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English for Guides in the

Natural Environment and
Leisure Time

Solucionario
Solucionario English for Guides in the Natural Environment and
Leisure Time
Queda prohibida, salvo excepción prevista en la ley, cualquier forma
de reproducción, distribución, comunicación y transformación de esta
obra sin contar con autorización de los titulares de la propiedad
intelectual. La infracción de los derechos mencionados puede ser
constitutiva de delito contra la propiedad intelectual (arts. 270 y
siguientes del Código Penal). El Centro Español de Derechos
Reprográficos (www.cedro.org) vela por el respeto de los citados
derechos.
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8. UNIDAD DIDÁCTICA.
8.1. Situation and reading

1) Answer the questions.

a. Waves and wind direction.

b. Rocks on the seabed, branches, shallow water etc.

c. Open water.

d. The temperature and the depth.

e. Take references from the coast.

f. By wearing a brightly coloured buoy.

g. The rescue services.

h. Because of visible long bands of water with different colours.

i. To avoid hypothermia.

j. Because there are many variables that are not controlled.

2) Write four actions that must be carried out before starting to swim in open water to ensure
safety.
Taking references from the coast, keeping an eye on the waves and wind direction, analysing
possible risks and identifying possible currents.

3) Speaking activity. Do you prefer swimming in a pool or in open water? Discuss the subject
with a classmate.
Oral activity to develop the student’s communication skills and fluency.

8.2. Vocabulary

1) Find eleven words related to the swimmer’s personal equipment. Take advantage of the clues
provided.

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a. Nose clip

b. Fin

c. Trunks

d. Goggles

e. Hand paddle

f. Towel

g. Swimsuit

h. Swim cap

i. Neoprene

j. Flip-flop

k. Ear plug

2) Fill in the blanks with the words in the box related to swimming strokes.
a. The swimming style in which you lie on your back while alternately moving your arms backwards is
called back crawl.

b. In freestyle competitions, the swimmer may use any swimming style, usually the crawl.

c. Backstroke is another name for back crawl.

d. The undulating, symmetrical swimming style in which both arms move forward at the same time
over the head while the legs use the dolphin kick technique is called butterfly.

e. We call front crawl the swimming style that is performed with asymmetrical movement, in prone
position, alternately kicking the legs and arms above the head.

f. One of the two undulating strokes is called breaststroke and is the swimming style in which both
arms are moved forward together from the chest underwater and then pulled backwards.

3) Identify each swimming stroke.

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back crawl or backstroke front crawl

butterfly breaststroke

4) Match each competition with the order in which the swimming styles appear.
1, b. 2, a

5) Use the words in the box to complete the text related to the parts of the pool.
John normally swims in a deck level pool. In this type of pool, the water level coincides with a
channel that collects all the excess water. Other pools use skimmers for the same function.

To enter the water, he climbs onto the starting block and jumps off it. Sometimes, when he wants to
practice backstroke, he uses the handle start placed under the blocks to hold on with his hands and
give himself a push.

While John swims, the floating lane ropes mark his way. When he swims with his head underwater,
the underwater turn indicator lines show him that he is reaching the end of his lane.

6) Identify the parts of the pool in the picture.

1, starting block. 2, handle start. 3, lane ropes. 4, underwater turn indicator. 5, lanes.

7) Combine the parts to form technical elements of swimming and match them to their
definitions.
a. Breathe in.

b. Breathe out.

c. Buoyancy.

d. Friction.

e. Dolphin kick.

f. Glide.

8) Classify the words in the box into the correct group.

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Technical elements Pool care

kick, stroke, bilateral breathing, hydrodynamics chlorine, pH, temperature, turbidity

9) Try to match the definitions with a word from the previous exercise.
a. turbidity

b. stroke

c. hydrodynamics

d. pH

e. kick

f. bilateral breathing

g. chlorine

h. temperature

10) Choose the correct word in each sentence.

a. swim

b. pull buoy

c. streamline

d. turn

e. swimming board

f. underwater

g. stroke

h. kick

i. slide

11) Identify which element appears in each photograph.

river sand beach

shore lake bay

12) Read the definitions and decide if they refer to undertow, whirlpool, turbulence or current.
a. current
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b. whirlpool

c. undertow

d. turbulence

13) Speaking activity. Choose one of the photographs and describe it using words from activities
11 and 12. Your partner must guess which photograph you are describing.
Oral activity to develop the student’s communication skills and fluency.

