EnglishForYou - 3 - TG

E C O N DARY
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Series Authors
Marcela Isabel Alfonso Caro
Jorge Alejandro Quiroga Villalba
Yuly Andrea González Sarmiento
Claudia Marcela Chapetón Castro
Pilar Barrera Wey
This volume by
Luis Fernando Gómez Rodríguez
C O N D ARY
SE
C O N D ARY
SE

Author
He holds a B.A. degree in English and Spanish from Universidad Pedagógica
Nacional, Bogotá, Colombia, and a M.A. in Education Focused on Foreign
Language Teaching and Literature, from Carthage College, USA. Currently he is
enrolled in the PhD program in English Pedagogy and American Literature at Illinois
State University, USA.
Consulting Reviewers
Randall Barfield
B.A. in English, State University of Georgia, USA.
M.A. in Education, Alabama University, USA.
Freelance teacher of English and editorial consultant.
Mark Forbes
Joel Kellog
&(/7$DQG&(/7$</4XDOL¿HG
3URPHWKHDQDQG4XDOL¿HG
14 years of teaching experience.
Market Research
Adriana Reveiz
Cristina Villamil
Audio Producer
Juan Carlos Jaramillo
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We are very grateful to those who gave permission to reproduce their
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Adapted from You Too! 3 Teacher’s Guide, by Luis Fernando Gómez Rodríguez.
Depósito legal
ISBN volume 978-958-776-030-9

Introduction
1. General Description
English for You is a 6-level secondary school program which experience, in turn, allows them to participate in the collective
guides students into the world of English in an appealing, construction of knowledge in a more inclusive world in which
gradual and enjoyable manner taking into consideration the DOOFXOWXUHVPD\¿WKDUPRQLRXVO\
latest tendencies and approaches in language learning and
teaching. In relation to the cognitive and metacognitive dimensions (see
table on the next page), it is our goal to take students from
a low, basic command of English to a pre-intermediate one
A. Series Characterictics and Objectives %&() E\ PHDQV RI HQKDQFLQJ UHÀHFWLRQ RQ WKHLU ZD\ RI
English for You has a carefully designed communicative learning so that they are able to communicate with native
curriculum, which comprises complete vocabulary and grammar speakers and non-native speakers of this language with a
sub-programs, and integrates organized work on the high level of competence and self-awareness. To do so, we
comprehension skills (reading and listening) and the production include different types of para-textual information in boxes,
ones (writing and speaking). In English for You, all activities charts, Word Banks, and 5HÀHFW RQ *UDPPDU charts, as
are preceded by a preparation stage aimed at facilitating well as attractive and motivating topics related to different
students’ development of comprehension and production subject matters, and to students’ own and others’ cultures and
skills, and successful task accomplishment. academic lives.
Although the series offers a graded and sequential syllabus, Concerning the social, sensorial and affective or emotional
it allows teachers “to make autonomous, opportune decisions development of students (see table below), the series provides
WKDW IRVWHU D KDUPRQLRXV DQG HI¿FLHQW GHYHORSPHQW RI WKHLU plenty of opportunities to develop their self-esteem, to become
classes and the attainment of students’ learning objectives.”1 aware of the importance of valuing diversity, and of getting
Naturally, this teacher decision making process should be involved in cooperative and shared work. For these reasons,
based upon the students, and their intrinsic motivation, learning most activities in English for You, including presentations,
styles, and commitment to the learning of English. exercises, games, songs, tasks, and projects, have been
designed for the practice of human values such as respect,
Our main purpose is to help students become aware of the honesty, solidarity, and environmental awareness, among
importance of learning a foreign language as a component of RWKHUV VR WKDW VWXGHQWV EHFRPH ERWK ÀXHQW XVHUV RI WKH
general education, which nowadays requires individuals to be language and good citizens.
capable of interacting in English as the language of universal
communication, international business and cultural openness. We also deem the “Strategic-Investment Teaching Principle,”
coined by Brown (2001)2, essential to help students develop
English for YouIXO¿OOVWKHSDUDPHWHUVVWDWHGLQWKH&RPPRQ the ability of learning to learn (see table on the next page).
