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Yes We Can 1-2 PDF
Yes We Can 1-2 PDF
Yes We Can 1-2 PDF
Secondary
1
Teachers G
Teachers Guide
uide
INTRO
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Av. Ro Mixcoac No. 274, Col. Acacias
Del Benito Jurez, C.P. 03240, Mxico, D.F.
Yes, We Can! Secondary is a collective work written and edited by the following team: Claudia Bonilla,
Griselda Cacho, Jacaranda Ruiz
Richmond publications may contain links to third party websites. We have no control over the content of
these websites, which may change frequently, and we are not responsible for the content or the way it may
be used with our materials. Teachers and students are advised to exercise discretion when accessing the
links.
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior
permission in writing from the Publisher.
The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will
correct any involuntary omission at the earliest opportunity.
Miembro de la CANIEM
Registro No. 3249
Unit Notes
Unit 1 a Asking for Services T4
b Creating a Storybook T14
Teachers Corner T23a - T23b
Resources
Assessments T104
Tracks T114
Glossary / Bibliography T120
Answer Key (Fiction / Nonction Readers) T121 - T122
Tiii
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Welcome
Welc
come
e to
to Level
Le
L evel
v 1 of
of Yes,
Yes, We
We Can!
Can
n!
In this level, students will be exposed to connotation, intonation, formal vs.
informal language, comprehension strategies, prediction, and dictionary
skills. Aside from learning vocabulary and structures it is important for
students to learn values and good social skills to achieve effective and clear
communication. Give students plenty of opportunities to practice using
English in a variety of situations and encourage them to continue working
outside the classroom. Effective learning only comes through lots of practice.
Make your lessons fun and interesting. An involved class is a motivated class.
Teaching Teenagers
Teen agers
How to Motivate
ore, but not
Not children anym
teenagers nd
quite adults either,
cult place.
themselves in a dif
ions run high
Interests vary, emot
ep. However, the
and frustrations de
is inquisitive and
average teenager
t for knowledge.
has an endless thirs
d the unique
If we can understan
nage learners
characteristics of tee
e teaching
and employ effectiv
rces, we will
methods and resou
enge a teenage
motivate and chall
int erest.
class to learn with
Todays Teenagers
Teenagers look for meaning
in what
they are taught by relating
it to their
own lives. The latest genera
teenagers has grown up sur
tion of Making Decisions
rounded
by text messages, music pla Teenagers appreciate participating
yers,
Facebook, and Messenge in decisions about what happens in
r, among
other means of communic the classroom so that they feel some
ation and
entertainment. Keeping up ownership of and commitment to
to date
with technology and events the learning program. Its important
that
interest teenagers is vital to nd ways to encourage teen
to getting
and holding their attention participation in decision-making
.
without allowing total teen control of
your classroom.
iv Introduction
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Their Identity
Between the ag
es of 13 and 19
teenagers try ou ,
t different iden
and like their te tit ies
achers to see th
as individuals em
with their own
Most teenager ideas.
s prefer their te
to value and re achers
spect them rath
than to be thei er What They Are Like
r friends. Acad
closeness is ac emic
ceptable betw Teenagers have great learning
teachers and te een
enagers, but no potential, but they are difcult
intimate friends t
hip, which is to motivate and manage. It also
regarded with takes longer to build up a trusting
disrespect.
relationship with them, but once
you nd the correct balance of
respect and authority, teaching
teenagers can be a rewarding and
fun-lled experience.
Their L
oo k
We ma
y not li
teens: ke
pants h the look of s
hips, h anging ome
air in t low on
h eir face t h
walk a
nd a m , a pec eir
eyes. B y st u li a
ut their erious look in r
mean appea their
tee ranc
Behind nagers are un e does not
that ha reacha
sensitiv rd shell ble.
e perso , there
fun an n, eag is a
d enga er to le
ging a arn wit
ctivitie h
s.
Adapted from: Teaching Teenagers: How to Motivate and Interest Them http://www.suite101.com/content/teaching-
teenagers--how-to-motivate-and-interest-them-a229340#ixzz1JPuogHnq
Introduction v
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Course Philosophy and Methodology
vi Introduction
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Course Structure
Each level of Yes, We Can! Secondary consists of ve The Self-Evaluation refers students back to The Plan at
units. Each unit covers two social practices of the The Beginning, and helps them evaluate their progress
language in two different environments. In this way, by marking each objective.
each unit is divided into two sections, A and B, which
are organized as follows: Q Tip Box
This provides guidance on how to perform an activity
The Beginning or specic language to help students produce an oral
This section provides students with an overview of the or written text. Read this box with students to make
topic of the unit. It seeks to activate students previous them feel more condent about doing an activity.
knowledge and familiarize them with what they will
Q Worksheets
be doing. Students have a chance to personalize the
topic by means of questions, exercises and tasks in These are found at the end of the Students Book.
which they share their opinions or experiences. There are two worksheets per unit with exercises or
tasks for further practice. The Worksheets may also
The Plan include tips to help students perform the activities
more easily. Students are referred to the Worksheets at
This section is part of The Beginning. It lists the
the optimal moment in the unit. Make sure students
objectives of the unit so that students know what they
use the correct one by looking at the number included
will have achieved by the end of it. It is related to the
in the icon:
Self-Evaluation section at the end of the unit.
Q Portfolio
The Steps
A portfolio is a collection of a students work. It can be
These are a series of activities that lead students to organized in a le, a binder or even a box. Portfolios
acquire the necessary language for the nal product. are a useful tool because students can see their
This section covers eight pages and includes activities progress and evaluate their learning. They can add
to be performed individually , in pairs or in or take away material whenever they want in order
groups . The activities develop from controlled to keep it updated. In Yes, We Can! Secondary students
to free, and depend on the social environment and are encouraged to keep certain pieces of work in their
practices focused on in that part of the unit. For portfolio, but they can also add any other work they
example, if students have to write a text at the end of like. Work suggested for inclusion in the portfolio is
a unit, The Steps will ensure they acquire the necessary marked with an icon:
skills and language to do so.
Q Five-Minute Activities
The Presentation
In order to learn, students need to be exposed to
This is the last section of each unit. It contains vocabulary and structures many times. For example,
clear instructions to guide students to create a nal students may recognize a word after seeing it only
product. By this stage, students will have acquired the once, but it is unlikely they will be able to use it until
necessary language and skills to prepare and perform they have been exposed to the word four or more
the nal task. However, the number of sessions times. The acquisition of language structures and
needed to create the nal product is not stated, as this tenses takes even longer. These Five-Minute Activities
will depend upon students progress and the teachers help recycle and review language students have
preference. It is important to read about the nal already seen. We recommend you do one of these
product in advance so that students have what they activities at the end of each class. You can do them in
need at their disposal when they start working. any order.
The End
This section is found within The Presentation. It
consists of Group Reection and Self-Evaluation sections.
Students complete the Group Reection by answering
a series of questions about their experiences and
performance throughout the unit.
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Resources
Q Language Reference Apart from formal written assessments, you can
The Students Book includes a section with evaluate your students progress in a variety of ways:
explanations of the grammar and examples of the careful analysis of their work, including homework
functional language covered in each unit. The aim is informal oral evaluation as students are working
to provide students with a model so that they can put
observation and systematic record-keeping of
the language into practice effectively.
learners during everyday classroom activities
Q Dictionary a portfolio with a collection of each students work
The Dictionary at the end of the Students Book self-assessment by learners
includes a selection of words taken from the texts of
the units. Each entry includes a Spanish translation,
Q Evaluation Card (photocopiable)
a denition in English and an example of the word There is an Evaluation Card in the Teachers Corner
in a sentence. The Dictionary also presents students at the end of every two-part unit. This Evaluation
with idiomatic expressions from everyday language. Card is divided into two sections. The rst section
It is organized by page and by unit so that students contains a checklist with a set of editing symbols
can easily nd the words they need. The use of the that is used to mark written texts. Whenever students
Dictionary is suggested throughout the course in order produce a written text, they should check their own or
to promote students independence when dealing with one anothers work and use symbols from the list to
unknown vocabulary. It is marked with the following indicate any mistakes they nd. Correcting their own
icon: work is more useful to students than being provided
with the answers. The second section consists of a
Q Bibliography series of questions for students to use in reecting
The bibliography at the end of the Students Book on the correction of their written work and on their
provides students with a selection of books and participation when working with others.
websites. These aim at helping students put into
practice the language they have studied.
Q Worksheets
At the end of the Students Book, students have a
section of Worksheets. There are two worksheets for
every unit. Activities that require a worksheet are
marked with the following icon: 1
Q Assessments
For each two-part unit, there is a two-page
photocopiable assessment at the back of this Teachers
Guide. This assessment guides students to transfer
onto paper what they have learned during the unit.
It focuses on language and / or the skills developed
throughout the unit. When using the assessments,
follow these steps:
1. Make a copy of the assessment for every student.
2. Read all the instructions out loud and make sure
everyone understands what they have to do.
3. Get students to work on the assessment
individually.
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Teachers Corner
This section is found at the end of each unit.
It provides tips for busy teachers with ideas for
classroom management, class planning, student
evaluation and other similar tasks. It also includes
website and song suggestions.
Components
Introduction ix
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Scope and Sequence
Unit 1
a Asking for Services
Social Practice Understand and convey information about Identify words to link ideas.
goods and services. Locate key words.
Environment Familiar and community Recognize behaviors of speakers and listeners which support
the meaning.
Objectives
Determine sequence of enunciation.
Listen to dialogues related to the provision of a community
service. Choose word repertoire relevant to an exchange.
Recognize subject matter and purpose. Use pertinent speech register based on addressee.
Discriminate ambient sounds and background noise. Compose sentences to provide and be provided with
information.
Identify form of communication.
Organize sentences to establish turns of participation.
Differentiate speakers and turns of participation.
Read sentences to practice pronunciation.
Distinguish between intonation and attitude.
Establish tone of sentences.
Establish relationship between participants.
Include relevant details and interesting information during
Structure of dialogue, opening, body, closure. an exchange.
Clarify the meaning of words either by using a bilingual Ask and answer questions to acquire and understand
dictionary or from their context. information.
Activate previous knowledge. Start a dialogue with the help of written guidelines.
Predict the central sense from words and expressions that Adjust volume and speed within dialogues.
are known and/or similar to those in the native language.
The Product: Act out a dialogue.
Reect on how the information is organized.
Group reection and self-evaluation.
Distinguish composition of expressions.
Verbs: modals (may, can, would).
b Creating a Storybook
Social practice Read and understand different types of Recognize central sense from key events.
literary texts distinctive of English speaking countries. Identify explicit information to nd key events.
Environment Literary and ludic Recognize central sense from key events.
Elements in narrative: characters, events, etcetera.
Objectives
Detect sounds represented by different letters or their
Revise classic tales. combination.
Select classic tales based on graphic and text components. Recognize central sense from key events.
Activate previous knowledge. Recognize conventions and forms with which key events are
Determine subject matter purpose and intended audience. written.
Recognize graphic and text arrangement. Establish forms that express continuous and past actions.
Identify the author(s). Arrange events in a sequence.
Graphic components: illustrations, typography (e.g. bold, Retell events from illustrations.
italic), etcetera. Rewrite key events.
Text components: title, subtitles, etcetera. Arrange sentences to conform events.
Understand central sense and main ideas of a classic tale Express reactions and personal opinions about events (e.g. I
from modelled reading and with the teachers guidance. didnt like).
Predict contents based on graphic and text components. The Product: Create a storybook.
Read stories. Group reection and self-evaluation
Understand central sense and main ideas of a classic tale.
Predict contents based on graphic and text components.
Use different comprehension strategies (e.g. skimming,
scanning).
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Unit 2
a Using Bilingual Dictionaries
Social Practice Understand and write instructions. Read the denitions for words in English and in Spanish.
Environment Formation and academic List abbreviations.
Locate types of words in a dictionary.
Objectives
Read the denitions for words in a dictionary.
Select bilingual dictionaries.
Understand the use that is given to lower and upper case
Identify purpose and intended audience. letters.
Recognize graphic components. Classify types of words in table.
Recognize text components. Comprehend the instructions to use a bilingual dictionary.
Locate and recognize the number of entries. Understand the use of different textual components.
Identify entries and subentries. Revise context clues.
Examine numbers and special characters and determine Write a list of the features of a dictionary.
their use.
Compose sentences that explain how to use dictionary
Identify text organization. features.
Point out sections assigned to each language. Establish the number of steps.
Locate words in English and Spanish in a dictionary upon Arrange sentences in a logical sequence.
their reading aloud.
Read to revise punctuation and spelling.
Establish type of word from an abbreviation.
The Product: Write an instruction manual.
Locate types of words of speech in a dictionary.
Group reection and self-evaluation.
b Organizing a Debate
Social Practice Interpret and convey information published Detect speech register.
in various media. Distinguish behaviors adopted by speakers to support
Environment Familiar and community meaning construction.
Write sentences used by the presenter and/or the
Objectives participants to support comprehension.
Listen to a radio program. Use expressions and linguistic resources to ask for details and
Establish subject matter, purpose and intended audience. clarications.
Discriminate advertisements from program contents. Answer questions to express opinions.
Distinguish intonation and tone of presenter and other Exchange opinions.
participants. Include relevant details and interesting information in an
Predict central sense from words and expressions that are opinion.
known or similar to those in Spanish. Compose and write opinions to support oral production.
Differentiate parts of a program. Read opinions to practice intonation and tone.
Recognize sentences and expressions used by presenter and/ Formulate questions about the contents of the program.
or other participants.
Exchange opinions.
Identify words used to connect ideas.
The Product: Organize a debate.
Differentiate parts of a program.
Group reection and self-evaluation.
Determine the relationship between sound effects and
contents.
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Unit 3
a Making Predictions
Social Practice Participate in language games to work with Compose and write questions about future situations.
specic linguistic features.
Environment Literary and ludic Answer questions related to future forecasts, based on
current situations.
Objectives
Punctuation.
Identify situations in which forecasts are made.
Arrange a sentence sequence expressing future situations.
Recognize subject matter, purpose and intended audience.
Answer questions formulated to create forecasts, based on
Distinguish graphic and text components. current situations.
Answer questions formulated to create forecasts, based on Dictate sentences which answer questions about future
current situations. situations.
Complete sentences with the future verb form. Listen to the reading aloud of forecasts containing verb
Listen to the reading aloud of forecasts containing verbs in forms in future tense.
the future tense. Compose sentences about future situations.
Identify sentences that express future situations and Choose a subject to write a description about.
conditions, and their composition. Write the current description.
Compare sentences that express future situations to those Place the current description into a future setting and write it
that express past and present situations. in that verb tense in order to compose the forecast.
Answer questions formulated to create forecasts, based on The Product: Compose a forecast.
current situations.
Group reection and self-evaluation.
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Unit 4
a Interviewing
Social Practice Understand and incite oral exchanges Organize sentences in a sequence.
regarding leisure situations. Identify speech register.
Environment Familiar and community Compose sentences to express likes and dislikes.
Objectives Include details in main ideas.
Listen to likes and dislikes about leisure activities in Ask and answer questions to solve doubts.
dialogues. Express points of view in favor and against.
Identify subject matter, purpose and intended audience. Practice and follow rhythm, speed and pronunciation.
Recognize situations in which likes and dislikes are shared. Use linguistic resources to conrm comprehension.
Observe and comprehend non-verbal communication. Use non-verbal communication.
Anticipate the central sense from known words and Structure of dialogues: opening, body and closing.
expressions. Start a dialogue.
Reect on ways to express likes and dislikes. The Product: Carry out an interview.
Establish structure of enunciation. Group reection and self-evaluation.
Identify words used to link ideas.
Compose sentences to express likes and dislikes.
Recognize behaviors adopted by speakers to give further
detail and conrm comprehension.
Anticipate the central sense to strike up dialogues.
b Singing Along
Social Practice Understand and express differences and Compare how values are relevant to English speaking
similarities between cultural features from Mexico and countries and Mexico to compare the values they address.
English speaking countries. Clarify meaning of words using an English dictionary.
Environment Literary and ludic Make links within the text using implicit and explicit
information (e.g. main idea and details which broaden it;
Objectives sequence of events, etcetera).
Recognize text arrangement of songs. Identify key words in stanzas and chorus.
Determine subject matter and intended audience. Distinguish language features.
Read and re-read song lyrics. Detect rhythm, speed and intonation.
Listen to songs. Follow the chorus and recite the lyrics.
Recognize combination of words and the sounds they Write down verses and/or chorus.
represent.
Perform songs with and without the help of written lyrics.
Use diverse comprehension strategies (e.g. vocabulary, text
distribution, etcetera). The Product: Hold a recital.
Anticipate content, from frequently used or known words. Group reection and self-evaluation.
Understand central sense and main ideas in songs from
shared reading.
Formulate and answer questions about dealing with
information (e.g. human values).
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Unit 5
a Reading about Scientic Topics
Social practice Produce texts to participate in academic Select previously sorted information from a text in order to
events. rewrite sentences.
Environment Formation and academic Rewrite information to compose sentences based on a
model.
Objectives Add information to key ideas of sentences to exemplify,
Select illustrated texts about a scientic topic from different support or enrich them.
sources. Formulate and write questions concerning the information
Activate previous knowledge. in a text.
Identify subject matter, purpose and intended audience. Paraphrase sentences in order to rewrite them.
Examine graphic and text components. Verb forms: Passive
Recognize textual organization. Write notes to ll in cards.
Read texts from diverse sources. Order rewritten sentences to articulate them and form
Anticipate central sense through familiar words and graphic paragraphs.
components. Choose paragraphs with rewritten sentences in order to
Detect new words to expand vocabulary. construct notes.
Identify main ideas in paragraphs, with previously Revise cards to make a graphic presentation.
established purposes. Read to revise punctuation and spelling conventions.
Distinguish the types of sentences used to express main ideas Detect mistakes and correct them.
and back-up information. Mark and solve doubts.
Use diverse strategies to point out relevant information. Write nal version.
Sort information based on purpose. The Product: Give an oral presentation about a scientic
Complete sentences with main ideas from a text. topic.
Order words to construct sentences that answer questions. Group reection and self-evaluation.
Verb forms: passive.
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U t
Unit
Objectives
on. Write them on the board. Talk about whether they understand central sense and main ideas of dialogues
learn to ask for things in a public place
are public or private services and about the benets
act out a dialogue with the help of written guidelines
they offer to the community. Internet caf
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The Steps
1 Listen to an extract of a conversation and discuss. 2 The Steps
1. Where are the people? 2. What do people buy there?
Music shop CDs, movies, etc.
f Listen to the whole dialogue and answer the questions in your notebook. 3 1 Listen to an extract of a conversation and
1. What are the boy and girl looking for?
The Big Five latest album
2. Do they nd it?
discuss. 2
Yes
3. Are the people talking face to face or on the phone? How do you know?
Face to face The clerk says, "Come with me." Read the questions to the class. Tell students they are
f Listen again and write R (Rob), L (Lisa) or C (clerk).
erk).
going to listen to the beginning of a dialogue. Have
C Good afternoon. Welcome to Music Castle. them pay special attention to the sound effects.
R Hello, thank you. Big
C May I help you? Five Divide the class into pairs. Play Track 2 and ask
L Yes, please. Were looking for the pop music section.
on. students to discuss the answers. Finally, invite
L Id like to listen to the Big Five album before I buy it. volunteers to share their ideas.
C Thats over there.
f Write which expressions from the exercise above are used in the situations below.
f Listen to the whole dialogue and answer the
1. Greeting someone. Good afternoon. , Hello. questions in your notebook. 3
2. Offering a service. May I help you?
3. Expressing what you need. Were looking for...
Ask pairs to read the questions. Play Track 3 and
4. Indicating where something is. Thats over there. have them take notes. Then invite students to write
complete answers in their notebooks. Finally, invite
2 Complete the dialogue with the expressions above.
volunteers to read their answers aloud.
A: Good morning. Welcome
to Magic Videos. f Listen again and write R (Rob), L (Lisa) or C
B: Hello , thank you.
A: May I help you?
(clerk).
B: Im looking for the Tell students to continue working in pairs. They
thrillers section.
should read the phrases in the yellow box and decide
A: Thats over there .
who says each in the recording. Play Track 3 again for
Discriminate ambient sounds and background noise. Identify form of students to check their answers. Finally, appoint three
communication. Differentiate speakers and turns of participation.
Reect on the word repertoire suitable for this practice of language. Unit 1a 5 volunteers to read the phrases of the three people
aloud.
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3 Number the lines to form a dialogue. Then listen and check. 4
Before the Book 1. The speakers are: a) friends b) colleagues at work c) clerk and client
2. The woman is: a) friendly b) indifferent c) rude
Value
Take the opportunity to talk with the class about
the importance of being polite towards people who
offer different kind of services. Tell them that the
way we treat those people reects our education
and values.
Distinguish between intonation and attitude. Establish relationship between
participants. Structure of dialogue, opening, body, closure.
3 Number the lines to form a dialogue. Then 6 Unit 1a Reect on the word repertoire suitable for this practice of language.
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4 Match the pictures with the words. Use the Dictionary if needed.
1. What is the client looking for? 2. What size? 3. Does she buy it? their meanings.
a sweater medium NO
f Listen again and match the phrases with their meanings.
Read the phrases aloud and invite students to say
1. to look for 4 tting very close to the body
1 to search for or try to nd something
what they think each phrase means. Then read the
2. to try on
3. to t 3 to be the right size denitions and clear up any questions. Play Track
4. tight 2 to put on a garment to see whether it ts 5 again and pause it after look for. Repeat what the
f Act out a similar dialogue. Use the items of clothing in Activity 4. woman says: Im looking for a sweater. Have students
Clarify the meaning of words either by using a bilingual dictionary or from their choose the denition that best describes the meaning
context. Activate previous knowledge. Unit 1a 7
of to look for.
Continue in the same way with the rest of the
recording.
Objectives
f Act out a similar dialogue. Use the items of
Clarify the meaning of words either by using a clothing in Activity 4.
bilingual dictionary or from their context.
Ask a volunteer to come to the board. Play Track 5
Activate previous knowledge. again and pause it after the rst exchange. Encourage
Suggested Materials bilingual dictionaries the volunteer to write it on the board or to ask his/her
classmates for help. Continue with more volunteers
and the rest of the track, until all the dialogue is
Before the Book
complete. Then erase the parts that could be changed
Clothes for Different Seasons in a similar dialogue, so that students can use the
basic structure of the dialogue to make their own.
Divide the class into four teams. Elicit the names of
the seasons of the year and write them on the board. Divide the class into pairs. Have them use the items
Assign each team a different season, and ask them to of clothing in Activity 4 to write a similar dialogue in
make a list of clothes that we normally wear during their notebooks. Finally, invite volunteers to act out
that time of the year. the dialogue for the class.
Have members of each team write their list under the Five-Minute Activity
corresponding heading on the board. Ask students to
Choose an activity from page x and do it with the
copy the new vocabulary into their notebooks.
class.
4 Match the pictures with the words. Use the
Dictionary if needed.
Ask students to look at the pictures and say when they
usually wear each item. Then have them match the
pictures with the words. Encourage them to use the
Dictionary at the back of their books.
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6 Read the text and underline the place where you could nd it.
a) movies b) restaurant c) Internet caf
Objectives
expressions that are known and/or similar to those Hot Wings 6.50 G Chicken Caesar 6.80
B Chicken or Steak Fajita 6.80
in the native language. B Mozzarella Sticks 5.45
Onion Rings 4.50 Sandwiches ...........................................
Reect on how the information is organized. Salads and Soups .................................. Hamburger 4.50
Cheeseburger 5.00
Distinguish composition of expressions. Taco Salad large flour tortilla,
beef or chicken, lettuce, onion, Bacon Cheeseburger 5.50
cheese and sour cream with our
Verbs: modals (may, can, would). special delicious salsa 8.50 Grilled Chicken Fillet 6.20
Invite students to close their eyes and think of their f Listen to the conversation and write B (Boy) or G (Girl) according to what they order.
Then answer the questions. 6
favorite food. Then have them write down their What are they having, breakfast, lunch or dinner? How do you know?
favorite main dish, snack, dessert and drink. Next, dinner Because of the food they are ordering.
7 Write W (Waiter) or C (Client) on the lines.
ask students to stand up and ask different classmates C Id like the soup of the day.
C Id like to have the mozzarella sticks. O O
whether they like or dont like the same foods: Do you C Can I have the steak fajita wrap, please? O C Ill have a glass of lemonade. O
like ? W Would you like anything to drink? T W May I take your order? T
f Write T in the boxes next to the phrases used to take an order. Write O next to the
Stop the activity after ve minutes and encourage phrases used to order food.
volunteers to share their ndings: 10 students like f Underline the words in each phrase that you can replace.
tamales. f Use the menu and the expressions above to act out a similar dialogue.
e.
Good afternoon.
6 Read the text and underline the place where May I take your order? Yes, Id like
you could nd it. Predict the central sense from words and expressions that are known and/
or similar to those in the native language. Reect on how the information is
8 Unit 1a organized. Distinguish composition of expressions. Verbs: modals (may, can, would).
Refer students to the menu and elicit what it is. Invite
them to say where they could nd this kind of text: In
a restaurant. Encourage them to mention the names of
the restaurants they like or they usually go to. an order: to ask for something in a restaurant. Have
them do the same with the rest of the sentences.
f Listen to the conversation and write B (Boy)
Check by dividing the board into two sections ordering
or G (Girl) according to what they order. in a restaurant and taking an order. Invite volunteers to
Then answer the questions. 6 write the phrases in the corresponding column.
