable that students have
also allow it to continue as long never heard of this substance
Answers as all students are contributing. before even in L1.
Fire fighter: It takes courage to go
into a burning building… (5) Answers ▪ Discuss answers as a class.
Pilot: Things could go wrong at any Fire fighters, miners, nurses and
time… (1) police officers are often paid Answers
Miner: We’re under the ground, a relatively poorly in most countries 1 aluminium 2 juice 3 carbon
long way from help… (3) in the world. However, in all these
Nurse: We come in contact with professions there are specialists 4 coffee
people who have infectious diseases who get paid more than the typical
all the time… (4) worker. For example, a cardiac nurse 2b.Look again at the sentences. Match
Police officer: In a state where who is specialised in treating heart
people have easy access to guns and complaints may be very well paid. the words 1-4 with the definitions
firearms, you are always at risk. (2) a-d.
Pilots require a high degree of
1a.Why do you think people do training as well as excellent eye ▪ Students read the the sentences
sight and other physical attributes.
dangerous jobs? Learning to fly a plane is a slow in exercise 2a again. Then they
and expensive process so they are try to guess the meanings of
▪ Students discuss reasons why almost always very highly paid in words 1-4 from context. This
comparison to workers in other is the student’s first exposure
people do dangerous jobs. This is professions. to the reading skill of guessing
an opportunity for them to give meaning from context, which
their own ideas. There are no 1c.Would you do any of these jobs? will be developed further in the
right or wrong answers. ▪ Students discuss whether they following lesson.

▪ Check answers with the whole would choose to work in any of ▪ Students compare answers with a
these jobs.
class. If a long discussion begins, partner.
allow it to continue as long as all ▪ Students work in small groups.
students are contributing. This is ▪ Check answers with the whole
a good opportunity for some free- If they find one member of the
speaking practice. group who would consider doing class.

Answers
1d 2c 3b 4a

T140

UNIT 2 Module 4

Listen

66

3. Listen and number the pictures in the order you hear them.

Remember to write in your notebook.

gold coal oil

coltan emerald

66

4. Listen again and choose T (true) or F (false) for the following statements.

Correct the false statements.

a. Colombian emeralds are not well-known for their
high quality.

b. Colombia is the fourth largest oil producer in South
America.

c. The mineral coltan is used in all types of electronic
products.

d. Colombia has about 15% of the world’s reserves of
coltan.

e. Colombia was the world’s biggest producer of gold
in the 19th century.

f. In the past, gold was mainly extracted in the Arauca region of Colombia.
g. Colombia is the biggest coal producer in the world.

5. Work in groups. How many uses can you think of for oil?

© MEN Colombia

141

UNIT 2 Module 4

5Lesson 5

Listen Answers
a. False. Colombian emeralds are
3. Listen and number the pictures 4. Gold has always been at the heart
of the Colombian economy going famous for their high quality.
in the order you hear them. right back to the pre-Columbian era.
Remember to write in your Indeed, Colombia was the world’s b. True.
notebook. number one producer of this precious
metal in the nineteenth century. Most c. True.
▪ In this exercise, students will gold extraction was historically in the
Antioquia region but there are efforts d. False. Colombia has about 5% of
listen to five short extracts to find new reserves in other parts of the world’s reserves of coltan.
talking about raw materials which the country.
are extracted through mining. e. True.
Warn the students that they will 5. Old, dirty and traditional, yet coal
not just hear the five words on is still the most important mining f. False. In the past, gold was
the recording. They will hear a product in Colombia. Extraction of coal mainly extracted in the Antioquia
short passage in each case. per year is around 85 million tons, but region of Colombia.
that only makes Colombia the tenth
▪ Play audio Track 66. Play the biggest coal producer worldwide. g. False. China is the biggest coal
China remains in first position. producer in the world.
audio first without pausing. Ask
students to number the pictures Answers 5. Work in groups. How many uses
in the order they hear them. 1 emerald 2 oil 3 coltan
Point out that each picture is can you think of for oil?
labelled to show the raw material 4 gold 5 coal
that it relates to. Note that some ▪ Students work in groups to
students may have difficulty in 4. Listen again and choose T (true)
distinguishing between coal and brainstorm different uses of
gold. This is especially the case or F (false) for the following oil. Ask them to make a list of
because the final –d of gold is statements.Correct the false products which use oil in some
not always clearly pronounced, statements. way. More scientific students will
especially in rapid speech. be able to produce a long list
▪ Students listen again to audio here but others may need the
▪ Check answers with the whole support of an Internet search.
Track 66. However this time
class. the task is more sophisticated. ▪ Check answers with the whole
Instead of trying to capture
Audio script 66 individual words as in exercise class. Draw a circle on the board
3, now they have to understand with the word oil in the centre.
1. Look at this. An emerald. These the factual information in the Draw lines around it to indicate
green precious stones are recording. different uses of this product.
Ask each group in turn to send
mined right here in Colombia. In fact, ▪ First ask students to read one member up to the board to
add a use of oil. Continue until
Colombia is the country that produces sentences a-g carefully. it is clear that most groups have
exhausted their list.
the most emeralds for the global ▪ After playing the recording for
market. These gems are found all over Answers
the first time, ask the students Oil is used in a vast number of
the world, but Colombian emeralds are just to identify which sentences commercial products including:
are true and which are false. candles, contact lenses, credit cards,
famous for their high quality. footballs, glue, medicine, nylon,
▪ Students compare answers with a paint, perfume, petrol, plastics,
2. Oil generates an enormous amount of safety glass, shampoo, shoes,
money for the Colombian economy. partner. toothpaste, washing-up liquid.
About 10% of government income
▪ Check answers with the whole
comes directly from drilling for oil. In
class.
fact, Colombia is the fourth largest oil
producer in South America. ▪ Now the students know which
3. You may not have heard of the mineral
sentences are false. Play the
coltan but it is an essential product in recording once more so that
students can correct this false
the production of electronic products, information.
such as mobile phones. Colombia
is in a good position to exploit this ▪ Students compare answers with a

essential resource because the country partner.

has about 5% of the world’s coltan ▪ Check answers with the whole
reserves.
class.
© MEN Colombia

T141

5 Lesson 5

Read

6. Read the title of the article. What do you think it will be

about? Read the article quickly to check.

