Departamento de Lenguas

Ingls

Materia: INTERMEDIO I

Tutor de Materia: Prof. Fernanda Palmero

Directora de Departamento: Prof. Marcela S. Rodrguez

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1- DATOS DEL TUTOR

Profesora y Traductora Pblica Nacional egresada de la Facultad de Lenguas, UNC

Docente del Departamento de Idiomas de la Universidad Siglo 21.
Docente de las materias de Lecto-Comprensin de Ingls en las carreras de Gestin Jurdica, Turismo,
Diseo Grfico y Recursos Humanos en la Modalidad Presencial y Semipresencial del Colegio
Universitario Siglo 21.
Co-autora de libros de Lecto-Comprensn en Ingls y material de estudio multimedial.
Ayudante de ctedra en el departamento de Castellano de HUHS, Hartford, Wisconsin, USA

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2. CARTA AL ALUMNO

Estimados Alumnos:

Bienvenidos a la materia Intermedio I!

En este mundo moderno de interacciones constantes, donde predomina la tan mentada globalizacin, el idioma
ingls se ha convertido en la herramienta indiscutida de la comunicacin internacional. La comprensin y
manejo del idioma ingls potenciar el desarrollo, en los distintos terrenos sociales o laborales en que uno deba
desenvolverse. En esta poca, se han incrementado tanto las exigencias de los empleadores como la
competencia entre quienes pugnan por conseguir el trabajo; a iguales capacidades en alguna especialidad, el
dominio del idioma ingls seguramente resultar una ventaja competitiva.

Es por ello que debes ir consolidando y afianzando tus conocimientos para poder desenvolverte eficazmente en
este nivel: Intermedio I, que es el primero de una serie de seis niveles de idioma para lograr as un buen
desempeo en las cuatro habilidades lingsticas (comprensin de textos escritos, comprensin auditiva,
produccin escrita y produccin oral.) Aparte de que adquirirs un buen dominio de la lengua, tu recorrido por
los seis niveles mencionados te brindarn la preparacin adecuada para que cuando termines con los mismos
ests listo para rendir un examen internacional de las caractersticas y exigencias del TOEFL.

Para que puedas lograr los objetivos anteriormente planteados debers dedicar tiempo y asiduidad en el
estudio, utilizando esta gua y la ayuda de tu tutor. Es importante que no pierdas la motivacin y des pasos
pequeos pero firmes, que tengas constancia y realices toda la ejercitacin sugerida. Cumpliendo este proceso
de entrenamiento sistemtico indudablemente alcanzars la meta final. Ahora comencemos a trabajar!

Tu Tutor

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3. INTRODUCCIN GENERAL A LA ASIGNATURA

En el transcurso de esta materia revisaremos y afianzaremos estructuras gramaticales bsicas y

vocabulario especfico. Tambin desarrollars habilidades comunicativas, necesarias para desenvolverte en
diversas situaciones. A travs de material atractivo y real debers trabajar con ejercicios de audicin, de lectura,
vocabulario y produccin escrita.

La gua te presentar situaciones en las que interactuars con otras personas en mbitos cotidianos y
laborales, tendrs que describir procesos, referirte a eventos pasados, interrogar personas con diversos fines,
describir viviendas, reportar lo que otra persona dijo y poder debatir acerca de un tema determinado.
Abordaremos temas diversos como: relaciones familiares y laborales, el trabajo y el dinero, la tecnologa, la ley y
el orden y los medios masivos de comunicacin.

El esquema conceptual general y los esquemas de cada unidad te permitirn acceder en forma
anticipada a los contenidos esenciales. Adems, dichos esquemas no solo se convertirn en un elemento clave
para integrar una unidad temtica con otra sino que, te guiarn en el repaso parcial o final de la materia.
Tambin cada unidad cuenta con una lista de puntos claves checklist que te servirn para enfatizar la
importancia de los mencionados tems. Para lograr nuestro objetivo, encontrars a lo largo de la gua una serie
de tareas planteadas Tasks, que generarn situaciones orales o escritas a resolver.

La gua cuenta adems con actividades sugeridas (claves de aprendizaje y autoevaluacin) que
reforzarn tu conocimiento y que facilitarn tu desempeo en la instancia de evaluacin. Para el logro de los
objetivos recomendamos respetar los tiempos de dedicacin asignados para cada unidad. Es requisito
indispensable la prctica de las cuatro habilidades mencionadas anteriormente (auditiva, oral, escrita y de
lectura), la cual debe ser sistemtica desde el comienzo.

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4. OBJETIVO GENERAL DEL APRENDIZAJE

La materia INTERMEDIO I tiene como objetivo general:

o Que el alumno afiance los conocimientos elementales del idioma y adquiera nuevas herramientas que le
permitan desenvolverse comunicativamente en un nivel intermedio bsico, logrando el desarrollo de las
cuatro habilidades acorde al nivel antes mencionado.

o Los objetivos particulares son:

- Solicitar informacin
- Describir relaciones de causa y efecto
- Describir procesos
- Narrar eventos pasados e historias de instituciones
- Dar instrucciones
- Expresar opiniones
- Evaluar problemas y acordar soluciones
- Discutir temas especficos aportando puntos de vista
- Relatar el discurso de otro hablante
- Realizar entrevistas
- Organizar informacin en formato de prrafos
- Redactar e-mails
- Redactar artculos breves sobre datos recabados

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5- ESQUEMA CONCEPTUAL GENERAL DE LA ASIGNATURA

LIVING IN THE 21ST CENTURY

Human relations Keeping pace with Social issues

and attitudes modern times
toward work and
money

Relationships and Keeping up with Crime and law

Communications technology
(UNIT 1) (UNIT 3) (UNIT 5)

Making a living House and home Mass media

(Unit 2) (UNIT 4) (UNIT 6)

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6. NDICE DE CONTENIDOS

INTERMEDIATE 1

UNIT 1: RELATIONSHIPS AND COMMUNICATION

1.1 Communication skills
1.1.1 Making polite requests for information
1.1.2 Talking about causes and effects / situations and decisions

1.2 Language Focus

1.2.1 Review of past tenses and present perfect
1.2.2 Conditional sentences: zero, first and second
1.2.3 Review of polite requests for information: indirect questions

1.3 Vocabulary
1.3.1 Expressions related to home and family life
1.3.2 Adjectives to describe character

1.4 Reading
1.4.1 Reading activities related to the unit

1.5 Listening
1.5.1 Listening activities related to the unit

1.6 Writing
1.6.1 Writing a paragraph describing your best friend from high school and the
qualities you value the most about him/her.
1.6.2 Extensive work: writing both business and personal e-mails

UNIT 2: MAKING A LIVING

2.1 Communication skills
2.1.1 Describing and giving opinions about jobs
2.1.2 Describing the history of an institution or company

2.2 Language Focus

2.2.1 Review of passive constructions
2.2.2 Review of defining relative clauses

2.3 Vocabulary
2.3.1 Words and expressions related to jobs
2.3.2 Financial vocabulary

2.4 Reading
2.4.1 Reading activities related to the unit

2.5 Listening
2.5.1 Listening activities related to the unit
2.5.2 Word stress: jobs and occupations

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2.6 Writing

2.6.1 Becoming aware of paragraph structure: topic sentences, supporting

sentences and concluding sentences

UNIT 3: KEEPING UP WITH TECHNOLOGY

3.1 Communication skills
3.1.1 Giving opinions about technological changes and their effects

3.2 Language Focus

3.2.1 Gerunds used as nouns

3.3 Vocabulary
3.3.1 Home appliances
3.3.2 Words related to technology and cars

3.4 Reading
3.4.1 Reading activities related to the unit

3.5 Listening
3.5.1 Listening activities related to the unit
3.5.2 Intonation in question tags

3.6 Writing
3.6.1 Substituting nominal subjects with gerundial phrases

3.6.2 Writing topic sentences to introduce paragraphs

3.6.3 Writing a paragraph about the benefits of new technology.
3.6.4 Extensive work: Recognizing different types of paragraphs: process,
descriptive, opinion, contrast.