Play Track 6 and have students write B or G in the
f Underline the words in each phrase that you
boxes next to the dishes mentioned in the recording.
Then get pairs to discuss the questions. Encourage can replace.
volunteers to share their answers with the class. Tell students to underline the words that can be
replaced. Check answers by reading a sentence and
7 Write W (Waiter) or C (Client)on the lines. having the class call out the underlined words.
Form different pairs than the ones in the previous
activity. Have students read the sentences and discuss f Use the menu and the expressions above to
who says each: the waiter, or the client. Tell students act out a similar dialogue.
to write the initials on the lines. Have students use the sentences from the previous
Check answers as a class. activity to write a new dialogue in their notebooks.
Then invite them to act it out for the class.
f Write T in the boxes next to the phrases used
to take an order. Write O next to the phrases Five-Minute Activity
used to order food. Choose an activity from page x and do it with the
class.
Refer students back to the rst phrase Id like to have
the mozzarella sticks. They already know that the client
is the one who says that. Ask them if this phrase is
used to order something in a restaurant or to take
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8 Look at the words and mark () the place that relates to them.
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10 Listen to the dialogues and answer the questions. 8
Hi.
Use pertinent speech register based on addressee.
Good morning, sir.
Compose sentences to provide and be provided Can I have your full name, please?
with information. Whats your name?
Formal
Informal
Before the Book
11 Match the expressions from the dialogues with their purpose.
Improvised Dialogues 1. Can I have your full name? Greet someone informally.
2. Good morning, sir. Show a friendly attitude.
Write on the board: book, lost, new, money, help. 3. Hi. Ask for personal information.
4. Can someone help me with my luggage? Ask for help.
Then divide the class into pairs. Ask pairs to make 5. Im looking for a puppy. Greet someone formally.
up a dialogue set in any place they want. The only 6. Enjoy your stay. Express what you need.
condition is to use all the words on the board. Allow 12 Say an appropriate phrase according to each situation. Answers may vary.
three minutes. When the time is up, get volunteers to
1. You arrive at school 2. You are a bus driver and arrive
read their dialogue aloud. Encourage students to be and see a friend. at your destination. Say something
friendly to the passengers.
creative!
10 Listen to the dialogues and answer the 3. You are at a clothes store.
4. You are carrying heavy
shopping bags. You have
You want to buy a T-shirt. to take them to your car.
questions. 8
Have students read the sentences and elicit what they 6. You are a receptionist at a
sports club. You are registering
need to nd out from the recordings: where the people 5. You are a secretary.
Its 9 a.m. Greet your boss. a new member and need his
personal information.
are.
Play track 8. Then ask volunteers to say what key Choose word repertoire relevant to an exchange. Use pertinent speech register based
on addressee. Compose sentences to provide and be provided with information.
Then play the track again and have them write key
words for each place: Dialogue 1: reservation, room, key,
luggage; Dialogue 2: puppy, black, take care. 12 Say an appropriate phrase according to
each situation.
f Listen again and mark () the chart.
Refer students to the situations and read the rst one.
Play Track 8 again and have students read the
Elicit what they would say. Then divide the class into
phrases in the rst column.
small groups and have them say an appropriate
Explain that students should listen to Track 8 again phrase for each situation and write them in their
and mark in which dialogue each of the rst four notebook.
phrases appears. Finally, they should mark which
Ask a member of each team to read the teams
dialogue is formal and which is informal.
phrases aloud. Invite the class to agree or disagree
11 Match the expressions from the dialogues with them.
with their purpose. Five-Minute Activity
Divide the class into pairs. Have students go over the Choose an activity from page x and do it with the
phrases and discuss the purpose of each one. class.
To check answers, say each purpose and elicit the
corresponding phrase.
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13 Number the lines to form a dialogue.
10 GIRL: Mmm! Its really good. Ill have it.
7 MAN: Do you want to try our new vanilla-mint avor?
f Listen and check your answers. Then
8 GIRL: Sure. Is it good? practice saying the dialogue. 9
1 MAN: Good afternoon.
2 GIRL: Hello.
Play Track 9 for students to check their answers. Then
5 MAN: One scoop or two scoops? play the track again, pausing after each phrase for
6 GIRL: One scoop, please. students to imitate the correct intonation. Tell students
9 MAN: Of course its good! Try it.
to practice saying the dialogue in their pairs.
12 GIRL: Thanks.
11 MAN: OK. One scoop of vanilla-mint. Here you go.
3 MAN: What would you like?
14 Listen to the phrases and write where you
4 GIRL: Id like an ice cream cone, please. would hear them. Write R (Restaurant),
f Listen and check your answers. Then practice saying the dialogue. 9
H (Hotel reception) or B (Both places). 10
14 Listen to the phrases and write where you would hear them. Write R (Restaurant),
H (Hotel reception) or B (Both places). 10
Play Track 10 and pause it a after the rst phrase.
1. May I help you? B 4. Ill have a small salad, please. R Give students time to write the corresponding letter.
2. What would you like to order? R 5. Thank you very much. B Continue in the same way with the rest of the phrases.
3. Id like to book a room, please. H 6. Good evening. B
f Listen again and write A (Angry), E (Enthusiastic) or P (Polite). Then say them aloud. f Listen again and write A (Angry), E
1. A 2. P 3. A 4. E 5. A 6. P
(Enthusiastic) or P (Polite). Then say them
f Read the phrases aloud using different tones of voice.
of voice.
Divide the class into groups of four. Have groups take
Objectives turns reading the phrases aloud using different tones.
The remaining groups should identify the emotion.
Organize sentences to establish turns of
participation. Time to read! Nonction pp. 7-11
Read sentences to practice pronunciation.
Ask students if they already have an idea of how
Establish tone of sentences.
much garbage they and their family produce. Elicit
what they throw away (plastic, paper, food, etc.).
Before the Book Ask students the following questions:
Do you know what The Three Rs stand for when we
Writing a Dialogue talk about garbage?
Tell students to imagine that they want to buy Do you separate the garbage you produce? If so, how?
something at the school cafeteria or store. On the Ask students to read the corresponding pages
board, write Good morning. Ask a volunteer to come to of the reading. As a class, discuss if theres a
the front, say and then write his/her part underneath: similar process to collect and separate garbage
Good morning. Continue with other volunteers until in their community. Then ask them what kind of
the whole dialogue has been written. competition they could have at school or in their
community, in order to reduce the amount of
13 Number the lines to form a dialogue. garbage produced.
Direct students attention to the picture. Ask Where
are they? What does the girl want? Divide the class into
pairs. Ask them to read the lines of the dialogue.
Five-Minute Activity
Explain anything they dont understand. Then invite Choose an activity from page x and do it with the
students to number the lines to form the dialogue. class.
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15 Complete the dialogue using the words in the box.
to put prices on them. Tell buyers that their objective Answers may vary.
A: Good . May I help you? A: Here .
is to buy as many things as possible for the least B: Yes, . Id like to B: I think Ill take .
amount of money. Give buyers time to walk around look at some . How much ?
the market and buy their things. Monitor and make A: Look at these, over here. A: .
B: How ? B: OK. Here you are.
sure they are using English. Stop the activity and ask A: Its . A: Thanks. Heres your change.
what the buyers bought and how much prot the B: Let me see the . B: Thank .
sellers made.
f Act out the dialogue.
the box. Include relevant details and interesting information during an exchange. Ask
and answer questions to acquire and understand information. Start a dialogue
Direct students attention to the picture. Ask where the 12 Unit 1a with the help of written guidelines. Adjust volume and speed within dialogues.
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The Presentation
1 Act out a dialogue.
1. Get into pairs.
2. Choose a situation where you need to ask for or give information.
The Presentation
3. Decide on the roles of each speaker.
4. Use the ideas in the unit to write a rst draft of the dialogue.
5. Check that the sentences are clear as well as the spelling and punctuation.
1 Act out a dialogue.
6. Practice your dialogue aloud. Go over the instructions with the class and make
7. Act out the dialogue for the class.
sure they understand what to do. Divide the class
into pairs and encourage them to come up with a
situation. When the time is up, invite pairs to act out
their dialogues for the class.
The End
Group Reection
Have pairs get together with other pairs to make
groups of four or six students. Read the questions
aloud and have them discuss the answers. Lead the
class in a discussion on how to evaluate how they
worked and what they would like to focus on in later
The End
classes.
Group Reection
1. Did you learn how to ask for and give information about goods and services?
Self-Evaluation
2. Was it easy to choose the situation for the dialogue?
Have students turn to page 4. Read the objectives for
3. Was it easy or difcult to make up a dialogue?
4. What was your role? this part of the unit again and ask students to mark
5. Did you like acting in front of your class? them according to their own opinion of how they did.
Self-Evaluation
Put students into pairs or small groups and have them
Now turn to page 4 and mark ( or ) your progress.
compare their answers together.
The Product: Act out a dialogue. Group reection and self-evaluation. Unit 1a 13
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U t
Unit
is from.
1 3
2 4
Objectives
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The Steps
1 Label the parts of the tale with the words in the box. clear up any questions. Invite pairs to label the parts
authors names illustration story subtitle title of the tale. Check as a class. Finally, ask the class
whether they know the story.
title
The Pied Piper of Hamelin
A classic tale for children
by Jacob and Wilhelm Grimm
f Answer the questions.
subtitle
Once upon a time in the authors names Join pairs together to form groups of 4 or 6. Invite
north of Germany there was members of the groups to take turns reading the
a town named Hamelin. The
citizens of Hamelin were honest story aloud within their group. Then direct students
and industrious people, and as
the years went by, they became attention to the questions. Explain any unknown
very rich.
One day the town was invaded
vocabulary. Allow time for groups to discuss the
by a plague of rats. The terrified
citizens went to the mayors
questions and nd the answers in the tale. Check as a
house for help, but nobody class.
knew what to do. We need illustration
help! said the mayor in despair.
Suddenly, a tall thin man
appeared with a hat and a gold
flute. I can help, he said, but Value
it will cost you. Whatever the
price, we will pay, replied the Use this opportunity to talk with students about
mayor.
making and keeping promises. In this tale, the
mayor promises to give the Pied Piper whatever
story he wants. The mayor breaks his promise, and
f Answer the questions.
this has terrible consequences for the town. Talk
1. Can you nd text in these styles: bold, italics, normal type?
Bold: title and subtitle, Italics: subtitle, Regular: authors' names.
about the importance of taking promises seriously,
2. Which part of the text above is in the biggest type and why?
The title. To indicate what you are going to read. and the consequences that can arise if promises
3. What are the names of the authors?
Jacob and Willhem Grimm.
4. How do you know when someone is speaking in the story? Is it the same in Spanish?
The text appears in quotations.
are not kept. (This theme will come up again in
5. Do you know this tale?
Answers may vary. Rumpelstiltskin, which the students will read later in
6. What happens at the end?
The Pied Piper of Hamelin plays his ute and all the rats follow him out of town.
the unit, so this topic may be discussed again in a
Recognize graphic and text arrangement. Identify the author(s). Graphic
components: illustrations, typography (e.g. bold, italic), etcetera. Text later class.).
components: title, subtitles, etcetera. Unit 1b 15
The Steps
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2 Unscramble the title and guess what the tale is about. Then skim the tale and check.
Objectives
Understand central sense and main ideas of a The Fisherman and his Wife
classic tale from modelled reading. by Jacob and Wilhelm Grimm
Once upon a time a fisherman and his wife lived in a small, dirty shack
Predict contents based on graphic and text near the ocean. One day while he was out fishing, the fisherman caught
a big fish. The fish said to him, Please let me live. I am an enchanted
components. prince. Put me back in the water and let me go.
When the fisherman arrived home, his wife asked, Did you catch
Read stories. anything today? Yes, said the man. I caught a big fish, but he told
me
ask
that he was an enchanted prince, so I let him go. And what did you
for in return? said the woman. Nothing, said the fisherman. Nothing!
But what should
shouted his wife angrily. Go back to the ocean at once!
Before the Book I ask for? said the fisherman.
Jobs f Listen to and read the tale and mark () the correct illustration. 12
Five-Minute Activity
Choose an activity from page x and do it with the
class.
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3 Guess what the sherman will ask for. Then scan the text and check.
Answers may vary.
You should ask for a
nicer house, said his wife.
3 Guess what the sherman will ask for. Then
Go back and find the fish! So
the fisherman went back to the beach
scan the text and check.
and called out to the fish. Enchanted fish!
I caught you, but I let you go. Now my wife Before students open their books, ask them to guess
wants a favor in return. We live in a small, dirty hut.
Please, give us a cottage. The fish suddenly appeared what the sherman will ask for. Have them note
in front of the fisherman. You will have it, said the
fish, and swam away.
down their guesses in their notebooks. Then have
When the fisherman arrived home, he found his wife students open their books and scan the text to check
in a beautiful cottage. But after a couple of weeks, the
woman exclaimed, This cottage is too small. Go and their guesses. As they are scanning, allow only 2
ask the fish for a palace. The fisherman went back
to the ocean and said to the fish, Now my wife wants minutes for this activity. Then discuss the outcome
to live in a palace. She will have it, replied the fish.
And when the fisherman returned home he found his of students guesses did anyone in the class guess
wife in front of a large palace with a big garden and
numerous servants. The next morning the woman told
correctly?
the fisherman, With this palace, we should be the king
Language Awareness
f Read this part of the tale. Then ask and answer the questions.
Objectives
Read stories. Use this example to show that both words mean
Use different comprehension strategies (e.g. the same thing, but one gives a clue about the
skimming, scanning). speakers opinion. Elicit the word that does this.
Recognize central sense from key events. Ask students about the connotations of the 4
adjectives in the questions are they neutral,
positive, negative, or both?
Before the Book
Memory Five-Minute Activity
Write the following on the board: Choose an activity from page x and do it with the
A prince went shing. class.
The shermans wife caught a big sh.
The sherman knew exactly what to ask for.
Ask students to say whether these sentences are
correct according to the part of the tale they read on
the previous page. Have students work individually
to correct the sentences. Invite 3 volunteers to write
the correct sentences on the board. Ask the rest of the
class to check whether the new sentences are both true
and correctly written.
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4 Read the denitions and number the pictures.
Objectives
and so on. Explain that stories are like cups of coffee, 4. A conict is a problem for a character in a story.
5. The resolution is how the conict is solved.
because you need several ingredients to be able to f Complete the sentences with information from the tale. Read it again if necessary.
make them well. To expand further on this example, 1. The three characters in the tale are: sherman, wife, sh .
ask students what happens if you make coffee with 2. The setting of the tale is: a dirty shack .
3. The rst event in the tale is: The sherman caught a big.
cold water. Elicit that it wont be real coffee, it will .
4. The conict of the tale is: The woman is ambitious and the sh gets angry. .
taste horrible, no one will drink it, etc. Relate this
5. The resolution of the conict is: The woman was sent back to the hut and the .
metaphor to classic tales. If one element is missing, f Answer the questions.
sh disappeared forever.
it will affect the whole story. It wont be a real story, Answers may vary.
1. Was the resolution surprising?
it wont be good, no one will read it. Elicit possible 2. Why did the sh refuse to make the woman a queen?
3. Do you think the sherman was happy or sad at the end?
essential elements of a story: character, setting, event, 4. What would you wish for in the shermans situation?
conict, resolution. The analogy could be extended Use different comprehension strategies (e.g. skimming, scanning). Identify
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5 Complete the sentence about classic tales.
1. Classic tales usually begin with this line:
Once upon
_____________________________ a time
5 Complete the sentence about classic tales.
f Read an extract from a tale and identify the conict.
The girl had to spin all the straw into gold.
Have students work individually to complete the
Rumpelstiltskin
by Jacob and Wilhelm Grimm sentence about classic tales. If they are struggling,
write the following phrase on the board and have
students unscramble it: o n e c n p o u
Finally, have a volunteer read the phrase aloud.
Five-Minute Activity
Choose an activity from page x and do it with the
Objectives class.
Read stories.
Identify explicit information to nd key events.
Detect sounds represented by different letters or
their combination.
Recognize central sense from key events.
Recognize conventions and forms with which key
events are written.
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6 Read the sentences and answer the questions. Go to Language Reference
on page 104.
Objectives While the girl was crying, a little man appeared in the room.
The little man took the necklace and sat down.
1. Which sentence describes consecutive past actions?
Establish forms that express continuous and past The little man took the necklace and sat down.
2. Which sentence describes an interrupted action in the past?
While the girl was crying, a little man appeared in the room.
actions. f Circle the correct verbs to complete the next part of the tale.
Keeping Promises
Explain to students that they are going to read the f Number the paragraphs in order to discover the ending.
rest of the story which they began reading on the 2 The queen cried so much that the little man said, "If you
can guess my name within three days, you will keep your
previous page. Tell them that, in this part of the story, child." But he knew she'd never guess his name.
the king will make a promise, and the girl will make a
promise. Ask the students to guess what each of these 4 On the third day the little man appeared again and
demanded her baby. But the queen said, No, you may not
promises might be. Then tell them that one promise take him, because I know your name is Rumpelstiltskin.
The little man got angry and disappeared forever.
was kept, and the other promise was not. Ask them to
guess which was kept and which was not. 1 The girl became queen and had a child. The little man
said,
"Now give me what you promised."
Read the sentences aloud and have students work in Establish forms that express continuous and past actions. Recognize conventions
pairs to answer the questions. Refer them to page 104 20 Unit 1b and forms with which key events are written. Arrange events in a sequence.
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7 Ask and answer the questions.
Answers may vary.
1. What did you like about this tale?
2. What did you dislike about it?
7 Ask and answer the questions.
3. What would you change about the tale? Why?
4. Can you give an alternative title for the tale?
Divide the class into groups of four. Have students
f Look at the pictures and use the words to recall what happened in the tale.
ask each other the questions and answer them. Allow
enough time for everyone in the group to answer all
the questions. Then discuss their responses as a class.
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8 Unscramble these sentences from the tales in the unit.
the unit.
Divide the class into pairs. Have them work together
to unscramble the sentences, which relate to the tales
students have read in the unit. Next get them to write
the unscrambled sentences on the lines provided.
Check as a class. 6 3 5
f Number the pictures according to the Which story did you like the best? Why? Answers may vary.
Five-Minute Activity
Choose an activity from page x and do it with the
class.
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The Presentation
1 Create a storybook for lower grade students. 2
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Teachers Corner Unit 1 Suggestions for Songs
Teaching Tip
1. We Are Family, by Sister Sledge
Print out a copy of the lyrics from http://www.lyrics.
Pair and Group Work com
Getting students to work in pairs and groups is Make a copy for each pair of students and have a
specially important in the language classroom, rstly, volunteer bring a CD with this song to class.
because it gives students more opportunities to speak Ask the students to listen to the song and circle the
English, and secondly, because it develops their ability words relating to family: sister, family, love, etc.
to work together with their peers, something that is
Play it again and invite students to join in.
very important in the world of work outside school.
2. Daughters, by John Mayer
Learning Tip
Print out a copy of the lyrics from http://www.lyrics.
Materials and Tools com
Make students aware of the wide range of materials Ask a volunteer to bring a CD with the song to class.
and tools they have at their disposal to help them Hand out the lyrics and divide the class into three
with their language study. They can use dictionaries, groups.
grammar books, phrasebooks, online lessons, mp3 Do a lip-synching competition, where students
players and electronic translators. volunteer to sing the song in groups. The goal is to
give a great stage performance! Ask the students to
Formative Assessment Tip vote for the best performance.
After teaching an important principle or procedure,
Websites used for the development of the unit:
ask students to write down at least one real-world
application for what they have just learned. This Unit 1a
will remind them how well they can transfer their
http://www.eslgold.com/speaking/phrases.html
learning.
http://learnenglish.britishcouncil.org/en/english-
Website Suggestions grammar
Sociology Unit 1b
http://www.pobronson.com/factbook/pages/56.html http://childhoodreading.com/
A very complete site with lots of (mostly statistical) http://www.teachingenglish.org.uk/try/britlit
information about families around the world,
including information about who does the housework,
the age at which people get married, who takes care
of the children, the role of grandparents, the average
size of families, education and much more.
Sociology
http://www.behindthename.com/
The origins of rst names in different languages,
including English and Spanish. Also information on
most popular names, as well as a fun name generator
and information about namesakes and name days.
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Evaluation Card
Student A USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
= word missing understandideas.
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
= word missing understandideas.
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U t
Unit
Social Practice Understand and write instructions. 3. Do you prefer an online or a printed dictionary?
4. Which dictionaries have pictures?
Environment Formation and academic
2 Read the denitions. Then mark () the bilingual dictionaries.
A bilingual dictionary translates words from one language to another.
A monolingual dictionary uses the same language for the word and its denition.
1 2 3 4
Objectives
cities, candies, tie, toad, ten, on, one, nose, net, nest, not,
note, ant, an, at, are, action, actor, art, rose, rat, ran, son,
sit, etcetera.
The Plan
The Beginning Invite volunteers to read the objectives one by one.
Then get students to share their ideas about the
1 Discuss these questions. meaning of each objective. Encourage the class to say
Invite volunteers to read the questions. Clear up any what expectations they have of the unit.
questions that students may have. Then divide the
class into pairs. Ask them to discuss the questions. Time to read! Nonction pp. 17-18
Next, elicit students ideas. Accept all answers.
Ask students the following questions:
2 Read the denitions. Then mark () the
When do you think the rst dictionary appeared?
bilingual dictionaries. What do you think it looked like?
Have students read the two denitions in silence. Elicit How many words do you think it had?
the dictionary that matches each denition: English- Ask students to read the corresponding pages of the
Spanish, English-English. Then have students look at reading. Then refer them back to the questions you
the different dictionaries and mark () the bilingual asked before and ask them to try to answer them
ones. again to check their predictions.
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The Steps
1 Read the denitions. Then label the parts of the dictionary using rst team to arrange their words correctly wins the
the words in red.
1. Entries appear in bold in alphabetical order.
game. Afterwards, elicit the meaning of some words.
2. Arabic numbers (1,2,3...) indicate the subentries.
3. Roman numerals (I, II, III) indicate a change in the part of speech of the same entry. The Steps
4. The phonetic transcription is located between slashes //.
5. The abbreviations in italics stand for parts of speech.
6. The guidewords indicate the rst and last word on each page. 1 Read the denitions. Then label the parts of
7. The symbol ~ is a placeholder for the main entry in examples.
8. The abbreviation e.g. introduces an example. the dictionary using the words in red.
9. The words or phrases in square brackets [...] show synonyms or collocations.
10. The words between < > show the forms of the entry (irregular verbs, irregular plural, etc.). Tell students that dictionaries can provide a lot of
11. The translation of the word appears in a different language than the entry. information about a word such as how to spell it, how
entries parts of speech
of the same entry. main entry
synonyms /
collocations
to pronounce it, if it is capitalized, etc. Direct students
guidewords subentries example attention to the dictionary entry. Focus on the
pullpumpkin example and tell students that all dictionaries have
pull /pUl/ I. n. 1. [tug] tirn e.g.: You have to give the door a good ~ guidewords at the top of each page. They help us save
[f ] fuerza e.g.: She has always felt the ~ of the stage.
2. [force]
II. v. <pulls, pulling, pulled> 1. [to draw] tirar de, jalar e.g.: The dog
time when looking for a word.
was pulling the sleigh. 2. [to take out] e.g.: He pulled a blanket from
Read the denitions together with students and clear
the drawer.
pulp /plp/ I n. 1. [of fruit] pulpa 2. [of paper, wood] pasta
up any questions they may have. Then divide the
3. [substance crushed or beaten] pure e.g.: The tomatoes have been class into groups. Ask groups to label the parts of the
crushed to a pulp. II v. <pulps, pulping, pulped> reducir a una pasta
dictionary. Check as a class.
phonetic parts of speech forms of the entry translation
f Play a game!
transcription
f Play a game!
Answers may vary.
Divide the class into pairs. Explain what students
1.
1. Read the guidewords above again.
2.
have to do. Ask volunteers to share their answers with
2. List four more words that could possibly appear between
these guidewords. 3. the class.
3. Compare with another pair.
4.
Possible answers: pulpit, pulse, puma, pump
Recognize text components. Locate and recognize the number of entries. Identify entries
and subentries. Examine numbers and special characters and determine their use. Unit 2a 25
Value
Take the opportunity to talk to students about
Objectives working in groups or pairs as a way to integrate
everybody in the class.
Recognize text components.
Locate and recognize the number of entries. Five-Minute Activity
Identify entries and subentries. Choose an activity from page x and do it with the
Examine numbers and special characters and class.
determine their use.
Suggested Materials index cards (1 per student)
Preparation Write the following words on the
index cards: guide, guillotine, guilty, guinea, guitar,
gulf, gum, gun, guru, guy/word, work, world, worm,
worry, worse, worth, would, wound, wow. Make
enough sets for groups of ten students (1 set per
group).