European Framework of Reference for Languages (CEF): Thus, we believe that when students are informed about
Learning, Teaching, and Assessment to assure that there learning strategies and they are modeled and practiced,
is coherence between the theoretical guidelines entailed learners can consciously apply and even transfer their use
in the process of learning a foreign language and both the not only to other subject areas, but also to real-life situations.
pedagogical procedure and the activities to be carried out Therefore, students can eventually become autonomous, self-
within the English classroom. Furthermore, activities in the directed learners. The selection of language strategies was
series take students to a diversity of learning experiences that based on their applicability to a broad range of learning tasks.
accounts for a dual purpose: the development of students’ This means that students use them for all the modalities such
communicative competence, and the improvement of skills as Reading, Listening, Speaking and Writing, and also for
that foster a greater understanding of their own culture. This vocabulary retention.
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1
Breen, M.P., “Theory and practice of education”, in Signs, No. 19, October-December (1997), pp. 42-49, ISSN 11318600
2
Brown, H. Douglas, “Teaching by Principles”, in Teaching by Principles: an Interactive Approach to Language Pedagogy, Second Edition, Chapter 4,
pp. 54-71, Addison Wesley Longman, Inc. 2001.
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. ii
iii
Additionally, we favor the theory of multiple intelligences
Learners’ Development proposed by Howard Gardner3, which informs us that each
Dimensions Tools individual possesses an array of intelligences that are the
result of interaction with the world. Although intelligence has
Language as an object of study been traditionally conceived of as a constant mental construct,
(Learning a language): *DUGQHUGH¿QHVLWDVWKHLQKHUHQWSOXUDOLW\RIWKHLQWHOOHFW WR
Morphological, phonological, solve problems and cope with the challenges posed by the
lexical, syntactic, semantic, surroundings or cultural setting of each individual.
and pragmatic analysis of the Gardner’s revolutionary theory invites teachers to defy the still
target language SUHYDLOLQJP\WKLQWKH¿HOGRI(/7ZKLFKSUHVXPHVWKDWWKHUH
Learning strategies are good or bad learners, and that those who are labeled as
Self-assessment bad learners will never be able to learn a language. One way
Multiple intelligences to shift that paradigm is to ask the question “In what ways are
Language as a tool for my students intelligent?” instead of asking “How intelligent
Cognitive and knowledge acquisition (Acquiring are my students?” Intelligence, as it is conceptualized by this
meta-cognitive a language): theorist, is not a special gift or talent, but rather, a natural,
biological ability that develops over time through persistence
Topics related to science, DQGSUDFWLFHDQGXQGHUVSHFL¿FFLUFXPVWDQFHV
history, arts, literature, politics,
business and money matters, These assumptions entail cautious planning and selection of
technology, etc. activities that promote a gradual development of intelligences,
represented by the symbols in the table beneath. For this
Language as a tool for other
reason, English for You has included a collection of suggested
practical uses:
activities that addresses those multiple intelligences in an
survival, social, occupational,
attempt to meet and boost students’ natural capability to learn
academic, and technical topics:
a language.
Communicative functions
Communicative or interactive Multiple Intelligences
activities:
Social, sensorial Project work linguistic interpersonal

and affective Songs
Games
Role-plays
Dramatizations logical-
intrapersonal
mathematical
What learners should do to
learn
What learners need to do in
Learning and target the target language visual-spatial musical
needs, learning Direct strategies:
strategies and Memory, cognitive and
assessment compensation strategies
Indirect strategies: bodily-
naturalistic
Metacognitive, affective and kinesthetic
social strategies
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3
Christison, Mary Ann, Multiple Intelligences and Language Learning: A Guidebook of Theory, Activities, Inventories, and Resources, Alta Book Center
Publishers, San Francisco, 2005.
iv Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

B. Teaching Approach preferences. Thus, procedural, cooperative, and task-based
learning activities can be properly combined since they all
In English for You, we regard eclecticism as a sound manner rely upon the social exchange of information among learners
to satisfy students’ learning needs and interests, learning styles in order to come up with a group end product, which implies
and mindsets, personality types, predominant intelligences, assigning roles, setting deadlines, stating rules, and reaching
and information processing patterns. agreements among the members of a group, all of these
conducive to an ideal social-learning setting.