UNIT 4: HOUSE AND HOME

4.1 Communication skills
4.1.1 Discussing advantages and disadvantages of different types of
accommodation
4.1.2 Carrying out projects: deciding how to redecorate a room or home
4.1.3 Talking about habits and states in the past; comparing past and present

4.2 Language Focus

4.2.1 Multi-word verbs

4.3 Vocabulary
4.3.1 Home interior decoration

4.4 Reading
4.4.1 Reading activities related to the unit

4.5 Listening
4.5.1 Listening activities related to the unit

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4.6 Writing
4.6.1 Using discourse devices to express comparison and contrast (although,
both, as ... as, than, while, whereas, to be the same, to be different from)

4.6.2 Writing a descriptive paragraph about the place where you live: how
things have changed in time

UNIT 5: CRIME AND LAW

5.1 Communication skills
5.1.1 Talking about background facts and past circumstances
5.1.2 Talking about previous events

5.2 Language Focus

5.2.1 Past Perfect Tense
5.2.2 Review of past tenses: Simple Past / Present Perfect / Present Perfect
Progressive / Past Perfect / Past Progressive / USED TO

5.3 Vocabulary
5.3.1 Vocabulary related to crime and law

5.4 Reading
5.4.1 Reading activities related to the unit

5.5 Listening
5.5.1 Listening activities related to the unit
5.5.2 Pronunciation: past tense endings

5.6 Writing
5.6.1 Writing the ending of a narrative paragraph: a crime story

UNIT 6: MASS MEDIA

6.1 Communication skills
6.1.1 Reporting what people have said and their opinions
6.1.2 Debating points

6.2 Language Focus

6.2.1 Past reported speech: statements and questions

6.3 Vocabulary
6.3.1 Mass Media and the press
6.3.2 Reporting verbs
6.3.3 Expressions used to give opinions and discuss topics

6.4 Reading
6.4.1 Reading activities related to the unit

6.5 Listening
6.5.1 Listening activities related to the unit
6.6 Writing
6.6.1 Writing short newspaper articles reporting on events
6.6.2 Planning and writing an article about the pros and cons of the Internet

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7. IMPORTANCIA DE LA BIBLIOGRAFA

La bibliografa que necesitars para poder seguir el desarrollo del curso es el libro: SKYLINE 4 Students book,
(Units 1-6) by, Brewster, S., Davies, P. & Rogers, M y tambin SKYLINE 4 (Units 1-6) Workbook, Grammar and
Writing MacMillan. Adems necesitars el cassette o CD que acompaa al libro.

Es fundamental el uso del Students book y Workbook en forma conjunta. Una vez que has desarrollado los
contenidos del libro de una unidad determinada debers agregar la prctica de refuerzo que te ofrece el
Workbook. Esto se deber hacer con todas y cada una de las unidades del libro de texto. Del libro de Grammar
sugiero que realices los ejercicios que te ayudarn a consolidar lo estudiado en el Students, y practicado en el
Workbook y del Writing debers realizar los ejercicios que se indiquen desde esta tutora..

Es fundamental que trabajes con el cassette o CD correspondientes para completar las actividades del students
book y para ir entrenando el odo y tomando como modelo las situaciones presentadas, tratando de imitar lo
ms cercanamente posible el ritmo y la pronunciacin del modelo.
Bibliografa Ampliatoria:

Como bibliografa ampliatoria te puedo sugerir el uso de los siguientes diccionarios:

o Molinsky, S & Bliss, B. Word by Word Basic Picture Dictionary English/Spanish Bilingual Longman.-
o Basic Dictonary of American English Longman
o Oxford Picture Dictionary of American English

Adems conts con la posibilidad de entrar al sitio web de la editorial MacMillan:

[Link]

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8. ORIENTACIN GENERAL DEL APRENDIZAJE

El objetivo fundamental de esta asignatura es desarrollar la comunicacin a un nivel intermedio bajo, para
ello es de suma importancia implementar una metodologa de estudio eficiente y acorde a tus necesidades.
Recuerda que somos individuos diferentes y por ende tenemos ritmos de estudio y tiempos de maduracin y
adquisicin diferentes. La eficiencia de dicho mtodo de estudio se ver reflejada en el desarrollo de las
habilidades: de expresin oral, auditiva, de escritura y de lectura, que irs desarrollando a lo largo de la
[Link] libro de texto y dems recursos mencionados en el tem de bibliografa, junto con el programa y la
gua de estudio te servirn como eje en la organizacin de tu estudio.
En trminos generales cada unidad del libro Skyline 4 (Unidades 1a 6 inclusive) esta estructurada de la
siguiente manera:

Unit 1

o Lesson 1
o Lesson 2
o Lesson 3
o Lesson 4

Lessons 1, 2 y 3 contienen una introduccin al tema con preguntas, lectura o actividad con cassette.
Adems siempre encontrars (generalmente en lessons 2 & 3) una seccin denominada Word builder
vinculada con vocabulario y otra Grammar builder que grafica el tema gramatical que se presenta en la unidad.
Lesson 4 generalmente es lectura extensiva que no siempre se incluye en el programa, por eso es fundamental
que siempre tengas como referencia el programa.

Adems vas a encontrar en todo el desarrollo del libro de texto mucha prctica de Listening acompaada de
ejercicios de pronunciacin Reading, Speaking & Writing.
Tambin vers Language assistant, que son pequeos cometarios que pueden ir desde una caracterstica
cultural a un indicador gramatical.

Todos y cada uno de ellos son muy importantes ya que a travs de la repeticin, imitacin y ejercitacin logrars
ir adquiriendo nuevos conocimientos de la lengua Inglesa.

Cada dos unidades el libro presenta una seccin llamada Learning check que es fundamental que realices ya
que por medio de diversos ejercicios podrs ejercitar la sntesis gramatical y de vocabulario de las dos unidades
previas.

Esta estructura se repite a travs del todo el texto.

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9. CRONOGRAMA

Este recurso le brinda una ponderacin porcentual aproximada de los tiempos necesarios para realizar el
aprendizaje de cada unidad y resolver las actividades propuestas en cada una de ellas.

UNIDAD NOMBRE % DE TIEMPO TIEMPO ESTIMADO

EXPRESADO EN HS.

