STEPS

TO
ENGLISH
1

First Edition
 Contents
3 | Unit 1 - FILMS AND MUSIC

19 | Unit 2 - LET’S GO AWAY

32 | Unit 3 - ALL IN A DAY’S WORK

44 | Unit 4 - MIND AND BODY

55 | Unit 5 - LIFE EXPERIENCES

67 | Unit 6 - REVIEW AND CONSOLIDATION

75 | LIST OF IRREGULAR VERBS

76 | GRAMMAR APPENDIX

2 STEPS TO ENGLISH 1
 Welcome to unit 1

FILMS AND MUSIC

After working in this Unit you will be able to:

• Listen and understand words, simple sentences and short

simple conversations.
• Listen and understand words, simple sentences and short
simple conversations.
• Read and understand short texts related to a topic and an-
swer questions about them.
• Understand how the PRESENT SIMPLE TENSE works and how it can
be used in real life contexts.
• Understand how DEFINITE AND INDEFINITE ARTICLES work and to
use them in real life contexts.

3 STEPS TO ENGLISH 1
 UNIT 1
Topic: Films and Music
Grammar Focus: Present Simple
Core Vocabulary: Films and Music

VIDEO WATCHING

https://www.youtube.com/watch?v=T63MCogI4sM
https://www.youtube.com/watch?v=1lo-8UWhVcg

ACTIVITY 1:
Work with a classmate and answer the following questions, then tell your
answers to the class:

• What is the first video about?

• What’s the second video about?
• What’s the importance of music in both videos?
• Which video do you like best? Why?

4 STEPS TO ENGLISH 1
 READING

ACTIVITY 1:
a. Read the following text.
b. Identify new words and find out their meanings with the help of your
teacher.

What is a film?

A  film, also called movies or motion pictures, is a series of still* images that
are projected on a screen*, creating the illusion of moving images. People call
it movie in the United States, while in Europe people use the word film. The film
industry in general is what people refer to as the big screen, the silver screen, the
movies and cinema.

• Still: not moving

• Screen: sheet where images are projected

ACTIVITY 2:
Read the text again and write a T if the statements below are true and F if
they are false.
1. __ Films in the United States are called movies.
2. __ A film is a European movie.
3. __ All still images that are projected on a screen become movies.
4. __ The “big screen” is a term used to refer to films or movies.
5. __ The term “the movies” does not correspond to movies only.
6. __ The text refers to “the silver screen” as a screen that is color silver.
7. __ The text says that movies are real

SPEAKING

ACTIVITY 2:
Create a new conversation following this example:
The underlined words can be changed.

A: Let’s go to the movies! (invitation)

B: To the movies? (question) What a great idea! (positive response)
When do you want to go? (question)
A: On Saturday afternoon (positive response) Is it OK? (question)

B: Sure, It’s perfect! (positive response)

5 STEPS TO ENGLISH 1
 READING

ACTIVITY 1:
Pre-reading:

Look at the following text and say what you think the highlighted
words refer to?

What kind of movies do you like?

There are different kinds of movies, called genres, which are usually very popular. There
are exciting action movies with gun fights and car chases, and horror movies that scare us.
There are comedies that make us laugh, and dramas that make us cry. Sci-fi movies show us
an idea of the future, historical films tell us stories from the past, and documentaries show
us real people and events.

ACTIVITY 2:
Read the text and complete the sentences in Column A with the phrases in
Column B.

A B

1. There are various …. a. …but I prefer historical.

2. The main idea in comedies is to … b. …are exciting
3. Action movies… c. …kinds of movies.
4. Both…are about real people. d. … horror genre.
5. I love …. Because they’re about fights and
e. …make us have fun.
speed!
6. My sister Alice watches sci-fi movies, … f. …documentaries and historical movies.
7. Dracula is a movie from the… g. …action movies.

1. 2. 3. 4. 5. 6. 7.

6 STEPS TO ENGLISH 1
 LISTENING

Listen to this conversation…

Going to the cinema

http://learnenglishteens.britishcouncil.org/skills/listening/elementary-a2-listening/going-
cinema
ACTIVITY 1:
Listen to the conversation again and circle the correct answer.

1. Which film do Mario and Tamara want to see?

a. Robot 2075
b. Midnight Moon
c. Forever

2. What time does the film they are going to see start?
a. 2:30pm
b. 7:00pm e.
c. 7:30pm

3. What time are Mario and Tamara going to meet at the cinema?
a. 2:30pm
b. 7:00pm
c. 7:15pm

7 STEPS TO ENGLISH 1
 ACTIVITY 2:
Listen to the conversation again and write the correct word to fill in the
blank spaces in the script. Use the words in the box.

later Games on science fiction romantic two

vampires good go horror time cinema
action What film 3D 7:30 evening

Tamara: Hi, Mario. Do you want to go and watch a ________?

Mario: Hi, Tamara. Sure, what’s ________?
Tamara: Well, there are two action films, Mr. and Mrs. Jones and War Games, and they’re
both in ________
Mario: I’ve already seen Mr. and Mrs. Jones. I haven’t seen War ________but I don’t really
want to see an ________ film. 
Mario: ________else is on?
Tamara: There’s that ________film, Robot 2075, but I’ve already seen it.
Mario: Is it ________?
Tamara: Yes, it is, but I don’t want to see it. There’s a ________comedy called Forever.
Mario: Mm, I’m not sure. Are there any ________ films on?
Tamara: Yes, there’s Midnight Moon. It’s got ________in it.
Mario: OK, sounds good. Let’s go and watch Midnight Moon. What ________ is it on?
Tamara: It’s on at 12 o’clock or at half past________. 
Mario: Is it on this ________?
Tamara: Yes, at ________
Mario: Perfect. Let’s ________at 7.30.
Tamara: OK, shall we meet at the ________at 7:00? 
Mario: Great! See you ________.
Tamara: Bye.

8 STEPS TO ENGLISH 1
 READING

ACTIVITY 1:
a. Find out the meaning of the highlighted words.
b. With the help of your teacher, create short and simple definitions for
these words and write this vocabulary down in your notebook.

Are you a fan of Horror Movies?

If you’re a fan of horror movies, you like scary movies about ghosts and monsters
and crazy killers. Many horror movies are old stories about scary  creatures
like  vampires. The novel  “Dracula” by Bram Stoker tells the story of Count
Dracula, a vampire who  terrifies his victims by biting their necks and drinking
their blood. Francis Ford Coppola’s 1992 film “Bram Stoker’s Dracula” shows the
story in this book. In the movie “Interview with the Vampire”, filmed in 1994, we
see stylish vampires played by Tom Cruise and Brad Pitt who are more handsome
and younger than Dracula, but just as deadly.

ACTIVITY 2:

Read the text again and circle the best alternative for each statement.

1. The paragraph is about…

a. vampires in horror movies.
b. ghosts, monsters and crazy killers.
c. Bram Stoker’s novel “Dracula”.

2. The text says that horror movie fans…

a. don’t like vampires and other scary creatures.
b. like movies about ghosts, monsters and killers.
c. prefer stylish vampires to Dracula.

3. In the paragraph, the author refers to “Bram Stoker’s Dracula” and to

“Interview with a Vampire” …
a. to show his/her preference for stylish vampires.
b. to say that Bram Stoker’s “Dracula” is an old book.
c. to compare two different kinds of vampires in movies.

9 STEPS TO ENGLISH 1
 LISTENING

Listen to the conversation

A Band Audition

ACTIVITY 1:
Listen to the conversation again and answer T or F.

1.___ The boy doesn’t want to be in the band.

2. ___ He likes singing.
3. ___ He can’t finish the song on the guitar.
4. ___ The boy is good at the drums
5. ___ The girl thinks he is talented.

ACTIVITY 2:
a. Listen to the audio again and circle the correct alternative from the
box to complete the conversation.
b. Write the correct words in each blank space in the conversation
script.

1 A. past B. bad C. band

2 A. like B. love C. learn
3 A. dreamer B. drummer C. rubber
4 A. singing B. to sing C.to singing
5 A. are B. can C. can to
6 A. playing B. play C. to play
7 A a liter B. all little C. a little
8 A. hear B. hurt C. here
9 A. drummer B. drums C. drama
10 A. short B. ensure C. sure

10 STEPS TO ENGLISH 1
Boy: Ah, band auditions. Great! I’d love to be in a band! ... Hi. Is this the (1)
__________ audition?
Girl: Hello. Yes. So, you’d like to be in our band?
Boy: Yes, I (2) ____________ music.
Girl: Well, we need a singer, a guitarist and a (3) ____________.
Boy: Oh, I love (4) ____________!
Girl: OK, so you (5) ____________ sing. Let’s sing the beginning of this song.
Boy: (singing) “Tonight I’m going to have myself a real good time. I feel alive” ...
Girl: Right, OK, mmm, maybe not. Can you (6) ____________ an instrument?
Boy: Er, well, I can play the guitar (7) ____________.
Girl: OK, let’s (8) ____________ you. What can you play? ... That’s it?
Boy: Er, yeah. I can’t remember any more.
Girl: Erm, can you play the (9) ____________?
Boy: Yeah, (10) ____________.
Girl: OK! OK! STOP! That’s enough. Erm, what about the maracas? Can you play
the maracas?
Boy: Yes, I can. (singing) “Young and strong and ... er ...”
Girl: Great, great! Hmm ... thanks for coming. I’ll call you next week.

READING

ACTIVITY 1:
a. Read the text.
b. Identify new words and find out their meanings.

Music is for everyone

People everywhere in the world love listening to music. We all love going to concerts
to hear live music and listening to our favorite artists. Some people love listening to
the melodies and lyrics of pop music, and others love moving to the beat of dance
music. Some prefer the beautiful harmonies of classical music and the drama of opera,
and others like the rhythms of jazz, or the power of rock music. There are those who
like the strong lyrics of hip hop, or the music of other genres like country music, reggae
and rock’n’roll.

11 STEPS TO ENGLISH 1
 ACTIVITY 2:
Read the text again and complete the conversation below with the information
in the box.

classical loves power song

rock lyrics like hip hop

Paul: Do you ________pop music, Alice?

Alice: No, not really. I prefer movies.
Paul: But everybody________ listening to music, all over the world.
Alice: Not me, Paul. I’m special, you know.
Paul: Hey! Listen, my favorite ________ is playing on the radio now.
Alice: I like the melody, but the ________ are not interesting. I listen to ________
music sometimes.
Paul: That is so boring! It doesn’t compare to the ________and the excitement of
________ music!
Alice: Rock music? Isn’t ________your favorite type of music? I’m very special too!

VIDEO WATCHING

https://www.youtube.com/watch?v=LdPASwuolqI
https://www.youtube.com/watch?v=cewBN6iWDns

ACTIVITY 1:

Watch these videos and answer the following questions:

• How does music affect films?
• Why is music so important in silent movies?

12 STEPS TO ENGLISH 1
 READING

ACTIVITY 1:
a. Identify new words and find out their meanings.
b. Answer: What do you think the words in blue refer to?

What is Pop Music?

Pop music is the genre of popular music that produces many  hits. A hit is a
song that sells many copies and appears every week on the charts. These songs
have a good rhythm, a catchy melody, and are easy to remember. They usually
have a chorus that’s repeated several times and two or more verses. Most pop
songs are between two and five minutes long, and the lyrics are usually about the
joys and problems of love and relationships. Pop songs are produced by groups
like the boy band One Direction and the girl group Girls’ Generation, and by pop
singers like Justin Bieber and Lady Gaga.

