The  

Lost  Secret  
   

 
 Instructor’s Guide: The Lost Secret

Table of Contents
Introduction .............................................................................................................................. 3
Level ........................................................... .........................................................................................4

Course Content ......................................................................................................................... 5

Scope and Sequence: The Lost Secret....... .........................................................................................5

Lesson Organization ................................................................................................................. 7

Presentation Video ..................................... .........................................................................................7
Interactive Listening ................................... .........................................................................................7
Dialog Focus .............................................. .........................................................................................7
Dictations ................................................... .........................................................................................7
Fill ins ......................................................... .........................................................................................7
Mastery Tests ............................................. .........................................................................................7
The Shuffler Level and Completion Percentage ...................................................................... 7
Instructor’s Guide ..................................................................................................................... 8
General Classroom Guidelines ................................................................................................. 8
Student Practice Guidelines ...................................................................................................... 9

Disc 1:
Unit 1: Episodes 1 & 2: Who is he? ....................................................................................... 11
Unit 2: Episode 3: Who is Sabina? ......................................................................................... 21
Unit 3: Episode 4: Footprints in the Sand .............................................................................. 30

Disc 2:
Unit 4: Episode 5: One o’Clock at Alfredo’s ......................................................................... 40
Unit 5: Episode 6: The Laboratory ......................................................................................... 50
Disc 3:
Unit 6: Episode 7: Good News and Bad News....................................................................... 57
Unit 7: Episode 8: Male and Female ...................................................................................... 65
Unit 8: Episode 9: We Have to Stop Him .............................................................................. 75
Disc 4:
Unit 9: Episode 10: The Drug ................................................................................................ 83
Unit 10: Episode 11: The End ................................................................................................ 89

Appendix A: Using the Software ............................................................................................ 95

Appendix B: Verb Markers ..................................................................................................... 97
Answer Key for Practice Exercises .......................................................................................... 99

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Introduction
Welcome to The Lost Secret! This introductory, highly motivating English language course is designed for
false beginners and for students at the lower intermediate level who need to improve their listening and
speaking skills. The course works especially well when used in parallel with New Dynamic English. Used
together in an intensive program, they provide an excellent foundation in spoken English. Listening and
speaking skills are especially focused on at first, as well as situational vocabulary that is important for both
general and basic business situations, such as ordering at a restaurant, checking in to a hotel, and
introductions. Reading and writing skills are also developed in the second stage when students focus on the
text and follow-up writing activities.
The Lost Secret provides students with an overview of basic and intermediate grammar and vocabulary.
Because of its well-written, highly motivating story, the course works especially well in situations where
students spend a high proportion of their study-time in a lab or self-study situation.
The careful sequencing and build-up of the language as the story progresses makes this course truly unique
and effective. Interactive exercises help students focus on the main points and internalize their understanding.
In addition, speech recognition exercises help build oral fluency. A second major area of focus is on
listening, both for general meaning and for specific items of information. It is through careful listening, and
repetition, that students can improve their English in the quickest way possible. Comprehension questions
and other listening tasks help direct student attention and ensure that language input is comprehensible.
The story begins with a man who has lost his memory. Unable to answer such questions as “Who are you?”
and “What is your name?” he is taken into the care of a doctor and a police inspector who try to help him
recover his identity. The action ranges from Europe to South America, and revolves around the secrets of a
mysterious lost culture. Within this exciting drama, the English language is presented and sequenced
through a complete structural and functional syllabus, beginning at an elementary level and progressing to an
intermediate level. The language used throughout is a balance of British and American English, spoken
naturally and in context by a cast of highly acclaimed actors.
In addition to the linear video presentations, each scene is approached in several ways. First, students work
on general comprehension, sentence by sentence, supported by a glossary and comprehension questions.
Students may also record their voices and compare themselves to the original. Then, in the Dialog Focus
lessons, students focus on how to anticipate what comes next in a conversation, either by using a mouse or
by speaking to indicate their choice of how to continue the dialog. The use of Speech Recognition in these
lessons is both an effective and highly motivating way to develop oral fluency. Additional exercises focus on
the wording of important phrases, on key vocabulary, and on which grammatical structure is appropriate in a
particular context.

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 The Lost Secret

Level
The Lost Secret is presented in 11 Episodes divided into 10 motivating Units. The language level moves
from basic through lower-intermediate in a well-designed syllabus. The course is especially valuable for
false beginners’ who need an overview of English basics or as a supplement to other courses, such as New
Dynamic English, Level 2. The course is also ideal for use in intensive programs where its strong story line
introduces an element of fun into a long day of study.
To help determine a student’s level, DynEd’s Placement Test is recommended. Four Mastery Tests are
included within the course to help assess student progress and gauge when students are ready to move on.
For students whose Placement Level puts them mid-way through the course, students should start by quickly
going through the first half of the course, passing the first two Mastery Tests, and then proceeding to the
final half of the course.
Depending on the learner’s level and native language, each Unit requires four to eight hours of study and
practice. Though the course can work well in a self-study mode, it works best with classroom support. This
gives students the opportunity to summarize the story and focus on some of the key grammatical structures
that are developed in each unit.
Once the program is underway, the Records Manager will monitor and evaluate the progress of each student
and allow students to take the Mastery Tests. It will also allow students to e-mail their records to the
teacher’s Records Manager. Please see the Records Manager Guide for detailed information.

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 Scope and Sequence

Scope and Sequence: The Lost Secret, Discs 1~4

Episodes Structures & Functions Sample Sentences
• Simple statements and
questions with be I'm a bird.
Unit 1 • Statements, questions and Is that the man?
1 & 2: Who is he? negatives with can Are you a fish?
The main character, You can fly!
• Have/has got Can you remember your name?
Orwell, has lost his • Possessive adjectives: my, I can't swim, but I can fly.
memory. The police I've got some appointments this afternoon.
your, his, her
question him, and Dr I haven't got a name.
Roberts agrees to help • Pronouns: I, you, he, she What's your name? / Where do you live?
him regain his memory. • Questions with what, where, Who are you?
and who I’m sorry.
Where do you come from?
• Polite phrases
• Simple personal questions

• Simple present
Unit 2 • Present progressive in She works in a bookshop.
3: Who is Sabina? statements and questions Her parents live in Mexico City.
Orwell recalls meeting a We're landing now.
• Pronouns: we, they What are you saying? / What are they doing?
woman on an airplane and • Imperatives Bring him here! / Don't chew gum!
being questioned in I don't know. / It doesn’t matter.
customs about a plant. • Negatives with present tense
Do you like it? / Do you know where it is?
He remembers meeting • Yes/no questions with simple What do you do there?
Professor Sline at the present Why can't I remember my answer to her question?
airport. • Wh- questions Can I see the letter, please?
• Requests and offers with can
• Simple past, regular/irregular They left the hotel and I went to bed.
He was with Sabina at the airport.
Unit 3 verbs Was it warm in Mexico City?
4: Footprints in the • Questions with simple past Did you see them again?
Sand • Ago What did they talk about?
Orwell remembers riding Two years ago I wrote a book about the Mepatecs.
in Sline’s car and • Tag questions You are an expert, aren't you?
checking in to his hotel. • Checking into a hotel I’ve got a reservation.
How long are you staying?
• Invitations and polite refusals Would you like a drink first?
That's very kind of you but no, thanks.
Unit 4 • Future with will I'll spell that for you. / He'll be here soon.
5: One o’clock at • Negatives with past tense I didn't drink anything. / It wasn't him.
Alfredo’s • Some, any Why don't you have some lasagna?
Orwell recalls a phone He doesn't want any minestrone.
• Apologies I'm sorry I'm late. But the traffic was heavy.
call from Sline, who has
stolen his manuscript. • Making a purchase How much is it? / Thank you. I'll take it.
Are you ready to order? / Two lasagnas, please.
Flashback to where • Ordering at a restaurant Would you like something to drink?
Sabina puts something in • Suggestions Why don't you sit down?
Orwell’s drink.
Unit 5 • Future with going to You're going to help me.
6: The Laboratory What are you going to do?
Flashback to Sline’s • Questions with going to
Why are you asking me?
laboratory where Orwell • Why questions Why did he ask you those questions?
is forced to take the • Expressing and asking about I'm going to test the drug.
memory drug. intention I need your help!
I wanted to find out how much you know.
(continued) • Expressing needs and wants

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 The Lost Secret

Scope and Sequence: The Lost Secret, Discs 3&4

Episodes Structures & Functions Sample Sentences
Unit 6 • Review of question forms Did I see her? Or didn't I?
7: Good News and • Tag answers Where can I find out?
Bad News Who was on the balcony?
• Should (obligation) Yes, I am. / Yes, I did.
Orwell and Roberts go to No, he isn't.
the library for information • Promises
You should believe me.
about the Telo plant. • Suggestions Perhaps you should listen to me sometimes.
Sabina takes the page they • Noun clauses Don't worry, I'll give it back.
need to Sline. Let's go there now!
• Expressing Quantity
Have you seen this man before?
Unit 7 • Present perfect I've never seen it.
8: Male and Female • Have to You've helped me a lot.
Sline tells Sabina why the We have to get the plants first.
drug didn’t work on • I’d like Why do I have to stay here any longer?
Orwell. Orwell and • There is, there are There's something I'd like to ask you.
Roberts hear on the news I'd like to go back to work.
about a break-in at a • Contradicting In England there is one place where they grow.
There are very few Telo plants in South America.
greenhouse. • Adjective & noun clauses That isn't what this book says.
Unit 8 • Future with going to and will I'm going to test it.
9: We Have to Stop • Used to (past habitual) This time it will work.
Him He'll be back soon.
Sline and Sabina are • Present perfect It used to grow only in one part of South America.
preparing a stronger • Something, nothing, Where have you been?
version of the drug to test Have I done something wrong?
anything, everything We can't do anything today.
on Harry. Orwell and
Roberts are on their way • Apologies Nothing can stop me now.
I'm sorry, boss. I forgot your cigars.
to Sline’s laboratory. • Adjective & noun clauses
• Present perfect with yet and You haven't drunk any yet.
Unit 9 before Does it work slowly, or quickly?
10: The Drug • Adverbs of manner What's it made of?
Where's Sabina?
Sabina prepares drinks • Contractions with is and has I think she's gone.
with the memory drug for She's got the drug.
Harry and Sline. Orwell • Know what + infinitive You know what to do.
and Roberts break into the • Imperative Try it.
laboratory. Tell me about this memory drug.
• Phrases used for making a Drink up! Cheers!
toast

I've already read it.

There was only one thing I could do.
• Present perfect with already, Would you sign this, please?
Unit 10 since and for.
11: The End I had to destroy it!
• Could, would and had to How nice to see you!
Two years later: Roberts It's been a long time.
and Orwell meet again and • Reported speech You said perhaps it was just a story.
he tells her the lost secret You told me that the secret of the Mepatecs was on the
of the Mepatecs.
• Greetings
cup.
• Suggestions and invitations Have you got time for a walk?
Why don't we walk along the river?

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 Instructor’s Guide: The Lost Secret

Lesson Organization
Each Lost Secret unit is divided into several lessons, beginning with a Presentation Video lesson, which is
for preview and review purposes. This is a linear playthrough of the video without interruption. The other
lesson types are as follows:

Interactive Listening
Students work through the video sentence by sentence, replaying individual sentences, or viewing the text.
Glossary screens offer additional help with vocabulary and grammatical items. As students go through the
lesson, frequent comprehension questions test their understanding. Questions change in response to student
level, helping to maintain student interest and motivation. See How to Do a Lesson, below.

Dialog Focus
Dialog Focus lessons ask students to anticipate what comes next. This form of listening and speaking
practice is engaging and effective in developing oral fluency. This ‘support’ lesson is most effective when
done on a daily basis, 4-6 minutes of each study session.

Dictations
These exercises focus on important phrases, key vocabulary, and listening for details. In each lesson there are
a number of dictations to choose from. Like the other ‘support’ lessons, this is most effective when done on
a daily basis, one or two dictations in each study session.

Fill-Ins
These ‘support’ lessons focus on detailed comprehension, basic grammar and meaning distinctions, and
inferring from context. They should be done on a regular basis.

The Mastery Tests for each ‘disc’ cover 2-3 units. The tests should be taken after students have studied and
reviewed all the lessons in the covered units. A good indicator of this is when students have an 80% or more
Completion Percentage in all lessons in the Units to be tested. At this point students should be confident
that they can understand and use the language with ease, and they should easily pass the Mastery Tests.

In order to enable students to take a Mastery Test, the teacher must use the Records Manager to unlock the
test. Once a Mastery Test is taken, it will automatically lock again to prevent students from taking the test
several times in succession. In general, students should score at least 85% on the Mastery Test to pass. The
tests are not designed to be tricky or to test unimportant items. Rather they check to see that students have
mastered the key points of the units and are ready to go on. If a student scores less than 80-85%, they should
review the lessons and try again. If this is done, students will take great strides in acquiring the target
language (both syntax and vocabulary) as opposed to short-term memorization, which will quickly fade.
Language acquisition means mastery, not momentary ‘understanding’ or short-term memorization.

The Shuffler Level and Completion Percentage

A unique feature of DynEd courseware is the Shuffler. As a student answers questions and completes
activities, the "Shuffler Level" (from 0.0 to 3.0) rises or falls, and the computer adjusts the depth or difficulty
of the lesson accordingly. In The Lost Secret, this takes the form of additional comprehension questions at
higher shuffler levels.

The Completion Percentage is shown in the Student’s Records. This is a measure of how thoroughly the
student has studied and practiced each lesson. For more detailed information, please see the Business
English Advantage Series Teachers Guide or the Records Manager Guide. In general, students should
attain an 80-85% Completion Percentage in each lesson. This will ensure that they are going through each
lesson several times, progressing from familiarization to comprehension to intensive practice to review to
mastery. These steps lead to acquisition and long-term learning.

Instructor’s Guide
This Instructor’s Guide is designed to help teachers design lesson plans based on The Lost Secret. For each
Unit, the guide contains:
• Unit Introduction: Goals and Learning Points

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 The Lost Secret

• Classroom Activities: Suggested Teaching and Extension Activities

• Video Scripts: Lesson Transcripts
• Exercises: Written exercises related to each of the scenes
Please consult the Instructor’s Guide for New Dynamic English to see how to coordinate the two courses.
General Classroom Guidelines
Though The Lost Secret can be useful in a self-study mode, it is most effective when supported by classroom
activities such as comprehension questions, scene summaries and discussion, and teacher explication of
important grammar, phrases and key vocabulary from the story. These activities allow the student to practice
using and extending the language of each scene in each unit and provide motivation for more effective self-
study when not in class. Since the story is both fun and interesting, classroom activities based on the story
can be both effective and enjoyable.
In most teaching situations where computers are available, it isn’t possible for all students to work
individually at the computer at the same time. One option is for two or three students to work together at
each computer. Students should be encouraged to discuss comprehension questions and choices before
selecting an answer and to work cooperatively on the exercises. They can take turns recording each sentence
and using the Speech Recognition exercises. If possible, avoid grouping students of the same language
background. Another option is to divide the class into groups. While one group works on the computers for
20~25 minutes, another group works with the teacher who may use a computer and projection screen to take
students through a lesson and check comprehension, and a third group does written assignments, such as a
scene summary, or the Written Exercises from this manual. This approach allows the teacher to work with
smaller groups of students and allows students to use computers even when there aren’t enough computers
for each student in the class.
Preview-Listening
Before students begin a lesson on the computer, a pre-listening activity can be excellent preparation. For
example, before beginning an Episode, the teacher should ask the students to focus on specific language
points, such as irregular verbs, or listen for specific items of information, such as information about a
character in the story. The teacher can also present some of the sentences and learning points that the
students will encounter in the video. It is also useful to model some of the sentences for the class by using
the computer and a large monitor or projection screen. Suggestions for how to present each Unit are
included in this manual in the Classroom Activities section of each Unit.
Exercises
The written Exercises in this guide are designed to serve as written reinforcement of the language presented
in the Units. These written exercise handouts help students focus on and remember the key language forms
and vocabulary that have been introduced. They are short and simple to do, and should be done quickly,
after the students have studied the lessons. They are not intended to be tests, though they can easily serve as
sample test questions for 5 minute mini-quizzes that can be used as another means to follow-up each lesson.
The Exercises can be assigned as follow-up activities for in-class work or as homework.
Students should also be encouraged to write their own exercises, based on the language extension work done
in class. Instead of asking Wh- questions about the characters in the courseware, for example, students may
ask about each other or about people they know.
Classroom Presentation and Extension Activities
This Manual contains suggestions for classroom activities designed to help students focus on key points, and
also to extend, personalize, or localize the language from the lesson. These activities put students into a
more active role where they can use the language and make it come alive for them. This is where the teacher
and classroom play an extremely important role, and where the combination of multimedia and teacher-
directed classroom work becomes most effective.
Classroom Follow-up
Follow-up tasks may be oral or written. They may involve the whole class, small groups, pairs or individual
students.

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 Instructor’s Guide: The Lost Secret

After students have spent time in a lesson, the teacher might ask a lower level class to repeat some of the
basic sentences from the lesson and answer simple comprehension questions. At a slightly higher level,
teachers might ask students to summarize a scene or paraphrase some of the more complex sentences. The
Video Scripts can be used to help develop questions about the material. Whatever the assignment, keep it
short, focused, and well within the ability of the students.

Student Practice Guidelines

Effective and frequent practice is the key to language acquisition. Short, frequent sessions are generally
more effective than infrequent sessions, however long, because fatigue and other factors lead to inattention.
The greater the frequency, the less total time is required to move from one language level to another. Ideally,
students should go through the lessons five or more times per week in 25~45 minute sessions each day.
The amount of time and effort required in a particular lesson varies, depending on level, language
background, and whether the course is used as the main course or as a course supplement. However, it is
intended that students go through each section of each lesson several times, preferably in short (25-45
minute) interactive sessions. Generally, students should go through each section of each unit in the
following ways:
(1) Preview; where they gain an overview of the lesson without using the text;
(2) Comprehension, where they try to understand in increasing detail without using the text;
(3) Study and Analysis, where they look at the text, check the glossary and generally try to understand the
grammar and all vocabulary items;
(4) Shadow & Record, where they say or paraphrase each sentence (in the Presentation lessons), record it
and compare it with the model;
(5) Review, where they regularly go over the sentences that they have been studying; and
(6) Intermittent Review, where they periodically return to the lesson to check their mastery of the material.
It is generally better to work on the lessons in shorter sessions, spread out over several days, than spend a
large amount of time on only one day. For a class meeting once or twice a week, the time spent in class
should be followed up by the students working on their own at least three or four times a week in 20-30
minute study sessions. In this way, the combination of classroom and self-study work will result in rapid
progress.
The advantage of using two or more courses in parallel, such as The Lost Secret and New Dynamic English
is that a 45-minute study session can be divided into 2 sessions of 20~25 minutes each. This keeps students
engaged for a longer period of time without becoming bored. In each 20~25-minute session, students should
move from preview of new material to study/practice of material previewed in earlier sessions to regular
review to intermittent review of material studied in previous weeks, and then they shift to the other course
and repeat the same sequence. By alternating between preview and study/practice activities, the students
avoid exhaustion and fatigue, and are refreshed by the change in activity. Another important advantage of
using courses in parallel is that each course provides additional review and extension of the same or similar
target language in the other course. This synergy reduces the total time that would otherwise be required if
each course were used separately.

Note: To develop listening comprehension, it is very important that students not rely on text support. If
the text is visible, the listening process is completely altered. Therefore, students should not use the text
support button until after they have listened to each sentence several times. If the material is too difficult
to be used in this way, students should work with less advanced material or review previous material.
Research data strongly indicates a negative correlation of text usage with listening improvement.

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 The Lost Secret ~ Episodes 1 & 2

1. Episodes 1 & 2: Who is he? Learning Points

Simple statements and questions with be:
I can fly!
I’m a bird.. You’re a bird. I’m Inspector Marvin. What
Inspector Marvin? are you? Are you a fish? Is that the man? Who are you?
Can you speak to him? How are you? What’s your name? Is that all? That’s
And what’s your name? all. I’m sorry. I’m busy today. I know you’re busy.
Dialog Focus w/SR Statements, questions and negatives with can:
Dictations I can fly. I can’t swim. You can fly. What can you do?
Grammar Fill-ins Can I ask you some questions? Can you remember your
name? Can you remember your address? Can we take
In this episode, Orwell, the main character, has him to the hospital? Can you speak to him? Can you see
lost his memory. He doesn’t know his name. He him? No, I’m sorry. I can’t. I think you can help him.
thinks he is a bird. He stands on a bridge and This man can’t remember anything. Can you come here,
jumps, landing on a passing boat. to my clinic?
Have/has got:
In the second scene, Orwell is questioned by the I haven’t got a name. You haven’t got a name. We have
police. Orwell says he hasn’t got a name. They got these things from his pockets. Has he got any
think he is ill. identification? Have you got any more questions? I’ve
got some appointments this afternoon.
In the third scene, the inspector makes a call to a
doctor, Dr. Roberts. He wants the doctor to see Possessive adjectives: my, your, his, her
Orwell. She says she is busy, but she agrees to What’s your name? I don’t know my name. Can you
see him at 3:30. remember your address? In his pockets. His name is
Marvin. He can’t remember his name. Her name is
In the fourth scene, Dr Roberts meets with Orwell. Sabina.
Orwell says, “I haven’t got a name. He says so.” Pronouns: I, you, he, she, him
At the end of the scene we see a strange man who I can fly. You can fly. Can you speak to him? I think
is telling Orwell: “You haven’t got a name.” you can help him. She’s very busy.
Goals: Questions with what, where, and who
What’s your name? What are you? What can you do?
To make a quick review of basic grammar, What time is she free? What about it? Who are you?
including basic question formation and subject- Who is this woman? Where do you live? Where do you
verb agreement. come from? Where’s the telephone?
Students should be able to ask and answer simple Polite phrases:
personal questions fluently and with correct Can you see him? No, I’m sorry, I can’t. What are my
grammar. appointments this afternoon, please?
Simple personal questions
What’s your name? What’s your address? Where are
you from? Where do you come from? Who are you?

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 The Lost Secret ~ Unit 1: Who is he?

Classroom Activities
__________Class 1___________
Presentation (Day 1, 3-4 minutes)
Begin with the scene, I can fly! Play it through without stopping. Find out how much the class understands by
asking questions such as: What does the man think he is? What does he think he can do? Where are they?
Key Focus: Grammar Review. Review the verb “be” and the personal pronouns: I, you, he, she, they. Have
students look for examples of how each of these is used in the video.
Oral Practice (2-4 minutes): Have students work in pairs or small groups and practice asking each other basic
personal questions: Who are you? What can you do? Can you...? What are you? (I’m a student...I’m the
president of ... I’m a doctor... I’m a freshman. Key point! Have fun, in the spirit of the video!
Follow-up: Have students work on their own with the software. Focus on each sentence, line by line, without
using the text. Explain that it is important to listen without using text support. The text should only be used to
confirm what the student has heard. After the students focus on the first scene, they should preview the next
scene, Inspector Marvin? As homework (or in class), have the students do Exercise A.
__________Class 2___________
Presentation (Day 2, 4-6 minutes)
Begin with the scene, Inspector Marvin?. Play it through without stopping. Find out how much the class
understands by asking questions such as: Who is he? What is he doing? Where are they?
Key Focus: Grammar Review. Review the modal “can” and how it is different from verbs. Focus on
question formation, negation, and the fact that it doesn’t change form whether the subject is I, you, he, she or
they. Another focus point is have/have got, as in “I haven’t got a name.” For American English speakers, the
form “I don’t have a name.” is usually used. Have you got... becomes Do you have... etc...
Oral Practice (2-4 minutes): Have students work in pairs or small groups and practice asking each other basic
personal questions, with an emphasis on Have you got ...and Do you have , as well as Can you remember...and
Who are you? What can you do? Can you...? What are you? (I’m a student...I’m the president of ... I’m a
doctor... I’m a freshman, etc..
Follow-up: Have students work on their own with the software. Focus on each sentence, line by line, without
using the text. Explain that it is important to listen without using text support. The text should only be used to
confirm what the student has heard. After the students focus on this scene, they should review the first scene
and then preview the next scene, Can you speak to him? As homework (or in class), have the students do
Exercise B.
__________Class 3___________
Presentation (Day 3, 4-6 minutes)
Begin with the scene, Can you speak to him? Play it through without stopping. Find out how much the class
understands by asking questions such as: Who is she? What is she doing? Where are they?
Key Focus: Grammar Review. Focus on the telephone expressions and on how to make an appointment:
There’s (an inspector, a salesperson, a friend of yours) on the phone. Who’s calling, please? One moment,
please. Can you speak to him/her? No, I’m sorry, I can’t. I’ve got some appointments. I’d like to make an
appointment, etc. Check to see if the students know the days of the week. If not, review them.
Oral Practice (2-4 minutes): Have students work in pairs or small groups and practice making appointments
over the telephone with a receptionist such as Margaret.

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 The Lost Secret ~ Unit 1: Who is he?

Follow-up: Have students work on their own with the software. Focus on each sentence, line by line, without
using the text. After the students focus on this scene, they should review the first two scenes and record each
sentence. Then preview the next scene, And what’s your name? As homework (or in class), have the students
do Exercises C & D.
__________Class 4___________
Presentation (Day 4, 4-6 minutes)
Begin with the scene, And what’s your name?. Play it through without stopping. Find out how much the class
understands by asking questions such as: Who is she? Who is he? What are they doing? Where are they?
Who is Sabina?
Key Focus: Grammar Review. Quickly review all the language points in this unit. Go over the Exercise
sheets A-D, and assign Exercise sheet E.
Oral Practice (5-10 minutes): Have students work in pairs or small groups and practice summarizing the first
three scenes. For each scene, students should say where it happens, who is there, and what happens. After
having students practice in pairs, ask one or two pairs to present their summary of one scene to the class.
Follow-up: Have students work on their own with the software. Students should review all four scenes and go
on to the support lessons: Dialog Focus, Dictation, and Fill-ins. They should preview the first scene in the next
unit: Where are you? As homework (or in class), have the students do Exercise E.

Follow-up
Once all four scenes have been presented and practiced, introduce the Dialog Focus, Dictation, and Fill-in support
lessons. Students should do these lessons on their own, as often as possible, in the lab or at home, until the language is
completely mastered. When their Completion Percentage is 80% or more for the first 3 units, they will be ready to take
the first Mastery Test.

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 The Lost Secret ~ Unit 1: Who is he?

