Tune in - Resources book

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tune in
1
RESOURCE BOOK
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Contents
Unit
Friends
page 4
Teacher’s notes
Teacher’s notes and
answer key
Vocabulary
and Grammar
Opposites
Pastimes
Adverbs of frequency
Present Simple
and Present Continuous
Reading
Chat rooms
Strategies:

Skimming
Using key words
Noticing phrases
Sporting mad
page 10
Teacher’s notes and
answer key
Cognates
Regular and irregular verbs
Past Simple and
Past Continuous
Past Simple and Past Perfect
A different sort of holiday
Strategies:
Using what you know
Using pictures
Using subheadings
New horizons
page 16
Teacher’s notes and
answer key
False friends
Phrasal verbs
Present Perfect for experience
Present Perfect for giving news
Present Perfect for duration
InterRail
Strategies:
Scanning for information
Using key words to find

answers
Finding specific information
Visions
page 22
Teacher’s notes and
answer key
Compound nouns
Noun suffixes
Jobs
Future forms
Future Perfect and Future
Continuous
Adventures in space
Strategies:
Parts of speech
Guessing meaning from
context
Guessing unknown words
A good story!
page 28
Teacher’s notes and
answer key
Adjectives ending in -
ed
and
-
ing
About books
Comparisons
Relative clauses

Crime stories
Strategies:
Understanding the setting
Characters
Guessing meaning from
context
Sleep on it!
page 34
Teacher’s notes and
answer key
Expressions with
sleep
Crossword
Modal verbs
Steven’s sleepwalking
Strategies:
Inferring meaning
Inferring meaning from
other words
Looking at paragraphs
Helping out
page 40
Teacher’s notes and
answer key
Extreme adjectives
Prefixes
Word building
First, second and third
conditionals
The chemical sea

Strategies:
Using what you know
Using topic sentences
Finding specific information
Gadget crazy
page 46
Teacher’s notes and
answer key
Technology
Adjective order
The passive voice
iPod nano
Strategies:
Identifying adverb and
adjective pairs
Opinion phrases
Referring devices
Play time!
page 52
Teacher’s notes and
answer key
make
or
take
?
Phrasal verbs
Reporting statements
Reporting questions
Reporting verbs
Play time!

Strategies:
Using stage directions
Identifying idioms
Features of spoken English
Term Tests speaking tasks page 67 Listening scripts page 74
Appendices
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Writing
An informal letter
Culture
Using the internet
Unit Tests
Unit 1 Test page 58
Term Tests
A narrative Sports in Britain and Spain Unit 2 Test page 59
A formal letter Gap years Unit 3 Test page 60 Term Test 1 page 68
An opinion essay Mathematical terms
in English
Unit 4 Test page 61
A biography Book quiz Unit 5 Test page 62
A for and against essay Idioms quiz Unit 6 Test page 63 Term Test 2 page 70
Describing problems Endangered species Unit 7 Test page 64
A descriptive essay Inventors and their inventions Unit 8 Test page 65
A dialogue Let’s go to the
cinema
Unit 9 Test page 66 Term Test 3 page 72
Unit Tests and Term Tests Answer key page 76
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Friends TEACHER’S NOTES
1

4
Tune in to Vocabulary and
Grammar (page 6)
1 This exercise reviews the Vocabulary box on
page 8 of the Student’s Book.
Tune in to Writing (page 8)
This reviews the Writing section on pages 10-11 of
the Student’s Book. It further develops the skill of
writing an informal letter.
1 Students examine the letter to find errors. This is
a useful skill, which can be used to develop their
own checking skills in the final exam.
Tune in to Reading (page 7)
This reviews the
Tune in to Reading
box on page 4
of the Student’s Book. It further develops the skill of
skimming. In the final exam students should be
encouraged to skim a text so they get a general
idea of what the text is about.
1 In the exam it will help students greatly if they
spend some time getting a general idea of what
the topic of a text is. Students should not worry
about unknown words or phrases at this stage.
2 Ask students to underline key words as they are
reading, but make sure they are not underlining
too many – skimming should be quick.
4 This exercise reviews the Grammar box on page
7 of the Student’s Book.
ANSWER KEY

1 impatient
2 illegal
3 disorganised
4 disobedient
5 unreliable
6 insecure
ANSWER KEY
b Are chat rooms safe places for children?
2 This exercise reviews the Vocabulary box on
page 5 of the Student’s Book.
ANSWER KEY
1 surfing
2 doing
3 visiting
4 collecting
5 sending
6 playing
ANSWER KEY
1 is
2 doesn’t understand
3 Do you know
4 is playing
5 Do you speak
6 are doing
3 This exercise reviews the Vocabulary box on
page 7 of the Student’s Book.
ANSWER KEY
1 Max and Ophelia always read the newspaper.
2 James is never late for class.
3 Rita sometimes studies at the library in the

evening.
4 Richard usually writes his blog every afternoon.
5 Matt never has cereal for breakfast.
6 Robert rarely watches TV in the evening.
ANSWER KEY
1 No. It should be under the address.
2 No. The writer uses only two paragraphs and
does not break up the information into
different sections.
3 No. If you know the name of the person you
are writing to, the letter should end
Love,
/
Best wishes,
.
ANSWER KEY
Summary 2: There is lots of good advice for
chat room users and providers. This advice
should be followed.
Key words and phrases:
…a chat guide for children and teenagers,
Most of the advice is very similar.
…by making sure that you stay in control of
what you make public
Only use rooms that are moderated, so that a
responsible adult is monitoring what happens.
…never meet someone from a chat room
face to face without an adult to accompany
you – remember that online ‘friends’ are
actually strangers.

3 Key words may often actually be key
phrases
that
the writer uses to compare and contrast ideas. It
is a good idea to point these out to students
when reading and soon they will be able to notice
them themselves.
ANSWER KEY
1a But the biggest cause for concern is that
2e Children have been harassed by adults as a
result of
3b The BBC also …, as do
4d Only …, so that
5c Although chat rooms …, they also
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ANSWER KEY
Internet use in the USA
5
Tune in to Culture (page 9)
This
Tune in to Culture
page,
Using the internet
,
expands on two of the themes in the unit, blogs
and technology, by encouraging students to
analyse the use of the World Wide Web in the USA
and Spain.
1 Students work in small groups to rank the
popularity of certain web activities.