8.3. Grammar

1) Speaking activity. In pairs, decide if we can or can’t control these things:

Oral activity to develop the student’s communication skills and fluency.

2) Write a sentence for each picture using can or cannot.

Writing activity. The options are diverse and there are many valid answers. They could be corrected
from the linguistic point of view e.g. if they are well articulated, cohesive, coherent etc.

3) Choose the correct option.

1. b. can’t

2. a. can’t

3. c. will be able to

4. a. couldn’t

5. a. Yes, you can.

4) What can you do? Answer these questions using complete sentences. Then write three more
questions related to the topic of this unit.
Writing activity. The options are diverse and there are many valid answers. They could be corrected
from the linguistic point of view e.g. if they are well articulated, cohesive, coherent etc.

5) Peter is explaining what he could do when he was a famous swimmer. Complete the sentences
using could + the correct verb from the box.
a. When I was 2 years old, I could swim.

b. I could train for 3 hours every day in the lake we had near our house.

c. I could hold my breath under water for 4 minutes.

d. I could go to many competitions as my family could afford them.

e. I could speak three languages: English, German and Polish.

6) Think of your grandparents or an elderly member of your family or family environment and
write three sentences with things they could do when they were young. If you don’t know them,
take the opportunity to ask them or to ask someone who knew them.
Writing activity. The options are diverse and there are many valid answers. They could be corrected
from the linguistic point of view e.g. if they are well articulated, cohesive, coherent etc.

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7) Complete the sentences with can, can’t, could, couldn’t or be able to.
a. This patient is very clever, he can/is able to speak six languages.

b. I looked everywhere for the sensory memory games book but I couldn’t/wasn’t able to find them.

c. He hurt his foot, so he couldn’t/wasn’t able to/was not able to walk very well when I met him.

d. The social integrator wasn’t in the day centre when I phoned, but I was able to contact her at her
office.

8) Choose the correct option.

1. a. may suffer

2. d. may come

3. c. may need

4. d. might have prepared

5. a. may Peter come

9) Rewrite the sentences using may.

a. I may join a group of open water swimmers. I’m already tired of always swimming in a pool.

b. The new physiotherapist may be better than the previous one.

c. Your physical strength may improve if you spend a couple of hours swimming a day.

10) Complete the following sentences using may or may not.

a. May I borrow your goggles?

b. I may go to the doctor today if there are any openings.

c. The light is not on, so there may not be anybody inside.

d. I haven’t studied enough, so I may not pass the test on anatomy.

e. My brother still has some muscular problems but we hope he may recover in a few months.

11) Writing activity. You are working with an association that helps people in their 50s and 60s to
remain physically and mentally agile. You are planning a trip to the mountains where there is a
lake where they can do some swimming activities.
Writing activity. The options are diverse and there are many valid answers. They could be corrected
from the linguistic point of view e.g. if they are well articulated, cohesive, coherent etc.

12) Speaking activity. Get into groups of four people and say three things you would or would not
do in these situations:
Oral activity to develop the student’s communication skills and fluency.

13) Look at the photographs and make sentences using must or mustn’t.
Writing activity. The options are diverse and there are many valid answers. They could be corrected
from the linguistic point of view e.g. if they are well articulated, cohesive, coherent etc.

14) Speaking activity. In pairs, have a brainstorm to answer the question: what should swimmers
do in their daily lives to stay healthy? Then, make two lists: one of things they should do and
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another one of things they shouldn’t.

Oral activity to develop the student’s communication skills and fluency.

15) Rewrite the sentences using have to or don’t have to.

a. You have to use goggles.

b. You don’t have to wear a swim cap.

c. You have to carry a colourful buoy.

d. You don’t have to wear diving fins.

e. You have to do some warmup exercises.

16) Write some tips about what swimmers can, may, might, must or have to, or not have to do.
Writing activity. The options are diverse and there are many valid answers. They could be corrected
from the linguistic point of view e.g. if they are well articulated, cohesive, coherent etc.

17) Choose the correct option from each pair.

a. shouldn't

b. should

c. shouldn't

d. should

e. shouldn't

f. shouldn't

g. shouldn't

h. should

18) Write a sentence with should or shouldn’t giving an example for each tip for a healthy life.
Writing activity. The options are diverse and there are many valid answers. They could be corrected
from the linguistic point of view e.g. if they are well articulated, cohesive, coherent etc.