The town that was contaminated by coal Glossary

Everyone was delighted that day in 1995. To the people in ▪ delighted: encantado/a
a small town in Colombia, it seemed like they had won the ▪ unbearable: insoportable
lottery. Why? A major US mining company was going to open a ▪ forced: obligado/a
mine right there, near their homes.

At the time, people were optimistic. ‘We thought that
the mine was going to solve our problems,’ one resident
remembers. Unemployment had been high in the area for
years but now that was going to change. The mining company
was going to end poverty in the area.

Unfortunately, it didn’t work out quite like that. The mine
operation proved to be a major source of contamination.
Every ton of coal that was removed from the mine led to ten
tons of waste materials.

To the surprise and horror of the residents, people started to
suffer from lung diseases and other diseases of the eyes and
nose which were caused by the activities at the mine.

Eventually, the situation became so unbearable that people
had to be moved from their homes. In 2010, just fifteen years
after the announcement of the mining company’s arrival, three
whole towns were relocated with 2,000 people forced to leave
their homes. Many people were in a state of despair at saying
goodbye to the places where they had lived their entire lives.

As time goes by, that despair has turned to fury. The local
people never dreamt that the mining company was going to
cause so much damage and questions have to be asked about
how this situation was allowed to occur.

7. Put the emotions of the local people in the town in order 1-4. Why did they change?

anger happiness sadness shock

8. Read the text again. Answer the questions.

a. Why did people want the mine?
b. Why was there so much pollution from the mine?
c. What health problems did the mine cause?
d. Are the local towns still next to the mine today?
e. What lessons could be learned from this story?
f. Who won in this case: people, nature or big business?

142
© MEN Colombia
© MEN Colombia

UNIT 2 Module 4

5Lesson 5

Read 8. Read the text again. Answer the

6. Read the title of the article. What questions.

do you think it will be about? Read ▪ Ask the students to read the
the article quickly to check.
questions carefully. Then they
▪ Before students read the rest of individually read the text to find
the answers to questions a-d.
the text, draw their attention to
the glossary box at the bottom of ▪ Note that questions e-f ask the
the page.
students their opinion of the text
▪ Students read the title and then that they have read.

predict the content. They then ▪ Students compare answers with a
read the text quickly to check.
partner.
▪ Check answers with the whole
▪ Check answers with the whole
class.
class.
Answers
It is about a town that was badly Answers
contaminated when a mine was a. It was going to end poverty in the
opened near it.
area.
7. Put the emotions of the local
b. Every ton of coal that was
people in the town in order 1-4. removed from the mine led to ten
Why did they change? tons of waste materials.

▪ Students read the text again c. People started to suffer from lung
diseases and other illnesses of the
and look at how the people’s eyes and nose.
emotions changed over the
course of the story. They number d. No, all the people were moved
the emotions so that 1 is the first from the towns.
emotion that the local people
felt and 4 is the final emtion that e. Be very careful when a company
they felt. opens a new mine in your local
area. It may not be good news.
▪ Students compare answers with a
f. Nobody won in this case. The
partner. mining company caused terrible
environmental pollution. The
▪ Check answers with the whole local people became sick. The
local government failed to create
class. jobs because three whole towns
disappeared.

Answers © MEN Colombia

1 happiness 2 shock 3 sadness

4 anger

The local people’s emotions changed
because in the beginning they were
happy about the mine. It was going
to create jobs. Unfortunately, they
were then shocked to discover that
the mine was contaminating the
local area. They became sad at
the thought of leaving their homes
because of the contamination.
Finally, they became angry because
they never thought that the mining
company was going to cause so much
damage.

T142

UNIT 2 Module 4

© MEN Colombia Focus on Language Speak

9. a. Look at the sentences from the text 12. a. Work in pairs. Think of jobs …

and answer the questions. 1. that are dangerous.
2. where people earn a lot of money.
1. ‘We thought that the mine was going to 3. that people do at sea.
solve our problems.’ 4. that people do in the air.
5. where people wear uniforms.
▪ Did the mine solve their problems? 6. that you do outdoors.
7. that you do in an office.
2. The mining company was going to end 8. that are fun or creative.
poverty in the area.
b. Compare your ideas with another group.
▪ Did the company end poverty in the
c. Do you know anyone who does one of these
area? jobs? What jobs do the adults in your life do?

b. Do these sentences refer to the d. What job would you like to have? Why?
present, the past or the future?
Write
c. Did the plans actually happen?
13. a. Look at the online job advertisement.
Useful language
Which words show ...
▪ We use was /were going to to describe the
1. that you need to be strong to do this job?
future in the past. 2. that you will need to see a doctor?
3. that you don’t need to have good
▪ We use it when we thought something was
academic results?
going to happen in the future, but it didn’t. 4. that they pay people well?
We were going to go to the party, but then we 5. that you don’t know exactly when you
decided to stay at home.
I thought it was going to rain yesterday, but it will be working?
was sunny all day.
b. Would you apply to do this job? Why?
10. Complete the sentences with your ideas.
MINERS REQUIRED
a. I thought my team was going to win the
football match, but … Candidates must be aged between 18 and 50. No
experience or qualifications required, but candidates
b. My girlfriend was going to phone me should be physically fit (a medical is required).
yesterday but, … Uniform and equipment will be provided.
Competitive salary with opportunities for overtime.
c. We weren’t going to go out last Work may take place in the early morning and
Saturday but, ... weekends so candidates should be prepared to work
flexible hours.
d. I thought Dave wasn’t going to ask me Apply in the first instance with CV to the Human
out but, … Resources Manager at [email protected]

e. Jim was going to come with us to the 14. Look at your list of jobs from exercise 12.
cinema last night but, …
Choose one and write a job advertisement
11. Work in pairs. Think of some examples for it.

when you thought something was going 143
to happen, but it didn’t.

When I was twelve, I thought we were
going to move to Cartagena, but we
didn’t.
In 2012, I didn’t think Colombia was going
to go to the 2014 World Cup in Brazil, but
they did.

