Unit 2 – Study guide

Getting Started – Survival

A) Look at the picture and answer the questions as a class:

1. What do you think has happened here?
2. Who are the people in the picture?
3. What’s the man on the phone saying?
B) Discuss the questions
1. What do you think are the worst kinds of natural disasters? Why?
2. Think of a natural disaster that has happened in the Dominican Republic. How effective was the
response of the emergency services? How well did people cope?
3. Why do you think some people cope better with challenging situations than others?

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Unit 2 Lesson A: It was getting late and I was lost
 Activity 1: Listening
Learning objective: Understand information, text or conversations about surviving a difficult situation;
animals and the environment.

A) Look at pictures a–d. What would you be most afraid of in each situation? Why?

B) Listen to someone talking about their holiday. Which of the pictures is being described? Where
was the holiday?

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 C) Listen again. Number events a–h in the order that they happened.
b) Lost the board
c) Waved to a life-guard
1. g d) Swam against the current
e) Fell off the surfboard
2. e
f) Learnt to surf with
instructors
3. b
g) Went surfing alone
4. d h) Was rescued

5. c

6. h

7. a

8. f

Activity 2: Vocabulary
a) Bought a new surfboard
Learning objective: Use expressions with get to talk about difficult situations

A) Match expressions 1–10 in bold with meaning a–j.

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D I can’t wait to get away. A Make no progress

C I’ve always wanted to learn how to surf and I’ll finally B Got in a different direction in
get to do it. a powerful way

E I couldn’t get over just how strong they are. C Have the chance to do something

F Actually, I got into a bit of trouble once. D Go somewhere else

G I tried to get hold of it. E Be very surprised by something

B It got swept away by the wave. F Find myself in difficulty

A I soon realized that I wasn’t getting anywhere. G Take it in my hand

J I got the feeling I was being pulled out to sea. H Recover from something
negative that happened

I So, I waved to get someone’s attention I Make someone notice

H I had a bad experience, but I soon got over it. J Have the sensation that

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B) Think of an example of ONE of the ideas below and write a short paragraph about it using
expressions with get.
1. You wanted to get away
2. Got to do something you really wanted to do
3. Couldn’t get over something
4. Got into trouble
5. Were doing something but weren’t getting anywhere

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Activity 3: Reading: Lost at sea
Learning objective: Read and discuss about difficult situation while diving

a) Read the article Lost at sea and answer the questions.

1. How long was Robert Hewitt in the water?
2. What problems did he have to overcome?
b) Discuss the following questions.
1. What do you think most helped Robert to survive?
2. Do you think that Robert made the right decision on day one not to try to swim for shore? Give
reasons?
3. What was the biggest challenge Robert had to overcome?
4. What would you have done in Robert’s situation?

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Activity 4: Narrative tenses
Learning objective: Use narrative tenses to describe a difficult situation.

A) Look at the verbs in bold in the first paragraph from the article Lost at sea and match them
with the uses a–d.
 a) Had decided

b) Was wearing

c) had been diving

d) Realised

a) A completed action that takes place before the main events in the story.
b) A background action in progress at the same time as the main events in the story happened. c) A
continuous activity that happens before the main events in the story and explains why the main
events happen.
d) A completed action that tells you what happens at a specific time in the story.

B) Narrative tenses – read the information below. Then, complete exercises C and D.

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C) Complete the sentences with the past simple or past continuous form of the verbs in brackets.

1. While he was walking (walk) in the forest, he tripped (trip) and cut (cut) his knee. 2. I didn’t notice
(not/notice) what the thief was wearing (wear) because I hid (hide) under the desk the whole time.
3. When I got (get) home, everyone was watching (watch) TV. Nobody even said (even/say) ‘hello’. 4.
A: where were you (you/be) when you heard (hear) the news?
B: I was (be) on the bus - I was traveling (travel) to work.
5. Fortunately, I didn’t hurt (not/hurt) myself when I Fell (fall) because I was wearing (wear) a helmet. 6.
A: What page number did (the teacher / just/ say)?
B: Sorry, I didn’t hear (not/hear) anything. I wasn’t listening (not/listen).

D) Choose the best verb form.

1. She was out of breath because she’d run / she’d been running.
2. It was sad to sell my old car - I’d had / I’d been having it since I was a student.
3. The party was great. They’d planned / They’d been planning it for months.
4. We were really pleased because we’d finished / We’d been finishing our project.
5. Everything was wet because it had rained / had been raining.
6. How long had they known / had they been knowing each other when they decided to get married?
7. They weren’t very happy because they’d waited / they’d been waiting for six hours. 8. I didn’t
watch the film because I’d already seen / I’d already been seeing it four times.