2 In groups of four, students complete the chart
with their own ideas or using some of those
from exercise 1. They number them in order
from 1-10, 1 being the most popular and 10
the least.
3 Direct a class discussion, in order to compile a
chart similar to the one in exercise 1. Write the
activities on the board.
4 Students discuss in groups. Below are the top
five websites for Spain.
2 Students rewrite the letter using the correct
paragraphing and ending.
MODEL ANSWER
Dear Pablo,
My name is Ruth. I am 16 years old and come from
England. I am a student at a public school. I would
like to visit Spain to improve my Spanish.
I am including a photograph of myself. As you can
see, I am short and slim. I’ve got short, dark hair
and green eyes. I am friendly, but a bit shy. I like
listening to music and surfing the internet.
My hobbies are playing chess and reading. I spend
my free time playing chess with the Chess Club
and watching TV. I also like cycling. I cycle with a
cycling club at the weekends. There are some
great places to go cycling near my house!
Please write back to me and tell me about you and
your hobbies.
Best wishes,
Ruth Adams

14 Myers Road
Liverpool
18 November 2006
1-10 Activity
1 Send or read email
2 Surf the net for fun
3 Send an instant message
4 Look for information on hobbies
5 Get news
6 Play or download a game
7 Listen to music online
8 Visit a chat room
9 Download music files
10 Check sports scores
3 Before they correct the mistakes, the students
classify the kinds of mistakes that have been
made.
ANSWER KEY
1 Gr
2 Sp
3 P
4 Gr
5 Gr
6 Wo
7 Sp
4
ANSWER KEY
I like chess too. Who is your favourite player?
I am playing football for my school team this
year. I love doing sport. I think cycling is really

cool. I also really like listening to music.
ANSWER KEY
1 Google España – a web search site
specifically for Spain.
2 Microsoft Network (MSN) – web search and
instant-messaging site, provides information
and news, etc.
3 Google – a web search engine.
4 Yahoo! – free email, chat rooms, provides
information and news, etc.
5
El Mundo
– a Spanish newspaper site.
5 Finally, ask students to find out what are the
most popular websites in their groups.
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4 I like __________ stamps.
5 My friends and I love __________ text messages.
6 Alex really likes __________ computer games.
6
Friends
1
© Santillana Educación, S.L. / Richmond Publishing 2007: PHOTOCOPIABLE
Tune in to Vocabulary and Grammar
Practise your vocabulary
Opposites
1 Correct the negative words in bold.
1 She is the most unpatient person I have ever met. _______________
2 You can’t park here. It’s unlegal! _______________
3 He can never find his homework because he is ilorganised. _______________

4 I’ve never seen such unobedient children. _______________
5 You can’t trust Harry. He is extremely irreliable. _______________
6 I always feel so unsecure when I meet new people. _______________
Pastimes
2 Complete the sentences with the words in the box.
collecting doing playing sending surfing visiting
1 I enjoy __________ the internet.
2 We hate __________ sport.
3 My sister can’t stand __________ art galleries.
Adverbs of frequency
3 Write the words in the correct order.
1 Max / always / and / Ophelia / the / newspaper / read .
___________________________________________________________________________________________
2 class / is / never / James / late / for .
___________________________________________________________________________________________
3 the / studies / library / Rita / at / evening / sometimes / the / in .
___________________________________________________________________________________________
4 blog / writes / Richard / afternoon / his / every / usually .
___________________________________________________________________________________________
5 has / Matt / never / breakfast / cereal / for .
___________________________________________________________________________________________
6 TV / rarely / Robert / the / watches / evening / in .
___________________________________________________________________________________________
Practise your grammar
Present Simple and Present Continuous
4 Choose the correct option in each sentence.
1 My friend Alastair
is
/
is being

a good student.
2 Sarah
isn’t understanding
/
doesn’t understand
the lesson.
3
Do you know
/
Are you knowing
my older
brother?
4 Bill isn’t at home because he
plays
/
is playing
football.
5
Do you speak
/
Are you speaking
any foreign
languages?
6 We
do
/
are doing
a French project this week.
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Tune in to Reading

Chat rooms
7
Friends
1
© Santillana Educación, S.L. / Richmond Publishing 2007: PHOTOCOPIABLE
Strategy 1: Skimming
1 Look at the titles below.
a A history of chat rooms
b Are chat rooms safe places for children?
c Why do people like chat rooms?
Now skim the text and choose the best title.
You only have one minute.
It can help you to understand a text if you
read it quickly first to get an idea of what
the text is about.
Chat rooms have become very popular with teenagers, who
use them to ‘meet’ people from all over the world. Chat rooms
were first invented by the US army, who used them to help
soldiers stay in touch with their families. Since then they have
spread to the general public and become an internet
phenomenon. However, the popularity of these rooms with
teenagers has raised a number of concerns.
First of all, some children are using chat rooms to bully other
kids by sending them unpleasant messages. Some bullies
impersonate other children online and cause trouble for their
victims that way.
But the biggest cause for concern is that children have been
harassed by adults as a result of their use of chat rooms. There are
many websites which recount frightening stories of children and
teenagers who have been lured into danger through chat rooms. So

great has the problem become that in 2003 and 2005 the British
Government issued warnings to children who use chat rooms, and
guidelines to people setting up these rooms.
The BBC also provides a chat guide for children and teenagers,
as do other independent sites. Most of the advice is very similar.
If you are a chat room user, you should be very careful who you
trust with information online. One way to ensure this is by making
sure that you stay in control of what you make public in a chat
room. Never give away personal information like addresses and
appearance – keep your identity secret. In safe chat rooms there
should be easily accessible ‘ignore buttons’, which allow you to
block messages from individuals. Use these buttons, and if
they’re not available, don’t use the chat room. Only stay in public
chat rooms, don’t go into private one-on-one rooms. Only use
rooms that are moderated, so that a responsible adult is
monitoring what happens. You should also be able to contact the
moderator easily so you can report bad behaviour if necessary.
And finally, never meet someone from a chat room face to face
without an adult to accompany you – remember that online
‘friends’ are actually strangers.
Above all, parents and their children need to be aware that,
although chat rooms can be great fun if used sensibly, they also
need to be used with care.
1
5
10
15
20
25
30

35
Strategy 2: Using key words
2 Read the summaries of paragraph 4.
1 Chat rooms are harmless fun.
2 There is lots of good advice for chat room
users and providers. This advice should be
followed.
3 Most people are irresponsible when they use
chat rooms.
Now read paragraph 4 and choose the best
summary. Which key words showed you the
correct answer?
Strategy 3: Noticing phrases
3 Match the two parts of the sentences.
1 But the biggest cause for concern is
2 Children have been harassed by adults
3 The BBC also provides a chat guide for
children and teenagers,
4 Only use rooms that are moderated
5 Although chat rooms can be great fun if used
sensibly,
a that children have been harassed by adults as
a result of their use of chat rooms.
b as do other independent sites.
c they also need to be used with care.
d so that a responsible adult is monitoring what
happens.
e as a result of their use of chat rooms.
Now find the sentences in the text and check
your answers.