Video Scripts Marvin: Yes, I know...but this man can’t remember

anything. He can’t remember his name, he can’t
Who is he? remember his address – he can’t remember anything.
Dr Roberts: Inspector, I’ve got some appointments this
Harry: You’re a bird. You can fly. What are you? afternoon, but perhaps I can change them. Just a
Man: I’m a bird. moment.... Hello, Margaret? What are my appointments
Harry: And what can you do? this afternoon, please?
Man: I can fly. Margaret: Well, there’s Mrs Gunn at two o’clock and then
Harry: Are you a fish? Can you swim? there’s Mr Sharp at three o’clock, so you’re free at three
Man: No. I can’t swim. But I can fly. I can fly. thirty.
Harry: Good. Very good. Go on! Fly! Dr Roberts: Inspector? Can you come here, to my clinic,
at three thirty this afternoon?... Good. Good-bye.
Inspector Marvin?
(At the police station) And what’s your name?
Policeman: Inspector Marvin? (At Dr Robert’s clinic)
Marvin: Yes, I’m Inspector Marvin. Is that the man? Dr Roberts: And what’s your name?
Policement: Yes, sir. Orwell: My name? I can’t remember it.
Marvin. Hello. Dr Roberts: Yes, you can. You can remember what two
Orwell: Who are you? and two is. And you can remember your name. You can!
Marvin: My name’s Marvin, Inspector Marvin. Can I ask Orwell: I haven’t got a name. He says so.
you some questions? Sline: Who are you? What’s your name? Tell me.
Orwell: Questions? Orwell: I... I can’t remember.
Marvin: Yes. Questions. What’s your name? Can you Sline: No! You haven’t got a name!
remember? Can you remember your name? You haven’t got a name..
Orwell: I don’t know. I don’t know my name. Marvin: Look at this.
Marvin: Can you remember your address? Where do you Dr Roberts: To Sabina, with love, Basil.
live? Where do you come from? Orwell: Sabina? Yes, her name is Sabina. Sabina!
Orwell: I can’t remember. Dialog Focus
Policewoman: He says he’s a bird. He says he can fly.
(Scene 1)
Marvin: A bird? What’s your name?
Orwell: I haven’t got a name. What are you?
[I’m a bird.]
Marvin: Has he got any identification? A passport? A
And what can you do?
driving license?
Policeman: No, sir. Nothing. [I can fly.]
Are you a fish? Can you swim?
Marvin: Nothing?
[No, I can't swim,] but I can fly. I can fly.
Policeman: Nothing, sir. Just these things, in his pockets.
An aeroplane boarding card. a ticket, a silver ball-point Good. Very Good.
(Scene 2)
pen,.and a book of matches from an Italian restaurant.
Hello. Who are you?
Marvin: Is that all?
Policeman: Yes, sir. That’s all. [My name's Marvin.] Inspector Marvin.
Can I ask you some questions?
Policewoman: Any more questions, sir?
[Questions?]
Marvin: What?
Policewoman: Have you got any more questions, sir? Or Yes, questions. What's your name? Can you remember?
Can you remember your name?
can we take him to the hospital now?
I don't know. [I don't know my name.]
Marvin: No, wait a moment. This pen.
Orwell: What about it? Can you remember your address? Where do you live?
Where do you come from?
Marvin: Is it yours?
[I can't remember.]
Orwell: I don’t know. I can’t remember.
Policewoman: Excuse me, sir, but I think he’s ill.
Marvin: Yes, I know. Where’s the telephone?
Policeman: Here, sir.
Marvin: This is Inspector Marvin. Get me this number,
please.

Can you speak to him?

(Telephone conversation)
Dr Roberts: Yes, Margaret.
Margaret: Dr Roberts, there’s an inspector on the phone.
Can you speak to him? His name is Marvin, Inspector
Marvin.
Marvin: Do you remember me? Inspector Marvin –
David Marvin.... Yes, that’s right. There’s a man here at
the police station. Can you see him?
Dr Roberts: No, I’m sorry, I can’t. I’m busy today.
Marvin: Yes, I know you’re busy...but there’s something
wrong with this man’s memory. I think you can help him.
Dr Roberts: But Inspector, I’m very busy today.

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 The Lost Secret ~ Unit 1: Who is he?

( Scene 3) And what [can you] do?

Yes, Margaret. [Are] you a fish? Can you swim?
Dr Roberts, there's an inspector on the phone. [Can you No, I [can't] swim, but I can fly.
speak to him?] [His name's Marvin,] Inspector Marvin. Is [that] the man?
Do you remember me? Inspector Marvin--David Marvin. Can I ask you [some] questions?
Yes, that's right. There's a man here at the police station. [Can] you remember your name?
Can you see him? [Where] do you live?
[No, I'm sorry, I can't.] I’m busy today. Where [do] you come from?
[Yes, I know you're busy...] but there’s something wrong He says he's a bird. He says he [can] fly.
with this man’s memory. I think you can help him. I [haven't] got a name.
[But Inspector, I'm very busy] today. Has he [got] any identification?
Yes, I know... but this man can't remember anything. He [Have] you got anymore questions, sir?
can't remember his name. He can't remember his address-- Excuse me, sir, but I think [he's] ill. Yes, I know.
he can't remember anything! [Where's] the telephone? Here, sir.
Inspector, I've got some appointments this afternoon, but [This] is Inspector Marvin.
perhaps I can change them. [Just a moment.] Hello Dr Roberts, [there's] an inspector on the phone.
Margaret, what are my appointments this afternoon, [His] name's Marvin, Inspector Marvin.
please? Do you remember [me]? Inspector Marvin--David
Well, [there's Mrs Gunn at two o'clock] and then there's Marvin.
Mr Sharp at three o'clock, so you're free at three thirty. There's a man here [at] the police station.
[Thank you.] Can you see him? No, I'm sorry, I [can't]. I'm busy today.
Inspector? Can you come here, to my clinic, at three thirty I think you can help [him].
this afternoon? Good! [Goodbye.] He can't remember his name, he can't remember his
(Scene 4) address--he can't remember [anything!]
And what's your name? Inspector, [I've] got some appointments this afternoon, but
[My name?] [I can't remember it.] perhaps I can change them.
Yes, you can. You can remember what two and two is. Well, [there's] Mrs Gunn at two o'clock and then [there's]
And you can remember your name. You can! Mr Sharp at three o'clock, so you're free at three thirty.
[I haven't got a name.] He says so. Who are you? [What's] your name?
Who are you? What's your name? Tell me. No! You [haven’t] got a name!
I..[.I can't remember.]
No! You haven't got a name!

Dictations
1. You're a bird.
2. You can fly!
3. What are you?
4. I'm a bird.
1. And what can you do?
2. I can fly.
3. Are you a fish? Can you swim?
4. No, I can't swim, but I can fly.
1. What's your name?
2. Can you remember? Can you remember your name?
3. I don't know. I don't know my name.
1. Can you remember your address?
2. Where do you live?
3. Where do you come from?
4. I can't remember.
1. Inspector, I've got some appointments this afternoon,
but perhaps I can change them. Just a moment.
2. Hello Margaret, what are my appointments this
afternoon, please?
3. Well, there's Mrs Gunn at two o'clock and then there's
Mr Sharp at three o'clock, so you're free at three thirty.
Thank you.
4. Inspector? Can you come here, to my clinic, at three
thirty this afternoon?
1. Who are you? What's your name? Tell me.
2. I...I can't remember.
3. No! You haven't got a name!

Fill-Ins
You're a bird. You [can] fly!
What [are] you?

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 The Lost Secret ~ Unit 1: Who is he?

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Exercise A
1. Fill in the following chart:

1. I a person.
2. You aren’t a bird.
3. He a man.
4. She a woman.
5. They people.
6. I can swim.
7. You fly.
8. I a bird.
9. He a woman.
10. Fish swim.
11. Birds fly.
12. am not a bird.
2. Circle the correct word.
Example: Its / It's a bird, not a fish.

1. He thinks he can / is a bird.

2. He thinks he can / is fly.

3. People can / are swim, but they can’t / can fly.

4. What can / is a bird do?

5. Are ../ Can you speak English?

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 The Lost Secret ~ Unit 1: Who is he?

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Exercise B
1. Fill-in the correct answer.

a. am b. are c. bird d. can e. do f. fish

g. fish h. fly. i. good j. is k. remember l. swim

Example: He thinks he (j) a bird.

Harry: You’re a _______. You can fly. What ______ you?

Man: I’m a bird.
Harry: And what _______ you _______?
Man: I can _______.
Harry: Are you a ________? Can you ______?
Man: No. I can’t ________. But I can ________.
Harry: Good. Very _______. Go on! Fly!

2. Match the answers to the questions.

1. What does he do? ____ a. He plays fairly well. How about you?
b. He’s standing on a bridge.
2. What does he say? ____
c. No, he can’t. Can you?
3. Can he speak Spanish? ____
d. No, he doesn’t. Do you?
4. Where is he from? ____
e. He isn’t a bird.
5. What languages does he speak? ____
f. He thinks he’s a bird.
6. What is he standing on? ____
g. He’s a policeman.
7. What does he think he is? ____
h. He says he can fly.
8. How well can he play football? ____
i. He speaks English and French.
9. Does he remember his name? ____
j. I don’t know. Do you?
10. Why can’t he fly? ____

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 The Lost Secret ~ Unit 1: Who is he?

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Exercise C
1. Listen to Inspector Marvin? and fill-in the missing words.
Example Inspector Marvin?
Yes, I’m Inspector Marvin. Is that the man?

1. My name’s Marvin, Inspector Marvin. Can I (a)_____________________________ questions?

Questions?
Yes. Questions. What’s your name? Can you (b) ____________________?

2. Where do you live? Where (a)________________________________?

I (b) __________________________________ .

3. He says (a) _________________________. He says (b) ___________________________.

A bird?

4. Has he (a) _________________________ identification? A passport? A driving license?

No, sir. (b) _________________.

5. Where’s the telephone?

Here, sir.
This is Inspector Marvin. _______________________________________, please.
2. Connect the two parts of each sentence.

1. Is that _____ a. the telephone?

2. Can I ask you _____ b. I think he’s ill.
3. I don’t know _____ c. this number, please.
4. Where _____ d. questions, sir?
5. Has he got _____ e. any identification?
6. Can we take him _____ f. some questions?
g. the man?
7. Excuse me, sir, but _____
h. do you live?
8. Get me _____
i. to the hospital now?
9. Any more _____
j. my name.
10. Where’s _____

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 The Lost Secret ~ Unit 1: Who is he?

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Exercise D
Fill-in the correct word:

a. busy b. free c. help d. him e. His f. memory

g. on h. sorry i. speak. j. think k. remember l. wrong

Example: He can’t ___(k)___ his name.

1. There’s an inspector ______ the phone.

2. Can you ______ to ______? ______ name is Marvin, Inspector Marvin.

3. Can you see him? No, I’m ________, I can’t. I’m ________ today.

4. Yes, I know, but there’s something ________ with this man’s _________.

5. I _______ you can _______ him.

a. address b. anything c. change d. come e. free f. my

g. perhaps h. please i. some j. sorry k. there l. this

1. This man can’t remember ______. He can’t remember his _______.

2. Inspector, I’ve got _______ appointments this afternoon, but _________ I can _______ them.

3. Hello, Margaret? What are ________ appointments ______ afternoon, ________?

4. Inspector? Can you ______ here, to my clinic, at three thirty this afternoon?

5. She is ______ at three-thirty this afternoon.

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 The Lost Secret ~ Unit 1: Who is he?

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Exercise E
1. Rewrite each sentence. Change “I” to “he” or “she”.
Example: I can’t remember my name.
(He) He can’t remember his name.
1. I haven’t got a name.
(He)
2. I don’t know my name.
(He)
3. I’m a bird. I can fly.
(He)
4. I’m sorry. I can’t.
(She)
5. I’m busy today.
(She)

2. Rewrite each sentence. Change ‘have got’ to ‘have.’

Example: I haven’t got a name.
I don’t have a name.
1. You haven’t got a name.

2. I’ve got some appointments this afternoon.

3. Have you got any more questions, sir?

4. Has he got any identification?

5. He hasn’t got any more questions.

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 The Lost Secret ~ Unit 2: Who is Sabina?

2. Episode 3: Who is Sabina? Learning Points

Simple present:
Where are you?
I come from Argentina. I live in Mexico City. I work in
We’re landing now. a bookshop. I sell books. I love books. They live in
What’s in this, sir? Mexico City. They work at the university. My father
teaches history, and my mother teaches English.
Hmm, bring him here!
Dialog Focus w/SR Present progressive in statements and questions:
Dictations We’re talking. What are you saying? What are you
Grammar Fill-ins doing with her? We’re landing now. Where are you
staying in London? How are you getting to your hotel?
Orwell recalls meeting a woman on an airplane A friend is waiting for me. What is he chewing?
and being questioned in Customs about a plant.
Pronouns: we, they:
He remembers meeting Professor Sline at the
airport. We’re still on the plane. We’re landing...What do they
do? Do they still live in Argentina?
In the first scene, Orwell remembers meeting Imperatives:
Sabina on an airplane. She comes from Try to remember. Please be careful with it! Answer my
Argentina, but she lives in Mexico City. He can question, please, sir. Don’t break it! Please read it!
remember her answers to his questions, but he Bring him here! Stop that! Don’t chew gum! Put it
can’t remember his answers to her questions. there!
Negatives with present tense:
In the second scene, Orwell says he’s staying at
the Yorkville Hotel. Sabina says a friend is I don’t know. It doesn’t matter. I don’t remember. He
waiting for her, and they can give Orwell a lift to doesn’t remember.
his hotel in London. Yes/No questions with simple present:
Do you like it? Do they still live in Argentina? Do you
In the third scene, a customs officer questions know where it is? Are you sure? Are you a child or a
Orwell about the plant he has, which is a very man? Do you remember?
important plant. Orwell says he has a letter from Wh- questions:
Oxford University.
Where are you from? What are they doing? Where are
In the fourth scene, Orwell is introduced to they? What do you do there? What about you? What do
they do? What’s in this? Why can’t I remember?
Professor Sline at the airport. Where do you think it is?
Goals: Requests and offers with can:
Can I see the letter, please? Can we give you a lift?
To make a quick review of the third and first
person with the present simple.
Students should extend their ability to ask and
answer simple personal questions fluently and
with correct grammar.

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 The Lost Secret ~ Unit 2: Who is Sabina?

Classroom Activities
__________Class 1___________
Presentation (Day 1, 3-4 minutes)
Begin with the scene, Where are you? Play it through without stopping. Find out how much the class
understands by asking questions such as: Where are they? Who are they? Where does she come from? What
does she do? How about her parents?
Key Focus: Grammar Review. Review 3rd and 1st person. Have students look for examples of how each of
these is used in the video.
Oral Practice (2-4 minutes): Have students work in pairs or small groups and practice asking each other
basic personal questions and then reporting the information. “Where are you from?” “I’m from...” “He/she’s
from...” What do you do? What do your parents do?
Follow-up: Have students work on their own with the software. Students should focus on each sentence, line
by line, without using the text. Explain that it is important to listen without using text support. The text should
only be used to confirm what the student has heard. After the students focus on the first scene, they should
preview the next scene, We’re landing now. Students should also review the support lessons from the 1st Unit.
As homework (or in class), have the students do Exercise A.
__________Class 2___________
Presentation (Day 2, 4-6 minutes)
Begin with the scene, We’re landing now. Play it through without stopping. Find out how much the class
understands by asking questions such as: Where is he staying? How is he getting to his hotel?
Key Focus: Grammar Review. Review the present progressive: be + V(ing). Contrast the present simple
with the present progressive: What do you do? What are you doing? Note that the progressive expresses a
process in time.
Oral Practice (4-6 minutes): Have students work in pairs or small groups and practice summarizing the first
two scenes.
Follow-up: Have students work on their own with the software. After the students focus on this scene, they
should review the first scene and then preview the next scene, What’s in this, sir? As homework (or in class),
have the students do Exercise B.
__________Class 3___________
Presentation (Day 3, 4-6 minutes)
Begin with the scene, What’s in this, sir? Play it through without stopping. Find out how much the class
understands by asking questions such as: Where are they? Who is the man? What is he doing?
Key Focus: Grammar Review. Focus on commands, such as Please be careful with it, and Answer my
question, please, sir. How is a command different from a request?
Oral Practice (2-4 minutes): Have students work in pairs or small groups and practice role-playing this
scene.
Follow-up: Have students work on their own with the software. Focus on each sentence, line by line, without
using the text. After the students focus on this scene, they should review the first two scenes and record each
sentence. Then preview the next scene, Hmm. Bring him here! As homework (or in class), have the students
do Exercises C.
__________Class 4___________
Presentation (Day 4, 4-6 minutes)
Begin with the scene, Hmm. Bring him here!. Play it through without stopping. Find out how much the
class understands by asking questions such as: Where are they? Who are they?
Key Focus: Grammar Review. Focus on the past tense, regular and irregular verbs: “I told you about him
on the plane.” She introduced Orwell to the Professor. They met him at the airport.

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 The Lost Secret ~ Unit 2: Who is Sabina?

Oral Practice (5-10 minutes): Have students work in pairs or small groups and make a list of the events of
the first three scenes, using the past tense: They met on an airplane. They talked. She offered him a lift into
London. They landed. He went through Customs. Orwell showed a letter to the customs officer, etc. After
having students practice in pairs, put the list on the board and point out the differences between the regular and
irregular verbs.
Follow-up: Have students work on their own with the software. Students should review all four scenes and
go on to the support lessons: Dialog Focus, Dictation, and Fill-ins. They should preview the first scene in the
next unit: Go over the Exercise sheets A-C. As homework (or in class), have the students do Exercise D.

Follow-up
Once all four scenes have been presented and practiced, introduce the Dialog Focus, Dictation, and Fill-in support
lessons. Students should do these lessons on their own, as often as possible, in the lab or at home, until the language is
completely mastered. When their Completion Percentage is 80% or more for the first 3 units, they will be ready to take
the first Mastery Test.

22
 The Lost Secret ~ Unit 2: Who is Sabina?

Video Scripts Orwell: Oh, yes, of course. Here it is. Please read it. It's
a very important plant.
Where are you?
(On an airplane) Hmm. Bring him here!
Dr Roberts: Where are you? Think! Try to remember! (At the airport)
What are you doing with her? Sabina: There he is.
Orwell: We're...we're still on the plane, and we're talking. Sline: Hmm. Bring him here.
Dr Roberts: What are you saying? Try to remember the Sabina: Yes, all right.
words. Sline: Where do you think it is?
Orwell: Where are you from, Sabina? Sabina: In his briefcase, I think.
Sabina: Well, I come from Argentina, from an English Sline: Are you sure?
family. But I live in Mexico City now. Sabina: No, I said I think so. I can't be sure.
Orwell: Really? What do you do there? Sline: Harry! Stop that!
Sabina: I work in a bookshop. I sell books. Harry: Stop what, boss?
Orwell: Do you like it? Sline: That stupid game! Are you a child or a man?
Sabina: Yes, I do. I love books. Harry: But boss, it's a very good game.
Orwell: And your parents? Do they still live in Sline: And stop that!
Argentina? Harry: What, boss?
Sabina: No, they don't. They live in Mexico City too. Sline: The gum! Don't chew gum! No! Don't put it in
They work at the university. your pocket! No! Not on the floor! Over there! Put it
Orwell: Really? That's interesting. What do they do? there!
Sabina: Well, my father teaches history, and my mother Sabina: Hello again!
teaches English. Orwell: Hello, Sabina.
Orwell: I see. So...so they're both teachers. Sabina: Everything all right?
Sabina: Yes. Orwell: Yes, yes, fine.
Orwell: And that's why your English is so good. Sabina: This is my friend, the professor. Do you
Sabina: Yes, that's right! And what about you? What do remember? I told you about him on the plane.
you do? Orwell: Ah, yes. Professor...uh...Professor?...
Orwell: Well, I've... I can't remember. I can't remember! Sline: Sline. Professor Sline. Perhaps you know my
Dr Roberts: Don't worry. work.
Orwell: But I can remember her answers! She works in a Orwell: Ah...no, I don't.
bookshop. She lives in Mexico City but comes from Sline: No? It doesn't matter. I know yours.
Argentina. Her parents live in Mexico City too. Why Orwell: Well, I'm pleased to meet you.
can't I remember my answer to her question? Sline: Yes, I'm very pleased to meet you too.
We’re landing now. Dialog Focus
(Still on an airplane) (Scene 1)
Sabina: We're landing now. Where are you from, Sabina?
Orwell: Oh. Well, [I come from Argentina], from an English family.
Sabina: Where are you staying in London? But I live in Mexico City now.
Orwell: In a hotel. Really? [What do you do there?]
Sabina: Which hotel? [I work in a bookshop.] I sell books.
Orwell: Uh, I can't remember the name, but it's...it's here, Do you like it?
in my briefcase. Just a moment. Ah, here it is, the [Yes, I do.] I love books.
Yorkville Hotel. Do you know where it is? And your parents? Do they still live in Argentina?
Sabina: No, I don't. How are you getting to your hotel? [No, they don't.] They live in Mexico City too. They
Orwell: Oh, I don't know. By bus. work at the university.
Sabina: A friend is waiting for me. He's got a car. Can Really? [That's interesting.] What do they do?
we give you a lift? Well, [my father teaches history], and my mother teaches
Orwell: Oh, thank you. That's very kind of you. English.
What’s in this, sir? I see. So...[so they're both teachers.]
Yes.
(In Customs)
And that's why your English is so good.
Officer: And what's in this, sir?
[Yes, that's right.]
Orwell: Please be careful with it! (Scene 2)
Officer: Answer my question, please, sir.
Where are you staying in London?
Orwell: Pardon? What question?
[In a hotel.]
Officer: What's in it? What is in this bottle? [Which hotel?]
Orwell: Please be careful with it! Don't break it! It's very
Uh, [I can't remember the name,] but it's...it's here, in my
important!
briefcase. Just a moment.
Officer: What's in this bottle, sir? Ah, here it is, the Yorkville Hotel.
Orwell: It's a plant.
Do you know where it is?
Officer: I can see that. But what kind of plant is it?
[No, I don't.]
Orwell: It comes from South America. How are you getting to your hotel?
Officer: Well, I'm very sorry, sir.
[Oh, I don't know.] By bus.
Orwell: Look. I've...I've got a letter here. It's from
A friend is waiting for me. He's got a car. [Can we give
Oxford University. you a lift?]
Officer: Can I see the letter, please?
[Oh, thank you.] [That's very kind of you.]

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 The Lost Secret ~ Unit 2: Who is Sabina?

( Scene 3) Well, I [come] from Argentina, from an English family.

There he is. But I [live] in Mexico City now.
Hmm. Bring him here. What do you [do] there?
Yes, all right. I work in a bookshop. I [sell] books.
Where do you think it is? Do you like it? Yes, I [do]. I love books.
[In his briefcase, I think.] No, they don't. They live in Mexico City [too].
Are you sure? That's interesting. What [do] they do?
[No, I said I think so.] I can't be sure. Well, my father [teaches] history, and my mother [teaches]
Harry! Stop that! English.
[Stop what, boss?] So...so they're [both] teachers. Yes.
[That stupid game!] Are you a child or a man? And what about you? [What] do you do?
But boss, it's a very good game. She lives in Mexico City but [comes] from Argentina.
And stop that! Her parents [live] in Mexico City too.
[What, boss?] [Where] are you staying in London? In a hotel.
The gum! [Don't chew gum!] No! Don't put it in your Do you [know] where it is?
pocket! No! Not on the floor! Over there! Put it there! How are you [getting] to your hotel?
(Scene 4) Can we [give] you a lift?
Hello again! Please be careful with it! [Don't] break it!
Hello, Sabina. [What's] in this bottle, sir?
Everything all right? But [what kind] of plant is it?
Yes, yes, fine. It [comes] from South America.
This is my friend, the professor. Do you remember? I told [It's] a very important plant.
you about him on the plane. [Where] do you think it is? In his briefcase, I think.
[Ah, yes. Professor]...uh...Professor... Are you [sure]? No, I said I think so. I can't be [sure].
Sline. Professor Sline. Perhaps you know my work. No! Don't [put] it in your pocket!
Ah...[no, I don't.] [They're] on a plane, and [they're]talking.
No? It doesn't matter. I know yours. She lives in Mexico City, [but] she comes from Argentina.
Well, I'm pleased to meet you. He can't remember his [answer] to her question.
Yes, [I'm very pleased to meet you too.]
Dictations
1. Where are you from, Sabina?
2. Well, I come from Argentina, from an English family.
But I live in Mexico City now.
3. Really? What do you do there?
4. I work in a bookshop. I sell books.
1. And your parents? Do they still live in Argentina?
2. No, they don't. They live in Mexico City too. They
work at the university.
3. Really? That's interesting. What do they do?
4. Well, my father teaches history, and my mother teaches
English.
1. How are you getting to your hotel?
2. Oh, I don't know. By bus.
3. A friend is waiting for me. He's got a car. Can we give
you a lift?
4. Oh, thank you. That's very kind of you.
1. What's in this bottle, sir?
2. It's a plant.
3. I can see that. But what kind of plant is it?
4. It comes from South America.
1. Where do you think it is?
2. In his briefcase, I think.
3. Are you sure?
4. No, I said I think so. I can't be sure.
1. This is my friend, the professor. Do you remember?
I told you about him on the plane.
2. Ah, yes. Professor...uh...Professor...
Sline. Professor Sline. Perhaps you know my work.
3. No, I don't.
No? It doesn't matter. I know yours.
4. Well, I'm pleased to meet you.
Yes, I'm very pleased to meet you too.
Fill-Ins
Where [are] you from, Sabina?

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Exercise A
1. Fill in the following chart about Sabina (I, she) and her parents (they):

1. I in Mexico City.
2. She works in a bookshop.
3. sell books.
4. loves books.
5. They in Mexico City too.
6. They at the university.
7. He history.
8. She English.
9. They both teachers.
10. doesn’t live in Argentina.
11. They in Argentina.

2. Complete the answers to the questions:

Example: Where are they? They’re on an airplane.

1. Where is Sabina from? She’s

2. What is he doing? He’s to Sabina.

3. Where does Sabina live? She

4. What does she do there? She works

5. What do her parents do? They are

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Exercise B
1. Fill-in the correct answer.

a. airplane b. are c. comes d. father e. landing f. lives

g. mother h. parents i. sells j. talking k. too l. works

Example: The plane is __(e)___

They are on an _______. They are _______. Sabina says she _______ from Argentina, but she
_______ in Mexico City. She _______ in a bookshop. She ______ books. Her _______
live in Mexico City _______. Her ________ teaches history, and her _______ teaches English.

2. Match the questions to the answers

1. In a hotel. ____ a. Does he know where his hotel is?

2. By bus. ____ b. Where is he staying in London?

3. I can’t remember the name. ____ c. Which hotel?

4. No, he doesn’t. ____ d. What do you do?

5. My parents are both teachers.____ e. Can we give you a lift?

6. I work in a bookshop. ____ f. How are you getting to your hotel?

g. Do they still live in Argentina?
7. Oh, thank you. ____
h. Do you like it?
8. Yes, I do. ____
i. Why is your English so good?
9. No, I can’t. ____
j. Can you remember your answer?
10. No, they don’t. ____

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Exercise C
1. Listen to the video (What’s in this, sir?) and fill-in the missing words:
Example: And what’s in this, sir?
Please be careful with it!