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Activity 5: Speaking
Learning objective: Talk about a dangerous situation using narrative tenses and expressions with get.
Think of a dangerous situation that you or someone you know was in, or it could be something you
know about from a book or film. Make notes about the questions.

∙ Where and when did it take place?

∙ Who was involved?
∙ What was the scene or background to the story?
∙ What were the main events?
∙ How did you / the person feel?
∙ What was the outcome?

Unit 2 Lesson B: If it runs towards you, don’t run away

Grammar: Future time clauses and conditionals
Vocabulary: Animals and the environment

Activity 6: Speaking – wild animals

Learning objective: Discuss about danger and wild animals using time clauses and conditionals.

a) Think of three wild places you know of.

- Would you be scared to go for a walk there?
- What dangers could you face?
- What would you do to get cut of danger?

b) Look at the pictures below, name the animals and discuss:

- What wild animals can we see in the Dominican Republic?
- Which of the animals do you think are the most and least dangerous?
- How good do you think your chances are of surviving an attack by these animals? -
What would you if you found one of those animals near your house?
- Would you have any of the animals below as a pet?

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c) Look at the ideas below for surviving attacks by three different animals. For each
animal, decide which ideas are the best. Your instructor will provide you with the best
 option.

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Activity 7: Grammar: Future time clauses and conditionals
Learning objective: Use future time clauses and conditionals to talk about dangerous situations with wild
 animals.

A) Look at the words and phrases in bold in sentences 1–5 and answer questions a–e.

1. They’ll only fight if they think you’re attacking.

2. They won’t attack people unless they’re trapped or provoked.
3. Bears, for example, will usually move away as soon as they hear you.
4. Provided you stay absolutely still, the bear will lose interest and go away.
5. As long as you don’t panic, it will probably swim away.

1. Which two words or phrases have a similar meaning to if?

Provided As long as
2. What does sentence 2 mean?
1. A bear will only attack you if it’s trapped or provoked.
2. A bear will attack you anyway, even if it isn’t trapped.

3. What does sentence 3 mean?

1. When bears hear you, they will wait, then move away slowly.
2. When bears hear you, they will move away immediately.

4. Look at these examples:

a. If you stay still, the bear will go away Provided

(= something good will happen)

b. If you move, the bear will attack you as long as

(= something bad will happen)

In which example could we use as long as or provided instead of if?

5. What tense is used after the words and phrases in bold? What tense is used in the other
part of the sentence?

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B) Read about time clauses and conditionals. Then, complete activities 1, 2 and 3.
 1. Indicate which sentences are correct. For the incorrect ones, correct the mistakes.

Incorrect. I tell them

Incorrect. Unless you study harder
Incorrect. when you finish work.
Incorrect. In case it gets damaged.
Incorrect. I'll lend you my car
1.
2.
3.
4.
5.
6.
7.

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2. Join the sentences using the words in bracket
 1.
2. She'll be a teacher when she finishes university.
3. They'll be late unless they hurry up
4. I'll send your work back to you as soon as I check it.
5. You can take photographs provided you don't user flash.
6. You should take som money in case you need to take a taxi
7. He won't bite you as long `as you are careful
8. You won't understand unless you listen very carefully.

3. Complete the sentences. There is more than one possible answer. Then, add 2 more of your
own.

1. Sharks won’t attack you unless…

2. Wolves will only attack if…
3. Tarantulas won’t bite you provided…
4. If you hit a crocodile on the nose…
5.
6.
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Activity 8: Listening and Vocabulary – Animals and the environment
Learning objective: Use future time clauses and conditionals to talk about dangerous situations with wild
animals.

a) The Tiger by John Vaillant tells the true story of a hunter and a Siberian tiger. Use the words in the
box to guess what happened.

Tiger Mattress Attacked

Hut Forest Wounded

Shot Killed Boots

 b) Listen to an interview about the book. Was the story similar to yours?

c) Which of these questions DOESN’T Miles answer? Listen again and check.

1. Is a Siberian tiger bigger than other tigers?

2. How far can it jump?
3. Have many people been killed by Siberian tigers?
4. Can tigers plan ahead?

d) Which of the words in the box can we use to talk about…?

1. animals 2. Places
At risk Creature Endangered Environment Extinct

Habitats Hunt Natural Protected Rare

species

Activity 9: Speaking – ROLE PLAY

Learning objective: Use future time clauses and conditionals to talk about dangerous situations with wild
animals.