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2 Listen and repeat the letters of the English alphabet. 14
Objectives
a b c d e f g h i
j k l m n o p q r
Identify text organization. s t u v w x y z
is
a
Before the Book
er
l
gu
oo
es
ra
ag
dw
pa
or
oo
g
e
More Alphabetical Order az ow
os
or sit
pre ar
sawonderfulp
Ask students to line up in alphabetical order
according to the rst / last letters of their names, f List all the words in the corresponding sections. Remember to put them in
surnames, moms / dads names, etc. Have students alphabetical order.
say the names aloud every time they line up. English Dictionary Diccionario Espaol
surprise paraguas
2 Listen and repeat the letters of the English trumpet pingino
umbrella resago
alphabet. 14 wood parsito
wool sorpresa
Direct students attention to the English alphabet. wonderful regazo
Play Track 14. Have students repeat the letters. Then
ask students to compare the English and Spanish 4 Listen to the words on the recording and write them under the appropriate
guidewords. 15
alphabets: how many letters they have, which letters 1. risenrob 3. robberrollerblade 5. seagullseal 7. seamseat
are different, etc. rite rock seashell seal
2. popurrpormenor 4. porteposeer 6. librarlicenciado 8. liceolija
poquito portn libro lidiar
3 Find and circle the English words.
Identify text organization. Point out sections assigned to each language. Locate
Divide the class into pairs. Explain that there are 26 Unit 2a words in English and Spanish in a dictionary upon their reading aloud.
Five-Minute Activity
Choose an activity from page x and do it with the
class.
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5 Match each part of speech with its denition. Then listen and check. 16
Part of speech Denition can nd what part of speech a word is noun, verb,
adjective names a person, place, thing or state adjective, etc.
adverb replaces a noun or noun phrase
Divide the class into pairs. Read the denitions
article describes a verb, adjective or adverb
Objectives 7 Go to Worksheet 3. 3 17
Have students open their books to page 121. Go over
Establish type of word from an abbreviation. the phonetic chart and explain how it works.
Locate types of words in a dictionary. Form pairs. Invite students to do activities 1 and 2.
Read the denitions for words in English and in Play Track 17. Finally, invite pairs to do Activity 3.
Spanish. Monitor and check.
Suggested Materials a ball Five-Minute Activity
Choose an activity from page x and do it with the
Before the Book class.
Spelling Words
Say a word and toss the ball to a student. The student
stands up and spells the word. Check as a class if
the student spelled the word correctly. If the word is
spelled correctly, he/she says another word and tosses
the ball to another student, etc. If the rst student
does not spell the word correctly, however, he/she
tosses the ball back to you and sits down. Then you
say another word and toss the ball to another student.
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8 Read the text and decide which part of speech completes each blank. Then write the
parts of speech on the lines using abbreviations.
Objectives
Mammals
List abbreviations. What are (1) n. ? How do you know that a creature is a mammal?
Here are some tips: all female mammals have mammary glands;
Locate types of words in a dictionary. both male and females have hair, sweat glands, (2) conj. four-
chambered hearts. Most mammals give birth to (3) adj. animals;
Read the denitions for words in a dictionary. there are only five species of mammals that (4) v. eggs.
Mammals can live on land, in the ocean and (5) prep. the air.
Regardless of where they live, they breathe air through (6), n.
interesting adj. engaging, fascinating 7 them pron. a word used for referring
the parts of speech on the lines using live adj. having life 3
to a group mentioned before 8
until adv. up to a particular place
abbreviations. lay v. to put, set down 4
in time 10
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9 Read the denitions. Then classify the words accordingly.
Understand the use that is given to lower and upper case letters. Classify types of
words in the table. Unit 2a 29
Objectives
Correct Letters
Divide the class into teams. Explain that you are
going to say two letters: i , r. Teams have to think of
a word that contains the two letters: shirt, write it on
a sheet of paper, and give it to you. If the answer is
correct, the team gets a point. The team with the most
points wins the game.
Note: You can make the game more challenging by
saying more letters.
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11 Read the situations in the pictures. Think of the meaning of time in each scene.
Objectives 1 3
Give students enough time to look at the different 30 Unit 2a different textual components.
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13 List the bilingual dictionary features from the box in alphabetical order. Write an
example from the unit for each.
14 Read and match parts of sentences. Then write them on the lines. 14 Read and match parts of sentences. Then
Examples the part of speech of the word. Guidewords write them on the lines.
Phonetic transcriptions Roman numerals help us pronounce Direct students attention to the parts of sentences.
Explain that they describe how to use the features
show us the different meanings the entry faster. The abbreviations
from the previous exercise. Have students do the
help us identify of the same word. for the use of the word.
exercise. Check as a class and ask students whether
establish a context the word. help us locate Arabic numbers their answers from the previous exercise were correct
or not.
of the word. show us the different parts of speech
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15 Listen and underline Rons problem. 18
Tips
Before the Book Edit your work
Make sure all sentences begin with a verb (imperative form) in upper case letter.
15 Listen and underline Rons problem. monitor and help them if necessary. Check as a class.
18 Do a quick survey to see how many students follow
the same steps.
Have students look at the picture of the boy and tell
you what they think he is doing. Play Track 18. Have Five-Minute Activity
students underline the answer. Check as a class.
Choose an activity from page x and do it with the
f Listen again and mark () the things you class.
need to do to look up a word.
Read the list of options with students and address any
questions they may have. Play Track 18 again. Have
students mark () the red box next to each thing they
need to do to look up a word in a bilingual dictionary.
Check as a class.
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The Presentation
1 Write an instruction manual to explain how to use
a bilingual dictionary.
1. Work in groups. The Presentation
2. Compare the steps you wrote on the previous page and help each other
with any remaining questions.
3. Choose a word in English or in Spanish that you want to work with. 1 Write an instruction manual to explain how
4. Select a bilingual dictionary that you want to use to write the manual.
5. Write what section of the dictionary you are going to work with. to use a bilingual dictionary.
6. Decide how many steps you want to include in your manual.
7. Choose the most important steps and order them logically.
Divide the class into groups. First, read the
8. Check your writing and spelling. instructions together with students and address any
9. Write the nal version of your manual.
10. Display your manual in the classroom.
questions they may have. Then distribute the paper.
Have students plan their work together and write
their manual. Remind students that they have the
Dictionary at the back of their Activity Book. While
students are working, monitor and help them if
necessary. Next, call on volunteers to describe their
work to the rest of the class. Display students work
around the classroom, and then include it in their
portfolios.
The End
The End
Group Reection
Group Reection
1. How did you feel working with your team members? Have students work in the same groups as before.
2. Was it easy to decide how to divide up the work?
3. What do you nd difcult about working in a team?
Read the questions aloud and have groups discuss
4. Do you nd it easier to work in a team or alone? the answers. Lead the class in a discussion on how to
Self-Evaluation evaluate how they worked and what they would like
Now turn to page 24 and mark ( or ) your progress.
to focus on in later classes.
The Product: Write an instruction manual. Group reection and self-evaluation. Unit 2a 33 Self-Evaluation
Have students turn to page 24. Read the objectives for
this part of the unit again and ask students to mark
them according to their own opinion of how they did.
Objectives
Put students into pairs or small groups and have them
The Product: Write an instruction manual. compare their answers together.
Group reection and self-evaluation. Five-Minute Activity
Suggested Materials 10 English-Spanish Choose an activity from page x and do it with the
dictionaries, paper (4 sheets per group) class.
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Do you ever listen to the radio? How often? What types of radio programs do you like?
1. The show is about the local library / facilities for teens / chips.
2. Its a news / music / talk show.
Listen to a radio program.
3. The show is for teens / parents / little kids.
Establish subject matter, purpose and intended 4. The show consists of a presenter, some students and an advert song / a presenter, some parents and
a love song / a presenter, some students and advert poem.
audience.
3 Listen to the radio program again and match the information.
Discriminate advertisements from program
The presenter advertise some chips and answer questions.
contents. The students moderates the show and tell people what to do.
Distinguish intonation and tone of presenter and The singers give their opinion and asks questions.
The Plan
other participants. 4 Listen and write Q (question), A (answer)
or I (instruction). 20
In this unit you will:
Write the word radio in the middle of the board. Elicit Listen to a radio program. Establish subject matter, purpose and intended
audience. Discriminate advertisements from program contents. Distinguish
related words and write them around the word. Accept 34 Unit 2b intonation and tone of presenter and other participants.
The Beginning
4 Listen and write Q (question), A (answer) or I
1 Read and discuss. (instruction). 20
Direct students attention to the picture. Form pairs Play Track 20. Explain that students will hear people
and have them guess the meaning of the words. Tell hum parts of a radio interview. They should listen to
them to check their guesses in the Dictionary. Then the intonation and decide whether it is a question, an
invite students to discuss the questions as a class. answer or an instruction.
2 Listen to a radio program and circle the f Listen and check. Then listen and repeat.
correct options. 19 21
Ask students if they have ever listened to a radio Play Track 21. Have students check their answers.
interview. Elicit the format of an interview, including Then play the track again. Direct students attention
elements such as the number of participants, type to the intonation used when asking and answering
of questions, time, and so on. Read the sentences questions, and to the intonation used in the
and the options together with students and address advertisement. Next, have them repeat the sentences
any questions they may have. Play Track 19. Have imitating each intonation. Finally, point to the words
students circle the options that correctly complete the on the board and elicit which ones were mentioned in
sentences. Check as a class. the lesson.
3 Listen to the radio program again and match The Plan
the information.
Invite volunteers to read the objectives one by one.
Direct students attention to the parts of the sentences
Then get students to share their ideas about the
and ask them to read them. Have students match the
meaning of each objective. Encourage the class to say
people with their corresponding roles. Play Track 19
what expectations they have of the unit.
again for students to check their answers. Invite three
volunteers to read one sentence each to check them. Five-Minute Activity
Choose an activity from page x and do it with the class.
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The Steps
1 Read some words and phrases from a radio program. Then Say each question aloud again and ask students
complete the predictions.
to repeat after you. Ask them if the intonation
Call us at 555-1725-ZOO. rises or falls, and indicate the correct intonation
circus with up-or-down arrows.
for or against educational Write these sentences on the board without the
arrows:
Welcome to Teen Talk! What does he want? ( )
Why are you here? ( )
ur calls. zookeeper Do you know where my keys are? ( )
ing for yo
Were wait When did you go to the zoo? ( )
activist Can I talk to you? ( )
cruel Divide students into pairs. Have them say
the questions aloud and decide whether the
intonation of each question rises or falls. Check as
conservation
a class.
Tell us what you think!
The Steps
1. I think the program will be about c .
a) teens b) dogs and cats c) the treatment of animals
2. The audience is going to a . 1 Read some words and phrases from a radio
a) call the show b) visit a zoo c) go to an Internet caf
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2 Listen and match the sentences with the speakers. 23
Objectives
1 Sorry, George, I dont The presenter 4 It isnt natural.
agree with you.
Recognize sentences and expressions used by
presenter and/or other participants. George
5
Identify words used to connect ideas. 2 Circuses are terrible.
Elephants and tigers
need a lot of space.
Jenny
places around each heading. Leave the mind maps on 2. Zoos arent good for animals, but / either.
3. Zoo animals have a healthy diet because / and they receive the best medical attention.
the board. Make sure all the words are spelled correctly.
4. I think zoos and circuses are ne when / so they treat the animals well.
5. Many animals live longer in captivity than in the wild, when / so it cant be cruel.
2 Listen and match the sentences with the 6. Zoo animals dont suffer so / because they can adapt to their situation.
3 Circle the correct options. Then listen again Recognize sentences and expressions used by presenter and/or other participants.
36 Unit 2b Identify words used to connect ideas.
and check.
Divide the class into pairs. Ask them to read the
sentences and the options. Encourage them to circle
f Discuss your opinions about zoos and
the options that they consider correct in pencil before
listening to the track. When they are ready, play Track circuses.
23 again to check. Have students discuss in pairs what they think about
animals living in zoos and circuses. Encourage them
to use the mind map on the board for help. Ask them
Language Awareness
to include and, but, so and because in their discussion.
Conjunctions Have volunteers share their opinions with the class.
Tell students that a conjunction is a word that Take notes of what students say to check if they use
joins words or groups of words. The most common the conjunctions properly. Afterwards, on the board,
are and and but. Ask students to tell you the other write down some of the mistakes you noted and
conjunctions that appear in the sentences from encourage students to correct them.
the previous activity: so, because. Elicit what the
Five-Minute Activity
function of each conjunction in the sentences is:
Choose an activity from page x and do it with the
andindicates connection, addition
class.
butindicates exception
soindicates result, consequence
becauseindicates reason
Write the following sentences on the board:
In the summer we wear light clothes ____ the weather
is hot.
I like walking, _____ I dont go to school on foot _____
its too far.
I love swimming _____ dancing.
Have students complete the sentences with the
corresponding conjunction. Check as a class.
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4 Number the photos with the names of parts of a radio program.
1. chat 2. call in 3. comedy 4. news 5. sports commentary 6. weather forecast f Now listen to some sound effects and write
2 1 5 the contents they represent. 24
Tell students that they are going to listen to some
sound effects that represent each content from the
previous activity. Play Track 24. Have students write
the appropriate content name on the lines. Check as
6 3 4
a class.
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5 Listen to three conversations with Jimmy. Then number the pictures. 25
Objectives 2 1
Please do exercise 1. P What do you think of your new teacher? P Are you kidding? J I like her a lot.
J In my opinion she's very good, Ma'am. G Is that right? J She's patient and kind.
6. Brother to sister f Discuss.
Hurry up! 1. Does Jimmy use the same language with each person? No
Excuse me, can you please get ready? 2. Why or why not? Answers may vary.
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6 Listen and complete the dialogues. 26
Do you understand?
it means
give an example I dont understand
repeat that tell me about
6 Listen and complete the dialogues.
1. A: Im sorry, I dont understand . What does awesome mean?
26
B: It means very good. Have students read the incomplete dialogues. Then
2. A: Sorry, I didnt hear you. Could you repeat that , please?
ask them to predict which phrases from the box will
B: I said, I think that watching television is boring.
3. A: Cool means the same thing as cold, right?
complete each one and write them into the spaces.
B: No, here it means excellent Play Track 26. Check as a class and ask students if
or fashionable.
their predictions were correct.
4. A: Can you give me an example of unhealthy food?
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8 Listen and mark () what the people are discussing. 27
Objectives
student has to give clues to the class so that they can What do you think ...in my opinion
I think so, too. I dont agree.
I agree. Sorry, I disagree.
guess where he/she is without saying the name of Whats your opinion I think that...
No way!
Me too/neither.
the place: I can read books here. I cant eat. I have to be What do you think of... I dont think that
Denitely!
Whatslike? I feel that
quiet. The student who guesses the place goes to the
front and gets a slip of paper with a different place. f Sort the underlined phrases in Activity 8 into the corresponding columns.
f Use the language above to exchange opinions about facilities in your town.
8 Listen and mark () what the people are
Answer questions to express opinions. Exchange opinions. Include relevant
9 Read and write the heading for each column. f Use the language above to exchange
opinions about facilities in your town.
Divide the class into pairs. Have them read the Elicit places students like to go to after school and
words and phrases in each column and decide which over the weekend. Then ask pairs to give their opinion
heading best describes their functions. about some of the facilities they have mentioned.
When they have decided, encourage them to label the They should try to incorporate as many phrases as
columns accordingly. Then have pairs compare their possible when giving their opinion. While pairs are
answers with another pair. Next, check as a class and talking, monitor and help if necessary. Check as a
answer any questions students may have. class.
T40 Unit 2b
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10 On a separate sheet of paper, write a short dialogue. Follow these steps.
Answers may vary.
1. Ask for an opinion about something or someone. Use the pictures for ideas.
2. Give your opinion.
sheet of paper. While they are working, monitor and
3. Agree or disagree and say why. help if necessary. Finally, include their work in their
4. Ask for information, clarication, repetition, examples, etc.
portfolios
Five-Minute Activity
a video game or computer software a teacher or another person at school
Choose an activity from page x and do it with the
f Act out your dialogue.
class.
Compose and write opinions to support oral production. Read opinions to
practice intonation and tone. Unit 2b 41
Objectives
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11 Listen to a radio show and underline the answers. 28
Good poi
nts
independen
Before the Book t
cheap
Note: If time allows, pairs can present their answers by 42 Unit 2b Formulate questions about the contents of the program. Exchange opinions.
the corresponding picture or pictures. Check as a Have students turn to page 123. Go over the
class. instructions together with the class and do the
activities as indicated.
f Answer the questions.
Divide the class into pairs. Have them answer the Five-Minute Activity
questions. Ask students to use the phrases on page 40 Choose an activity from page x and do it with the
when expressing their opinions. While students are class.
working, monitor and help if necessary.
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The Presentation
1 Organize a debate about a radio program. 29
1. Listen to a radio program about school uniforms and make notes about the
questions the presenter uses and the opinions I should be allowed to buy anything I want.
the students give.
2. Write your opinion about school uniforms and
All clothes cause pollution.
decide which opinions you agree or disagree with.
3. Establish for how long and in what order you
Afterwards, ask students if their idea of shopping has
are going to give your opinion. changed.
4. Take turns giving your opinions and asking for
repetition, clarication, more information and
the meaning of unknown words.
The Presentation
5. After each opinion, take turns saying if you agree
and disagree and why.
6. At the end, take a vote. Whos in favor of school
uniforms and whos against them?
1 Organize a debate about a radio program.
29
Divide students into groups. Go through the steps
groups have to follow to organize their debate.
Answer any questions students may have. Have
students do the activity. While they are working,
monitor and help if necessary. Check as a class.
The End
Self-Evaluation
The Product: Organize a debate. Group reection and self-evaluation. Unit 2b 43 Have students turn to page 34. Read the objectives for
this part of the unit again and ask students to mark
them according to their own opinion of how they did.
Objectives Put students into pairs or small groups and have them
compare their answers together.
The Product: Organize a debate.
Group reection and self-evaluation. Time to read! Fiction pp. 23-26
Preparation Write Agree and Disagree on two big Ask students the following questions:
sheets of paper to make two signs. Do you know anybody who is suffering from bullying?
Would you like to help him / her? What can you do to help
Before the Book him / her? What does your school do about bullying?
Ask students to read the corresponding pages of
Agree or Disagree the story. Then ask them if preparing a campaign
First, ask students: Do you like shopping? Then place would be useful in their school. Encourage them
the signs at different ends of the classroom. Explain to give you ideas for a campaign against bullying
that you are going to read a number of statements and make notes on the board. Ask the group if
aloud. If students agree with the statement, they must they would like to put it into practice and take
go to the Agree end of the room. If they disagree, they advantage of their enthusiasm to do it. Finally, refer
must go to the Disagree end of the room. If they only them to the comprehension exercises on page 26.
partly agree or disagree, they can stand in the middle Have them work individually and then check as a
of the classroom. class.
I like to dress in the latest fashion.
I only like people who wear fashionable clothes. Five-Minute Activity
I think you should only buy things you need. Choose an activity from page x and do it with the
I go shopping when Im bored. class.
People get bullied if they dont wear cool things.
Shopping is fun! Go to Assessment 2b
What I buy has nothing to do with climate change. on page T107.
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Teachers Corner Unit 2 Website Suggestions
Teaching Tip
Social science
http://www.everyculture.com
Checking Answers This website gives detailed information about more than
When you check the answers for a given activity, you one hundred countries. As well as information about
need to be efcient, purposeful and often creative. geography, population and history, it covers topics such
Sometimes a task only requires students to write one as food, marriage and family life, education, etiquette
word in a sentence, or match one item to another. In and the arts. Its a good place to look if you are seriously
this case, getting volunteers to read the completed interested in a particular country and its culture.
item aloud is often the most practical and efcient
technique to make sure that everyone has the same Social science and the environment
answer. http://indian-cultures.com
However, for activities that require a change in the This website contains information about Native
form of a word or language creation like writing American cultures from Mexico and South America,
a whole sentence it can be better for students to especially native peoples living in the Amazon rainforest.
write their answers on the board. In this way, listening The website has many photographs and contains links
comprehension is not required for other students to to more detailed aspects of the different cultures.
check their answers, and you can adjust incorrect
answers in a totally transparent way. Finally, take Suggestions for Songs
into consideration the purpose of the activity. If the
task is meant to get students thinking about a subject, 1. The River of Dreams, by Billy Joel
you may not need to check answers at all. Just Print out the words from http://www.sing365.com
monitor and comment as students do the activity. and make a copy for each student.
If the task asks students to choose between two verb Ask a volunteer to bring a CD with the song to class.
tenses, encourage them to give the answer and say Distribute the copies of the lyrics. Play the song and
why they chose that answer. In the end, you want tell students to underline the words that refer to
students to be equipped with a repertoire of problem- geographical features.
solving techniques and language functions. The
Encourage students to say what Billy Joel means by
correct answers in the book are only a means to that
the river of dreams.
end.
Play the song again and invite students to sing along.
Learning Tip
2. Aint No Mountain High Enough, by
Looking up Words You Dont Know Marvin Gaye and Tammi Terrell
Ask students if they have a dictionary program on Print out the words from http://www.lyrics.com and
their computer. If so, suggest keeping it open and white out all the words related to natural features.
handy. America Online and other Internet services Make a copy for each student. Ask a volunteer to
have dictionaries and thesauruses on their tool bars. bring a copy of the song on a CD to class.
Encourage students to look up words they are not
Distribute the lyrics. Play the song and have
absolutely sure of.
students write in the missing words.
Formative Assessment Tip Finally, play the song again and invite students to
sing along.
Role-play works well for developing speaking skills.
Divide the class into as many groups as you need Websites used for the development of the unit:
to have for role-playing. Establish the context. Ask
students to prepare their arguments or plan their Unit 2a
behavior representing the role they play (different http://www1.harenet.ne.jp/~waring/vocab/dictionary/
characters of a play or different groups in history). dictionary.htm
Then ask students to discuss briey, in pairs or small http://esl.s.edu/learners/advice/dic.htm
groups, how their character or group would react.
Then ask volunteers to perform their dialogues. Unit 2b
http://www.eslgold.com/speaking/phrases.html
http://ezinearticles.com
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Evaluation Card
Student A USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
= word missing understandideas.
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
= word missing understandideas.
Unit 2 T43b
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U t
Unit
Environment Literary and ludic 2 Read the texts and discuss where they might appear. Answers may vary.
1 3
Write on the board: people would read. In this unit you will:
3
1. soccer fans ____ review written forecast examples
the result of the next World Cup 1
2. the general public ____
understand characteristics of
2
3. Leos ____
your present for your next birthday 4
4. people who believe in fortune-telling ____
the future tense
write sentences with the future tense
your job when youre 35 to compose a forecast
tomorrows weather
something else 44 Unit 3a
Identify situations in which forecasts are made. Recognize subject matter, purpose
and intended audience.
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The Steps
1 Read the conversation and answer the questions below.
four-day forecast in the next activity: sunny, cloudy,
Will it rain on Tuesday? raining/rainy. Ask students what the words in the
No, it wont
Will it be hot?
right-hand column have in common and ask them
Yes, it will to provide a label for that column. Repeat for the
left-hand column. Leave the columns on the board.
1. What are the boy and the girl talking about? the weather.
2. Are they talking about the future? Yes.
3. What auxiliary verb is used for both the questions and the answers? Will.
NO.
The Steps
4. Does the auxiliary used in the answers have the same form in the afrmative and in the negative?
,
5. What is the contracted form of will not? won t
1 Read the conversation and answer the
Tuesday Wednesday Thursday Friday
questions below.
Divide the class into pairs, refer them to the dialogue
High 26 C High 22 C High 17 C High 15 C and have them read the ve questions below. Allow
Low 18 C Low 16 C Low 7 C Low 5 C some minutes for students to discuss them. Ask the
Tips questions aloud, one by one and invite volunteers to
f Read the information in
the Tips box. Then look
1. There are two ways to ask about the weather forecast: answer them.
at the four-day weather a. Will it + verb:
forecast for Mexico Will it rain on Friday? Direct students attention to the forecast. Elicit the
City and, in pairs, ask b. Will it be + adjective:
and answer questions Will it be sunny on Tuesday? meanings of hi and lo: high / low (temperature). Ask
similar to the ones in the
conversation.
2. We use Yes, it will. / No, it wont. to answer these questions. students to look at the weather forecast for Tuesday
f Complete the forecast for Tuesday. Then write similar sentences about the forecasts
and have two volunteers role play the dialogue.
for the remaining days in your notebook.
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3 Listen to the weather poem. Then follow the instructions. 30
Objectives
Whether the weather is ne,
Or whether the weather is not.
Understand different meanings of words that sound Whether the weather is cold,
the same but have different spelling. Or whether the weather is hot.
Well weather the weather,
Identify sentences that express future situations and Whatever the weather,
Whether we like it or not.
conditions, and their composition.
Listen to students reading aloud forecasts
containing verbs in the future tense. 1. Write the three words that sound the same, but have different meanings:
Whether weather weather
2. Circle in yellow and then spell out the word that means if. Whether
Before the Book 3. Find and underline the verb that means to get through. weather
,
4. Circle in red the contraction for we will. we ll
Favorite Kind of Weather 5. Underline the last three lines of the poem to form a tongue twister.
Practice saying it three times as quickly as possible.
Write on the board I like it when its _____ because
4 Play a game!
_________. I dont like it when its _____ because
_________. Have students tell their partners about 1. Look at the map and give the weather
prediction: It will snow in this place, but it
the kinds of weather they like and dont like, giving wont be windy. Your partner has to guesss
the city.
reasons why. Allow a few minutes for students to 2. If he / she cant guess, give more tips:
discuss. While they are speaking, draw a version of The high temperature will be
3. When he / she guesses, switch roles and
the following table on the board. play again.
25
20
15
Understand the different meaning of words that sound the same but have
10 different spelling. Identify sentences that express future situations and conditions,
and their composition. Listen to the students reading aloud forecasts containing
46 Unit 3a
5 verb forms in the future tense.