A text usually has key words that can help
you understand it. These are usually verbs
and nouns.
Often the key parts of a text are phrases
rather than words. It can help you understand
a text if you can notice these phrases.
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8
Friends
1
© Santillana Educación, S.L. / Richmond Publishing 2007: PHOTOCOPIABLE
18th November 2006
14 Myers Road
Liverpool
Dear Pablo, My name is Ruth. I am 16 years old
and come from England.
I am a student at a public school. I would like
to visit Spain to improve my Spanish. I am
including a photograph of myself. As you can
see, I am short and slim. I’ve got short, dark
hair and green eyes. I am friendly, but a bit
shy. I like listening to music and surfing the
internet. My hobbies are playing chess and
reading. I spend my free time playing chess
with the Chess Club and watching TV. I also
like cycling. I cycle with a cycling club at the
weekends. There are some great places to go
cycling near my house! Please write back to
me and tell me about you and your hobbies.
Yours faithfully, Ruth Adams

1 Study the letter and answer the questions.
1 Is the date in the correct place?
2 Does the writer use paragraphs effectively?
3 Does the writer end the letter correctly?
2 Rewrite the letter correctly using paragraphs
and the correct ending.
3 Read an extract from Pablo’s reply. Classify the mistakes he makes using the correction code.
1 _____ 2 _____ 3 _____ 4 _____ 5 _____ 6 _____ 7 _____
4 Rewrite Pablo’s reply.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
I
1
am liking chess
2
to. Who is your favourite
3
player. I am playing
football for my school team this year. I love
4
do sport. I think
cycling
5

are really cool! I
6
really like also
7
lisening to music.
Correction code
Grammar (Gr)
Spelling (Sp)
Punctuation (P)
Word order (Wo)
Tune in to Writing
An informal letter
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9
Friends
1
© Santillana Educación, S.L. / Richmond Publishing 2007: PHOTOCOPIABLE
1 Number the activities 1-10 for teen internet
use in the USA. Compare answers with a
partner.
Internet use in the USA
1-10 Activity
Check sports scores
Download music files
Play or download a game
Look for information on hobbies
Listen to music online
Surf the net for fun
Send or read email
Visit a chat room

Send an instant message
Get news
2 In groups of four, list your group’s ten most
popular internet activities.
Activity
1
2
3
4
5
6
7
8
9
10
3 Compare your information with the class.
4 Look at this list of the top five websites in the USA.
1 Yahoo! – free email, chat rooms, etc.
2 Google – a web search site which provides email, chat and messaging services.
3 MySpace – a social networking site.
4 Microsoft Network (MSN) – web search and instant-messaging site, provides information and news, etc.
5 eBay – an auction site.
What do you think the top five websites for Spain are?
1 ___________________________________________________________________________________________
2 ___________________________________________________________________________________________
3 ___________________________________________________________________________________________
4 ___________________________________________________________________________________________
5 ___________________________________________________________________________________________
5 Work in groups. What are the top five websites in your group?
Tune in to Culture

Using the internet
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Sporting mad TEACHER’S NOTES
2
10
Tune in to Vocabulary and
Grammar
(page 12)
1 This exercise reviews the Vocabulary box on
page 13 of the Student’s Book. Note that in this
exercise the words
ski
and
football
are
functioning as adjectives in the phrases
ski shop
and
football tournament
. Students may place
these words in the Nouns column as that is the
more usual form of the words.
2 This exercise reviews the Vocabulary box on
page 16 of the Student’s Book.
Tune in to Reading
(page 13)
This reviews the
Tune in to Reading
box on page
13 of the Student’s Book. It gives students further

practice of using titles and accompanying visuals to
help them gain an initial understanding of a text.
Encourage your students to read titles carefully and
then use them as a basis to predict what the text is
about. They also need to examine all visuals
provided, since these should also support
understanding. After predicting, students should
check their ideas by skimming the text, as practised
in Unit 1, page 4 of the Student’s Book.
There are two phrases that may cause problems for
the students in this text:
base camp
(line 10): when people go
mountaineering, this is the first area where they put
their tents and equipment at the bottom of the
mountain
will even teach you some husky
(lines 22-23): in this
sentence
husky
is being used in a humorous way to
mean the ‘language’ used to speak to the husky
dogs
1 It may not occur to students to use their
knowledge of a topic when reading about it
in a foreign language. So, before reading,
encourage them to think about everything
they already know about the reading topic.
In class, students can share their knowledge
in order to help each other.

2 Students may ignore visuals in their eagerness to
read the text. It is worth pointing out to students
that pictures are carefully chosen to illustrate the
article they accompany. So, time spent looking at
the pictures will help them to understand the text
itself. In class, students can describe the pictures
to each other in order to raise the general level of
knowledge about a topic. In this exercise
students guess a title from the pictures before
reading and then read quickly to check their
answer. Allow students only two minutes for this
exercise.
3 This exercise reviews the Grammar box on page
14 of the Student’s Book. If students are having
difficulty with this exercise, encourage them to
think about how long each action is. The shorter
action will often be in the Past Simple and the
longer, ‘background’ action in the Past
Continuous. For example, in the first sentence,
the ambulance came
refers to the ambulance’s
arrival, which would be very short.
Talking on
the phone
would take a much longer time.
ANSWER KEY
Nouns Verbs Adjectives
snowboarding cancelled popular
equipment training traditional
tournament studying ski

athletes football
competitive
minority
activity
phenomenon
ANSWER KEY
1 caught
2 trained
3 played
4 hit
5 fell
6 swam
ANSWER KEY
1 He was talking on the phone when the
ambulance came.
2 She was taking a bath when the phone rang.
3 He was walking in the mountains when he
took the photograph.
4 As I was reading my report, I noticed a
mistake.
5 He heard the news while he was eating
dinner.
6 She hurt her leg when she was playing
football.
4 This exercise reviews the Grammar box on page
15 of the Student’s Book.
ANSWER KEY
1 By the time it stopped raining, the spectators
had gone home.
2 When he came home from work, his family

had finished dinner.
3 By the time I arrived, my friends had gone to
the cinema without me.
4 When he got to the party, the other guests
had eaten all the food.
5 I had had problems sleeping before I took
the exam.
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11
ANSWER KEY
1
The top adventure holidays
Tune in to Culture
(page 15)
This
Tune in to Culture
page,
Sports in Britain and
Spain
, expands on the sports theme from the unit.
Students compare the sports played in Spain with
sports played in the UK. Then they carry out a class
survey to find out what kind of sports their classmates
like and participate in. The lesson is rounded off by
calculations of percentages of sport preferences.
1 Students read the texts about sports in the UK
and Spain. They answer the question about which
sports the four speakers like best. The purpose of
these texts is to provide students with a model to
help them speak about their own favourite sports

during the class survey in exercise 2. Encourage a
class discussion about whether students agree
with the speakers. Have the students seen or
played the sports mentioned: rugby, netball,
handball and gymnastics?
2 Students stand up and ask ten students the
questions. Encourage the students to say as
much as possible about each sport.
3 Finish by assembling the results from each
person and building up statistics for the whole
class. What is the class’s favourite sport? Which
sport do they like the least?
ANSWER KEY
Past Simple (three from): took, had,
explained,
gave, showed,
got, started, took off,
released, was, were, taught, landed, came
over, looked, told, wanted, laughed, said
Past Continuous (three from): was taking
(us up), was flying, were gliding, was beating
Past Perfect: had always wanted, had landed,
had felt
4 Students complete the paragraph by choosing
between the Past Perfect and the Past
Continuous.
ANSWER KEY
1 was going
2 hadn’t been
3 had got