Not all hit singles come from pop music. The also artists from other music
genres that produce hits, like country music singer Taylor Swift; rock bands like
Radiohead and Foo fighters; folk music singers like Bob Dylan and Mumford &
Sons; singer-songwriters like Elton John, Ed Sheeran, Beyonce and Adele; dance-
music artists like Daft Punk and Skrillex, and hip hop artists and  rappers like
Kanye West and Eminem.

ACTIVITY 2:
Put a T if the statements are true or F if they are false.
1. ___ The author says that pop music is popular because it’s a good business.
2. ___ Hits are songs that are on the charts every month.
3. ___ ‘catchy’ according to the context is easy to remember.
4. ___ The text says that a ‘chorus’ is a group of people who repeat two or
more verses in a song.
5. ___ Most pop songs are about love and relationships.
6. ___ Pop songs are only produced by boy bands and girl bands and by
Justin Bieber and Lady Gaga.
7. ___ Justin Bieber and Lady Gaga are mentioned in the text as examples of
Pop Music singers.

13 STEPS TO ENGLISH 1
 ACTIVITY 3:
Read the text again and match the words in Column A to their meanings in
Column B.

A group of three or more boys or young men who sing

1. Verse
and dance.
2. Chorus  A song that is difficult to forget.
3. Single Lists of the most popular songs.
4. Pop song  One song
5. Boy band  A song that follows the pop music formula.
6. The charts  Part of a song with that is repeated
7. Catchy melody A very popular song.
8. Singer-songwriter  An artist who raps. 
9. Rapper  A musician who writes and sings his or her own songs.
10. Hit  Pop music with a dance rhythm.
11. Dance music Part of a song not repeated
12. Lyrics The words of a popular song

ACTIVITY 4:
a. Read the text again.
b. Answer the questions in your notebook.

1. Write down the names of the singers and bands that you recognize in the
text.
2. Name two famous pop singers and two famous bands that are not
mentioned in the text.
3. Who is your favorite singer or band?
5. Are they popular or not?
6. What’s your favorite song? Is it catchy?

14 STEPS TO ENGLISH 1
 LANGUAGE LEARNING
Focus: Present Simple – Definite and Indefinite Articles – Personal Pronouns.
ACTIVITY 1:
a. Work with a classmate.
b. Read the conversation between Sam and Jason.
c. Identify new words and find out their meanings with the help of
your teacher.

Sam: Hi Jason! How are you?

Jason: Good! What about you, Sam?
Sam: I’m OK, thanks. Umm… Jason, do you like movies?
Jason: Yes, I do. I go to the cinema very often. Why?
Sam: Because I want to see “Bohemian Rhapsody”, the movie about Queen and
Freddie Mercury. Would you like to go with me?
Jason: Hmmm, I’m not very sure. I don’t like musicals. I like action movies.
Sam: But everybody says it is a very good movie.
Jason: Yeah, I know, but I don’t like Queen. I prefer another type of music…
Sam: So, what type of music do you like?
Jason: I like rap; it’s a totally different type of music. But you can call Johanna. She
is a huge Queen fan.
Sam: Is she really? Oh, that’s great! Do you have her number?
Jason: Yes, I do. I’ll share her number on Whatsapp. Is that OK?
Sam: Sure, Thank you.

ACTIVITY 2:
a. Identify and underline all the Present Simple expressions (positive,
negative and interrogative).
b. Identify and circle all the Definite and Indefinite Articles.
c. Identify and highlight all the Personal Pronouns.
ACTIVITY 3:
d. Take turns to play Sam and Jason’s roles.
e. Create a new conversation by changing the underlined words.
f. Read your conversation to the class.

15 STEPS TO ENGLISH 1
 SPEAKING

ACTIVITY 1:

a. Work with a classmate.

b. Interview your classmate using at least 5 of the following questions.
(Remember that you are free to make up your own questions.)
c. Write down your classmate’s answers and tell the class what you
have learned about your him or her.
Example:
“Lisa is good at singing, she likes classical music and her favorite
movie is “Aquaman” ……”

Set 1 Set 2
1. What kind of music do you
listen to on the radio?
2. What dancing music do you 1. Do you have a Spotify list?
like? 2. Do you often download music?
3. How often do you download 3. Do you like classical music?
movies? 4. Do you like horror movies?
4. What kind of movies do you
dislike?
Set 3 Set 4

1. Where do you watch movies?

1. Are you good at singing?
2. When do you listen to romantic
2. Are you a fan of comedies?
music?
3. Are you a good actor?
3. What is your favorite movie?

16 STEPS TO ENGLISH 1
 ACTIVITY 3:

DEFINITE AND INDEFINITE ARTICLES GAME:

Pair work
The objective of this game is to match the words with the correct Definite
or Indefinite Articles. Students take turns. One student holds an article card
and the other finds out one correct option card. They write down the correct
answer under the article in the provided chart. They score a point if the
matching is correct and they can add an extra point if they create a sentence
using the word.
Complete the chart writing down the correct words under each column.

A AN THE

(FOR TEACHERS TO PRINT AND CUT OUT)

A AN THE
STUDENT APE UNIVERSE
HOTEL ISLAND SUN
TABLE ELEPHANT STATUE OF LIBERTY
UNIVERSITY OSTRICH BIG BEN
MUG UMBRELLA U.K.
FISH ELF U.S.A.
COMPUTER ORANGE MOON
BAG ICE CREAM EARTH

17 STEPS TO ENGLISH 1
 TEAM WORK

ACTIVITY 1:

Objective: To investigate about your favorite music band.

Write down a short paragraph in your notebook about your favorite band.
The basic required information must be the following:
• Name of the band.
• Name of the members of the band and what instruments they play.
• Important hits.
• Important awards.
• Name of your favorite song or songs.

18 STEPS TO ENGLISH 1
 Welcome to unit 2

LET’S GO AWAY

After working in this Unit you will be able to:

• Listen and understand words, simple sentences and short
simple conversations.
• Read and understand short texts related to a topic and
answer questions about them.
• Understand how the modal verb CAN works and how it can be
used in real life contexts.
• Understand how COMPARATIVES work and to use them in real

19 STEPS TO ENGLISH 1
 UNIT 2
Topic: Activities you can do on holiday.
Grammar Focus: Modal Can for possibility
– Comparatives.
Core Vocabulary: Holiday activities –
Places to go.

VIDEO WATCHING

Watch the following video about San Francisco

https://www.youtube.com/watch?v=51umRiOZLe4

ACTIVITY 1:

Watch the video again and circle the correct attraction.

10 Golden Gate Bridge Cable cars Lombard Street

9 Fisherman’s Wharf Architectural Heritage Alcatraz
8 Golden Gate Park Palace of Fine Arts De Young Museum
7 Cable cars Coit Tower Architectural Heritage
6 Golden Gate Bridge Architectural Heritage Palace of Fine Arts
5 Golden Gate Park De Young Museum Lombard Street
4 Lombard Street Coit Tower Palace of Fine Arts
3 Alcatraz Fisherman’s Wharf Golden Gate Park
2 Architectural Heritage Lombard Street Cable cars
1 De Young Museum Golden Gate Park Golden Gate Bridge

20 STEPS TO ENGLISH 1
 ACTIVITY 2:
Match the attractions with the activities you can do there.

Attraction Activity
A) Alcatraz You can get around San Francisco.
B) The Golden Gate Park You can go on a boat cruise.
C) The Coit Tower You can see works of art.
D) The De Young Museum You can enjoy the architecture of houses.
E) Architectural Heritage You can see 1915 World Fair buildings.
F) Fisherman’s Warf You can relax in beautiful large gardens.
G) The Golden gate Bridge You can enjoy excellent city views.
H) Lombard Street You can visit this famous prison.
I) Palace of Fine Arts You can see cars going down this street.
J) Cable Cars You can cross one of the most famous bridges.

READING

ACTIVITY 1:
a. Read the following text.
b. Identify new words and find out their meanings with the help of your
teacher.

21 STEPS TO ENGLISH 1
Come to the wonderful city of Agadir and stay in one of our hotels. Don’t worry about
the language. A lot of people here speak English.

You can visit our beautiful beaches and enjoy the golden sand. Or, you can swim in the
warm blue water of the Atlantic Ocean. The weather in Agadir is usually very nice all
year long. Yes, it’s sometimes windy and cold in March and April, but there are sports
you can practice at that time of year too. Agadir is also a good place for surfers, so
come and practice!

But don’t spend all your time on the beach and in sports. This is Agadir, and
Agadir is also a good place for shopping. There are hundreds of souvenir shops you can
visit. You can also visit “SOUK LHAD” a traditional market in the center of the city. All you
need is in this market, and it’s a cheap place!

For more information and hotel reservations,

this is our email address
[email protected]

ACTIVITY 2:
a. Say if the statements are true or false.

a. ___ The weather in Agadir is nice all year long.

b. ___ Everybody speaks English in Agadir.
c. ___ People can’t practice sports in March or April.
d. ___ In Agadir shopping is cheap.
e. ___ In Agadir, people can’t spend all their time in sports or on the beach.

b. Find words which are the opposite of the following in the text.
1. terrible _________________
2. expensive _________________
3. horrible _________________

c. List four activities you can do in Agadir.

a. _________________________________________________________________
b. _________________________________________________________________
c. _________________________________________________________________
d. _________________________________________________________________

4. How can you get more information about Agadir?

___________________________________________________________________

22 STEPS TO ENGLISH 1
 LANGUAGE LEARNING
Focus: Can – can’t for possibility

ACTIVITY 1:
a. Read the following conversation.
b. Complete the blank spaces using CAN – CAN’T.
c. Highlight the sentences that clearly express possibility.

JAMES: Rachel?
RACHEL: Yes?
JAMES: _____ you help me?
RACHEL: Sure, what’s the problem?
JAMES: I want to go to the USA on holiday, but I _____ decide where to go
– any ideas?
RACHEL: Well, how about San Francisco? We went there last year and had a
great time.
JAMES: That’s an idea. What _____ you do there?
RACHEL: Well, there’s Golden Gate Bridge, of course, and Golden Gate Park.
It’s a really big park – you _____ go for long walks or just relax in the Japanese
Tea Garden. It’s beautiful there.
JAMES: Uh – huh.
RACHEL: And there are the cable cars – they’re really good. You _____ go by
cable car to a place called Nob Hill, where you _____ see the whole city. Then
you _____ walk to Chinatown, which has lots of good places to eat.
JAMES: Hmm, that sounds good.
RACHEL: And there’s also a place called Fisherman’s Wharf. That’s really
popular with tourists. There are lots of shops, cafes and street musicians, and
some wonderful seafood restaurants. We went there for dinner every night.
JAMES: Right.
RACHEL: And from there you _____ go on a boat trip to Alcatraz. You know
the island where the prison is.
JAMES: Oh, I’d like to go there. What a great place to stay!
RACHEL: No, you _____ stay on the island, there aren’t any hotels. You can only
go for the day. I think I still got a book and a brochure about San Francisco
at home.
JAMES: _____ I borrow them?
RACHEL: Of course you _____. I’ll give them to you tomorrow.
JAMES: Thanks a lot. San Francisco, here I come!

23 STEPS TO ENGLISH 1
 SPEAKING

ACTIVITY 1:
Create a new conversation following this example:
The underlined words can be changed.

A: Hi Joe! (Greeting) Can you help me to choose somewhere interesting to go on

holiday? (Request)
B: Yes, sure (positive response) Why don’t you go to Torres del Paine? (Question/
suggestion)
A: That’s a good idea! (Positive response) What can you do there? (Question)
B: You can go trekking, you can go kayaking and you can take amazing pictures (List
of activities)
A: That’s great! Thanks
B: You’re welcome.