0
sunny windy rainy stormy cold
Language Awareness
The numbers on the left refer to the number of
Weather or Whether
students in the class; make necessary adjustments.
The weather adjectives along the bottom may also Drill the pronunciation of whether/weather (the
be changed, if desired. Conduct a class survey, asking pronunciation is exactly the same).
Who likes it when its sunny? Have students raise their Provide one or two further examples of the use of
hands to show their preferences. Count the raised whether on the board: I dont know whether to go to
hands, and complete the graph accordingly. Repeat the movies or not. Ask volunteers to provide other
asking Who likes it when its windy? and so on, until the sentences using whether.
graph is complete, and shows what the classs favorite Note: whether can be used in most of the same
kind of weather is. instances as if, but only if can be used to introduce
a condition.
3 Listen to the weather poem. Then follow the
instructions. 30
4 Play a game!
Direct students attention to the poem. Play Track
30. Have students follow the text as they listen. Then Divide the class into pairs. Model the game with the
divide the class into pairs, and have them take turns whole class by describing the weather forecast for one
reading the poem aloud to each other. Finally, direct of the cities on the map, without saying which city
their attention to the ve instructions underneath the it is. When one student in the class guesses the city
poem. Ask volunteers to read and rephrase each one correctly, have them play the game in their pairs.
to make sure everybody understands what needs to
Five-Minute Activity
be done. Invite pairs to carry out these instructions.
Check as a class. Choose an activity from page x and do it with the
class.
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5 Talk about the Olympic Games. Then complete the rst two columns of the chart.
Answers may vary.
it. Encourage students to say what these rings
represent: the ve continents. Then divide the class into
groups of four and have each group create an acrostic
using the word OLYMPIC. Ask for volunteers to share
What I know What I want to know What I learned their acrostics with the class.
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6 Label the athletes using the words in the box. Then listen to check. 31
Punctuation.
cyclist
badminton player
Before the Book swimmer
5
Olympic Sports
Divide the class into groups of four and ask students 1
6 Label the athletes using the words in the 2. from China / do / will / what / player / the
What will the player from China do? Play badminton
box. Then listen to check. 31 3. who / somersaults / do / will / the
Who will do the somersaults? The gymnast
Have students work individually to label each picture 4. what country / will / represent / weightlifter/ the
with the correct word. Play Track 31, and have What country will the weightlifter represent? Bulgaria
students check their answers. Once students have 5. be / a / cyclist / French / will / there
Will there be a French cyclist? Yes
listened to the recording, drill the pronunciation
Compose and write questions about future situations. Answer questions
of the words, as they all contain difcult groups of 48 Unit 3a formulated to create forecasts, based on current situations. Punctuation.
sounds.
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7 Listen and number the steps from 1 to 7. 32
Things to do...
Play Track 32 and have students number the steps in
4 sign up the athletes to participate. order, from 1 to 7 (1 is done for them as an example.)
6 make a list of the materials.
Check as a class.
5 choose the date and time.
2 assign responsibilities to each committee member
.
3 choose the events for your Olympics.
7 make posters to advertise the event. Language Awareness
1 form an Olympic committee.
Contractions
Take this opportunity to discuss the possibility of
f Read what the kids say. Then predict what event they will participate in.
Answers may vary. using contractions in informal situations. Students
Hi! My name is Marla. I go to the
pool three times a week. I dont
Im Frank. Im a runner. I can run
for a long time, but not very fast.
probably already know some contractions, such as
swim fast, but I like diving. Im, cant and didnt. See if the contracted forms of
My name is Lola. I belong to a
sports club. I like lifting weights. will and will not can be elicited. If not, ask students
Im also very good at boxing.
to look at the model provided in the second part of
Activity 10. Draw their attention to the use of wont
in the rst sentence. Elicit whether this is positive or
Im Pedro. I love all kinds of sports, negative. Then draw their attention to the use of
but swimming is my favorite. They
say I swim really fast. theyll in the second sentence. Elicit whether this is
positive or negative.
I think Marla will participate
in the diving event. She wont
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8 Read Gabriels predictions. Then answer the questions according to whether you agree
or not with his predictions. Answers may vary.
Objectives
in 2030. First of all,
I think the world will be very different
will take all their
Answer questions formulated to create forecasts, kids wont go to school anymore. They
and other kids
classes at home. They will see their teacher
be any more printed
based on current situations. only on the Internet. There wont
their screens.
books. People will read everything on
They will talk to
Everyone will have a smartphone, too.
Dictate sentences which answer questions about and see friends using smartph ones. They will never meet
their houses.
their friends in person. People wont leave
future situations. There wont be any traf c and we will only travel virtually
with the help of comput er program s.
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10 Sort the words and phrases into the correct columns.
recycling music eating less going shopping 10 Sort the words and phrases into the correct
X-ray machines movies
columns.
living longer
Keep the class in pairs and direct their attention to
doctors
the words and phrases in the bubbles and the three
more / less polluted column headings. Have students sort the words and
taking care of ourselves more / less trash
phrases into the correct columns. Check as a class.
Entertainment Health The Environment
f Write six predictions about the categories
going shopping doctors, eating less, recycling
movies living longer, taking more / less polluted above. Use the contractions with ll and
music care of ourselves, X-ray more / less trash
machines wont.
f Write six predictions about the categories above. Use the contractions with ll and Have students work with their partner to make six
wont. Answers may vary.
People wont go shopping in the year 2030. Theyll buy everything online. predictions about the categories above and write them
down on the lines provided. Elicit some responses.
Check as a class, correcting only students language,
not their ideas.
f Play a game!
f Play a game!
1. Play in groups of 4-5 students. Divide the class into groups of four or ve. Model
2. The rst student reads one of his / her predictions about the year 2030.
3. The next student repeats the prediction. If it includes will, he / she says another prediction
the activity with one group while the rest of the class
that follows logically using wont, or vice versa.
watches. Do not conduct the whole game, just the
4. The third student repeats the rst two predictions. Then he / she reads a new one. The next
student says a prediction with the opposite auxiliary, and so on. rst two or three stages, until it is clear to the rest
5. Continue the procedure with the students repeating all the predictions. If they cant
remember, they are out of the game. The winner is the student who remembers all of them. of the class. If necessary, direct their attention back
to the model provided in the second part of Activity
11 Go to Worksheet 5. 5
10. When the procedure is clear, have students play
Listen to students reading aloud forecasts containing verb forms in future tense.
Compose sentences about future situations. Unit 3a 51
the game in their groups. When all the groups have
nished playing, there will be one winner in each
group.
Objectives 11 Go to Worksheet 5. 5
Have students turn to page 125. Go over the
Compose sentences about future situations. instructions together with the class and do the
Listen to students reading aloud forecasts containing activities.
verb forms in future tense.
Time to read! Nonction pp. 32-35
Before the Book
Ask students whether they know any other ways
Future Inventions to predict the future (coffee, cards, horoscopes,
seashells, stars, prophets, magicians, etc.). Ask them
Write Entertainment / Health / The Environment on the
to read the corresponding pages of the reading
board. Divide the class into pairs. Have each pair
and nd two more ways to make predictions. After
choose a topic and imagine an invention that we
students have read, ask them what they learned
dont have right now, but that we will have by 2030.
about Nostradamus predictions and if they believe
Have them draw a picture or write a description of
people can really know what will happen in the
their invention and then work with another pair to
future. Finally ask them how astrology is used to
tell them how it will work, what it will do, how much
predict the future, according to the reading.
it will cost, how useful/popular it will be, etc.
Invite two or three volunteers to share their inventions
with the whole class. Ask the other students whether Five-Minute Activity
or not they agree that this invention will exist. Choose an activity from page x and do it with the
class.
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12 Read the text about Emma. Then complete the chart.
Objectives
Emma is 13 years old and she goes to
secondary school. Shes a kind and friendly
girl. She has a lot of friends and loves
Choose a subject to write a description about. Write spending time with them. Shes also very
the current description. smart. She studies a lot and gets good
grades. She loves to read and she reads a
lot. Her favorite books are historical novels.
Place the current description into a future setting Emma cares about other people. She
likes to help them. She stays after
and write it in that verb tense in order to compose school and helps some classmates
the forecast. with their homework. She also loves
sports. She plays basketball and soccer.
She takes swimming classes on Saturdays.
She wants to be a teacher when she grows
up. She would like to work with kids who
Before the Book have special needs.
Tell students that they are going to nd out about a Values cares about people
helps classmates after school
girl named Emma. Ask them to write three questions
Interests studying, reading historical novels, playing basketball
they would like to ask. They can either ask Emma and soccer
their questions directly or ask somebody else questions Free time activities swimming classes on
Saturdays
about Emma. Plans for the future be a teacher
work with kids with special needs
Remind students that they can ask about the present
or about the future, but they will need to write their f Go to Language Reference on page 106.
questions in the appropriate tense. f In your notebook, write predictions about Emmas future using the model.
Answers may vary.
Allow time for students to note down their questions. In 5 years, Emma will
Elicit and check some of them. In 10 years, shell
Emma wont
12 Read the text about Emma. Then complete
the chart. Choose a subject to write a description about. Write the current description. Place
the current description into a future setting and write it in that verb tense in order
Have students open their books and use their 52 Unit 3a to compose the forecast.
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The Presentation
1 Compose a forecast.
1. Work in teams.
2. Write a prole of one of your classmates.
The Presentation
3. Decide what information to include that can be helpful to write a forecast about his / her future.
4. Write the forecast in the future tense based on the prole.
5. Exchange your work with another team to correct the writing and spelling.
1 Compose a forecast.
6. Write the nal version of your forecast and display it in the classroom. Read the instructions aloud and make sure students
7. Read the forecasts aloud and say whether you agree with other teams forecasts or not.
Justify your answers. understand them. Divide the class into groups and
help them organize themselves to write the forecasts.
The End
Group Reection
Have students work in the same groups as before.
Read the questions aloud and have them discuss the
answers. Lead the class in a discussion on how to
evaluate how they worked and what they would like
to focus on in later classes.
The End
Self-Evaluation
Group Reection Have students turn to page 44. Read the objectives for
1. How did you feel about the assignment?
this part of the unit again and ask students to mark
2. What was the hardest / easiest part about it?
3. What was the most interesting thing you learned them according to their own opinion of how they did.
from writing the forecasts?
Put students into pairs or small groups and have them
Self-Evaluation
Now turn to page 44 and mark ( or ) your progress.
compare their answers together.
The Product: Compose a forecast. Group reection and self-evaluation. Unit 3a 53 Elicit ways in which we can combat climate
change. Accept all the options. Then ask students
to read the corresponding pages of the reading
and check whether their ideas are mentioned.
Objectives Ask them to add more ideas about what we
can do to help our planet, apart from the ones
The Product: Compose a forecast.
suggested in the reading. Finally, refer students to
Group reection and self-evaluation. the comprehension activities on page 38 and have
them work in pairs to help each other. Then check
Before the Book answers as a class.
Emmas Prole
Five-Minute Activity
Write Emma in the middle of the board and have
Choose an activity from page x and do it with the
students brainstorm what they can remember from
class.
the previous lesson. Create a mind map about her
on the board. Use this opportunity to discuss with
Go to Assessment 3a
students the kind of information included in a prole.
on page T108.
If students are having difculty separating useful
information from less-useful information, ask some
questions to guide them: Does the prole tell us Emmas
shoe size? Does it tell us about her personality? With the
students input, construct some Dos and Donts
guidelines for prole writing on the board. Leave it
there for students to refer to later.
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U t
Unit
ch
Social Practice Read and rewrite informative texts
n
dsh
a
from a particular eld. smuscularnervousrespiratoryskelet
m
o
alst g ea
rtlun
Environment Formation and academic
2 Discuss what each diagram shows. Answers may vary.
1 2 3 4
Objectives
Select charts for specic purposes. f Draw lines to match the person, the purpose and the kind of chart he / she would use.
PE teacher to learn about the human body in detail simple diagram of the heart
Reect on the use of images and/or illustrations.
secondary to explain the procedure labeled chart of the skeletal
Identify subject matter, purpose and intended school student to a heart surgery patient and muscular systems
medical to show what parts of the body detailed diagrams of all systems
Before the Book student students are using during exercise and parts of the human body
The Plan
Parts of the Body In this unit you will:
Write on the board: Parts of the Body. Divide the review charts of human body systems with the teachers guidance
understand information about the systems in the human body
class into groups of three. Give them 30 seconds to write notes to describe the components of human body systems
brainstorm as many words in this category as they edit your work
can remember. Elicit the words from students and
write them on the board. 54 Unit 3b
Select charts for specic purposes. Reect on the use of images and/or
illustrations. Identify subject matter, purpose and intended audience.
The Beginning
appropriately and then ask them to complete the rest
1 Find and circle the names of seven systems of of the activity in the same way.
the human body. Check answers as a class.
Direct students attention to the picture and ask The Plan
them to read the instructions. Check that everyone
understands what they have to do. Make sure they Invite volunteers to read the objectives one by one.
understand the difference between a body system and Then get students to share their ideas about the
a body part. Have students complete the activity and meaning of each objective. Encourage the class to say
then elicit the answers. what expectations they have of the unit.
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The Steps
1 Listen to the description of the skull know. Have them compare their ideas with a partner.
skeletal system. Label the parts neck
with the information you hear and
the words in the box. 33
Play Track 33 and have students check their ideas and
spine ribs label the remaining bones. Check by pointing to a
foot shinbone
kneecap skull part of your body and eliciting the name of the bone.
neck spine pelvis
pelvis thighbone
ribs toes f Discuss these questions.
thighbone
kneecap
Divide the class into pairs. Direct students attention
f Discuss these questions.
to the questions and ask them to discuss them.
shinbone
1. What are the parts of the chart? Check as a class. Take the opportunity to highlight the
2. Do you nd charts like that helpful to study?
3. What other information would you add? foot toes usefulness of charts, particularly for study purposes.
2 Read the rhyme about the skeletal system and circle the answers. 2 Read the rhyme about the skeletal system
The head bones connected to the neck bone. The kneecaps connected to the shinbone. and circle the answers.
The neck bones connected to the back bone. The shinbones connected to the foot bone.
The back bones connected to the thighbone. The foot bones connected to the heel bone. Ask students to close their books. Elicit the number
The thighbones connected to the kneecap. The heel bones connected to the toe bone.
Oh, yeah, some of our 206 bones! of bones in the human body. Dont conrm or reject
their ideas.
1. The main idea of the rhyme is
a. bones are connected b. we have 206 bones c. we dont have many bones Then have students open their books and direct their
2. Another word for backbone is
a. neck b. heel c. spine
attention to the rhyme. Ask students to read it and
3. Some parts of the leg are the elicit the number of bones again.
a. thigh, knee, foot b. back, heel, toe c. neck, back, thigh
4. The heel is part of the
Divide the class into pairs and ask students to
a. arm b. foot c. toe underline the options that best complete each
5. These bones are bones of the human body. sentence. To check invite volunteers to read the
a. all of the b. the least important c. only a few of the
complete sentences aloud.
f Make up your own melody for the text to create a song.
The Steps
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3 Read about and underline each part of the skeletal system. Then circle the function of
each part.
Objectives
The skeletal system consists of bones, muscles,
joints and ligaments. Your bones hold you up and
Recognize description of components. help you move. They also give your body a shape
and protect other parts of your body, such as your
Select information to write notes. brain.
The bending places in your body are where two
Organize terms and descriptions on a table. bones connect. They are called joints. Your joints
help you move, too. Shoulders, elbows and wrists
Identify the graphic resources used to link are joints.
You also need muscles to move and to stand. The
components and descriptions. muscles are attached to your bones. They pull on
the bones to move them. Ligaments hold your
Suggested Materials slips of paper (4 per team) bones together. Theyre strong and they
stretch. Theyre like big rubber bands.
Before the Book f Complete the chart with the parts of the skeletal system and their functions.
time is up, ask students to close their books. Invite up, help you move, you to move to move and to your bones
give body a shape and to stand bend together
a group to come to the front and say the complete
rhyme without mistakes.
4 Play a game!
The moment a group makes a mistake, its turn is 1. Play in groups of 5-6 students.
over and the students go back to their seats. The 2. Each student writes the name of a part of the skeletal system on a strip of paper. They put
them on a desk and mix them up.
group that manages to say the whole rhyme without 3. Then students take turns picking up a paper and giving clues for other group members to
mistakes wins. guess the body part.
4. The student who guesses correctly gets a point. The student with the most points at the end
Note: If there are no winners, ask students to is the winner.
memorize the rhyme for homework and to try again Recognize description of components. Select information to write notes. Organize
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5 Listen to the doctor. Take notes about the respiratory system in your notebook. 34
f Label the parts of the diagram about the passage of air through the body.
Direct students attention to the activity. Play Track 34
again and ask students to listen to the parts where the
nose
doctor spells the words to complete the activity. Have
them check the answers in pairs before checking as a
trachea
class.
nasal passage
f Complete the sentences using the words
above.
Divide the class into pairs. Ask students to complete
lungs the sentences using the new words. Check the answers
as a class.
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6 Read the clues and write the name of each disease. Then underline
the sentences that describe the symptoms each one has and circle
Objectives the verbs in them.
Rewrite simple sentences in a conventional manner. How much do you know about some common respiratory diseases?
Write sentences from a model. 1. A virus causes this sickness. People who have it usually have a fever.
Their whole body hurts. the u
Choose graphic resources in order to link the text 2. Many people get this common illness. It doesnt have a cure, but its usually not serious. People
feel tired and have a runny nose. Sometimes they have a cough, too. a cold
and images.
3. This is a serious disease. The lungs ll up with a thick liquid and people cant breathe.
Punctuation: quotation marks. pneumonia
4. A person with this sickness has trouble breathing and wheezes or makes a whistling sound when
Verb tenses: simple present. he or she breathes. When you have this disease you need an inhaler. asthma
5. Its a sickness of the throat and lungs. People cough a lot. You need an antibiotic to feel
better. bronchitis
circle the verbs in them. The man in picture 1 says, I cough a lot.
Have students read the clues and do the matching. Rewrite simple sentences in a conventional manner. Write sentences from
a model. Choose graphic resources in order to link the text and images.
Invite volunteers to say the diseases the clues describe. 58 Unit 3b Punctuation: quotation marks. Verb tenses: simple present.
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8 Read and choose the headings for each section.
Breathing Breaks Be Happier How You Breathe Mindful Breathing to read the text again more carefully and write each
heading above its paragraph.
Mindful Breathing
Check answers as a class.
Be Happier Breathings Breaks
Are you scared of many things? Do you Take a breathing break at any time of f Find the steps for mindful breathing in the
worry a lot? Do you want to feel better the day. Maybe your teacher will let
and be happier? Well, its
much easier than you
you try right now. You can start with
only one minute at a time. Sit in a
text and write them down.
think. Breathe, breathe, comfortable position. Then close your
breathe. Yes, thats all you eyes. Count to three as you breathe in Ask students to look at the pictures. Encourage them
have to do, and we all do or inhale through your nose. Count
it anyway. Take ten to four as you exhale or breathe out to tell you the rst step to practice mindful breathing.
minutes a day and
concentrate on
through your nose. Repeat at least five
to six times.
(Sit in a comfortable position). Have them write the
your breath.
information under the picture.
How You Breathe
Keep in mind how you breathe. You Ask students to complete the activity and to compare
breathe in through your nose. Breathe
in deeply. Feel your abdomen expand.
their answers with a partner.
Feel your lungs fill up with air. Then
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9 Discuss what you know about the
heart and the circulatory system. Ideas for discussion:
Objectives f Look at the diagram
why the heart is
important
of the heart and the parts of the
read the notes. Then circulatory system
Recognize description of components. answer the questions. their functions
9 Discuss what you know about the heart and 2. What are the names of the two types of tubes that carry the blood?
arteries and veins
the circulatory system. 3. What are the main parts of the heart?
right atrium and ventricle, left atrium and ventricle
Elicit the names of the seven systems of the human 4. What are the main parts of the circulatory system?
body. Then write on the board: Circulatory System. heart, blood vessels, blood
5. Whats the function of the blood?
Divide the class into pairs. Ask them to discuss what It carries nutrients and oxygen to all parts of the body and
carries away waste materials and carbon dioxide.
they know about the circulatory system. Tell students
they can use the ideas for discussion listed in their 60 Unit 3b Recognize description of components. Answer questions to describe components.
books.
Five-Minute Activity
Choose an activity from page x and do it with the
class.
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10 Read about Heart-Healthy Harry and unscramble his tips. Make sure you begin each
sentence with a capital letter and end it with a period.
10 Read about Heart-Healthy Harry and
Hi! Im Heart-Healthy Harry! My heart is in excellent shape, and
Im very healthy as you can see. Follow my tips and be like me!
unscramble his tips. Make sure you begin
1. day / every / exercise
Exercise every day. each sentence with a capital letter and end
2. fruit / vegetables / and / fresh / of / eat / a / lot
Eat a lot of fresh fruit and vegetables.
it with a period.
3. a / of / water / drink / lot Write the rst scrambled sentence on the board. Elicit
Drink a lot of water.
the unscrambled version and write it underneath.
4. activities / relax / do / to
Do activities to relax. Divide the class into groups and have them unscramble
5. twice / your / least / day / at / teeth / brush / a the remaining sentences. Check answers as a class.
Brush your teeth at least twice a day.
f Rewrite the other tips using correct spelling, proper punctuation, apostrophes and
capital letters.
f Rewrite the other tips using correct spelling,
1. dont eat to much Dont eat too much. proper punctuation, apostrophes and
2. dont eet junk food liik candy and chips Dont eat junk food like candy and chips.
3. dont spend a lot of time in front of de computer Dont spend a lot of time in front of the computer. capital letters.
4. dont wash more than an hour of TV each day Dont watch more than an hour of TV each day.
5. dont dreank sodas Dont drink sodas.
Write the rst incorrect sentence on the board and
f Put the tips for a healthy heart in the correct columns. elicit the correct version. Divide the class into groups
Exercise Food Other Habits
and ask them to complete the activity. Ask volunteers
to write the corrected sentences on the board.
Do activities to relax. Answers may vary. Answers may vary.
Exercise every day.
f Put the tips for a healthy heart in the correct
11 Go to Worksheet 6. 6
columns.
12 Make a poster about Good Heart Health.
Ask students to put the tips in the appropriate
Decide on a title for the whole poster and headings for each section. Use diagrams and texts columns. Check as a class. Then ask them to think of
to get your points across.
one more tip for each column. Elicit their ideas and
Read to check punctuation and spelling. Correct mistakes. Text components: encourage the class to agree or disagree.
titles and subtitles. Choose graphic resources in order to link the text and images.
Organize terms and descriptions on a table. Rewrite simple sentences in a
conventional manner. Unit 3b 61 11 Go to Worksheet 6. 6
Have students turn to page 127. Direct students
attention to the activities and check that everyone
Objectives understands the instructions. Ask them to complete
the worksheet and monitor while students work.
Read to check punctuation and spelling. Check the answers with the class and correct where
Correct mistakes. necessary.
Text components: titles and subtitles. 12 Make a poster about Good Heart Health.
Choose graphic resources in order to link the text
and images.
Read the instructions aloud and clarify meaning. Ask
Organize terms and descriptions on a table. students to brainstorm ideas and information for their
Rewrite simple sentences in a conventional manner. posters. Conrm their ideas as appropriate.
Suggested Materials poster paper, colored pens or Divide the class into small groups. Hand out the
pencils, rulers, markers materials needed. Then ask students to work on their
posters.
Before the Book Invite groups to show their poster to the class and
present the information. Display the posters in the
Good or Bad for Us classroom.
Divide the class into pairs. Write on the board:
Five-Minute Activity
Food that is
Choose an activity from page x and do it with the
Good for us Bad for us class.
Ask students to discuss food that is good for us and
food that is bad for us. Elicit ideas and write them
under the appropriate heading.
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13 Look at the diagram of the digestive system. Read the notes and number the parts of
the digestive process in order from 1-6.
Objectives
Correct mistakes.
METER
MEETE
TER DI
D
DIAGRAMA
IAG
AGR
AGRA RAAMA
MA DDEL
EL
EL
Write a nal version. SISTEMA
SIST
SISTEM
ST EMA
LA
NARIZ, L
DIGESTIVO
A DI
D IGE
GEST
BOCA,
A BO
B
BOCA
S IV
ST
OCA, ES
IVO CON
O COON LA
ESOFAGO,
ESOF
O AG
OF GO,
A
ESTOMAGO,
ESTOOMAAGO O, ININTESTINO
INTE
TEST
STIN
IN O
PEQUEO ((INCLUYENDO
O (I INC
NCLUYE ENDO stomach breaks 4
esophagus elastic
3 PANCREAS
PA
PANCREAS,ASS, HI
HIGA
G DO,,
HIGADO, down and stores
VESI
VE S CU
ULA
VESICULA,A, IINTESTINO
NTE
TESTTIN
NO
tube that pushes some of the food,
Before the Book the food from the
GR
RAN
COLON,
COLO
COLO
CO
DE, ((INCLUYENDO
ANDE
GRANDE
L N,
N R
INCL
INN LUYEN
RECTUM
EC CTU
NDO
D
ANUS).