1 RELATIONSHIPS AND 16,6 % 10 hs

COMMUNICATION

2 MAKING A LIVING 16,6 % 10 hs

3 KEEPING UP WITH 16,6 % 10 hs

TECHNOLOGY

4 HOUSE AND HOME 16,6 % 10 hs

5 CRIME AND LAW 16,6 % 10 hs

6 MASS MEDIA 16,6 % 10 hs

EXAMEN FINAL

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UNIT 1: RELATIONSHIPS AND COMMUNICATION

1. Introduccin

En esta unidad comenzaremos a repasar, consolidar y desarrollar las habilidades lingsticas de recepcin y
produccin a un nivel intermedio bajo.

2. Objetivo general

Desarrollar actividades de comunicacin y comprensin referidas a la interaccin personal tanto en el

mbito familiar como laboral.

3. Objetivos particulares

Al terminar esta unidad sers capaz de:

9 Requerir informacin de manera formal utilizando las preguntas indirectas

9 Hablar acerca de causas y efectos / situaciones y decisiones
9 Expresarte utilizando los tiempos verbales en pasado y tambin en presente perfecto
9 Utilizar las oraciones condicionales (condicional de tipo cero, uno y dos)
9 Utilizar expresiones para referirte al hogar y la vida familiar
9 Describir caractersticas de la personalidad
9 Escribir un prrafo describiendo a un amigo
9 Redactar mensajes de correo electrnico formales e informales

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4. Orientacin del aprendizaje. Esquema conceptual de la UNIDAD 1: RELATIONSHIPS AND

COMMUNICATION

El esquema a continuacin te muestra el tema principal de la unidad 1 con las habilidades orales y escritas que
debes desarrollar aplicando el vocabulario y estructura gramatical correspondiente.

READING LISTENING

E mail Short dialogues on family matters

Text on parenting Polite requests
Description of people

GRAMMAR VOCABULARY

Past and present perfect Expressions related to home and family life

Indirect questions Adjectives to describe character

Conditional sentences: zero, first and second

WRITING SPEAKING

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5 Claves de autoaprendizaje: Checklist

Make polite requests for information: indirect questions

Talk about causes and effects / situations and decisions
Review of past tenses and present perfect
Use of Conditional sentences: zero, first and second
Refer to home and family life
Describe character
Write a paragraph describing a friend
Write formal and informal e-mail

6 Claves de auto evaluacin

LISTENING
In order to do the following listening activity you will have to listen to the same audio used in unit 1 lesson 3
(page 10 from the student's book)
Listen to five people talking about their best friend. Match speakers 1 to 5 the description of their friends in A to
E.

Speaker 1 (1) ____ A has friends interested in sports.

Speaker 2 (2) ____ B has a friend who is a good musician.
Speaker 3 (3) ____ C met this friend when they were much younger.
Speaker 4 (4) ____ D has a friend who makes him/her feel better.
Speaker 5 (5) ____ E has a friend with the same family situation.

STRUCTURE AND VOCABULARY

For questions 6 to 11, complete the expression in italics to make a suitable compound noun.

(6) The down_____ of the new job is that there is less vacation.

(7) My new _________ computer means that I can work while Im traveling.

(8) She spends all day at the office and does the ______work when she gets home.

(9) He gets angry so quickly. I wish he had more self ________ .

(10) Call me on my cell phone. My new apartment doesnt have a telephone

________ yet.

(11) The government is introducing measures to improve safety in the work_____.

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Complete the paragraph below using either a suitable past form or the present perfect form of the verb in
parentheses.

Julia (12) _________ (go) to New York in 1993 and (13)____________ (live) there since then. She
(14)____________ (start) writing when she (15)____________ (study) to be a teacher. After the big success of
her third novel, she (16)________ (give up) her job and (17)____________ (become) a full-time writer. So far
she (18)____________ (write) eight books.

Complete the paragraph below by using the appropriate form of the verbs in parentheses.

I always (19)____________ (go) swimming in the ocean on Sunday if the weather (20)___________ (be) nice.
Unfortunately, today the weather doesnt look very good. If it (21)____________ (rain), I (22)____________
(have) a swim in the local pool instead. Of course, if I (23)___________ (be) rich, I (24) __________ (build) my
own pool!

READING
Read the text about cell phones. Mark sentences 25 to 30 T (TRUE), F (FALSE), or NS (NOT STATED).

Everyone accepts that cell phones are incredibly convenient. You can be contacted anywhere at any time of the
day, which is useful for business and social arrangements. More importantly, they are invaluable in an
emergency and are particularly useful for parents who want to keep track of their children. And they are no longer
just for making phone calls. As well as sending text messages, which is increasingly popular, especially among
the young, you can now send e-mails, faxes and log onto to the Internet.

Its not surprising, therefore, that cell phones are everywhere. And thats a big problem for those of us who hate
them. For a start, theres the ringing tone. Its now almost impossible to have a quiet bus or train trip, or a meal in
a restaurant without the constant interruption from a variety of annoying tunes. Its particularly irritating in the
movie theater or at a play, but now at least people are more likely to switch them off in these places rather than
risk the anger of the rest of the audience. And its caused such a problem in schools and colleges that many
institutions have banned them.

Then theres the phone conversation itself, which you have to listen to because its so loud. And what do you
have to listen to? One half of a business call that is of no interest to you, or a completely pointless conversation
of absolutely no importance (Im on the train or Im going shopping).

But as well as the irritation factors there are real problems associated with cell phones. For a start theres the
health risk. Some scientists worry that electromagnetic radiation from the phone might cause health problems,
particularly among the young. Not only do they use their cell phones very frequently but they also have less
natural protection from the radiation. There are also indirect health risks. More and more traffic accidents have
been caused by people using cell phones while they are driving, even when they are using hands-free units. And
finally theres the crime problem. There has been a huge growth in the number of thefts of cell phones, and sadly
many of the cases involve young people stealing from other young people.

(25) Cell phones can help parents to know where their children are. T/F/NS
(26) Adults generally prefer not to use text messaging. T/F/NS
(27) Cell phones are less of a problem in movie theaters than before. T/F/NS
(28) The writer does not mind having to hear cell phone conversations. T/F/NS
(29) Adults are less likely to suffer cell phone related
health problems than children. T/F/NS
(30) The biggest social problem associated with cell phones is theft. T/F/NS

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Answer Key

1 C
2 E
3 A
4 B
5 D
6 downside
7 laptop / notebook / portable
8 housework
9 self-control
10 line
11 workplace
12 went
13 has lived / has been living
14 started
15 was studying
16 gave up
17 became
18 has written
19 go
20 is
21 rains
22 will have
23 was / were
24 would build
25 T
26 NS
27 T
28 F
29 T
30 F

ORAL TASK:
You are 20 years old and still live with your family. Discuss with a friend the advantages and
disadvantages of living with them.

WRITTEN TASK:
You got a new job at a fast food restaurant; send an email to a friend describing the characteristics of
your place
of work, also describe your boss and your relationship with your workmates.

(SEND THIS PAPER TO YOUR TUTOR FOR CORRECTION PURPOSES)

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UNIT 2: MAKING A LIVING

1. Introduccin

En esta unidad consolidaremos y desarrollaremos las habilidades lingsticas de recepcin, comunicacin y

produccin a un nivel intermedio bajo.

2. Objetivo general

Desarrollar actividades de comunicacin, comprensin y produccin relacionadas con situaciones del

mbito laboral y el mundo empresarial y de las finanzas.