ACTIVITY 2:
Read your conversation to the class. If possible, act it out.

VIDEO WATCHING

Australia. Narrated by Chris Hemsworth

https://www.youtube.com/watch?v=vUF7ja9ehIs
ACTIVITY 1:
Mark all the activities you can do in Australia according to what YOU SEE in
the video narrated by Chris Hemsworth. Write “”We can or “We can’t”.

go snorkeling
go shopping in great malls
visit historic natural places
see amazing natural views
taste different types of wine
spend the day at the beach
attend rock concerts
go on safaris
taste delicious local food
go on a helicopter ride

24 STEPS TO ENGLISH 1
 READING

ACTIVITY 1:
Mark all the activities you can do in Australia according to what YOU SEE in
the video narrated by Chris Hemsworth. Write “”We can or “We can’t”

ACTIVITY 2:
a. Read the following text.
b. Identify new words and find out their meanings with the help of your
teacher.

I live in Newquay. It’s a small town on the Atlantic coast in the south of England.
It has great beaches and is the best place to surf in the UK. You can learn how
to surf in one of our schools. I go surfing with my friends every weekend at my
favorite place, Fistral Beach.
I love Newquay because there are so many other things to do. If you like
water sports, you can go kayaking, water-skiing or coasteering. Coasteering is
different because it is rock climbing, jumping into the sea and swimming in the
same activity, but you always go with a special instructor.
If you like animals, you can also visit the Blue Reef Aquarium and see many
different fish. You can also go horse riding on the beach or visit Newquay
Zoo. There are many other attractions too, like mini golf and bowling. Come
and see for yourself!

25 STEPS TO ENGLISH 1
 ACTIVITY 3:
a. Tick (√ ) the things Mike writes about.
1. ______ The weather in Newquay.
2. ______ Places to visit in Newquay.
3. ______ Things to do in Newquay.
4. ______ Food in Newquay.
5. ______ History of Newquay.
6. ______ Where Newquay is located.
7. ______ Local people.
8. ______ Water sports in Newquay.

b. Read the text again and write a T if the statements below are true and F
if they are false
1. _____ Newquay is near the coast.
2. ______ Newquay is a good place to go surfing.
3. ______ Alex loves to do outdoor activities.
4. ______ Coasteering is similar to surfing.
5. ______ There is a zoo in Newquay.

WATCH AND LISTEN

https://www.youtube.com/watch?v=0hua5IMhego
London v/s New York
ACTIVITY 1:
Watch and listen carefully to the following video and create sentences
using the comparatives of the adjectives in the box.

populated old big expensive

1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________

26 STEPS TO ENGLISH 1
 READING

ACTIVITY 1:
a. Read the following text.
b. Identify new words and find out their meanings with the help of your
teacher.

Phuket
The beautiful island of Phuket is famous for its fantastic beaches, delicious
food ad friendly people. It’s the perfect place for a holiday. You can relax
and sunbathe all day on one of our wonderful beaches, or rent a motorbike
and travel round the island. In the evening you can eat fresh fish I one of our
excellent restaurants, then enjoy a quiet walk along the beach under the stars!

Bangkok
The capital of Thailand is always a wonderful place to visit. You can go sightseeing
in the city and visit beautiful Buddhist temples, and the amazing Royal palace.
Or take a boat trip on the river and go shopping in the colorful markets. You
can enjoy traditional Thai food in restaurants all over the city and then go
dancing in the evening in one of our many exciting nightclubs!

27 STEPS TO ENGLISH 1
 ACTIVITY 2:
a. Match the opposites.

Column A Column B
1. noisy a. safe
2. old b. unfriendly
3. crowded c. clean
4. boring d. modern
5. dangerous e. quiet
6. dirty f. empty
7. friendly g. interesting

1. 2. 3. 4. 5. 6. 7.

ACTIVITY 3:
Read the text again and say which sentences are false. Then say why.

a. TheKata hotel is bigger than the Sawadee Hotel.

b. Phuket is hotter than Bangkok.
c. Bangkok is probably noisier than Phuket.
d. Phuket is more crowded than Phuket.
e. The holiday in Bangkok is more expensive.

Answer

Sentence ___is false because______________________________.

Sentence ___ is false because ______________________________.
Sentence ___is false because _______________________________.

ACTIVITY 4: Write sentences to compare Bangkok and Phuket using the words given.

1. Friendly
____________________________________________________________________.
2. Safe
____________________________________________________________________.
3. Quiet
____________________________________________________________________.

Answer the question below in your notebook.

Which of the two places is more interesting for you? Why? (Use as many
comparatives as possible).

28 STEPS TO ENGLISH 1
 LISTENING

https://www.youtube.com/watch?v=RBOJpIwF47Y
Listen to the song Fighter by Christina Aguilera and complete the chorus with the
comparatives of the given adjectives.

wise fast strong thick hard smart

‘Cause it makes me that much _________________

Makes me work a little bit _________________
It makes me that much _________________
So thanks for making me a fighter
Made me learn a little bit _________________
Made my skin a little bit _________________
Makes me that much _________________
So thanks for making me a fighter

LANGUAGE LEARNING
Focus: Comparatives

ACTIVITY 1:
Check the Grammar Appendix for comparatives and fill in the chart with the correct
information. Pay attention to exceptions and spelling rules.

1. noisy
2. old
3. crowded
4. boring
5. dangerous
6. dirty
7. friendly
8. safe
9. unfriendly
10. clean
11. modern
12. quiet
13. empty
14. interesting

29 STEPS TO ENGLISH 1
 LISTENING

Tour of London
Taken from:

ACTIVITY 1:
Listen and circle the correct answer.
1. At Madame Tussauds Museum you can see ___________.
a. maps of London
b. models of famous people
c. famous shops

2. The tour takes ___________ hours.

a. 2
b. 3
c. 4

3. Oxford Street is a famous street for ___________.

a. drinking tea
b. eating
c. shopping

4. The Queen lives at ___________.

a. Buckingham Palace
b. Tower of London
c. Tower Bridge

5. Big Ben is a ___________.

a. tour guide
b. clock
c. bridge

6. You can see great views of London from ___________.

a. Oxford Street
b. Houses of Parliament
c. London Eye

30 STEPS TO ENGLISH 1
 TEAM WORK

Objective: To create a poster to promote a touristic place in the Coquimbo Region.

a. Write down a short paragraph in your notebook about a touristic site in the
Region. The basic required information must be the following:

• Name of the place.

• Exact location.
• Most important characteristics of the place.
• Activities you can do there.
• Comparison with other places in Chile.

b. Create a poster using your information.

c. Present the poster to the class.

31 STEPS TO ENGLISH 1
 Welcome to unit 3

all in a day’s work

After working in this Unit you will be able to:

• Listen and understand words, simple sentences and
short simple conversations.
• Read and understand short texts related to a topic and
answer questions about them.
• Understand the differences between the PRESENT
SIMPLE and the PRESENT CONTINUOUS.
• Understand how the PRESENT SIMPLE AND THE
PRESENT CONTINUOUS WORK TOGETHER.

32 STEPS TO ENGLISH 1
 UNIT 3
Topic: Work, study and transport
Grammar Focus: Present Simple and
Present Continuous.
Core Vocabulary: Work, study and
transport.

WATCH AND LISTEN

Watch and listen to this video…

Transport in London

ACTIVITY 1:
Watch the video again and circle the correct answer.
1. ‘Cabbie’ is
a. a taxi in London.
b. a taxi driver in London.
c. both a and b.

2. People usually give a _____ to the taxi driver in London.

a. pit
b. tip
c. pay

3. ____________ can be a little dangerous in London.

a. Cycling
b. Red double-deckers
c. Both a and b

33 STEPS TO ENGLISH 1
 4. The ‘Tube’ is _____________ in London.
a. another word for traditional red double-deckers
b. another word for underground
c. another word for weekly travel card

5. There are 12 _____________ in the underground.

a. flights
b. lights
c. lines

ACTIVITY 2:
(Video from 1’18’’ on till 2’45’’)

Watch the video again and complete the script with the correct word from the box.

The (1) ______ in London is (2) ______ if you don’t pay with an Oyster Card. For
example, children under (3) ______ pay just £1 all day. You have to insert your (4)
______ in the machine or touch your (5) ______ on the pad. Make sure you get the
right ticket; it (6) ______ be expensive if not. The (7) ______ save you walking up
and down the (8) ______. In some (9) ______ there are lifts but they get very (9)
______ at busy times.

1. a. Cube b. Tube c. Booth

2. a. expensive b. extensive c. expressive
3. a. eighteen b. fifteen c. sixteen
4. a. ticket b. cricket c. wicket
5. a. Oyster b. Moisture c. Pointer
6. a. can’t b. map c. can
7. a. elevators b. escalators c. excavators
8. a. stairs b. chairs c. stares
9. situations b. locations c. stations
10. rounded b. crowded c. clouded

34 STEPS TO ENGLISH 1
 READING

ACTIVITY 1:
Pre-reading: Work with your partner. Ask and answer the following questions.

1. Do you cycle?
2. Do you like cycling?
3. How do you come to university every day: by car, by bus, by bike, or on foot?

ACTIVITY 2:

a. Read the following text.

b. Identify new words and find out their meanings with the help of your teacher.

Why cycling is good for you

Cycling around in a new city is a great way to visit it. It’s faster than walking and
you can pay attention to more details than when you visit it on a bus or in a car.
It’s more interesting to walk down small streets because you can move around in
less time.
A bike, especially in a small city, helps you feel closer to every important place
you need to go to. For example, cycling to school takes me half the time than
a bus ride – excellent for students like me who don’t want to be late for class.
Riding a bike is also beneficial because you’re not restricted by bus timetables.
For example, when I go to a concert on the other side of town, I only take my bike
and cross the city in twenty minutes, but my friends without bikes have to take
the bus or drive a car, which can be very frustrating during peak hour.
There are benefits for your health in cycling – a bit of extra exercise as part of
your daily routine can help you keep fit and healthy. Cycling on my way to school
also makes me feel more energetic in the mornings.
Cycling also helps to reduce your carbon footprint: Cars pollute the environment,
but bikes don’t produce any carbon. Also, because bikes do not use petrol, they are
cheaper to use, to buy and to fix than cars.
Finally, be careful when you cycle. Wear a helmet, pay attention to the traffic and
never forget your lights at night. Some cities are more cycle-friendly than others,
and sometimes city roads are difficult for cyclists. Fortunately, the city where I
live is easy to cycle around because there are many cycle lanes and not many hills!

35 STEPS TO ENGLISH 1
ACTIVITY 3:
In the text you will find the SYNONYMS to these words. Use them to complete the
chart.

1. cycling
2. quicker
3. going on foot
4. all the time
5. convenient
6. schedules
7. rush hour
8. a little
9. active
10. contaminate
11. gasoline
12. less expensive
13. repair
14. hard
15. town

ACTIVITY 4:

Circle the correct alternative to complete each sentence.

1. The text says that cycling around a new city is better because it’s _______.

a. faster and easier

b. healthier and cheaper
c. all of the above

2. The text says that people without a bike _______in this city.

a. get frustrated
b. feel more energetic
c. a and b

3. Bikes help the environment because_______.

a. they pollute more than cars

b. they are cheaper to use and to fix than cars
c. they do not use petrol

36 STEPS TO ENGLISH 1
ACTIVITY 5:

Answer the following questions in your notebook.