Being able to recognize the most valued aspects of the numerous
ODQJXDJHWHDFKLQJDSSURDFKHVEHQH¿WVERWKWKHOHDUQLQJLQPRUH 2. THE CROSS-CULTURAL APPROACH
convenient and varied manners, and the monitoring by teachers.
Besides, it improves teaching practices so as to deal with the One of the salient features of this program is the fact that it aids
challenging process of helping students become successful students in developing sensitivity, understanding, openness
learners. Hence, the purpose of embracing several teaching DQGÀH[LELOLW\LQUHODWLRQWRRWKHUFXOWXUHV,QEnglish for You,
approaches is to allow teachers to broaden their awareness on students learn about several cultures other than the American
what they do, the manner in which they do it, and, above all, how or British ones, without disregarding or disqualifying their
much they may affect their learners. own. In other words, we agree on the fact that when learning
a foreign language, the cultural background of that language
1. THE TASK-BASED APPROACH AND should also be learned so that students are able to interact
COOPERATIVE LEARNING METHODOLOGY in real communicative situations with native and non-native
speakers.
Based on the principle that students learn best when engaged
in meaningful tasks which involve knowledge, comprehension 3. THE CROSS-CURRICULAR APPROACH
and production skills, English for You includes different kinds of
activities to motivate students to use the language meaningfully, In English for You the need for students to gain knowledge
communicatively and cooperatively. When students understand of other subject areas while learning English is of utmost
the purpose of using the target language while performing a importance. In doing so, students can integrate what they
real-life task and challenge, they can learn better than merely learn in the second language into the content of other areas
through isolated verbatim linguistic structures. of study. The inclusion of curricular content in both modules
and projects allows students to learn and reinforce topics and
As such, the approach has as its main objective the development processes associated with other school subjects like social
of students’ communicative competence in the target language, studies, math, natural science, history, literature, etc.
privileging meaning exchange. This, in turn, presumes that
students are not only able to ponder critically upon their own 4. THE LEARNER-CENTERED APPROACH
ways of learning, but also to make important learning decisions
Considering that needs, interests, expectations, personalities,
while interacting with others in their quest for task progress and
learning styles, cognitive styles, and predominant intelligences
achievement. Furthermore, team-guided experiences stimulate
vary greatly from student to student, English for You stimulates
social construction of knowledge, and enhance students’
students’ individual and group creativity and innovation by
capacity to contribute to a more inclusive society.
DLPLQJDWHQKDQFLQJWKHLUVHOIFRQ¿GHQFHDQGVHOIZRUWKVRWKDW
For these reasons, we include a set of meaningful tasks they can learn at their own pace and with their own styles.
consisting of developing team projects, which must be worked
out in a six-step fashion throughout a whole module, and then
Learners’ Development
presented to the class. Such projects are regarded by English
for You as a central tool with which students apply practically Approach Aspect considered
and socially what they have learned.
Task-based & Cooperative work, projects, and
English for You encourages teamwork along every project Cooperative learning tasks.
and in many class activities, owing to the urgent need for all
educational institutions to promote cooperation and competence, Other social groups’ cultural
rather than bare competition. Cross-cultural backgrounds (behaviors, beliefs,
traditions, values, virtues, etc.)
Getting students to work cooperatively for a particular task gives
WKHP D WKUHHIROG FKDQFH ¿UVW WKH\ ZLOO XQGHUWDNH LQGLYLGXDO Cross-curricular Other subject areas
tasks and responsibilities, while keeping group objectives in
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mind; second, they will interact and negotiate meaning; and Students’ needs, interest,
third, they will become aware of the importance of valuing Learner-centered preferences, and learning and
diversity and respecting others’ perceptions, opinions and cognitive styles.