T M Y AN
A US)). sends it to small
back of your throat intestine
to your stomach
The Digestive System
Elicit the names of the seven systems of the human
body. Then write on the board: Digestive System. Divide
the class into pairs and ask them to brainstorm what 2
nose smells the food 1 mouth food
parts of the body are involved in the digestion of our to begin the process enters the body
Read the notes and number the parts of the large intestine is
a short tube; it
small intestine
builds up the stomach breaks down
Direct students attention to the diagram and the f Make the corrections on a ow chart in your notebook. Using the notes on the
diagram, add or remove information. Include punctuation and capital letters.
notes. Explain that they show the steps in the
digestive process. Have students read the notes and 62 Unit 3b
Read to check punctuation and spelling. Mark and correct mistakes. Add or
remove information to improve a text. Correct mistakes. Write a nal version.
number them in the correct order.
Have them compare their answers with a partner
before checking as a class.
Five-Minute Activity
Choose an activity from page x and do it with the
class.
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The Presentation
1 Make a chart of a human body system.
1. Work in teams. Decide what each team member will do.
2. Select a system of the human body.
Divide the class into groups and ask each group
3. Search and choose information from various sources. to choose one of the systems. Have students work
4. Select an appropriate chart to organize the information.
5. Write notes to explain the components of the chart.
together to produce their chart. Monitor and provide
6. Use graphic resources to connect the components and their notes. help where needed.
7. Edit the contents of the chart to produce the nal product.
8. Display the charts in a visible place in the classroom. Display the charts around the room and invite groups
to prepare and give a short oral presentation.
The End
Group Reection
Have students work in the same groups as before.
Read the questions aloud and have groups discuss
the answers. Lead the class in a discussion on how to
evaluate how they worked and what they would like
to focus on in later classes.
The End
Self-Evaluation
Group Reection Have students turn to page 54. Read the objectives for
1. How cooperative was the group in dividing the tasks? this part of the unit again and ask students to mark
2. How did you feel doing research about the body systems?
3. How did you feel editing your teammates work?
them according to their own opinion of how they did.
4. What was the easiest / most difcult part of the task? Put students into pairs or small groups and have them
5. What did you nd most interesting?
compare their answers together.
Self-Evaluation
Now turn to page 54 and mark ( or ) your progress.
Time to read! Fiction pp. 36-38
The Product: Make a chart of a human body system. Group reection and
self-evaluation Unit 3b 63 Ask students to describe Massimo, Leonardos
friend. Ask them to read the corresponding pages
of the story. Ask them to nd out how Leonardo
studied the human body. Finally, refer students to
Objectives the comprehension activities on page 38. Have
them work in pairs to help each other. Then check
The Product: Make a chart of a human body
as a class.
system.
Group reection and self-evaluation.
Five-Minute Activity
Choose an activity from page x and do it with the
Before the Book
class.
Scanning Practice
Go to Assessment 3b
Tell students that you are going to practice the skill of
on page T109.
scanning. Explain that scanning means going quickly
over information to nd something specic and that
this is a useful study skill.
Open the Students Book at random and read a name,
caption or sentence aloud that is prominent on the
page. Repeat several times. Ask students to quickly
nd the place in the book and tell you the page
number.
The Presentation
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Teachers Corner Unit 3 Website Suggestions
Teaching Tip
Geography
http://www.mapsofworld.com
Checking Homework A site with different maps of the world, including the
Try not to let checking homework take up too much ten most popular tourist destinations, the top hundred
class time. Here are some suggestions: wonders of the world and the top theme parks in the
Write the answers on the board before the start of world. The site includes lots of information about the
the class. Students check as soon as they sit down. different countries.
Allow a couple of minutes for questions, then start
Technology and Sports
the class.
http://www.gpsgames.org
Students check each others homework at the start
of class. Set a time limit and when it is up, deal with A site that describes different games you can play
questions quickly, then start the class. using a GPS. Games include Geodashing, Shutterspot
and Geocaching, and involve using a GPS to nd
Collect the homework of ve or six students per
a place, then either taking a photo of the place or
class. Correct it, write a comment and return it to
leaving an object there. People win points when they
the students. Choose different students each time.
succeed in nding a place and compete against other
people all over the world.
Learning Tip
Suggestions for Songs
Practicing Listening Comprehension
Make students aware of what they can do to develop 1. Whenever, Wherever, by Shakira
their listening skills. Suggest spending some time
Print out a copy of the lyrics from http://www.lyrics.
listening to the radio; there are online radio stations.
com. Make a copy for each student.
Watching TV and movies is another good option.
Ask a volunteer to bring a CD with this song to
Tell them they should choose a program they nd
class. Give out a copy of the lyrics to the students.
interesting and then set themselves goals when
listening. For example, working out the main points, Ask students to create a dance move for the song.
names, dates and times. Tell everybody to stand up. Play the song and invite
students to dance.
Formative Assessment Tip
2. Friday Im in Love, by The Cure
Before introducing a new topic or major concept, nd
Print out a copy of the lyrics from http://www.lyrics.
out what students already know about it. Write down
com. Make a copy for each student.
2-5 open-ended questions on a sheet of paper. Make
1 copy per student. Distribute the questions and ask Ask a volunteer to bring a CD with the song to class.
students to answer them. Then scan the responses Play the song and ask students to identify the days
and divide them into four piles: wrong background of the week.
knowledge, no relevant background knowledge, some Give a copy of the lyrics to the students.
background knowledge, and signicant background
Play the song again. Ask students to circle the words
knowledge.
for days of the week they found in the lyrics.
Next, report your ndings to the class and adjust your
lesson accordingly. For example, you can form groups Websites used for the development of the unit:
from the various knowledge levels.
At the end of the lesson, give back the questions and Unit 3a
ask students to compare how much they knew about http://learnenglish.britishcouncil.org/en/english-
the topic before the lesson and how much they know grammar
now. It is motivating for students to realize just how http://www.myenglishpages.com/site_php_les/
much they have increased their knowledge. communication-lesson-predictions.php
Unit 3b
http://www.eslow.com/humanbodylessonplans.html
http://www.englishstudymaterials.com/2008/05/
writing-about-graphs-charts-and-tables.html
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Evaluation Card
Student A USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
= word missing understandideas.
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
= word missing understandideas.
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U t
Unit
Unit 4a 4a Interviewing
Interviewing 1 Discuss which activities in the photos you do.
The Beginning
f Listen again and circle the correct option for each sentence.
Listen to likes and dislikes about leisure activities in 2 Look at the peoples gestures. Then match them with the correct expressions.
dialogues. 1 2 3
Listen to likes and dislikes about leisure activities in dialogues. Identify subject
matter, purpose and intended audience. Recognize situations in which likes and
Likes/Dislikes Collage 64 Unit 4a dislikes are shared. Observe and comprehend non-verbal communication.
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The Steps
1 Predict the central sense of the dialogue using these words and The Steps
phrases. Answers may vary.
+ verb + ing + to + verb + noun f Listen again and complete what the people
enjoy / hate say.
like / love
dislike
Form pairs. Play Track 37 again. Have students
complete the speech bubbles according to what the
2 Play a game! people say. Invite volunteers to read the texts aloud.
1. Think of the things you love, like, dislike and hate. Write them on a piece of paper, but not in
order: washing clothes, avocados, swimming, hot weather. f Read the texts again and write L (likes) or D
2. Read your list to a partner. He / She guesses how you feel about each thing: You hate
swimming. You dislike hot weather. (dislikes).
3. Listen and say how many sentences were correct: Two were correct. He / She uses this
information and tries again. Ask students to read the texts and decide whether the
4. When he / she guesses all the sentences, switch roles and play again.
speakers are expressing their likes or dislikes. Then
Anticipate the central sense from known words and expressions. Reect on ways
Unit 4a 65
get them to write the corresponding initial in the box
to express likes and dislikes. Establish structure of a sentence.
next to each speech bubble.
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3 Look at the pictures and discuss what they tell you about Anna.
Objectives www.friendbook.com
Next, take one of the slips of paper out and read it 4 Read what these people say. Then number the function of each linking
aloud. Have students guess who wrote it. Continue word in bold.
until most of the slips have been read. 1. Giving a reason 2. Connecting similar ideas 3. Connecting opposite ideas
I like swimming and playing. 2 I love sports, but I hate lifting weights. 3
3 Look at the pictures and discuss what they I dont like parties because there is too much noise. 1
f Play a game!
Go through the instructions together with students.
Divide the class into groups. Monitor and provide
help if necessary.
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5 Listen and label the photos of Alan and Gareth. 38
f Now listen again and circle the correct options. f Now listen again and circle the correct
ALAN: Hey / Hi, Gareth. Do you want to go to Valle de Bravo on the weekend?
GARETH: Hmm. I'm not sure... What would we do there? options.
ALAN: Oh, theres plenty to do! We could climb / swim, for example, and / but sail. You like sailing,
Play track 38 again. Ask students to circle the correct
right / dont you?
GARETH: Well / No, I like to sail, but I hate cold water / weather. Its really cold in Valle, isnt it?
options to complete the dialogue.
ALAN: Yes, it is cold, but thats no / bad excuse. Just try not to fall into the water! You dont want Finally, invite two volunteers to read the dialogue
to stay home the whole weekend, do you?
GARETH: No, I dont. But, cant we do something else?
aloud.
6 Match the expressions with the appropriate faces. 6 Match the expressions with the appropriate
Oh, no! That cant be true. 3
faces.
1 Divide the class into pairs and encourage them to
match the expressions with the appropriate faces.
Oh, really?
Allow them to compare their answers with another
pair.
4
Objectives
Time to read! Nonction pp. 39-43
Recognize behaviors adopted by speakers to give
Ask students if they have ever been interviewed.
further detail and conrm comprehension.
Ask them to read the corresponding pages of the
Suggested Materials slips of paper, a box reading. Instruct them to write a paragraph with
Preparation Write the following adjectives on each information about themselves similar to the ones
slip of paper. Put all the slips in the box: happy, sad, about the kids in the text. Have some volunteers
sleepy, tired, excited, bored. read their information to the class.
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7 Underline the central sense for each situation.
Objectives 1 2 3
FOR HIGH
SCHOOL
Anticipate the central sense to strike up dialogues. STUDENTS
Dialogues 2. I
- So, where are we going to go? 1
Display one of the pictures on the board. Elicit the - Yes, thats a good idea. 3
- And we can eat those great quesadillas there. 4
situation. Then invite students to come up with a - To Teotihuacn, I think. I like visiting archeological sites. 2
short dialogue about the likes and dislikes of the - You always think about food, dont you? 5
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8 Look at the mind maps. Write about Jan and Monica. Answers may vary.
What do these friends have in common? What makes them different?
continue writing the remaining sentences following
the model.
Check answers by having volunteers write the
sentences on the board. Focus on the linking words
taking pictures playing drums baking cakes dogs
and and but.
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9 Look at the text and discuss the questions. Answers may vary.
What type of text is this? Where might you nd a text like this? Can you predict the central
Objectives sense of the text by reading the title?
f Read the interview and underline arguments in favor of and against social networking
Express points of view in favor and against. sites, using the color code.
in favor against
Practice and follow rhythm, speed and
pronunciation.
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10 Listen and complete the captions. 43
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12 Read the parts of the dialogue and discuss the questions.
Start a dialogue. - So, tell me. Why do you want to help us in the summer? Body
- I dont have any plans to go away and I dont want to stay home
Suggested Materials markers and watch TV.
- Wonderful. Tell me, what do you enjoy doing?
- I like playing with kids. I love organizing plays.
- Plays?
Before the Book - Yes, a theater play. Kids love acting, dont they?
- Yes, they do. I like this idea a lot. When can you come and meet
the kids?
Openings and Closings - On July 1st.
- Great, come on that day and we will plan everything.
Elicit from students ways to start a conversation and
write their ideas on the board: Hi, Hello, Good morning, - Thank you very much. Closing
- Thank you. I will see you next month.
How are you? and so on. Do the same for ways to close - Bye, then.
a conversation: Bye, Good-bye, See you later, Take care,
and so on. 1. Is the dialogue formal or informal?
Formal
4. What specic information do we learn about
the people? Answers may vary.
2. What are the main parts of the dialogue?
Opening, Body, Closing
5. Whats the central sense of the dialogue?
Have a volunteer come to the front and start a brief 3. What does each part include?
Salutation, Central Idea, Good-bye A summer job
f Read and choose the situation you like best and make up a dialogue. Use the selection
conversation on a general topic using one of the of words and phrases given for each situation. Answers may vary.
openings given. Ask students what the conversation
1 You want to go to the movies with your friends, but you dont know what movie to see.
was about. well not sure Do you? horror / romantic movies Do you great
Divide the class into pairs and suggest a topic on 2 You are not sure what extra class to take this year. You are asking your teacher for help.
excuse me I dont know carpentry enjoy doing making things typing boring
which they could have a conversation. Give them one
3
or two minutes, then ask them to change partners You are going to spend the weekend with your friends. You are planning some activities.
going camping Hmm / Lets see... cold weather right? drink hot chocolate
and give them another topic.
13 Go to Worksheet 7. 7
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The Presentation
1 Carry out an interview about leisure activities.
1. Form pairs and choose a leisure activity you want to prepare your interview about.
The End
2. Decide who you want to interview and why.
3. Set the place and day for your interview.
4. Compose questions and answers about likes and dislikes. Group Reection
5. Read the questions and answers several times to make sure that they are clear.
Have students work with the same partner as before.
6. Assign the roles of interviewer and the interviewee.
7. Carry out the interview.
Join pairs to make groups of four or six students.
Read the questions aloud and have groups discuss
the answers. Lead the class in a discussion on how to
evaluate how they worked and what they would like
to focus on in later classes.
Self-Evaluation
Have students turn to page 64. Read the objectives for
this part of the unit again and ask students to mark
them according to their own opinion of how they did.
Put students into pairs or small groups and have them
compare their answers together.
The End
Five-Minute Activity
Group Reection
1. How do you feel about carrying out oral Choose an activity from page x and do it with the
exchanges?
2. Do you nd it easy or difcult to speak in public?
class.
3. Do you feel comfortable interrupting and giving
your opinion?
4. Do you respect the ideas of others?
Go to Assessment 4a
Self-Evaluation on page T110.
Now turn to page 64 and mark ( or ) your progress.
The Product: Carry out an interview. Group reection and self-evaluation. Unit 4a 73
Objectives
The Presentation
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U t
Unit
Social Practice Understand and express differences I love little kitten, I'll pat little kitten,
and similarities between cultural features from Her coat is so warm.
And if I don't hurt her
And then she will purr,
And thus show her thanks
Mexico and English speaking countries. She'll do me no harm. For my kindness to her.
Environment Literary and ludic So I won't pull her tail, I won't pinch her ears,
Nor drive her away, Nor tread on her paw.
But kitten and I In case I provoke her
Very gently will play. To use her sharp claw.
Songs about Animals 1. Cats sometimes play with mice. review songs from English-speaking
countries that show human
2. If you treat others well, they will treat you well.
values
Write the following song titles on the board or choose 3. You should be kind to animals.
understand the central sense and
songs that are popular at the moment which have f Listen again and sing along. main ideas of songs
The Lion Sleeps Tonight, Who Let the Dogs Out? 74 Unit 4b audience. Read and re-read song lyrics. Listen to songs.
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The Steps
1 Listen to these word pairs. Put your thumbs up ( ) if the words The Steps
have the same vowel sound and your thumbs down ( ) if they don't. 46
spoon shirt y tree plate f Listen again and write the words.
Have students listen to Track 46 again. Ask them
to write down the pairs of words as they hear them.
Check as a class by inviting volunteers to write the
words on the board.
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3 Scan the song. Number the animals in the order in which they are mentioned.
4
Objectives
Over in the meadow, Over in the meadow,
In the sand, in the sun , By the reeds on the shore,
Recognize combination of words and the sounds Lived an old mother toadie Lived an old mother muskrat
And her little toadie one. And her little ratties four.
they represent. "Jump!" said the mother; "Dive!" said the mother;
"I jump!" said the one. "We dive!" said the four.
So they jumped and they jumped, So they dived and they splashed,
Use diverse comprehension strategies (e.g. In the sand in the sun . By the reeds on the shore.
vocabulary, text distribution, etcetera). Over in the meadow, Over in the meadow,
Where the stream runs blue , In a snug beehive,
Anticipate content, from frequently used or known Lived an old mother sh Lived a mother honeybee
And her little shes two. And her little honeys ve.
words. "Swim!" said the mother; " Buzz !" said the mother;
"We swim!" said the two. "We buzz!" said the ve.
Read and re-read song lyrics. So they swam and they swam, So they buzzed and they buzzed,
Where the stream runs blue . In their snug beehive.
Listen to songs.
Over in the meadow, Over in the meadow,
In a hole in a tree , In a nest made of sticks,
Lived an old mother bluebird Lived an old mother crow
And her little birdies three. And her little crows six.
Before the Book "Sing!" said the mother; "Caw!" said the mother;
"We sing!" said the three. "We caw !" said the six.
So they sang and they sang, So they cawed and they cawed,
And the Animal Is... In their home in a tree . In their nest made of sticks.
that can swim. 3. Animals that can sing. 4. Animals that f Listen and check. Then listen and sing along. 48
can dive. Recognize combination of words and the sounds they represent. Use diverse
comprehension strategies (e.g. vocabulary, text distribution, etcetera). Anticipate
content, from frequently used or known words. Read and re-read song lyrics.
3 Scan the song. Number the animals in the 76 Unit 4b Listen to songs.
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4 Read the song and underline the main idea.
Five-Minute Activity
Before the Book
Choose an activity from page x and do it with the
About Our Responsibilities class.
Write the phrase take care of on the board. Elicit or
explain its meaning. Ask students to list three things
they have to take care of and how they do it: a pet
walk it, feed it, etc. Ask volunteers to share their
ideas with the class. After each response, ask for a
show of hands from other students who share that
responsibility.
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5 Read the denitions and write the corresponding values.
f Discuss which values are necessary in these situations. Answers may vary.
Compare how values are relevant to English
1 3
speaking countries and Mexico to compare the
values they address.
Before the Book A cashier in a store accidentally gives you A little boy in a shopping mall is lost
too much change. and crying.
What Would You Do? 2 4
do in that situation, and why. Allow time for them f Match the sayings with the values.
to discuss. Then ask a few volunteers to tell the class 1. "If at rst you don't succeed, try, try again." generosity
2. "Treat other people the way that you want to be treated." perseverance
what they would do. Encourage them to say why.
3. "Give without expecting to receive." patience
Ensure that students are not judged or criticized for 4. "All good things come to those who wait." tolerance
their responses, whatever they say. f Answer the questions. Answers may vary.
Divide the class into pairs. Have students read Formulate and answer questions about dealing with information (e.g. human
values). Compare how values are relevant to English speaking countries and
the values in the box and use the Dictionary to 78 Unit 4b Mexico to compare the values they address.
6 Go to Worksheet 8. 8
Ask students to turn to page 131. Direct students
attention to the rst activity and check that everyone
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7 Listen and repeat each line. Then answer the questions. 50
Homesickness
Ask students to imagine that they are going to have
to spend a long period of time away from Mexico.
Ask them to tell a partner what they are going to miss
about Mexico. Allow a few minutes for discussion,
then discuss as a class.
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8 Listen to the song and read along. Then answer the questions, using the
pictures as a guide. 51
Objectives
Make links within the text using implicit and explicit Im gonna lay down my sword and shield, I'm gonna put on my starry crown,
Down by the riverside, Down by the riverside,
information (e.g. main idea and details which Down by the riverside, Down by the riverside,
Down by the riverside, Down by the riverside,
broaden it; sequence of events, etcetera). Im gonna lay down my sword and shield, I'm gonna put on my starry crown,
Down by the riverside, Down by the riverside,
Identify key words in stanzas and chorus. Down by the riverside. Down by the riverside.
Chorus
Chorus:
Distinguish language features. Aint gonna study war no more.
Aint gonna study war no more.
Aint gonna study war no more.
Aint gonna study war no more.
Before the Book Aint gonna study war no more.
Aint gonna study war no more.
ask whether they have ever heard it. If not, explain 1. gonna going to
,
I m not
that it has a long history and was known in Civil War 2. ain't
Five-Minute Activity
Language Awareness
Choose an activity from page x and do it with the
Colloquial Language class.
Use this opportunity to talk with students about
elements of colloquial language that, although
they might not be considered grammatically
correct, are nevertheless widely used, especially
in songs. Draw students attention to other such
examples: wanna, ya, gotta. Elicit examples of songs
that use these expressions.
Make sure that it is clear to students that these
words and phrases are acceptable in e-mail, text
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9 Listen to the song and read along. Then listen again and underline the stressed
words. 52
FONDO
FO
OND
N O SENCIL O, DE
SENCILLO
NCIL
NCILLO DECORAR
DECO
C RAR CO
CON
N IMAG
IMAGENES
AG
GEN
ENE D
ENES DE
E U
UNA M
MAM
AM
AM CA
CARGANDO
C RG
RGAN
GANDO
DO A SU BE
BEBE
B BE Q DA, SHILLELAGH, CR
QUE VIVE EN IIRLANDA
RLAN
RLAN
NDA CRUZ
RUZ
UZ C A.
CELTA
ELTA
ELTA 9 Listen to the song and read along. Then
listen again and underline the stressed
Over in Killarney,
Many years ago,
Often in dreams I wander
To that cot again,
words. 52
My mother sang a song to me I feel her arms hugging me
In tones so sweet and low. As when she held me then. Invite students to read the title of the song. Elicit
Just a simple little ditty, And I hear her voice humming
In her good old Irish way, To me as in days of yore,
what type of song a lullaby is. Play Track 52 and
And I'd give the world if she could sing
That song to me this day.
When she used to rock me fast asleep
Outside the cabin door.
have students follow the lyrics as they listen. Elicit or
explain any unknown vocabulary. Ask students who
Too-ra-loo-ra-loo-ral, Too-ra-loo-ra-loo-ral,
Too-ra-loo-ra-li, Too-ra-loo-ra-li, this song is about. Then play the song again, and get
Too-ra-loo-ra-loo-ral, Too-ra-loo-ra-loo-ral,
Hush, now don't you cry! Hush, now don't you cry! students to underline the stressed words in every line.
Too-ra-loo-ra-loo-ral, Too-ra-loo-ra-loo-ral,
Too-ra-loo-ra-li, Too-ra-loo-ra-li, Demonstrate this activity by playing a couple of lines
Too-ra-loo-ra-loo-ral, Too-ra-loo-ra-loo-ral,
That's an Irish lullaby. That's an Irish lullaby. and eliciting the stressed words. Once the activity is
clear to students, start the song again and have them
underline all the stressed words. Check as a class.
f Label the pictures using words from the song.
f Label the pictures using words from the
song.
Divide the class into pairs. Have each pair work
together to label the pictures using words from the
song. Check as a class.
cot cabin door hug f Listen to the song again and sing the chorus.
f Listen to the song again and sing the chorus. Then answer the questions.
1. How does the singer feel about his mother? Answers may vary.
Then answer the questions.
2. What values does the song illustrate?
Play the song again and have students sing along
3. Do you know any songs about respecting your parents or others?
with the chorus. When the song ends, direct students
Listen to songs. Detect rhythm, speed and intonation. Follow the chorus and
recite the lyrics. Unit 4b 81 attention to the questions. Allow a few minutes for
them to discuss the answers with their partner. Then
discuss as a class.
Objectives
Time to read! Fiction pp. 44-45
Listen to songs.
Write the following part of a song on the board:
Detect rhythm, speed and intonation. Hard Times
Follow the chorus and recite the lyrics. (Ray Charles, Eric Clapton)
...
Lord, one of these days
Before the Book
Therell be no more sorrow, when I pass away
And no more hard times, no more hard times
Value Yeah, yeah, who knows better than I?
Take this opportunity to talk with students about Have students read the lyrics. Ask them the
their parents or other family members who are following questions:
responsible for them. Invite them to reect on how How do you think the person feels? Why do you think
much these people have done for them since they the person feels that way? What do you call this type of
were born. Encourage them to go back to their music?
rst memories and invite some volunteers to share Ask students to read the corresponding pages of
them with the class. Then form pairs and get them the story. Then elicit how music can benet people
to talk about what they think their parents expect according to the reading. Then ask them what
from them and whether or not they always respond they learned about blues and if they like it or have
to these expectations the way they should. After a listened to it before.
couple of minutes, allow some volunteers to share
their ideas with the class. Finally, tell them that it is
a very good idea to give their parents a hug once Five-Minute Activity
in a while without having any special reason. Choose an activity from page x and do it with the
class.
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10 Listen and number the lines of the rst two verses of "Make New Friends." 53
Detect rhythm, speed and intonation. f Listen again and write the last two verses.
Perform songs with and without the help of written The sky is blue, Across the land,
The earth is green, Across the sea,
lyrics.
I can help, Friends forever
To keep it clean. We will always be.
f Identify the value that the song promotes. Then draw a picture to illustrate it.
Before the Book
Best Friends
Divide the class into pairs. Write on the board: Who,
Where, When, How, What. Have one student in each
pair tell their partner how he/she met their best
friend, but without giving a lot of details. Partners
should listen and ask questions to nd out more
specic information. They can use the question words
on the board for help. Then they should switch roles
and start again. Monitor and check as necessary.
song. Play Track 53 and have students number the f Listen to the whole song and sing along to your verse. Pay attention to the intonation
and speed of the song.
lines of the song as they hear them. Check as a class.
Write down verses and / or chorus. Detect rhythm, speed and intonation. Perform
82 Unit 4b songs with and without the help of written lyrics.
f Listen again and write the last two verses.
Play the track again and have students write the last
two verses down. Play the track as many times as
special attention to the intonation and speed of the
needed, pausing to allow time for students to write.
song.
Check as a class.
Five-Minute Activity
f Identify the value that the song promotes.