1. What are the benefits of cycling according to the text? You may use the model
answers below to help you guide your answer.

• Cycling is good because…

• Also, it is beneficial because…
• Another good thing about cycling is that …
• Cycling is better than using cars or buses because…

2. Why is cycling good for your health?

• Cycling is good for your health because …

3. Why is cycling good for the environment?

• Cycling is good for the environment because…

4. Why does the text say: “be careful when you cycle”?
• The text says that because when you cycle…

SPEAKING

Work in pairs
• Student A (FOR) thinks that work and study is very positive in the life
of young people and student B (AGAINST) thinks that work and study is
a negative fact in the life of young people.
• Each student must prepare and write down two arguments that
support their positions.
• When you have your arguments ready, add them to the given
conversation.
• Practice your conversation.
• Present your conversation to the class.

37 STEPS TO ENGLISH 1
Conversation:

• For: I really think that working and studying is very good for young people
because………………..
• Against: I don’t agree with you. I think working and studying is not a good idea
because……………………….
• For: I don’t think so. I really believe that working and studying is positive, for
example ………………………………..
• Against: I still don’t agree. In my opinion……………………

READING

Can you work and study… and still have a life?

ACTIVITY 1:
Pre-reading: Work with your partner. Ask and answer the following questions.

1. Do you work and study, or do you study only?

2. Do you think it is possible to work and study at the same time? Why? Why
not?

ACTIVITY 2:
a. Read and complete the following text with the words and phrases in the box.

works coming life work study

interviewing cash part-time trying hard
organize Do English 7:00 PM right
impossible money can’t life going

38 STEPS TO ENGLISH 1
 Interview

Good morning everyone. I’m Mark Jansen and I’m outside the Annual Symposium
on Work and Study. Now, I’m _______ some of the students that are attending
the symposium.
We know that more and more students are getting a  _______ job
nowadays  because they want to earn extra _______ to travel, make new
friends, or practice their _______. Some other students need the _______
to pay their fees. But is it really possible to combine _______ with _______,
and still have a _______?
• Reporter: So, here we have a student who studies and _______ at the
same time, right?
• Student: Yes, I have a part-time job in a cafeteria and I go to UCLA.
• Reporter: Are you _______ to class now, or are you _______ to work?
• Student: I’m going to work. I work in a cafeteria. I start work at _______
every day and finish at 10:00 PM.
• Reporter: How do you _______ your week? Do you plan your day?
• Student: Well, I have a schedule and I follow everything I plan. It’s
_______ sometimes, but it’s OK for me.
• Reporter: _______ you have some free time for you?
• Student: Very little. I don’t have much time for me, but I’m _______ to do
meditation. Sorry, I _______ stay longer, I’m late for work. Bye!
• Reporter: Sure! Bye! Now, here is another student. So, you are a student
and you don’t work.
• Student: That’s _______. I can’t combine work with study. It’s very
difficult for me. I think it’s _______.
• Reporter: Many students can work and study, what do you think about
them?
• Student: Well, maybe they can, but they don’t have a _______. I’m sure about
that!

ACTIVITY 3:
Role Play

1. Work with your partner and take turns to play the reporter and the student.
2. Practice the interview in its original version 2 times, one as the reporter and
one as the student.
3. Change the parts of the dialogue below that are underlined and practice the
new dialogues with your partner.

a. Read and complete the following text with the words and phrases in the box.

39 STEPS TO ENGLISH 1
 Reporter: So, here we have a student who studies and works at the same time, right?
Student: Yes, I have a part-time job in a cafeteria and I go to UCLA.
Reporter: Are you coming to class now, or are you going to work?
Student: I’m going to work. I start work at 7:00 PM every day and finish at 10:00 PM.
Reporter: How do you organize your week? Do you plan your day?
Student: Well, I have a schedule and I follow everything I plan. It’s hard sometimes,
but it’s OK for me.
Reporter: Do you have some free time for you?
Student: Very little. I don’t have much time for me, but I’m trying to do meditation.
Sorry, I can’t stay longer, I’m late for work. Bye!
Reporter: Sure! Bye!

READING

ACTIVITY 1:

a. Read the following text.

b. Identify new words and find out their meanings with the help of your
teacher.

You need to balance work and play

We all have 168 hours a (1) week. It sounds like many(2) hours, but a lot of students
who work more than 15 hours a week are stressed and have serious (3) problems at
university. So if you want to combine work and study, consider the following list of
(4) tips:

• Plan your time. Use one (5) calendar only, for all your personal, study and work (6)
obligations, like tests and exams, for example.
• Write down how much time you need for every activity.
• Leave some (7) free time. Sometimes you need to be flexible.
• Attend (8) classes and do your (9) homework every day.
• Wake up half an hour earlier; it gives you 3.5 extra hours a week!
• Have some personal time. Remember it’s not all just about work and study – it’s
also about you and your (10) life!

ACTIVITY 2:

Answer the following questions in your notebook.

1. Do you plan your time? Does it work?

2. Do you think the tips in the text are good? Why? Why not?

40 STEPS TO ENGLISH 1
 ACTIVITY 3:
Read the text again and say which sentences are false. Then say why.

1. ____ Every week has 186 hours.

____________________________________________________________.
2. ____ Students who work 12 hours a week are stressed.
____________________________________________________________.
3. ____ Students who are stressed have serious problems at university.
____________________________________________________________.
4. ____ Having 2 or 3 calendars is a good way to plan your time.
____________________________________________________________.
5. ____ Leave some time off.
____________________________________________________________.
6. ____ You can never be flexible; you need to follow your plan.
____________________________________________________________.
7. ____ You need to do your homework every day.
____________________________________________________________.
8. ____ Wake up thirty minutes later every day.
____________________________________________________________.
9. ____ It’s all about work and study.
____________________________________________________________.

ACTIVITY 4:
Pair work
a. Choose 3 out of the 10 numbered, underlined words in the text and create
short definitions for them. Ask your teacher for guidance and follow the
example.
b. Check and share your definitions with your teacher and classmates.
c. Write down all 10 definitions in your notebook.

Example:
STUDENTS: Noun, plural. People who attend an institution like a school or
university in order to learn.

LISTENING

ACTIVITY 3:
a. Listen to the song Lemon Tree by Fools Garden
b. Try to discover as many Present Simple sentences as possible JUST BY
LISTENING.
c. Try to discover as many Present Continuous sentences as possible JUST BY
LISTENING.
d. Mark in the written lyrics all the sentences that you discovered BY LISTENING.

41 STEPS TO ENGLISH 1
https://www.youtube.com/watch?v=sJQYoGyEtDs

Lemon Tree
Fools Garden
I’m sitting here in the boring room
It’s just another rainy Sunday afternoon
I’m wasting my time
I got nothing to do
I’m hanging around
I’m waiting for you
But nothing ever happens and I wonder
I’m driving around in my car
I’m driving too fast
I’m driving too far
I’d like to change my point of view
I feel so lonely
I’m waiting for you
But nothing ever happens and I wonder
I wonder how
I wonder why
Yesterday you told me ‘bout the blue blue sky
And all that I can see is just a yellow lemon-tree
I’m turning my head up and down
I’m turning turning turning turning turning around
And all that I can see is just another lemon-tree
I’m sitting here
I miss the power
I’d like to go out taking a shower
But there’s a heavy cloud inside my head
I feel so tired
Put myself into bed
While nothing ever happens and I wonder
Isolation is not good for me
Isolation I don’t want to sit on the lemon-tree
I’m steppin’ around in the desert of joy
Baby anyhow I’ll get another toy
And everything will happen and you wonder
I wonder how
I wonder why
Yesterday you told me ‘bout the blue blue sky
And all that I can see is just another lemon-tree
I’m turning my head up and down
I’m turning turning turning turning turning around
And all that I can see is just a yellow lemon-tree
And I wonder, wonder
I wonder how
I wonder why
Yesterday you told me ‘bout the blue blue sky
And all that I can see, and all that I can see, and all that I can see
Is just a yellow lemon-tree
Songwriters: Peter Freudenthaler / Volker Hinkel
Lemon Tree lyrics © Sony/ATV Music Publishing LLC

42 STEPS TO ENGLISH 1
ACTIVITY 3:

ACTIVITY 2:
Choose 5 sentences from the song and create longer sentences by adding a complement
on your own.

1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________________

43 STEPS TO ENGLISH 1
 Welcome to unit 4

MIND AND BODY

After working in this Unit you will be able to:

• Listen and understand words, simple sentences and
short simple conversations.
• Read and understand short texts related to a topic and
answer questions about them.
• Understand how the modal verb SHOULD/SHOULDN’T
works for recommendation or advice.
• Understand how the POSSESSIVE ADJECTIVES work and
how you can use them in real life contexts.

44 STEPS TO ENGLISH 1
 UNIT 4
Topic: Health, health problems and
treatments.
Grammar Focus: Should – shouldn’t for
advice and Possessive Pronouns.
Core Vocabulary: Health.

READING LISTENING WRITING

can’t stomach wrong how get better

ACTIVITY 1:
Read the conversations and complete the gaps with the given words.
Conversation 1

A: Hi, Diana, ____________are you?

B: I’m not very well
A: Oh, what’s ____________?
B: I’ve got a bad ____________ache.
A: That’s a shame. Why don’t you go home?
B: I ____________. I’ve got a meeting this afternoon.
A: Oh, dear. I hope you ____________soon.
B: Thanks, see you later.

Conversation 2

headache terrible throat drink should

A: Hello Gerry. Are you OK?

B: No, I feel ____________.
A: Oh, dear. What’s the matter?
B: I’ve got a ____________ and sore____________.
A: You ____________ take the day off and go to bed.
B: Yes, good idea.
A: And ____________ lots of water.
B: Ok. See you tomorrow, maybe.

45 STEPS TO ENGLISH 1
ACTIVITY 2:

a. Choose one of the conversations, practice pronunciation with your teacher

and rehearse with a classmate.
b. Feel free to modify the conversation. Check the changes with your teacher.
c. Say or act out your conversation.

READING

ACTIVITY 1:

Pre-reading: Work in groups of three. Ask and answer the following questions.
Share your answers with the class.

1. How do you usually feel in winter?

2. What activities do you usually do in winter?
3. Which is your favorite season? Why?

ACTIVITY 2:
a. Read the following text.
b. Identify new words and find out their meanings with the help of your teacher.

Many people feel depressed in winter—and now scientists think they know
why.
Herb Kern, an American engineer, suffers from a condition that makes him
feel happy and with a lot of energy in spring and summer, but every winter he
becomes depressed and lazy. He knows now that it is because there isn’t much
daylight in the winter. So, some scientists created a “light box” to help him
feel better. He keeps the box on his desk and now he feels a lot better. This
illness “Seasonal Affective Disorder”, or SAD.
In the USA about 20% of people have SAD and it is common in other
countries like the UK and Sweden. People get SAD in autumn and winter, when
the days are shorter and there is less daylight. It is more common in women
than in men. People with SAD usually sleep a lot and feel tired all the time.
They also eat a lot of sweet food and feel depressed. The answer is bright
light. People with SAD should use a “light box” for half an hour a day. Or you
can go on holiday to a sunny country, of course!

46 STEPS TO ENGLISH 1
ACTIVITY 3:

Answer the following questions.