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C. Lesson Planning and 5HÀHFW RQ *UDPPDU charts. Thereafter, the teacher
initiates students into the practice of the presented rules
In English for You we regard lesson planning as a sign of through controlled activities that speed up the learning process
professionalism and for this reason we insist upon prior DQG ¿QDOO\ WKH VWXGHQW LV HQJDJHG LQ D YDULHW\ RI DFWLYLWLHV
preparation and organization of lessons to prevent poor On the other hand, in the inductive process, language rules
performance. In fact, in properly planned lessons there is a are inferred by means of a controlled discovery. That is, the
good chance that most of the students will remain engaged teacher provides students with the means to discover a rule
and involved. A key aspect here is building VARIETY into by presenting the essentials as language examples instead
lessons, which means that activities are Vivid, Appealing, of grammar structures and rules. Students are to understand
Realistic, Interactive, Expansive, Tailor-made and Yielding. the usage of a structure in the context presented and thereby
This is so because planning lessons gives teachers arrive at the rule.
FRQ¿GHQFH DQG WKH FKDQFH WR SUHGLFW FRUUHFWO\ SRVVLEOH
areas of improvement; it ensures that the teaching sequence
is balanced and appropriate for the class; and it allows for
tailoring complementary materials (adjusting them up and
down). The design of the series makes allowances for quite
DFRQYHQWLRQDOLQVLJKWRISODQQLQJZKLFKLVGHYHORSHGLQ¿YH
steps as follows: Warm up, Presentation, Practice, Application,
and Assessment, all of which account for the achievement of
OHDUQLQJJRDOVDVZHOODVIRUYDULHW\DQGÀH[LELOLW\RIDFWLYLWLHV
1. WARM UP
During this step you must set a proper learning atmosphere
for students to get psychologically ready for the lesson.
The activities suggested in this book are short discussions,
observations of pictures or objects, conversations about
previous personal experiences and, in general, activities that
allow students to use their prior knowledge. The activities
should be very appealing and motivating so you can get your
students engaged in the development of the whole class right
fr
room
fromm the
he beginning.
beginnin
eg ng ng.
Additionally, English for You presents content and activities
WKURXJK ERWK WKH EXLOGLQJ DQG UHF\FOLQJ DSSURDFK 7KH ¿UVW
one gradually moves from the simplest to the most complex
DFWLYLWLHVIURPWKHJHQHUDOWRWKHVSHFL¿FRQHVDQGIURPWKH
concrete to the abstract. The second one provides students
with a learning challenge in terms of a new skill area, a different
type of activity, or a new focus.
This stage aims at presenting and explaining the new topic of
the lesson, including vocabulary, grammar, reading and writing
genres and strategies, cultural aspects, and so forth. The
modalities that can be used for this purpose are the following:
2. PRESENTATION use of illustrations and realia, questions and answers, modeling,
To present content and activities, English for You favors both H[HPSOL¿FDWLRQVVRQJVDQGJDPHV,WLVHVVHQWLDOWRJLYHFOHDU
deductive and inductive approaches. On the one hand, the DQGEULHIH[SODQDWLRQVDQGDYRLGWHFKQLFDOWHUPLQRORJ\RU¿HOG
deductive one consists of an effective step-by-step process VSHFL¿F MDUJRQ WKDW PD\ FRQIXVH VWXGHQWV )XUWKHUPRUH WKH
that helps students arrive at language through rules, giving explanations should be contextual to help students see and
them a complete sense and understanding of the English DSSUHFLDWHWKHUHOHYDQFHDQGVLJQL¿FDQFHRIWKHQHZPDWHULDO
language. It promotes prior exposure of students to language to be learned. Last, but not least, opportunities for constant or
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fundamentals in a pretty systematic and logical manner. Thus, permanent language exposure are guaranteed throughout the
students are introduced to grammar rules and structures by series before having students actually practice and produce
means of reading passages, listening exercises, Word Banks, language in either oral or written form.
vi Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
3. PRACTICE 5. ASSESSMENT
At this point, students should be engaged in activities that Even though each unit has a page devoted to the assessment
allow for the application of new information or knowledge. The of students’ progress, assessment is a permanent process
activities that can be used during this step should be as varied and, as such, must be carried out during the on-going lesson.