Choose an activity from page x and do it with the
Then draw a picture to illustrate it.
class.
Elicit the value that the song promotes. Accept any
answers related to friendship, forming new friendships
or maintaining old ones. Allow students enough time
to draw a picture to illustrate this value. Encourage
students to share their illustrations with other students
sitting near them, and/or invite volunteers to present
their drawings to the whole class. Discuss as a class.
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The Presentation
1 Hold a class recital.
1. Select one or two songs from the unit or elsewhere.
2. Read the songs and check the meaning of unknown words and phrases in a dictionary. Discuss
The End
what values are illustrated in the songs.
3. Listen to the songs while you read the lyrics.
4. Listen to the songs again and mark the rhythm.
Group Reection
5. Listen to the songs again and sing along. Try to imitate the intonation.
6. Arrange a time and place for a recital and invite an audience.
Have students work in the same groups as before.
7. Present the recital to the audience. Read the questions aloud and have groups discuss
the answers. Lead the class in a discussion on how to
evaluate how they worked and what they would like
to focus on in later classes.
Self-Evaluation
Have students turn to page 74. Read the objectives for
this part of the unit again and ask students to mark
them according to their own opinion of how they did.
Put students into pairs or small groups and have them
compare their answers together.
The End
The Presentation
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Teachers Corner Unit 4 corner as well as articles on topics related to language
learning such as globalization and culture.
Teaching Tip
Geography and Technology
Dealing with Decreases in Language Ability http://www.hgpho.to/wfest/house/house-e.html
Be aware of variations in students language skills. This is a site about unusual traditional-style houses
Sometimes a students performance is greatly around the world. Each house has a photograph and
reduced because of their level of energy, distracting a short text that gives information about what the
circumstances in other classes or at home, or because house is made of and other distinctive features.
they are afraid of making mistakes. Sometimes it is
Suggestions for Songs
because some themes are less familiar or interesting
than others. If you suspect an outside factor is
1. The Scientist, by Coldplay
affecting a students work, encourage the student
to mention it so that you can work out a solution Print out a copy of the lyrics from http://lyrics.com.
together. In many cases, it is helpful for the student to Cut up the verses and paste them back together
realize that a decrease in language ability is not due again in the wrong order.
to their lack of intellect or ability, but rather related Make a copy of your version of the lyrics for each
to situations that can be modied to resolve the pair of students and have a volunteer bring a CD
problem. with this song to class.
Learning Tip Play the song and ask students to put the lyrics back
into the right order.
Dont Overdo It! Play it again and invite students to join in.
Tell students that studying fteen minutes per day is
2. Independent Women, by Destinys Child
more effective than studying two hours once a week.
If they spend fteen minutes every day, they will see Print out a copy of the lyrics from http://lyrics.com
that the following day, studying is much more fun and make a copy for each student.
because they didnt push it to the limit the day before. Ask a volunteer to bring a CD with the song to class.
Give a copy of the lyrics to each student.
Formative Assessment Tip
Play the song. Ask students to sing the words along
Ask students to summarize the concepts presented in with the song.
the lesson in their own words. Students answers can Put the students into groups. Tell them that they
be written or oral. should practice acting and miming the song.
Directed paraphrasing requires students to think about Ask each group to perform as you play the song
the information so that they can write down or tell again.
the most important information in a short phrase.
Vote for the best performance.
Summarization also allows students to reect upon
what the most important information is, and allows Websites used for the development of the unit:
teachers to see what students are taking away from
the lesson. Teachers can see who gets it and who Unit 4a
does not. Many students will not understand a concept http://www.eslgold.com/speaking/phrases.html
until they are required to teach it to someone else.
http://learnenglish.britishcouncil.org/en/english-
Website Suggestions grammar
Unit 4b
English
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Evaluation Card
Student A USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
= word missing understandideas.
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
= word missing understandideas.
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U t
Unit
A B
Social practice Produce texts to participate in A Life Cycle
Natural Resources
academic events. Its a period that involves different They come from the environment. The amount of
generations of a species. These these that is available depends on the biodiversity
Environment Formation and academic generations come about through in that ecosystem. They are also referred to as
land or raw materials. They are categorized as
asexual or sexual reproduction.
Asexual reproduction is the primary
renewable and nonrenewable. Some examples
of renewable resources are sunlight, air and
form of reproduction for unicellular
wind. Minerals and fossil fuels are nonrenewable
organisms such as bacteria. On the resources because they take a very long time to
other hand, sexual reproduction form again.
results from combining the genetic
Objectives material of two organisms. C
Whats an organism?
Life Cycle of a Frog can respond to
Its any living system that
and development.
stimuli, reproduction, growth
Select illustrated texts about a scientic topic from This includes animals, plants
, fungi and
microorganisms.
different sources. There are unicellular organ
isms and multicellular
be composed of
organisms. These last can
cells grouped into tissues and organs.
trillions of
Activate previous knowledge.
Identify subject matter, purpose and intended f Read again and write the corresponding letter.
audience. 1. It talks about stages an organism goes through. C 4. This text is online. B
2. Its a text about what nature provides us with. B 5. This text is done by a student. A
3. Its about living forms and what they are made of. C 6. This is a part of a textbook. B
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The Steps
1 Read the text and answer the questions. sure they know the answers to, put a question mark
(?) next to the ones they are not sure of and an x next
U ltraviolet light, also known as UV, is
electromagnetic radiation. It has that
The use of sunscreen is recommended
to protect skin from UV radiation. Many
to the ones they denitely dont know.
name because the spectrum consists of doctors advise their patients not to expose
electromagnetic waves with frequencies themselves to the sun for too long, not only Read the questions out loud one by one and elicit the
higher than the ones humans can identify as during vacations, but any time they are
the color violet. outdoors. answers. Do not conrm or reject any answers yet.
However, UV exposure has
1 some beneficial effects, such as Have students read the text and check their answers
the production of vitamin D in
the skin. It also helps regulate
2 to the questions. Then check with the class.
calcium metabolism, immune
system, cell proliferation,
insulin secretion and blood f Read the statements and number the
pressure. Too little UV
radiation can lead to a lack pictures in the text.
of vitamin D. It also has
The Steps
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2 Look at the pictures and predict what the text below and on the next page will be about.
Objectives 3
Robot Olympics 20
First, second and third place finishers get a
gold, silver and bronze medal respectively.
Mexico has participated in RoboGames and
1
Read texts from diverse sources. 1 The Olympic Games are not only for human the results have been more than satisfactory.
beings, as there are also Olympics for robots, The chart below shows the 2011 results.
Anticipate central sense through familiar words and which are called RoboGames. This is a
competition between different types of robots,
graphic components. 5 which range from combat robots to humanoids
and androids that do kung fu. Some are
Detect new words to expand vocabulary. autonomous and some are remote-controlled.
2
Anyone can participate and robot builders Gold Silver Bronze
compete in over 50 different events. These
10 talented people come from all over the world: USA 30 31 25
Before the Book Argentina, Mexico, Japan, Brazil, Canada,
Mexico 5 6 5
China, Korea, India and other places. There
are several categories, such as humanoids, Japan 10 0 5
UV Quiz 15
robot soccer, bot hockey and sumo. And if your
robot does not fit any of them, you can enter Brazil 5 5 4
the Best of Show, which consists of any kind of
Write the following statements on the board: robot doing anything you can think of.
Korea 3 3 1
UV stands for ultraviolet light. 3 Read the text and complete the sentences using words from the box.
UV light is purple. autonomous categories competition country
UV light is found in sunlight. infrared medals second
Divide the class into pairs and have them decide 5. According to the chart, Mexico is in the second position.
6. One of the robots uses infrared sensors.
whether each statement is true or false. Discuss the
7. Autonomous combat is a category in which two robots ght.
answers with the class. Go back to the text on page 85 f Find these words in the article and deduce their meaning.
if necessary. amazing blade challenging humanoid medal weapon Possible answers.
amazingsurprising challengingdifficult medalpiece of round metal
2 Look at the pictures and predict what the bladesharp metal humanoidrobot weaponthing used to injure
text below and on the next page will be Read texts from diverse sources. Anticipate central sense through familiar words
86 Unit 5a and graphic components. Detect new words to expand vocabulary.
about.
Invite students to read the title of the text and the
pictures on pages 86 and 87. Divide the class into
pairs and ask them to discuss what they think the text say a word and get a volunteer to say what it means,
is about. justifying his/her answer.
Encourage students to use phrases such as: I think the Five-Minute Activity
text is about The text may be about In my opinion,
Choose an activity from page x and do it with the
this text talks about... Elicit ideas from students but
class.
dont conrm or reject any at this stage.
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Olympics of Robots
5
30 All categories of the competition are
interesting and fun and the robots can
do amazing things. A good example is
4 Read the text on pages 86 and 87 again
the Humanoid Design and Implementation of
Humanoid Robot for Obstacle Avoidance. This
and number the paragraph headings shown
35 robot uses infrared sensors (IRs) to avoid
obstacles. This is a challenging experience below to match.
since the robots must be able to make
decisions autonomously and deal with image Read each heading aloud and elicit what type of
capture and recognition. Some robots can
40 walk and turn by using the sensors, which information students think they would nd in a
detect movement and images.
6 paragraph with this heading. Accept all logical
Another interesting category is the one-pound
Autonomous Combat, in which some other suggestions.
4 Mexican students participated with their robot,
M i
Mexican students
t d t ffrom IPN h have 45 Drillson. This consists of an encounter between Then have students read each paragraph again and
participated in RoboGames for four years. two autonomous robots that fight until the
25 They have competed against 17 students opponent is destroyed or unable to move. number the headings accordingly.
from different countries. In 2010, these These students from UPIITA attached a kind
Mexican students proudly won 5 gold, 4
silver and 2 bronze medals. Other Mexican 50
of blade to cut metal as the robots main
weapon. This helped the robot defeat its
Check answers with the class. Ask students to say how
participants won more medals. opponents more easily. they identied the correct paragraphs.
4 Read the text on pages 86 and 87 again and number the paragraph headings shown
below to match. f Find these words in the text and write what
6 A robot ght 5 Robots that act like humans
3 More about Mexicos medals 2 Participants and categories
they refer to.
1 What is RoboGames? 4 Mexicos medals Direct students attention to the paragraphs in the
f Find these words in the text and write what they refer to. article and identify the line numbers.
1. some (line 6) robots 3. they (line 25) students
Then get them to nd line 6 and the word some. Elicit
2. them (line 15) categories 4. this (line 45) Autonomous Combat
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5 Read the text and complete the sentences in your notebook.
students work in pairs to complete the remaining 88 Unit 5a sentences that answer questions. Verb forms: passive.
Five-Minute Activity
Choose an activity from page x and do it with the
class.
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6 Look at the information chart. Then write sentences using the prompts.
Answers may vary.
Characteristics Weak tornadoes Strong tornadoes Violent tornadoes 6 Look at the information chart. Then write
percentage 69% 29% 2%
fatalities around 5% around 30% around 70% sentences using the prompts.
lifetime 1 to 10 minutes 20 minutes or longer can exceed 1 hour
wind speed less than 177 km/h 177-330 km/h more than 480 km/h Form pairs and get them to read the information in
1. 69%/ weak 69% of tornadoes are weak. the chart. Elicit what information you can nd out:
2. 2% / violent 3. last / 20 minutes 4. 480 km/h / violent What percentage of all tornadoes are weak / strong /
7 Read the text and insert the numbers of the missing sentences.
violent? What are the fatalities for each type of tornado?
etc. Read the example aloud. Then encourage pairs to
Detecting tornadoes
To know if a tornado is about to hit, people can identify certain elements in the environment, write sentences using the remaining prompts in their
such as a dark greenish sky, wall clouds and a loud roar. 2
notebooks.
Some precautions
It is advisable to develop a plan at home, school, work or outdoors. 3 Having a weather Monitor while students work and help where needed.
radio with a warning alarm tone is also recommended. It is important to listen to the radio and
television to be kept informed. Check by inviting volunteers to write sentences on the
When a tornado approaches, people should move to a predesignated shelter if an underground
shelter is not available. People are advised to stay away from windows and get out of cars. 1
board.
1. Mobile homes should also be abandoned. 7 Read the text and insert the numbers of the
2. Some tornadoes are visible while others are obscured by rain or clouds.
3. People should have frequent drills to learn what to do in case of emergency. missing sentences.
8 Complete the questions using do or are. Then write three more questions and answers Ask students to read the text and direct their attention
on a separate sheet of paper.
to the three missing sentences marked with boxes.
Then divide the class into pairs and have them read
Q: Are areas near rivers, lakes and mountains safe from tornadoes?
the text and predict what kind of information would
A: No, they arent. No area is safe from tornadoes.
Select previously sorted information from a text in order to rewrite sentences. 8 Complete the questions using do or are. Then
Rewrite information to compose sentences based on a model. Add information to
key ideas of sentences to exemplify, support or enrich them. Formulate and write
questions concerning the information in a text. Unit 5a 89
write three more questions and answers on a
separate sheet of paper.
Divide the class into pairs and invite them to read the
Objectives text. Ask where they can nd similar question-answer
texts: online. Have them complete the questions. Then
Select previously sorted information from a text in get students to work together and think of three more
order to rewrite sentences. questions about tornadoes. They should write the
questions and the answers on separate sheets of paper
Rewrite information to compose sentences based on
so they can include their work in their portfolio.
a model.
Add information to key ideas of sentences to
Time to read! Nonction pp. 56-60
exemplify, support or enrich them.
Formulate and write questions concerning the Ask students the following questions:
information in a text. How do you protect animals and plants in your
community?
Is there a program at your school?
Before the Book
Ask them to read the corresponding pages of the
Transforming Sentences reading. Then ask students to come up with more
ideas to protect animals and plants. Finally, refer
Divide the class into pairs. Write on the board:
them to the comprehension tasks on page 60. Allow
Tornadoes are observed on every continent except them to work individually. Then check their answers
Antarctica. Invite students to read the sentence and as a class and accept any correct answers.
say what construction it is: The passive. Explain that
you will allow 5 minutes for pairs to write as many
new sentences as possible, using the same pattern: Five-Minute Activity
Monkeys are found on every continent except Antarctica. Choose an activity from page x and do it with the
Cars are washed in every city except Len. class.
When time is up, invite volunteers to read their
sentences aloud.
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9 Read the text and answer the questions.
Direct students attention to the text and ask them to f In your notebook, rewrite the sentences from the text to express the same idea.
quickly read and compare the ideas on the board with 1. Scientists dene a virus as a small infectious agent.
A virus is dened by scientists as a small infectious agent.
2. Taking antibiotics normally cures bacterial diseases.
the information in the text. Conduct feedback. Then Bacterial diseases are normally cured by taking antibiotics.
3. Some viruses kill harmful bacteria.
Harmful bacteria are killed by some viruses
read the questions aloud and have students answer 4. Some harmless bacteria regulate our bowel movements.
Our bowel movements are regulated by some harmless bacteria
them on their own. Check answers as a class. Paraphrase sentences in order to rewrite them. Verb forms: passive.
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10 Order the words to make notes in your notebook.
Underline the notes in the passive voice.
1. included / the formula / is / mercury / in 10 Order the words to make notes in your
Mercury is included in the formula.
2. produce / not / may / antibodies / sufcient / they
They may not produce sufcient antibodies. notebook. Underline the notes in the
3. are / problematic / they / more
They are more problematic.
4. not / its / deadly / usually passive voice.
It's not usually deadly.
5. advised / people / get information / are / to
People are advised to get information Explain to students that they will have to put each set
6. useless / prior / u vaccines / were
Prior u vaccines were useless.
f Use the notes to ll in the card below.
of words in order so that they can write notes that will
be helpful for completing the text in the next activity.
Swine u Some reasons why you should not get vaccinated
1. Artificial antibodies from flu viruses found in vaccines are more problematic than the ones
Elicit the word order for the rst set of notes and write
to which we are exposed naturally. it on the board: Mercury is included in the formula. Then
2. Very young children and older adults may not produce sufcient antibodies
have students work on their own and write the rest
in response to the flu vaccine.
3. Swine flu is just another kind of flu and its not usually deadly .
of the notes in their notebooks. Monitor and help
4. Two shots are necessary because a single one has failed to produce sufficient antibodies. where needed. Have students read the sentences they
This is to say that prior u vaccines were useless .
unscrambled and notice which of them are in passive
5. the formula includes mercury (thimerosal), aluminum and
squalene. Why would you want to be injected with mercury, which is even more toxic to the brain?
voice. Invite a volunteer to read those notes (1 and 5).
6. Whether to get a flu shot or not is up to you. Experts suggest being informed Ask students how they identied them (verb form= be
before they roll up their sleeves and get a shot.
+ past participle). Have them change both notes into
11 Complete each sentence using the appropiate form of the verbs active voice (The formula includes mercury./ (Doctors)
in the box. Then order the sentences to form a paragraph.
Swine u Symptoms advise people to get information.).
share have consider stay
2 Common symptoms, such as a sore throat and a runny nose runny nose
f Use the notes to ll in the card below.
are shared by swine u, the common cold and the u.
4 If you know you have swine u, stay at home Invite students to say whether or not they get the
to avoid passing it onto other people. cough
sore throat u vaccine. Encourage them to say why or why not.
3 If you think you have swine u, contact a doctor
and follow his or her advice.
Then get a volunteer to read the title of the text aloud.
1 Fever, weakness and fatigue, and aching muscles and joints Elicit that this is a list of reasons against getting a
fever
are considered the most common symptoms of swine u.
vaccination. Ask students to read the incomplete
Write notes to ll in cards. Order rewritten sentences to articulate them and form information on the card.
paragraphs. Unit 5a 91
Get a volunteer to complete the rst sentence using
the notes from the previous activity. Finally, have
volunteers read the complete text aloud.
Objectives
11 Complete each sentence using the
Write notes to ll in cards. appropriate form of the verbs in the
Order rewritten sentences to articulate them and box. Then order the sentences to form a
form paragraphs.
paragraph.
Divide the class into pairs and have them read the
Before the Book sentences. Invite a volunteer to read the verbs in
the box aloud. Have them complete the sentences.
Spelling Competition
Explain some of the verbs may go in the active or
Divide the class into teams of four or ve students and passive voice. Allow some minutes for students to
have each team send a member to stand in front of do the activity. Ask pairs to get together and check
the board. answers before checking them with the whole class.
Say a word from the list below and have the student Get pairs to order the sentences to form a paragraph
each team has sent write it on the board. Teams get a about the symptoms of the swine u. The rst
point for each correctly spelled word. Continue with sentence is done for them. To check, say a number
the remaining words, with different volunteers each and have volunteers read the corresponding sentence.
time. The team with the most points at the end wins.
Five-Minute Activity
Words: bacteria, virus, swine, immune, infectious,
contagious, chronic, transmission, vaccine, Choose an activity from page x and do it with the
microorganisms. class.
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12 Look at the pictures and
take turns describing
Objectives them.
Answers may vary.
They are also called crop formations, since they have related to meteorological phenomena .
Mark and solve doubts. other noncircular shapes. Crop circles have become the subject of speculation
Nobody knows the exact date when crop circles by paranormal, ufological and anomalistic
Write nal version. began to appear, but the documented cases have investigators. They propose that
increased since the seventies. Most cases were phenomena / were created / the circles / by /
Suggested Material white paper (1 sheet per reported in southern England, although twenty-six
other countries have reported a total of ten thousand
strange meteorological the circles were
created by strange meteorological phenomena
pair), colored markers (2 different colors per pair) crop circles since then.
or by extraterrestrial beings. Others say they have to
In 1978 and / Dave Chorley / Doug Bower / do with animal activity. In 2009, there were reports
made / circles Dave Chorley and Doug of wallabies in Tasmania which were found creating
Bower made circles on crops using crop circles by running around fields in circles.
Before the Book simple tools and, in a demonstration, the two men Whatever the truth about the creation of these
made a crop circle in one hour. After this, more patterns, its a very interesting phenomenon and
circles continued to be made. Some resembled you can follow the formation of new crop circles in
What Is It? archeological, religious or mythological symbols. newspapers, which regularly report on them.
Form pairs and hand out the materials. Invite f Complete the notes about the text. Answers may vary.
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The Presentation
1 Give an oral presentation about a scientic topic.
1. Work in teams and choose a scientic topic to make an oral presentation about.
2. Read and classify the information.
read an instruction aloud and get a volunteer to
3. Rewrite the information to make notes for the presentation. rephrase it to show understanding. Next, divide the
4. Produce posters with illustrations (photographs, maps, charts, etcetera).
5. Edit your notes and rewrite them on cards. Make sure they can be easily read.
class into teams of four or ve students and help
6. Decide the order in which every chart will be presented with its informative card. them to decide on a scientic topic they would like to
talk about. You might want to give students several
days in order to gather information. On the given
day, get them to work on preparing the chart and
give their presentation to the class. Finally, display
the charts around the class and invite students from
other classes or other teachers to come and visit the
exhibition.
The End
Group Reection
The End
Have students work in the same groups as before.
Group Reection Read the questions aloud and have groups discuss
Did you learn to review scientic topics? the answers. Lead the class in a discussion on how to
Was it easy or difcult to understand the central sense
and main idea of the texts? evaluate how they worked and what they would like
Was it easy to rewrite information about a scientic topic? to focus on in later classes.
Was editing your notes easy?
Did you like the topic you chose for your presentation?
Were your poster and illustrations appropriate? Self-Evaluation
Self-Evaluation Have students turn to page 84. Read the objectives for
Now turn to page 84 and mark ( or ) the objectives for
this part of the unit. this part of the unit again and ask students to mark
them according to their own opinion of how they did.
The Product: Give an oral presentation about a scientic topic. Group reection
and self-evaluation. Unit 5a 93
Put students into pairs or small groups and have them
compare their answers together.
Five-Minute Activity
Objectives Choose an activity from page x and do it with the
class.
The Product: Give an oral presentation about a
scientic topic. Go to Assessment 5a
Group reection and self-evaluation. on page T112.
Suggested Materials scientic magazines, poster
paper, index cards
The Presentation
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U t
Unit
1 3
2
l club members
To all passengers To all our clients To al
Social Practice Interpret and convey instructions Do not leave your luggage Beware of pickpockets! Do not run in the pool
Keep your bag in front of
found in daily life. unattended.
you at all times.
area. Slippery deck.
1 2 6
Objectives
The Plan
Before the Book
In this unit you will:
1 3 2
Catch, Think and Say review warnings used in public places
understand the central sense and
Write the following names of places on the board: main idea of warnings
express warnings commonly found
airport, mall, park, metro station, swimming pool and in public places
4 5 6
highway. Throw the soft ball to a student. Invite him/
her to choose a place from the ones on the board and 94 Unit 5b
Identify subject matter, purpose and intended audience from previous knowledge.
Recognize situations and public places in which warnings are communicated.
say a word associated with it: airport-plane. Have other
students say words associated with airport. Follow the
same procedure with the remaining places.
The Plan
The Beginning
Invite volunteers to read the objectives one by one.
1 Read the announcements and underline who Then get students to share their ideas about the
meaning of each objective. Encourage the class to say
each one is directed at. Then number the what expectations they have of the unit.
places in the pictures.
Have students read announcements individually and Time to read! Fiction pp. 49-52
underline the audience each one is directed at. Ask
them to check their answers in pairs. Ask students where they think they could read the
Then focus on the pictures. Ask the name of the rst following warnings:
place: airport. Elicit the announcement that goes Warning, High Surf
there: 1. Invite them to write the number in the box Warning, Jellysh
and to continue with the rest of the activity. Check Warning, Strong Current
answers as a class. Danger, No Swimming
Warning, Shark Sighted
f Number the symbols to indicate which Ask students to read the corresponding pages of
situation above each symbol illustrates. the story. Then ask where Sophie and Marvin went
and what warnings they heard. Ask students if they
Divide the class into pairs. Invite them to look at
have been in similar situations and discuss as a
the symbols and decide which of the situations from
class.
the announcements each of them represents. Get
volunteers to give their answers and explain their
choices. Five-Minute Activity
Choose an activity from page x and do it with the
class.
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The Steps
1 Listen to the recordings. Match the people with their The Steps
attitudes. 54
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3 Listen to Part 1 and answer the questions. 55
Anticipate central sense from known words and angry alarm cross the line
embarrassed security guard warning
expressions.
f Listen to Part 2 and check if you were right. 55
Link warnings to their written form while listening f Listen again and match the signs with the warnings.
to them.
Dont cross the yellow line. Dont eat or drink.
Establish the reason for warnings.
Suggested Materials pictures of different
occupations: a teacher, a doctor, a reghter, a chef, a
gardener, etc.
one picture to each team. Ask students to come up 4. Why is there a line around each room?
... a ash could...
with commands or warnings these people would
... to mark the safe distance from...
normally give in their jobs: Teacher Dont run in the
classroom! Listen to warnings commonly found in public places. Anticipate central sense
from known words and expressions. Link warnings to their written form while
96 Unit 5b listening to them. Establish the reason for warnings.
Have teams share their ideas with the class.
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5 Read the text and underline the warnings.
Language Awareness
f Discuss these questions.
Objectives
Time to read! Fiction pp. 53-56
Understand conditional and non-conditional
warnings. Ask students the following questions:
Reect on the composition of sentences. Have you ever travelled by plane?
Where did you go?
Who did you travel with?
Before the Book
Did you like the experience?