4 was travelling
ANSWER KEY
Sheila netball
Edward rugby
Jaime handball
Alicia gymnastics
3 In the exam students may rush into a text feeling
that they have no time to waste. However, using
what they know about the topic to predict
content can greatly help them to understand it
better, so a little time spent thinking about what
they expect to meet in a text is valuable.
Suggest students write down some words they
think might appear in the text as a way of
practising and developing this exam strategy.
Note that the texts that students come across
in the exam will probably not contain
sub-headings as such. However, this skill can
help with reading web pages and original
sources in preparation for the exam.
5 was still moving
6 were waiting
7 had hurt
Tune in to Writing
(page 14)
This reviews the Writing section on pages 18-19 of
the Student’s Book. It further develops the skill of
writing a narrative.
1 Students read the blog quickly and choose a
title. Tell students not to worry about choosing

the correct options in 1-8 at this stage.
2 Students now choose between the correct linkers
and time expressions. All of the words and
phrases in italics appeared on page 19 of the
Student’s Book.
ANSWER KEY
b
ANSWER KEY
1 At first
2 Then
3 After that,
4 When
5 While
6 after a while
7 Afterwards
8 as soon as
3 Students examine the text and find examples of
the different past tenses.
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12
Sporting mad
2
© Santillana Educación, S.L. / Richmond Publishing 2007: PHOTOCOPIABLE
Nouns Verbs Adjectives
snowboarding
Tune in to Vocabulary and Grammar
Practise your vocabulary
Cognates
1 Identify the cognates in the sentences and then complete the chart below.
1 Snowboarding is very popular.

2 I bought all the sports equipment in a
traditional ski shop.
3 They cancelled the football tournament.
4 The athletes were really competitive and they
went training at five in the morning.
5 Rafting isn’t a minority activity.
6 They are studying the phenomenon.
Regular and irregular verbs
2 Complete the sentences with the correct form of the verbs in the box.
catch fall hit play swim train
1 The goalkeeper _____ the ball.
2 She _____ hard before the race.
3 The team _____ very well in the game.
Practise your grammar
Past Simple and Past Continuous
3 Complete the sentences with the correct verb form.
1 He / talk / on the phone / the ambulance /
come (when)
_________________________________________
2 She / take / a bath / the phone / ring (when)
_________________________________________
3 He / walk / in the mountains / he / take / the
photograph (when)
_________________________________________
Past Simple and Past Perfect
4 Identify and correct the mistake in each sentence.
1 By the time it stopped raining, the spectators had went home.
___________________________________________________________________________________________
2 When he came home from work, his family had finishing dinner.
___________________________________________________________________________________________

3 By the time I arrived, my friends went to the cinema without me.
___________________________________________________________________________________________
4 When he got to the party, the other guests did eaten all the food.
___________________________________________________________________________________________
5 I had have problems sleeping before I took the exam.
___________________________________________________________________________________________
4 The ball _____ one of the spectators.
5 The skater _____ and broke his leg.
6 The swimmer _____ across the English Channel.
4 I / read / my report / I / notice / a mistake (as)
________________________________________
5 He / hear / the news / he / eat / dinner (while)
________________________________________
6 She / hurt / her leg / she / play / football
(when)
________________________________________
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13
Sporting mad
2
© Santillana Educación, S.L. / Richmond Publishing 2007: PHOTOCOPIABLE
As
flights become cheaper and
holidays easier to arrange,
more and more people want
an adventure as well as a holiday.
Climbing Mount Everest used to be front-
page news, but now Everest itself has
become a hot tourist destination.
However, not everyone climbs the

mountain completely. For many people
reaching base camp is enough.
Another way to experience the world’s
greatest places is to go trekking. The Inca
city of Machu Picchu used to be visited
only by locals and archaeologists, but now
thousands of tourists are flying to Peru to
walk the Inca Trail and gape in
amazement at the lost city’s temples, fields
and ruins.
If cold weather is your thing, you can
travel to Alaska and learn how to dog sled
with huskies! Experienced drivers will
show you what to do and will even teach
you some husky, for example ‘Hike’,
which means ‘Get moving!’
Safari
If you like animals and have a taste for
danger, then the Okavango Delta in
Botswana, southern Africa, is the place
for you. It is the largest inland delta in
the world and this water attracts a
spectacular number of wild animals,
including elephants, hippos, leopards,
lions, giraffes and monkeys. There are
also many, many types of flowers and
plants.
Even getting to Okavango is an
adventure. You can travel there by ‘air
taxi’ or road. But driving is discouraged

unless you are an experienced 4 x 4 driver
because of the difficult terrain. This is
not a trip for the faint-hearted!
Strategy 3: Using sub-headings
3 The last section of the text has the sub-heading
Safari
. What do you think it is going to be about?
Write down six words you think might be in the text. Then read the final two paragraphs. How
many of your words were in it?
Tune in to Reading
A different sort of holiday
Strategy 1: Using what you know
1 What do you know about the activities in the box? Where can you do them?
dog sledding mountaineering safari trekking
Strategy 2: Using pictures
Before reading a text, think of everything you know about the subject. This will help you
anticipate the text content.
Texts often come with pictures to help you
understand. Look at the pictures carefully
before you read so you have an idea of
what the text is about.
2 Look at the pictures and choose the best title
for the article. Then skim the first three
paragraphs (up to
Safari
) and check your
answer.
a The top adventure holidays
b The most dangerous sports
c How adventurous are you?

Sometimes a text has sub-headings which can help you understand its content.
5
10
15
20
30
35
40
25
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14
Sporting mad
2
© Santillana Educación, S.L. / Richmond Publishing 2007: PHOTOCOPIABLE
2 Read Carmen’s blog again. Choose the correct linkers and time expressions.
3 In her story Carmen uses different past tenses. Find three examples of the Past Simple, Past
Continuous and Past Perfect in the story.
1 _________________________________________
2 _________________________________________
3 _________________________________________
4 _________________________________________
5 _________________________________________
6 _________________________________________
7 _________________________________________
1 Read Carmen’s blog and choose a title.
a A frightening experience
4 Change the verbs in bold in the paragraph to the Past Perfect or Past Continuous.
Janet
1
went skiing with her friends. She was very nervous because she

2
wasn’t skiing before. Everything
started well. She went to the ski shop and hired the equipment. The problems started after she
3
got to
the ski lift. She got on with the help of a friend and she started to relax as she
4
travelled up to the
mountain top. But at the top, she panicked because she didn’t know how to get off. She tried to get off
the lift when it
5
still moved. Instead she fell off and landed on a group of five people who
6
waited to
get on the lift. Everyone fell over in a pile of skis and poles. When Janet’s friends arrived to help her,
they found out that she
7
hurt her foot in the fall and she couldn’t go skiing after all!
Tune in to Writing
A narrative
5
10
15
Past Simple Past Continuous Past Perfect
111
222
333
b An exciting sport c A beautiful day
I had always wanted to go flying in a glider. One
day, as a birthday present, my mum and dad took me

to a flying school where you can go up in a glider
with an instructor.
1
At first / While I had to have some training. Mike,
my instructor, explained the rules and the safety
procedures.
2
Then / As soon as he gave me my
helmet and showed me how to put it on. We got in
our glider.
3
At first / After that, the pilot of the
aeroplane which was taking us up in the air started
the engine and we took off.
4
When / Next the plane was flying at the right altitude and the
speed was good, he released the glider. We were gliding through the air!
It was really exciting and my heart was beating quickly all the time.
5
While /After that we
were in the air, Mike taught me how to control the machine. It was great! But it was over too
quickly because
6
the next day / after a while we landed safely on the ground.
7
Afterwards/ Before my parents came over to the plane. They looked really nervous, but I was
excited. I told Mike that I wanted to go back in the air again
8
while / as soon as we had
landed. He just laughed and said he had felt the same after his first flight. It was the best