UNIT 2 Module 4

5Lesson 5

Focus on Language 11. Work in pairs. Think of some 12d. What job would you like to have? © MEN Colombia

9a.Look at the sentences from the examples when you thought Why?
something was going to happen
text and answer the questions. but it didn’t. ▪ To make this task more fun,

▪ Students individually think about ▪ Students individually think about students could write their dream
jobs on a piece of paper, fold
the answers then compare with a the answers to the questions. it up and put it in a box or hat
partner. Remind them to use the future in at the front of the class. Then
the past. students come up one by one,
▪ Check answers with the whole take a paper and read out the job
▪ Students discuss their ideas with on the card. The students have to
class. guess who chose the job.
a partner. Students should try
Answers to use this as the beginning of a Write
1. No, the mine did not solve their conversation. How long can they
keep the conversation going? 13a. Look at the online job
problems.
2. No, the company didn’t end ▪ Check answers with the whole advertisement. Which words
show…
poverty in the local area. class. Does anyone have any
surprising or funny stories? ▪ Students read the job
9b.Do these sentences refer to the
Speak advertisement for a miner and
present, the past, or the future? answer the questions.
12a. Work in pairs. Think of jobs…
▪ Students individually think about ▪ It’s possible that students might ▪ Check answers with the whole

the answer then compare with a find it difficult to think of all these class.
partner. jobs in English. In that case, allow
students to look up new words in Answers
▪ Check answers with the whole a dictionary or online. However, to 1. Candidates should be physically
prevent students from becoming
class. dependent on dictionaries, set a fit.
limit on the number of words that
Answers they can look up, for example five 2. A medical is required. (This
The past. words in this case. means a medical examination by
a doctor.)
9c.Did the plans actually happen? ▪ This is also an opportunity for
▪ Students individually think about 3. No qualifications required.
students to think about their
the answer then compare with a future career. Encourage the 4. Competitive salary with
partner. students to talk about jobs that opportunities for overtime.
particularly motivate them.
▪ Check answers with the whole 5. Work may take place in the
12b. Compare your ideas with early morning and weekends so
class. candidates should be prepared to
another group. work flexible hours.
Answers
No, they didn’t. ▪ Students compare their answers 13b. Would you apply to do this job?

10. Complete the sentences with your with another group. They Why?
combine their lists to get as
ideas. many jobs as possible. ▪ Ask students for a show of hands

▪ First ask students to read the 12c. Do you know anyone who does to see who would like to do the
job.
Useful language box. Check that one of these jobs? What jobs do
students understand that we are the adults in your life do? ▪ Ask students for reasons for their
talking about past plans that
never actually happened. ▪ Students work in pairs. choices.
▪ If the exercise generates a lot
▪ Students individually think about 14. Look at your list of jobs from
of discussion, check answers
the answers then compare with a with the whole class. However, exercise 12. Choose one and
partner. if you think students might be write a job advertisement for it.
embarrassed about this topic,
▪ Check answers with the whole move onto the next stage without ▪ Students work alone or in pairs.
opening the discussion to the
class. whole class. Students look back at the list of
jobs that they wrote in exercise
12. They then choose a job.

▪ Students now write their job

advertisement in pairs. Tell them
to use the job advertisement on
page 143 as a model and use any
words and phrases as appropriate.

T143

6 Lesson 6

Speak

1. Look at the pictures. Which do you think is the best product humans

have created?

cars mobile phones fertiliser

batteries paper plastic bags

2. Complete this chart with your ideas on the products above.

Product Benefits Problems
cars
mobile phones
fertiliser
batteries
paper
plastic bags

3. Work in pairs. Discuss these questions.

a. What are the benefits of each of the inventions in the pictures?
b. Do they cause any problems to society?
c. What is the impact of these products on the environment?
d. Which of these products do you think are more dangerous for nature?

4. Discuss these questions.

a. What do you use plastic bags for?
b. Where do plastic bags go after you use them?

144
© MEN Colombia
© MEN Colombia

UNIT 2 Module 4

6Lesson 6

LESSON OVERVIEW Answers 3. Work in pairs. Discuss these

In this lesson, students will look at Product Benefits Problems questions.
packaging and other inventions and how cars Easy to
they have had a negative environmental mobile travel, Pollution, ▪ Students use the tables that
impact. They will also consider ways phones independence car
of solving this problem by encouraging Easy to talk accidents they completed in exercise 3
people to recycle more. fertiliser to people to answer the questions. They
anywhere, People may not have enough world
Speak batteries any time often knowledge to answer these
change questions in detail but encourage
Get ready! paper Enables their the students to come up with
Plastic farmers to mobiles whatever conclusions they can.
1. Look at the pictures. Which do you bags grow more and don’t
food recycle ▪ Discuss answers as a class.
think is the best product humans them
have created? Enables Answers
people to use Chemicals See the table in exercise 2.
▪ Put students in groups of three or electronic from
devices fertilisers 4. Discuss these questions.
four. Ask them to make a group without pollute ▪ Students work in pairs or small
decision about which of the connecting rivers
objects in the pictures is the best to the house groups. They think of uses for
product created by humans. electricity They plastic bags, both personal and
supply contain in then home. Many people have
2. Complete this chart with your many alternate uses of plastic bags
Makes writing dangerous after they bring them back from
ideas on the products above. possible chemicals the supermarket, for example
which they may use them in rubbish
▪ Students copy the table into their Very strong can cause bins in the home instead of
and very light pollution buying particular bags for the
notebooks. and cheap to if they are purpose.
produce not thrown
▪ Working individually, students away ▪ This exercise is also designed to
properly
complete the table using their get students thinking of how they
ideas from exercise 1 to help Logging and use plastic bags before they read
them. Students only need to destruction a text about the problems caused
complete the table with notes. of forests by dumping plastic bags in the
They don’t need to write full to get wood environment.
sentences here.
People ▪ Discuss answers as a class.
don’t
recycle
them and
they end
up in the
ecosystem

© MEN Colombia

T144

UNIT 2 Module 4

Read

5. Read the text about the dangers of plastic bags. Think about the answer to the

question in the last paragraph.