8.5. Make it real!

1) Submit your file:

Open answer. Creative activity to develop the student’s communication skills and fluency.

8.6. Listening 1

1) On what date did the following swimming clothing pieces appear?

TRANSCRIPTION

According to some experts, the best way to optimise the performance of swimmers is to do it without
clothes. And before the middle of the 19th century, it was like this! Now of course that doesn’t work
anymore but modern swimsuits allow swimmers to move through the water just as briskly.

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Swimsuits have been around since the 1800s but it wasn’t until the end of World War II that different
companies started developing special textiles to increase the speed of swimmers.

In the early 20th century, most swimwear was made from knitted wool that weighed a lot when wet.
An elite group of swimmers, including the 1924 British Olympic team, used outfits made of silk which
were lighter and more comfortable but cost a lot more.

Rayon, a man-made version of silk, was introduced in the 1930s but it wasn’t until the 1940s that the
technology of the swimwear industry took off.

The dilemma was clear: how to create a swimsuit that was attractive and comfortable at the same
time? The answer came in the 1940s and 1950s with the development of cheap, lightweight textiles
like nylon. By 1960 the industry had grown remarkably and swimming athletes were faster than ever.

Taking into account that in a competition, every second counts, in 1962 a report said that swimwear
created a little friction through their movement in the water which meant that they were not one
hundred percent efficient.

Speedo was the first company to develop nylon and Lycra products in 1980, which continue to be the
most popular choice for swimmers. The firm's latest innovation was the full-body swimsuit designed to
mimic the movements of a shark. This one was worn by Grant Hackett and Michael Phelps in Athens.

Of course, suits aren’t just about technology; fashion and marketing also play a huge role. It's hard to
imagine what's next for this industry.

Activity 1.

a. Athens Olympic Games.

b. End of World War II.

c. 1950s.

d. 1924.

e. 1930s.

f. 1980.

2) What happened in the following eras in relation to fashion in swimsuits?

a. Different companies started developing special textiles to increase the speed of swimmers.

b. The technology of the swimwear industry took off.

c. Cheap, lightweight textiles like nylon were developed.

d. A report said that swimwear created a little friction through their movement in the water.

3) Organise a swimwear fashion show. In groups, look for images of swimsuits from different
eras: the 20s, the 40s, the 90s etc. Prepare a small presentation of each piece or pieces.
Highlight the shape of the pieces, the fabric, the colours, the details etc
Creative activity to develop the students’ communication skills and encourage original and creative
work.

8.7. Listening 2

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1) Say if the following statements are true or false.

TRANSCRIPTION

It is known that swimming correctly at a technical level is very important, since with less effort we can
achieve better performance. In mid-level athletes, the importance of technique is 70% and 30% for
the importance of strength, which is why good technical work, especially in the initial phases is
recommended.

In addition, these errors in the technique can lead swimmers to make incorrect movements that can
injure them, such as shoulder injuries, a very common injury in swimmers, often caused by a wrong
movement in the recovery phase.

It is known that for many triathletes swimming is usually their weak spot. Next, we will see some
mistakes that can be avoided to improve swimming. First of all, head positioning and breathing. There
are two errors that are often associated, the position of the head with an excessive glance to the front
that usually causes the sinking of the hips and legs, and breathing with the head too raised from the
shoulder, losing alignment in the swim.

An easy trick is to swim looking at the bottom of the pool and when breathing, notice how only one
eye comes out of the water while we notice water near the mouth, at the corner of the lips.

The position while swimming is also very important. There are two types of alignment in position, the
horizontal and lateral ones. Horizontal alignment is influenced above all by three factors: the position
of the head, which if it is too high looking straight ahead tends to sink the hips and legs. Lack of tone
in the abdominal muscles that causes an excessive lumbar lordosis that sinks the legs or lack of
strength in the leg shake. When taking into account the lateral position, the normal thing is that it
comes from an excessive crossing of arms when the hand enters the water. In both cases, trainers
have to detect the root of the problem.

Finally, the hands also have an important role in the effectiveness of swimming. After the entry of the
hand into the water, the stroke phase begins, the grip being the first phase. The hand should go
forward and down curvilinearly and diagonally out but only slightly. The arm is flexed as it goes down,
until the elbow rises above the hand; leaving the hand, forearm and arm well aligned and looking
back, in a high elbow position with a good predisposition to generate the propulsion that we need.]