1. How does Herb Kern feel in winter?

_________________________________________________________________________.

2. What does he do to feel better?

_________________________________________________________________________.

3. In which countries is SAD quite common?

_________________________________________________________________________.

4. Why do people get SAD?

_________________________________________________________________________.

5. Do men get SAD more often than women?

_________________________________________________________________________.

6. How do you know if people have SAD?

_________________________________________________________________________.

7. How long should you use a light box a day?

_________________________________________________________________________.

VOCABULARY

ACTIVITY 3:

a. Fill in this chart with the given words or expressions. Classify them into these
three categories: ailments, symptoms and parts of the body.
b. Use the expressions from Chart 1 and Chart 2 to create a short conversation
with your classmate.

back ill a stomach ache terrible arm

foot a temperature a headache leg a toothache
a sore throat a cold sick better a cough

47 STEPS TO ENGLISH 1
 CHART 1

I’ve got ________

(Br. E)
I have _________
(Am. E)

I feel__________

My ________hurts.

c. Match the words or phrases with the given verbs.

to bed at home the day off some painkillers home

some cough some
to the doctor in bed to the dentist
medicine antibiotics

CHART 2

go
stay
take

48 STEPS TO ENGLISH 1
 SPEAKING GAME

ACTIVITY 1:
• Play a speaking game with your classmate using the expressions from the
previous charts.
• Student 1 picks a card at random and must say a full sentence based on Chart
1.
• Student 2 answers giving an appropriate advice form Chart 2.

Example:

A stomach ache

S1: I have a stomach ache

S2: You should go home.

CARDS FOR THE TEACHER

back ill a stomach ache terrible arm

foot sick a headache leg a toothache

a sore throat a cold a temperature better a cough

49 STEPS TO ENGLISH 1
 ACTIVITY 1:

Watch the following video and pay attention to the guidelines given.
https://www.youtube.com/watch?v=_eHU5Sh1Si0
ACTIVITY 2:
Rewrite the sentences using SHOULD or SHOULDN’T.
Tips for College Students

Eat breakfast every day.

Don’t skip meals.
Stay active.
Have good hygiene.
Enjoy some leisure time.
Watch your spending habits.
Practice good time management.
Don’t ignore work until the last minute.
Don’t pull all-nighters.

READING

ACTIVITY 1:
Pre-reading: Discuss the following question with your partner.

Do you have a healthy or an unhealthy lifestyle? Why?

ACTIVITY 2:
a. Read the following text.
b. Identify new words and find out their meanings with the help of your teacher
Top tips for a healthy heart!

Heart disease kills more people in Britain than

any other disease, including cancer. One adult
dies every three minutes from heart disease
and it’s more common in men than in women.
Age is also important. 80% of people who die
of heart attacks are 65 or older. And it’s an
amazing fact that five times more men die of
heart disease in the UK than in Japan. But
there are many things you can do to help your
heart stay healthy. Here are our top tips for
a healthy heart!

50 STEPS TO ENGLISH 1
ACTIVITY 3:
a. Read the tips in the text below again.
b. Match the tips on the left box with the drawings on the right box.

1. Stop smoking. Everyone knows

that cigarettes give you can- A. ______
cer, but they are also very
bad for your heart. If you
only do one thing to help your
heart, do this!
B. ___ _
2. Do more exercise. Regular ex-
ercise (four times a week for
30 minutes) is very good for
your heart and stops seden-
tarism. C. ______
3. Don’t eat a lot of fried food
and only eat red meat once a
week. This type of food is bad
for your heart because it’s D. ______
high in fat.
4. Eat fish twice or three times
a week. It’s good for your
heart because it’s low in fat E. ______
and high in Omega—3 oils
5. Don’t eat a lot of salt. We only
need about 1 gr of salt a day--
-most people eat about 6 gr! F. ______
6. Eat more fruit and vegetables
(at least five portions a day)
7. Lose some weight. Overweight
people have more heart at-
tacks! G. ______
8. Don’t drink a lot of alcohol--
-but a glass of red wine ev-
ery day can be good for your
heart.
H. _______

51 STEPS TO ENGLISH 1
 VIDEO WATCHING

ACTIVITY 1:

Watch the following video and pay attention to the life hacks.

https://www.youtube.com/watch?v=R1JKA0GP1kI

11 LIFE HACKS WHICH SIMPLIFY YOUR LIFE

ACTIVITY 2:

Watch the video again and match the phrases to make a sentence with the correct
information.

To protect matches from

1 you should use a marker.
getting damp
Not to show all your photos in
2 you should use a staple remover.
your cell phone
3 To freeze water fast you should use a cardboard box.
you should adjust the size of the
4 To open a snack bag
photo.
To comfortably watch a you should turn it upside down and
5
movie in your cell phone use a knife.
To have a perfect clothes
6 you should use melted candle.
hanger
7 To fix a blunt knife you should use two coins.

8 To have a stylus pen you should use boiling water.

To remove your key from the you should use a pencil, aluminum foil
9
key chain and scotch tape.
10 To open a tightly screwed jar you should put glue drops on it.
you should use the bottom of a
11 To fix a hole in your sock
ceramic mug.

52 STEPS TO ENGLISH 1
 VOCABULARY

List the expressions in the box under the correct heading: Healthy Lifestyle or
Unhealthy Lifestyle.

do exercise ---- lose weight ---- stop smoking ---- get stressed ---- get
fit ---- eat fried food --- drink alcohol ---- eat food high in fat ----eat
food low in fat ---- drink enough water ---- sleep well ---- eat fresh
vegetables ---- eat white meat ---- eat lots of red meat ---- eat little sugar
---- eat lots of salt --- be sedentary ---- gain weight ----smoke ---- eat
junk food

Healthy lifestyle Unhealthy Lifestyle

1. ________________________ 1. ________________________
2. ________________________ 2. ________________________
3. ________________________ 3. ________________________
4. ________________________ 4. ________________________
5. ________________________ 5. ________________________
6. ________________________ 6. ________________________
7. ________________________ 7. ________________________
8. ________________________ 8. ________________________
9. ________________________ 9. ________________________
10. ________________________ 10. ________________________

53 STEPS TO ENGLISH 1
 TEAM WORK

ACTIVITY 1:
a. In groups of three students create a triptych in which you invite and motivate
your fellow students to have a healthy lifestyle.
b. You can use all the information in this Unit or your own ideas.
c. Check grammar, spelling, language and pronunciation with your teacher.
d. Present the triptych to the class.

54 STEPS TO ENGLISH 1
 Welcome to unit 5

LIFE EXPERIENCES

After working in this Unit you will be able to:

• Listen and understand words, simple sentences and short simple
conversations.
• Read and understand short texts related to a topic and answer
questions about them.
• Ask and answer simple questions and participate in simple
conversations.
• Understand how the PRESENT PERFECT TENSE works and how you
can use it in real life contexts.

55 STEPS TO ENGLISH 1
 UNIT 5

Topic: Life experiences

Grammar Focus: Present Perfect
Core Vocabulary: Life experiences

READING

ACTIVITY 1:

Pre-reading: Work in groups of three. Ask and answer the following questions.

1. Look at the picture below. Where is the woman? What is she doing?
2. Do you practice any dangerous sport? Do you know anyone who does?
3. What are some activities that you consider adventurous?

ACTIVITY 2:

a. Read the text.

b. Identify new words and find out their meanings with the help of your teacher.

56 STEPS TO ENGLISH 1
 Title: _________________________________________

ACTIVITY 3:

a. What is the order of the text? Number the bubbles 1, 2, 3.

b. Read at the text again.
c. Find the synonyms for words in the box in the text and write them in.
d. What is a good title for the text? Write in the space above it.

fortunate
interesting; amusing
distant
ascend
taste
not native
unconventional
firm decision
risky

57 STEPS TO ENGLISH 1
ACTIVITY 4:
a. Complete the sentences below with the words in the text or from ACTIVITY 3. You
can use the original word or the synonym from the text.

1. Jen loves doing ____________sports, some of them are very ___________.

2. The word ___________ is the opposite of the word descend.
3. I love typical food, so ___________ food is not my favorite.
4. If you like doing different, uncommon things, you are ____________.
5. Some people work very hard to get what they want. They have __________.

b. Work with your classmate and answer the following questions.

1. What adventurous things has Jen done in her life?

_________________________________________________________________________.
2. What hasn’t she done yet?
_________________________________________________________________________.
3. What other adventurous things do people usually do? Follow the example and
write 5 (Ask your teacher to help you with the vocabulary, if you need to).

Ex. White-water rafting

1. ________________________________
2. ________________________________
3. ________________________________
4. ________________________________
5. ________________________________

58 STEPS TO ENGLISH 1
 LANGUAGE LEARNING

ACTIVITY 1:
Mark the mistake

The following sentences ARE WRONG. You have to find the mistakes and correct
them.
1. Work in pairs.
2. There are six sentences and each one has a mistake.
3. Find and underline all of them.
4. Explain to your classmate how to correct the sentences.
5. Take turns
6. Check the Grammar Appendix and the Irregular Verbs List to learn the correct
forms.

Example:
Wrong sentence:
They have came here on holiday for the last three years.
Explanation:
“Came is the mistake because it is the past form. The Present Perfect tense
uses the Past Participle form. We have to change it for come”.
Correct sentence:
They have come here on holiday for the last three years.

SENTENCES:

1. I haven’t never been on a boat trip.

2. Julie have eaten a lot of exotic food.
3. They has been to Miami twice.
4. We have visited the Taj Mahal for three times.
5. I have saw a 4D movie.
6. Has Mia ever gone to France?

59 STEPS TO ENGLISH 1
 SPEAKING

ACTIVITY 1

Have you ever?

Pair work

Each of you must choose at least 6 of these activities and ask questions to your
classmate who must respond with short positive or negative answers. Remember to
use the correct form of the Present Perfect.

Act in a movie Bake a cake Fly in a hot air Sing karaoke Meet a famous
balloon person

Eat ants Swim with Travel for more Pet a wild Go on a cruise
dolphins than 24 hours animal

Climb a Ride a bike Read a 300-page Fall asleep on Love truly

mountain book a bus

Win a race Buy very Make people laugh Hold a baby in Speak in public
expensive a lot your arms
clothes

Example:
Student 1: Have you ever cooked pasta?
Student 2: Yes, I have / No, I haven’t.

60 STEPS TO ENGLISH 1
 READING

ACTIVITY 1:

Pre-reading: Work in groups of three. Ask and answer the following questions.

1. Describe the picture. What do you see in it?

2. What is the text about, do you think?

ACTIVITY 2:

a. Read the text.

b. Identify new words and find out their meanings with the help of your teacher.

61 STEPS TO ENGLISH 1
ACTIVITY 3:
Nonsense

a. Read the text again.

b. Identify the nonsense (sentences that make no sense) in the text. Underline them
and write them down in the box below.
c. Compare with your classmate.
d. Work with your classmate to correct the sentences so they make sense. Check
with your teacher.
e. Using the new ideas, rewrite the mail and exchange with other classmates.
f. Copy the new ideas you may find in your classmates’ versions.

Dear Mom,

I’ve just arrived in this wonderful city. It’s dirty and very small. I’ve
visited lots of places but I haven’t had the time to go out yet. It’s hot in
here, so there’s snow all over the place, you should visit this city someday;
I know you love warm weather too!
The food here looks very tasty, so I haven’t tried any yet. But, I have
tried the local dishes…Hmm! Disgusting!
I haven’t taken any city tour because they’re very cheap, so maybe next
time. For the moment, I think the hotel’s pool is a good place. I can’t swim,
so it’s a great idea!
Not many people have visited this place this year. I hope it is the same
next year because I love crowded cities and I hope I never come back
here again.
I can’t wait to be home again. I miss you all.
See you in a long time!
Bye,
Jeff.
Ps: Have you got my last video? I haven’t sent it yet.