Dangers of plastic bags

Plastic bags represent Reading Tip
an enormous threat to
the environment. They Guessing meaning
interfere with eco-systems from context
and they are also the
source of disasters for You can deduce the meaning
animals and people. Read of new words by looking at
the following fast facts. the context where the word is

presented.

© MEN Colombia Plastic bags fast facts:

▪ Between 500 billion and 1 trillion plastic bags are

used in the world every year.

▪ It is more expensive to recycle a plastic bag than to

create a new one. As a result, only 1% of plastic bags
are recycled.

▪ If they are not being recycled, plastic bags should

go to landfill. However, many plastic bags end up
in the ocean. Sea animals eat them or can become
trapped in them. For this reason, plastic bags can
be dangerous to marine life. They kill around one
million sea creatures every year, such as whales,
seals and turtles.

▪ Plastic bags are dropped, blown and carried by the

sea to all kinds of places around the planet. As time
passes by, these bags decompose into smaller, more
toxic particles that can contaminate land and rivers.
Furthermore, these microscopic particles can become
part of the food chain which means that people end
up consuming them too.

Many organisations around the world are deeply
concerned about the use of plastic bags. However,
only a few countries have taken action to address the
problems that plastic bags are creating. What can you
do to help?

145

Read UNIT 2 Module 4 © MEN Colombia

5. Read the text about the dangers 6Lesson 6

of plastic bags. Think about the T145
answer to the question in the last
paragraph.

▪ Students read the text Dangers

of plastic bags. Before they
read, ask them to look at the
pictures. Discuss them as a class.
What do they show? How has this
happened? Have the students
ever seen any similar images?

▪ Students then read the text

carefully and discuss the question
in the last paragraph: ‘What can
you do to help?’ Students discuss
the questions in pairs.

▪ If students are having problems

coming up with ideas, write
this famous green slogan on the
board: ‘reduce, reuse, recycle’.
How can that help them answer
the question?

▪ Discuss answers as a class.

Answers

The main principles of living in an
environmentally friendly way are
‘reduce, reuse, recycle’. To reduce
the use of plastic bags, people
should use stronger reusable bags
that they can take to the shops
several times. They should also only
use plastic bags when necessary;
some people will put a single
product from the supermarket in a
plastic bag to carry it home.

To reuse plastic bags, people should
not just throw them away after one
use. People should take plastic bags
back to the supermarket and use
them a second or third time. It is
also possible to use plastic bags for
other things, for example to put in
bins in the home to collect rubbish
instead of buying separate rubbish
bags.

To recycle plastic bags, dispose
of them in the correct place,
preferably a dedicated recycling
point. Do not just throw them into
the main rubbish bin.

6 Lesson 6

6. a. Look at the Reading tip on page 145. Guess the meaning of the words in bold in the text.

What word in your language could replace these words?

b. Complete the sentences with the bold words from the text.

1. Many birds such as penguins and mammals 5. All animals and plants are part of the ….
such as … live in Antarctica. Insects eat leaves. Birds eat insects. Cats
eat birds, and so on.
2. Rubbish is usually collected in … which is
just a big hole in the ground. 6. Air pollution is a clear … to public health.
7. We rescued a bird that had got … in our
3. After death, bodies … as a result of the
action of bacteria. house and it couldn’t get out.
8. I dropped my newspaper and it was … down
4. A … is an enormous number. It’s a one
followed by twelve zeroes! the street by the wind.

Focus on Language

7. Look at the sentences from the text. Match the words in bold to the definitions a-c.

‘It is more expensive to recycle a plastic bag than to a. This expresses a contrast. It has
create a new one. As a result, only 1% of plastic bags are a similar meaning to but.
recycled.’
‘If they are not being recycled, plastic bags should go b. This introduces extra
to landfill. However, many plastic bags end up in the information. It expands the
ocean.’ previous sentence.
‘... these bags decompose into smaller, more toxic
particles that can contaminate land and rivers. c. This explains the consequence
Furthermore, these microscopic particles can become of the information in the
part of the food chain ...’ previous sentence.

Useful language

▪ Use linking phrases in your writing. There are several linking phrases with a similar meaning.
▪ To express a contrast, use However or Nevertheless.

It is possible to recycle plastic bags, nevertheless, many people simply throw them away.

▪ To express a cause and effect, use As a result or Consequently.

The government made people pay five cents for every plastic bag they use. Consequently, people stopped
getting new plastic bags every time they went to the shops.

▪ To expand a point or to give more information, use In addition or Furthermore.

Plastic bags kill marine life. Furthermore, birds eat them and may die from having these bags in their
stomachs.

8. Join each sentence with linking words. Which two linking words work in each sentence?

a. I passed all my exams. … I was able to go to university.
b. I had a terrible cold during exam week. … I passed all my exams with great grades.
c. The exam had a question that I had never seen before. … I forgot to turn the page and I

missed three questions!
d. The youth hostel’s swimming pool was closed. … They didn’t serve breakfast!
e. The youth hostel was really old and a bit dirty. … we enjoyed our holiday there.
f. The youth hostel was closed. … we had to spend the night in an expensive hotel.