DQGÀH[LEOHDVSRVVLEOHZKLFKVXJJHVWVWKDW\RXDUHPRUHWKDQ This suggests that any moment or activity is opportune for the
welcome to include extra learning activities to complement and teacher to check what students have understood and how
enrich a lesson besides the ones suggested. The Practice is much they have been able to apply.
a stage in which students are supposed to move from a very
controlled to a more creative and freer situation. Bear in mind that Lesson Planning
controlled practiceVKRXOGDOZD\VEHPRGHOHGDQGH[HPSOL¿HG
by you in a crystal-clear and meaningful fashion. Remember short discussions, description
that you must guide your students’ efforts and provide all the Warm up of pictures, conversations about
assistance they may need. Once you get students ready, you previous personal experiences
ought to proceed with a semi-controlled practice in which you illustrations, realia, questions and
allow them to include elements that they already know and that Presentation
DQVZHUVH[HPSOL¿FDWLRQJDPHV
are pertinent to the exercise being carried out. Finally, you can
give them the opportunity to use whatever they have learned models, examples, role-play,
Practice games, charades, mimicry
in other
othee situations,
other ati ns more
situa
tuations, moree creatively.
crea
cr e tivelyy.
songs, games, rhymes, tongue
twisters, contests, role-plays,
Application
discussions, presentations,
reports, surveys
6. EXTRA IDEAS
At any moment along the development of the lesson in the
guide, teachers working with English for You ZLOO ¿QG D
highlighted section called Extra Ideas. In it, there are further
suggestions to enhance the motivation of students and their
4. APPLICATION engagement in activities.
The purpose of this phase is to provide a variety of instances These Extra Ideas consist of games, contests, role-plays, and,
for reinforcing and applying new knowledge in many different in general, fun activities that help consolidating the concepts
ways. Among the activities that may be used at this point are and functions being worked on. They also provide students
games, songs, rhymes, tongue twisters, contests, role-plays, with new situations in which to apply their recently acquired
arts, discussions, presentations, reports, and surveys, as knowledge.
know
kn owledge.
well as workbook exercises. In addition to the whole range
of learning activities and exercises provided in the Students’
Book, English for You Teacher’s Guide offers alternative
choices to expand on them and have students proceed with
hands-on- work experiences that promote language intake,
acquisition,
q , access and,, thus,, successful production.
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Introduction
2. Components
The program consists of 6 Student’s Books, with their the Student’s Book; these lessons work with the vocabulary
corresponding Workbooks, a Teacher’s Guide for each level, strategies already studied and, additionally, propose new
1 audio CD for the student and 2 audio CDs for the teacher strategies.
(per book), all of which have been carefully planned to foster
HI¿FLHQWDQGHQMR\DEOHOHDUQLQJ$OOWKLVPDWHULDODLPVDWORQJ Lesson 3: Reading and Writing. This lesson reinforces the
term retention of information, effective meaning negotiation reading and writing skills using authentic texts related to the
DQGLQWHUDFWLRQZKLFKLQWXUQKHOSVVWXGHQWVEHFRPHÀXHQW book’s contents. Activities for pre-, while- and after-reading are
effective users of the English language. In regards to the included. The text production process has been divided into
linguistic aspect, students are permanently exposed to the the same number of phases.
language in diverse manners, each one posing a different At the end of each unit, a self-assessment chart is included.
challenge and degree of complexity. This chart invites students to evaluate their performance
in each of the Workbook and Student’s Book exercises in
A. Student’s Book accordance with the proposed functions and strategies. This
VHOIUHÀHFWLRQ H[HUFLVH DOORZV VWXGHQWV WR VHW QHZ OHDUQLQJ
Each book contains 6 units that have been arranged into 3 goals and strategies for improvement.
modules of two units each. There is a wide range of attractive
topics for students such as countries and nationalities,
communities, celebrations around the world, arts, extreme
C. Teacher’s Guide
sports, the animal planet, amazing and real life stories, Each Student’s Book is accompanied by a Teacher’s Guide
environmental issues, business and money matters, inventions LQ ZKLFK WHDFKHUV ZLOO ¿QG WKH SURJUDP FKDUDFWHULVWLFV DQG
and technology, among others. Such topics require students to objectives, an overview of the teaching approaches behind
either recall or do many of the things they may have either it, an explanation of the book and module structure, and the
seen or done in real life, thus stimulating a more realistic lesson planning principles that lie behind the series.