62 STEPS TO ENGLISH 1
 Nonsense Corrected idea (suggested)

Ex: I’ve just arrived in this wonderful Ex: I’ve just arrived in this wonderful
city. It’s dirty and very ugly. city. It’s clean and very beautiful.
1. I’ve visited lots of places but I haven’t
had the time to go out yet.
2. It’s hot in here, so there’s snow all
over the place.

3. I know you love warm weather too.

4. The food here looks very tasty, so I

haven’t tried any yet.
5. I have tried the local dishes…Hmm!
Disgusting!
6. I haven’t taken any city tour because
they’re very cheap,
7. I think the hotel’s pool is a good place.
I can’t swim, so it’s a great idea!
8. Not many people have visited this
place this year. I hope it is the same
next year because I love crowded cities.
9. I love crowded cities and I hope I
never come back here again.
10. See you in a long time!

11. Have you got my last video? I haven’t

sent it yet.

63 STEPS TO ENGLISH 1
 LISTENING

Listen to the conversation

Taken from :
https://es.educaplay.com/recursos-educativos/3030362-listening_present_perfect.html

A visit to New Orleans

ACTIVITY 1:
Circle the correct alternative.

1. How long has he been in New Orleans?

a. Just a few hours.
b. Just a few days.
c. Just a few weeks.

2. Has he been to a Jazz Club yet?

a. No, he hasn’t, but he wants to go soon.
b. No, he hasn’t been to one.
c. Yes, he has already been to one.

3. Has he been in a riverboat tour?

a. Yes, that’s his favorite.
b. Yes, he has.
c. No he hasn’t yet.

4. Has he ridden in a street car yet?

a. Yes, he has.
b. No he hasn’t yet.
c. No, he doesn’t like them.

64 STEPS TO ENGLISH 1
ACTIVITY 2:

a. Listen to the audio again.

b. Complete the dialogue with the correct word from the alternatives in the box.
b. Work with your classmate and act out the dialogue. Take turns to change roles.

A Visit to New Orleans

Jan: It’s great to (1) ____ you Todd. Have you (2) ____ in New Orleans long?
Todd: (3) ____a few days. I’m (4) ____excited to be here.
Jan: I can’t wait to show you the city. Have you been to a Jazz club (5)___?
Todd: Yeah. I’ve already been to (6) ____ .
Jan: Oh. Well, how about a riverboat (7) ____?
Todd: Uh. I’ve already (8) ____that too.
Jan: (9) ____you ridden a streetcar? They’re a lot of fun.
Todd: Actually, that’s how I got (10) ____today.
Jan: Well, is there anything you (11) ____to do?
Todd: (12) ____, you know. I just (13) really want to take it ___. My feet are
(14) ____me!

1 a. be b. see c. seek
2 a. Just b. Must c. Cast
3 a. really b. freely c. sincerely
4 a. let b. yet c. get
5 a. fun b. done c. one
6 a. tour b. sure c pour
7 a. run b. done c. won
8 a. Had b. Has c. Have
9 a. here b. hear c. near
10 a. went b. one c. want
11 a. Tell b. Bell c. Well
12 a. cheesy b. easy c. sneezy
13 a. killing b. chilling c. billing

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

65 STEPS TO ENGLISH 1
 LISTENING

ACTIVITY 1:
Listen to the following audio and complete the missing information

R12.7

A: Have you ever ______________?

B: _____, I have
A: Have _________ to the UK?
B: No, I ______.
A: Have you ever _______ someone from ______?
B: _______.
A: Have you ever _____ a Japanes _____?
B: _____________.

TEAM WORK

ACTIVITY 1:
a. In groups of three create a fictional character. He or she must be an adventurous
person who has done many interesting things. You can use activities from this
Unit or make up your own.
b. Write down the experiences your character has done and check with your
teacher for correct grammar, spelling and pronunciation.
c. Create a poster that shows your character’s experiences.
d. Explain the poster to your class.

66 STEPS TO ENGLISH 1
 Welcome to unit 6

REVIEW AND CONSOLIDATION

67 STEPS TO ENGLISH 1
 ACTIVITY 1:
a. Listen to the song “Can’t Stop the Feeling” by Justin Timberlake and identify
the verses that contain Present Simple, Can or Can’t , Should or Shouldn’t and
Present Continuous.
b. Discuss with your friends: What’s the feeling that can’t be stopped?
c. Sing along and enjoy.
https://www.youtube.com/watch?v=QEZq4I2wTBc

Can't Stop the Feeling! Under the lights when everything goes
Nowhere to hide when I'm getting you close
When we move, well, you already know
Justin Timberlake So just imagine, just imagine, just imagine
Ah, yeah, ah, yeah
Nothing I can see but you when you dance, dance, dance
I got this feeling inside my bones
Feel a good, good, creeping up on you
It goes electric, wavy when I turn it on
So just dance, dance, dance, come on
All through my city, all through my home
All those things I shouldn't do
We're flying up, no ceiling, when we’re in our zone
But you dance, dance, dance
I got that sunshine in my pocket And ain't nobody leaving soon, so keep dancing
Got that good soul in my feet I can't stop the feeling
I feel that hot blood in my body when it drops (ooh) So just dance, dance, dance
I can't take my eyes up off it, moving so I can't stop the feeling
phenomenally So just dance, dance, dance
Room on lock, the way we rock it, so don't stop I can't stop the feeling
So just dance, dance, dance
And under the lights when everything goes I can't stop the feeling (yeah)
Nowhere to hide when I'm getting you close So keep dancing, come on
When we move, well, you already know
So just imagine, just imagine, just imagine Oh, yeah, yeah
I can't stop the, I can't stop the
Nothing I can see but you when you dance, dance, I can't stop the, I can't stop the
dance I can't stop the feeling
Feel a good, good creeping up on you 
So just dance, dance, dance, come on Nothing I can see but you when you dance, dance, dance (I
All those things I shouldn't do can't stop the feeling)
But you dance, dance, dance Feel the good, good, creeping up on you
And ain't nobody leaving soon, so keep dancing So just dance, dance, dance, come on (I can't stop the
I can't stop the feeling feeling)
So just dance, dance, dance All those things I shouldn't do
I can't stop the feeling But you dance, dance, dance (dance, dance, dance) (I can't
So just dance, dance, dance, come on stop the feeling)
And ain't nobody leaving soon, so keep dancing
Ooh, it's something magical
It's in the air, it's in my blood, it's rushing on Everybody sing (I can't stop the feeling)
(rushing on) Got this feeling in my body (I can't stop the feeling)
I don't need no reason, don't need control (need Got this feeling in my body (I can't stop the feeling)
control) Wanna see you move your body (I can't stop the feeling)
I fly so high, no ceiling, when I'm in my zone Got this feeling in my body
Break it down
'Cause I got that sunshine in my pocket Got this feeling in my body (ah)
Got that good soul in my feet Can't stop the feeling
I feel that hot blood in my body when it drops (ooh) Got this feeling in my body, come on (ooh)
I can't take my eyes up off it, moving so
phenomenally Songwriters: Justin R. Timberlake / Martin Karl Sandberg
Room on lock, the way we rock it, so don't stop / Johan Karl Schuster
(stop, stop, stop) Can't Stop the Feeling! lyrics © Universal Music Publishing
Group, Kobalt Music Publishing Ltd.

68 STEPS TO ENGLISH 1
ACTIVITY 2:

STRIKE!

There is a transport strike in the city. At the moment, there are very few buses working,
so people are having big problems to get to work. Some people, on the contrary, are
staying at home.
a. Read the following passages to know why they decided to stay home.
b. Put the verbs in the Present Simple or Present Continuous.

69 STEPS TO ENGLISH 1
ACTIVITY 3:
POKER FACE GAME
Enjoying Langkawi
https://www.youtube.com/watch?v=Lm_1RWjvw24
Instructions:
• Play with a classmate.
• Each one of you has a set of 6 cards.
• The objective of the game is to win your classmate’s cards.
• The cards contain information about what you can or can’t do in Langkawi,
Malaysia. They show a  for activities you can do, and a  for activities you
can’t do.
• Take turns to read the information in the card aloud. You can make a true or a
false statement.
• Your classmate has to guess whether you are telling the truth or not. If they
guess, they win your card; if they don’t guess, you keep your card.
• After you play, watch the video to learn what you can actually do in Langkawi,
Malaysia.

Example:
Student 1: You can / can’t ride a horse in Langkawi.
Student 2: I believe you / I don’t believe you.

70 STEPS TO ENGLISH 1
Ride on Sky cab Eat food on the Jet ski from Swim with
street island to island friendly sharks

  

Go surfing Go fishing Go canopy See trees in the

water
  


Go shopping in Go parasailing Eat a lot of Visit a 3D

the local market seafood museum

  

Visit the Go around rice Visit the famous Stay in a

observatory fields caves luxurious resort
   

71 STEPS TO ENGLISH 1
ACTIVITY 4:

a. Listen to this classic song by The Beatles and identify the Present Simple, Present
Continuous and Present Perfect contained in the lyrics.
b. Pair work: Use the sentences that you have selected to create new sentences or
try to create a conversation.
c. Discuss with your classmate. What do you think the song is about?
https://www.youtube.com/watch?v=xUNqsfFUwhY

Here Comes the Sun

by The Beatles
Here comes the sun (doo doo doo doo)
Here comes the sun, and I say
It’s all right
Little darling, it’s been a long cold lonely winter
Little darling, it feels like years since it’s been here
Here comes the sun
Here comes the sun, and I say
It’s all right
Little darling, the smiles returning to the faces
Little darling, it seems like years since it’s been here
Here comes the sun
Here comes the sun, and I say
It’s all right
Sun, sun, sun, here it comes
Sun, sun, sun, here it comes
Sun, sun, sun, here it comes
Sun, sun, sun, here it comes
Sun, sun, sun, here it comes
Little darling, I feel that ice is slowly melting
Little darling, it seems like years since it’s been clear
Here comes the sun
Here comes the sun, and I say
It’s all right
Here comes the sun
Here comes the sun, and I say
It’s all right
It’s all right
Songwriters: George Harrison
Here Comes the Sun lyrics © The Bicycle Music Company

72 STEPS TO ENGLISH 1
ACTIVITY 4:
a. Read the text again.
b. Say which of the statements is false and then say why.

Top tips for a healthy heart!

Heart disease kills more people in Britain

than any other disease, including cancer.
One adult dies every three minutes from
heart disease and it’s more common in men
than in women. Age is also important. 80%
of people who die of heart attacks are 65
or older. And it’s an amazing fact that five
times more men die of heart disease in the
UK than in Japan. But there are many things
you can do to help your heart stay healthy.
Here are our top tips for a healthy heart!

1. _____ Cancer is more dangerous than heart disease in Britain.

_______________________________________________________________________.

2. ____ 20 adults die in one hour from heart disease.

_______________________________________________________________________.

3. ____ People over 65 die from heart disease more often than younger people.
_______________________________________________________________________.

4. ____In the UK fewer men die from heart disease than in Japan.
_______________________________________________________________________.

73 STEPS TO ENGLISH 1
 CONGRATULATIONS!

You have finished level 1

You are one step forward to becoing Bilingual.

These are some of the advantages of being bilingual :

• It improves certain aspects of the brain.

• It helps develop higher levels of cognitive control.
• It slows down the aging process.
• It makes you smarter.

And there are many more...