1. Answer my question, please, sir.

(a) _________________________________?

What’s in it? (b) ____________________________________?

2. Please be careful with it! ____________________________. It’s very important!

3. It’s a plant.

I can see that. _________________________________________?

4. Look. (a) _________________________________________. It’s from Oxford University.

(b) _____________________________________________?

5. Here it is. _____________________________________. It’s a very important plant.

2. Connect the two parts of each sentence.

1. Where are you _____ a. a car.

2. A friend is _____ b. where it is?
3. He’s got _____ c. English is so good.
4. Do you know _____ d. staying in London?
e. getting to your hotel?
5. How are you _____
f. waiting for me.
6. Can we _____
g. give you a lift?
7. Can I see _____
h. careful with it!
8. That’s why your _____ i. from South America.
9. It comes _____ j. the letter, please?
10. Please be _____

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Exercise D
1. Change each sentence to the past tense:
Example: The Inspector telephones Dr Roberts and makes an appointment.
The Inspector telephoned Dr Roberts and made an appointment.

1. She has several appointments, so she isn’t free.

2. He doesn’t have any identification.

3. He doesn’t remember his name.

4. Orwell meets Sabina on an aeroplane (airplane), and they talk.

5. Sabina tells him about her friend, the Professor.

6. The Customs Officer asks to see Orwell’s letter.

7. Sabina introduces Orwell to her friend, Professor Sline.

8. There is an important plant in the bottle.

9. At the airport, Sabina brings Orwell to the Professor.

10. Sabina says something to Sline when Orwell comes up to meet them.

2. Give the present tense forms of these irregular verbs.

1. was/were 2. brought 3. said 4. told 5. put 6. thought

7. came 8. sold 9. taught 10. did 11. knew 12. gave

1. __________ 2. __________ 3. _________ 4. _________ 5. __________ 6. __________

7. __________ 8. __________ 9. _________ 10. _________ 11. _________ 12. __________

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3. Episode 4: Footprints in the Learning Points

Sand Simple past, regular and irregular:
He met him at the airport. He was with... They gave me
Dr Roberts to see you. a lift. We drove into London. We talked about the
weather. It rained a lot. They said, “...”. You wrote this
They gave me a lift. book, didn’t you? He said my name. And Sline had a
I've got a reservation. copy of your book. Two years ago I wrote a book. They
What are your plans? were a great civilisation. I checked in. They wanted to
have a drink with me. They left the hotel. Professor
Dialog Focus w/SR Sline phoned me.
Dictations
Grammar Fill-ins Questions with simple past:
And did it rain? What did you say? What did they talk
In the first scene Dr Roberts visits Inspector Marvin’s about? Who wrote this book? Who had a copy of
office. They are trying to find out more about Orwell. Orwell’s book? Sline had a copy of whose book? What
Dr Roberts has another name, a Professor Sline. She happened then? Did you see them again? Who phoned
says Sline was with Sabina at the airport. They find his Orwell.
name on a computer. Sline is connected with drugs. Questions and answers with was and is:
In the second scene, Orwell and Sline are talking in Was it warm? Yes, it was. Which city is warmer? What
Sline’s car. They are going from the airport to is the book about? What kind of doctor is he?
Orwell’s hotel. They talk about the weather. Then Question Tags:
they talk about the Mepatecs, an ancient civilisation in It’s always much warmer in Mexico City, isn’t it? You
South America. Orwell is an expert on the Mepatecs, are an expert, aren’t you? You wrote this book, didn’t
and he has written a book. Sline knows a lot about the you?
Mepatecs, but not as much as Orwell. Orwell
remembers who he is. He is Dr Ross Orwell, an Future with ‘going to’:
archeologist. How long is he going to stay? He’s going to stay for two
or three days. He isn’t sure how long he’s going to stay.
In the third scene, Orwell checks in to a hotel.
Checking into a hotel:
In the fourth scene, Sline and Sabina ask Orwell to Good evening, sir. I’ve got a reservation. A single room
have a drink with them, and he refuses. He says he is with a shower. How long are you staying? How would
tired. Orwell tells all this to Dr Roberts as he regains you like to pay? Would you fill in this form, please?
his memory. Would you like a newspaper in the morning? If you want
to leave before, just let us know.
Goals: Invitations and polite refusals:
To be able to talk about and ask questions about both Would you like a drink first? Have a drink with us.
the past and the present. That’s very kind of you, but no thanks. Perhaps we can
To be able to handle simple transactions such as all have dinner together? Well, I don’t think I can. I’m
checking in to a hotel. meeting some other people tomorrow.

To practice using regular and irregular verbs.

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Classroom Activities
__________Class 1___________
Presentation (Day 1, 3-4 minutes)
Begin with the scene, Dr Roberts to see you. Play it through without stopping. Find out how much the class
understands by asking questions such as: Where are they? Who are they? Who is her patient? What new
information does Dr Roberts have?
Key Focus: Grammar Review. Review the past tense, regular and irregular verbs. Note that met is the past
tense, V(d), of meet, and was is the past tense of is. Make a list of other verbs the class knows, and classify
them as regular or irregular.
Oral Practice (2-4 minutes): Have students work in pairs or small groups and practice using the past tense
form of the verbs in the above list. For example: Sabina met the man on an airplane. Dr Roberts came to the
Inspector’s office. She told the Inspector about Sline.
Follow-up: Have students work on their own with the software. Students should focus on each sentence, line
by line, without using the text. After the students focus on the first scene, they should preview the next scene,
They gave me a lift. Students should also review Unit 2, especially the support lessons. As homework (or in
class), have the students do Exercise A.
__________Class 2___________
Presentation (Day 2, 4-6 minutes)
Begin with the scene, They gave me a lift. Play it through to where Orwell says, “Yes, that’s my book.” Find
out how much the class understands by asking questions such as: What are they talking about? What are they
saying about the weather in Mexico City?
Key Focus: Continue focusing on the past tense, especially questions such as Was it warm? and Did it rain?
and short answers, such as Yes, it was, and Yes, it did. This is also a good place to focus on tag questions, such
as: “It’s much warmer than in London, isn’t it?”
Oral Practice (4-6 minutes): Have students work in pairs or small groups and practice summarizing this
scene. Then have them practice talking about the weather yesterday and last week, such as: Did it rain
yesterday? What was the weather yesterday? Was it warm? Was it cold? Yes, it was. It was cold, etc.
Follow-up: Have students work on their own with the software. After they focus on this scene, they should
review the first scene and then preview the next scene, I’ve got a reservation. As homework (or in class),
have the students do Exercise B.
__________Class 3___________
Presentation (Day 3, 4-6 minutes)
Begin with the second half of the scene, They gave me a lift. Play it through without stopping. Find out how
much the class understands by asking questions such as: Who are the Mepatecs? Who wrote a book? What
was the book about? Who is Orwell? What does he do? What is an archaeologist?
Key Focus: Focus on Wh-questions with the past and present forms: What did she do? What does she do?
What is she doing? When/Where did she go? When/Where does she go? When/Where is she going? How
did he do? How is he doing? Compare the answers to each type of question.
Oral Practice (2-4 minutes): Have students work in pairs or small groups and practice summarizing or role-
playing this scene.
Follow-up: Have students work on their own with the software. Focus on each sentence, line by line, without
using the text. After they review this scene, they should record each sentence. Then they should focus once
more on the next scene, I’ve got a reservation. As homework (or in class), have the students do Exercises C.
__________Class 4___________
Presentation (Day 4, 4-6 minutes)
Go through the scene, I've got a reservation. Play it through without stopping. Find out how much the class
understands by asking questions such as: Where are they? What does she want? Who does she think he is?
Key Focus: Focus on the ‘hotel’ language used by the receptionist, especially the polite form: Would you...
as in Would you fill in this form, please? Would you like a newspaper? How would you like to pay?

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Oral Practice (5-10 minutes): Have students work in pairs or small groups and practice checking in to a
hotel. Students should take turns, playing both the receptionist and a hotel guest.
Follow-up: Have students work on their own with the software. Students should review the first three scenes
and then go on to What are your plans? Remind students to record themselves and listen to their recordings.
This will increase their Completion Percentage.
__________Class 5___________
Presentation (Day 4, 4-6 minutes)
Go through the scene, What are your plans? Play it through without stopping. Find out how much the class
understands by asking questions such as: Where are they? What do they want?
Key Focus: Grammar Review. Focus on invitations and polite refusals. See the examples from the
Learning Points for this Unit.
Oral Practice (5-10 minutes): Have students work in pairs or small groups and practice summarizing or role-
playing this scene. Students should then practice inviting, accepting and refusing.
Follow-up: Have students work on their own with the software. Students should review all four scenes of this
unit and then preview the first scene in the next unit: One o’clock at Alfredo’s As homework (or in class),
have the students do Exercise D.

Follow-up
Once all four scenes have been presented and practiced, introduce the Dialog Focus, Dictation, and Fill-in support
lessons. Students should do these lessons on their own, as often as possible, in the lab or at home, until the language is
completely mastered. When their Completion Percentage is 80% or more for the first 3 units, they will be ready to take
the first Mastery Test.

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Video Scripts Recep: An archeologist? Oh, I see.

Orwell: Is that all right?
Dr Roberts to see you. Recep: Yes, Dr Orwell. Would you like a newspaper in
(At Inspector Marvin’s office) the morning?
Policeman: Inspector Marvin? Orwell: Yes, The Times.
Marvin: Yes? Recep: OK, sir. Your room is 523. And how long are you
Policeman: Dr Roberts to see you, sir. staying?
Marvin: Ah! Hello, Dr Roberts. Orwell: I'm not sure. Three days, perhaps two.
Dr Roberts: Hello, Inspector Marvin. Recep: Well, let's say three, and if you want to leave
Marvin: Please take a seat. before, just let us know. And how would you like to
Dr Roberts: Thank you. pay?
Marvin: How's your patient? Do you know any more Orwell: By credit card. Would you like to see it?
about him? Recep: Yes, please. And here is your key, sir.
Dr Roberts: Yes, I've got another name for you, a Orwell: Thank you.
professor. He met him at the airport. He was with
Sabina at the airport. His name's Professor Sline. Do What are your plans?
you know him? (At a hotel)
Marvin: I don't know. Sline: And what are your plans for this evening?
Policewoman: Look, sir. I've got something here. Orwell: I'm very tired. I'd like to go to bed.
Dr Roberts: Is it the man we're looking for? Sline: Would you like a drink first?
Marvin: Basil Sline...Drugs... Sabina: Yes, please, Dr Orwell. Have a drink with us
before you go to bed.
They gave me a lift. Orwell: Well, that's...that's very kind of you but...no,
(In Sline’s car) thanks.
Orwell: They gave me a lift in their car. We drove into Sline: Of course, of course. But what about tomorrow?
London. We talked about the weather. Have you got any plans?
Sline: Was it warm in Mexico City? Orwell: I'm very busy tomorrow, but...
Orwell: Yes, it was. It was very warm. Sline: Perhaps we can all have dinner together?
Sline: Yes, Mexico City is always much warmer than Sabina: Oh yes, that would be nice!
London, isn't it? And did it rain? Orwell: Well, er...I'm...I don't think I can. I'm meeting
Orwell: Yes, it did. It rained a lot. some other people tomorrow. I...I hope you
Sline: Oh yes, I remember the rain in Mexico. 'The rain understand.
washes memories away like footprints in the sand.' Sline: Of course I understand, Dr Orwell. Don't worry
Orwell: What did you say? about it. I'm sure we can meet again some time.
Sline: You are an expert on the Mepatecs, aren't you? Orwell: I hope so, too. Well, goodbye. Thank you again
Orwell: Yes--yes, I am. for the lift.
Sline: And this is your book, isn't it? Sabina: Sleep well, Dr Orwell.
Orwell: Yes--yes, that's my book. (At Dr Robert’s clinic)
Sline: Don't you remember what the Mepatecs said? They Orwell: They drove me to the hotel. I checked in. They
said, 'We can wash memories away like footprints in wanted to have a drink with me, but I was tired. I
the sand.' wanted to go to bed.
Orwell: Yes. You know a lot about the Mepatecs. Dr Roberts: What happened then?
Sline: Not as much as you. You wrote this book, didn't Orwell: They left the hotel and I went to bed.
you? And you are Dr Ross Orwell, aren't you? Dr Roberts: Did you see them again?
Orwell: He said my name, Dr Ross Orwell! Orwell: Yes, I did. Professor Sline phoned me.
Dr Roberts: Doctor Ross Orwell? Dialog Focus
Orwell: Yes! I'm an archeologist! (Scene 1)
Dr Roberts: And Sline had a copy of your book. They gave me a lift in their car. We drove into London.
Orwell: Yes. Two years ago I wrote a book about the We talked about the weather.
Mepatecs. They were a great civilisation in South Was it warm in Mexico City?
America. [Yes, it was.] It was very warm.
Yes, Mexico City is always much warmer than London,
I've got a reservation. isn't it? And did it rain?
(At a hotel)
[Yes, it did.] It rained a lot.
Receptionist: Good evening, sir.
Oh yes, I remember the rain in Mexico. 'The rain washes
Orwell: Good evening. My name is Orwell. I've got a
reservation. A single room, with a shower. memories away like footprints in the sand.'
What did you say?
Recep: Ah, yes. Dr Orwell. Would you fill in this form,
You are an expert on the Mepatecs, aren't you?
please, Dr Orwell?
Orwell: Yes, of course. Yes—[yes, I am.]
And this is your book, isn't it?
Recep: (sneezes) Oh, excuse me. I think I'm catching a
Yes—[yes, that's my book.]
cold. You're a doctor. You could give me something
for it! Don't you remember what the Mepatecs said? They said,
'We can wash memories away like footprints in the
Orwell: Give you something for it? For your cold, you
sand.'
mean? I'm not that kind of doctor.
Recep: Oh, aren't you? Yes. You know a lot about the Mepatecs.
[Not as much as you.] You wrote this book, didn't you?
Orwell: No, I'm an archeologist.
And you are Dr Ross Orwell, aren't you?

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(Scene 2)
(sneezes) Oh, excuse me. I think I'm catching a cold. 1. And what are your plans for this evening?
You're a doctor. You could give me something for it! I'm very tired. I'd like to go to bed.
Give you something for it? [For your cold, you mean?] 2. Would you like a drink first?
I'm not that kind of doctor. 3. Yes, please, Dr Orwell. Have a drink with us before
[Oh, aren't you?] you go to bed.
[No, I'm an archeologist.] 4. Well, that's...that's very kind of you but...no, thanks.
An archeologist? [Oh, I see.]
Is that all right? 1. They drove me to the hotel. I checked in.
[Yes, Dr Orwell.] Would you like a newspaper in the 2. They wanted to have a drink with me, but I was tired. I
morning? wanted to go to bed.
[Yes, The Times.] 3. What happened then?
OK, sir. Your room is 523. And how long are you They left the hotel and I went to bed.
staying? 4. Did you see them again?
[I'm not sure.] Three days, perhaps two. Yes, I did. Professor Sline phoned me.
Well, let's say three, and if you want to leave before, just
let us know. And how would you like to pay? Fill-Ins
[By credit card.] Would you like to see it? Dr Roberts to [see] you, sir.
Yes, please. And here is your key, sir. Please [take] a seat. Thank you.
[Thank you.] Yes, I've got [another] name for you, a professor.
( Scene 3) He [met] him at the airport.
And what are your plans for this evening? Is it the man we're looking [for]?
[I'm very tired.] I'd like to go to bed. They gave me a lift in their car. We [drove] into London.
Would you like a drink first? Was it warm in Mexico City? Yes, it [was].
Yes, please, Dr Orwell. Have a drink with us before you Yes, Mexico City is always much [warmer] than London,
go to bed. isn't it?
Well, that's...[that's very kind of you but...no, thanks.] And [did] it rain?
Of course, of course. But what about tomorrow? [Have Yes, it did. It rained a [lot].
you got any plans?] You are an expert on the Mepatecs, [aren't] you?
[I'm (very) busy tomorrow], but... You know a [lot] about the Mepatecs.
Perhaps we can all have dinner together? You wrote this book, [didn't] you?
Oh yes, that would be nice! Yes. Two years [ago] I wrote a book about the Mepatecs.
Well, er...I'm...[I don't think I can.] I'm meeting some [Would] you fill in this form, please, Dr Orwell?
other people tomorrow. I...[I hope you understand.] I'm not [that kind] of doctor.
Of course I understand, Dr Orwell. Don't worry about it. [Would you] like a newspaper in the morning?
I'm sure we can meet again some time. Your room is 523. And how [long] are you staying?
[I hope so, too.] Well, goodbye. [Thank you again for the And how would you like [to pay]? By credit card.
lift.] I'm very tired. I'd like [to go] to bed.
Sleep well, Dr Orwell. [Would] you like a drink first?
Have a drink with us [before] you go to bed.
Dictations But what about tomorrow? [Have] you got any plans?
1. They gave me a lift in their car. We drove into I'm meeting some [other] people tomorrow.
London. They [drove] me to the hotel. I checked in.
2. We talked about the weather. They wanted to have a drink with me, but I [was] tired.
3. Was it warm in Mexico City? I wanted [to go] to bed.
Yes, it was. It was very warm. They [left] the hotel and I went to bed.
4. Yes, Mexico City is always much warmer than
London, isn't it?
1. And did it rain?
2. Yes, it did. It rained a lot.
3. Oh yes, I remember the rain in Mexico.
4. 'The rain washes memories away like footprints in the
sand.'
1. Oh, excuse me. I think I'm catching a cold.
2. You're a doctor. You could give me something for it!
3. Give you something for it? For your cold, you mean?
4. I'm not that kind of doctor.
Oh, aren't you?
1. Your room is 523. And how long are you staying?
2. I'm not sure. Three days, perhaps two.
3. Well, let's say three, and if you want to leave before,
just let us know.
4. And how would you like to pay?
By credit card.

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Exercise A
1. Listen to the video (Dr Roberts to see you) and fill-in the missing words:
Example: Inspector Marvin?
Yes? Dr. Roberts to see you, sir.

1. How’s your patient? Do you _____________________________ about him?

2. Yes, I’ve got ___________________________, a professor.

3. He (a) _________________at the airport. He (b) ________________ Sabina at the airport.

4. His name’s Professor Sline. _______________________________________?

5. Look, sir. I’ve ________________________________________.

2. Put the sentences into the past tense.

1. He (a) (meet) _____ Sabina on an airplane and they (b) (talk) ________.

2. She (tell) _________ him about her friend, the Professor.

3. He (remember) ______________ her answers to his questions.

4. The Customs Officer (ask) ________ to see Orwell’s letter.

5. He (have) _______ a plant, and a letter from Oxford University.

6. He (shake) _________ hands with Professor Sline at the airport.

7. Dr Roberts (come) _________ to the Inspector’s office.

8. She (take) __________ a seat in his office.

9. She (have) ____________ another name for the Inspector.

10 His name (be) _________ on the computer.

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Exercise B
1. Fill-in the correct answer.

a. a lot b. another c. drove d. gave e. like f. memories

g. rained h. remembered i. talked j. warm k. washes l. weather

Example: They __(e)___ him a lift in their car.

They ______ into London. They ______ about the ______. It was ______ in Mexico City,

and it ______. It rained ______. He ______ the rain in Mexico. The rain ______ ______

away ______ footprints in the sand.

2. Match the questions to the answers

1. Yes, it was. ____ a. You are an expert, aren’t you?

2. By car. ____ b. How did he get into London?

c. And did it rain?
3. He wrote a book.. ____
d. Sline wrote the book, didn’t he?
4. A lot. ____
e. Was it warm in Mexico City?
5. Yes, it is. ____
f. How much did it rain?
6. Yes, I am. ____
g. It’s always much warmer, isn’t it.
7. Not as much as you. ____
h. What did he write?
8. Yes, it did. ____
i. You know a lot about them, don’t you?
9. Mexico City. ____
j. Which city is usually warmer?
10. No, he didn’t. ____

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Exercise C
1. Listen to I’ve got a reservation and fill-in the missing words:
Example: Good evening, sir.
Good evening. My name is Orwell.

1. My name is Orwell. I’ve ________________________________. A single room, with a shower.

2. Ah, yes. Dr Orwell. (a) ____________________________fill in this form, please, Dr Orwell?

Yes, (b)__________________.

3. Oh, excuse me. I think (a)____________________________. You’re (b)_________________.

You could (c)______________ me (d)______________ for it.

4. I’m not (a)___________________ doctor.

Oh, (b)______________?

No, I’m an archeologist.

5. Your room is 523. And (a) ______________________________________________?

(b) _______________________________. Three days, (c) _____________ two.

2. Connect the two parts of each sentence.

1. And here is _____ a. by credit card.

2. How would you _____ b. in the morning.
3. I’d like to pay _____ c. he’s a medical doctor.
4. Would you like _____ d. for a single room.
e. your key, sir.
5. If you want to leave before, _____
f. to see my credit card?
6. She’d like _____
g. he’s going to stay.
7. He isn’t sure how long _____
h. like to pay?
8. He has a reservation _____ i. just let us know.
9. She thinks _____ j. something for her cold.
10. He’d like a newspaper _____

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Exercise D
1. Fill-in the correct answer.

a. checked in b. drove c. from d. left e. met f. plans

g. stayed h. tired i. to go j. wanted k. went l. with

Example: Do you have any (f)

They _______ him to the hotel. He _______. They _______ to have a drink _______ him, but
he was _______. He wanted _______ to bed. Then they ______ the hotel and he _______ to bed.

2. Connect the two parts of each sentence.

1. Have a drink with us ____ a. but no thanks.
2. What are your plans ____ b. to bed.
3. That’s very kind of you, ____ c. tomorrow?
4. I’d like to go ____ d. you understand.

5. But what about .____ e. I can.

6. Perhaps we can all ____ f. be nice.

7. Yes, that would. ____ g. for this evening?

8. I’m meeting some. ____ h. have dinner together.

9. I don’t think ____ i. before you go to bed.

j. other people tomorrow.
10. I hope ____

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 The Lost Secret ~ Unit 4: One o’clock at Alfredo’s

4. Episode 5: One o’clock at Learning Points

Alfredo’s Future with will:
He’ll be here soon. I’ll spell that for you. I’ll tell you
It's about your manuscript. later. I’ll be there at one o’clock. He’ll be there at one
o’clock. I’ll order for you.
Can I help you?
Negatives with past tense:
Why don't you sit down? I didn't drink anything. It wasn’t him. No, I didn’t.
Where's Professor Sline? Past Simple:
Dialog Focus w/SR
Dictations He stole the manuscript. Who wrote it? I told you. When
Grammar Fill-ins I was a boy, I loved oranges. What did you drink before
you came?
Orwell recalls a phone call from Sline. Sline has Some, any:
stolen Orwell’s manuscript and the plant. Sline I didn't drink anything. How much did you drink? He drank
tells him to come to an Italian restaurant, some orange juice. He doesn’t want any minestrone. But I’ll
Alfredo’s at one o’clock. have some. Why don’t you have some lasagne?
Adverbs:
In the second section, Dr Roberts buys a copy of
Dr Orwell’s book: The Mepatecs: The Lost Did you sleep well? No. I slept badly, very badly. He doesn’t
look well. I usually have tomato juice.
Civilisation.
Apologies:
In the third section, Orwell arrives at the I'm sorry I'm late. I’m very sorry, but it’s about your manuscript.
restaurant and is invited to sit down with Sabina. I’m sorry. I was wrong.
They order something while they wait for Sline, Making a purchase:
and Sabina puts something into Orwell’s drink. Can I help you? Yes, I’m looking for... Have you got it? How
much is it. Thank you. I’ll take it.
In the final section, Sline arrives at the restaurant, Ordering at a restaurant:
and Orwell begins to feel sick.
Are you ready to order? Two lasagnas, please. Would you like
something to drink? Just a glass or orange juice to begin with.
Goals: Oh, I’ll have an orange juice. I’ll order for you. What would you
like after that? Is that all? I don’t think so. Later, perhaps.
To be able to handle simple transactions such as
purchasing something and ordering in a Suggestions:
restaurant. Why don’t you sit down? Why don’t you have some
lasagne?
To be able to use will to express future certainty.

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Classroom Activities
Class 1
Presentation (Day 1, 4-6 minutes)
Begin with the scene, It’s about your manuscript. Play it through without stopping. Find out how much the
class understands by asking questions such as: Where is Orwell/Sline? What are they talking about? See if the
students can fluently repeat some of the sentences, such as: I know it’s rather early, Dr Orwell.
Key Focus: Note how will is used to express certainty about the future, or intention. Contrast the difference in
meaning between: I’ll/She’ll be there, I/he may be there, I’m/They’re going to be there.
Oral Practice (3~5 minutes)
In pairs, or small groups, have students practice summarizing or role-playing this scene.
Follow-up: Have students work on their own with the software. Students should focus on each sentence, line
by line, without using the text. After the students focus on the first scene, they should preview the next scene,
Can I help you? Students should also review Unit 3, especially the support lessons. As homework (or in class),
have the students do Exercise A.
Class 2
Presentation (Day 2, 4-6 minutes)
Go through the scene, Can I help you? Find out how much the class understands by asking questions such as:
Where are they? What is Dr Roberts doing? What does she want to buy? Who wrote it?
Key Focus: Focus on the language of purchasing. How is Dr Roberts greeted? Have students identify the
phrases they think can be used in other buying situations.
Oral Practice (4-6 minutes): Have students work in pairs or small groups and practice role-playing this scene.
Have them practice buying things such as a dictionary, something to wear, a computer, etc.
Follow-up: Have students work on their own with the software. After they focus on this scene, they should
review the first scene and then preview the next scene, Why don’t you sit down? As homework (or in class),
have the students do Exercise B. Students should continue to review the support lessons in Unit 3.
Class 3
Presentation (Day 3, 4-6 minutes)
Go through the scene, Why don’t you sit down? Play it through without stopping. Find out how much the class
understands by asking questions such as: Where are they? How does Orwell feel? Why?
Key Focus: Focus on the language of ordering at a restaurant. See if the class can vocalize the key phrases in
the dialog. Note the suggestions: Why don’t you...
Oral Practice (2-4 minutes): Have students work in pairs or small groups and practice ordering in a restaurant.
Find out what kind of food the class likes and does’t like.
Follow-up: Have students work on their own with the software. Focus on each sentence, line by line, without
using the text. After they review this scene, they should record each sentence. Then they should focus once
more on the next scene, Where’s Professor Sline? As homework (or in class), have the students do Exercises
C.
Class 4
Presentation (Day 4, 4-6 minutes)
Go through the scene, Where’s Professor Sline? Play it through without stopping. Find out how much the
class understands by asking questions such as: Where are they? Why is Sline late? What’s wrong with Orwell?
Key Focus: Focus on the language used to apologize: I’m sorry I’m late, etc.
Oral Practice (3-5 minutes): Have students work in pairs or small groups and practice summarizing this scene.
One student can act as a reporter and ask the other student(s) what happened: Who was at the restaurant? When
did Sline come? What happened?
Follow-up: Have students work on their own with the software. Students should review all four scenes in this
unit and then preview the next unit. Remind students to record themselves and listen to their recordings. This
will increase their Completion Percentage. Have the students do Exercise D.