146
© MEN Colombia
© MEN Colombia

UNIT 2 Module 4

6Lesson 6

6a Look at the Reading tip on page Answers ▪ Ask students to look at the
threat amenaza
145. Guess the meaning of the trillion billón three sentences from the text.
words in bold in the text. What landfill vertedero Check that they understand
word in your language could trapped atrapado what the sentences mean. Then
replace these words? seals focas ask students to use the same
blown movidas por el viento techniques as in the previous
▪ Ask students to read the reading decompose descomponerse Reading task to guess the
food chain cadena alimenticia meaning of these words from
tip. Tell the students that they context.
don’t always need to use a 6b.Complete the sentences with the
dictionary to look up new words. ▪ Students individually think about
They can often guess words words in bold from the text.
from context. This is a useful the answers to the questions. The
reading skill, especially in an ▪ The aim of this exercise is to questions are designed to allow
exam situation where students students to deduce the meaning
do not have access to reference further reinforce the technique of the grammar structure.
materials. of guessing from context. Once
students have guessed the ▪ Check answers with the whole
▪ To guess meaning from context, meaning of a new word, they
should try to think of other class. Then ask the students to
ask students to imagine that contexts where they can use it read the useful language box.
there is a gap where the new to test their understanding and
word is. What kind of word help them memorise the new Answers
should go in the gap (noun, vocabulary. a However. b Furthermore.
verb, adjective, etc). Next think c As a result.
what word from their language ▪ Students compare answers with a
would go in the gap. Would it 8. Join each sentence with linking
make sense with the rest of the partner.
information? Remind students to words. Which two linking words
read all the text before and after ▪ Check answers with the whole work in each sentence?
the new word. The most useful
information to help them guess class. ▪ Students read the Useful
the new word may appear after
it. Answers language box. Note that there
1 seals are three more linking phrases in
▪ Students read the text and guess 2 landfill the grammar box which students
3 decompose have not yet seen in context:
the meaning of eight new words. 4 trillion Nevertheless, consquently, and
They should write these in their 5 food chain in addition.
notebooks. 6 threat
7 trapped ▪ Students individually think about
▪ Note that not every word has 8 blown
the answers to the questions.
a direct translation from one Focus on Language Remind students that there are
language to another. Students two possible answers in each
may have difficulty translating 7. Look at the sentences from the case.
the word blown into Spanish.
There is no direct translation text. Match the words in bold to ▪ Students compare answers with a
for the movement of objects the definitions a-c.
by the wind, so this should partner.
create a lot of discussion in the ▪ The aim of this exercise is to
classroom. Other words which ▪ Check answers with the whole
have a Spanish cognate such examine linking words. These
as decompose will help weaker words add coherence to a text. class.
students to do the task. Because they often lack concrete
meanings, people reading in a ▪ As a follow up, discuss whether
▪ Students compare answers with a foreign language often ignore
these words and phrases. students use phrases like these in
partner. However, they are important their writing in English? Do they
both in understanding a text and use similar phrases when they
▪ Check answers with the whole in students’ own writing in the write in Spanish?
future.
class. Answers
a. As a result, Consequently,
b. However, Nevertheless, © MEN Colombia
c. In addition, Furthermore
d. In addition, Furthermore
e. However, Nevertheless,
f. As a result, Consequently,

T146

UNIT 2 Module 4

Listen

67

9. a. Listen to Dana, a high school student, giving an oral

presentation in her English class. Answer the questions.

1. What is the topic of her presentation?
2. How does Dana start her presentation?
3. How does Dana end her presentation?

67

b. Listen again and make notes. Why does Dana mention these things?

A drawer at home
The shop where you bought your mobile
The chemicals in the battery
Gold

67

c. Listen again to the whole presentation. What action does Dana suggest her
listeners should take? Is her suggestion easy to follow?

Focus on Vocabulary

10. a. Match the packaging 1-10 with the products a-j. Some packages

match with more than one product.

1. a bag of 6. a jar of a. milk f. sweetcorn
2. a bottle of 7. a packet of b. toothpaste g. cereals
3. a box of 8. a pot of c. paint h. marmalade
4. a can of 9. a tin of d. crisps i. tuna
5. a carton of 10. a tube of e. biscuits j. shampoo

b. What other products come in these types of packaging?

Write

© MEN Colombia 11. a. Look again at the packaging words in exercise 10. Writing Tip

Are these types of packaging easy to recycle in your country? A successful advertisement
How do you recycle them? or online post includes a ‘call
to action’. This is something
b. Work in groups. Make an online post to encourage people
to recycle more. Follow these steps. that people must do after
they read the advert or the
▪ Decide what product you want people to recycle: plastic bags, post. It may be to click on a
link, enter a competition or
mobile phones, food packaging or something else. perform a simple action. This
ensures that people do not
▪ Think of a simple message. Include a ‘call to action’.
▪ Choose a powerful or interesting image for your post. ignore your message.
▪ If you want, publish it online. Let the world know what you think.

147

UNIT 2 Module 4

6Lesson 6

Listen Thank you for listening. Are there any Focus on Vocabulary
questions?
9a.Listen to Dana, a high school 10a. Match the packaging 1-10 with
Answers
student, giving an oral 1. It is about recycling mobile phones. the products a-j. Some packages
presentation in her English class. 2. Good morning, everyone. match with more than one
Answer the questions. 3. Thank you for listening. Are there product.

▪ Play audio Track 67. Play the any questions? ▪ Students work in pairs to match

audio first without pausing. the words. Remind students that
some packages match with more
▪ Students compare answers with a than one packet.

partner. ▪ Check answers as a class.

▪ Check answers as a class.

Audio script 67 9b.Listen again and make notes. Why Answers
1. a bag of crisps
Dana: Good morning, everyone. Today does Dana mention these things? 2. a bottle of milk, shampoo
3. a box of biscuits, cereals
I’m going to tell you about the ▪ Students listen again to audio 4. a can of sweetcorn, tuna
5. a carton of milk
environmental impact of mobile phone Track 67. Before they listen, 6. a jar of milk, paint, marmalade
students copy the table into their 7. a packet of crisps, biscuits,
waste. Think about this: How many mobile notebooks. Check the meaning of
the word drawer: cajón. cereals
phones are there in your house? Two? 8. a pot of paint, marmalade
▪ Students compare answers with a 9. a tin of paint, biscuits,
Three? Five? In my house, every member of
partner. sweetcorn, tuna
my family has a mobile phone. That means 10. a tube of toothpaste, paint
▪ Check answers as a class.
five phones in total. I’m the youngest of all 10b. What other products come in
Answers
and I have changed my mobile phone three A drawer at home: this is where these types of packaging?
people keep their old mobile phones
times. Now, what do you do with your old ▪ Students work in groups to think
mobile phone when you buy a new one? The shop where you bought your
phone: can probably recycle it of other products that come in
It’s easy to recycle mobile phones. these types of packaging.
The chemicals in the battery: can
Nevertheless, most people just leave contaminate 60,000 litres of water ▪ Check answers as a class.

their old phones in a drawer at home. Gold: you can extract gold from old
mobile phones
Furthermore, we’re not just talking about

the handset here. There are all the other

accessories too, such as the batteries,

the chargers, earphones, etc. As a result,

very little of this material is recycled

and reused, so there is a need for more

mining of minerals like coltan or greater

production of plastics.