end-product or language output. The book offers plenty of
visual aids that must be exploited as much as possible to help The pages in English for You Teacher’s Guide alternate
students identify meaning and content and, thus, get them with those of the Student’s Book (with answers), present
interested in the subject as well as engaged in the class right explanations, step by step procedures in relation to suggested
from the beginning of the process. Another characteristic of activities, extra activities, methodological aspects to bear in
English for You is its copious opportunities for reinforcing mind in the EFL classroom, additional activities to work on the
and consolidating, through gap activity exercises, a two- glossary, and answers to the exercises.
page illustrated glossary for each module, glossary activities,
grammar charts, formative quizzes, a two-page test-training D. Audio CD
VHFWLRQDQGDVRQJOHDÀHWFRQWDLQLQJWKUHHURFNDQGSRSVRQJV
per level. The idea of including songs is to allow teachers to Each book comes with 2 CDs for the teacher, and 1 CD for
offer an utterly relaxing lesson at any moment along each the student, which contain all the listening passages plus a
module with activities that stimulate the listening ability and collection of eighteen songs (three for each level) bearing
motivate students to understand the words and sing the song. in mind two main aspects: presenting audios which are
communicative, not just the repetition of what is written on
the page. These audio recordings can be used as a source
B. Workbook of information, and as a pronunciation model. The second
It contains expansion activities designed in accordance aspect has to do with real-life contexts and communication.
with the different functions worked in the Student’s Book. It All the dialogs are featured at a natural speed, intonation
is composed of six units, each of which is divided into three and pitch. Students are permanently exposed to different
lessons. listening strategies that range from ear training to deducing
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meaning from context, recognizing the speaker’s intention,

Lessons 1 and 2: Grammar and Vocabulary. For practicing the and dealing with background noise, environmental sounds,
vocabulary and structures introduced in lessons 1 and 2 of and interference.
viii Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Introduction
3. Module Structure
Each module is organized in a consistent manner so as to involved in more extended communication than other
facilitate both students and teachers to gradually move from practice activities. Likewise, in fostering monologs, students
controlled to free activities. In doing so, each module is are asked to refer to family issues and give short, prepared
comprised of two units which are largely similar. presentations by using short sentences. Finally, to develop
written expression, indicators such as (the student) completes
Module Opening IRUPVZLWKVSHFL¿FLQIRUPDWLRQDQGZULWHVSDUDJUDSKVRUVKRUW
texts describing personality, preferences, experiences, or
Each module starts with a two-page opening that states the giving personal opinions about a particular topic, are included.
learning goals in relation to the comprehension skills, reading
and listening, and the production skills, writing and oral Additionally, key vocabulary, structures, useful expressions,
production (like monologs and conversation), which students idiomatic expressions, and learning strategies are included.
are expected to achieve once they have worked on the module Furthermore, at the beginning of each module opening, general
thoroughly. It also includes the language indicators adjusted to questions are posed to attract students’ attention, interest
the standards stated by the Common European Framework of and curiosity, and so prepare them before reaching their total
Reference for Languages (CEF). engagement in the learning activities. To make the most of
those introductory questions, elicit as much as possible all the
Therefore, indicators such as (the student) understands basic information and previous knowledge students may already
LQIRUPDWLRQRQIDPLOLDUWRSLFVDQGLGHQWL¿HVWKHJHQHUDOWRSLF have on the topic. This, in turn, will allow them to understand
and relevant details in short conversations are included in easily, deal with and, most probably, expand the tasks in a
regards to listening comprehension. Similarly, in relation to related or follow-up activity.