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Follow-up
Once all four scenes have been presented and practiced, introduce the Dialog Focus, Dictation, and Fill-in support
lessons. Students should do these lessons on their own, as often as possible, in the lab or at home, until the language is
completely mastered. When their Completion Percentage is 80% or more for the first 3 units, they will be ready to take
the first Mastery Test.

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 The Lost Secret ~ Unit 4: One o’clock at Alfredo’s

Video Scripts Sabina: The minestrone is very good. It's made with fresh
vegetables. Try it. I'm sure you'll like it.
It’s about your manuscript. Orwell: I'm not hungry.
(On the telephonel) Sabina: He isn't hungry. He doesn't want any minestrone.
Sline: I know it's rather early, Dr Orwell. I'm very sorry, But I'll have some.
but it's important. It's...it's about your manuscript. Waiter: And after that? What would you like after that?
Orwell: ..My...my what? Uh, I...I don't think I understand. Sabina: Two lasagnes, please. I know you're not hungry.
Sline: Come, come, Dr Orwell, your manuscript! I'm sure But you'll like the lasagne here. It really is very good.
you know what I'm talking about. It's in front of me, Waiter: Is that all? Would you like some wine?
and it's very interesting. And the plant--I've got that Sabina: Would you like some wine?
too. You do remember the plant, don't you? Orwell: No.
Orwell: How did you get them? Sabina: Ah, I don't think so. Later, perhaps.
Sline: I'll tell you later. But remember, I've got them here,
and that's the important thing! Are you listening to Where’s Professor Sline?
me? (At Alfredo’s)
Orwell: Yes, yes, I'm listening, I'm still here. Sabina: Well, how are you today? Did you sleep well?
Sline: Then meet me at Alfredo's restaurant. I'll spell that Orwell: No, I didn't. I slept badly, very badly.
for you. Have you got a pen? Good. A-L-F-R-E-D-O- Sabina: Oh, I'm sorry.
apostrophe-S. The address is in the telephone book. Orwell: Where's Professor Sline? I want to speak to him.
I'll be there at one o'clock. Sabina: Ah, I think he's coming. (puts something into his
drink) Oh, I'm sorry. I was wrong. It wasn't him.
Can I help you? Orwell: Do you work for him?
(At a bookstore) Sabina: No, I don't work for him. Ah! Here he is now.
Salesperson: Can I help you, madam? Sline: I'm sorry I'm late. But the traffic was heavy.
Dr Roberts: Yes, I'm looking for a book about the Orwell: Where is it?
Mepatecs. Sline: Where is what?
Salesperson: The Mepatecs... What's the title? Orwell: My manuscript. Where is it?
Dr Roberts: It's called 'The Mepatecs: The Lost Sline: Oh, we can talk about that later. I'd like to eat first.
Civilisation.' It's an archeology book. I am very hungry. Waiter! I usually have tomato juice,
Salesperson: Who wrote it? but ah! today I think I'll have some orange juice. When
Dr Roberts: Dr Ross Orwell. Have you got it? I was a boy, in Austria, I loved oranges. I always....
Salesperson: Yes, we have. What's the matter, Dr Orwell? Are you all right?
Dr Roberts: Good. Orwell: I want...I want my manuscript.
Salesperson: It's here. Sline: Are you all right?
Dr Roberts: How much is it? Orwell: I feel...I feel...
Salesperson: Twelve pounds fifty. Sabina: He doesn't look well.
Dr Roberts: Thank you. I'll take it. Sline: No, you don't look well. Are you ill? Or are you
drunk?
Why don’t you sit down? Orwell: Drunk? I'm drinking orange juice!
(At Alfredo’s) Sline: Ah, but what did you drink before you came? How
Sabina: Why don't you sit down? much whisky? How much wine?
Orwell: Where is he? Orwell: I didn't...I didn't drink anything.
Sabina: He's coming.
Orwell: When? Dialog Focus
Sabina: Soon. (Scene 1)
Orwell: Why isn't he here now? He said one o'clock. I know it's rather early, Dr Orwell. I'm very sorry, but it's
Sabina: He'll be here soon. I told you. Please, sit down. important. It's...it's about your manuscript.
Waiter: Here are the menus. The lasagne is very good My...[my what?] Uh, I...I don't think I understand.
today. Would you like something to drink? Come, come, Dr Orwell, your manuscript! [I'm sure you
Sabina: Just a glass of orange juice to begin with. know what I'm talking about.] It's in front of me, and it's
Waiter: One glass orange juice. very interesting. And the plant--I've got that too. [You do
Sabina: It is fresh orange juice, isn't it? remember the plant, don't you?]
Waiter: Of course, madam. Everything in our restaurant How did you get them?
is fresh. And you, sir, would you like something to I'll tell you later. But remember, I've got them here, and
drink? that's the important thing! Are you listening to me?
Orwell: Oh, I'll have an orange juice. Yes, [yes, I'm listening,] I'm still here.
Sabina: (to Orwell) The food's very good here. It's Then meet me at Alfredo's restaurant.
Italian. Do you like Italian? I'll spell that for you. [Have you got a pen?] Good. A-L-
Orwell: I'm not hungry! F-R-E-D-O-apostrophe-S. The address is in the telephone
Sabina: Why don't you have some lasagne? book. [I'll be there at one o'clock.]
Orwell: I don't want anything! I want to speak to the (Scene 2)
professor. Can I help you, madam?
Sabina: Shh. The waiter's coming. I'll order for you. [Yes, I'm looking for a book about the Mepatecs.]
Waiter: Two orange juices. Are you ready to order, or The Mepatecs... What's the title?
would you like some more time? [It's called 'The Mepatecs: The Lost Civilisation.'] It's an
archeology book.
[Who wrote it?]

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[Dr Ross Orwell.] Have you got it? 2. Just a glass of orange juice to begin with.
[Yes, we have.] One glass orange juice.
Good. 3. It is fresh orange juice, isn't it?
It's here. 4. Of course, madam. Everything in our restaurant is
How much is it? fresh.
[Twelve pounds fifty.]
[Thank you. I'll take it.] 1. He isn't hungry. He doesn't want any minestrone. But
(Scene 3) I'll have some.
Why don't you sit down? 2. And after that? What would you like after that?
Where is he? 3. Two lasagnes, please. I know you're not hungry.
[He's coming.] 4. But you'll like the lasagne here. It really is very good.
When? 1. Are you all right?
Soon. I feel... I feel... He doesn't look well.
Why isn't he here now? He said one o'clock. 2. No, you don't look well. Are you ill? Or are you
[He'll be here soon.] I told you. Please, sit down. drunk? Drunk? I'm drinking orange juice!
Here are the menus. The lasagne is very good today. 3. Ah, but what did you drink before you came? How
Would you like something to drink? much whisky? How much wine?
[Just a glass of orange juice] to begin with. 4. I didn't...I didn't drink anything.
One glass orange juice.
It is fresh orange juice, isn't it? Fill-Ins
Of course, madam. Everything in our restaurant is fresh.
And you, sir, [would you like something to drink?] I know it's rather [early], Dr Orwell.
Oh, [I'll have an orange juice.] It's [about] your manuscript.
(Scene 4) It's [in front] of me, and it's very interesting.
Do you work for him? I'll tell you [later].
[No, I don't work for him.] Ah! Here he is now. [I'll] be there at one o'clock.
I'm sorry I'm late. But the traffic was heavy. Yes, [I'm] looking for a book about the Mepatecs.
My manuscript. Where is it? Have you got it? Yes, we [have].
[Where is what?] Thank you. [I'll] take it.
My manuscript. [He's] coming.
Oh, [we can talk about that later.] I'd like to eat first. I am [He'll] be here soon. I told you.
very hungry. Waiter! I usually have tomato juice, but Would you like something [to drink]?
ah! today I think I'll have some orange juice. When I Oh, I'll [have] an orange juice.
was a boy, in Austria, I loved oranges. I always.... Are you ready to order, or [would] you like some more
What's the matter, Dr Orwell? [Are you all right?] time?
Orwell: I want...I want my manuscript. The minestrone is very good. It's [made] with fresh
[Are you all right?] vegetables.
I feel...I feel... He isn't [hungry]. He doesn't want any minestrone.
He doesn't look well. But [you'll] like the lasagne here. It really is very good.
[No, you don't look well.] Are you ill? Or are you drunk? [Would you] like some wine?
Drunk? I'm drinking orange juice! Did you sleep [well]?
Ah, but what did you drink before you came? How much No, I didn't. I slept [badly], very [badly].
whisky? How much wine? Where's Professor Sline? I [want] to speak to him.
I didn't...[I didn't drink anything.] I'm sorry I'm [late]. But the traffic was heavy.
I'd like to eat first. I am very [hungry].
Dictations Waiter! I usually have tomato juice, [but] ah! today I think
1. Are you listening to me? I'll have some orange juice.
Yes, yes, I'm listening, I'm still here. When I was a boy, in Austria, I [loved] oranges....
2. Then meet me at Alfredo's restaurant. Are you ill? Or are you [drunk]?
3. I'll spell that for you. Have you got a pen? Ah, but what did you [drink] before you came? How
Good. A-L-F-R-E-D-O-apostrophe-S. much whisky? How much wine?
4. The address is in the telephone book. I [didn't] drink anything.

1. Can I help you, madam?

2. Yes, I'm looking for a book about the Mepatecs.
3. The Mepatecs... What's the title?
4. It's called 'The Mepatecs: The Lost Civilisation.'
1. It's an archeology book.
2. Who wrote it?
Dr Ross Orwell.
3. Have you got it?
Yes, we have. Good. It's here.
4. How much is it?
Twelve pounds fifty. Thank you. I'll take it.
1. The lasagne is very good today. Would you like
something to drink?

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Exercise A
1. Listen to It’s about your manuscript and fill-in the missing words:
Example: My... my what? I don’t think I understand.
Come, come, Dr Orwell your manuscript!

1. I’m sure you know what I’m (a)_____________________________ . It’s in front of me, and

it’s (b)____________________________. And the plant, I’ve got that too. You

(c)___________________________ the plant, (d)___________________________?

2. How did you get them?

(a) _____________________________. But (b)_______________________, I’ve got them here,

and (c)___________ the important thing!

3. Are you (a)________________ to me?

Yes, yes, (b)____________________________. I’m (c)_______________ here.

2. Fill-in the correct answer.

a. address b. asks c. has d. he’ll e. isn’t f. looks

g. meet h. phones i. says j. sees k. tells l. there

Sline _____ Orwell and _____ him that he _____ his manuscript. Orwell _____ in his briefcase and _____

that his manuscript _____ there. Sline _____ him if he is listening. Orwell _____ he is. Then Sline tells

him to _____ him at Alfredo’s restaurant. The _____ is in the telephone book. Sline says _____ be _____

at one o’clock.

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Exercise B
1. Complete the answers to the questions:
Example: Where is Dr Roberts? She’s in a bookshop.

1. What kind of shop is it? It’s

2. What is she looking for? She’s about the Mepatecs.

3. What kind of book is it? It’s

4. Who wrote the book? Dr. Ross Orwell

5. How much is it? It’s

2. Match the questions to the answers

1. Yes, it did. ____ a. Who bought a book?

2. Professor Sline. ____ b. Who has the manuscript?

c. Who wrote a book about the Mepatecs?
3. Dr Roberts. ____
d. Did the bookshop have the book?
4. Dr Ross Orwell. ____
e. Was Professor Sline in the bookshop?
5. He stole the manuscript. ____
f. Who is Dr Roberts?
6. Can I help you? ____
g. What did the shopkeeper say to
7. No, he wasn’t. ____ Dr Roberts?
8. The Meptaecs: The Lost h. What did Sline do?
Civilisation. ____
i. What was the book called?
9. She’s a doctor. ____
j. Did Professor Sline write the book?
10. No, he didn’t. ____

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Exercise C
1. Listen to Why don’t you sit down? and fill-in the missing words:
Example: Where is he?
He’s coming.

1. The waiter’s coming. I’ll ________________________________.

2. Are you (a) _________________________, or would you like (b)___________________________?

3. It’s made with fresh vegetables. (a)____________. (b)____________________________________.

4. He isn’t (a)___________________. He (b) ____________________ any minestrone.

But (c)________________________.

5. Two lasagnes, please. I know (a) __________________________. But (b) ____________________

the lasagne here. It (c)______________________________________.

2. Connect the two parts of each sentence.

1. Why isn’t he _____ a. speak to the professor.

2. Would you like _____ b. like after that?
3. Everything in our restaurant _____ c. any minestrone.
4. It is fresh _____ d. is fresh.
e. orange juice, isn’t it?
5. Why don’t you _____
f. something to drink?
6. I want to _____
g. have some lasagne?
7. I’ll order _____
h. for you.
8. Are you ready _____ i. to order?
9. He doesn’t want _____ j. here now?
10. What would you _____

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Exercise D
1. Fill-in the correct answer.

a. badly b. early c. first d. heavy e. late f. later

g. order h. talk i. today j. to speak k. traffic l. well

Example: How are you __(i)___

Orwell didn’t sleep ______. He slept ______, very ______. He wanted ______ to Professor Sline.

Professor Sline was ______ because the ______ was ______. Orwell wanted to ______ about

the manuscript, but Professor Sline wanted to talk about it ______. He wanted to eat ______.

2. Connect the two parts of each sentence.

1. Orwell doesn’t have his manuscript a. he isn’t hungry.
because ____
b. the traffic was heavy.
2. Orwell doesn’t want to order
anything to eat because ____ c. Sline stole it from him.
3. Orwell feels sick because ____ d. but Sabina is going to have some.
4. Sline came late because ____
e. Sabina put something in his drink.
5. Sline usually has tomato
juice, but today ____ f. he didn’t drink anything.

6. When Sline was a boy, ____ g. it’s made with fresh vegetables.

7. Orwell isn’t drunk because ____ h. he’s going to have orange juice.

8. Sline wants to talk about the i. he loved oranges.

manuscript later because ____
j. he wants to eat first.
9. The minestrone is very good
because ____
10. Orwell doesn’t want any
minestrone, ____

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 The Lost Secret ~ Unit 5: The Laboratory

5. Episode 6: The Laboratory Learning Points

Future with going to:
Wake up Dr Orwell You’re going to help me. You’re going to give it to me.
Please don’t destroy my work I’m going to test the drug. I’m still not sure how I’m
Do you want to kill him? going to do it. That’s how I’m going to do it.
Which symbols? Questions with going to:
Dialog Focus w/SR What are you going to do? Aren’t you going to help me?
Dictations Are you going to answer my questions? Or aren’t you?
Grammar Fill-ins Why questions:
In this unit, Sline and Sabina question Orwell in Why are you asking me? Why did he ask you those
questions?
their laboratory. Sline wants to find out what
some symbols mean, so he tests Orwell to see how Definite and indefinite reference:
much he knows. Get the manuscript. It’s very interesting. A very
interesting manuscript. These photographs are very
In the second scene Sline gets Orwell to confirm important. And this is the language of the Mepatecs.
that two symbols together mean ‘rainflower.’ Only two people... I’m one, and you’re the other. What
Then he gives Orwell the important test, to find does this symbol mean? And the symbol next to it?
out whether a symbol means man or woman. Expressing and asking about intention:
Orwell says he doesn’t know, so Sline says he I’m going to test the drug. What are you going to do?
doesn’t need Orwell’s help. He threatens to give
Orwell a drug, the ‘memory drug’ of the Expressing needs and wants:
I need your help! I wanted to find out how much you
Mepatecs. Sline has made the drug from the Telo know. You know, I don’t need your help at all.
plant that Orwell had inside his bottle.
Sabina tries to stop Sline from giving the drug.
Sline says it won’t kill him. Then he gets the idea
to use the drug to destroy Orwell by making him
think he is a bird that can fly. Then he forces
Orwell to drink the drug.
In the final scene, Dr Roberts asks Orwell about
the real meaning of symbols. He tells her that
nobody really knows their meaning.
Goals:
To be able to use ‘going to’ to express both
intention and the future.
To review and extend the past tense.

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Classroom Activities
Class 1
Presentation (Day 1, 5-7 minutes)
Begin with Wake up Dr Orwell. Play it through in short pieces. Stop and ask students to explain what’s going
on. What are they saying? What are they doing? See if the students can fluently repeat or paraphrase some of
the sentences, such as: Only two people in the world understand it. I’m one and you’re the other.
Key Focus: Note how the, a, this, these, one, the other are used to refer to things. Contrast the difference
between “Get a manuscript,” and “Get the manuscript.”
Oral Practice (3~5 minutes)
In pairs, or small groups, have students practice specifying a person or object they are thinking of. For example, a
student thinks of a character or object in the story, and the other student asks questions without using the name to
find out who or what it is, such as: Is it the man who is asking the questions? Is it a person? Is it something to
read? Is the person a man or a woman? Was the person standing or sitting down? Have the students write down
several different ways to refer to each character.
Follow-up: Have students work on their own with the software. Students should focus on each sentence, line by
line, without using the text. After the students focus on the first scene, they should preview the next scene, Please
don’t destroy my work Students should also review Unit 4, especially the support lessons. As homework (or in
class), have the students do Exercise A.
Class 2
Presentation (Day 2, 4-6 minutes)
Go through the scene, Please don’t destroy my work Find out how much the class understands by asking
questions such as: What is Sline threatening to do? What does Sline want to know?
Key Focus: Focus on the question word, why. How do you answer questions such as: Why are you asking me?
I’m asking you (in order) to find out ... Why does he need Orwell? Why does he say he doesn’t need Orwell.?
Oral Practice (4-6 minutes): Have students work in pairs or small groups and practice explaining Sline’s logic.
Why is he doing what he is doing? What about Orwell? Why doesn’t he help Sline?
Follow-up: Have students work on their own with the software. After they focus on this scene, they should
review the first scene and then preview the next two scenes, Do you want to kill him? and Which symbols? As
homework (or in class), have the students do Exercise B and continue to review the support lessons in Unit 4.
Class 3
Presentation (Day 3, 4-6 minutes)
Go through the scenes, Do you want to kill him? and Which symbols? Play them through line by line. Find out
how much the class understands by asking students to repeat or paraphrase each sentence.
Oral Practice (2-4 minutes): Have students work in pairs or small groups and practice asking and answering
questions about what matters to them, and how that can be used to control them? What do they care about? What
are they afraid of losing, and why? How does an advertiser try to control them? What needs are being appealed
to?
Follow-up: Have students work on their own with the software. Students should review all four scenes in this
unit and then preview the next unit. Remind students to record themselves and listen to their recordings. This
will increase their Completion Percentage. Have the students do Exercise C.
Follow-up
Once all four scenes have been presented and practiced, have the students do the Dialog Focus, Dictation, and Fill-in
support lessons. They should do these lessons on their own, as often as possible until the language is completely mastered.
When their Completion Percentage is 80% or more for the first 5 units, they will be ready to take Mastery Test 2.

48
 The Lost Secret ~ Unit 5: The Laboratory

Video Scripts Sline: Yes, the Telo plant. The Mepatecs made their drug
from the Telo plant. You wrote about this in your
Wake up Dr Orwell manuscript, and now I'm going to test the drug, and
(In Sline’s Laboratory) you're going to help me.
Sline: Wake up, Dr Orwell. I need your help! And you're Orwell: What do you mean, help you? No!
going to give it to me! Sline: Hold his head.
Orwell: Where am I? Orwell: No!
Sline: Dr Orwell, I'm asking the questions, and I want to Sabina: Stop! You shouldn't do it.
show you something. Sabina, get the manuscript.
Harry, turn it on. Do you want to kill him?
Orwell: My manuscript! You've got my manuscript! (In Sline’s laboratory)
Sline: Of course I've got your manuscript. How many Sabina: Do you want to kill him?
months did you work on it? Sline: Yes! But the memory drug won't kill him! Don't
Orwell: Months? It took me years! worry about that! No, I have other ideas for that. But
Sline: Yes, I thought so. It's very interesting. A very I'm still not sure how I'm going to do it. Harry! What
interesting manuscript. My congratulations, Dr Orwell. are you doing?
And these photographs are very important too, aren't Harry: Nothing, boss.
they? And this is the language of the Mepatecs! Only Sline: What was that noise?
two people in the world understand it. I'm one, and Harry: Nothing.
you're the other. But who knows more? You or me? Sline: Give it to me. Another stupid toy! What is it this
This symbol, for instance--what does it mean? And the time?
symbol next to it? What do these two symbols mean? Harry: Well, boss, you press this button here...and you
Come, come, Dr Orwell, aren't you going to help me? press this one...and then you press this one here...and an
Harry, burn it! aeroplane flies through the air. An aeroplane. A bird.
Orwell: What are you going to do? Sline: Of course, that's how I'm going to do it. Birds can
Sline: What can I do? I don't want to destroy your fly, but people can't. Harry! Bring that here! Bring that
manuscript, but.. here now! Not that, (the game) the drug! Hold his
Orwell: Destroy my manuscript! Why? head! Now....
Sline: Harry!
Orwell: My photographs! No! Which symbols?
Sline: Wait, Harry! (In Dr Robert’s office)
Dr Roberts: Why did he ask you those questions about the
Please don’t destroy my work symbols?
(In Sline’s laboratory Orwell: Which symbols?
Sline: Well, Dr Orwell, are you going to answer my Sabina: There was a symbol for man...or was it woman?
questions? Or aren't you? What did they really mean?
Orwell: Please, don't destroy my work. Orwell: That's the problem. Nobody really knows.
Sline: Then tell me what this symbol means. Sometimes it means man, sometimes it means woman,
Orwell: It means...it means... and sometimes it means person. That's what I told
Sline: Go on! Tell me! It means rain, doesn't it, Dr Sline.
Orwell?
Orwell: Yes...yes. Dialog Focus
Sline: And this one? (Scene 1)
Orwell: It means flower. My manuscript! You've got my manuscript!
Sline: So the two together mean rainflower, don't they, Dr Of course I've got your manuscript.
Orwell? Sabina, we already know that. How many months did you work on it?
Orwell: Then why are you asking me? [Months? It took me years!]
Sline: To test you--to find out if you're telling the truth. [Yes, I thought so.] [It's very interesting.]
And I think you are. Now for the important test. This A very interesting manuscript. [My congratulations, Dr
symbol here. Does it mean man or woman? Orwell.] And these photographs are very important too,
Orwell: I don't know. aren't they? And this is the language of the Mepatecs!
Sline: You don't know! Harry! Only two people in the world understand it. [I'm one, and
Orwell: I don't know. Really I don't. Perhaps it means you're the other.] But who knows more? [You or me?]
man, perhaps it means woman, perhaps it means person. (Scene 2)
Sline: You know, Dr Orwell, I don't need your help at all. So the two together mean rainflower, don't they, Dr Orwell?
I wanted to find out how much you know. Yes, you Sabina, we already know that.
know a lot, but I know more. So I don't need you. No. Then why are you asking me?
Harry, bring me the drug. [To test you]--to find out if you're telling the truth. And I
Orwell: Drug? think you are. Now for the important test. This symbol
Sline: Yes. here. [Does it mean man or woman?]
Orwell: What drug? I don't know.
Sline: Yes, the Mepatecs made a drug. It destroyed the You don't know! Harry!
memory, didn't it, Dr Orwell? I don't know. [Really I don't.] Perhaps it means man,
Orwell: My plant. perhaps it means woman, perhaps it means person.
Sline: That's right. There was a plant inside your bottle--a You know, Dr Orwell, I don't need your help at all. [I
South American plant. wanted to find out how much you know.] Yes, you know a
Orwell: Telo plant. lot, but I know more. [So I don't need you.] No.
(Scene 3)

49
 The Lost Secret ~ Unit 5: The Laboratory

Why did he ask you those questions about the symbols? To test you--to find out if you're [telling] the truth.
[Which symbols?] You know, Dr Orwell, I [don't] need your help at all.
[There was a symbol for man]...or was it woman? What did So I don't [need] you. No.
they really mean? It [destroyed] the memory, didn't it....
[That's the problem.] [Nobody really knows.] Sometimes There was a plant [inside] your bottle--a South American
it means man, sometimes it means woman, and sometimes plant.
it means person. [That's what I told Sline.] The Mepatecs [made] their drug from the Telo plant.
You wrote about this in your manuscript, and now I'm
Dictations [going to] test the drug, and you're [going to] help me.
1. My manuscript! You've got my manuscript! Stop! You [shouldn't] do it.
Of course I've got your manuscript. Do you want [to kill] him? Yes!
2. How many months did you work on it? But the memory drug [won't] kill him! Don't worry about
Months? It took me years! that!
3. Yes, I thought so. It's very interesting. No, I have other ideas for that. But I'm still not sure [how]
4. A very interesting manuscript. My congratulations, Dr I'm going to do it.
Orwell. Sline is standing [in front] of Orwell.
The drug [made] him lose his memory.
1. And this is the language of the Mepatecs!
Only two people in the world understand it.
2. I'm one, and you're the other.
3. But who knows more? You or me?
4. This symbol, for instance--what does it mean?
1. You know, Dr Orwell, I don't need your help at all.
2. I wanted to find out how much you know.
3. Yes, you know a lot, but I know more.
4. So I don't need you. No.
1. Do you want to kill him?
Yes.
2. But the memory drug won't kill him! Don't worry
about that!
3. No, I have other ideas for that.
4. But I'm still not sure how I'm going to do it.
1. Another stupid toy! What is it this time?
Well, boss, you press this button here...
2. and you press this one...and then you press this
one here...and an aeroplane flies through the air.
3. An aeroplane. A bird.
Of course, that's how I'm going to do it.
4. Birds can fly, but people can't.
Harry! Bring that here! Bring that here now!
1. There was a symbol for man...or was it woman?
2. What did they really mean?
3. That's the problem. Nobody really knows.
4. Sometimes it means man, sometimes it means woman,
and sometimes it means person.