experience of my life!
Carmen’s blog
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15
Sporting mad
2
© Santillana Educación, S.L. / Richmond Publishing 2007: PHOTOCOPIABLE
2 Take a class survey. Ask ten students in the class the questions in the table.
3 Calculate the percentage of answers for your ten students. Tell the class about your results.
Example:
30% of students prefer tennis. 40% play football most.
Tune in to Culture
Sports in Britain and Spain
1 Work in pairs. Read the text. What sports do the four people like best?
Sheila __________ Jaime _________
Edward __________ Alicia _________
Kids in the UK often have about two hours a week of
organised physical education classes. The classes include
competitive sports such as football, cricket, rugby and
hockey. Netball is also popular with girls.
Sheila, from Bath, England
I love playing netball.
It is a good, fun game
which is a bit similar to
basketball, but you play
with seven players. The
game is really fast
moving. You can only
hold onto the ball for
three seconds and you

can’t take more than one
step with the ball, so you have to throw it to another
player. Players have to stay in their areas of the court and
if they don’t, they are ‘offside’. Only the goal attack and
the goal shooter positions can score.
Edward from Edinburgh, Scotland
I like rugby. It’s a very
hard sport and we play
it in all weather: rain,
snow, anything. You
play with an oval ball
in teams of fifteen.
You can kick or run
with the ball. My team
is really good: we have
won some school
championships.
In schools in Spain, the most popular sports are football,
basketball and handball for boys, while dance and
gymnastics are popular for girls.
Jaime, from Vigo, Spain
My favourite sport is
handball. It has the
best parts of football,
but you can touch the
ball with your hand.
You can play it
indoors. You have to
be very strong and
agile to play the game.

There are very good
Spanish professional
teams as well. I don’t like athletics at all. I find
running around a track boring. I prefer team sports.
Alicia, from Cartagena, Spain
I love gymnastics.
Gymnastics develops
good co-ordination.
If you are a good
gymnast, you are in
very good shape. It is
a wonderful hobby
and a great way to
stay fit. I don’t like
team sports because
they are too
competitive. When I’m doing gymnastics, I am
competing with myself.
Questions
1 What is your favourite sport?
2 What sport do you like least?
3 Which sport do you play most?
4 Do you prefer team sports?
S1 S2 S3 S4 S5 S6 S7 S8 S9 S10
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New horizons TEACHER’S NOTES
3
16
Tune in to Vocabulary and
Grammar

(page 18)
1 This exercise reviews the Vocabulary box on
page 21 of the Student’s Book.
3 This exercise reviews the Grammar box on page
22 of the Student’s Book. Students could use
these questions to interview a partner.
2 This exercise reviews the verbs in the reading
on page 20 and the Vocabulary boxes on pages
24-25 of the Student’s Book.
4 This exercise reviews the Grammar box on page
23 of the Student’s Book.
1 Finding numerical information in a text should
be quick and easy. You could start by just
asking the students to underline the numbers
in the article, and then to go back and decide
what they refer to.
Tune in to Reading
(page 19)
This reviews the
Tune in to Reading
box on page
20 of the Student’s Book. It further develops the
skill of scanning for specific information. This is a
common exam task and students need to become
aware of clues they can use to help them read
quickly and effectively. Making students aware of
how numbers and capital letters stand out in a text
can be a very useful strategy. In addition, students
need to be aware that time spent reading the task
carefully is just as important as time spent reading

the text itself.
There are three phrases that may cause problems
for the students in this text:
many students just didn’t take to the idea
(lines 13-
14):
take to
means
become interested in
, so this
phrase means that the idea did not become popular
among students
young Czechs simply weren’t as well off as young
Germans
(lines 25-26):
to be well off
means to have
a lot of money, to be prosperous
revenue
(line 32): this is the money a business receives
2 Students sometimes pay much more attention to
the text than the task, which can result in them
reading inefficiently and wasting valuable time.
Ask students to look at the task before the text
so they know what they are reading for.
ANSWER KEY
1b 2d 3e 4h 5g 6f 7a 8c
ANSWER KEY
1 has met
2 has never ridden

3 has visited
4 has won
5 has never played
6 has been
ANSWER KEY
1 attend
2 relatives
3 bookshop
4 sensitive
5 studies
6 news
ANSWER KEY
1 Have, heard, has, gone
2 Have, seen, has discovered
ANSWER KEY
1 three hours
2 six years
3 two and a half hours
ANSWER KEY
1 360,000 = the number of people who had
used an InterRail ticket by 1992
2 50 = the 50
th
anniversary of the International
Railway Union
3 10,000 = the number of interrailers in the
1970s
4 1993 = when the InterRail ticket system was
revised
5 40 = InterRail has been available for over

forty years
6 1972 = when InterRail started
5 This exercise reviews the Grammar box on page
23 of the Student’s Book.
4 January
5 2003
6 he was ten years old
ANSWER KEY
1 Why
were the tickets introduced?
To bring together young people from all
over Europe and promote cheap travel.
2 Why were the tickets not popular at first?
Some thought the tickets were too
expensive and many students just didn’t
take to the idea.
3 Which nationalities use the tickets most?
Germans, Britons, people from the Benelux
countries and Swedes.
4 How were the tickets reformed in 1993?
The system was changed so that the most
popular destination countries received more
of the ticket revenue than others.
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17
Tune in to Writing
(page 20)
1 This exercise focuses on common errors.
Tune in to Culture
(page 21)

This
Tune in to Culture
page,
Gap years
, expands
on the theme from the unit. First, students read
about some gap year experiences and match
pictures to the texts. Next, students talk about
what they would like to do in a gap year.
1 Students read the paragraphs and match
pictures to experiences.
2 Students work in pairs and interview their
partners, using the questions on the page.
Circulate from group to group to help with
vocabulary and keep students on the topic. At
the end, ask students to report back to the class.
2 Students choose the correct order of the
paragraphs in the letter.
ANSWER KEY
1c 2a 3d 4b
3 Students read the job advertisement and then
complete the letter.
ANSWER KEY
1 I have been studying at this school for twelve
years.
2 I have been living here since 1998.
3 I am interested in working with your
organisation.
4 I have seen some information in the
newspaper.