3. Objetivos particulares

Al terminar esta unidad sers capaz de:

9 Describir y dar informacin acerca de diversos empleos

9 Describir la historia de una institucin o empresa
9 Utilizar oraciones pasivas y subordinadas
9 Utilizar vocabulario y expresiones relacionadas a empleos y trabajos
9 Utilizar algunas expresiones del mbito de las finanzas
9 Escribir un prrafo acerca de la historia de una compaa
9 Identificar la estructura de un prrafo: Oracin principal, oraciones secundarias, y conclusin

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4. Orientacin del aprendizaje. Esquema conceptual de la UNIDAD 2: MAKING A LIVING

El esquema a continuacin te muestra el tema principal de la unidad 2 con las habilidades orales y escritas que
debes desarrollar aplicando el vocabulario y estructura gramatical correspondiente.

READING LISTENING

o Description and opinions on jobs

o Company history / description

GRAMMAR VOCABULARY

Passive constructions Words and expressions related to jobs

Defining relative clauses Financial vocabulary

WRITING SPEAKING

- Writing the history of a company or institution - Describing and giving opinions about jobs
- Describing the history of an institution or company

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5 Claves de autoaprendizaje: Checklist

Describe and give opinions about jobs

Describe the history of an institution or company
Use passive constructions and defining relative clauses
Use words and expressions related to jobs
Use some financial vocabulary
Write the history of an institution or company
Identify paragraph structure: Topic sentence, supporting sentences and concluding sentence

6 Claves de auto evaluacin

LISTENING
In order to do the following listening activity you will have to listen to the same audio used in unit 2 lesson 1
(page 14 from the student's book)

Listen to a woman and a man talking about their jobs and mark sentences 1 to 6 T (True) or F (False).
(1) She thinks the medical insurance isnt very good. T/F
(2) She thinks her job is too tiring. T/F
(3) She expects to improve her position. T/F
(4) He thinks the work is very interesting. T/F
(5) He can choose when he takes a vacation. T/F
(6) There arent many training opportunities in his job. T/F

STRUCTURE AND VOCABULARY

Underline the word in each pair that completes the following conversation correctly.
A: I like my job. Its hard work but I enjoy it because its very (7) frustrating / challenging and the hours are
very (8) flexible / long.
B: Im afraid my jobs not very (9) rewarding / tiring. Its the same routine day after day. Its so (10) boring /
varied. And theres so much work to do.
A: It sounds quite (11) satisfying / demanding.
B: It is. And that makes it so (12) stressful / interesting.

Complete the paragraph below with the correct passive form of the verbs in parentheses.
The old school house (13)___________(build) in 1847. The school closed in 1913 and the building
(14)___________(convert) into a library. For the past six months, it (15)___________(close) for modernization.
However, the architects have promised that the building exterior, which (16)___________(love) by everybody in
the town, (17)___________(not change). The building work should (18)___________ (complete) by next spring.
In the meantime, part of the art gallery (19)___________(use) as a temporary library.

In the following paragraph, write each pair of sentences as one sentence using relative clauses, omitting which,
who, that where possible.

Stratford-upon-Avon attracts people from all over the world. They love theater.
(20)___________________________________________________________

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It is small market town in the center of England. It is famous for being the birthplace of William Shakespeare.
(21)____________________________________________________________
Shakespeare was a 16th century dramatist. He became the most influential figure in English literature.
(22)____________________________________________________________
He is a writer. The whole world respects and admires him.
(23)____________________________________________________________

READING
Read the text about winning the lottery. Mark sentences 25 to 30 T (TRUE) F (FALSE), or NS (NOT STATED).
Many of us dream about buying the winning ticket in a lottery and being happy for the rest of our lives. Few
people, however, really believe it will happen, which is why, when it does happen, they are totally unprepared for
it and the stresses and strains that accompany it. For winning a huge amount of money not as wonderful as you
might think.
Most jackpot winners are ordinary people from ordinary backgrounds with ordinary jobs. Typically, they give up
their jobs and buy an expensive new house in a new area. This leaves them detached from their friends and
living among very different kinds of people, traditionally wealthy people, who dont always accept them.
Many winners declare that they intend to keep their old job but this is often unrealistic, since they no longer have
the need to earn what is often a very low salary. They may also face hostility and jealousy in the workplace and
often feel under pressure to be generous to their fellow workers.
Some decide to retire, invest their capital wisely and live off the interest. But many become bored now that
theres nothing left to do. Others decide to start their own business, often with disastrous results since most of
them have little or no experience.
Finally, there are the begging letters. Winners are often overwhelmed by hundreds of letters from complete
strangers asking for money, for example for educational purposes or for hospital treatment. For the most part,
they ignore such requests, but it doesnt stop them feeling guilty.
So next time youre dreaming about your lottery numbers appearing on the TV screen, think again.
According to the text:

(24) Most lottery winners win more than they expected to. T/F/NS
(25) Lottery winners who move to new neighborhoods
may find it difficult to fit in. T/F/NS
(26) Lottery winners are sometimes unpopular at work. T/F/NS
(27) Those who give up work are generally happier. T/F/NS
(28) The best thing for a lottery winner is to start his/her own business. T/F/NS
(29) Winners receive most begging letters from distant relatives. T/F/NS
(30) Winners usually feel obliged to give money when asked. T/F/NS

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Answer Key
1 F
2 F
3 T
4 F
5 T
6 F
7 challenging
8 flexible
9 rewarding
10 boring
11 demanding
12 stressful
13 was built
14 was converted
15 has been closed
16 is loved
17 will not / wont be changed
18 be completed
19 is being used
20 Stratford-upon-Avon attracts people from all over the world who love theater / people who love theater
from all over the world.
21 Its a small market town in the center of England that is famous for being the birthplace of William
Shakespeare.
22 Shakespeare was a 16th century dramatist who became the most influential figure in English literature.
23 He is a writer the whole world respects and admires.
24 NS
25 T
26 T
27 F
28 F
29 F
30 F

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LEARNING CHECK: (Students book: pages 22 and 23) Do all the suggested activities. These are quick
revision exercises of units 1 and 2.

ORAL TASK:
You work as a personal assistant at a lawyers bureau. Discuss with a friend the advantages and disadvantages
of your job. Consider the following items: salary, benefits, working hours, vacations, promotion opportunities,
and any other piece of information you consider relevant.

WRITTEN TASK:
Surf the web in order to get information about the origins of any company you like. Select the most
relevant information and write a paragraph of no more than ten lines about the history of that
company.
Here are some optional web sites you can surf: [Link] , [Link],
[Link] (SEND THIS PAPER TO YOUR TUTOR FOR
CORRECTION PURPOSES)

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UNIT 3: KEEPING UP WITH TECHNOLOGY

1. Introduccin

En esta unidad desarrollaremos las habilidades lingsticas de recepcin, comunicacin y produccin a un

nivel intermedio bajo.

2. Objetivo general

Desarrollar las habilidades lingsticas de recepcin, comunicacin y produccin en relacin al acceso y

uso de la tecnologa y a los sistemas de comunicacin.