Fill-Ins
I [need] your help!
And you're [going] to give it to me!
[How many] months did you work on it?
Months? It [took] me years!
Yes, I [thought] so. It's very interesting.
And this is the [language] of the Mepatecs!
I'm one, and you're [the other].
This symbol, for instance--[what] does it mean?
And the symbol [next to] it? What do these two symbols
mean?
Come, come, Dr Orwell, aren't you going [to help] me?
I don't want to [destroy] your manuscript...
Well, Dr Orwell, are you going [to answer] my questions?
Or aren't you?
Please, don't destroy my [work].
Then [tell] me what this symbol means.
Sabina, we already know that. Then why are you [asking]
me?

50
 The Lost Secret ~ Unit 5: The Laboratory

E
EXXE
ERRC
C II S
SEES
S
Exercise A
1. Listen to Wake up Dr Orwell and fill-in the missing words:
Example: Wake up, Dr Orwell. I need your help!
And you’re going to give it to me!

1. Dr Orwell, I’m asking (a) _________________________, and I want (b)________________

_____________________. Sabina, get (c) _________________________.

2. My manuscript! You’ve (a)__________________________________!

Of course I’ve (b) __________________________________.

3. My congratulations, Dr Orwell. And (a)_________________________ are very important too,

(b)___________________? And (c)______________________________________ the Mepatecs.

4. This symbol, (a)_______________________... What does (b)_____________________?

2. Fill-in the correct answer.

a. asking b. language c. meaning d. more e. one f. other

g. people h. remembers i. some j. wakes up k. what l. who

Orwell _____ in Sline’s laboratory. Sline has his manuscript and is _____ him questions. He wants to

know the _____ of _____ symbols. Only two _____ in the world understand the ______ of the

Meptecs. Sline is ______ and Orwell is the _____. Sline wants to know _____ knows _____, he or

Orwell.

51
 The Lost Secret ~ Unit 5: The Laboratory

E
EXXE
ERRC
C II S
SEES
S
Exercise B
1. Put the words into the correct order:
Example: /mean/ /does/ /what/ /it/ ?
What does it mean?

1. /destroy/ /my/ /work/ /don’t/

2. /means/ /tell/ /me/ /what/ /this symbol/

3. /rainflower/ /the two together/ /they/ /don’t/ /mean/ ?

4. /me/ /are/ /asking/ /you/ /why/ ?

5. /Sline/ /the truth/ /find out/ /wants/ /to/ /Orwell/ /if/ /is telling/

2. Match the answers to the questions:

a. What does Sline want to know?
1. No, he didn’t. ____
b. What does Sline threaten to do?
2. The meaning of some symbols. ____ c. Why does Sline say he doesn’t need
Orwell?
3. Orwell’s manuscript. ____
d. How long did it take Orwell to write
4. To destroy Orwell’s manuscript. ____ his book?
5. He says he knows more than Orwell. ____ e. Did Sline destroy Orwell’s manuscript?

6. To test Orwell. ____ f. What does Sline say is interesting?

7. It took him years. ____ g. Why does Sline ask questions about
things he already knows?
8. The Telo plant. ____ h. What did the Mepatecs use to make
the drug?
9. Professor Sline. ____
i. What did the Meptatec’s drug do?
10. It destroyed the memory. ____
j. Who is going to test the drug?

52
 The Lost Secret ~ Unit 5: The Laboratory

E
EXXE
ERRC
C II S
SEES
S
Exercise C
1. Listen to Do you want to kill him? and Which symbols and fill-in the missing words:
1. But the memory drug (a)___________________________. Don’t (b)_________________________

_________________. No, I have (c)__________________________________________.

2. Of course, that’s how _______________________________. Birds can fly, but people can’t.

3. There was a symbol for man, (a)_________________________? What did (b)__________________

_______________________?

2. Connect the two parts of each sentence.

1. The Mepatecs were _____ a. from the Telo plant.

2. They disappeared _____ b. from the Mepatec’s language.
3. They made _____ c. what some of the symbols mean.
4. It was made _____ d. to help him.
e. an expert on the Mepatecs.
5. The drug was dangerous _____
f. about fifteen hundred years ago.
6. Sline wants to understand symbols _____
g. to destroy his manuscript.
7. He isn’t sure _____
h. a dangerous drug.
8. He wants Orwell _____ i. an old civilisation in South America
9. Orwell is _____ j. because it destroyed the memory.
10. He doesn’t want Sline _____

53
 Dynamic Business English ~ Unit 6: Planning Ahead

6. Episode 7: Good News and Learning Points

Bad News Review of question forms:
Did I see her? Did you study botany? Can a plant be
Did you study botany? male or female? How many? Where can I find out?
Who was on the balcony? Who did you see? Who are
Sabina? you talking about? What do you mean? Can I help you?
Well, what did you find out? What kind of plant? How do you spell it? What does he
A page is missing. say about this symbol? Are you sure it was him? How
long will that take? How did you get the book? Why
Dialog Focus w/SR didn’t I see it? Why didn’t I understand? Don’t you
Dictations remember?
Grammar Fill-ins
Tag answers:
This episode opens at Dr Robert’s clinic. Orwell Yes, I am. Yes, I did. No, he isn’t. Of course I did.
needs to find out more information about the Telo Yes, I do. Yes, I can.
plant. He wants to know if it can be male and Obligation with should:
female. Dr Roberts suggests that they go to the Perhaps you should listen to me. You should believe me.
Botanical Institute in Oxford, where they have the Promises:
best botanical library in the world.
I’ll give it back.
At the library, the librarian is rather rude, but he Suggestions:
points Orwell and Dr Roberts to the South Let’s go there now!
American section, where they can get information
about South American plants. As Orwell walks Noun clauses:
around he thinks he sees Sabina, but he is I think I know why the drug didn’t work. That’s what I
mistaken, and he apologizes. Then he looks up on said. I thought you were someone else. I think I saw
the balcony, and he really does see Sabina,... but her. I’d like to know what was on that missing page.
he isn’t sure. You know where I keep it.
Quantity:
In the next scene, Sabina returns to Sline’s lab and Some plants can be male or female. Some? How many?
gives him some good news and some bad news. A few. All the books about plants in South America are
The good news is that there are Telo plants in over there. They’re all in the South American section.
England. The bad news is that Orwell is still I’ve got some news, too. Yes, but only in one place.
alive. Sline realizes that he made a mistake when Before you say anything more, remember! I have some
he made the drug. He understands the lost secret. bad news, too.

In the last scene, Dr Roberts and Inspector Marvin

talk about the book and its missing page. Marvin
says they can probably get another copy to learn
what was on the missing page. He says it will
take a day or two, perhaps longer.
Goals:
To review ways to ask and answer questions to
solve a problem, particularly the use of short
answers such as Yes, I did, where the verb is left
off.

54
 The Lost Secret ~ Unit 6: Good News and Bad News

Classroom Activities
Class 1
Presentation (Day 1, 4-6 minutes)
Begin with the scene, Did you study botany? Play it through in short pieces. Stop and ask students to explain
what’s going on. What are they saying? What are they doing? See if the students can fluently repeat or
paraphrase some of the sentences, such as: Perhaps a Telo plant can be male and female.
Key Focus: Note the expressions of quantity: some, how many, a few, and review the difference between
countable and uncountable quantities.
Oral Practice (3~5 minutes)
In pairs, or small groups, have students discuss where to get various types of information, such as how much is in
their bank account, or a listing of hotels in a city. What are the best places to get information, and why? What
kinds of information do they often need? Where do they go to find it? Have each pair or group list 3 ~ 5 types of
information they often need, and rank the sites (e.g. library, internet sites, telephone book, newspaper, etc.) where
they can get each type in this ‘information age.’
Follow-up: Have students work on their own with the software. Students should focus on each sentence, line by
line, without using the text. After the students focus on the first scene, they should preview the next scene,
Sabina? Students should also review Unit 5, especially the support lessons. As homework (or in class), have the
students do Exercise A.
Class 2
Presentation (Day 2, 4-6 minutes)
Go through the scene, Sabina? Play it through in short pieces. Stop and ask students to explain what’s going on.
What are they saying? What are they doing? See if the students can fluently repeat or paraphrase some of the
sentences, such as: You mean you’re looking for a book?
Key Focus: Focus on the sentences that use noun clauses: That’s what I said. I thought you were someone else.
I think I saw her. Note how what, where, that, how, etc... are used in such sentences.
Oral Practice (4-6 minutes): Have students work in pairs or small groups and practice role asking for and giving
information about how to find information. Focus on the internet. Students should ask each other for different
types of information and direct each other to where they can find it on the internet. Use sentences like: I’d like
some information, please. What kind of information. (e.g., A list of holidays in another country; The ‘home’
schedule for a sports team; A map of the airline terminal in Beijing; etc.) How do you spell it? Why don’t you
try looking....
Follow-up: Have students work on their own with the software. After they focus on this scene, they should
review the first scene and then preview the next scenes, Well, what did you find out? and A page is missing. As
homework (or in class), have the students do Exercise B. Students should continue to review the support lessons
in Unit 5.
Class 3
Presentation (Day 3, 6-9 minutes)
Go through the scenes, Well, what did you find out? and A page is missing. Play them through line by line. Find
out how much the class understands by asking students to repeat or paraphrase each sentence.
Oral Practice (4-6 minutes): Have students work in pairs or small groups and practice talking about good news
and bad news. What is some good news? And bad news? Students should quiz each other for examples and
details. Example: Sales are up this month. Customer complaints are up as well.
Follow-up: Have students work on their own with the software. Students should review all four scenes in this
unit and then preview the next unit. Remind students to record themselves and listen to their recordings. This
will increase their Completion Percentage. Have the students do Exercise C.

55
 The Lost Secret ~ Unit 6: Good News and Bad News

Video Scripts Sline: That's no problem. Not for me! Where did you get
this?
Did you study botany? Sabina: From a book. In the library of the Botanical
(On the grounds of the Clinic) Institute in Oxford.
Orwell: Did you study botany at school? Sline: Excellent! Very interesting. You see! When I tell
Dr Roberts: Botany? Yes. We learnt something about you something, you should believe me. I know more
plants and flowers. about these things than you do.
Orwell: Can a plant be male or female? Sabina: Before you say anything more, remember! I have
Dr Roberts: Yes, some plants can be male or female. some bad news, too. I saw Dr Orwell at the library.
Orwell: Some? How many? Sline: Orwell? But he's dead.
Dr Roberts: I'm not sure. A few, I think. Sabina: No, he isn't.
Orwell: Well, perhaps a Telo plant can be male and female. Sline: But you said he was dead. Harry!
Dr Roberts: What do you mean? Sabina: And he remembered my name.
Orwell: Where can I find out? Sline: But the memory drug...
Dr Roberts: The Botanical Institute in Oxford--they have Sabina: The drug didn't work! Perhaps you should listen to
the best botanical library in the world. me sometimes, Basil?
Orwell: Let's go there. Sline: Are you...are you sure it was him?
Dr Roberts: Tomorrow? Sabina: Yes, I am. Very sure.
Orwell: No, today! Let's go there now! This afternoon. Sline: I have to...think about this. Get me...Orwell's
It's very important! manuscript...you know where I keep it. What does he
Dr Roberts: Why? say about this symbol? Find it!
Orwell: I think I know why the drug didn't work! Sabina: It's somewhere near the end, I think. Yes, here it
is. Look!
Sabina? Sline: This symbol means 'rain', and this one means
(In the Botanical Institute Library) 'flower'... ...and this one...this one means 'man'.
Librarian: Yes? Can I help you? Sabina: Orwell didn't know about that symbol. He wasn't
Dr Roberts: I hope so. I'd like some information. sure. Don't you remember? Perhaps it means 'woman',
Librarian: You mean you're looking for a book? perhaps it means 'person'.
Orwell: Yes, a book about the Telo plant. I want to find... Sline: 'Man'...or 'woman'...or 'person'... But of course!
Librarian: What kind of plant? That's the answer. That's why the drug didn't work.
Orwell: The Telo plant. It grows in South America. And that's the secret. The lost secret! But why didn't I
Librarian: How do you spell it? see it? Why didn't I understand?
Orwell: What?
Librarian: The name of the plant. A page is missing.
Orwell: T-E-L-O. (In Dr Robert’s office)
Librarian: Oh, you mean the Telo plant. Dr Roberts: A page is missing from the book.
Orwell: Yes! That's what I said. Marvin: How did you get the book?
Librarian: Over there, in the South American section. Dr Roberts: I took it.
Orwell: Pardon? Marvin: You mean you stole it?
Librarian: All the books about plants in South America are Dr Roberts: Yes, I did, Inspector. But don't worry, I'll give
over there. They're all in the South American section. it back.
Orwell: Sabina! Oh! I'm terribly sorry. It was a mistake. Marvin: I'd like to know what was on that missing page.
I...I thought you were someone else. Sabina! Perhaps we can get another copy.
Dr Roberts: What's wrong? Dr Roberts: How long will that take?
Orwell: I'm not sure, but I think I saw her. Marvin: A day or two. Perhaps longer.
Dr Roberts: Who? Who did you see?
Orwell: She was up there. Up there on the balcony.
Dr Roberts: Who was on the balcony? Who are you
talking about?
Orwell: Sabina! She was there. She saw me and...and
then...
Dr Roberts: Yes? What happened then?
Orwell: Did I see her? Or didn't I?

Well, what did you find out?

(In Sline’s laboratory)
Sabina: Well, what did you find out? Did you go to the
library, or didn't you?
Sline: Of course I did. I've got the information. And I've
got some news, too.
Sline: News?
Harry: Yes, some good news...and some bad news.
Sline: What are you talking about?
Harry: Here's the good news.
Sline: Ah! Excellent. Excellent.
Harry: And the bad news can wait.
Sline: You see! There are Telo plants here in England.
Sabina: Yes, but only in one place.

56
 The Lost Secret ~ Unit 6: Good News and Bad News

Dialog Focus I'd like to know what was on that missing page. Perhaps we
(Scene 1) can get another copy.
Did you study botany at school? How long will that take?
[Botany?] Yes. We learnt something about plants and [A day or two.] Perhaps longer.
flowers.
Can a plant be male or female?
Yes, [some plants can be male or female.] Dictations
Some? [How many?] 1. Can a plant be male or female?
[I'm not sure.] A few, I think. 2. Yes, some plants can be male or female.
Well, perhaps a Telo plant can be male and female. 3. Some? How many?
[What do you mean?] I'm not sure. A few, I think.
Where can I find out? 4. Well, perhaps a Telo plant can be male and female.
The Botanical Institute in Oxford--they have the best
botanical library in the world. 1. Yes? Can I help you?
Let's go there. I hope so.
Tomorrow? 2. I'd like some information.
[No, today!] Let's go there now! This afternoon. It's very 3. You mean you're looking for a book?
important! 4. Yes, a book about the Telo plant. I want to find...
Why? What kind of plant?
I think I know why the drug didn't work! 1. Oh, you mean the Telo plant.
(Scene 2) Yes! That's what I said.
Yes? Can I help you? 2. Over there, in the South American section.
I hope so. [I'd like some information.] Pardon?
[You mean you're looking for a book?] 3. All the books about plants in South America are over
Yes, a book about the Telo plant. I want to find... there.
What kind of plant? 4. They're all in the South American section.
[The Telo plant.] It grows in South America.
How do you spell it? 1. I'm not sure, but I think I saw her.
What? Who? Who did you see?
[The name of the plant.] 2. She was up there. Up there on the balcony.
T-E-L-O. Who was on the balcony?
Oh, you mean the Telo plant. 3. Who are you talking about?
[Yes! That's what I said.] Sabina! She was there. She saw me and...and then...
Over there, in the South American section. 4. Yes? What happened then?
Pardon? Did I see her? Or didn't I?
All the books about plants in South America are over there.
They're all in the South American section. 1. Well, what did you find out?
(Scene 3) Did you go to the library, or didn't you?
Well, what did you find out? Did you go to the library, or 2. Of course I did. I've got the information.
didn't you? 3. And I've got some news too.
[Of course I did.] I've got the information. And I've got News?
some news too. 4. Yes, some good news... and some bad news.
News? 1. But of course! That's the answer.
Yes, some good news... and some bad news. 2. That's why the drug didn't work.
What are you talking about? 3. And that's the secret. The lost secret!
[Here's the good news.] 4. But why didn't I see it?
Ah! [Excellent.] Excellent. Why didn't I understand?
And the bad news can wait.
You see! There are Telo plants here in England.
[Yes, but only in one place.]
That's no problem. [Not for me!] Where did you get this?
[From a book.] In the library of the Botanical Institute in
Oxford.
Excellent! [Very interesting.] You see! When I tell you
something, you should believe me. I know more about
these things than you do.
Before you say anything more, remember! I have some bad
news, too. [I saw Dr Orwell at the library.]
Orwell?
[But he's dead.]
[No, he isn't.]
But you said he was dead. Harry!
(Scene 4)
A page is missing from the book.
How did you get the book?
[I took it.]
[You mean you stole it?]
[Yes, I did, Inspector.] But don't worry, I'll give it back.

57
 The Lost Secret ~ Unit 6: Good News and Bad News

Fill-Ins
Did you [study] botany at school?
We learnt [something] about plants and flowers.
Can a plant [be] male or female?
[Some] plants can be male or female.
Some? How many? I'm not [sure]. A few, I think.
Well, perhaps a Telo plant can [be] male and female.
Where can I find [out]?
The Botanical Institute in Oxford--they have the [best]
botanical library in the world.
[Let's] go there. Tomorrow?
[All] the books about plants in South America are over
there.
They're all [in] the South American section.
It was a mistake. I...I thought you were [someone] else.
She was there. She [saw] me and...and then...
Did I [see] her? Or didn't I?
Did you go to the library, or [didn't] you?
What [are] you talking about?
Excellent! Very [interesting].
When I tell you [something], you should believe me.
I know [more] about these things than you do.
Sabina doesn't look very [interested] in Sline.
Before you say [anything] more, remember! I have some
bad news, too.
But you [said] he was dead.
Perhaps you [should] listen to me sometimes, Basil?
I [have to] think about this.
What does he [say] about this symbol?
It's [somewhere] near the end, I think.
A page is [missing] from the book.
How did you get the book? I [took] it.

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Exercise A
1. Listen to Did you study botany? and fill-in the missing words:

1. Botany? Yes. We ___________________________________ ______ plants and flowers.

2. Can a plant be male or female?

Yes, __________________________________________ male or female.

3. Some? (a)____________________________?

I’m not sure. (b)__________________, I think.

4. Well, (a)____________a Telo plant (b) ________________ male and female.

What (c)_________________________ ? Where can (d)__________________________________ ?

2. Fill-in the correct answer.

a. archaeology b. botany c. chemistry d. geography e. history

f. law g. medicine h. physics i. psychology j. zoology

1. ____ The study of plants and flowers

2. ____ The study of animals
3. ____ The study of energy and motion
4. ____ The study of substances and reactions
5. ____ The study of legal systems
6. ____ The study of disease and human health
7. ____ The study of events and people from the past
8. ____ The study of how people think and act
9. ____ The study of ancient civilisations
10. ____ The study of countries and natural resources

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Exercise B
1. Listen to Sabina? and fill-in the missing words:

Yes? Can I (a) __________ you?

I (b)_________ so. I’d like (c)_________ information.

You (d)_________ you’re (e)_____________ for a book?

Yes, a book (f)_________ the Telo plant. I want to (g)_________

What (h)_________ of plant?

The Telo plant. It (i)_________ in South America.

2. Connect the two parts of each sentence:

1. I thought ____ a. a book about the Telo plant.

2. I’m not sure, but ____ b. how to spell its name.

c. you were someone else.
3. He was looking for ____
d. was in the South American section.
4. He thought he saw Sabina ____
e. that grows in South America.
5. Sabina is the woman who. ____
f. who thought he could fly.
6. Orwell is the man ____
g. who is helping Orwell.
7. Dr Roberts is the woman ____
h. he met on the airplane.
8. The librarian said the book ____
i. on the balcony.
9. It’s about a plant. ____
j. I think I saw her.
10. The librarian asked ____

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Exercise C
1. Listen to Well, what did you find out? and fill-in the missing words.
1. Well, what (a)___________________________? Did you go to the library, or (b)________________?

2. (a)__________________ I did. I’ve got (b)____________________________. And I’ve got

(c)__________________________, too.

3. Excellent! Very (a)_________________. You see! When I (b)________________________________,

you (c)_______________________________. I know (d)_____________________________________

_____________________________________.

4. Before you (a)_________________________, remember. I have (b)________________________, too.

5. What does he say about this symbol? (a) ______________________!

It’s (b)_______________________________________, I think. Yes, here it is. Look!

2. Put the words into the correct order.

Example: /sure/ /was/ /it/ /you/ /are/ /him/ ?
Are you sure it was him?

1. What /about/ /you/ /talking/ /are/ ?

2. Where /this/ /did/ /get/ /you/ ?

3. Perhaps /me/ /should/ /you/ /listen/ /to/ /sometimes/ .

4. Orwell /symbol/ /sure/ /about/ /wasn’t/ /that/ .

5. That’s the answer. That’s /drug/ /the/ /why/ /work/ /didn’t/ .

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7. Episode 8: Male & Female Learning Points

Present perfect:
Have you seen this man before?
Have you seen this man before? Of course I have. I’ve
It was a small mistake. never seen it. Have you thought about that? I’ve never
What does it look like? seen it. You’ve never told me. You’ve helped me a lot.
And my memory has come back. Yes, it has. You’ve had
And now for a strange story. a very bad time. The news has started.
Dialog Focus w/SR
Dictations have to:
Grammar Fill-ins You have to use the male and the female plant to make the
drug. We have to get the plants first. Why do I have to
Inspector Marvin quizzes Orwell about Sline and stay here any longer?
Sabina. He asks why Sline stole the manuscript. I’d like, you’d like:
Orwell says Sline was interested in the Mepatec’s
language so that he could make their memory I’d like to know, that’s all. There’s something I’d like to
drug. ask you. You mean you’d like to leave. I’d like to go
back to work.
Marvin asks why Orwell brought the Telo plant There is, there are:
back to England. Orwell said there were no Telo There is one place where they grow. There are very few
plants in England, and he needed it for his work. Telo plants in South America. Do you mean there are Telo
Then Dr Roberts reads from a book which says plants in England too? There was one small thing I didn’t
that there is one place in England where they understand. And you didn’t know that there are male and
grow. However, they can’t find out where female plants in this place near Brighton, did you Basil?
because the next page of the book is missing. There’s something I’d like to ask you.
Sabina took it. Contradicting:
In Sline’s car, Sabina and Sline talk about why the That isn’t what this book says.
drug didn’t work on Orwell. Sline realizes that he Describing things:
made a small mistake. One plant isn’t enough. The Mepatecs said it looked like water. It had no colour,
You need to use a male and a female plant to no taste, but with a strange smell.
make the drug. Adjective and noun clauses:
In the next scene, Dr Roberts and Orwell talk There is one place where they grow. That isn’t what this
about the drug. It looks like water and smells like book says. There’s something I’d like to ask you. There
fresh bread. Then Orwell asks if he can leave the was one small thing I didn’t understand. And there was
clinic to go back to work. Sabina says he isn’t something I didn’t know. Don’t say I’m lucky. There was
ready yet..He should stay for a few more days. something I wanted to ask you yesterday. I don’t think
you’restrong enough yet.
In the final scene, they see a television news
program that reports on the theft of some plants
from a greenhouse near Brighton.

Goals:
To be able to use the present perfect.
To understand the difference between the past
tense and the present perfect.
To gain more practice with sentences that use
adjective and noun clauses.

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Classroom Activities
Class 1
Presentation (Day 1, 4-6 minutes)
Begin with the scene, Have you seen this man before? Play it through without stopping. Find out how much
the class understands by asking questions such as: What is Marvin doing? How does Orwell answer? See if the
students can fluently repeat some of the key sentences, such as: Have you seen this man before?
Key Focus: Note how the present perfect is used in this scene. Contrast past tense sentences such as He saw
her with the present perfect He has seen her. Emphasize the point that the past tense form expresses an event,
whereas the present perfect expresses a state of being. If necessary, focus on some verbs and write out their past
tense and participle forms: V(d), V(ing), and V(n).
Oral Practice (2~4 minutes)
In pairs, or small groups, have students makes lists of things they have and have not done: I have eaten lots of
Chinese food. I haven’t eaten much raw fish.
Follow-up: Have students work on their own with the software. Students should focus on each sentence, line
by line, without using the text. After the students focus on the first scene, they should preview the next scene, It
was a small mistake. Students should also review Unit 6, especially the support lessons. As homework (or in
class), have the students do Exercise A.
Class 2
Presentation (Day 2, 4-6 minutes)
Go through the scene, It was a small mistake. Find out how much the class understands by asking questions
such as: What was the mistake? Was it a small mistake? Why not? Focus also on the longer sentences, such as
There was one small thing I didn’t understand.
Key Focus: Focus on the use of ‘that’ in sentences such as: I think (that) it was a big one, and There was one
small thing (that) I didn’t understand. Note that the word ‘that’ is often left out, especially when speaking.
Oral Practice (3-5 minutes): Have students work in pairs or small groups and practice contrasting the past
tense and the present perfect. For example, What did you do this morning? What books have you read in your
English class? Have you been to Japan? When did you go? Have you finished your project?
Follow-up: Have students work on their own with the software. After they focus on this scene, they should
review the first scene and then preview the next scene, What does it look like? As homework (or in class), have
the students do Exercise B. Students should continue to review the support lessons in Unit 6.
Class 3
Presentation (Day 3, 4-6 minutes)
Go through the scene, What does it look like? Play it through, line by line. Have students repeat or paraphrase
some of the longer sentences. Check comprehension with questions such as: Why does Orwell say he wants to
leave? Why doesn’t Dr Roberts want him to leave?
Key Focus: Focus on the language of describing things. What do things look like, smell like, or taste like.
Other examples: He acts like a child. It looks like it’s going to rain. She looks tired. It looks cold outside. It’s
circular. It has sharp edges.
Oral Practice (2-4 minutes): Divide the class into groups of 3 or 4. Students should make a list of four or five
things or/people..They should then try to answer questions like: What does he/she/it look like? How tall?, How
heavy? What color hair and eyes? These are the kinds of questions the police often ask witnesses to a crime,
and writers often use this kind of language to describe characters in a novel.

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Follow-up: Have students work on their own with the software. Focus on each sentence, line by line, without
using the text. After they review this scene, they should record each sentence. Then they should focus once
more on the next scene, And now for a strange story. As homework (or in class), have the students do
Exercises C.
Class 4
Presentation (Day 4, 4-6 minutes)
Go through the scene, And now for a strange story. Play it through, and stop every few sentences to ask
comprehension questions or to ask the class to repeat or explain a sentence. Ask the class who they think stole
the plants and why?
Oral Practice (3-5 minutes): Have students work in pairs or small groups and practice reporting this story.
They should practice both summarizing it and interviewing their partner about it, just as a reporter.
Follow-up: Have students work on their own with the software. Students should review all four scenes in this
unit and then preview the next unit. Remind students to record themselves and listen to their recordings. This
will increase their Completion Percentage. Have the students do Exercise D.