5 I am 17 years old.
6 I am looking forward to hearing from you.
MODEL ANSWER
Majorca 29
Valladolid
15 June 2007
Dear Sir or Madam,
My name is Ximina Galán and I am writing to ask
you about the volunteer work for the City Film
Festival. I am 17 years old and I am interested in
working in film in the future.
I have seen some information on your web page.
Could you send me more information about the
Festival? When will it be? How many hours a day
would I have to work?
I think I would be a good person for this type of
work because I was born in the city and I can give
very good information to tourists. I can speak
both Spanish and English. I have experience in
tourism because I worked on a sightseeing bus in
this city for three months last summer.
I am looking forward to hearing from you.
Yours faithfully,
Ximina Galán
ANSWER KEY
1e 2a 3c
ANSWER KEY
1 InterRail started in 1972 on the 50
th
anniversary of the International Railway

Union.
2 Some thought the tickets were too
expensive and many students just didn’t
take to the idea. But they gradually caught
on, especially in northern Europe.
3 The tickets were too expensive for young
people from some European countries,
especially after many of the eastern
European countries joined the scheme.
4 Young Czechs simply weren’t as well off as
young Germans.
5 Spain and Italy tended to receive more
visitors than Hungary, for example.
3 Proper nouns with capital letters are, like
numbers, easy to spot in a text. Students need to
recognise links between proper nouns in the task
and in the text as this will allow them to find
where an answer is located quickly. Underlining
key words in the task and the text is a good way
to develop this skill.
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18
New horizons
3
© Santillana Educación, S.L. / Richmond Publishing 2007: PHOTOCOPIABLE
Tune in to Vocabulary and Grammar
Practise your vocabulary
False friends
1 Replace the false friends with the correct
words from the box.

attend news sensitive
bookshop relatives studies
1 How many times a week do you assist
English
class? ____________
2 I have a lot of parents in South America.
____________
3 We were sent to the library to buy a
dictionary. ____________
4 Lynn is so sensible about things. She is so
easily offended. ____________
5 When Jason finishes his career, he would like
to do volunteer work in Africa. ____________
6 Did you hear the notices today?
____________
Phrasal verbs
2 Match the phrasal verbs to the definitions.
1 set off
2 get back
3 come in
4 grow up
5 fall off
6 look forward to
7 take off
8 get over
a remove clothes
b start a journey
c recover from
d return
e enter

f be excited about
something in the future
g separate from something
h become more mature
Practise your grammar
Present Perfect for experience
3 Complete the questions with the correct form
of the Present Perfect.
1 Ron ______ ______ (meet) a famous person.
Have you?
2 Jerry _____ never ________ (ride) a scooter.
Have you?
3 Alice _____ _______ (visit) a foreign country.
Have you?
4 Robert ______ _____ (win) a prize. Have you?
5 Janice _______ never ______ (play) a practical
joke. Have you?
6 Clara _____ ______ (be) seasick. Have you?
Present Perfect for giving news
4 Complete the sentences with the correct form
of the verb in brackets.
1A:______ you ______ the news? (hear)
B: No, what?
A: A man from Madrid ______ just ______
into space as a space tourist! (go)
B: No kidding?
2A:______ you ______ the news on TV? (see)
B: No, what happened?
A: A scientist ______ ______ a cure for
cancer. (discover)

B: Fantastic!
Present Perfect for duration
5 Choose the correct option in each sentence.
1 She has been playing a game on the
computer for
three hours
/
seven o’clock
.
2 We have been studying English for
2000
/
six
years
.
3 They have been doing the exam for
five
o’clock
/
two and a half hours
.
4 She has been looking for a job since
January
/
six months
.
5 She has been playing the piano since
three
years
/

2003
.
6 He has been singing in a choir since
four
years
/
he was ten years old
.
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19
New horizons
3
© Santillana Educación, S.L. / Richmond Publishing 2007: PHOTOCOPIABLE
The InterRail ticket is a special train ticket that you can use
to travel by rail all over Europe. It is especially popular with
school leavers on a gap year and university students.
Young people have been ‘interrailing’ for over 40 years.
InterRail started in 1972 on the 50
th
anniversary of the
International Railway Union. The idea behind the
tickets was that they would bring together young
people from all over the continent and promote cheap
travel. The tickets gave their holders unlimited travel on
the railway systems of participating countries for a
whole month.
However, the tickets were not a great success at first.
Some thought the tickets were too expensive and many
students just didn’t take to the idea. But they gradually
caught on, especially in northern Europe. In the 1970s

only about 10,000 people ‘interrailed’, but by 1992 there
were 360,000 people who had used the tickets. Most
‘interrailers’ come from Germany, followed by Great
Britain, the Benelux countries and Sweden.
The price of the ticket has changed over the years.
Originally there was one fare for all travellers, but this
caused problems since the tickets were too expensive
for young people from some European countries,
especially after many of the eastern European countries
joined the scheme in the 1990s. Young Czechs simply
weren’t as well off as young Germans.
Another problem was that lots of ‘interrailers’ went to
the same countries. Spain and Italy tended to receive
more visitors than Hungary, for example. So, in 1993 the
system was changed so that the countries with the
most popular destinations received more of the ticket
revenue than others.
Tune in to Reading
InterRail
Strategy 1: Scanning for information
1 Look through the text quickly to find what these numbers and dates refer to.
1 360,000 2 50 3 10,000 4 1993 5 40 6 1972
Strategy 2: Using key words to find
answers
2 Read the questions below and underline the
key words in each, as in the example.
1 Why were the tickets introduced?
2 Why were the tickets not popular at first?
3 Which nationalities use the tickets most?
4 How were the tickets reformed in 1993?

Now find the answers to the questions in the
text.
1 ________________________________________
2 ________________________________________
3 ________________________________________
4 ________________________________________
To find specific information in a text, look through the text quickly for key words.
One exam strategy is to underline the key
words in questions to help you find answers.
Strategy 3: Finding specific information
3 Correct the mistake in each sentence. Scan
the text quickly to check your answers.
1 InterRail started in 1972 on the 50
th
anniversary of the Railway Union International.
2 Some thought the tickets were too expensive
and many students just didn’t take to the
idea. But they gradually caught on, especially
in eastern Europe.
3 The tickets were too expensive for young
people from some European countries,
especially after many of the western
European countries joined the scheme.
4 Young Swedes simply weren’t as well off as
young Germans.
5 Spain and Italy tended to receive more
visitors than Holland, for example.
Proper nouns are words that start with a
capital letter (ABC, etc.). When you have a
question with a proper noun, scan the text

quickly to find the words with capital letters.
InterRail
5
10
15
InterRail
20
25
30
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20
New horizons
3
© Santillana Educación, S.L. / Richmond Publishing 2007: PHOTOCOPIABLE
3 Complete the letter for the job advertisement
below.
1 Correct the mistakes in these sentences.
1 I been studying at this school for twelve
years.
2 I am living here since 1998.
3 I am interested in to work with your
organisation.
4 I have seen some informations in the
newspaper.
5 I have 17 years old.
6 I am looking forward to hear from you.
2 Order the paragraphs a-d in the letter from 1-4.
Tune in to Writing
A formal letter
Gran Vía 44