3. Objetivos particulares

Al terminar esta unidad sers capaz de:

9 Dar opiniones acerca de cambios tecnolgicos y sus efectos

9 Utilizar el gerundio y las preguntas de confirmacin de informacin
9 Utilizar vocabulario relacionado a artefactos elctricos, automviles y tecnologa
9 Reconocer distintos tipos de prrafos: Descriptivo, de opinin, de proceso, de contraste
9 Escribir oraciones centrales que introduzcan un prrafo
9 Escribir un prrafo acerca de los beneficios de nuevas tecnologas

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4. Orientacin del aprendizaje. Esquema conceptual de la UNIDAD 3: KEEPING UP WITH

TECHNOLOGY

El esquema a continuacin te muestra el tema principal de la unidad 3 con las habilidades orales y escritas que
debes desarrollar aplicando el vocabulario y estructura gramatical correspondiente.

READING LISTENING

o Article on cars engines

o Interview about gasoline and ZEVs cars
o Text on technology accesses
o Discussion on technologys pros and
cons

GRAMMAR VOCABULARY

Gerunds used as nouns Home appliances

Words related to technology and cars

WRITING SPEAKING

- Writing topic sentences to introduce paragraphs - Giving opinions about technological changes and
- Writing a paragraph about the benefits of their effects
technology
- Recognizing different types of paragraphs:
process, descriptive ,opinion, contrast.

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5 Claves de autoaprendizaje: Checklist

Give opinions about technological changes and their effects

Use gerunds and questions tags
Use words related to technology and cars and home appliances
Recognize different types of paragraphs: process, descriptive, opinion, contrast
Write a topic sentences to introduce paragraphs
Write a paragraph about the benefits of new technology

6 Claves de auto evaluacin

LISTENING
In order to do the following listening activity you will have to listen to the same audio used in unit 3 lesson 1
(page 25 from the student's book)
(1) ZEVs can travel at the same __________ as normal vehicles.
(2) At the moment it is necessary to ______________ batteries.
(3) Fuel cells can ________ electricity.
(4) Fuel cells contain ________ and oxygen.
(5) Gasoline and diesel engines produce __________ and air pollution.

STRUCTURE AND VOCABULARY

Read this extract from the article in Lesson 1 on car technology. Complete the text with a suitable word from the
box below.

ecological conventional technology breakthroughs pollutants alternatives

By the end of the 20th century, virtually any new car could cruise safely at 20 miles an hour faster, using less
gasoline and producing 80% less pollution than a new 1970s car. This was the result of using new (6)
____________ such as fuel injection and microprocessors.
But even todays cars produce about 50,000 kilograms of (7) ____________annually, mostly carbon monoxide
and ozone, and every day there are more motor vehicles. Most people think this is leading toward an (8)
____________ and human health disaster, and some governments have been pushing automobile
manufacturers to produce clean (9) __________ to the internal-combustion engine.
The first electric ZEVs were slow, limited in range, and very expensive compared with (10) __________ cars, but
that will soon change. The automobile industry is exploring different technologies, and several (11) ___________
are close.

Complete sentences 12 to 18 with the appropriate question tag.

(12) Youre afraid of computers, ____________?

(13) Most people have access to the Internet now, _______________ ?
(14) You studied engineering, ______________ ?
(15) Scientific advances have changed all our lives, _____________ ?
(16) The world cant exist without information technology, _______________ ?
(17) Personal computers didnt become popular until the 1980s, _____________ ?
(18) Technology will give everybody more free time, __________ ?

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Complete the second sentence so that it has a similar meaning to the first sentence. Use no more than five
words.

(19) It is bad for your health to drink too much.

___________________ is bad for your health.
(20) It is very refreshing to go for a swim in the morning.
___________________ is very refreshing.
(21) Hes very big on wildlife photography.
For him, _____________________ of wild animals is a great pleasure.
(22) After the bank robbery, the gang were arrested.
The gang were arrested ______________________ a bank.
(23) Peter finds factory work dull.
_____________________ factory isnt something that Peter likes.

READING
Read the following extract about Internet TV and match paragraphs 1 to 7 with a suitable heading (a to h). There
is one heading that you do not need to use.

Question Paragraph Heading

(24) ___ 1 a) What are the advantages over a computer?
(25) ___ 2 b) What if you want more than one e-mail
(26) ___ 3 address?
(27) ___ 4 c) So how do you log on to the Net?
(28) ___ 5 d) Whos going to buy it?
(29) ___ 6 e) But I dont want to buy another TV.
(30) ___ 7 f) Why would you want Internet TV?
g) Where can I buy it?
h) Are there any disadvantages?

INTERNET TV

What exactly is it?

Its a color television with its own built-in 34K modem that gives you easy access to the Internet without the need
for a computer. Its the first set with the Net.
1
If at the moment you dont have, cant afford, or indeed if you dont want a computer, but youd still like to surf the
net, you can buy this set for 199.99, which is a lot less than it costs to buy a computer. At the moment only
about 25 percent of British homes have access to the Internet, and Bush, the sets manufacturer, is hoping that
the Internet TV will significantly increase that figure.
2
Bush says that its quicker, simply because you dont have to wait through the lengthy start-up procedures you
have when you switch on a computer. Its also free from dreaded computer viruses. But perhaps the handiest
thing is that everything is on one screen so you can read e-mails during a convenient break in a TV program.
3
The remote control opens sideways to reveal a standard qwerty keyboard. This again is handy, but its small
and writing e-mails is time consuming if youre used to a bigger keyboard. But Bush, cleverly, have produced a
full-sized cordless keyboard at 29.99, which you can buy as an extra. Also, the text is perhaps not as clear as
on a conventional computer screen.
4
Dont worry. You can have up to five, which should keep most families happy.

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5
Those who cant afford to buy a PC, and those of us who are terrified of computers but feel at ease with a TV.
Other possible buyers are those who would like a second Internet access point somewhere in the house, but
dont want the expense of another computer.
6
Its very simple. Just connect the TV to a phone socket, press the Internet button on the remote control and click
on the Web icon.
7
You dont have to. Bush have also produced a handy set-top box (99.99), which you can connect between the
phone socket and whatever TV you happen to have in your house.
Answer Key
1 speed
2 recharge
3 generate
4 hydrogen
5 noise
6 technology
7 pollutants
8 ecological
9 alternatives
10 conventional
11 breakthroughs
12 arent you?
13 dont they?
14 didnt you?
15 havent they?
16 can it?
17 did they?
18 wont it?
19 Drinking too much; Having too much to drink
20 Swimming in the morning; Having / Going for a morning swim
21 taking photographs
22 for / after robbing
23 Working in a
24 f
25 a
26 h
27 b
28 d
29 c
30 e

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ORAL TASK:
Choose the means of transport you consider more convenient to use: Public transportation or Private
cars. Mention the reasons why you are in favor of that means of transport and not the other one.

WRITTEN TASK:
Write a paragraph describing a mobile phone: mention its size, dimensions, functions and its
advantages over the competitors. (SEND THIS PAPER TO YOUR TUTOR FOR CORRECTION
PURPOSES)

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UNIT 4: HOUSE AND HOME

1. Introducci
En esta unidad desarrollaremos las habilidades lingsticas de recepcin, comunicacin y produccin a un
nivel intermedio bajo.

2. Objetivo general

Desarrollar las habilidades lingsticas de recepcin, comunicacin y produccin en relacin a los distintos
tipos viviendas, caractersticas exteriores e interiores de las mismas y escenas callejeras.