Follow-up
Once the four scenes have been presented and practiced, students should do Dialog Focus, Dictation, and Fill-in support
lessons. They should do these lessons on their own, as often as possible until the language is completely mastered.
When their Completion Percentage is 80% or more for Units 6, 7, and 8, they will be ready to take Mastery Test 3.

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Video Scripts Sline: There was...one small thing I didn't understand.

Sabina: What? Do you want my help? Then tell me!
Have you seen this man before? Sline: There is a male Telo plant and a...
(At Dr Robert’s clinic) Sabina: Go on.
Marvin: Have you seen this man before? Sline: And a female one. Orwell's plant was a male plant.
Orwell: Of course I have. It's Sline. And there was something I didn't know.
Marvin: And have you seen this woman before? Sabina: What?
Orwell: Yes. It's Sabina. Sline: You have to use the male and the female plant to
Marvin: Did this man steal your manuscript? make the drug. One plant isn't enough.
Orwell: Yes, he did. He's still got it. Sabina: You mean the male plant isn't strong enough
Marvin: But why did he steal it? without the female plant? And you didn't know that
Orwell: He was interested in the Mepatecs' language. there are male and female plants in this place near
Marvin: Tell me why. Brighton, did you Basil? Aren't you lucky I'm here to
Orwell: He wanted to understand it. He was interested in help you, Basil?
their memory drug. He wanted to know how to make Sline: No, don't say I'm lucky. Not yet. We have to get
it. the plants first. And that isn't going to be easy.
Marvin: Do you know how to make the drug?
Orwell: No, I don't. What does it look like?
Marvin: Did you want to make it, Dr Orwell? (At Dr Robert’s clinic)
Orwell: No, I didn't. Dr Roberts: There was something I wanted to ask you
Marvin: Are you sure? yesterday.
Orwell: Yes. Orwell: What was that?
(In Sline’s car) Dr Roberts: Well, it isn't very important really, but...the
Sabina: What are you going to do with this drug, Basil? memory drug... What does it look like?
You've never told me. Orwell: Well, I've never seen it. But the Mepatecs said it
Sline: Money, Sabina my dear. looked like water.
Sabina: Money? Dr Roberts: Like water?
Sline: Yes, I'm going to make a lot of money! Orwell: Yes, they said it looked like water. No colour, no
Harry: Money, boss? taste, but with a strange smell.
Sline: Look where you're going! Drive carefully! Dr Roberts: Oh really? What kind of smell?
(At Dr Robert’s clinic) Orwell: Well, they said it smelt like fresh bread. Why?
Marvin: So the Mepatecs used the Telo plant to make the Dr Roberts: I'd like to know, that's all.
memory drug, is that right? And you didn't want to Orwell: Wait. There's something I'd like to ask you.
make the drug? Well, er, you've helped me a lot. I mean, I'm much
Orwell: No, I didn't. better, aren't I?
Marvin: Well, why did you bring the Telo plant back to Dr Roberts: Much better.
England with you? Orwell: And my memory has come back.
Orwell: It was important for my work. And there are very Dr Roberts: Yes, it has.
few Telo plants in South America now, and there are Orwell: Well, why do I have to stay here any longer?
no Telo plants in Europe. Dr Roberts: You mean you'd like to leave.
Marvin: Are you sure? Orwell: Well, I'd like to go back to work, yes.
Orwell: Yes, I am. The Telo plant grows only in a few Dr Roberts: I understand that.
parts of South America. Orwell: Well?
Dr Roberts: That isn't what this book says. Dr Roberts: I think you should stay for a few more days.
Orwell: It isn't? Orwell: Why? I'm not ill.
Dr Roberts: Listen. The Telo plant grew well in South Dr Roberts: No, you're not, but you've had a very bad
America until a thousand years ago. Today there are time. I don't think you're strong enough yet. A few
very few Telo plants in the world. But in England more days, that's all.
there is one place where they grow.
Orwell: Do you mean there are Telo plants in England And now for a strange story.
too? (At Dr Robert’s clinic)
Dr Roberts: That's what the book says. Orwell: Oh, look! The news has started.
Orwell: Well, go on! What does it say? Where do they News: Good afternoon. And now for a strange story from
grow in England? our Brighton reporter, Brian Smith. This is Norton
Dr Roberts: This is the end of the page. House, near Brighton. It was the home of the famous
Orwell: Well, read the next page! botanist, Sir Patrick Norton. His house is full of
Dr Roberts: I can't. The next page isn't here. Sabina took beautiful and expensive things from all over the world.
it. Look! But last night someone broke into the greenhouse and
stole some plants. This morning I spoke to Sir Patrick
It was a small mistake Norton's grandson, John Norton.
(In Sline’s car) Norton: I don't understand why they broke into the
Sabina: When you used the drug on Ross, it didn't work. greenhouse. There are only plants here.
Why? Have you thought about that? Reporter: And what did they steal?
Sline: Of course I have. It was a...a small mistake. Norton: Just a few plants. It's very strange.
Sabina: A small mistake, Basil? I think it was a big one. Reporter: What kind of plants?
A very big one. Orwell isn't dead. Norton: They came from South America. My grandfather
brought them to this country over a hundred years ago.

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Well, I'd like to go back to work, yes.

Dialog Focus I understand that.
(Scene 1) Well?
Have you seen this man before? I think you should stay for a few more days.
Of course I have. It's Sline. Why? I'm not ill.
And have you seen this woman before? No, you're not, but you've had a very bad time. A few
Yes. [It's Sabina.] more days, that's all.
Did this man steal your manuscript?
[Yes, he did.] [He's still got it.] Dictations
But why did he steal it? 1. Have you seen this man before?
[He was interested in the Mepatecs' language.] Of course I have. It's Sline.
Tell me why. 2. And have you seen this woman before?
He wanted to understand it. He was interested in their Yes. It's Sabina.
memory drug. He wanted to know how to make it. 3. Did this man steal your manuscript?
Do you know how to make the drug? 4. Yes, he did. He's still got it.
[No, I don't.]
Did you want to make it, Dr Orwell? 1. Do you know how to make the drug?
[No, I didn't.] No, I don't.
(Scene 2) 2. Did you want to make it, Dr Orwell?
So the Mepatecs used the Telo plant to make the memory 3. No, I didn't.
drug, is that right? 4. Are you sure?
Yes. Yes.
And you didn't want to make the drug? 1. So the Mepatecs used the Telo plant to make
[No, I didn't.] the memory drug, is that right? Yes.
Well, why did you bring the Telo plant back to England 2. And you didn't want to make the drug?
with you? No, I didn't.
[It was important for my work.] And there are very few 3. Well, why did you bring the Telo plant back to
Telo plants in South America now, and there are no Telo England with you?
plants in Europe. 4. It was important for my work.
Are you sure?
[Yes, I am.] 1. The Telo plant grows only in a few parts of South
The Telo plant grows only in a few parts of South America. That isn't what this book says.
America. 2. The Telo plant grew well in South America until a
That isn't what this book says. thousand years ago.
[It isn't?] 3. Today there are very few Telo plants in the world.
Listen. The Telo plant grew well in South America until a 4. But in England there is one place where they grow.
thousand years ago. Today there are very few Telo plants
in the world. But in England there is one place where they 1. And there was something I didn't know.
grow. What?
Do you mean there are Telo plants in England too? 2. You have to use the male and the female plant to make
[That's what the book says.] the drug.
Well, go on! What does it say? Where do they grow in 3. One plant isn't enough.
England? 4. You mean the male plant isn't strong enough without
This is the end of the page. the female plant?
[Well, read the next page!] 1. There's something I'd like to ask you.
I can't. [The next page isn't here.] Sabina took it. Look! Well, er, you've helped me a lot.
(Scene 3) 2. I mean, I'm much better, aren't I?
There was something I wanted to ask you yesterday. Much better.
[What was that?] 3. And my memory has come back.
Well, it isn't very important really, but... the memory Yes, it has.
drug... [What does it look like?] 4. Well, why do I have to stay here any longer?
Well, I've never seen it. But the Mepatecs said it looked
like water. Fill-Ins
Like water?
Yes, they said it looked like water. Have you [seen] this man before?
No colour, no taste, but with a strange smell. And have you seen this woman [before]?
Oh really? [What kind of smell?] Did this man steal your manuscript? Yes, he did. He's
Well, they said it smelt like fresh bread. Why? [still] got it.
I'd like to know, that's all. But why did he [steal] it?
Wait. There's something I'd like to ask you. Well, er, He was interested [in] the Mepatecs' language.
you've helped me a lot. I mean, I'm much better, aren't What are you going to do with this drug, Basil? You've
I? never [told] me.
Much better. Look where [you're] going!
And my memory has come back. Drive [carefully]!
Yes, it has. The Telo plant grows only in [a few] parts of South
Well, why do I have to stay here any longer? America.
You mean you'd like to leave.

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The Telo plant grew well in South America [until] a

thousand years ago.
Today there are very [few] Telo plants in the world.
Do you mean [there] are Telo plants in England too?
[When] you used the drug on Ross, it didn't work. Why?
Have you [thought] about that?
You mean the male plant isn't strong [enough] without the
female plant?
We [have] to get the plants first. And that isn't going to be
easy.
Have they got the plants [yet]?
But the Mepatecs said it looked [like] water.
Well, uh, [you've] helped me a lot.
I mean, I'm much [better], aren't I?
And my memory has [come] back. Yes, it has.
You mean [you'd] like to leave.
I think you should stay [for] a few more days.
Why? I'm not ill. No, you're not, but you've [had] a very
bad time.
I don't think you're strong enough [yet].
Oh, look! The news [has] started.
But last night someone [broke] into the greenhouse and
stole some plants.
This morning I [spoke] to Sir Patrick Norton's grandson,
John Norton.

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Exercise A
1. Fill in the correct word from the list below.

a. a lot b. do c. going d. has e. how f. later

g. met h. never i. seen j. stole k. told l. what

Has Orwell _____ Sline before? Yes, he _____. He _____ Sline at the airport, and _____ at a

restaurant. Sline has Orwell’s manuscript because he _____ it. He wants to know _____ to make

the memory drug.

Sabina wants to know _____ he’s _____ to do with the drug. Sline has _____ _____ her what

he’s going to _____ with it. He wants to make _____ of money.

2. Fill-in the correct word.

Orwell _____ the Telo plant _____ to England with him _____ he _____ it for his _____. He _____
a. back b. because c. brought d. grow e. knows f. needed
g. outside h. there i. thought j. were k. where l. work

there _____ no Telo plants _____ of South America. But now he _____ that _____ is one place in

England _____ they _____.

3. Give the past tense form, V(d), and present perfect form, V(n), for each verb:
Example: see V(d) saw V(n) seen

Verb V(d) V(n) Verb V(d) V(n)

bring take
make tell
meet think
know understand
steal want

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Exercise B
1. Listen to It was a small mistake, and fill in the missing parts.
1. Orwell’s plant was a male plant. And there was _______________________________________.
What?
2. You (a)____________________ the male and female plant (b)______________ the drug.
One plant (c)_________________________ .
3. You (a)________ the male plant isn’t (b)_______________________________ the female plant?
And you didn’t know (c)_______________________ male and female plants in this place near
Brighton, did you Basil? d)____________________________________________________, Basil?
4. No, don’t (a)_______________________. Not yet. We (b)______________________ the plants
first. And that (c)_______________________________________ .

2. Put the words and phrases into the correct order.

1. When /on Ross/ the drug/ /used/ /you/, it didn’t work.

2. There /small thing/ /one/ /understand/ /I/ /didn’t/ /was/

3. It /a small mistake/ /wasn’t/. I /a big one/ /was/ /think/ /it/

4. Now Sline /why/ /knows/ /work/ /it/ /didn’t/

5. You /use/ /the male/ /female plant/ /and the/ /have to/ /the drug/ /to make/

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Exercise C
1. Listen to What does it look like? and fill-in the missing words:
1. There was something (a)____________________________________________________________.

What was that?

Well, it isn’t (b)_________________________ really, but the memory drug...

What (c)________________________________ ?

Well, (d)________________________________, but the Mepatecs said (e)____________________

___________________.

2. Wait. There’s (a)__________________________________________________________________ .

Well, (b)_________________________________ a lot. I mean, I’m (c) ______________________ ,

aren’t I? (Note: am I not is more formal than aren’t I)

2. Connect the two parts of each sentence.

1. Why do I have to _____ a. should stay for a few more days.

2. His memory _____ b. never seen the memory drug.
3. They said the memory drug _____ c. stay here any longer?
4. Dr Roberts thinks he _____ d. smelt like fresh bread.
e. you’re strong enough yet.
5. I don’t think _____
f. has come back.
6. You’re not ill, but _____
g. like to get back to work.
7. I understand that you’d _____
h. what it looked like.
8. She’d like to know _____ i. he’d like to ask her.
9. He says he has _____ j. you’ve had a very bad time.
10. There’s something that _____

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Exercise D
1. Fill-in the correct answer.

a. a few b. botanist c. broke d. brought e. came f. into

g. reporter h. spoke i. steal j. stole k. story l. strange

Good afternoon. And now for a _____ _____ from our Brighton ______, Brian Smith.

This is Norton House, near Brighton. It was the home of the famous ______, Sir Patrick Norton.

Last night someone ______ ______ the greenhouse and ______ some plants. This morning I

______ to Sir Patrick Norton’s grandson, John Norton.

And what did they ______?

Just ______ plants. They ______ from South America. My grandfather ______ them to this country

over a hundred years ago.

2. Connect the two parts of each sentence:
1. Someone broke into the greenhouse ____
a. he can make the memory drug.
2. The Telo plants in Brighton ____
b. he can make a lot of money.
3. Orwell is still at Dr Robert’s clinic
because she thinks ____ c. Sabina took it.

4. Sline needs the Telo plants so that ____ d. to steal some Telo plants.

5. Sline wants to make the memory e. he should stay a few more days.
drug so that ____ f. came from South America.
6. Orwell brought a Telo plant to g. until a thousand years ago.
England, but he ____
h. because Sline made a mistake.
7. The Telo plant grew well in South
America ____ i. didn’t want to make the memory drug.
8. Today there are very few Telo plants j. there is one place where they grow.
in the world, but in England ____
9. The drug didn’t work on Orwell ____
10. The next page in the book wasn’t
there because ____

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 The Lost Secret ~ Unit 8: We Have to Stop Him

8. Episode 9: We Have to Stop Learning Points

Him Future with going to and will:
This time everything is going to be all right. What are
Nothing can stop me now. you going to do about it? He’s not going to do
anything. We’re going to stop him. This time it’ll
What are you talking about? work. This time it will be very strong. I’m going to test
Where is Harry? it. He’ll be back soon. You will like this drink, Harry.
Dialog Focus w/SR Past habitual with used to:
Dictations
Grammar Fill-ins It used to grow in one part of South America.
Present Perfect:
This episode begins in Sline’s laboratory where he What’s happened? Have I done something wrong?
says that this time everything is going to be all He’s gone to the shops. Where have you been?
right. He says nothing can stop him. have to, will, can, must:
At the police station, Inspector Marvin receives a We have to wait. Inspector Marvin said we have to
telephone call from his boss and is told that they wait. But we have to stop him! He can make a much
have to wait a few days before they can go after stronger drug. We’ll stop him.
Sline. While he is on the phone, Orwell sneaks a Something, nothing, anything, everything:
look at a file on his desk. This time everything is going to be all right. Nothing
can stop me now. He hasn’t done anything wrong.
After leaving the Inspector’s office, Orwell tells Dr He’s not going to do anything. We can’t do anything
Robert’s that they have to go after Sline, because today. Is everything all right, boss? Have I done
it’s too dangerous to wait. From the information something wrong?
Orwell saw on the Inspector’s desk, he knows that Apologies:
Sline’s laboratory is in an amusement park. They
I’m sorry, boss. I’m sorry, but I’ve got some bad news.
decide to go there to stop Sline from making the I’m sorry, but I can’t tell you. I forgot your cigars.
drug.
Noun and adjective clauses:
In Sline’s laboratory, Sline is making the drug. He These were the first plants that grew outside South
is sure it will work. Sabina asks him how he can America. This is why we came here. We know where
be sure. He says he’s going to test it on Harry, his laboratory is. We know what he’s doing there. I
who has gone shopping. When Harry comes back, got all the things you wanted, boss.
Sline invites him to have a drink. Harry says he
isn’t thirsty, but Sline says he will like it and forces
him to drink it.
Goals:
To be able to use a range of verb forms
appropriately, from the past tense to the present
perfect, to the present and the present with modals.
To be able use something, nothing, and anything
for reference.
To be able to understand and use adjective and
noun clauses in longer sentences.

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 The Lost Secret ~ Unit 8: We Have to Stop Him

Classroom Activities
Class 1
Presentation (Day 1, 4-6 minutes)
Begin with the scene, Nothing can stop me now. Play it through, section by section. Confirm that the class understands
everything and can repeat or explain the meaning of every sentence. Ask someone in the class to explain why Sline can
make a much stronger drug now. With the telephone call, have the class guess what is being said on the other side of the
conversation. Who is the Inspector talking to and what is he saying?
Key Focus: Note how going to is used instead of will in sentences such as We’re going to stop him. Going to is the usual
way of expressing the future, where will expresses certainty about the future.
Oral Practice (3~5 minutes)
In pairs, or small groups, have students practice summarizing the main points of the scene. What are the key points, and
why?
Follow-up: Have students work on their own with the software. Students should focus on each sentence, line by line,
without using the text. After the students focus on the first scene, they should preview the next scene, What are you talking
about?, which is very difficult to hear. Students should also review Unit 7, especially the support lessons. As homework
(or in class), have the students do Exercise A.
Class 2
Presentation (Day 2, 4-6 minutes)
Go through the scene, What are you talking about? This scene is difficult to hear, so students have to listen and figure out
what is being said. Go through this process with them, because it helps to develop an important listening strategy.
Key Focus: Check to see that the students understand the difference between have to and must. to express necessity. Point
out that have to can be used with other modals, but must cannot, since no predicate can use more than one modal. Example:
He’ll have to be there. You cannot say ‘He will must be there.’
Oral Practice (3-4 minutes): Have students work in pairs or small groups. Each group should make a list of sentences or
questions that talk or ask about events in the future. See how many different ways they can talk about the future without
using will or going to. Examples: Can you come next week? Are you coming tomorrow? It leaves in an hour. He may
arrive tomorrow, but we’re not sure. He’s coming back next week. We must/have to finish sometime within the next six
months. Let’s go next year.
Follow-up: Have students work on their own with the software. After they focus on this scene, they should review the
first scene and then preview the next scene, Where is Harry? As homework (or in class), have the students do Exercise B.
Students should continue to review the support lessons in Unit 3.
Class 3
Presentation (Day 3, 4-6 minutes)
Go through Where is Harry? section by section. Have students identify the tense of each sentence. Have them repeat
some of Sline’s sentences, which are very enjoyable, such as There are more important things in life than cigars.
Key Focus: Review the many tenses and verb constructions used in this scene. List them on the board. Pay particular
attention to the modals, going to, and have to.
Oral Practice (4-6 minutes): Have students work in pairs or small groups and practice predicting what will happen next in
the story. What do they think will happen to Harry, Sline, Sabina, and Orwell? If they were the writer, how would they
write it?
Follow-up: Have students work on their own with the software. Students should review all three scenes in this unit and
then preview the next unit. Remind students to record themselves and listen to their recordings. This will increase their
Completion Percentage. Have the students do Exercise C.

Follow-up
Once the three scenes have been presented and practiced, students should do the Dialog Focus, Dictation, and Fill-in
support lessons. They should do these on their own, as often as possible, until the language is completely mastered.
When their Completion Percentage is 80% or more for Units 6, 7, and 8, they will be ready to take Mastery Test 3.

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 The Lost Secret ~ Unit 8: We Have to Stop Him

Video Scripts Orwell: That's where his laboratory is--in some kind of
amusement park. Well? Let's go there now.
Nothing can stop me now. Dr Roberts: No! We can't! Remember what Inspector
(In Sline’s laboratory) Marvin said!
Sline: This time everything is going to be all right. Orwell: But Sline can make the drug now. And this time
Nothing can stop me now. Nothing! it'll work!
(At the police station) Dr Roberts: I know. But Inspector Marvin said we have
Marvin: Ah...please, sit down. to wait.
Dr Roberts: Thank you. Orwell: But we have to stop him!
Orwell: Is this...?
Marvin: Yes. It came this morning. A copy of the Where is Harry?
missing page. (At Sline’s laboratory)
Dr Roberts: Where did you get it? Sline: This time it will work. This time it will be very
Marvin: There was only one other copy of the book and strong.
that was in the British Library. Sabina: How can you be sure?
Orwell: I didn't know this before. The Telo plant used to Sline: I'm going to test it.
grow only in one part of South America. But in 1888, Sabina: Test it? How?
after his third visit to South America, Sir Patrick Sline: Sabina? Where is Harry?
Norton brought back one male and one female Telo Sabina: He's gone to the shops. He'll be back soon.
plant to England. These were the first and only Telo Sline: Ah, there you are, Harry. Where have you been?
plants that grew outside South America. (To Marvin) Harry: Oh, I'm sorry, boss. Am I late?
This is why we came here... On the midday news Sline: No, no, not at all, Harry. Sit down.
today, we saw... Harry: Is everything all right, boss? Have I done
Marvin: I know. Sline stole the Telo plants from Norton something wrong?
House, near Brighton. Sline: No, no, Harry. Everything's just fine.
Orwell: So you know! Well, what are you going to do Harry: I got all the things you wanted, boss.
about it? He's got the Telo plants. He can make a very Sline: Good. So you bought some cigars then, hmm?
dangerous drug with them, much stronger than the one Harry: Cigars, boss?
he... Sline: Yes, the cigars. Did you buy them?
Marvin: I know, Dr Orwell, I know. Harry: I'm...I'm sorry, boss. I forgot your cigars. I'll go
Orwell: He's going to... back and get them.
Marvin: Don't worry. He's not going to do anything. We Sline: No, no, it doesn't matter, Harry. There are more
know where his laboratory is. We know what he's important things in life than cigars. Sabina, get Harry a
doing there. And we're going to stop him. drink.
Orwell: When? Harry: A drink, boss? No thanks, I'm not thirsty. I really
Marvin: Today. In a few hours. (phone rings) Hello? don't want one.
Who is it? Oh, I see. Yes, I'll speak to him now. Sline: But you will like this drink, Harry. You really will.
(Marvin turns away. Orwell looks at the papers on his
desk.) Oh, hello, sir. Good afternoon. Yes, sir, that's Dialog Focus
right, I am. Yes, sir, I have. But...but isn't that (Scene 1)
dangerous? Well, shouldn't we...? Ah... I see. I think I He's got the Telo plants. He can make a very dangerous
understand. Very well, sir, but I... Yes, sir. I drug with them, much stronger than the one he...
understand. (To Orwell) I'm sorry, but I've got some... I know, Dr Orwell, I know.
some bad news. He's going to...
Dr Roberts: What? What's happened? Don't worry. He's not going to do anything.
Marvin: We can't do anything today. We know where his laboratory is. We know what he's
Orwell: What? Aren't you going to...? doing there. And we're going to stop him.
Marvin: We have to wait! When?
Orwell: What do you mean? Today. In a few hours. Hello? Who is it? Oh, I see. Yes,
Marvin: We have to wait! I'll speak to him now. Oh, hello, sir. Good afternoon.
Orwell: Why? Yes, sir, that's right, I am. Yes, sir, I have. But...but isn't
Marvin: Those are my orders. that dangerous? Well, shouldn't we...? Ah... I see. I think
Orwell: Why? I understand. Very well, sir, but I... Yes, sir. I understand.
Marvin: I'm sorry, I can't tell you. I'm sorry, but I've got some... some bad news.
What? What's happened?
What are you talking about? We can't do anything today.
(In Dr Robert’s car) What? Aren't you going to...?
Dr Roberts: Amusement park?.... We have to wait!
Orwell: Yes, an amusement park. Is there an amusement What do you mean?
park...? We have to wait.
Dr Roberts: What are you talking about? Why are you Why?
asking? Those are my orders.
Orwell: That was the name in the file. Why?
Dr Roberts: What file? I'm sorry, I can't tell you.
Orwell: The file on Marvin's desk. The file with the (Scene 2)
photographs. Sline's photograph. Sabina's photograph. Amusement park?....
It was full of information. Yes, an amusement park. Is there an amusement park...?
Dr Roberts: You mean you looked? What are you talking about? Why are you asking?

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 The Lost Secret ~ Unit 8: We Have to Stop Him

That was the name in the file. Fill-Ins

What file?
The file on Marvin's desk. The file with the photographs. This time everything is [going] to be all right.
Sline's photograph. Sabina's photograph. It was full of There was only one other copy of the book and [that] was
information. in the British Library.
You mean you looked? I didn't know this [before].
That's where his laboratory is--in some kind of amusement The Telo plant [used] to grow only in one part of South
park. Well? Let's go there now. America.
No! We can't! Remember what Inspector Marvin said! The plants [came] to England in 1888.
But Sline can make the drug now. And this time it'll work! These were the first and only Telo plants [that] grew
I know. But Inspector Marvin said we have to wait. outside South America.
But we have to stop him! [Before] 1888, the plants grew only in South America.
(Scene 3) Sline [stole] the Telo plants from Norton House, near
This time it will work. This time it will be very strong. Brighton.
How can you be sure? He can make a very dangerous drug with them, much
I'm going to test it. stronger [than] the one he...
Test it? How? Sline has the [stolen] plants.
Sabina? Where is Harry? He's not going to do [anything].
He's gone to the shops. He'll be back soon. We know [where] his laboratory is.
Ah, there you are, Harry. Where have you been? We know [what] he's doing there.
Oh, I'm sorry, boss. Am I late? And [we're] going to stop him.
No, no, not at all, Harry. Sit down. Yes, [I'll] speak to him now.
Is everything all right, boss? Have I done something [What's] happened?
wrong? You mean you looked? That's [where] his laboratory is--in
No, no, Harry. Everything's just fine. some kind of amusement park.
I got all the things you wanted, boss. Remember [what] Inspector Marvin said!
Good. So you bought some cigars then, hmm? And this time [it'll] work! I know...
Cigars, boss? This time it [will] work. This time it [will] be very strong.
Yes, the cigars. Did you buy them? He's [gone] to the shops. He'll be back soon.
I'm...I'm sorry, boss. I forgot your cigars. Where [have] you been?
I'll go back and get them. Have I [done] something wrong?
No, no, it doesn't matter, Harry. There are more important No, no, Harry. [Everything's] just fine.
things in life than cigars. Sabina, get Harry a drink. I got all the things you wanted, boss. Good. So you
A drink, boss? No thanks, I'm not thirsty. I really don't [bought] some cigars then, hmm?
want one. Cigars, boss? Yes, the cigars. Did you [buy] them?
But you will like this drink, Harry. You really will. I'm sorry, boss. I [forgot] your cigars.
There are more important things in life [than] cigars.
Dictations
1. The Telo plant used to grow only in one part of South
America.
2. But in 1888, after his third visit to South America,...
3. Sir Patrick Norton brought back one male and one
female Telo plant to England.
4. These were the first and only Telo plants that grew
outside South America.
1. This time it will work. This time it will be very strong.
2. How can you be sure?
I'm going to test it.
3. Test it? How?
Sabina? Where is Harry?
4. He's gone to the shops.
He'll be back soon.
1. Ah, there you are, Harry.
2. Where have you been?
Oh, I'm sorry, boss. Am I late?
3. Is everything all right, boss?
Have I done something wrong?
4. No, no, Harry. Everything's just fine.
1. I got all the things you wanted, boss.
Good. So you bought some cigars then, hmm?
2. Cigars, boss?
Yes, the cigars. Did you buy them?
3. I'm...I'm sorry, boss. I forgot your cigars.
I'll go back and get them.
4. No, no, it doesn't matter, Harry.
There are more important things in life than cigars.