74 STEPS TO ENGLISH 1
 LIST OF IRREGULAR VERBS

Infinitive Past simple Past participle Infinitive Past simple Past participle
be was/were been leave left left
become became become lose lost lost
begin began begun make made made
break broke broken meet met met
bring brought brought pay paid paid
buy bought bought put put put
can could been able read read read
catch caught caught ride rode ridden
choose chose chosen run ran run
come came come say said said
cost cost cost see saw seen
cut cut cut sell sold sold
do did done send sent sent
drink drank drunk sing sang sung
drive drove driven sit sat sat
eat ate eaten sleep slept slept
fall fell fallen speak spoke spoken
feel felt felt spell spelled/spelt spelt
find found found spend spent spent
fly flew flown stand stood stood
forget forgot forgotten swim swam swum
get got got/gotten take took taken
give gave given teach taught taught
go went gone/been tell told told
have had had think thought thought
hear heard heard understand understood understood
hold held held wear wore worn
know knew known win won won
learn learned/learnt learned/learnt write wrote written

75 STEPS TO ENGLISH 1
 Grammar Appendix
Unit 1
The Present Simple of the verb to be

In this section you will learn about the

Present Simple of the verb to be in:
• its forms
• its use

The verb to be
The verb to be is the most important verb in the English language. It is difficult to use
because it is an irregular verb in almost all of its forms.  In the simple present tense, to
be is conjugated as follows:

76 STEPS TO ENGLISH 1
 o The forms of the Present Simple of verb to be
Affirmative forms of the verb to be
Subject Pronouns Full Form Contracted Form
I am ‘m
you are ‘re
He/she /it is ‘s
we are ‘re
you are ‘re
Interrogative forms of the verb to be:
Full form Subject Pronoun
Am I?
Are You?
Is He/she/it?
Are we
Are you
Are they
Negative forms of the verb to be:
Subject Pronouns Fill Form Contracted
I am not ‘m not
you are not aren’t
He/she/it is not isn’t
we are not aren’t
you are not aren’t
they are not aren’t

Example
Conversation:

• Is Brad Pitt French?

• No, he isn't. He's American.

• What about Angelina Jolie? Is she American, too?

• Yes, she is. She is American.

• Are Brad Pitt and Angelina Jolie French?

• No, they aren't. They are American.

77 STEPS TO ENGLISH 1
 o The use of the Present Simple of to be

The principal use of the simple present is to refer to an action or event that takes place
habitually, but with the verb "to be" the simple present tense also refers to a present or general
state, whether temporary, permanent or habitual.

• I am happy.

• She is helpful.

The verb to be in the simple present can be also used to refer to something that is true at the
present moment.

• She is 20 years old.

• He is a student.

Remember!
I, you, he, she, it, you, they are subject pronouns (also called personal pronouns, a term used to
include both subject and object pronouns.)
am, are, is are forms of the verb to be in the simple present.
'm, 're, 's are short (contracted) forms of am, are, is
'm not, aren't, isn't are short (contracted forms) of am not, are not, is not.

78 STEPS TO ENGLISH 1
 The Present Simple

In this section you will learn about the

Present Simple Tense for all other verbs in:
• its forms
• its use

o The forms of the Present Simple

The affirmative form of the simple present:
I, you, we , they play
He, she, it plays

Remember!
The verbs in the third person singular (he, she and it) always take an "s". For
example, "he plays, she sings, it works..."

Examples

• Nancy and James speak good German. (Nancy and James = They)

• Nancy works in a restaurant downtown. (Nancy = She)

• The children play in the garden every weekend. (The children = They)

79 STEPS TO ENGLISH 1
The interrogative form of the Present Simple:
Do I, you, we they play?
Does He, she, it

Examples:
• Do you speak good German?

• Does Nancy work in a restaurant downtown?

The negative form of the simple present:

I, you, we, they do not
don’t play
He, she, it does not
doesn’t

Examples:
• No, I don't speak German.

• No, she doesn't work in a restaurant downtown.

80 STEPS TO ENGLISH 1
 o The use of the Present Simple
The Present Simple is used:

• to give your opinion - I like ice cream. I don't like spicy food.

• to talk about schedules - The library opens at eight. It doesn't open at 7.

• to talk about daily habits (routine actions)- Sara eats a cheese for breakfast
every day. She doesn't eat cereal.

• to give facts - The earth circles the sun. The moon doesn't circle the sun.

Things to remember about the Present Simple:

1.In the interrogative forms, we use "do" or "does"

• "Do you like the house?"

• "Does she go to school?"

2. Verbs never take an "s" in the negative and interrogative forms.

• "Does he speak German?"

• "Do they play soccer?"

• “She doesn't like ice cream.”

3. don't is the short form of "do not". You can say either:

• “I do not speak Italian”, or

• “I don't speak Italian.”

4. doesn't is the short form of "does not". You can say either:

• “He does not listen to jazz music”, or

• “He doesn't listen to jazz music.”

81 STEPS TO ENGLISH 1
Definite and Indefinite Articles
Taken and adapted from
https://www.myenglishpages.com/site_php_files/grammar-lesson-articles.php

What is an article?

Articles are used with a noun to indicate the reference made by the noun.  Articles can
be definite or indefinite.

• The definite article is the.

• The indefinite article is a / an.

The indefinite article a or an:

The article a / an is used when we don’t specify the things or people we are talking about:

• I met a friend.

• I work in a factory in New York.

• I borrowed a pencil from a passenger sitting next to me.

The indefinite article a is used before a consonant sound:

BrE AmE

• a dog. /ə dɒg/ /ə dɔg/ 

• a pilot /ə ˈpaɪlət/ /ə ˈpaɪlət /

• a teacher. /ə ˈtiːʧə/  /ə ˈtiʧər/

• a university /ə ˌjuːnɪˈvɜːsɪti/ /ə ˌjunəˈvɜrsəti/

The indefinite article an is used before a vowel sound:

BrE AmE

• an athlete /ən ˈæθliːt/  /ən ˈæˌθlit/ 

• an elephant. /ən ˈɛlɪfənt/ /ən ˈɛləfənt/

82 STEPS TO ENGLISH 1
 The definite article the

It’s used when the speaker talks about a specific object that both the person speaking,
and the listener know.

• The car over there is fast.

• The president of the United States is giving a speech tonight.

When we speak of something or someone for the first time, we use a or an, the next
time we repeat that object we use the definite article the.

• I live in a house. The house is quite old and has four bedrooms.

• I ate in a Chinese restaurant. The restaurant was very good.

We do not normally use an article with plurals and uncountable nouns to talk about things in
general:
• He writes books

• She likes sweets.

• Do you like jazz music?

• She ate bread with butter in the morning.

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 Vocabulary Appendix
Unit 1

Films

films – movies – motion pictures – genre – screen – silver screen – cinema – action
films – thrillers – horror -- science-fiction (sci-fi) – cartoons – love stories – comedies –
historical dramas – documentaries -- actor/actress – 3D/4D – ticket.

Music

genre – rap – rock music – pop music – classical music – opera – jazz – dance
music – reggae – rock’n’roll – hip hop – country music – live music – artist – singer
– songwriter – musician – drummer – guitarist – melody – catchy melody - rhythm –
lyrics – record – single – album – the charts – chorus – verse – boy band – hit.

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 Grammar Appendix
Unit 2
The Modal Verb CAN

This section will present the Modal Verb CAN in

• its forms
• its uses

The Modal Verb CAN

The modal verb can is very common verb form the English language. It has different
meanings and it goes together with another verb which keeps its form.
Ex: George can draw very well.
Not, George can draws very well.

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 The forms of the Modal Verb CAN
Affirmative forms of the Modal Verb CAN

Subject Pronouns Modal verb CAN Main Verb

I
you
He/she /it Can drive
we
you
Negative Forms of the Modal Verb CAN
Subject Pronouns Modal verb CAN Main Verb
I
you
He/she /it Can drive
we
you
Interrogative Forms of the Modal Verb CAN
Modal Verb CAN Main Verb
I
Can you
He/she /it drive ?
we
you

Examples:

• Can you play a musical instrument?

• No, I can’t.

• What about your brother Allan? Can he play the guitar?

• Yes, he can. He’s in a band.

• Can they come and play at the university?

• No, they can’t now. They are on tour.

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 The uses of the Modal Verb CAN

This modal verb is used to express ability, and possibility, to ask for permission and to request
something. Examples:
• Ability: I can drive very well.
• Possibility: The band can play on Saturday
• Asking for permission: Can I come in, please?
• Request: Can you help me, please?

Remember:
• The modal verb CAN never changes; it doesn’t carry an‘s’ with ‘he’, ‘she’, or ‘it’.
Ex: She can drive. √
NOT She cans drive ×
• The verb that follows CAN, called ‘main verb’, never carries a ‘to’.
Ex: I can drive √
NOT: I can to drive×

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 Grammar Appendix
Unit 2
The Comparative Form

This section will present the Comparative form

in:
• its forms as in affirmative, negative and interrogative
• its forms as used with different kinds of adjectives

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 The Comparative form as used with different kinds of adjectives

The Comparative has different forms depending on the kind of adjective used. There
are three types:
a. comparative form for short adjectives,
b. comparative forms for two-syllable adjectives ending in ‘y’, and
c. comparative forms for adjectives with more than two syllables, also called long
adjectives.

Examples:

a. Short adjectives:

Mark is faster than Joe. In this case, we add ‘er’ to the adjective:
• fast faster and we add the word ‘than’ to establish the
comparison.

b. Two-syllable adjectives ending in ‘y’:

Calculus is easier than Chemistry for me. In this case, we change the final ‘y’
for ‘i and add ‘er’ to the adjective:

• easy easier, and we add the word ‘than’ to establish the

comparison.

c. Long adjectives:

Kayaking is more dangerous than surfing. In this case, we add the word
‘more’ and put it before the adjective and the word ‘than’ after the
adjective.
• dangerous more dangerous than

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Comparatives for short adjectives
Comparative form
Subject Pronouns Main Verb Object Pronoun*
short adjective
I am I
you are you
He/she /it is faster than him/her/it
we are us
they are them
Object Pronoun*: An object pronoun is the personal pronoun (I, you, he,she,it,we,they) in
object position, that is, after the verb.

Comparatives for two-syllable adjectives ending in ‘y’

Comparative form
for two syllable
Subject Pronouns Main Verb adjectives ending in
Object Pronoun
‘y’.
I am I
you are funnier than you
He/she /it is him/her/it
we are us
they are them

Comparatives for long adjectives

Personal Comparative form
Main verb Object Pronoun
Pronoun Long Adjective
I am I
more responsible
you are you
than
He/she /it is him/her/it
we are us
they are them

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 The Comparative form as used in affirmative, negative and interrogative

The Comparative form is commonly used with the verb BE, so you must
follow the rules for the Verb BE to use them in affirmative, negative, and
interrogative forms.

The Comparative form in affirmative

Comparative form
Subject Pronouns Main Verb Object Pronoun
short adjective
I am I
you are you
He/she /it is faster than him/her/it
we are us
they are them

The Comparative form in negative

Comparative
Subject Pronouns Main Verb form short Object Pronoun
adjective
I am NOT I
you are you
He/she /it is faster than him/her/it
we are us
they are them

The Comparative form in Interrogative

Comparative form
Main Verb Personal pronoun Object Pronoun
short adjective
am I I
are you you
is He/she /it faster than him/her/it
are we us
are they them

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Remember: You must be careful when using the comparative form. Remember that
the form changes depending on the kind of adjective you use in the comparison: Short,
with two syllables ending in ‘y’ and long syllables.

Comparatives: Spelling Rules

1. If the one-syllable adjective ends in a single vowel and a single consonant, double the final
consonant before adding -er.