3. Objetivos particulares

Al terminar esta unidad sers capaz de:

9 Discutir ventajas y desventajas de los distintos tipos viviendas

9 Llevar adelante proyectos: decidir como redecorar un cuarto o casa
9 Hablar acerca de hbitos y estados en pasado, comparar pasado y presente
9 Utilizar multi word verbs y used to
9 Utilizar vocabulario para referirte a distintos tipos de viviendas y decoracin del hogar
9 Utilizar elementos del discurso para expresar comparacin y contraste
9 Escribir un prrafo descriptivo acerca del lugar donde vives y los cambios que se han presentado
con el correr del tiempo.

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4. Orientacin del aprendizaje. Esquema conceptual de la UNIDAD 4: HOUSE AND HOME

El esquema a continuacin te muestra el tema principal de la unidad 4 con las habilidades orales y escritas que
debes desarrollar aplicando el vocabulario y estructura gramatical correspondiente.

READING LISTENING

o Friends talking about different types

of accommodation
o Text about UCLA apartments
o Magazine article on interior decoration
o Dialogue with suggestions on redecoration
o Dialogue about neighborhood changes

GRAMMAR VOCABULARY

Multi-word verbs Types of accommodation

USED TO Home interior decoration

Connectors to express comparison and

contrast

WRITING SPEAKING

- Writing a descriptive paragraph about the place - Discussing advantages and disadvantages of
where you live: how things have changed in time different types of accommodation
- Deciding how to redecorate a room or home
- Talking about habits and states in the past

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5 Claves de autoaprendizaje: Checklist

Discussing advantages and disadvantages of different types of

accommodation
Carry out projects: deciding how to redecorate a room or home
Talk about habits and states in the past
Use Multi-word verbs and the structures USED TO
Use vocabulary related to types of accommodation and home interior decoration
Use discourse devices to express comparison and contrast
Write a descriptive paragraph about the place where you live: how things have changed in time

6 Claves de auto evaluacin

LISTENING
Listen and complete sentences 1 to 6 with a word or short phrase.
In order to do the following listening activity you will have to listen to the same audio used in unit 4 lesson 3
(page 36 from the student's book)

(1) Sandra and Mr. Solano are outside because the ____________ isnt working.
(2) Sandra has met two people in __________ years.
(3) The children didnt play on the streets in the _____________.
(4) Theres a lot of graffiti and ____________ in the play area.
(5) The apartments are sometimes _______ for older people.
(6) Sandra thinks apartments arent difficult to _____________.
(7) Mr. Solano had an ___________ and flowers in his yard.

STRUCTURE AND VOCABULARY

Complete sentences 8 to 14 with the correct form of a suitable multi-word verb from the box.

give away go down look after put away take down turn down turn off

(8) He ________ all his money before he died.

(9) The concert was canceled so they had to __________ all the posters they had put up.
(10) He couldnt find the contracts after his secretary ________ them _______.
(11) My aunt ________ me when my mother was in the hospital.
(12) The government hopes that the crime figures will ____________ next year.
(13) After the soup has boiled, _____ it ____ to a lower temperature.
(14) Dont forget to _______ the light when you leave.

In the following paragraphs, check both boxes where used to and would are correct and check the used to box
where only used to is correct.

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When I was young, I (15) used to / would live in an old house near the center of town. My father (16)
used to / would work as an electrician, and every Thursday, after he was paid, he (17) used to / would
bring home ice cream and candy for us to eat. I (18) used to / would love Thursdays for that reason.
My uncle (19) used to / would have a farm in the country, and every summer we (20) used to / would
go and stay with him for two weeks. Because I didnt have to go to school the next day, my mother (21) used
to / would let me stay up and I (22) used to / would listen to the adults talking until late at night.

READING
Read the text about timesharing vacations. Mark sentences 23 to 30 T (TRUE), F (FALSE), or NS (NOT
STATED).

What is Timesharing?
Timesharing gives you the right to spend a vacation in your own villa or apartment for a week each year for a
given number of years. It basically means that you share the ownership of a property with a number of other
people for a particular period of time. The period of ownership can be just a few years or it can be forever,
depending on the law of the country. Almost all timeshares have cooking facilities so you can prepare your own
meals.
Timesharing weeks can usually be sold, given away as gifts or passed on to your children, or anyone else. You
may even be entitled to exchange vacation destinations and times with other people in other time-sharing resorts
worldwide there are over 4,400 to choose from.
Most timeshare owners join an exchange organization, for a fee, allowing them to go to another resort, anywhere
in the world, in exchange for their week.
To maintain the apartment and facilities in nearly new condition for the whole period of use, owners pay a
management fee, ranging from under $200 to well over $500 a year per week of ownership. Owners of
timeshares treat their apartment with much greater care than a renter might so the furniture and fittings are of a
higher standard than is usually found in other apartment style accommodations.
For many, the purchase of a timeshare is the nearest that they will get to owning a country cottage or a
Mediterranean villa but without the attendant problems of security, cleaning, and high standing costs. Meeting
the same friends each year, knowing that the leisure facilities and apartments are kept in good condition, not
having to worry about finding your way there, etc. are just some of the benefits.
Others see it as a way of seeing the world by using an exchange organization in the certain knowledge that
the foreign resort will be of a similar standard as their own resort. With over 4,400 resorts to choose from, few will
be disappointed.
And some buy because the resort provides a local Country Club where they can use the facilities all year. These
facilities can include a swimming pool for the children and a bar and restaurant where the adults can meet their
friends. There may even be tennis courts and racquetball courts for the more energetic.
(23) You normally cook for yourself in a timeshare apartment. T/F/NS
(24) Timeshare owners usually take their vacation
in the same place every year. T/F/NS
(25) Timeshare owners can easily change the time of their vacations. T/F/NS
(26) Your can give your timeshare apartment to your friends. T/F/NS
(27) Once you have bought your timeshare apartment,
there are no other costs. T/F/NS
(28) Timeshare apartments are usually in good condition. T/F/NS
(29) Timeshare apartments have fewer security problems. T/F/NS
(30) Exchange organizations offer resorts of a very different quality. T/F/NS

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Answer Key
1 elevator
2 three
3 winter
4 garbage
5 lonely
6 clean
7 apple tree
8 gave away
9 take down
10 put them away
11 looked after
12 go down
13 turn it down
14 turn off
15 used to
16 used to
17 both
18 used to
19 used to
20 both
21 both
22 both
23 T
24 NS
25 NS
26 T
27 F
28 T
29 T
30 F

LEARNING CHECK: (Students book: pages 40 and 41) Do all the suggested activities. These are quick
revision exercises of units 3 and 4.

ORAL TASK:
Think about the neighborhood in which you lived when you were a child. Describe it and mention the
things you used to do there.

WRITTEN TASK:
You want to set up a restaurant with a partner. Write a paragraph describing the place and the
changes you plan to do there in order to redecorate it. (consider painting, furniture, lighting, walls
decoration etc) (SEND THIS PAPER TO YOUR TUTOR FOR CORRECTION PURPOSES)

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UNIT 5: CRIME AND LAW

1. Introduccin

En esta unidad desarrollaremos las habilidades lingsticas de recepcin, comunicacin y produccin a un

nivel intermedio bajo.