In a worst case scenario, mobile phones

are simply thrown away. There are usually Write

facilities in most towns to recycle old 9c.Listen again to the whole 11a. Look again at the packaging

phones. In many cases, you can just return presentation. What action does words in exercise 10. Are these
Dana suggest her listeners should types of packaging easy to
the phone to the shop where you bought it. take? Are her suggestions easy to recycle in your country? How do
follow? you recycle them?
However, people don’t always recycle their
▪ Students listen again to audio ▪ Ask students whether they recycle
old devices and they end up in landfill.
Track 67. This time they are these products at home. Do they
That has environmental as well as social trying to capture Dana’s overall recycle some things (e.g. bottles)
message. but not others (e.g. paper)? If so,
consequences. why? Why not?
▪ Students compare answers with a
Mobile phones contain many toxic ▪ Check answers as a class.
partner.
materials. The chemicals in the battery 11b. Work in groups. Make an online
▪ Check answers as a class.
alone can contaminate 60,000 litres of post to encourage people to
Answers recycle more. Follow these steps.
water which can harm animals, plants She suggests that people look for their
old mobile phones and accessories ▪ Direct students to the Writing tip.
and rivers. Consequently, they must be and they recycle them appropriately.
Her suggestion is easy to follow. Have they seen a ‘call to action’ in
recycled in the appropriate place. an advert or promotion recently?

In addition, mobile phones also contain ▪ If Internet facilities are available,

precious metals such as gold. It takes ask them to look at the Facebook
one ton of ore to produce 1 gram of feed of a popular charity in their
country.
gold. However, you can extract the same
T147
amount of gold from around 40 mobile

phones. Recycling reduces the amount of

mining that is necessary and so, in turn, © MEN Colombia

protects nature.

Small actions by individuals can have an

enormous environmental impact for good

or bad, as shown by the case of mobile

phones.

7 Lesson 7

Listen

1. Look at the pictures. How do they make you feel? What other things make you feel

scared? Is fear rational? Why? / Why not?

68

2. a. Listen to the first part of a radio programme about shark attacks. Complete the notes.

What type of sharks?
Where?
How many people were attacked by sharks 1992-2012?

b. Listen again. Why were the two types of shark attracted to the beaches? Glossary

3. a. Work in pairs. Before you listen to the second half of the recording, ▪ breed:

predict how they solved the shark attack problem. reproducirse

69 ▪ net: red

b. Listen and check. Are you surprised by the solution?

c. Choose the correct option to complete the sentences.
Then listen again to check.

1. The solution was really / absolutely simple.
2. It’s absolutely / very boiling in Brazil in summer and people want to

go in the sea.
3. Many people would be absolutely / very furious to see wildlife hurt.
4. It’s an absolutely / a very good idea.
5. So far the project has had really / very amazing success.
© MEN Colombia
© MEN Colombia

148

UNIT 3 Module 4

7Lesson 7

MODULE 1 UNIT 3 OVERVIEW

Lesson Topic Language Focus Output
Lesson 7 • Either, Neither, Both, Not only… but • Speaking: the One-Tonne challenge in your country
The Canadian • Writing: reducing your school’s carbon footprint
Lesson 8 One-Tonne also
Challenge • Speaking: what makes a country eco-friendly?
• Third conditional • Writing: essay: is it possible to be a green citizen?
Saving water

LESSON OVERVIEW Audio script 68 3a.Work in pairs. Before you listen to

In this lesson, students will consider Sharks. The very word spreads fear the second half of the recording,
the topic of fear and how it affects our predict how they solved the shark
relationship with wild animals and the and terror. Most people are very aware attack problem.
natural environment. They will also
look at ways in which countries have that there is a danger of shark attacks ▪ Students think of solutions.
tried to reduce their carbon footprint,
and consider whether this approach in seas around the world. Some people 3b.Listen and check. Are you
would also work in Colombia.
are absolutely terrified of getting in the surprised by the solution?
Listen
water if there are sharks in the area. ▪ Play audio Track 69.
Get ready! ▪ Check answers as a class.
The problem is that the beaches are
1. Look at the pictures. How do they
absolutely full of people and at some
make you feel? What other things
can make you feel scared? Is fear point, people and sharks are going to
rational? Why? Why not?
come into contact.
▪ Students work in small groups.
For many years, shark attacks were a Audio script 69
Discuss answers as a class.
very serious problem in Brazil. In the
Answers
Fear is irrational in many ways. Some north of Brazil, people came into contact So how did the authorities reduce the
people are afraid of a tiny spider with two types of shark. There are bull
that cannot hurt them or being in number of attacks? The solution was really
a lift when there is no real danger.
However, fear also serves a rational sharks, which are very aggressive, and simple. First of all, you can’t stop people
purpose. We are afraid of animals
like spiders and sharks because some tiger sharks. Tiger sharks are absolutely going in the water. It’s absolutely boiling
of these animals do pose a danger to
us. If we didn’t have a sense of fear, enormous. An adult tiger shark can reach in Brazil in summer and people want to
we would pick up a poisonous spider
or approach a dangerous dog without 4 metres in length. Bull sharks came to go in the sea. On the other hand, the city
being afraid of the consequences.
Fear keeps us safe, but in extreme the area to breed and have been there authorities didn’t want to kill the sharks.
cases, it can destroy our lives.
for thousands of years. Tiger sharks were Many people would be absolutely furious
2a.Listen to the first part of a radio
very rare visitors in the past, but they to see wildlife hurt in that way.
programme about shark attacks.
Complete the notes. had been moving closer to the beaches So what they do is they catch the sharks

▪ Before they listen ask students to because they were attracted by the in nets and then they move the animals

predict the answers. rubbish that people throw into the water. far away from the beach. The sharks don’t

▪ Draw attention to the glossary. Between 1992 and 2012, 56 people were return and people don’t get hurt. It’s a
▪ Play audio Track 68.
▪ Ask students to compare their attacked by sharks in Northern Brazil. very good idea and it shows that when

answers with a partner. people and nature come into contact, it

▪ Check answers as a class. needn’t lead to the death of wild animals.