Madrid
Spain
31 May 2006
Dear Sir or Madam,
____ I saw your advertisement online asking for people
to work with the elderly. I have worked as a volunteer in
a church organisation in Madrid helping elderly people
and I am very interested in working with older patients.
____ Finally, although I have seen some information
on your web page, I would also like to ask some further
questions. Where is the hospital and how many hours
a day would I have to work?
____ I am writing to you to ask about your voluntary
organisation because I am interested in working for your
charity in the summer. My name is Javier García and I
am 17 years old.
____ I think I have the right type of character to work
with older patients, as I am quite open and friendly and
I am also a very patient person. At present, I have just
finished my last year of school and I will start my
university studies next year. I would like to study
Medicine.
I am looking forward to hearing from you.
Yours faithfully,
Javier García
___________ (your address)
___________ (your city)
15 June ___________ (year)
Dear Sir or Madam,
My name is ______________________ and I am

writing to ask you about ____________________.
I am _______ years old and I am interested in
_______________________________________
_______________________________________.
I have seen some information on your web page. Could you
send me more information about ________________
______________________________________?
______________________________________?
______________________________________?
I think I would be a good person for this type of work
because _________________________________.
I can ____________________________________.
I have experience in _________________________
_______________________________________.
I am looking forward to hearing from you.
Yours faithfully,
_______________________
(your full name)
Volunteers needed
The City Film Festival needs help.
We are showing fifty films in the city centre in August and we
expect 100,000 visitors. We need local people to work in an
information office giving advice on the town, hotels,
restaurants and the films we will be showing. Volunteers
should be able to speak Spanish and English.
If you are interested, please visit:
www.cityfilmfestival.es
a
c
b

d
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21
New horizons
3
© Santillana Educación, S.L. / Richmond Publishing 2007: PHOTOCOPIABLE
2 Interview your partner.
1 Have you ever done any of the activities mentioned in the article or in the pictures?
2 Would you like to do any of these activities? Why or why not?
3 What can you learn from each of these types of gap year?
4 If you did any of these jobs, what would you worry about?
5 Where would you like to go if you could go anywhere in the world?
Tune in to Culture
Gap years
1 Read about gap year experiences. Match three of the pictures with the paragraphs 1-3.
A gap year is a period of time that
students take between finishing school
and starting university. Many students
travel, others do international volunteer
work and some enjoy a working holiday.
A relatively new concept in the USA,
there are organisations like Outward
Bound which organise wilderness
experiences. Citizens of the UK take
advantage of programmes in Canada,
Australia and New Zealand, with
volunteering in Africa becoming more
and more popular.
There are many different and exciting
experiences awaiting you abroad. Read

about three teenagers and the type of
travel experiences they had.
___Melinda Clarke is an American
teenager who was a volunteer in an
African village where she taught English
and computer skills. She has some advice
for teens wanting to volunteer abroad:
• realise that you won’t have all of the
comforts of home.
• understand that you can’t change
people’s lives in a short trip, but you
can contribute something.
___Charles Warren is an Australian
who has been an intern for six months in
a science institute in Germany, where he
has had to work very long hours. Even
though he was working with people
much older than himself, he has planned
to stay on in Germany working for a
company in Cologne because he has
enjoyed his experience so much.
___An exciting way to work all over
the world is to take a job on a cruise
ship. Sharon Paulson has visited Mexico,
Cuba, the USA and many other
countries. She works as a waitress, so
she works long hours. She has some
days free to tour the cities where the
cruise ship stops, but often she has to
work during the day.

Travelling to a different tune
a
b
c
d
e
f
1
2
3
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Visions TEACHER’S NOTES
4
22
Tune in to Vocabulary and
Grammar
(page 24)
1 This exercise reviews the Vocabulary box on
page 31 of the Student’s Book.
2 This exercise reviews the Vocabulary box on
page 32 of the Student’s Book.
Tune in to Reading
(page 25)
This reviews the
Tune in to Reading
box on page 31
of the Student’s Book. It further develops strategies
that students can use when they meet unknown
vocabulary in texts. In the exam students may get
very distracted, even panicked, by words they do

not understand, so they need to be aware that there
are plenty of approaches they can use which will
help them to guess what these words mean.
1 When confronted by a new word, it can be useful
for students to start by deciding what part of
speech it is. This may be indicated by suffixes.
Students have encountered noun suffixes on
page 32 of the Student’s Book.
2 Once students have decided what part of
speech a word is, they can use the context in
which the word is used to help them guess the
meaning. Students need to be encouraged to
look at sentences and phrases that occur before
and after the word itself as it is these sentences
and phrases which will establish context.
ANSWER KEY
1 adventure holiday
2 powerboat
3 cellphone
4 backpack
5 sunglasses
6 daredevil
ANSWER KEY
1 environment
2 demonstration
3 optimist
4 Humidity
5 community
6 investigation
3 This exercise reviews the Vocabulary box on

page 35 of the Student’s Book. Note that
salesperson
and
firefighter
are written as one
word, whereas the other answers are two
words. Students need to be aware of this
aspect of spelling when learning new words.
4 This exercise reviews the Grammar box on page
33 of the Student’s Book.
ANSWER KEY
1 art teacher
2 salesperson
3 film director
4 taxi driver
5 firefighter
6 palm reader
ANSWER KEY
1 I’ll be working as a doctor in Africa or India.
2 I’m going to study Medicine.
3 It’ll take about twelve years!
4 Of course. I’ll love it.
ANSWER KEY
1 technology = noun. Students know this is a
noun because of the suffix -
ology
.
2 subsidise = verb. Students know this is a
verb because of the ending -
ise

. Note that
words ending -
ise
may also be spelt -
ize
,
which is the US spelling, e.g.
subsidize
.
3 exploration = noun. Students know this is a
noun because of the suffix -
ation
.
4 weightless = adjective. Students know this is
an adjective because of the suffix -
less
,
which means
without
.
5 environment = noun. Students know this is a
noun because of the suffix -
ment
.
5 This exercise reviews the Grammar box on page
33 of the Student’s Book.
ANSWER KEY
1 will have completed
2 will have discovered
3 will be putting

4 will have changed
5 will have heard
6 will be travelling
ANSWER KEY
1 Into space.
2 new, modern, up-to-date
3 Yes, you can replace
shelled out
with
paid
.
ANSWER KEY
1 based (line 6)
2 It’s early days yet (lines 16-17)
3 genuine (line 24)
4 drawbacks (line 29)
5 screenings (line 44)
6 arduous (line 48)
3 Remember to ask the students to look at the
sentences before and after the new word.
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23
Tune in to Writing
(page 26)
This reviews the Writing section on pages 36-37 of
the Student’s Book. It further develops the skill of
writing an opinion essay.
1 Students insert three sentences into the text.
Draw students’ attention to the phrases
for

example
,
in my opinion
, and
instead
in
sentences 1-3. These phrases all help readers
understand a text and students should try to use
them in their own writing.
1 Read the numbers to the class and ask students
to repeat them.
2 Students work in pairs. Students write numbers
in figures in the left-hand column. Encourage the
students to choose large numbers with several
figures after the decimal point, for example
1,398.415. This will give them plenty of practice
of a confusing part of learning English. Students
then exchange numbers without looking at their
partner’s paper, and complete the right-hand
column of their table with their partner’s
numbers. Finally, they compare their answers.
3 Students match the symbols to the terms. A
fourth symbol which is not used in the following
exercises is ÷, which is said as
divide by
.
Tune in to Culture
(page 27)
This
Tune in to Culture

page,
Mathematical terms
in English
, deals with numbers and mathematics.
This is an important area to study in English as
many of the numerical conventions used in Spain
are not the same in the English-speaking world.
Students begin with two activities aimed at
practising numbers, commas and decimal points.
Then they proceed to practising numbers of their
own choice in pairs. After that, students revise
ordinal numbers as well as the way dates are used
in the USA and the UK.
4 Tell students that in the UK dates are read
day/month/year. In the US the dates are read
month/day/year. Write a few dates on the board
and have students practise saying the dates.
Remind students that they need to use ordinal
numbers when reading dates. It may be useful to
review the ordinal numbers 1-10, 20 and 30 on
the board:
1 first
2 second
3 third
4 fourth
5 This is a fun pairwork practice. Students work in
pairs. Ask students not to tell each other their
birthday until they have completed the game.
Note that the answer is given
month