2. Objetivo general

Desarrollar las habilidades lingsticas de recepcin, comunicacin y produccin en relacin a problemas de

delincuencia, crimenes y castigos,

3. Objetivos particulares

Al terminar esta unidad sers capaz de:

9 Hablar de hechos y circunstancias pasadas

9 Discutir acerca de hechos delictivos
9 Utilizar el pasado perfecto y revisar otras formas de pasado
9 Escribir un prrafo narrativo: Una historia de algn hecho delictivo

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4. Orientacin del aprendizaje. Esquema conceptual de la UNIDAD 5: CRIME AND LAW

El esquema a continuacin te muestra el tema principal de la unidad 5 con las habilidades orales y escritas que
debes desarrollar aplicando el vocabulario y estructura gramatical correspondiente.

READING LISTENING

Text on JFK assassination

Discussion on art theft
Text about the beginnings of modern Australia
Dialogue on international crime: Drug
trafficking and money laundry

GRAMMAR VOCABULARY

Past tenses/ used to Words related to crime and law

Past perfect

WRITING SPEAKING

- Writing the ending of a narrative paragraph: a crime - Talking about background facts and past
story circumstances
- Talking about previous events

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5 Claves de autoaprendizaje: Checklist

Talk about background facts and past circumstances

Discuss about unsolved crimes and international crime
Use past perfect and past tenses
Write a narrative paragraph: a crime story

6 Claves de auto evaluacin

LISTENING
Listen to the advice about visiting Australia and complete the notes below.
In order to do the following listening activity you will have to listen to the same audio used in unit 5 lesson 4
(page 49 from the student's book)

Road safety:
Look right before crossing the road. Some visitors (1) __________ during the Olympics.

Places to visit:
Sydney for (2) ________ , the Opera House, and Bondi Beach
Snowy Mountains for the (3) _____________ and scenery
Ayers Rock to see the (4)____________

Dress:
Australians are usually (5)_________
(6)________ clothes in April nights are often (7)_________ .

STRUCTURE AND VOCABULARY

Complete the following paragraphs with an appropriate form of the words below.

steal rob assassinate

The most famous crime in Britain in the early 1960s was the Great Train (8) _________. A gang of
(9)__________ stopped a train carrying cash from Scotland to London and (10)_________ two and a half million
pounds.

Robert Kennedy, like his brother, President John F. Kennedy, was also the victim of an (11) ___________. He
was shot in California in 1968 after winning that states Democratic primary election. His (12)___________ was
Sirhan Sirhan.

Complete the second sentence so that it means the same as the first sentence. Use the past perfect tense where
possible.

(13) People saw men with rifles and then the Presidents motorcade arrived.

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Before the Presidents motorcade ____________________________________

(14) The police interviewed Oswald for a number of hours and then they accused him of murder.
After the police_______________________________________________________
(15) Oswald shot and killed a policeman and then he was arrested.
Before he ___________________________________________________________

(16) The official report was published but people still believed that other people were involved in the
assassination.
After the official report _______________________________________________

Complete the paragraph below with the correct form of the verbs in parentheses.
Eric Scott is a joyrider, or someone who steals cars for fun. He (17)___________(do) it for over three years now.
During that time, he calculates that he (18)___________(steal) over thirty cars. Quite amazing, but even more so
when you realize that Eric is just 16 years old.
He remembers the day he (19)___________(take) his first car very clearly. I (20)___________(walk) along a
street feeling pretty unhappy because my parents (21)___________(not buy) me anything for my birthday.
Suddenly I (22)___________(see) this car with the window open and the keys still in the ignition. I
(23)___________(learn) how to drive from my brother so it was easy to drive it away.
But Eric realizes that the next time he is arrested they could send him to prison. So now, on the advice of the
police, he (24)___________(decide) to change his ways and for the past two months he
(25)___________(attend) an auto repair course that is designed to give joyriders a more responsible interest in
cars.

READING
Read the following text about the murder of John Lennon and answer the questions below.
At 10:50 p.m. on December 8, 1980, John Lennon and his wife Yoko Ono pulled up in a car in front of The
Dakota Building, New York City, where they had their apartment. They were returning from a recording studio,
where they had been working most of the evening. Lennon stepped out of the car in front of his wife. As he was
about to enter the building, a man stepped out of the shadow and called out his name. As Lennon was turning,
the man raised a gun and shot him four times. Lennon struggled to the entrance of the building, where he
collapsed. He was rushed to the hospital in a police car, but died almost immediately.

Meanwhile, his killer had remained outside the building. Incredibly, he had calmly thrown the gun into some
bushes, taken out a book and begun reading. He was arrested almost immediately after the police arrived. He
made no attempt to resist arrest and freely admitted the killing.

A photograph taken earlier that evening shows Lennon outside of the building signing a copy of his latest album
for a fan. The fan was, in fact, the man who shot him six hours later. His name was Mark Chapman. He had
traveled to New York from Honolulu that month and had been staying at a local hotel. There he had planned the
murder.

People found it hard to understand why an apparent fan of Lennons with no previous connections with him
should want to kill him. A few people suggested a conspiracy involving the CIA or other government agencies to
assassinate Lennon for his political views. The rest of us, however, saw it as a crazed act of a deeply disturbed
and obsessive individual who had robbed the world of one of the most influential musicians of the 20th century.

Chapman was sent to jail, where he remains today.

(26) The Dakota was:
a) Lennons recording studio.
b) Lennons home.
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c) Lennons hotel.

(27) Lennon was shot:

a) in front of the building.
b) inside the building.
c) getting out of the car.

(28) After the shooting, the man:

a) tried to escape.
b) behaved unusually.
c) hid in the bushes.

(29) In the earlier photograph Lennon:

a) is posing for the camera.
b) is talking to the fan.
c) is doing something for the fan.

(30) Most people think that Chapman:

a) was working with others.
b) disagreed with Lennons politics.
c) acted alone.

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Answer Key
1 were killed
2 a little history
3 wildlife
4 aborigines
5 informal
6 warm
7 cool
8 Robbery
9 robbers
10 stole
11 assassination
12 assassin
13 arrived, people had seen men with rifles.
14 had interviewed Oswald for a number of hours, they accused him of murder.
15 was arrested, Oswald had shot and killed a policeman.
16 had been published, people still believed that others were involved in the assassination.
17 has been doing / has done
18 has stolen
19 took
20 was walking
21 hadnt bought
22 saw
23 had learned
24 has decided
25 has been attending / has attended
26 b
27 a
28 b
29 c
30 c

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ORAL TASK:
Celebrity crimes: Read the following piece of information about Winona Ryder and answer the
following questions.
Film star Winona Ryder was arrested in September 2001 for trying to steal
$5500 worth of merchandise from a store in Beverly Hills.

1. What kind of punishment would you suggest for this person? What kind of punishment do you think
she received?
2. Are there any celebrities from your country that have been accused of
a crime? Who? What crime?
3. Do you think that rich and famous people are treated differently by
the law in your country?
4. Do celebrities have a responsibility to act as role-models for society?

WRITTEN TASK:

Do all the exercises and writing activity suggested in your writing book page 25.

(SEND THIS PAPER TO YOUR TUTOR FOR CORRECTION PURPOSES)

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UNIT 6: MASS MEDIA

1. Introduccin

En esta unidad desarrollaremos las habilidades lingsticas de recepcin, comunicacin y produccin a un

nivel intermedio bajo.