Answers So far the project has had really amazing
What type of sharks? Bull sharks and
tiger sharks. success and the beaches of Brazil are safe
Where? Brazil.
How many people were attacked by AgtotTthhhrnhneeaeceastyenytwtdahctciegedhraaeryenistdnylcoio,thtomftlkotoeoerhttdvpehfeeefesooathrlprhoalarceeruapklaaleesnnaadtiuichnmtesehhfniaouraelrlrsl,itkitvssisfeec.aassirIenttanahdintswadiftaiacy
sharks 1992-2012? 56. sforolumtiotnhteobtheeacphro.blem.

2b.Listen again. Why were the two Answers © MEN Colombia
They catch the sharks in nets and
types of shark attracted to the move them.
beaches?
3c.Choose the correct option to
▪ Put students in pairs.
▪ Play audio Track 68 again. complete the sentences. Then
▪ Check answers as a class. listen again to check.

Answers ▪ Students answer.
Bull sharks came to the beaches to ▪ Play audio Track 69 again.
breed. Tiger sharks were attracted
by rubbish in the water. Answers
1 really 2 absolutely
3 absolutely 4 a very 5 really

T148

UNIT 3 Module 4

Focus on Vocabulary

4. a. Read the Useful language box.

Useful language

▪ We use the adverbs very, really and absolutely with adjectives.
▪ We use very with most adjectives. We don’t use absolutely here.

Shark attacks were a very big problem in Brazil.

▪ We use absolutely with extreme adjectives. We don’t use very here.

People are absolutely terrified of getting in the water if there are sharks in the area.

▪ We can use really with both.

The solution was really simple.
So far the project has been a really amazing success.

b. Match the adjectives with similar meanings.

▪ bad ▪ big ▪ furious ▪ scared ▪ filthy ▪ exhausted ▪ tiny ▪ happy
▪ freezing ▪ interesting ▪ hot ▪ tiny ▪ hilarious ▪ good

a. angry __fu__ri_o_u_s___ h. awful __________
b. enormous __________
c. amazing __________ i. terrified __________
d. cold __________
e. funny __________ j. tired __________
f. delighted __________
g. dirty __________ k. boiling __________

l. small __________

m. fascinating __________

c. Complete the sentences with an adverb and an adjective.

1. It was …! – I had to wear my thickest 6. We have these insects in my country. They
coat, gloves and a scarf! are so … you almost can’t see them,
but they’re very dangerous if they bite you.
2. I didn’t sleep all night. I was … the next
day. 7. The summer is horrible here, because it’s
… . Over 30 degrees Celsius most days!
3. That online video is … . I laughed and
laughed and laughed. 8. I got … . I had to throw my clothes away! It
was impossible to put them in the
4. This website is … . I love it! washing machine.
5. That horror movie is … . I can’t watch it!

5. Complete the three conversations. Choose the correct response A, B or C.

1. What’s your new school like?

A. It’s very enormous. B. It’s absolutely big. C. It’s absolutely enormous.

© MEN Colombia 2. How did your brother react when you told him you had broken his smartphone?

A. He was very angry. B. He was absolutely angry. C. He was very furious.

3. How did you feel after the marathon?

A. I was very exhausted. B. I was absolutely exhausted. C. I was absolutely tired.

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UNIT 3 Module 4

7Lesson 7

Focus on Vocabulary 4c.Complete the sentences with an

4a.Read the Useful language box adverb and an adjective.
▪ Ask students to read the Useful
▪ Ask students to copy the
language tip carefully. Establish
that very, really and absolutely sentences into their notebooks.
are adverbs. Remind students
that adverbs describe verbs or ▪ Individually, students should
adjectives. In this lesson, we are
only looking at adverb-adjective complete the sentences with
collocations. an adverb and an adjective.
They will need to use the strong
▪ In English, really can describe adjectives in each case here so
the adverb can either be really
any type of adjective. However, or absolutely.
absolutely can only describe
strong adjectives. Very ▪ Check answers with the whole
describes normal adjectives,
also sometimes called base class.
adjectives. A very common
student mistake is to use the Answers
wrong adverb in adjective 1. absolutely / really freezing
collocations in sentences such 2. absolutely / really exhausted
as I was absolutely cold or I was 3. absolutely / really hilarious
very furious. 4. absolutely / really amazing
5. absolutely / really terrifying
4b.Match the adjectives with similar 6. absolutely / really tiny
7. absolutely / really boiling
meanings. 8. absolutely / really filthy

▪ Students should then work in 5. Complete the three conversations.

pairs to match a normal adjective Choose the correct response A, B,
with an equivalent strong or C.
adjective.
▪ Students read the statements and
▪ Check answers with the whole
choose a correct response in each
class. case.

Answers ▪ Note that this is an exercise
b enormous big
type that appears in the Prueba
c amazing good de Inglés so this is also exam
preparation.
d cold freezing
▪ Students complete the sentences
e funny hilarious
individually. Then they compare
f delighted happy their answers in pairs.

g dirty filthy ▪ Check answers with the whole

h awful bad class.

i terrified scared Answers
1C
j tired exhausted 2A
3B
k boiling hot

l small tiny

m fascinating interesting

© MEN Colombia

T149

7 Lesson 7

Read

6. a. Work in pairs. Read the introduction to an article about the Canadian One-Tonne

challenge. Discuss these questions.

1. What was the objective of the One-Tonne Challenge?
2. What can people do to reduce their carbon footprint? Make a list.

b. Read the rest of the article quickly. Does it mention your ideas?