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 The Lost Secret ~ Unit 8: We Have to Stop Him

E
EXXE
ERRC
C II S
SEES
S
Exercise A
1. Listen to Nothing can stop me now, and fill-in the missing words.

1. This time (a) __________________________________ . Nothing (b) _______ stop me now.

2. Where did you get it?
(a) __________________________________ of the book, and (b)____________________ in the
British Library.
3. I didn’t know this before. The Telo plant (a)__________________________________________ of
South America. But in 1888, (b)_______________________________________ to South America,
Sir Patrick Norton (c)_______________________________________________________ Telo plant
to England. These (d)______________________________________________ Telo plants
(e) _____________________________ South America.
4. So you know! Well, (a)___________________________________________________?
He’s got the Telo plants. He (b)_________________________________________________ with
them, (c)___________________________________________ he...
5. Don’t (a) ________________. He’s not (b)_________________________________________.
We know (c)__________________________________________. We know (d)_________________
_______________. And (e) _____________________________________________.
2. Put the following into the correct order, from 1 – 6.
a. Okay, I’ll speak to him now. b. Oh, hello, sir. Good afternoon. c. Yes, sir, I have.
d. Yes, sir, that’s right, I am. e. But, but isn’t that dangerous? Shouldn’t we... f. Who is it?

Hello?
You’ve got a call, sir.
1. _____
It’s the Chief Inspector.
2. _____
Hello. This is Chief Inspector Andrews.
3. _____
You’re going to Sline’s laboratory today, aren’t you?
4. _____
And you’ve got someone watching them?
5. _____
Well, I think you should wait a few days.
6. _____
I’m sorry, Marvin. But I have my orders. We have to wait.
I see. Very well, sir.

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 The Lost Secret ~ Unit 8: We Have to Stop Him

E
EXXE
ERRC
C II S
SEES
S
Exercise B
1. Put the words into the correct order:
1. What /about/ /you/ /talking/ /are/ ?
What

2. Why /you/ /asking/ /are/ ?

Why

3. That /the name/ /in/ /the file/ /was/

That

4. It /information/ /was/ /of/ full/

It

5. That’s /is/ /where/ his laboratory/ , in /amusement park/ /of/ /kind/ /some/
That’s

2. Match the questions to the answers

1. The information was in a file a. Where are they going?
on the Inspector’s desk. ____ b. What’s at the amusement park?
2. He told them to wait. ____ c. How do they know where Sline’s
laboratory is?
3. Sline’s laboratory. ____
d. Where are they coming from?
4. To an amusement park. ____
e. What was the Inspector doing when
5. The Inspector’s office. ____ Orwell looked in the file?
6. Sline can make the drug now. ____ f. What did the Inspector say?
7. Sline’s and Sabina’s. ____ g. Why doesn’t Orwell want to wait?
8. His boss. ____ h. Whose photographs were in the file?

9. Inspector Marvin. ____ i. Who said they had to wait?

10. He was talking on the phone. ____ j. Who was the Inspector talking to
on the phone?

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 The Lost Secret ~ Unit 8: We Have to Stop Him

E
EXXE
ERRC
C II S
SEES
S
Exercise C
1. Listen to Where is Harry? and fill-in the missing words:
1. This time (a)________________________ . This time (b)__________________________________ .

2. How (a)___________________________?

I’m (b)____________________________

3. Where is Harry?

He’s (a)_________________________. He’ll (b)________________________________________.

4. Ah, there you are, Harry. Where (a)______________________________?

Oh, (b)______________________. (c)____________________________?

5. Is everything all right, boss? ______________________________________________________?

2. Match the sentences with what comes next.

1. How can you be sure? _____ a. I’m going to test it.

2. Is everything all right? _____ b. You really will.
3. Yes, the cigars. _____ c. We can’t do anything today.
4. I forgot your cigars. _____ d. There are more important
things in life than cigars.
5. It doesn’t matter, Harry. _____ e. Have I done something wrong?
6. A drink, boss? _____ f. A copy of the missing page.
7. You’ll like this drink, Harry. _____ g. Did you buy them?
8. Ah, there you are, Harry. _____ h. No thanks, I’m not thirsty.
9. What’s happened? _____ i. I’ll go back and get them.
10. It came this morning. _____ j. Where have you been?

78
 The Lost Secret ~ Unit 9: The Drug

9. Episode 10: The Drug Learning Points

Present perfect with yet and before:
I hope you like it. You haven’t drunk any yet. I’ve seen him before. But
Do you like it, Basil? have I seen you before?
Are you a policewoman? Adverbs of manner
What happens when you take the How does it work? Does it work slowly, or quickly?
drug? Contractions with is and has:
Dialog Focus w/SR Here’s one for you. What’s it made of? What’s
Dictations happening? I think she’s gone. She’s got the drug.
Grammar Fill-ins
know what + infinitive:
In the first scene Sabina prepares three glasses of You know what to do. How did they know where to
fruit juice and adds the memory drug to two of go?
them. Harry is nervous, but he takes a glass, not Giving orders with imperatives:
knowing what it is. Sline takes one of the two Try it. Drink up! Find out! Tell me about this memory
remaining glasses after he switches it with the one drug, Professor. Find Sabina.
nearest Sabina, just as Sabina had anticipated. She
Phrases used for making a toast:
sees this through a mirror. She drinks, then Harry,
and finally Sline. Then they hear a noise, and they Drink up! Cheers! To our new life!
see Orwell with a woman outside. Adjective clauses:
First you forget things that happened only a short time
When Orwell and Dr Roberts enter the lab, Sline ago, and then you forget things that happened a few
and Harry come up behind them. Sline tries to kill years ago. .
Orwell, but the memory drug begins to work.
Harry and Sline are confused and don’t remember
what has happened. Dr Roberts asks Sline about
the memory drug, but he doesn’t know anything.
Then the police rush in. Inspector Marvin puts a
dazed Sline under arrest and says he’s no longer a
dangerous man. But Sabina has escaped, with the
drug.
Goals:
To review and extend the ability to use the present
perfect with yet and before.
To review and extend the ability to build longer
sentences with clauses and phrases.
To review and extend the past tense.

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 The Lost Secret ~ Unit 9: The Drug

Classroom Activities
Class 1
Presentation (Day 1, 5-7 minutes)
Begin with I hope you like it and Do you like it, Basil? Play them through in short sections. Focus on what
each of the characters is doing and thinking.
Key Focus: Focus again on every instance of the present perfect, particularly with yet.
Oral Practice (3~5 minutes)
In pairs, or small groups, have students practice summarizing and explaining the actions of each of the
characters in these two scenes.

Follow-up: Have students work on their own with the software. After the students focus on these scenes, they
should preview the next two scenes, Are you a policewoman? and What happens when you take the drug?
Students should also review Unit 8, especially the support lessons. As homework (or in class), have the students
do Exercise A.
Class 2
Presentation (Day 2, 4-6 minutes)
Go through Are you a policewoman? and What happens when you take the drug? Check that the students
understand every sentence, as well as the details of the story.

Key Focus: Focus again on every occurrence of the present perfect.

Oral Practice: (6 ~ 10 minutes) Have students work in pairs or small groups and discuss how their memory
works when they learn a language. What methods of study work and don’t work for them? How is studying
language different than studying history? Here are some useful words they can use in their discussion:
memorization, practice, repetition. See if the students agree or disagree on ways to study effectively.

Follow-up: Have students work on their own with the software. Students should review all four scenes in this
unit and then preview the next unit. Remind students to record themselves and listen to their recordings. This
will increase their Completion Percentage. Have the students do Exercise B.

Follow-up
Once all four scenes have been presented and practiced, have students do the Dialog Focus, Dictation, and Fill-in
support lessons. They should do these lessons as often as possible until the language is completely mastered. When their
Completion Percentage is 80% or more for Units 9 and 10, they will be ready to take Mastery Test 4.

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 The Lost Secret ~ Unit 9: The Drug

Video Scripts (Police enter)

Marvin: Don't move! We're police!
I hope you like it. Sline: the rain...
(In Sline’s lab) Marvin: (to the police) You know what to do. (to Orwell
---- shows Sabina adding the drugs and Dr Roberts) Are you both all right?
Sabina: Here you are. And here's one for you. Orwell: Yes, but find Sabina. She's got the drug.
Sline: Thank you. (switches the drinks) Thank you Marvin: Professor Basil Sline? You're a very dangerous
Sabina. Well, try it, Harry. I hope you like it. I'm sure man. Or perhaps I should say you were a very
you will. Go on, Harry. Drink up! Cheers! What dangerous man. We're taking you to the police station.
about you, Sabina?
Sabina: Yes. To our new life! And to the memory drug! Dialog Focus
Harry: Mm. Not bad. What's it made of? Bread? (Scene 1)
Sabina: No. Apples and oranges and grapes. Thank you Sabina. Well, try it, Harry. I hope you like it.
I'm sure you will. Go on, Harry. Drink up! Cheers!
Do you like it, Basil? What about you, Sabina?
(In Sline’s lab) Yes. To our new life! And to the memory drug!
Sabina: Do you like it, Basil? Mm. Not bad. What's it made of? Bread?
Sline: Oh, yes, I do. I like it very much. No. Apples and oranges and grapes. Do you like it, Basil?
Sabina: How do you know? You haven't drunk any yet. Oh, yes, I do. I like it very much.
Harry: Yeah, boss. Try it. It's good. How do you know? You haven't drunk any yet.
Sline: What was that noise? Did you hear it? Is there Yeah, boss. Try it. It's good.
someone outside? Find out! (Scene 2)
Sabina: It's Orwell... with a woman. They're outside the So you've come to see us again. Isn't that nice, Harry?
door! You know what to do! But who is your friend? Are you a policewoman?
Harry: Is everything all right, boss?
Are you a policewoman? Sline: What is this? (stares at his gun) Who gave it to
(In Sline’s lab) me?
Dr Roberts: You know this man, don't you? You
Sline: That's nice. Very nice. So you've come to see us
remember his name.
again. Isn't that nice, Harry? But who is your friend?
Are you a policewoman? Sline: Yes... I remember them...do I? But who is this
man?
Harry: Is everything all right, boss?
Dr Roberts: Oh, come now, Professor, you know who he
Sline: What is this? (stares at his gun) Who gave it to
me? is. You know that. Think!
Sline: Yes...that's right! I've seen him before. But have I
Dr Roberts: You know this man, don't you? You
seen you before?
remember his name.
Sline: Yes... I remember them...do I? But who is this Tell me about this memory drug, Professor. I'm very
interested in it. How does it work? Does it work
man?
slowly, or quickly?
Dr Roberts: Oh, come now, Professor, you know who he
is. You know that. Think! Memory drug? Memory drug? That's the rain... that's
it... ...the rain washes...washes...
Sline: Yes...that's right! I've seen him before. But have I
What happens when you take the drug?
seen you before?
(Scene 3)
Where's Sabina?
What happens when you take the drug? I think she's gone.
(In Sline’s lab) Was she here when we came in?
Dr Roberts: Tell me about this memory drug, Professor. I don't know, but someone gave them the memory drug.
I'm very interested in it. How does it work? Does it Who do you think that was?
work slowly, or quickly? Drug...
Sline: Memory drug? Memory drug? That's the rain... Don’t move. We’re police.
that's it... ...the rain washes...washes... Rain...
Dr Roberts: What happens when you take the drug? What You know what to do. Are you both all right?
do you forget first? Your name? Things like that? Or Yes, but find Sabina. She's got the drug.
do you forget small things first? You know, what Professor Basil Sline? You're a very dangerous man. Or
happened, or what people said a few minutes ago? perhaps I should say you were a very dangerous man.
First you forget things that happened only a short time We're taking you to the police station.
ago... Then you forget things that happened a few years
ago... ...and then things that happened a long time ago, Dictations
and then you forget everything, Professor Sline.
Everything! (Orwell takes the gun from Harry) 1. To our new life! And to the memory drug!
Sline: No, no, no. No! (runs at Orwell) 2. Mm. Not bad. What's it made of? Bread?
Dr Roberts: Don't shoot him. No. Apples and oranges and grapes.
Sline: Ah!.... 3. Do you like it, Basil?
Orwell: Where’s Sabina? Oh, yes, I do. I like it very much.
Dr Roberts: I think she's gone. 4. How do you know? You haven't drunk any yet.
Orwell: Was she here when we came in? Yeah, boss. Try it. It's good.
Dr Roberts: I don't know, but someone gave them the 1. You know this man, don't you?
memory drug. Who do you think that was? You remember his name. Yes...
Sine: Drug...

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2. I remember them...do I? But who is this man?

3. Oh, come now, Professor, you know
who he is. You know that. Think!
4. Yes...that's right! I've seen him before.
But have I seen you before?
1. Tell me about this memory drug, Professor.
I'm very interested in it.
2. How does it work?
Does it work slowly, or quickly?
3. What do you forget first? Your name? Things like
that? Or do you forget small things first?
4. You know, what happened, or what
people said a few minutes ago?
1. First you forget things that happened only a short time
ago...
2. Then you forget things that happened a few years ago...
3. ...and then things that happened a long time ago,...
4. ...and then you forget everything, Professor Sline.
Everything!

Fill-Ins
Here you are. And here's one [for] you.
How many drinks [did she] put the drug in?
I hope you like it. I'm sure you [will].
What's it [made] of? Bread?
Oh, yes, I do. I like it very [much].
How do you know? You [haven't] drunk any yet.
Has Sline drunk any of the drug [yet]?
Sline [still] hasn't drunk anything.
What was that noise? [Did you] hear it?
Is there [someone] outside? Find out!
[They're] outside the door! You know what to do!
So you've [come] to see us again.
What is this? Who gave it [to me]?
You know this man, [don't you]?
Oh, come now, Professor, you know who [he is].
[Have] I seen you before?
Tell [me] about this memory drug, Professor. I'm very
interested in it.
Does it work [slowly], or quickly?
What [happens] when you take the drug?
First you forget things that [happened] only a short time
ago...
Then you forget things that happened a few years [ago].
and then things that happened [a long] time ago...
Was she here when we [came] in?
I don't know, but someone gave [them] the memory drug.
Who do you think that was?
You know [what] to do.
Professor Basil Sline? You're a very [dangerous] man.
Or perhaps I should [say] you were a very dangerous man.
He isn't dangerous [anymore] because he has lost his
memory.

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Exercise A
1. Listen to Do you like it, Basil? and fill-in the missing words:
1. Do you like it, Basil?

Oh, yes, I do. I like it (a)_____________________.

How (b)__________________? You (c)______________________________________________.

2. Yeah, boss. __________________. It’s good.

3. What was (a)__________________? Did you (b)________________________?

Is (c)___________________________________________? Find out!

2. Listen to Are you a policewoman? and fill-in the missing words:

1. That’s nice. Very nice. So (a) ___________________________________. Isn’t that nice, Harry?
But (b)_______________________? Are you a policewoman?
2. Oh, come now, Professor. You (a)________________________________. You know that. Think!
Yes, that’s right! (b)_____________________________. But (c)__________________________
_______________?

3. Fill in the correct verb forms.

Verb V(d) V(ing) V(n)

be was/were being been
go going
do did doing
see saw seeing
give giving
know knowing
make making

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Exercise B
1. Listen to What happens when you take the drug? and fill-in the missing words:

1. Tell me about this memory drug, Professor. I’m (a)

. How does it work? Does it (b)
?

2. What happens (a) ?

What do you (b) ?

3. Professor Basil Sline? You’re (a)

Or (b)

2. Complete the sentences.

1. Sabina put the memory drug ____ a. saw Sline switch the drinks.

2. Sline didn’t know that ____ b. like footprints in the sand.

c. into two of the glasses.
3. Sline switched the glasses because ____
d. the drug was in two of the glasses.
4. Sabina looked into a mirror and ____
e. he didn’t trust Sabina.
5. Sabina switched the glasses because ____
f. she knew Sline would switch them.
6. Sline isn’t dangerous anymore ____
g. she has escaped with the Telo plants.
7. Sabina is still dangerous because ____
h. things that happened a short time ago.
8. Dr Roberts said she’s interested in ____
i. because he has lost his memory.
9. After you take the drug, you forget ____
j. how the drug works.
10. The rain washes memories away ____

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10. Episode 11: The End Learning Points

Present perfect with already, since and for:
Would you sign this please? I’ve already read it. I’ve already told you. How long
Do you know about the memory cup? has it been since they last saw each other? They haven’t
The Lost Secret seen each other for about two years.
Dialog Focus w/SR Could, would and had to:
Dictations There was only one thing I could do. Would you sign
Grammar Fill-ins this, please? That would be nice. Think what could
happen if it got into the wrong hands.
This final unit opens in a bookshop where Dr Reported Speech:
Roberts is signing books. Orwell comes up to her You told me that the secret of the Mepatecs was on the
and they greet each other. Then he invites her to cup. You said perhaps it was just a story. He asked her
take a walk along the river. if she had written any other books. He asked her if she
had time for a walk.
As they walk along the river, Orwell tells her how Greetings:
he went back to South America and found the
memory cup. How nice to see you! It’s been a long time. You look
very well.
When he saw the cup he knew it was real. He held Suggestions and invitations:
it in his hands, and then he destroyed it. Why don’t we walk along the river? Have you got time
for a walk?
Orwell explains why he had to destroy the cup. Adjective and noun clauses:
The secret of the Mepatecs is now dead.
It explained how they made the drug. I found out things
only Sline knew. There was only one thing I could do.
Then Dr Roberts and Orwell end the story by That’s why I destroyed it.
talking about the rain, and the fact that it won’t
wash their memories away.

Goals:
To introduce students to Reported Speech.
To introduce usage of the modals can and will,
including in simple conditionals.
To review and extend the present perfect, with
already, since, and for.

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 The Lost Secret ~ Unit 10: The End

Classroom Activities
Class 1
Presentation (Day 1, 4-6 minutes)
Begin with Would you sign this, please? and Do you know about the memory cup? Play them through in
short sections, checking detailed comprehension and the students’ ability to repeat or paraphrase the key
sentences.
Key Focus: Focus on the various uses of the present perfect, in particular sentences with already, since and for.
See Learning Points for examples.
Oral Practice (3~5 minutes)
In pairs, or small groups, have students practice summarizing this scene and reporting the speech of the
characters: She was signing books. He asked her if she had time for a walk. She said she would like to, but she
had to be back at the clinic in an hour or so.
Follow-up: Have students work on their own with the software. Students should focus on each sentence, line
by line, without using the text. After the students focus on the first scene, they should preview the last scene,
The Lost Secret. Students should also review Unit 9, especially the support lessons. As homework (or in class),
have the students do Exercise A.
Class 2
Presentation (Day 2, 4-6 minutes)
Go through the final scene, The Lost Secret. Check detailed comprehension and the ability to repeat or
paraphrase each sentence.

Key Focus: Focus on the use of could and would, especially in conditionals such as : Think what could
happen if it got into the wrong hands! See Learning Points for examples.

Step 3: Oral Practice (4-6 minutes): Have students work in pairs or small groups and discuss whether or not
they agree with Orwell’s decision to destroy the cup. Give reasons for and against.

Step 4. Follow-up: Have students work on their own with the software. After they focus on this scene, they
should review the first two scenes and then preview the next course they plan to study. As homework (or in
class), have the students do Exercise B. Students should continue to review the support lessons in Unit 3. In
addition, they should write a one page paper about The Lost Secret. Sample topics include: (1) what you liked
or didn’t like about the story, (2) whether or not it helped you to improve your English, (3) your favorite
scene, and why, etc...

Follow-up
Once all three scenes have been presented and practiced, students should do the Dialog Focus, Dictation, and Fill-in
support lessons. Students should do these lessons as often as possible until the language is completely mastered. When
their Completion Percentage is 80% or more for units 9 and 10, they will be ready to take Mastery Test 4.

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 The Lost Secret ~ Unit 10: The End

Video Scripts Orwell: There are many men like Sline. And that's why I
destroyed it.
Would you sign this please? Dr Roberts: You destroyed the memory cup?
(At a bookstore) Orwell: I had to destroy it! I broke it into a thousand
Narrator: Two years later. In the window of a bookshop, pieces! Nobody will ever know the secret of the
there is a poster advertising a new book, "Lost Mepatecs. They're dead. And so is their secret. Do
Memories" by Dr Clare Roberts. you think it'll rain?
Woman: Would you sign this, please? I've already read it. Dr Roberts: Perhaps. But it won't wash our memories
It's very interesting. away, will it?
Dr Roberts: I'm glad you enjoyed it. Orwell: No!
Woman: Thank you.
Orwell: Have you written any other books? Dialog Focus
Dr Roberts: No, I haven't. Dr Orwell! How nice to see (Scene 1)
you! It's been a long time. Would you sign this, please? I've already read it. It's very
Orwell: Yes, a long time. About two years. interesting.
Dr Roberts: You look very well. I'm glad you enjoyed it.
Orwell: Yes, I'm much better, thanks to you. Ah, look, it's Thank you.
a nice evening. Have you got time for a walk? Have you written any other books?
Dr Roberts: Well, yes, but I have to be back at the clinic No, I haven't. Dr Orwell! How nice to see you!
in an hour or so. It's been a long time.
Orwell: Well, why don't we walk along the river? I'd like Yes, a long time. About two years.
to talk to you. You look very well.
Dr Roberts: That would be nice. Yes, I'm much better, thanks to you. Ah, look, it's a nice
evening. Have you got time for a walk?
Do you know about the memory cup? Well, yes, but I have to be back at the clinic in an hour or
(Along the river) so.
Narrator: As they walk along the river, they talk about Well, why don't we walk along the river? I'd like to talk to
what has happened in the past two years. During that you.
time, Dr Roberts has written a book. Sline and Harry That would be nice.
are in jail, and Sabina is in America... (Scene 2)
Dr Roberts: But what about you? But what about you?
Orwell: Me? I've already told you. I went back to South Me?
America, back to where the Mepatecs used to live. I've already told you. I went back to South America, back
Dr Roberts: Did you find anything interesting? to where the Mepatecs used to live.
Orwell: Yes, I did. I found something very interesting. Did you find anything interesting?
Dr Roberts: Yes? Go on! What was it? Yes, I did. I found something very interesting.
Orwell: Do you know about the memory cup? Yes? Go on! What was it?
Dr Roberts: The memory cup! Yes, you told me about it. Do you know about the memory cup?
Don't you remember? The memory cup! Yes, you told me about it. Don't you
Orwell: Did I? remember?
Dr Roberts: You told me that the secret of the Mepatecs Did I?
was on the cup. But you weren't sure that it was a real You told me that the secret of the Mepatecs was on the
cup. You said perhaps it was just a story. cup. But you weren't sure that it was a real cup. You
Orwell: And now I know it wasn't a story. There really said perhaps it was just a story.
was a memory cup. I know because I found it! And now I know it wasn't a story. There really was a
Dr Roberts: Where? memory cup. I know because I found it!
Orwell: Inside the mountain where they made the drug. Where?
Inside the mountain where they made the drug.
The Lost Secret (Scene 3)
When I saw the cup, I knew that it really was the memory
(Flashback: Near the sea)
Orwell: When I saw the cup, I knew that it really was the cup. All the secrets of the Mepatecs were on the cup.
It explained everything.
memory cup. All the secrets of the Mepatecs were on
What did it explain?
the cup. It explained everything.
Dr Roberts: What did it explain? Everything! The lost secret of the Mepatecs. How they
made the drug, how they used it, how it destroyed their
Orwell: Everything! The lost secret of the Mepatecs.
memories. I found out things only Sline knew--Sline
How they made the drug, how they used it, how it
destroyed their memories. I found out things only and a few people a thousand years ago. It was all
there...in my hands... ...and I held it in my hands.
Sline knew--Sline and a few people a thousand years
What happened then? What did you do then?
ago. It was all there...in my hands... ...and I held it in
my hands. There was only one thing I could do. It was a danger to the
world. A secret like that is terrible. Think what could
Dr Roberts: What happened then? What did you do then?
happen if it got into the wrong hands! Into the hands
Orwell: There was only one thing I could do. It was a
danger to the world. A secret like that is terrible. of a man like Sline!
Sline isn't a problem anymore.
Think what could happen if it got into the wrong
There are many men like Sline. And that's why I
hands! Into the hands of a man like Sline!
Dr Roberts: Sline isn't a problem anymore. destroyed it.
You destroyed the memory cup?