2. Objetivo general

Desarrollar las habilidades lingsticas de recepcin, comunicacin y produccin en relacin a los medios
de comunicacin: periodismo de investigacin, la tica en los medios y el sensacionalismo.

3. Objetivos particulares

Al terminar esta unidad sers capaz de:

9 Reportar lo que otra persona ha dicho: Oraciones afirmativas e interrogativas

9 Debatir acerca de temas relacionados a los medios de comunicacin
9 Utilizar los verbos especficos para reportar lo que alguien dijo
9 Utilizar expresiones especficas para dar opiniones
9 Escribir artculos para un peridico reportando algn hecho
9 Escribir un artculo acerca de las ventajas y desventajas de Internet

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4. Orientacin del aprendizaje. Esquema conceptual de la UNIDAD 6: MASS MEDIA

El esquema a continuacin te muestra el tema principal de la unidad 6 con las habilidades orales y escritas que
debes desarrollar aplicando el vocabulario y estructura gramatical correspondiente.

READING LISTENING

o Text on sensationalism
o Text on investigative journalism:
The Watergate story
o Discussion on ethical issues
o Article about censorship on the Internet

GRAMMAR VOCABULARY

Mass media and the press

Past reported speech: statements and
questions
Reporting verbs

Expressions used to give opinions and

discuss topics

WRITING SPEAKING

- Writing short newspaper articles reporting on - Reporting what people have said and their
events opinions

- Writing an article about the pros and cons of the - Debating about the media
Internet

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5 Claves de autoaprendizaje: Checklist

Report another persons speech: statements and question

Use expressions to give opinions and discuss topics
Use reporting verbs
Use expressions to give opinions and discuss topics
Write a short newspaper articles reporting on events
Write an article about the pros and cons of the Internet

6 Claves de auto evaluacin

LISTENING
In order to do the following listening activity you will have to listen to the same audio used in unit 6 lesson 3
(page 54 from the student's book)

Listen to a man and a woman talking about privacy. Mark sentences 1 to 6 T (True) or F (False).
(1) He thinks celebrities complain too much. T/F
(2) She thinks everyone should have complete privacy. T/F
(3) He thinks its possible to have both fame and privacy. T/F
(4) She thinks you shouldnt be able to photograph private houses. T/F
(5) He thinks its hard to show that a photograph was taken without consent. T/F
(6) He thinks there are no laws against the invasion of privacy. T/F

STRUCTURE AND VOCABULARY

For questions 7 to 14, complete the expression in italics to make a suitable noun phrase.
(7) The corruption s_ _ _ _ _ _ of the 1980s nearly destroyed the government.
(8) The police searched the crime s_ _ _ _ thoroughly but found nothing.
(9) Most large criminal gangs are now involved in drug t_ _ _ _ _ _ _ _ _ _ .
(10) The Chicago gangster, Al Capone, was finally imprisoned for tax e_ _ _ _ _ _.
(11) A gang stole $1 million an a daring bank r_ _ _ _ _ _ in Los Angeles yesterday.
(12) The kidnap v_ _ _ _ _ was freed after $2 million was paid to the kidnappers.
(13) People narrowly escaped death after a terrorist a_ _ _ _ _ in the downtown area.
(14) A concert is being held today raise money for the recent earthquake v_ _ _ _ _ _.

For questions 15 to 24, rewrite the statements and questions below using reported speech.

(15) I havent been feeling well recently, he told the doctor.

He told the doctor_________________________________ well recently.
(16) Im retiring from politics at the end of the year, the senator announced.
The senator announced that______________________ at the end of the year.
(17) Where did you spend your vacation? he asked her.
He asked her_____________________________________ vacation.
(18) Im very happy to be back in the U.S., she told the press.
She told the press _____________________________ be back in the U.S.
(19) Why dont you like classical music? she asked him.
She asked him _______________________________ classical music.
(20) Will you return to work after having the baby? her colleague asked her.
Her colleague asked her__________________________ after having the baby.

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(21) Have you decided to run for president? the reporter asked the senator.
The reporter asked the senator _______________________ run for president.
(22) Who are your favorite movie actors? she asked him.
She asked him ___________________________________________________
(23) The winner of the competition will be decided later, the judge announced.
The judge announced that _____________________________ decided later.

READING
Read the following text on celebrity stalkers and mark sentences 24 to 30 T (TRUE), F (FALSE), or NS (NOT
STATED).

Celebrities and other people in the public eye have always had to put up with intrusive press reporters and
photographers as part of their everyday life. But in recent years some of them have had to face a more sinister
figure, the celebrity stalker.

A celebrity stalker is a lone obsessive fan who follows the celebrity everywhere. Typically, the fan is a man and
the celebrity is a woman. Despite evidence to the contrary, the stalker imagines that he and the celebrity are in a
relationship or about to start a relationship. He will interpret many things or coincidences as proof of this
relationship. They may, for example, both like the same kind of music; if shes a movie actress, he will hear
messages in her movies; if shes a singer, hell hear them in her words of her songs. The fact that the celebrity
may be already married or have a partner seems to have no effect on the stalker, apart from causing hostility or
jealousy toward the third person.

The stalker will look for opportunities to form a relationship with the victim. He may wait for long periods outside
the celebritys place of work, or home, or follow her to social occasions. He will send gifts, flowers, love letters,
etc. In some cases, he will even try to find a way to become a part of the persons life. For example, one person,
a woman this time, managed to enter a world-famous pop stars house, claiming she was a relative.

The stalker constantly confuses fantasy with reality. Whatever the celebrity does to avoid the situation is likely to
be misinterpreted by the stalker as a sign that their relationship is developing or is about to develop. If the
celebrity manages to communicate directly that she is not interested, he will ignore or reinterpret the message.
There are even cases where a stalker has been sent to prison still believing that he and the celebrity were made
for each other.

(24) Stalkers have always been a problem for celebrities. T/F/NS

(25) Some stalkers take photographs of celebrities. T/F/NS
(26) The stalker finds reasons to support his fantasies. T/F/NS
(27) The stalkers attitude toward a celebrity changes if shes married. T/F/NS
(28) Stalkers may try to get to know the celebritys family. T/F/NS
(29) If a celebrity asks a stalker to stop, hell usually cooperate. T/F/NS
(30) Stalkers sent to prison sometimes remain in love with their
celebrities. T/F /NS

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Answer Key

1 T
2 F
3 F
4 F
5 T
6 F
7 scandal
8 scene
9 trafficking
10 evasion
11 robbery
12 victim
13 attack
14 victims
15 he hadnt been feeling
16 he / she was retiring
17 where she had spent her
18 she was very happy to
19 why he didnt like
20 if she would return to work
21 if he / she had decided to
22 who his favorite movie actors were
23 the winner of the competition would be
24 F
25 NS
26 T
27 F
28 NS
29 F
30 T

LEARNING CHECK: (Students book: pages 58 y 59) Do all the suggested activities. These are quick revision
exercises of units 5 and 6.

ORAL TASK:
Answer the following questions :

What is the role of newspapers in society?

Why do we buy newspapers?
Is the news censored in your country?
Will newspapers disappear in the future?
What is your favorite section of the newspaper to read?
Do you think the news influences people too much?

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WRITTEN TASK:

Do all the exercises and writing activity suggested in your writing book page 29

(SEND THIS PAPER TO YOUR TUTOR FOR CORRECTION PURPOSES)

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