Activity 1.

a. False. It is 70%.

b. True.

c. True.

d. True.

e. False. It is important.

f. False. They are the horizontal and lateral ones.

g. False. Feet have a less important role than hands in swimming technique.

2) Match each concept with the correct information according to the audio.
a, 5; b, 1; c, 6; d, 3; e, 4; f, 2.

3) Listen to the audio again and write down all the words for parts of the body that appear in it.
Shoulders, head, hips, legs, eyes, mouth, lips, abdomen, lumbar, arms, hands, elbow, forearm.

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8.8. Extra reading

1) Answer the questions.

a. Coordination between arms, legs and head movements when breathing.

b. Long-distance swimming.

c. Efficiency.

d. Saving energy and avoiding fatigue.

e. Start slow and increase to a comfortable pace.

2) Choose the correct option.

1. d. it is not possible to get out of the water when you want to.

2. a. changes the body position.

3. c. forward movement in the water.

4. c. to smooth the head movement.

3) Using the information in the text, explain the breathing technique in open water swimming.
Open answer. The options are diverse and there are many valid answers. They could be corrected
from the linguistic point of view, e.g. if they are well articulated, cohesive, coherent etc.

The student’s answer must contain three key elements:

1. the need to completely expel all the air from the lungs when the mouth is under water and only
sticking the head out long enough to breathe in (since this movement greatly varies the
position of the body);
2. the coordination of movements between arms, legs and head during breathing to save effort;
3. bilateral breathing, to be able to breathe on one side or the other as circumstances so require.

4) Writing activity. Write a short text explaining the differences between the swimming technique
in a pool and in open water.
Writing activity. The options are diverse and there are many valid answers. They could be corrected
from the linguistic point of view e.g. if they are well articulated, cohesive, coherent etc.

Extra listening. Aquatic rescue

1) Audio

Activity 1. Answer the questions.

a. What is aquatic rescue?

b. Who can perform aquatic rescue?
c. Which aspects constitute aquatic rescue?
d. What is aquatic safety?
e. Preventive rescue is the anticipation of...
f. The set of actions that someone does when someone is in danger is...

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TRANSCRIPTION

Aquatic rescue is the set of knowledge, rules and skills used for the effective surveillance, protection
and care of people who come to the different water sports and recreation areas for public use, and
who may fall into a dangerous situation that threatens their safety or life.

Although various agencies respond to these types of rescues, including police, fire, and emergency
medical services, their roles, responsibilities, and level of training for such a technical rescue are quite
different. One of the best practices will be to identify and adopt those standards that include specific
training and equipment. This supports the view that anyone who enters the water for the purpose of
rescue should be trained to the level of a rescue technician.

Aquatic rescue consists of three aspects, which are:

Aquatic safety, the safety rules and regulations (visible or not) that ensure that the behaviour of the
users of a certain swimming area is managed according to them.

Preventive rescue: the action of anticipating risk situations to mitigate their occurrence, based on the
rules, or using warnings such as signs or signals.

Water rescue: in the worst case, it is the action of entering the water in the midst of a situation of risk,
approaching the person in danger, taking them appropriately and stabilising them, removing them
from the aquatic environment and providing them with emergency first aid, until medical assistance
arrives or they can be transferred to a hospital care centre.

Activity 1.

a. The set of knowledge, rules and skills used for effective surveillance, protection and care of people.

b. Anybody who is trained for this purpose.

c. Aquatic safety, preventive rescue and water rescue.

d. The safety rules and regulations (visible or not) that ensure that the behaviour of the users of a
certain swimming area is managed according to them.

e. situations of risk.

f. water rescue.

Activity 2. Complete the sentences with the correct words.

a. Aquatic rescue is the set of _________, rules and skills used for the effective _________,
protection and _________ of people.
b. This _________ the view that anyone who enters the water for the purpose of rescue
should be _________ to the level of a _________ technician.
c. (...) until medical _________ arrives or they can be _________ to a hospital care centre.

a. Aquatic rescue is the set of knowledge, rules and skills used for the effective surveillance,
protection and care of people.

b. This supports the view that anyone who enters the water for the purpose of rescue should be
trained to the level of a rescue technician.

c. (...) until medical assistance arrives or they can be transferred to a hospital care centre.