reading comprehension, indicators such as (the student)
XQGHUVWDQGV WKH PDLQ LGHD RI D SDVVDJH LGHQWL¿HV GHWDLOHG
RU VSHFL¿F LQIRUPDWLRQ RI D WH[W DQG XQGHUVWDQGV FRQWUDVW
The Central Role of Projects Along Modules
UHODWLRQVLQVKRUWUHDGLQJVDVZHOODVLGHQWL¿HVNH\ZRUGVDQG $WWKHHQGRIHDFKPRGXOHRSHQLQJVWXGHQWVZLOO¿QGDVHFWLRQ
information in short passages are dealt with. As the focus of called Project. This project is considered the central core of
interaction tasks is on practicing the language in a meaningful the module as its execution in stages requires the application
way, indicators like (the student) socializes (introductions, RIVWXGHQWV¶QHZNQRZOHGJHDFTXLUHGLQHDFKOHVVRQ7KH¿QDO
greetings and farewells), asks and answers simple questions product of this process is to be shared with the whole class at
on familiar topics, and expresses his/her personal points of the end of each even unit, in the section Share Your project.
view on a given issue are essential in order to get students
In English for You, projects are conceived as
multi-skill activities focusing on meaningful tasks
that stimulate cooperative work as a means to
express students’ knowledge, aptitudes, interests,
and feelings. Simultaneously, teachers could take
advantage of the project to teach and reassure
values, help students identify and take advantage
of their strengths and to properly use DVD and
CD players and other school supplies.
Before asking students to start working on their
projects, let them know what the project is about,
and have them discuss what a team is as well
as the main features or characteristics of a
successful one.
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After the module openning, each unit is structured

as follows:
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. ix

a. Lesson 1: Grammar and Vocabulary Although practice and application exercises
rci es are
are the core of
o
this lesson, structural correctness is not
ot the
t e only
only issue here.
here
,Q RUGHU WR HQDEOH VWXGHQWV WR XVH WKH ODQJXDJH FRQ¿GHQWO\ Students also deal with other social aspects
ects of language
nguage
ge such
English for You provides a sound basis of vocabulary that as tone and degrees of formality.
is presented and practiced in context through listening and
speaking activities. It incorporates lexis and structures that ented in clearly-
As such, a pronunciation sub-program is presented
students, at this level, need in order to communicate effectively. labeled boxes, which are integrated in any lesson. The idea
Cognitive and metacognitive strategies are included so that is to highlight the importance of recalling the pronunciation of
students learn how to store and retrieve information whenever words by associating them with the sound of others.
they need to.
c. Lesson 3: Reading and Writing
The main objective of this lesson is to facilitate either students’
expansion or acquisition of knowledge about curricular and
cultural topics while developing reading comprehension and
writing skills.
Both, reading and writing strategies are presented explicitly
and must be modeled by you for students to understand
strategy use, as well as the importance of applying, monitoring,
and transferring them so that they can eventually learn in an
independent manner.
As reading authentic texts is the main goal of the reading
competence, students can familiarize themselves with real-life
texts. Pre-reading and post-reading activities are presented,
as well as a guided process to help students develop writing
skills by following patterns and sequences according to the
b. Lesson 2: Grammar and Vocabulary types of written texts they are asked to produce.
This lesson introduces structures as well as functions of the
language in a context-bonded manner.
English for You facilitates the learning of structures and their
appropriate use. To do so, grammar is presented in real-life
dialogs according to communicative functions, and then in the
5HÀHFWRQ*UDPPDUchart as an explicit way of emphasizing
structures and exemplifying their use in context. Students will
learn how to organize words deductively and inductively so
that they convey meaning. They will also incorporate their prior
NQRZOHGJHLQWRWKHXVHRIODQJXDJHLQVSHFL¿FVLWXDWLRQVQRW
just language usage.
d. Lesson 4: Culture and Communication

In lesson 4, students will be able to approach communication
from a daily perspective, as they will be able to learn sayings,
proverbs, idioms and colloquial expressions within common
day-to-day interaction.
Besides that, in this lesson they will be able to carry out Gap
L]Y[`]jk?ma\]+
Activities in which they interact for meaning exchange, and will

EHDEOHWRUHÀHFWXSRQWKHGHYHORSPHQWRIWKHLUYDOXHV
x Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

,GLRPV e. Time for Fun!