Safety at Home Ask students to read the corresponding pages of
the story. Then ask them what specic instructions,
Tell students that most accidents happen at home.
according to the story, people should follow when
Invite them to say what kind of accidents they think
travelling by plane. Then discuss if any of them
can happen there, and what they can do to prevent
have travelled by plane and if they want to add
them.
any extra information from their experience.
5 Read the text and underline the warnings.
Five-Minute Activity
Direct students attention to the title of the text and Choose an activity from page x and do it with the
the picture. Invite them to say why they think the class.
title is in the form of a question. Encourage them to
predict what the text will be about.
Then have students read the text and underline the
warnings they come across. Invite them to use the
Dictionary as needed.
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6 Listen and order the steps to follow in an emergency. 56
Treasure Hunt
Divide the class into groups. Describe one of the signs
and ask students to say where it is and what message
7 Unscramble the sentences to form rules. Then number the pictures.
it conveys: This sign is in the hall. It tells you where to
How To Use a Fire Extinguisher:
stand in case of an earthquake. Teams earn points if
they give the exact location, and more points if they 5 1 3 6 4 2
can draw the sign with the correct colors and images.
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8 Listen and answer the questions. 58
1. How many people are talking? two
2. Whats the relationship between them? father-daughter Play Track 58. Then allow a couple of minutes for
3. What emergency are they talking about? earthquakes students to write the answers. Ask them to compare
4. Who knows more about the safety tips? father
their answers in pairs before checking as a class.
f Listen again and match the parts of the sentences.
M
Thats right!
M f Read the texts and write G (girl) or M (man).
What Im saying is...
G G G
That makes sense. I dont understand why... I get it.
Divide the class into pairs. Ask them to read the texts
f Classify the phrases in the chart. and try to remember who said what, the man or the
girl. Have them write the appropriate initial in each
box. After a few minutes, play Track 58 again so that
Phrases that...
students can check their answers.
Ask for clarication What do you mean by...? What are you
saying? I don't understand why...
Check by saying each of the phrases and having
Give clarication I mean... What I'm saying is...
students say man or girl.
Conrm understanding That's right! I get it. That makes sense.
f Classify the phrases in the chart.
Recognize sentence composition. Recognize behaviors adopted by speakers to
make clarications and conrm comprehension. Unit 5b 99
Ask pairs to classify the phrases according to their
functions.
Check the answers on the board. Leave them for the
Language Awareness activity.
Objectives
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9 Look at the symbols and decide what public place each one belongs to.
The beach
Objectives
Choose word repertoire aimed towards a specic f Match the adjectives with the nouns to form the warnings illustrated above.
Then label the symbols.
audience. ery
Adjectives Nouns
slipp sharp
Organize sentences into a sequence. s nts
rock curre
p
Compose sentences to express warnings in public dee l
cora
places. sh g
ing jelly stron
r sting
Preparation Make a list of various nouns and wate
adjectives.
10 Listen and number the sentences in order. 59
5 If a piece of coral gets stuck in your foot, 2 If you do not wear sandals, you might
Before the Book you must see a doctor and have it removed. step on a sharp coral.
1 If you are walking near a coral reef, you 4 If your injury is not serious, you should
Noun or Adjective? should wear sandals. see a lifeguard for rst aid.
3 If you step on it, you can be injured.
Say a word from the list of nouns and adjectives (see
Preparation). Have students raise their right hand if it
is a noun or their left hand if it is an adjective. Start f On a separate sheet of paper, write a chain of sentences for this situation.
slowly and increase speed as you read the list. Then Answers may vary.
place each one belongs to. Use non-verbal communications to aid the elaboration of warnings. Choose word
repertoire aimed towards a specic audience. Organize sentences into a sequence.
100 Unit 5b Compose sentences to express warnings in public places.
Divide the class into pairs. Have them look at the
symbols and discuss where they would see each one.
Check as a class. Encourage students to say what they
think each symbol represents. Language Awareness
f Match the adjectives with the nouns to form Conditionals
the warnings illustrated above. Then label Divide the class into pairs. Ask them to underline
the symbols. the verbs in both clauses in Activity 10.
Ask students to read the nouns and the adjectives On the board, copy the following formula:
aloud. Help with meanings as necessary. Then have If + ______ / ______
them choose adjective-noun pairs that together make Get students to deduce the formula from their
the warnings for the signs pictured above. examples.
10 Listen and number the sentences in order. If + present continuous / should
59 If + present simple / can, may
Have students read the sentences on their own. Play Explain that we use these conditionals to say what
Track 59 and ask students to number the warnings people should, can or may do if certain conditions
in order. Check by saying a number and having a are present.
volunteer read the warning.
Five-Minute Activity
f On a separate sheet of paper, write a chain
Choose an activity from page x and do it with the
of sentences for this situation.
class.
Direct students attention to the ve illustrations and
invite volunteers to describe each one. Have students
work individually to write a chain of sentences similar
to the one in the previous activity. Encourage them to
make complete sentences, using capital and lowercase
letters and correct punctuation. Finally, include their
work in their portfolio.
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11 Read the warnings and then write where we could nd each one.
Answers may vary.
Don't leave your luggage unattended. Don't use your cell phone.
Check answers as a class. Finally, have students draw
the signs for each warning. Have them compare their
12 Go to Worksheet 10. 10 drawings with other pairs.
Express causes and results in warnings. Use strategies (rephrasing) to emphasize
meaning. Unit 5b 101 12 Go to Worksheet 10. 10
Ask students to turn to page 135. Direct students
attention to the activities and check that everyone
Objectives understands the instructions. Have students complete
the worksheet and monitor while students work.
Express causes and results in warnings. Check the answers with the class and correct where
Use strategies (rephrasing) to emphasize meaning. necessary.
Suggested Materials a soft ball Five-Minute Activity
Choose an activity from page x and do it with the
Before the Book class.
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13 Play a game!
2
Conditional and Non-conditional Warnings Metro trains operate over 1,500 trips
per day
3 transporting passengers like you. Please
take
Invite students to pick out a slip of paper from the bag Dear kids your time and dont run to catch the
train.
Please dont run, play or sit on the Remember when one train passes
, another will
(see Preparation). Ask them to stand up and read their escalators or platforms. follow.
If you are using escalators, you
warnings to different students until they nd one who should hold your parents hand.
T
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The Presentation
1 Make an oral announcement of a warning.
1. Form groups and discuss what you need to elaborate an oral warning.
2. Select a public place for your warning.
The Presentation
3. Brainstorm ideas for different types of sentences that you could include in your warning.
4. Organize the sentences to put together an announcement.
5. Take turns to practice the enunciation of the announcement.
1 Make an oral announcement of a warning.
6. Think of an original way of spreading your announcement.
Read and explain the steps for the product. Make sure
students understand what to do. Divide the class into
groups and have them organize themselves to make
an oral announcement. Provide help where needed.
Invite groups to present their announcements.
The End
Group Reection
Have students work in the same groups as before.
Read the questions aloud and have groups discuss
the answers. Lead the class in a discussion on how to
evaluate how they worked and what they would like
The End
to focus on in later classes.
Group Reection
1. Did you like the task? Why?
2. How did you nd working with your team? Self-Evaluation
3. What difculties did you face?
4. Did you have fun?
Have students turn to page 94. Read the objectives for
5. What did you learn about preparing an oral presentation? this part of the unit again and ask students to mark
Self-evaluation them according to their own opinion of how they did.
Now turn to page 94 and mark ( or ) your progress.
Put students into pairs or small groups and have them
The Product: Make an oral announcement of a warning. Group reection and
compare their answers together.
self-evaluation. Unit 5b 103
Five-Minute Activity
Choose an activity from page x and do it with the
class.
Objectives
Correct It!
Form 5 teams. Invite them to read the warnings and
discuss what the mistakes are. Allow 5 minutes for the
discussion. When they are ready, invite members of
each team to rewrite two warnings correctly. Teams
get points for every corrected mistake. The team with
the most points wins.
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Teachers Corner Unit 5 to the most bizarre (the fastest time to eat a pizza, the
strangest diet, etc).
Teaching Tip
Languages
Showing Interest and Being Honest http://translate.google.com
Teens appreciate it when others show interest in their This is a fantastic site for translating single words
opinions and experiences. Listen attentively when or whole texts from one language to another. The
students express their ideas, and encourage students translations are not perfect, but they allow you to get
to explain their thoughts: the general meaning of texts written in a huge variety
of languages, from Turkish and Russian to Chinese
You can say: OK, but why? How interesting! Tell me
and Arabic.
more.
On the other hand, teens generally dont like it Suggestions for Songs
when adults pry into their lives, so avoid asking for
too much specic information. 1. Dancing Queen, by ABBA
Be honest to yourself. Show genuine interest; dont Print out a copy of the lyrics from http://lyrics.com.
fake it. White out all the key words: seventeen, time, dance,
When students are expressing their personal etc.
thoughts, dont bother them too much with Make a copy of your version of the lyrics for each
corrections. When you correct grammar or pair of students and have a volunteer bring a CD
vocabulary, students will think you are interested with this song to class.
only in how they express their thoughts, not in what
Play the song and ask students to listen and
they are thinking.
complete the blanks.
Be open with students when appropriate. If you
Play it again and invite students to join in.
have had a hard day, share your thoughts and
feelings. 2. Barbie Girl, by Aqua
Learning Tip Print out a copy of the lyrics from http://lyrics.com
and make a copy for each student.
Setting Targets Ask a volunteer to bring a CD with the song to class.
Tell students they can set small achievable targets. For Play the song and ask students to count how many
example: learning ten new English words or phrases times the word can appears in the song.
every day; unlearning one typical mistake before the Give a copy of the lyrics to the students.
next test; reading the lyrics of an English song and Play the song again and ask students to count along
trying to understand its main content. with the song each time the word can is heard
one, two, three
Formative Assessment Tip
Websites used for the development of the unit:
Make a large, laminated chart with each students
name and a space for a sticky note. At the end of a Unit 5a
class, give students a question to answer about the
http://www.laparks.org/teen/science.htm
lesson that day. Students will write their answer on
the note and stick it beside their name on the chart. http://learnenglish.britishcouncil.org/en/english-
You are then able to scan student responses and note grammar
those who need extra support.
Unit 5b
Website Suggestions http://www.eslgold.com/speaking/phrases.html
http://www.bbc.co.uk/worldservice/learningenglish/
General Culture language/
http://www.guinnessworldrecords.com
This is the ofcial site of the famous Guinness World
Records. Here students can nd information about all
kinds of records, from the most obvious (the smallest
town in the world, the tallest person in the world, etc.)
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Evaluation Card
Student A USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
= word missing understandideas.
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
= word missing understandideas.
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Name: Assessment 1a
1 Complete the sentences with the words and expressions in the box. /6 1
PATIENT: Good afternoon. Im here to see Dr. Jones. 1 No, the doctor will be
NURSE: with you in a few minutes.
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Name: Assessment 1b
1 Read and circle the correct options. /4
The wise queen had an idea. She made a bed for their
guest. She put a pea under twenty mattresses and twenty
quilts. When she nished, she showed the girl to her bed. The
next morning the king and the queen asked her how she
had slept. Not very well, she said. There was something
in my bed and I couldnt sleep. Now Im all bruised!
The old king went to the door and there stood a beautiful girl, dripping wet. Water was
running from her hair, her clothes were soaked and her shoes were muddy. She said, I am
a princess who has lost her way in the storm. Will you let me stay? The king invited her in
and called the queen. But how could they be sure she was really a princess?
1. on 4. open
2. and 5. the
3. fascinating 6. festival
2
2 Number each sentence according to the appropriate meaning of "long". /3
1. long adj. (in time) largo/a This house has very long corridors.
2. long adj. largo/a After a day of work, I long for some rest.
3. long v. aorar The movie was 3 hours long.
3 Write about how to use a bilingual dictionary, using the notes below. /5
1. analyze / context
2. decide / part of speech
3. nd / dictionary section 3
4. read / meanings
5. decide / which meaning
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Name: Assessment 2b
1 Complete the dialogues with the phrases from the box. /6
1. A: Im sorry, what youre saying. Could you speak more slowly, please?
2. B: What does being responsible for your own learning mean?
C: that learning is in your hands. ?
B: Not very well. ?
C: For example, when you learn new words, you should write them in a special part of
your notebook, say what part of speech the word is, write a translation, an example and
maybe even make a drawing. If you do this on your own, without the teacher telling you
to, you are being responsible for your own learning.
B: Oh! I see.
3. D: So your sister. Whats her name? How old is she? Does
she have a boyfriend?
4. E: Excuse me, Mr. Lpez. ?
F: I said that the report has to be typed on letter-size paper.
E: Thank you, Mr. Lpez.
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Name: Assessment 3a
1 Write predictions about the future using the verbs in the box. /3 1
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1 Name three parts of each of the following body systems. /4
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Name: Assessment 4a
1 Read the e-mail and complete the table. /5
From: Karen_Rodgz@teenworld.com
To: susansmith@youthclub.com.uk
Dear Susan,
Im really glad were friends. We have so much in common!
We both love playing tennis and swimming. I know you like doing yoga. I dont like it especially, but I
like karate. At school, we both hate history, but I love math. You dont like math, do you?
I know you love baking. Do you think you could send me a recipe for a cake? Saturday is my moms
birthday.
Best,
Karen
f
Karen
Susan 2
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Name: Assessment 4b
1 Circle 15 words in the wordsearch. Then write them next to the words that rhyme
with them. /5
1. look:
2. boat:
3. sang:
4. sea:
5. say:
1. His helped the people rebuild their homes after the ood.
2. It is important to show to people of different beliefs.
3. means to keep trying over and over again until you succeed.
4. is an absolute necessity when taking care of small children.
John opened the car door He called his boss Sir and
for his mother to get in. often asked him for his advice.
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Name: Assessment 5a
1 Read the text and answer the questions. /5 1
Human Genome
A genome is all the genetic material
contained in an organism. The word is a
combination of gene and chromosome
millions or billions of times
throughout a genome. The
human genome, for example
because it includes all genes, chromosomes has 3 billion pairs of bases.
and the DNA of an organism. Genes carry The particular order of As, Ts, Cs and Gs
information for making all the proteins is extremely important. The order underlies
required by all organisms. These proteins all of lifes diversity, even dictating whether
determine how the organism looks, how well an organism is human or of another species. 2
its body metabolizes food or ghts against Because all organisms are related through
infection, and even how it behaves. similarities in DNA sequences, insights
DNA is made up of four similar chemicals gained from genomes often lead to new
(called bases A, T, C and G) that are repeated knowledge about human biology.
1. Genes carry information for making all proteins required by all organisms. 3
2. The order of the As, Ts, Cs and Gs is not particularly important.
3. Proteins determine how well an organism ghts against infection.
4. The protein order dictates whether an organism is human or not.
5. Insights gained from genomes often lead to new knowledge about human biology.
2 Read the rules and mark () the ones that will NOT help you prepare a good
f
presentation. /2
1. Research the information to make sure it is correct.
2. It is better not to use visual aids, such as diagrams, photos or illustrations.
3. Do not present your information too simply or you will not impress others.
4. Be sure to present your ideas clearly and concisely.
5. Check for spelling, punctuation and grammar mistakes.
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1 Complete the sentences with the words in the box. /2
2 Number the signs according to the places where you might nd them. /3
1. beach 3. movie theater 5. hospital
2. park 4. forest 6. parking lot
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Tracks
Unit 1a TRACK 4 GIRL: Good morning. Id like to
TRACK 1 WOMAN: Good afternoon. Welcome borrow some books. L: Right. You
NARRATOR: 1 to X-press Cinemas. BOY: Good need to get an ID rst. GIRL: Sure.
MAN: Good afternoon. GIRL: Good afternoon. Can I have four tickets What do I need to do to get one? L:
afternoon. I forgot my ID and my to see Surviving in the Ocean, please? Fill in this form and bring proof of
Pilates class begins in ten minutes. WOMAN: Sure. What time? BOY: The residence and your school ID. GIRL:
MAN: Dont worry. I can give you 6:15 show, please. WOMAN: OK, Can I use my school ID as proof of
a day pass so you can get in to the four tickets to see Surviving in the residence? It has my address on it.
club for today. GIRL: Great! Thanks. Ocean at 6:15. Thats 20 dollars, L: Im afraid not. You need to bring
MAN: Youre welcome. please. BOY: 20 dollars here you a different one. GIRL: Is the electric
NARRATOR: 2 are. WOMAN: Thank you. Enjoy the bill OK? L: Yes. Thats ne. GIRL: OK.
CASHIER: Good afternoon. May I movie. BOY: Thanks. So I need my school ID, the electric
take your order? BOY: Yes, please. TRACK 5 bill and the form. L: Thats right.
Id like a crispy chicken burger and MAN: Good afternoon. Can I help GIRL: Ill come back tomorrow, then.
a side salad. CASHIER: Anything to you? WOMAN: Yes, please. Im L: If you want, you can ll in the
drink? BOY: A small soda, please. looking for a sweater. MAN: Sure. form today and you can have your
CASHIER: OK, a crispy chicken What size do you need? WOMAN: ID picture taken tomorrow. GIRL:
burger, a side salad and a small Medium, please. MAN: What color Great! Thanks. L: OK. So heres the
soda. BOY: Thats right. would you like? WOMAN: I dont form to ll in and
CASHIER: Thats $4.50, please. know I like blue, green or black. TRACK 8
NARRATOR: 3 MAN: Come with me; this way. Here NARRATOR: 1
BOY: Hello. I need to use a you are. WOMAN: Thanks. Can I RECEPTIONIST: Good morning, sir.
computer, please. WOMAN: For try it on? MAN: Yes. The changing Welcome to Acapulco. MAN: Good
how long? BOY: About an hour. I rooms are over here. WOMAN: morning. I have a reservation. R:
just need to check my mail and Thanks. MAN: Does it t you? Sure. Can I have your full name,
download and print some les. WOMAN: No, I think its too tight. please? MAN: Julian Watson. R:
WOMAN: Right. Computer 4 is MAN: Do you want to try a bigger Thank you, Mr. Watson. Its room
available. BOY: Thanks. size? WOMAN: Oh, no thanks. Maybe 502; here is your key. MAN: Can
NARRATOR: 4 next time. MAN: Youre welcome. someone help me with my luggage?
CASHIER: Good morning. GIRL: Good TRACK 6 R: Certainly. Well take your luggage
morning. CASHIER: Did you nd what WAITER: Good afternoon. May I take up to your room. MAN: Thank you.
you needed? GIRL: No, I couldnt nd your order? GIRL: Yes. Id like the R: Enjoy your stay.
the orange juice. CASHIER: Orange soup of the day and then a chicken NARRATOR: 2
juice? Thats strange. May I call Caesar wrap, please. WAITER: Would CLERK: Hi. What can I do for you?
someone to get it for you? GIRL: you like anything to drink? GIRL: BOY: Hello. Im looking for a puppy.
Yes, please. CASHIER: OK. Give me a Hmm a glass of water and some CLERK: Come with me. Whats your
minute, please. GIRL: Thank you. iced tea, please. WAITER: And what name? BOY: Sam. CLERK: This way,
TRACK 2 would you like to order? BOY: Id Sam. BOY: Wow! Look at that black
WOMAN: Good afternoon. Welcome to like to have the mozzarella sticks, one, its so cute. CLERK: Do you know
Music Castle. BOY: Hello, thank you. please. WAITER: Mozzarella sticks how to take care of a puppy? BOY:
TRACK 3 Anything else? BOY: Can I have the No, not really CLERK: Let me tell
WOMAN: Good afternoon. Welcome steak fajita wrap, please? WAITER: you what you need to do
to Music Castle. BOY: Hello, thank Sure. Anything to drink? BOY: Ill TRACK 9
you. GIRL: Hey, Rob, lets nd the have a glass of lemonade. WAITER: MAN: Good afternoon. GIRL: Hello.
pop section. Id like to listen to the OK. Let me conrm your order A MAN: What would you like? GIRL: Id
Big Five album before I buy it. BOY: soup of the day, a chicken Caesar like an ice cream cone, please. MAN:
OK. Lets ask where it is. WOMAN: wrap, an order of mozzarella sticks One scoop or two scoops? GIRL: One
May I help you? GIRL: Yes, please. and a steak fajita wrap. And to scoop, please. MAN: Do you want
Were looking for the pop music drink, a glass of water, some iced to try our new vanilla-mint avor?
section. WOMAN: Its over here; come tea and a glass of lemonade. GIRL: GIRL: Sure. Is it good? MAN: Of
with me. Are you looking for a Thats right, thanks. WAITER: Youre course its good! Try it. GIRL: Mmm!
specic band or singer? BOY: Yes, welcome. Ill be right back. Its really good. Ill have it. MAN:
the latest album of the Big Five. TRACK 7 OK. One scoop of vanilla-mint.
WOMAN: Thats over there. Here you LIBRARIAN: Good morning. How can Here you go. GIRL: Thanks.
are. BOY: Thanks. I help you?
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Tracks
TRACK 10 TRACK 16 pronounced polish, not Polish.
1. May I help you? 2. What would NARRATOR: An adjective describes a BOY 2: Cool. Thanks!
you like to order? 3. Id like to book noun. An adverb describes a verb, Unit 2b
a room, please. 4. Ill have a small adjective or adverb. An article TRACK 19
salad, please. 5. Thank you very is used before a noun; it can be PRESENTER: Hello, and welcome to
much. 6. Good evening. denite or indenite. A conjunction the program! Today we're going
TRACK 11 joins words, phrases or clauses with to talk to students about facilities
WOMAN: Good afternoon. May I help each other. A noun names a person, for young people in our town. We
you? MAN: Yes, please. Id like to place, thing or state. A preposition have four students in the studio
look at some watches. WOMAN: These describes the relationship between with us. Good afternoon! STUDENTS:
are on sale and theyre very nice. a noun and another noun, verb or Hello. PR: OK, let's start with your
MAN: How much is the white one? adverb. A pronoun replaces a noun opinions: are there enough places
WOMAN: Its $25. Do you want to try or noun phrase. A verb describes an for young people to go in our town?
it on? MAN: Yes. It looks OK Let action or existence. What do you think? STUDENT 1: I
me see the black one. WOMAN: Here TRACK 17 think so, but I go straight home
you are. MAN: I think Ill take this NARRATOR: 1. English 2. Teacher 3. from school every day. I can't
one. How much is it? WOMAN: Let me Elephant 4. House 5. Classroom go out with my friends anyway.
see this one is $28. MAN: OK. Here 6. Eraser STUDENT 2: It's different for me. Both
you are. WOMAN: Thanks. Heres TRACK 18 my parents work, so they don't
your change. MAN: Thank you. BOY 1: Hi, Ron. What are you get home until after dark. I don't
Unit 1b doing? BOY 2: I dont understand like being at home by myself, so
TRACK 12 this word in English. I need to look what should I do? STUDENT 3: You
NARRATOR: The Fisherman and His it up, but I cant nd it! BOY 1: Turn could go to the park PR: Or the
Wife by Jacob and Wilhelm Grimm to the EnglishSpanish section. library, and do your homework
Once upon a time a sherman and Dont just ip the pages. BOY 2: or something. Dont you agree?
his wife lived in a small, dirty shack Yes, I know! But there are so many STUDENT 2: Well, um, yes, but the
near the ocean. One day while words! BOY 1: Use the guidewords library's boring, and I don't feel
he was out shing, the sherman to help you. Whats the word? BOY safe in the park by myself. STUDENT
caught a big sh. The sh said to 2: Po-lish. What are guidewords? 4: We really need somewhere to go
him, Please let me live. I am an BOY 1: Theyre the words at the after school, somewhere safe and
enchanted prince. Put me back in top of the page. They show you fun, like a youth center. PR: Great
the water and let me go. When the the rst and the last words on the idea! OK, that means it's time for
sherman arrived home, his wife page. GIRL: And dont read all the a commercial break. We'll be right
asked, Did you catch anything meanings. BOY 1: Wait, rst he has back. AD: Having a party, watching
today? Yes, said the man. I to nd the word. You know the a movie, hanging with friends or
caught a big sh, but he told me English alphabet, right? BOY 2: Yes, whatever you're doing; get your
that he was an enchanted prince, yes. Pi... Po... pol... Oh, here it is: chips out! Chuy's chips, in ve ery
so I let him go. And what did you polish. There is one with a capital avors: mild, medium, hot, extra
ask for in return? said the woman. P and one with a lowercase p... I hot and "Call the re department!"
Nothing, said the sherman. guess the rst one is the one I want. Chuy's chips. Buy a bag today! PR:
Nothing! shouted his wife angrily. GIRL: No, dont guess. Whats the And we're back with four local high
Go back to the ocean at once! context? BOY 2: Im reading a text school students, and we're talking
But what should I ask for? said the about household chores in the past. about
sherman. They used to polish the silver. TRACK 20
TRACK 13 BOY 1: So its a verb; the word with 1. Get your chips out! 2. I think so.
NARRATOR: 1. mime, time 2. run, one the capital P is a nationality, an 3. What do you think? 4. Well, um,
3. red, said 4. tie, my 5. ten, when 6. adjective. BOY 2: Ah, OK. But how yes, but the library's boring. 5. Dont
fur, her do I know what part of speech it is? you agree? 6. Buy a bag today!
Unit 2a GIRL: Find the abbreviation. It tells TRACK 21
TRACK 14 you what part of speech it is. For 1. Get your chips out! 2. I think so.
NARRATOR: a, b, c, d, e, f, g, h, i, j, k, your context you need a verb. Look, 3. What do you think? 4. Well, um,
l, m, n, o, p, q, r, s, t, u, v, w, x, y, z here it is: v. polish pulir. BOY 2: So yes, but the library's boring. 5. Dont
TRACK 15 is this right: polish? BOY 1: Hmm. you agree? 6. Buy a bag today!