Activity 3. Creative activity. Listen to the audio again and take notes. From the information,

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create an infographic about water rescue.

Creative activity to develop the students’ communication skills and encourage original and creative
work.

Extra reading. Swimming to develop muscles

1) Audio

Swimming is popularly described as a very complete sport, and indeed it is, as many muscles
are involved in the movement, but in fact, what sport does not involve, in one way or another, a
large part of the muscles?

Focusing on swimming, this sport is made up of four styles: crawl, breaststroke, backstroke
and butterfly, each of which has a different technique, so it seems logical to think that the
involvement of a specific muscle will be greater or lesser depending on the style in question.

According to different biomechanical studies, it is possible to identify which muscles are

involved to a greater or lesser degree in each of the styles. This analysis is important in order
to be able to correctly train the muscles we are interested in.

If we talk about biceps brachii and pectorals, they are clearly involved in the pulling movement
of the arms.

The abdominal and lumbar musculature acts as a link between the upper and lower body,
providing a fantastic point of support for the movement of the segments.

The lower body musculature such as the quadriceps, hamstrings, glutes and tibialis are the
basis for leg movements in all styles.

The upper back muscles, such as the trapezius, latissimus dorsi and deltoids are also involved
in the arm pull of the symmetrical (breaststroke and butterfly) and asymmetrical (crawl and
backstroke) strokes.

So, which muscles should we exercise the most? As we have seen, all muscles are involved in
the sport of swimming, but not all strokes are the same. The solution, according to training
theories, is to combine the muscle building work with the technical movement as precisely as
possible. In other words, applying the weight training loads together with the performance of
the specific technique.

By using this combination of work, while improving the technical work, the strength or
endurance of that particular muscle group involved is also increased.

Activity 1. Choose the correct option or options for each question.

1. What kind of studies allow you to identify which muscles are involved in which style?

a. Biomechanical studies
b. Technical studies
c. Physical studies
d. Physiological studies

2. What is the involvement of the musculature in swimming like?

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1. Greater in asymmetrical styles

2. Greater in symmetrical styles
3. Greater or lesser depending on the style
4. The same in all styles

3. Which of the following muscles is directly involved in leg movement?

a. Deltoid
b. Lumbar
c. Latissimus dorsi
d. Hamstring

4. Why is swimming considered a complete sport?

a. Because many different muscles are involved.

b. Because there are four different strokes.
c. Because it is done in the water.
d. Because it can be practised all year round.

5. Which muscle is not directly involved in arm traction?

a. Abdominal
b. Biceps brachii
c. Pectoralis
d. Trapezius

6. Which strokes are considered symmetrical in swimming? (tick two)

a. Butterfly
b. Backstroke
c. Breaststroke
d. Crawl

7. According to the text, which muscles should be trained the most?

a. Upper body muscles

b. Lower body muscles
c. Abdominal and lumbar muscles
d. The text does not define any specific muscle.

8. According to training theory, how is the best muscle training achieved?

a. By training all muscles

b. By training only strength
c. By training the muscles together with a specific technique
d. By training with weights

9. What role do the abdominal and lumbar muscles play in swimming?

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a. They are basic in the movement of the arms.

b. They are basic in the movement of the legs.
c. They provide a support point between the upper and lower body.
d. They are only important when using symmetrical strokes.

10. What is achieved with the way of training proposed in the text?

a. Improved endurance in swimming

b. Improved technique along with strength or endurance at the same time
c. Improved specific technique of each style
d. Improved strength of each style

1. a. Biomechanical studies

2. c. Greater or lesser depending on the style

3. d. Hamstring

4. a. Because many different muscles are involved.

5. a. Abdominal

6. a. Butterfly. c. Breaststroke

7. d. The text does not define any specific muscle.

8. c. By training the muscles together with a specific technique

9. c. They provide a support point between the upper and lower body.

10. b. Improved technique along with strength or endurance at the same time.

Activity 2. Which muscles are involved in the movement of the legs in butterfly and
breaststroke?
The lower body musculature, such as the quadriceps, hamstrings, glutes and tibialis.

Activity 3. Speaking activity. Explain to a partner the difference between symmetrical and
asymmetrical styles.
Oral activity to develop the student’s communication skills and fluency.

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