Ex: Big ---Bigger

2. For adjectives that end in -y, change the y to i, then add –er.

Ex: Easy ---Easier

3. If the one-syllable consonant ends in -e, simply add -r 

Ex: Cute---Cuter

4. For adjectives with two or more syllables, add "more" before the adjective to form a
comparative, (unless the two-syllable adjective ends in -y, -le, -er, or –ow)

Ex: Interesting ---more interesting

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 Vocabulary Appendix
Unit 2

Verbs:
go on ( a tour, a cruise, a trip…) – go for (a walk, a coffee, a ride…) – go with (a friend,
family…) – go to (a place) – go by (car, bus, train, boat…) – take ( a ride, pictures/photos
) – enjoy – relax – visit – stay – come to – go swimming – go trekking – go kayaking – go
surfing – practice (sports) – coasteering – water skiing – rock climbing – jumping – horse
riding – rent – borrow – spend time – travel – bowling – sunbathe – sightseeing -

Adjectives:
cold – warm – windy – terrible – nice – expensive – cheap – beautiful – wonderful –
amazing – horrible – small – big – wise – fast – strong – thick – smart – hard – famous –
fantastic – delicious – friendly – quiet – colorful – exciting – noisy – old – modern – clean
– safe – dirty – empty – interesting – unfriendly – dirty – dangerous – boring – crowded.

Nouns:
holiday – park – bridge – museum – palace – street – building – wharf – beach – market –
attraction – coast – indoor – outdoor – hotel – reservation – souvenir – weather – seafood
– brochure.

Frequency adverbs:
Always – usually – sometimes – never

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 Grammar Appendix
Unit 3
The Present Continuous

Adapted from:
https://www.englishclub.com/grammar/verb-tenses_present-continuous.htm
http://www.focus.olsztyn.pl/en-present-continuous-spelling-rules.html
http://esl.fis.edu/grammar/rules/prescont.htm

This section will present the Present

Continuous --also called Present Progressive-- in
• its forms as in affirmative, negative and interrogative
• Its use

The Present Continuous Form

The Present Continuous tense is very different from the Present

Simple tense, and they are used in different situations.

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The Present Continuous tense as used in affirmative
Subject Verb be Main verb--ing Complement
I am
You are
He eating now
She is
It
We are
They
The Present Continuous tense as used in negative
Main verb--
Subject Verb be not Complement
ing
I am
You are
He eating now
She is not
It
We are
They
The Present Continuous tense as used in interrogative
Verb be Subject Main verb--ing Question mark
Am I
Are You
Is He eating now ?
Is She
Is It
Are We
Are They

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 Spelling rules in Present Continuous tense

Verbs ended with -e making

make

Verbs ended with -ee see seeing

Verbs ended with a consonant preceded by a

vowel, double the consonant
run running

Two-syllable verbs: the last consonant is doubled

when the last syllable is stressed
prefer preferring

lie
Verbs ended with -ie lying

Verbs ended with –c picnic picnicking

Verbs ended with –y enjoy enjoying

EXCEPTION age ageing

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 The present continuous tense is used for the following:

For actions happening now:

Ex: Mary is taking a shower now. She’s busy.
For future arrangements:
Ex: here are the tickets: I’m travelling to Brazil tonight.
To express annoyance at repeated actions:
Ex: My little sister is always making so much noise! She’s so loud!

IMPORTANT

There is a group of verbs which are called STATE VERBS which we use for states (not
actions) and we DON’T USUALLY USE THESE IN THE CONTINUOUS FORM:

want - need - like - love - hate - prefer - believe - think - know - realise - understand -
recognise - suppose - be - exist - appear - look - seem - belong - have (for possession)
-  own - feel - smell - taste

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 Vocabulary Appendix

Work

Part-time – full-time – cash – money – organize – schedule/timetable

– free time – plan – interview – hard/difficult

Study

Calendar – obligations – homework – classes – energetic –lazy – tired

exams – revise – study

Transport

Cabbie - ticket – the Tube – double-decker – town – underground –

escalators – stairs – stations – by car – by bus – by bike – on foot
– cycling – biking – a ride – peak hour/rush hour – helmet – traffic –
lights – petrol/gasoline – pollution – driver – quick/fast – cycle lanes

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 Grammar Appendix
Unit 4
Possessive Adjectives

Taken and adapted from:

https://www.myenglishpages.com/site_php_files/grammar-lesson-possessive-adjectives.php

This page will present the Possessive Adjectives

in
• Their forms
• Their use

The Possessive Adjectives

Possessive adjectives - my, your, his, her, its, our, your, their - modify the noun following it
in order to show possession.

The Forms of the Possessive Adjectives

Subject
I YOU HE SHE IT WE YOU THEY
pronoun
Possessive
MY YOUR HIS HER ITS OUR YOUR THEIR
Adjective

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 Examples

• I live in a house. My brother lives there too.

• What is your nationality?

• That is your father, right? What is his name?

• Elisa is a very nice person, but her friend Mark is not.

• La Serena is a touristic city. Its churches are quite old.

• Why are you using our parking spot?

• They never care about others, only about their own people.

Things to Remember

1. Possessive adjectives are different from possessive pronouns.

• This is your (possessive adjective) book and this book is mine (possessive pronoun).
2. ITS (*) is a possessive adjective. It is usually confused with the forms IT’S(*) (It is)
Example for possessive adjective:
• Look at that house, its color is beautiful.
• This is a small country and its people are very friendly.

3. THEIR (*) is a possessive adjective. It is usually confused with the forms THEY’RE
(*) (They are) and THERE (*) which is an adverb of place.
Examples for possessive adjective:
• John and Sylvia invited us to their home.
• Students must always do their homework.

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 Unit 4
The Modal Verb SHOULD

This section will present the Modal Verb

SHOULD in
• its forms
• its uses

The Modal Verb SHOULD

The modal verb Should is a common verb form of the English language. SHOULD is
used with another verb which keeps its infinitive form but without ‘to’.
Ex: Andrea should visit Brazil. It’s wonderful. (Andrea should to visit Brazil. It’s
wonderful.)

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 The forms of the Modal Verb SHOULD
Affirmative forms of the Modal Verb SHOULD

Subject Pronouns Modal verb SHOULD Main Verb + Complement

I
you
He/she /it should visit Brazil
we
you
Negative Forms of the Modal Verb SHOULD
Subject Pronouns Modal verb SHOULD + not Main Verb + Complement
I
you
He/she /it should not visit Brazil
we (shouldn’t)
you
Interrogative Forms of the Modal Verb SHOULD
Modal Verb CAN Main Verb + Comp.+ ?
I
Should you
He/she /it visit Brazil?
we
you

Examples:

• What should I do this summer?

• You should travel abroad.

• Good Idea! Should I go to Brazil, or to Argentina?

• I think you shouldn’t go to Argentina, it’s not convenient.

• I should go with my parents. They should have a good holiday.

• Yes, they should. You should too!

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 The use of the Modal Verb SHOULD

This modal verb is used to express recommendation or advice.

• You should travel in economy class. It’s convenient.
• If Mike is tired, he shouldn’t come to the party.
• It’s very hot these days, you should put on sunscreen.
• Should I call my parents if I have a problem?

Remember:
• The modal verb SHOULD stays the same at all times.

• The verb that follows SHOULD, called ‘main verb’, stays the same and never carries a
‘to’.

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 Vocabulary Appendix

ailment – illness – disease – condition – disorder – toothache –

stomachache –headache – backache – sore throat – depression –
heart disease – stress – a temperature – sedentarism – overweight –
underweight – be sick/ill – be healthy – be unhealthy.
medicines/remedies – hygiene – cough medicine – antibiotics –
painkillers.
back – stomach – foot – tooth – arm – leg – heart – head.
leisure time – day off – junk food – vegetables – red/white meat – hi-
in-fat – low-in-fat – lose/gain weight – fried food – skip meals – time
management – pull all-nighters – smoking – drinking alcohol.

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 Grammar Appendix
Unit 5

Taken and adapted from:

https://www.ef.com/wwen/english-resources/english-grammar/present-perfect/

This page will present the Present Perfect

Tense in
• its forms
• its uses

The Present Perfect

The present perfect is used to indicate a link between the present and the past. The time of
the action is before now but not specified, and we are often more interested in the result than
in the action itself.
BE CAREFUL! There may be a verb tense in Spanish with a similar form, but the
meaning is probably NOT the same.

The Forms of the Present Perfect

The Present Perfect Tense of any verb is composed of two elements: the appropriate
form of the auxiliary verb to have (present tense), plus the past participle of the
main verb. The past participle of a regular verb is base+ed, e.g. played, arrived,
looked. For irregular verbs, see the Irregular Verbs List.

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 Subject Pronouns To Have Past Participle Predicate
I
you have lived here for 3 years.
He/she /it has
we have
you
Affirmative forms of the Present Perfect Tense
Subject Pronouns To Have +NOT Past Participle Predicate
I
you Have not (haven’t) lived here for 3 years.
He/she /it Has not (hasn’t)
we Have not (haven’t)
you
Interrogative forms of the Present Perfect Tense
To Have +NOT Subject Pronouns Past Participle Predicate + ?
I
Have you lived here for 3 years?
Has He/she /it
Have not we
you

The Uses of the Present Perfect Simple Tense

The Present Perfect Tense is used to describe five different situations. Some of
them are quite similar to the ones used in Spanish, but others are quite different.

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 The Present Perfect Tense is used to describe:
1. An action or situation that started in the past and continues in the present.

• Ex: I have lived in Bristol since 1984 (= and I still do.)

2. An action performed during a period that has not yet finished. 

• Ex: She has been to the cinema twice this week  (= and the week isn’t over yet.)

3. A repeated action in an unspecified period between the past and now.

• Ex:  We have visited Portugal several times.

4. An action that was completed in the very recent past, expressed by ‘just’.

• Ex:  I have just finished my work.

5. An action when the time is not important.

• Ex:  He has read ‘War and Peace’. (= the result of his reading is important)

REMEMBER: When we want to give or ask details about when, where, who, we use the simple
past.

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 For/Since
The words FOR and SINCE are used in sentences where the speaker wants to
talk about something that started in the past and continues into the present.
FOR is used when specifying the amount of time (how long):
• I've had this watch for more than 40 years.
• I've only known her for a few weeks.
• He's been here for 6 months and still can't speak a word of German.
• She's been smoking for a long time. No wonder she coughs so much!
SINCE is used when specifying the starting point:
• I've had this watch since 1965.
• I've only known her since the beginning of last week.
• He's been here since April and he still can't speak a word of German.

Already and Yet

ALREADY means that something happened earlier than we expected. With Present Perfect
already usually goes after have or has and before the main verb.
Examples :
• A: When are you going to do clean your room?
B: I've already done it! Take a look.
• A: Do you want a cup of coffee?
B: No, thanks. I've already had one.
YET means that something that we expected has happened or hasn't happened. We usually
put it at the end of a sentence.
Examples :
• A: Has Ann arrived yet?
B: No, not yet.
• A: Have you done your homework yet?

B: Yes, I’ve already done it.

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 Vocabulary Appendix

fortunate/lucky – interesting/ amusing/fun – distant/remote – climb/

ascend – exotic/not native –try/taste – unconventional/eccentric –
determination – risky/dangerous/adventurous.

dirty – warm – tasty – disgusting.

bake – fly – sing – travel – pet – go on a cruise – go on a tour – fall

asleep – hold – meet – laugh – win – buy -swim

adventurer – snow – weather – dish – pool – river boat tour – street

car

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