+
day
as in
the USA. It may be necessary to warn students
about this before they start.
As a follow-up, ask students if they know any
more games like this. If so, ask students to tell
the game instructions to the class.
2 Students divide the text up into paragraphs.
Paragraphing is an essential skill that students
need to develop. Paragraphing is also covered in
Unit 1’s
Tune in to Writing
worksheet on page 8
of this Resource Book.
ANSWER KEY
First paragraph begins: ‘I think that all space
exploration should be ended.’
Second paragraph begins: ‘First of all, billions of
dollars are spent each year on missions to
explore the surface of Mars…’
Third paragraph begins: ‘Secondly, there are
many other problems that need attention…’
3 Students write a concluding paragraph. It might
be useful to direct students back to the opinion
essay on page 36 of the Student’s Book, which
can provide a model for this task.
MODEL ANSWER
In conclusion, the problems here on Earth are
not going to go away unless we do something

about them. We need to act now and dedicate
money to people, not space exploration.
ANSWER KEY
1c 2b 3a
ANSWER KEY
x multiply by
– subtract … from
+ add … to
5 fifth
6 sixth
7 seventh
8 eighth
9 ninth
10 tenth
20 twentieth
30 thirtieth
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24
Visions
4
© Santillana Educación, S.L. / Richmond Publishing 2007: PHOTOCOPIABLE
Tune in to Vocabulary and Grammar
Practise your vocabulary
Compound nouns
1 Complete the sentences. Use the words in
the box.
backpack daredevil adventure holiday
cellphone powerboat sunglasses
1 We are going on an ___________ in Africa.
We are going climbing, rafting and

mountaineering.
2 The ___________ moved at an amazing speed
across the lake.
3 I couldn’t call because I had lost my
__________.
4 You should carry a light __________ when
travelling round Europe by train.
5 You should wear __________ in the bright
daylight.
6 He rides a motorcycle and he’s a real
___________. He does loads of dangerous
things on it.
Noun suffixes
2 Correct the endings of the words in bold.
1 Greenpeace is concerned with taking care of
the environmism.
2 The teacher gave us a demonstrament of
how to do the science experiment.
3 An optimation is a person who always sees
the good side of things.
4 Humidation is the amount of water in the air.
5 I live in a really nice communiment where
everyone knows everyone else.
6 Scientific investigament is a way of
discovering new medicines.
Jobs
3 Join the words together to form names of
professions.
1 art person ________________
2 sales driver ________________

3 film reader ________________
4 taxi fighter ________________
5 fire director ________________
6 palm teacher ________________
Practise your grammar
Future forms
4 Complete the dialogue with the sentences in
the box.
Of course. I’ll love it.
I’m going to study Medicine.
It’ll take about twelve years!
I’ll be working as a doctor in Africa or India.
1 Alex: What will you be doing ten years from
now?
Carmen: ________________________________
2 Alex: What are you going to do after you
finish school?
Carmen: ________________________________
3 Alex: How long will it take to become a
doctor?
Carmen: ________________________________
4 Alex: Are you sure you will like studying
Medicine?
Carmen: ________________________________
Future Perfect and Future Continuous
5 Complete the sentences with the correct form
of the verb in brackets.
1 By this time next year, I ________ one year of
my Biology course. (complete)
2 By the end of next year, scientists _______ a

cure for this terrible disease. (discover)
3 This time tomorrow, the newspapers
________ the photos on their website. (put)
4 By the time you come back from university,
things ______ a lot. (change)
5 By the end of next week, everyone ________
the news. (hear)
6 This time ten years from now, tourists
__________ regularly into space. (travel)
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25
Visions
4
© Santillana Educación, S.L. / Richmond Publishing 2007: PHOTOCOPIABLE
Holidays in space
– a thing of the future? Not at
all. Space Adventures has
been sending tourists into
orbit for some time now. The
company, based in Virginia, USA,
has established a partnership
with the official Russian space
programme and is using
cutting-edge Russian space
technology and facilities at
Star City outside Moscow.
The Russians for their part
are using this space tourism
to subsidise the costs of their
space exploration. It’s early

days yet, but so far the
partnership is working well.
Space travel is not yet an
option for most holiday makers.
But just imagine for a moment
that money is no object, what do
Space Adventures have to offer?
The only genuine space holiday
on offer so far is Space
Adventures’ trip to the
International Space Station.
Sounds fun? There are a few
drawbacks. First and foremost,
the $20 million airfare – only
people like software billionaire
Charles Simonyi have shelled
out for tickets so far.
Then there’s the six-month
training programme. Space
tourists are not exactly
passengers on these trips. They
have to train alongside
professional astronauts and
learn how to use incredibly
advanced technology, as well as
how to work hard in a weightless
environment. There are regular
medical screenings to check that
the space tourist is physically
capable of making the journey.

Much of this training takes the
form of arduous simulations so
the tourists gain experience of
the space environment. These
simulations include underwater
space walks in the hydrolab – an
enormous water tank. These
trips are anything but relaxing.
Tune in to Reading
Adventure in space
Strategy 1: Parts of speech
1 Find the words in the text and decide if they
are verbs, nouns or adjectives. How do you
know?
1 technology (
paragraph 1
)
2 subsidise (
paragraph 1
)
3 exploration (
paragraph 1
)
4 weightless (
paragraph 4
)
5 environment (
paragraph 4
)
Strategy 2: Guessing meaning from

context
2 Look at the sentences and phrases in bold in
the text and answer the questions.
1 If you send people into orbit, where do you
send them?
2 What thing is cutting-edge describing? If
something is
cutting-edge
, it is very
_________.
3 Can you replace shelled out with one word?
It is easier to guess the meaning of words if
you know what part of speech they are.
Strategy 3: Guessing unknown words
3 Find words or phrases in the text which
mean:
1 where something is located (
paragraph 1
)
2 at the beginning of a project (
paragraph 1
)
3 true, real (
paragraph 3
)
4 problems, difficulties (
paragraph 3
)
5 examinations (
paragraph 4

)
6 very hard and difficult (
paragraph 4
)
Use the context of the sentence to guess the
meaning of new words.
5
10
15
20
40
45
50
25
30
35
There will often be unknown words in a text.
Remember to use the sentences before and
after the word to help you guess its meaning.
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