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I had to destroy it! I broke it into a thousand pieces! Well, yes, but I have to be back at the clinic [in] an hour or
Nobody will ever know the secret of the Mepatecs. so.
They're dead. And so is their secret. Do you think it'll Well, why [don't] we walk along the river?
rain? I'd like to talk to you. That [would] be nice.
Perhaps. But it won't wash our memories away, will it? I've [already] told you. I went back to South America...
No! I've already told you. I went back to South America, back
to where the Mepatecs [used to] live.
Dictations Did [you find] anything interesting? Yes, I did.
1. Have you written any other books? I found something very [interesting].
No, I haven't. Do you know [about] the memory cup?
2. Dr Orwell! How nice to see you! You told me [that] the secret of the Mepatecs was on the
3. It's been a long time. cup.
Yes, a long time. About two years. But you weren't sure that it was a [real] cup.
4. You look very well. There [really] was a memory cup. I know because I found
Yes, I'm much better, thanks to you. it!
Where? Inside the mountain where [they] made the drug.
1. Ah, look, it's a nice evening. When I saw the cup, I [knew] that it really was the
Have you got time for a walk? memory cup.
2. Well, yes, but I have to be back at the clinic in an hour [All] the secrets of the Mepatecs were on the cup.
or so. I found out things only Sline knew--Sline and a few people
3. Well, why don't we walk along the river? a thousand years [ago].
4. I'd like to talk to you. It was all there...in my hands...and I [held] it in my hands.
That would be nice. There was only one thing I [could] do.
It was a [danger] to the world.
1. But what about you?
Think what could happen if it [got] into the wrong hands!
Me? I've already told you.
Sline isn't a problem [anymore].
2. I went back to South America, back to where the You destroyed the memory cup? I [had] to destroy it!
Mepatecs used to live.
He [destroyed] the cup because it was a danger to the
3. Did you find anything interesting?
world.
Yes, I did. I [broke] it into a thousand pieces!
4. I found something very interesting.
[Nobody] will ever know the secret of the Mepatecs.
Yes? Go on! What was it?
1. Do you know about the memory cup?
The memory cup! Yes, you told me about it.
2. Don't you remember? Did I?
You told me that the secret of the Mepatecs was on the
cup.
3. But you weren't sure that it was a real cup.
You said perhaps it was just a story.
4. And now I know it wasn't a story.
There really was a memory cup. I know because I
found it!
1. I found out things only Sline knew--Sline and a few
people a thousand years ago.
2. It was all there...in my hands...
and I held it in my hands.
3. What happened then? What did you do then?
There was only one thing I could do.
4. It was a danger to the world.
A secret like that is terrible.
1. Think what could happen if it got into the
wrong hands! Into the hands of a man like Sline!
2. There are many men like Sline.
And that's why I destroyed it.
3. You destroyed the memory cup?
I had to destroy it!
4. I broke it into a thousand pieces! Nobody will ever
know the secret of the Mepatecs.
Fill-Ins
I've [already] read it.
It's [been] a long time.
How long has it been [since] they last saw each other?
They haven't seen each other [for] about two years.
Yes, I'm [much] better, thanks to you.

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Exercise A
1. Put the words into the correct order.
Example: this/ sign/ you / would / you / , please?
Would you sign this, please?

1. it / read / She / has / already

2. glad / I’m / my book / enjoyed / you /

3. you / any / books/ other / have / you / written / ?

4. has to / back / be / at the clinic / She / in / an hour

5. we / walk / Why / we / along / don’t / the river?

2. Put the direct quotations into reported speech form.

Example: She said to Orwell: “You look very well.”
She said he looked very well.

1. Orwell told Dr Roberts: “I’d like to talk to you.”

2. Dr Roberts answered: “That would be nice.”

3. Orwell told her: “The secret of the Mepatecs is on the cup.”

4. Orwell said: “I’m not sure that it’s a real cup.”

5. He said: “Perhaps it’s just a story.”

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Exercise B
1. Listen to the video The Lost Secret and fill-in the missing words:
1. When he saw the cup, he knew (a)___________ it really was the memory cup.
It (b)_________________ everything.

2. He (a)__________________things only Sline (b)____________ and a few people a thousand

years (c)____________.

3. There was only one thing he (a)_____________ do. Think what could happen if the cup

(b)______________ into the wrong hands!

4. He (a)_________________ it because (b)_____________ are many men (c)__________ Sline.

2. Put in the correct words or phrases.

1. Sline isn’t a problem _____. a. won’t

2. Nobody will _____ know their secret. b. ever
3. The rain _____ wash our memories away. c. to get
4. A secret _____ that is terrible. d. it’ll
e. held
5. He said he _____ destroy it.
f. like
6. It _____ terrible if someone like Sline got it.
g. would be
7. The cup _____ how they made the drug.
h. had to
8. Orwell _____ the cup in his hands. i. explained
9. Do you think _____ rain? j. anymore
10. He didn’t want the cup _____ into the wrong hands.

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 Appendix A: Using the Software

Appendix A: Using the Software

DynEd’s courseware has been designed for ease of use by students and teachers. Nevertheless, before
students begin to study on their own, it is important to introduce the basic functions of the program and to
give suggestions about how best to study. For additional information, please consult the User’s Guide.

The DynEd Control Bar

The Control Bar is always active on screen when students are using a DynEd course and allows students to
use comprehension aids and study tools at any time. The Control Bar displays the following buttons: Exit,
Voice Record, Voice Monitor, Back-up (Rewind), Pause/Play, Repeat, ABC (Text), and Fast Foward.
They function as follows:
Click on the Exit button to exit a lesson or to return to a menu at any time.
Click on the Pause button to pause the program at any time. When the program
is paused, this button becomes the Play button. To take the program off pause,
click on the Play button.

Click on the Repeat button to hear a sentence repeated. Students should be encouraged to
listen several times to each sentence and to speak along with the program. Since clicking
on the Repeat button automatically pauses the program, students can give themselves more
time to answer a question by using the Repeat button. To take the program off pause, click
on the flashing Play button.

Click on the ABC button to see the written text of each sentence and to access the Glossary.
Generally, students should bring up the text only when they are having difficulty understanding what is said
or when they are ready to study the vocabulary or grammar of the sentence. Use of the ABC button can work
against developing listening comprehension, so students should be coached on how to use it properly. Please
note that in some lessons, such as the Dictations, the ABC button is disabled.
Glossary: Once the text is displayed, students can click on highlighted words to get help or additional
information and examples from glossary screens. In bilingual versions of the courses, these screens often
provide translations as well as grammatical information and example sentences. The Glossary can also be
accessed from the Options pull-down menu.
Bilingual versions of The Lost Secret include a Translation button. This helps reduce frustration and ensures
comprehension, especially at the beginning level. As students study, they will find it less and less necessary
to use the translation function.
The Speech Record button allows students to record their voice. Click it to start recording and again to stop
the recording. Then click on the Speech Playback button to listen to the recording. Students can then
compare their voices with the model by using the ABC button or the Repeat button. This feature gives
students the opportunity to improve their pronunciation, intonation, and fluency, while developing their
listening skills and language awareness.

The Rewind button allows students to go back in the program one frame at a time, for example to hear a
previous sentence.

The Fast-Forward button allows students to move ahead in the program one frame at a time. When it is
used, the text is displayed for each sentence. Please note that students may not fast-forward through an
exercise or comprehension question. The program will pause until the question is answered.

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 Appendix A: Using the Software
Pull Down Menus
The DynEd pull-down menus are at the top of your screen: Options, Speech Recognition, and Help. The
Options pull-down menu allows you to see the Student Records, to access the Glossary, to change Level
settings (volume, and pause length) and to Show Text. The Speech pull-down menu gives instructions for
using Speech Recognition. The Help pull-down menus provide access to Documentation (Study Guides and
User’s Guide) and Help Screens, which provide instructions for how to do each lesson.
Student Records
The Student Records indicate the total amount of time a student has spent in each lesson, the Completion
Percentage (Completion Percentage), scores, and shuffler levels (Shuffler Level) for each study session.
The Student Records are stored either on the hard disk or on the network. When students use the program,
they should remember to log in so that their records are kept. Teachers can access the Student Records
through the Records Manager.
Glossary
The Glossary provides an alphabetical list of the glossary screens available for each course. The Glossary
can be accessed through the Pull-Down menu or through the highlighted text whenever it occurs in a lesson.
Levels
This allows the user to set or view the levels of the following controls:

Volume: The Volume settings enable the user to control the volume of the audio, as well as for sound
recorded using the Voice Record feature.
Pause Length: The language of the courseware is natural language spoken at a normal pace. Students can,
however, adjust the amount of time between each sentence. A longer pause gives students more time to
process the sounds they have just heard and to access comprehension aids (repeat, translation, text on) if
necessary. A shorter pause more closely approximates natural speech and provides more of a listening
challenge.
Show Text On/Off
In the normal mode, the written text is not visible on screen unless the student presses the ABC button for
each sentence. The Text On feature, however, causes the text to be displayed automatically for every
sentence, except in some lessons when the Text feature is disabled, such as in the Dictations or Fill-ins. It is
strongly recommended that the Show Text remain in the ‘off’ mode, since viewing the text while listening
works against developing listening comprehension.

Speech Recognition
Help screens for Speech Recognition are available through the Speech Recognition pull-down menu at the
top of the screen. Detailed instructions are also available in the Study Guides.
Help Screens
The Help screens can be accessed through the Help pull-down menu at the top of the screen. For bilingual
versions, the Help screens are available with native language support.

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 Appendix B: Verb Markers

Appendix B: Verb Markers

The verb markers referred to in the course glossaries and study guides are the following:

1. V(d) lived, ate, came, was, had, went

2. modal will, shall, may, can, must, had better, should, ought

3. have+V(n) has lived, has eaten, has been

4. be+V(ing) is living, is eating, is going

5. be+V(n) is eaten, is sold, is converted

Each marker has a specific meaning or a range of meanings that are determined by the other words around
it and by the context. For example, V(d) indicates past or unreal (It rained yesterday; He wishes he had a
new car.); be+V(ing) indicates an ongoing process in time (She is living in London this year.); and
be+V(n) indicates the passive voice (It is converted into electricity.). The following chart gives examples
of the notations which are used throughout the course and in the Glossary:

V V(d) V(ing) V(n)

be was/were being been

work worked working worked

speak spoke speaking spoken

eat ate eating eaten

Verb markers can be used individually, or they can be used together to make new verb forms. For
example, if we apply marker 1, V(d), to the verb eat, we get: He ate dinner. If we apply marker 4,
be+V(ing), we get: He is eating dinner. If we use markers 1 and 4, V(d) + be+V(ing), we get: He was
eating dinner. If no marker at all is used, we have the simple present tense: He eats dinner at 6:00.
When markers are used together, the marker with the lower number comes before the marker with the
higher number. For example, if marker 3: have+V(n) and marker 5: be+V(n) are used together with the
verb sell, marker 3: have+V(n) comes before marker 5: be+V(n).

3+5 have+V(n)-->be+V(n) has been sold (correct)

5+3 be+V(n)-->have+V(n) be had sold (incorrect)

It is also incorrect to use a marker more than once in the same predicate. For example:

1+2+3 V(d)-->modal-->have+V(n) would have made (correct)

1+2+1+3 V(d)-->modal-->V(d)-->have+V(n) would had made (incorrect)

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 Appendix B: Verb Markers

Many of the most important verb structures in English can be understood with these markers. Some
examples using combinations of verb markers are:

1+2 V(d)-->modal could go, might come, would sell

1+3 V(d)-->have+V(n) had gone, had come, had sold

1+4 V(d)-->be+V(ing) was going, was coming, were selling

1+5 V(d)-->be+V(n) was made, was eaten, were sold

3+4 have+V(n)-->be+V(ing) have been living, has been selling

3+5 have+V(n)-->be+V(n) have been eaten, have been sold

2+3+5 modal-->have+V(n)-->be+V(n) must have been given, may have been sold

1+2+3+5 V(d)-->modal+have+V(n)-->be+V(n) might have been given

1+3+4 V(d)-->have+V(n)-->be+V(ing) had been waiting

1+3+5 V(d)-->have+V(n)-->be+V(n) had been given

1+4+5 V(d)-->be+V(ing)-->be+V(n) was being given

3+4+5 have+V(n)-->be+V(ing)-->be+V(n) has been being watched

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 The Lost Secret ~ Answer Key

Answer Key for Practice Exercises

Unit 1: Who is he?
Exercise A
Part 1.
1. I am a person.
2. You aren’t a bird.
3. He is a man.
4. She is a woman.
5. They are people.
6. I can swim.
7. You can/can’t fly.
8. I am/am not a bird.
9. He isn’t a woman.
10. Fish can swim.
11. Birds can fly.
12. I am not a bird.
Part 2.
1. He thinks he is a bird.
2. He thinks he can fly.
3. People can swim, but they can’t fly.
4. What can a bird do?
5. Can you speak English?
Exercise B
Part 1.
Harry: You’re a (c). You can fly. What (b) you?
Man: I’m a bird.
Harry: And what (d) you (e)?
Man: I can (h).
Harry: Are you a (g)? Can you (l)?
Man: No. I can’t (l). But I can (h).
Harry: Good. Very (i). Go on! Fly!
Part 2.
1. (g) 2. (h) 3. (c) 4. (j) 5. (i) 6. (b) 7. (f) 8. (a) 9. (d) 10. (e)
Exercise C
Part 1
1. (a) ask you some (b) remember?
2. (a) do you come from? (b) can’t remember.
3. (a) he’s a bird (b) he can fly.
4. (a) got any (b) Nothing.
5. Get me this number
Part 2
1. (g) 2. (f) 3. (j) 4. (h) 5. (e) 6. (i) 7. (b) 8. (c) 9. (d) 10. (a)
Exercise D
Part 1
1. There’s an inspector (g) the phone.
2. Can you (i) to (d)? (e) name is Marvin, Inspector Marvin.
3. Can you see him? No, I’m (h), I can’t. I’m (a) today.
4. Yes, I know, but there’s something (l) with this man’s (f).
5. I (j) you can (c) him.
Part 2
1. This man can’t remember (b). He can’t remember his (a).
2. Inspector, I’ve got (i) appointments this afternoon, but (g) I can (c) them.
3. Hello, Margaret? What are (f) appointments (l) afternoon, (h)?
4. Inspector? Can you (d) here, to my clinic, at three thirty this afternoon?
5. She is (e) at three-thirty this afternoon.

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 The Lost Secret ~ Answer Key
Exercise E
Part 1
1. He hasn’t got a name.
2. He doesn’t know his name.
3. He’s a bird. He can fly.
4. She’s sorry. She can’t.
5. She is busy today.
Part 2
1. You don’t have a name.
2. I have some appointments this afternoon.
3. Do you have any more questions, sir?
4. Does he have any identification?
5. He doesn’t have any more questions.
Unit 2: Who is Sabina?
Exercise A
Part 1
1. I live in Mexico City.
2. She works in a bookshop.
3. I sell books.
4. She loves books.
5. They live in Mexico City too.
6. They teach/work at the university. department.
7. He teaches history.
8. She teaches English.
9. They are both teachers.
10. She doesn’t live in Argentina.
11. They don’t live in Argentina.
Part 2
1. She’s from Argentina.
2. He’s talking to Sabina.
3. She lives in Mexico City.
4. She works in a bookshop.
5. They are both teachers.
Exercise B
Part 1
They are on an (a). They are (j). Sabina says she (c) from Argentina, but she
(f) in Mexico City. She (l) in a bookshop. She (i) books. Her (h)
live in Mexico City (k). Her (d) teaches history, and her (g) teaches English.
Part 2
1. (b) 2. (f) 3. (c) 4. (a) 5. (i) 6. (d) 7. (e) 8. (h) 9. (j) 10. (g)
Exercise C
Part 1
1. (a) Pardon? What question? (b) What is in this bottle?
2. Don’t break it.
3. But what kind of plant is it?
4. (a) I’ve got a letter here. (b) Can I see the letter, please?
5. Please read it.
Part 2
1. (d) 2. (f) 3. (a) 4. (b) 5. (e) 6. (g) 7. (j) 8. (c) 9. (i) 10. (h)
Exercise D
Part 1
1. She had several appointments, so she wasn’t free.
2. He didn’t have any identification.
3. He didn’t remember his name.
4. Orwell met Sabina on an aeroplane (airplane), and they talked.
5. Sabina told him about her friend, the Professor.
6. The Customs Officer asked to see Orwell’s letter.
7. Sabina introduced Orwell to her friend, Professor Sline.
8. There was an important plant in the bottle.
9. At the airport, Sabina brought Orwell to the Professor.
10. Sabina said something to Sline when Orwell came up to meet them.
Part 2
1. is/are 2. bring(s) 3. say(s) 4. tell(s) 5. put(s) 6. think(s) 7. come(s) 8. sell(s) 9. teach(es) 10. do(es)
11. know(s) 12. give(s)
Unit 3: Footprints in the Sand
Exercise A

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 The Lost Secret ~ Answer Key
Part 1
1. any more
2. another name for you
3. (a) met him (b) was with
4. Do you know him?
5. got something here.
Part 2
1. (a) met (b) talked
2. told
3. remembered
4. asked
5. had
6. shook
7. came
8. took
9. had
10. was
Exercise B
Part 1
They (d) into London. They (i) about the (l). It was (j) in Mexico City,
and it (g). It rained (a). He (h) the rain in Mexico. The rain (k) (f)
away (e) footprints in the sand.
Part 2
1. (e) 2. (b) 3. (h) 4. (f) 5. (g) 6. (a) 7. (i) 8. (c) 9. (j) 10. (d)
Exercise C
Part 1
1. got a reservation
2. (a) Would you (b) of course
3. (a) I’m catching a cold. (b) a doctor (c) give (d) something
4. (a) that kind of (b) aren’t you
5. (a) how long are you staying (b) I’m not sure. (c) perhaps
Part 2
1. (e) 2. (h) 3. (a) 4. (f) 5. (i) 6. (j) 7. (g) 8. (d) 9. (c) 10. (b)
Exercise D
Part 1
They (b) him to the hotel. He (a). They (j) to have a drink (l) him, but
he was (h). He wanted (i) to bed. Then they (d) the hotel and he (k) to bed.
Part 2
1. (i) 2. (g) 3. (a) 4. (b) 5. (c) 6. (h) 7. (f) 8. (j) 9. (e) 10. (d)
Unit 4: One o’clock at Alfredo’s
Exercise A
Part 1
1. (a) talking about (b) very interesting (c) do remember (d) don’t you
2. (a) I’ll tell you later. (b) remember (c) that’s
3. (a) listening (b) I am (c) still
Part 2
Sline (h) Orwell and (k) him that he (c) his manuscript. Orwell (f) in his briefcase and (j)
that his manuscript (e) there. Sline (b) him if he is listening. Orwell (i) he is. Then Sline tells
him to (g) him at Alfredo’s restaurant. The (a) is in the telephone book. Sline says (d) be (l)
at one o’clock.
Exercise B
Part 1
1. a bookshop (bookstore)
2. looking for a book
3. an archaeology book.
4. wrote it
5. twelve pounds fifty.
Part 2
1. (d) 2. (b) 3. (a) 4. (c) 5. (h) 6. (g) 7. (e) 8. (i) 9. (f) 10. (j)
Exercise C
Part 1
1. order for you
2. (a) ready to order (b) some more time
3. (a) Try it. (b) I’m sure you’ll like it.
4. (a) hungry (b) doesn’t want
5. (a) you’re not hungry (b) you’ll like (c) really is very good.
Part 2

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 The Lost Secret ~ Answer Key
1. (j) 2. (f) 3. (d) 4. (e) 5. (g) 6. (a) 7. (h) 8. (i) 9. (c) 10. ((b)
Exercise D
Part 1
Orwell didn’t sleep (l) He slept (a), very (a). He wanted (h) to Professor Sline.
Professor Sline was (e) because the (k) was (d). Orwell wanted to (h) about
the manuscript, but Professor Sline wanted to talk about it (f). He wanted to eat (c).
Part 2
1. (c) 2. (a) 3. (e) 4. (b) 5. (h) 6. (i) 7. (f) 8. (j) 9. (g) 10. (d)
Unit 5: The Laboratory
Exercise A
Part 1
1. (a) the questions (b) to show you something (c) the manuscript
2. (a) got my manuscript (b) got your manuscript
3. (a) these photographs (b) aren’t they (c) this is the language of
4. (a) for instance (b) it mean
Part 2
Orwell (j) in Sline’s laboratory. Sline has his manuscript and is (a) him questions. He wants to
know the (c) of (i) symbols. Only two (g) in the world understand the (b) of the
Meptecs. Sline is (e) and Orwell is the (f). Sline wants to know (l) knows (d), he or
Orwell.
Exercise B
Part 1
1. Don’t destroy my work.
2. Tell me what this symbol means.
3. The two together mean ‘rainflower,’ don’t they?
4. Why are you asking me?
5. Sline wants to find out if Orwell is telling the truth.
Part 2
1. (e) 2. (a) 3. (f) 4. (b) 5. (c) 6. (g) 7. (d) 8. (h) 9. (j) 10. (i)
Exercise C
Part 1
1. (a) won’t kill him. (b) worry about that! (c) other ideas for that.
2. I’m going to do it.
3. (a) or was it woman (b) they really mean
Part 2
1. (i) 2. (f) 3. (h) 4. (a) 5. (j) 6. (b) 7. (c) 8. (d) 9. (e) 10. (g)

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 The Lost Secret ~ Answer Key
Unit 6: Good News and Bad News
Exercise A
Part 1
1. learnt (learned) something about
2. some plants can be
3. (a) How many (b) A few
4. (a) perhaps (b) can be (c) do you mean (d) I find out
Part 2
1. (b) 2. (j) 3. (h) 4. (c) 5. (f) 6. (g) 7. (e) 8. (i) 9. (a) 10. (d)
Exercise B
Part 1
1. (a) help (b) hope (c) some (d) mean (e) looking (f) about (g) find (h) kind (i) grows
Part 2
1. (c) 2. (j) 3. (a) 4. (i) 5. (h) 6. (f) 7. (g) 8. (d) 9. (e) 10. (b)
Exercise C
Part 1
1. (a) did you find out (b) didn’t you
2. (a) Of course (b) the information (c) some news
3. (a) interesting. (b) tell you something (c) should believe me (d) more about these things than you do.
4. (a) say anything more (b) bad news
5. (a) Find it (b) somewhere near the end
Part 2
1. What are you talking about?
2. Where did you get this?
3. Perhaps you should listen to me sometimes.
4. Orwell wasn’t sure about that symbol.
5. That’s the answer. That’s why the drug didn’t work.

Unit 7: Male & Female

Exercise A
Part 1
Has Orwell (i) Sline before? Yes, he (d). He (g) Sline at the airport, and (f) at a
restaurant. Sline has Orwell’s manuscript because he (j) it. He wants to know (e) to make
the memory drug.
Sabina wants to know (l) he’s (c) to do with the drug. Sline has (h) (k) her what
he’s going to (b) with it. He wants to make (a) of money.
Part 2
Orwell (c) the Telo plant (a) to England with him (b) he (f) it for his (l). He (i)
there (j) no Telo plants (g) of South America. But now he (e) that (h) is one place in
England (k) they (d).
Part 3
bring, brought, brought take, took, taken
make, made, made tell, told, told
meet, met, met think, thought, thought
know, knew, known understand, understood, understood
steal, stole, stolen want, wanted, wanted
Exercise B
Part 1
1. (a)something I didn’t know.
2. (a) have to use (b) to make (c) isn’t enough
3. (a) mean (b) strong enough without (c) that there are (d) Aren’t you lucky I’m here to help you
4. (a) say I’m lucky (b) have to get (c) isn’t going to be easy
Part 2
1. When you used the drug on Ross, it didn’t work.
2. There was one small think I didn’t understand.
3. It wasn’t a small mistake. I think it was a big one.
4. Now Sline knows why it didn’t work.
5. You have to use the male and the female plant to make the drug.
Exercise C
Part 1
1. (a) I wanted to ask you yesterday. (b) very important (c) does it look like (d) I’ve never seen it (e) it looked like
water
2. (a) something I’d like to ask you. (b) you’ve helped me (c) much better
Part 2
1. (c) 2. (f) 3. (d) 4. (a) 5. (e) 6. (j) 7. (g) 8. (h) 9. (b) 10. (i)
Exercise D
Part 1

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 The Lost Secret ~ Answer Key
Good afternoon. And now for a (l) (k) from our Brighton (g), Brian Smith.
This is Norton House, near Brighton. It was the home of the famous (b), Sir Patrick Norton.
Last night someone (c) (f) the greenhouse and (j) some plants. This morning I
(h) to Sir Patrick Norton’s grandson, John Norton.
And what did they (i)?
Just (a) plants. They (e) from South America. My grandfather (d) them to this country
over a hundred years ago.
Part 2
1. (d) 2. (f) 3. (e) 4. (a) 5. (b) 6. (i) 7. (g) 8. (j) 9. (h) 10. (c)

Unit 8: We Have to Stop Him

Exercise A
Part 1
1. (a) everything is going to be all right (b) can
2. (a) There was only one other copy (b) that was
3. (a) used to grow in only one part (b) after his third visit (c) brought back one male and one female (d) were the
first and only (e) that grew outside
4. (a) what are you going to do about it? (b) can make a very dangerous drug (c) much stronger than the one
5. (a) worry (b) going to do anything (c) where his laboratory is (d) what he’s doing there (e) we’re going to stop
him.
Part 2
1. (f) 2. (a) 3. (b) 4. (d) 5. (c) 6. (e)
Exercise B
Part 1
1. What are you talking about?
2. Why are you asking?
3. That was the name in the file.
4. It was full of information.
5. That’s where his laboratory is, in some kind of amusement park.
Part 2
1. (c) 2. (f) 3. (b) 4. (a) 5. (d) 6. (g) 7. (h) 8. (j) 9. (i) 10. (e)
Exercise C
Part 1
1. (a) it will work (b) it will be very strong.
2. (a) can you be sure (b) going to test it
3. (a) gone to the shops. (b) be back soon.
4. (a) have you been (b) I’m sorry, boss (c) Am I late?
5. Have I done something wrong?
Part 2
1. (a) 2. (e) 3. (g) 4. (i) 5. (d) 6. (h) 7. (b) 8. (j) 9. (c) 10. (f)

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 The Lost Secret ~ Answer Key
Unit 9: The Drug
Exercise A
Part 1
1. (a) very much (b) do you know (c) haven’t drunk any yet.
2. Try it.
3. (a) that noise (b) hear it (c) there someone outside
Part 2
1. (a) you’ve come to see us again. (b) who is your friend
2. (a) know who he is. (b) I’ve seen him before (c) have I seen you before
Part 3
be was/were being been
go went going gone
do did doing done
see saw seeing seen
give gave giving given
know knew knowing known
make made making made
Exercise B
Part 1
1. (a) very interested in it (b) work slowly or quickly
2. (a) when you take the drug (b) forget first?
3. (a) a very dangerous man (b) perhaps I should say you were a very dangerous man.

Part 2
1. (c) 2. (d) 3. (e) 4. (a) 5. (f) 6. (i) 7. (g) 8. (j) 9. (h) 10. (b)

Unit 10: The End

Exercise A
Part 1
1. She has already read it.
2. I’m glad you enjoyed my book.
3. Have you written any other books?
4. She has to be back at the clinic in an hour.
5. Why don’t we walk along the river?
Part 2
1. Orwell told Dr Roberts he’d like to talk to her.
2. Dr Roberts answered that it would be nice.
3. Orwell told her that the secret of the Mepatecs was on the cup.
4. Orwell said he wasn’t sure that it was a real cup.
5. He said perhaps it was just a story.
Exercise B
Part 1
1. (a) that (b) explained
2. (a) found out (b) knew (c) ago
3. (a) could (b) got
4. (a) destroyed (b) there (c) like

Part 2
1. (j) 2. (b) 3. (a) 4. (f) 5. (h) 6. (g) 7. (i) 8. (e) 9. (d) 10. (c)

101