NARRATOR: portn, rock, rite, libro, Lets see. According to the phonetic TRACK 22
seal, lidiar, poquito, seashell transcription, the verb form is PRESENTER: Hello, and welcome to
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Teen Talk! Today's show is about George? G: OK, but life in zoos and it's only two months old.
animals in captivity. Do you like circuses is very hard, and animals NARRATOR: 6
zoos? Are they good or bad for don't have any freedom. They A: Do you understand? B: No, sorry,
animals? What about circuses? Call might live a long life, but it isn't I don't. Could you say that again?
in and tell us what you think at natural. PR: Jenny? J: I accept that TRACK 27
555-1725. We have two guests with it isn't natural, but zoo animals PRESENTER: Hello and welcome back
us in the studio: Jenny Thomas, don't suffer because they can adapt to Teen Talk of the Town. We have two
who's a zookeeper at the city zoo, to their situation. Most animals teens with us in the studio and we're
and George Klein, who's an animal live long and happy lives. PR: And talking about places to go in our
rights activist. Welcome to the we have time for one more caller town. So, rst question, what do you
studio! J: Hello! G: Hi. PR: First of all, before the commercial break. Who's think of the new park? Tom? TOM: It's
let's get your opinion on zoos. Are on line 3? pretty good in my opinion. PR: What
you for or against them? Jenny. J: I TRACK 24 about you, Paola? PAOLA: I agree.
work for a zoo so, of course, I'm in NARRATOR: 1 [SFX thunderstorm] 2 The basketball courts are so cool.
favor of them. They're educational [SFX whistle] 3 [SFX laughter] 4 TOM: Denitely! And I think that the
and they help in the conservation of [SFX clock] 5 [SFX telephone] 6 [SFX lake is awesome. PAOLA: No way! It's
rare species. PR: George, quickly, for conversation] really dirty and the boats are old. PR:
or against? G: Against, obviously; TRACK 25 OK, so a little disagreement there.
zoos are cruel. PR: More from George NARRATOR: 1 Next question, Paola
and Jenny in a minute. Now it's WOMAN: What do you think of your TRACK 28
time for a word from our sponsors. new teacher, Jimmy? BOY: In my PRESENTER: Hello, this is Kip Kransky
AD: My coffee houseInternet, opinion she's very good, ma'am. and welcome back to the show.
chat, e-mail and snacks. We have WOMAN: Is that right? BOY: Yes, she's Today we're talking about pets
the coolest caf in townmy coffee patient and kind. dogs, cats, sh, turtles, parrots or
house. Discounts for under-18s and NARRATOR: 2 even snakes! We have two guests
students. Join us at my coffee house. GIRL: What's your new teacher like, in the studio with us: Kelly, who's
PR: We're back and we have a caller Jimmy? BOY: Really cool. GIRL: Are a dog lover and trainer; and Brian,
on line 1. You're on the air. C1: Yes, you kidding? BOY: No way! I think who has ten cats, that's right, ten
hi, I think zoos are OK, but circuses she's awesome. cats! Welcome, Kelly and Brian!
are terrible! Animals like elephants NARRATOR: 3 KELLY: Hi and thanks, Kip. BRIAN:
and tigers MOM: How do you feel about your Hey, Kip. PR: So, let's start with
TRACK 23 new teacher, Jimmy? BOY: She's Kelly. What kind of pet is the best
PRESENTER: We're back and we have great. MOM: Really? BOY: Yeah, I like and why? KELLY: For me the best
a caller on line 1. You're on the air. her a lot. pet has to be a dog. They really
C1: Yes, hi, I think zoos are OK, but TRACK 26 love you, and they're great with
circuses are terrible! Animals like NARRATOR: 1 children. PR: Brian? BRIAN: Dogs
elephants and tigers need a lot of A: I'm sorry, I don't understand. are OK, but they also need a lot of
space. They shouldn't live in small What does "awesome" mean? B: It attention, like regular walks and
cages in the back of a truck. It's means "very good." baths. And big dogs aren't good
cruel! PR: Good point. What do you NARRATOR: 2 pets because they need space. I
think, George? G: I agree. Circuses A: Sorry, I didn't hear you. Could you think that cats are much better
are even crueler than zoos, but zoos repeat that, please? B: I said, "I think pets. PR: Why's that? BRIAN: They're
aren't good for animals, either. that watching television is boring." very independent. All you do is
PR: And you, Jenny? What do you NARRATOR: 3 give them food. And they're cheap,
think? J: Sorry, George, I don't A: "Cool" means the same thing as too. KELLY: Maybe, but they aren't
agree with you. Zoo animals have "cold," right? B: No, here it means very friendly. And they often break
a healthy diet and they receive the "excellent" or "fashionable." things in your home. BRIAN: No
best medical attention. PR: We have NARRATOR: 4 way! PR: Sorry, Brian, it's time for a
another caller. Line 2, you're live A: Can you give an example commercial break now.
on the air. What's your opinion? of unhealthy food? B: Sure, for TRACK 29
C2: Yes, look, I think zoos and example, chips and candy are PRESENTER: Welcome to the show; this
circuses are ne when they treat unhealthy. is Tamara Read. Today we're talking
the animals well. Many animals NARRATOR: 5 about school uniforms. Call us at
live longer in captivity than in A: Go on, tell me about your new 555-9010 and give us your opinion.
the wild, so it can't be cruel. PR: cat. B: Well, it's gray and white and Now, I have four students in the
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studio with me. Hi, guys! STS: Hello. think a badminton player from TRACK 34
PR: First, Luca, what's your opinion China will win silver. I dont MAN: Hi, kids! Im Doctor Jack.
about your school uniform? LUCA: think he will win the gold medal Today youre going to learn about
Um, I don't like it. It's gray and the because I'll be getting the gold! No, the respiratory system. It's all about
material is uncomfortable. PR: OK, seriously I think an Australian breathing. Yes, b-r-e-a-t-h-i-n-g.
Pete? PETE: I disagree. I like wearing swimmer and a Bulgarian The windpipe or trachea, t-r-a-c-
a uniform because I don't have to weightlifter will win gold as well. h-e-a, and the lungs, l-u-n-g-s, are
wear my clothes to school every TRACK 32 the main parts of this system. It all
day. PR: I see. What about you, GIRL: Were going to have school starts with the nose. You breathe in
Nando? NANDO: I agree with Luca. Olympics next Friday. Were very or inhale, i-n-h-a-l-e, air through
I hate it. We all look the same in excited. BOY: Were going to tell your nose. The air moves from your
our uniforms. We're like robots. PR: you the steps to follow to organize nasal passages, thats n-a-s-a-l
OK. And how do you feel about it, Olympic games at your school. p-a-s-s-a-g-e-s, to the back of your
Sandra? SANDRA: OK, Nando, we all Listen carefully because we have throat. It goes through your trachea
look the same, but that isn't a bad experience. It will be a lot of fun to two tubes. Each tube leads to a
thing. In fact, it's good for equality. for everyone! GIRL: First, form an lung. Your diaphragm and other
If you wear your own clothes and Olympic committee. These kids will muscles in your chest and abdomen
they aren't cool, other students be in charge of the event. It will help you breathe out or exhale,
might be mean and bully you. PR: be a lot of work but youll learn thats e-x-h-a-l-e.
Good point. OK, let's take some many new things. BOY: Then assign Unit 4a
calls. Who's on line 1? C1: Hi, this is responsibilities to each committee TRACK 35
David. I agree that school uniforms member. GIRL: Choose the events NARRATOR: 1
aren't cool, but they're cheap. My you will have for your Olympics. INTERVIEWER: Hello, ma'am.
parents can't buy different clothes Then have the classmates sign Would you mind answering some
for every day of the week. It's too up who want to participate. BOY: questions for our magazine,
expensive. PR: Line 2, what's your Choose the date and time. After Leisure and Pleasure? WOMAN: Of
name and what do you think? C2: that, make a list of all the materials course not, my pleasure. INT: What
Hi, this is Laura. I want to talk about you will need. GIRL: And, of course, do you like doing in your leisure
bullies, too. Say we all wear the you will have to make posters to time? WOMAN: Hmm, I dont know.
same uniform, the bully will look for advertise the event. I dont really have much free time.
another reason to pick on you: your Unit 3b But I guess I really enjoy cooking.
hair, your shoes, your height, your TRACK 33 Mexican food is my specialty. INT:
weight, whatever. A uniform doesn't NARRATOR: OK, kids, lets look at Mmm, delicious!
protect you from bullies, no way! PR: the chart of the skeletal system NARRATOR: 2
OK, we'll be back with more calls with some of the important bones. GIRLS: Hi, guys. BOYS: Hello. GIRL 1:
after this break. Remember, the skeletal system Where are you going? BOYS: Were
Unit 3a supports and protects the body going to our dance class. GIRL 2:
TRACK 30 and gives it its shape. Without this Dance class? GIRL 1: Its not funny.
NARRATOR: system the body would be like a rag Thats cool, you can dance with us
Whether the weather is ne, doll, without any form. First, we at the party on Friday night. BOYS:
Or whether the weather is not. have the skull. Do you know what Well, well see!
Whether the weather is cold, the skull protects? Yes, thats right NARRATOR: 3
Or whether the weather is hot. the brain. Next, we have the neck. WOMAN: Darling, come and watch
Well weather the weather, Then we have the spine on our chart. the Australian Open with me. MAN:
Whatever the weather, Another word for the spine is the You know that I dont like tennis.
Whether we like it or not. backbone. Going down on our chart, WOMAN: Oh, come on. Keep me
TRACK 31 you can see the ribs. The ribs protect company MAN: OK, but only for a
BOY: Hi! My name is Paulo and the heart and the lungs, a very couple of minutes
I live in Rio de Janeiro in Brazil. important job, indeed. Next comes NARRATOR: 4
Im very excited about the 2016 the pelvis, and, after that, we see TEACHER: Today were going to make
Olympic games. I have some the thighbone. The kneecap comes a painting of the tree in the yard.
predictions about the winners of next, followed by the shinbone. Then Take your watercolors and lets go
gold medals. I think a gymnast come the foot and the toes. OK, now outside. STUDENT 1: Oh, no! I dont
from Russia will win the gold. A weve taken a quick trip through our like painting. Im not good at it.
French cyclist will win as well. I skeletal system. STUDENT 2: I dont like it either.
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What a pain! TRACK 39 Do you have a favorite site? How
TRACK 36 NARRATOR: 1 many friends do you have on
NARRATOR: 1 GIRL: Oh, really? Thats good news. that site? Most teenagers would
MOM: Who painted this wall? BOY: NARRATOR: 2 answer Lots, Yes and Many
Hmm. Who knows BOY: Oh, no. That cant be true. to these questions. But have you
NARRATOR: 2 They lost again? ever thought about whether these
WOMAN: Be quiet, boys. BOYS: Sorry, NARRATOR: 3 sites are good for you? Are they
ma'am. WOMAN: Wow! Thats great! We've safe? What risks are you taking by
NARRATOR: 3 made it to the nal 10! using them? Today I am talking
GIRL: Come here, guys. Look! NARRATOR: 4 to Natalia and Eddie, two students
NARRATOR: 4 YOUNG MAN: Hmm. Im not sure. from Julio Verne secondary school
MAN: Can you please help me? What would be the right thing to do? in Veracruz. JACARANDA: Welcome
WOMAN: Just a minute, please. TRACK 40 and thank you for coming to talk to
TRACK 37 NARRATOR: 1 me. NATALIA: Thank you for having
INTERVIEWER: Hi, and welcome to our MAN: What do you like to do? GIRL: us. J: Natalia, you love your social
program, Weekend Fun! Today in Hmm, Im not sure. I like cooking, networking page, dont you? N: Yes,
our studio we have two members but I also like making clothes. MAN: its great. Its a perfect way to keep
of the hiking club, Mike and Anna. You still have two weeks to decide, in touch with my friends. EDDIE: I
Welcome to the program. MAN/ dont you? GIRL: Yes, thats right. agree, I also like communicating
WOMAN: Thanks. Its good to be NARRATOR: 2 with people that way. J: But dont
here. INT: Can you tell our listeners BOY 1: So, where are we going to go? you think it can be dangerous? E:
about the club? What do you do? BOY 2: To Teotihuacn, I think. I like I dont think so. In my opinion, its
When do you meet? MAN: Sure. The visiting archeological sites. BOY 1: very unlikely that anything bad
hiking club is an organization for Yes, thats a good idea. BOY 2: And could happen. N: I disagree. I dont
teenagers and young adults. We we can eat those great quesadillas think its so simple. We need to be
all love the outdoors. We organize there. BOY 1: You always think about careful. Some strangers might use
excursions to the mountains or to food, dont you? our information to rob our houses
the forest every weekend. We like NARRATOR: 3 or to bother us. J: What would you
to hike, climb and rappel. INT: Can WOMAN: OK, Pedro, tell me Do recommend? N: Lets see you
you explain what rappel means? you like being outdoors? BOY: Yes, I shouldnt post your full name on
WOMAN: Of course. It means to go love canoeing and hiking. WOMAN: it. E: But how will your friends nd
down the side of a mountain using And you also play soccer, dont you? N: Your real friends know
ropes. INT: Wow! So all the club you? BOY: Yes; I can organize a your nickname, where you live and
members enjoy adventures, dont soccer team! other personal information. J: Well,
they? MAN: Its denitely not a club TRACK 41 yes, thats true But are all these
for couch potatoes! We dont like WOMAN: So... you like playing the people really your friends? Do you
spending weekends at home. And drums... YOUNG MAN: Oh, yes. I love know all of them? N: Hmm No,
we all hate watching TV! it! WOMAN: When do you play? some are just friends of my friends.
TRACK 38 YOUNG MAN: Every weekend. WOMAN: E: Some just know your name and
ALAN: Hey, Gareth. Do you want Who do you play with? YOUNG MAN: want to join your page. J: So, can
to go to Valle de Bravo on the With some friends. WOMAN: Why you tell me what else we can do to
weekend? GARETH: Hmm. I'm not dont you like riding a bike? YOUNG protect ourselves from unwanted
sure... What would we do there? MAN: I had a bike accident. WOMAN: friends? E: I think
ALAN: Oh, theres plenty to do! We Oh, no! Thats horrible. And what TRACK 43
could swim, for example, and sail. do you take photos of? YOUNG MAN: NARRATOR: 1
You like sailing, dont you? GARETH: People and animals. WOMAN: I dont Its safe, isnt it?
Well, I like to sail, but I hate cold think you like taking photos of NARRATOR: 2
weather. Its really cold in Valle, isnt dogs! You dont like dogs, do you? He doesnt enjoy loud music, does he?
it? ALAN: Yes, it is cold, but that's YOUNG MAN: No, not really. Theyre NARRATOR: 3
no excuse. Just try not to fall into noisy and dirty. You like sh, dont you?
the water! You dont want to stay TRACK 42 NARRATOR: 4
home the whole weekend, do you? NARRATOR: Social Media should we It isnt going to snow, is it?
GARETH: No, I dont. But cant we do love it or hate it? By Jacaranda Ruiz. TRACK 44
something else? How much time a day do you NARRATOR: 1
spend on social networking sites? She doesnt dance well, does she?
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NARRATOR: 2 Hmm. Why not, they look hungry use for big res.
Paul likes swimming, doesnt he? NARRATOR: 3 TRACK 58
NARRATOR: 3 WOMAN: Oh, no! An earthquake. GIRL: Dad, Im really afraid of
My mom is very strict, isnt she? How terrible! VOICE: Do not panic earthquakes. Can you tell me what
NARRATOR: 4 NARRATOR: 4 to do in case of an earthquake?
Alfred didnt help at all, did he? MAN: Take a shower before getting MAN: Sure. First of all, you must
NARRATOR: 5 into the pool. Take a shower before stay calm. If you arent calm, you
You are angry, arent you? swimming? Really? wont be able to think straight.
NARRATOR: 6 TRACK 55 GIRL: What do you mean by
They have a lot of money, dont they? NARRATOR: Part 1. think straight? MAN: I mean its
Unit 4b TEACHER: OK, guys. One more important to have a clear mind
TRACK 45 time Remember that you are to stay safe. GIRL: What are you
(See AB p. 74.) going to a museum and you have saying? MAN: What Im saying is
TRACK 46 to behave yourselves. Dont take that if you panic, you won't be able
NARRATOR: 1 cat, rat 2 bread, bad 3 your lunch with you. We will have to follow the safety procedures.
sit, seat 4 top, shop 5 but, cup lunch after the visit. STUDENTS: Oh, GIRL: OK, I get it. And what are
TRACK 47 no, and what if we get hungry? the right things to do? MAN: Well,
NARRATOR: shirt, skirt / plate, eight / TEACHER: You can wait. And please it depends. If youre outside, move
eye, y / spoon, moon / tree, bee dont touch the works of art. Theres away from electric wires and tall
TRACK 48 a yellow line on the oor around buildings. GIRL: OK. That makes
(See AB p. 76.) each room. Dont cross it. STUDENT: sense. MAN: If youre inside a
TRACK 49 Can we take photos? TEACHER: Yes, building on a higher oor, nd
(See AB p. 77.) but dont use a ash shelter near a sofa or next to a solid
TRACK 50 NARRATOR: Part 2. wall. Stay away from heavy objects,
(See AB p. 79.) STUDENT 1: Look, Pedro. I think this doors, replaces, etc. GIRL: I dont
TRACK 51 painting is great. I wonder how understand why I cant stand in a
(See AB p. 80.) the texture feels. STUDENT 2: Dont doorway? MAN: Because it can be
TRACK 52 get so close to it. Remember not dangerous for you and it blocks the
(See AB p. 81.) to cross the line. STUDENT 1: I cant exit for other people. GIRL: Why
TRACK 53 see. Nobody can see me Oh, no cant I go downstairs? MAN: Never
NARRATOR: Make New Friends What happened? GUARD: Please use stairs during the earthquake.
Make new friends, come here. You crossed the line. Theyre the rst thing to collapse.
But keep the old. Dont cross this line anymore. Its But if the tremors stop, after a
One is silver, connected to the alarm system. few seconds, you can go down
And the other gold. And dont touch the painting. You the stairs, but do it quickly. GIRL:
A circle is round, could damage it. TEACHER: I told And what if I am driving when an
It has no end. you clearly not to cross the line and earthquake starts? MAN: Thats a
That's how long touch the paintings. STUDENT: Im good question. If you're driving,
I will be your friend. very sorry. I wont do it again. you have to stop the car and get
The sky is blue, TRACK 56 out. Make sure you are not under
The earth is green, NARRATOR: If the re alarm sounds a bridge. GIRL: Yes, they are among
I can help in a building Do not panic! Stay the rst things to fall. MAN: Thats
To keep it clean. calm. Close doors and walk to the right! GIRL: Thanks, Dad. I hope I
Across the land, nearest marked exit. Alert others to dont ever have to use these tips!
Across the sea, do the same. Walkdo not run. Do TRACK 59
Friends forever not use the elevator! When you are NARRATOR: 1. If you are walking
We will always be. outside, move away from the doors near a coral reef, you should wear
Unit 5b to allow others to come out. Do not sandals. 2. If you do not wear
TRACK 54 re-enter the building for any reason. sandals, you might step on a sharp
NARRATOR: 1 TRACK 57 coral. 3. If you step on it, you can
BOY: Oh, no, what happened to my NARRATOR: How to use a re be injured. 4. If your injury is not
pants? Fresh paint. Do not sit here. extinguisher: 1. Pull the pin. 2. Aim serious, you should see a lifeguard
Why didnt I read that sooner? at the base of the re. 3. Dont aim for rst aid. 5. If a piece of coral
NARRATOR: 2 at the ames. 4. Squeeze the handle. gets stuck in your foot, you must
GIRL: Do not feed the animals. 5. Sweep from side to side. 6. Dont see a doctor and have it removed.
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Glossary
Brainstorming: generating ideas based around a Skimming: a way of reading quickly. Skimming is
topic. There is no editing or ordering of these ideas. reading through a text very quickly, for example, so
They may then be used as the basis for another that you know what each paragraph is about before
activity such as writing or discussion. It is often very you look at the comprehension questions or to check
productive as a whole-class activity. whether it really is something you want to read or
buy.
Conveying meaning: making sure that students
understand the signicance of the vocabulary
and structures they are learning. Meaning can be
conveyed through mime, examples or paraphrasing. Bibliography
Elicitation: having students provide information Richmond Pocket Dictionary, Spain, Richmond
(vocabulary) to the teacher rather than the teacher Publishing, 2009.
providing it to the students. Elicitation develops
a learner-centered dynamic, makes learning Aga, Gisele, ed. Upgrade, Brazil, Richmond, 2010.
memorable because students link new ideas with
information they already have, and helps to produce Olness, Rebecca, Learner English. Using Literature to
an engaging environment. Enhance Content Area Instruction, United States,
International Reading Association, 2007.
Functional Language: language that is meant to
achieve a particular purpose, e.g. a request or a Pennington, Martha, ed. New Ways in Teaching
promise. Grammar, United States, TESOL, 1995.
Mind Map: a diagram (= simple plan) with lines and Swan, Michael and Bernard Smith, Learner English.
circles for organizing information so that it is easier to A teacher's guide to interference and other
use or remember. problems. Second edition, United Kingdom,
Cambridge, 2001.
Monitoring: watching and listening without
interfering directly, while students are involved in Ur, Penny, Grammar Practice Activities. A practical guide
an activity. Note that in monitoring, there are times for teachers, Great Britain, Cambridge
when a brief intervention is appropriate: to clarify Handbooks for Language Teachers, 1994.
instructions, or to help students move forward by
prompting them with simple questions. Monitoring
is an excellent way of nding out what problems
the students are having so as to be able to give them
feedback.
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Answer Key Fiction Reader
Underline the incorrect word in each sentence. Then write Write M for Massimo and L for Leonardo.
the correct one.
1. M 2. L 3. M 4. L
1. Vasilisas mother gave her a small plastic doll.
Vasilias mother gave her a small wooden doll. Answer the questions.
2. Vasilisas stepmother had three girls. Vasilisas
1. Massimo had disappeared the day before.
stepmother had two girls.
2. A light blue dress and a ribbon in her hair.
3. He wanted Massimo to follow Leonardo and see
Write T (true) or F (false).
what he was working on.
1. T 2. F 3. F 4. T 4. In the cellar of a hospital.
Write V for Vasilisa and TD for The Doll. Number the events.
1. TD 4/2/5/1/3
2. V
3. TD Find the opposites of the words.
1. girl 2. happy 3. pretty 4. old 5. rich
Answer the questions.
1. She didnt want any love in her house.
2. Vasilisa married the Tzar and lived happily ever My Music That Is Our Music
after.
Write J for Jack, A for Anne and T for Tadd.
1. J
Bullying
2. T
3. A
Match the halves of the sentences.
4. J / A
6 because theyre different. 5. J
5 who are abused at home. 6. J / T
3 youll probably get hurt.
2 that he has no power over you. Find the mistake in each sentence and correct it.
4 who are alone.
1. Blues was the music of black slaves that lived in the
1 that he has power over you.
south of the United States.
2. Many slaves worked on cotton plantations.
Write the names of the kids.
3. Blues songs were about how difcult life was.
1. Rosa 2. Nancy 3. Robert 4. Daniel 5. Miguel 4. The Hoochie Coochie Man was written by Muddy
Waters and Willy Dixon in 1954.
Underline the answers. Write A for Anna, G for Greg, L for Louise and J for John.
1. a. 230 1. A / G / L
2. c. 2 2. G
3. a. 25 3. J
4. c. 100 4. L
5. A
Label the actions as examples of Reduce, Reuse, or Recycle.
Complete the information
1. Reduce
2. Reuse Tips for photographers:
3. Recycle Camera should be at the height of subjects eyes. /
4. Reuse Change your perspective.
5. Recycle Things you can collect:
6. Reduce coins / posters / shells / stamps.
Ways to communicate with technology:
Answer the questions. text messaging / personal web page / social
networking website / online messaging.
1. It is a non-prot organization that organizes
Mention two hobbies for boys and two for girls:
community groups.
Boys xing things and playing sports
2. Pour vinegar on them to kill them.
Girls making things and keeping t
(Answers may vary.)
Only Words?
1. Unknown words or expressions. Where Did the Plants and Animals Go?
2. Bilingual dictionary.
3. Mandarin Chinese. Answer the questions.
4. To use as a tourist. / Work for a foreign company.
5. Similar word. 1. To make information more interesting and easy for
6. Bilingual is someone who can speak two languages. people to understand.
7. Possible answers: 2. What the scientists information means.
To know which word you are looking for. 3. Population and pollution
To know how to spell it. 4. Put native plants in your garden. Recycle and buy
To know the context of the word. sustainable products. Answers will vary.
To know what it means in your own language
Define the following vocabulary in your own words.
1. graph used to show complicated information to
What Will Become of Our Future?
convince us about a conclusion.
2. extinction fact of becoming extinct.
Match the columns.
3. pesticide chemicals that kill plants and animals.
1. judicial astrology The study of the planets and (Answers may vary.)
stars in relation to the Earth.
2. weather forecast It lets us know what the climate
will be like on a certain day.
3. climate change It is a change in the pattern of the
weather.
4. natural disaster A natural event that affects
people and the environment.
5. Nostradamus A famous prophet.
6. prediction A declaration that something will
happen in the future.
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