A) A visitor is coming to stay in the Dominican Republic. Make notes about:

- Endangered species and where you can see them
- Dangerous animals or other creatures (e.g. birds, fish, insects)
- Other possible risks or dangers (e.g. diseases, dangerous places, travel, weather)

B) Imagine what you could tell the visitor and what advice you could give. How could you use the
words in the box?
If As soon as In case Unless As long as provided

C) Present the information about the Dominican Republic. Talk about your notes from part A
and the advice from part B.
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Unit 2 Lesson C: What a great shot!
Speaking: Giving compliments and responding

Activity 10: Integrated activity – video

Learning objective: Give and respond to compliments in a whole-class activity.

a) Discuss the questions:

1. Do you like taking photos? Why / Why not?
2. In your opinion, what makes a good photo?
3. Do you think you are good at taking photos? Why / why not?
4. Can anybody be a photographer?
5. Do you need an expensive camera to take a good photo? Why / why not?

b) Look at the photo below. The girl on the left is Tessa, and the girl on the right is Becky. Discuss
the questions:
1. What is Becky doing?
 2. Why do you think she needs Tessa to help?

c) Watch the video and check your answers for Part B.

Link to video: https://bit.ly/3mOnpEm

d) Watch the video again until the minute 1:30, and answer:
Are the sentences true or false? Watch or listen again to check.
1. Becky asks Tessa to help her check the height of the tripod.
2. Becky is happy with the shots she takes.
3. Tessa wonders if it’s necessary to use a lot of equipment.
4. Tessa wants to take a photo of a small animal.

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Giving compliments.

e) Read the conversation and answer:

1. Do Becky’s compliment sound excited?
2. Is Tessa’s response grateful or neutral?

f) Look at the bold words in compliments 1–4. Match them to the words and phrases in a–d.
 1. That’s a lovely picture! a) Talented / skilled

2. You’re so good at taking photos. b) Excellent / amazing / beautiful / striking 3. I love the
way you caught the light. c) Were able to / succeed in

4. You really managed to get it just right. d) Really like / am impressed by

g) SPEAKING – a classmate has just graduated from college and posted a picture about it. What
compliments can you give to your classmate? Plan your response and present next class.

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Activity 11: Writing
Learning objective: Write a short paragraph using simple and compound sentences.

A) Read about simple and compound sentences. Then, complete assignment B. Sentence

writing: Simple and compound sentences.

Simple sentences: A simple sentence is a sentence that consists of just one independent clause. A simple
sentence has no dependent clauses. (An independent clause (unlike a dependent clause) can stand alone
as a sentence.)

Examples of Simple Sentences:

∙ I couldn’t drink milk.
∙ She went for a run.
 ∙ I ran away and lost it.
∙ I got away with it.

A simple sentence is not always a short, basic sentence like the four examples shown above. A simple
sentence could have a compound subject (i.e., a subject with two or more simple subjects). For
example:

∙ Jack likes walking.

(This is a simple sentence with one simple subject ("Jack").)
∙ Jack and Jill like walking.
(This is a simple sentence with a compound subject made up of two simple subjects ("Jack"
and "Jill").)
A simple sentence could also have a compound predicate (when two or more verbs share the same
subject).
For example:
∙ Jack likes fishing.
(This is a simple sentence with a normal predicate, i.e., there's just one main verb ("likes").)
∙ Jack likes walking and fishing.
(This is still a simple sentence with a compound predicate)

Compound Sentence
A compound sentence refers to a sentence made up of two independent clauses (or complete
sentences) connected to one another with a coordinating conjunction. Coordinating conjunctions are
easy to remember if you think of the words "FAN BOYS":

▪ For
▪ And
▪ Nor
▪ But
▪ Or
▪ Yet
▪ So

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Examples of compound sentences include the following:
 1. She hasn’t gotten over her boyfriend, so she called him again.
She hasn’t gotten over her boyfriend. (independent)
+ so she called him again. (independent)
= compound sentence
2. Joe waited for the train, but the train was late.
3. Mary and Samantha left on the bus before I arrived, so I did not see them at the bus station
4. The teacher gave the assignments, and the students wrote them down. 5. The accident had
been cleared, but the traffic was still stopped.

B) Write a short paragraph about a difficult situation you had recently. Try to use narrative
tenses and expressions with get.

Important: Study the use of periods and commas in English. Always divide sentences with periods.

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Activity 12: Self-assessment
 Review your progress.

How well did you do in this unit?

I can understand information, text and conversations about surviving difficult situations, animals and the
environment.
Started but need more practice.

X Able to do this with some help.

Competent without help.

Competent and able to help others.

I can discuss surviving difficult situations.

Started but need more practice.

X Able to do this with some help.

Competent without help.

Competent and able to help others.

I can give advice on avoiding danger.

Started but need more practice.

Able to do this with some help.

X Competent without help.

Competent and able to help others.

I can use appropriate phrases to give and respond to compliments.

Started but need more practice.

X Able to do this with some help.

Competent without help.

Competent and able to help others.

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