Canadian One-Tonne Challenge

We’re all afraid of what is happening to the environment
and we often feel powerless to stop the damage that is going
on around us. However, there are things that individuals
can do to help save the planet. That was the idea of the
the Canadian One-Tonne Challenge. The challenge was a
programme run by the Canadian government from 2004 to
2006. The idea was to encourage Canadians, as individuals,
to reduce their carbon footprint. The carbon footprint is the
amount of CO2 produced per person per year, in the form of
what we buy, what we do and how we use electricity.
Simple changes can make a huge impact when repeated across an entire country.
Perhaps the most obvious is to cut down on car journeys. People were asked to
get to work or school either on the bus or on the train. For those who are able,
cycling is an even better way of getting to work. It’s good both for your health and
the environment.
In the home, people were encouraged to recycle their household waste better, not
only plastics and containers, but also food. People with gardens were encouraged
to use their leftovers from meals as fertiliser.
One other idea was to do the laundry in cold water only. While this clearly would
save electricity, it’s not clear if it would actually succeed in cleaning clothes
properly. It was certainly one of the most unusual suggestions in the campaign.
Diet was also a key factor in the plan. Neither meat nor fish is particularly eco-
friendly, so the government suggested eating more vegetarian meals. This may only
have been once a week, in a similar way to the modern campaign for ‘Meatless
Mondays’ where people eat only vegetarian food on the first day of the week.
Well-meaning though it was, the campaign impressed neither the public nor other
politicians. The Canadian One-Tonne Challenge never caught on in a big way, so
when the government changed in 2006, the new prime minister quietly ended the
programme.

7. Work in pairs. What recommendations did the organisers of the Glossary

One-Tonne Challenge make about ... ▪ leftovers: sobras
▪ well-meaning:
a. transport?
b. using electricity? bien intencionado/a
c. household waste?
d. diet? ▪ catch on: tener éxito

150
© MEN Colombia
© MEN Colombia

UNIT 3 Module 4

7Lesson 7

Read Answers Answers

6a.Work in pairs. Read the 1. The idea was to encourage a. Cut down on car journeys; get to
Canadians as individuals to reduce work or school either on the bus
introduction to an article their carbon footprint. The or on the train; do more cycling.
about the Canadian One-Tonne carbon footprint is the amount
challenge. Discuss these questions. of CO2 produced per person per b. Do the laundry in cold water only.
year, in the form of what we
▪ Point out to students that at this buy, what we do and how we use c. People were asked to recycle
electricity. their household waste better;
stage, they should read the first use their leftovers from meals as
paragraph only. This paragraph 2. Ways of reducing your carbon fertiliser.
ends with the words ‘how we use footprint include: turning off
electricity’. lights and electronic devices d. Eat less meat and fish; eat more
when not in use, cycling or vegetarian meals.
▪ Some students may be puzzled by getting public transport instead of
driving, not flying, only using the
the spelling of the word ‘tonne’. heating or air conditioning when
This spelling actually refers to a really necessary, not printing
metric tonne, which is a weight lots of paper when using the
of 1000 kilograms. The more computer, recycling more, eating
common spelling ‘ton’ is used less meat, not buying things
for a measurement of 1016.5 which you don’t need.
kilograms in the UK and 907.19
kilograms in the USA. In practice, 6b.Read the rest of the article
most people informally use
the ton spelling whenever they quickly. Does it mention your
write weights. In this case, the ideas?
official name of the programme
in Canada was the ‘Canadian ▪ Students read the rest of the text
One-Tonne Challenge’ which is
why that spelling is used in this carefully to see if it includes any
article. of their ideas from 6a. Draw their
attention to the glossary box at
▪ Students read the opening the bottom of the page. Elicit
from students the past tense of
paragraph individually and write catch, caught, because they will
the answers to the questions. see caught on in the text itself
They need to think of their own (in the final paragraph).
ideas here to answer question
2 so it may be necessary to put ▪ Students now compare their
students in larger groups.
answers in pairs.
▪ Students now compare their
▪ Discuss answers as a class.
answers in pairs.
7. Work in pairs. What
▪ Discuss answers as a class. Put
recommendations did the
the students’ suggestions of how organisers of the One-Tonne
to reduce their carbon footprint Challenge make about…
on the board and ask the
students to write these down. ▪ Students work in pairs to discuss
They will need the suggestions
when they do the Writing task on the questions. They can look back
page 151. at the text to find the answers.

▪ Discuss answers as a class.

© MEN Colombia

T150

UNIT 3 Module 4

Focus on Language Speak

8. Look at the sentences from the text in 11. Work in groups. Discuss these questions.

exercise 6. Match the words in bold to a. Do you think the One-Tonne Challenge
the formulae 1-4. would work in your country?

People were asked to get to work or school b. Which of the suggestions in the One-
either on the bus or on the train. Tonne Challenge would work for you?
It’s good both for your health and the
environment. c. How could you change the One-Tonne
People were encouraged to recycle their Challenge to make it work where you
household waste better, not only plastics live?
and containers but also food.
Neither meat nor fish is particularly Write
eco-friendly.
12. Look at the competition below. Write
1. X and Y.
2. Not X. Not Y. a short answer with one way of
3. X or Y. Not X and Y. reducing your carbon footprint at
4. Not just X. Y too. school.

9. Look at these sentences and answer Ideas please!

the questions. How can you reduce your carbon
footprint? Write your suggestion in
a. ‘I want to visit either Ecuador or Peru.’ 50-60 words and send it to the head
Does the speaker plan to visit one or two teacher.
countries? The best suggestion will win a prize.

b. ‘Neither Mike nor Alba passed the test.’ 13. When you have finished, look at the
Did one, two or no students pass the test?
suggestions from your classmates.
c. ‘I’m inviting both Kim and your brother Vote on which suggestion wins the
to the party.’ prize.
Are one, two or no people invited to the
party? 151

d. ‘They ate everything in the fridge, not
only the lasagne, but the burgers too!’
Which is most surprising: eating the
lasagne or eating the burgers?

10. Complete the sentences with the words

from exercise 8.

a. oil coal are green
sources of energy.

b. People can walk ride
their bikes to help the environment.

© MEN Colombia c. My girlfriend wants to invite all
her friends to her birthday party, but
her grandparents!

d. Clean air is important for
animals people.