In this lesson, a strong emphasis has been placed on idiomatic In English for You, games are regarded as part of the
expressions to help students sound more natural. To do so, language syllabus since they constitute a motivating link
it is advisable to get them aware of the value of grammar, between the classroom and the real world. They are also
pronunciation and intonation, as well as idiomatic expressions viewed as context setters in which language becomes useful
ZKHQ OHDUQLQJ D ODQJXDJH +HUH VWXGHQWV ZLOO ¿QG LGLRPDWLF and meaningful, and are best set up by demonstration, not by
expressions as part of everyday language that helps the learner long explanations.
get to know the culture of the target language. If students have
just started school or are new to English for You, challenge All throughout the series,
their knowledge of idioms in their mother tongue by eliciting at alternatives are given to
least three well-known ones before having them work on the make the most of this
selection of idioms in the units. If, on the contrary, students are section, considering
already familiar with idiomatic expressions, take advantage that students learn
of this and start by recycling some of the ones learned more effectively
SUHYLRXVO\E\ IRU H[DPSOH VD\LQJ WKH ¿UVW SDUW RI WKH LGLRPV DQG HI¿FLHQWO\ ZKHQ
aloud while writing them on the board, and asking students to engaged in motivating
¿QLVKWKHPDQGVKDULQJWKHLUUHVSHFWLYHPHDQLQJ and enjoyable activities.
This section’s primary
objective is to recycle,
review and reinforce the
language structures and
functions learned during
WKH¿UVWOHVVRQV
While in odd-numbered
units (1, 3, and 5) students are encouraged to play a game in
this section; in the even ones (2, 4, and 6), they are invited to
socialize and share their projects.
f. Share Your Project

The Share Your Project
5HÀHFWRQ9DOXHV section appears in
every even unit with
English for YouKDVDOVRLGHQWL¿HGDQGDGGUHVVHGWKHQHHGIRU the purpose of having
teaching and reassuring values by gradually leading students students present their
to understand and embrace diversity, realize the importance of projects’ end-product.
respecting other people’s preferences and ideologies, consider In order to do that, this
WKHEHQH¿WVRIVKDULQJDQGOHDUQLQJZLWKRWKHUVDQGKDYHWKHP section starts by asking
UHÀHFWXSRQWKHLURZQYDOXHV$VVWXGHQWVDUHDGROHVFHQWVEH VWXGHQWV WR UHÀHFW XSRQ
as tactful as possible when dealing with values. No one would the process they followed
like to be put on the spot and judged on this matter. and how they solved any
GLI¿FXOWLHVWKH\PD\KDYH
had. Then comes a short
explanatory text dealing
with how society has
used the same type of product along history, so that students
JHW FRQWH[WXDOL]HG DQG ¿QDOO\ D VHW RI KLQWV DQG XVHIXO
expressions are given to students as for them to be able to
give their presentations more successfully.
L]Y[`]jk?ma\]+
,WLVUHFRPPHQGHGWKDWZKHQVWXGHQWV¿QLVKWKHLUSUHVHQWDWLRQV
WKH\UHÀHFWXSRQWKHSRVLWLYHDVSHFWVDQGVHOISUDLVHIRUWKDW
as well as on “things to improve.”
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. xi

You could also offer them (QJOLVK IRU <RX 6WXGHQW¶V %RRN
a little something to reward and Teacher’s Guide include
them and enhance their a one-and two-page range of
motivation and engagement. vocabulary exercises, respectively,
as a complement that aids students
g. Quiz Time to build-up, expand, and reinforce
This evaluation section has vocabulary in context. Those pages
been carefully designed to are called Glossary Activities.
review and monitor students’
progress along the way. At
i. Test Training
the end of every quiz, a Self- As mentioned before, the series
Evaluation chart is given to complies with the CEF standards,
help students identify their which implies students’ achievement
strengths and weaknesses of a pre-intermediate command of English. To attain this, at the
DV WKH\ UHÀHFW XSRQ WKH end of each module the series offers a two-page Test-Training
objectives of each unit. Thus, the pedagogical idea of this section. The goal of this section is to get students ready to take
section is to make the evaluation time a positive experience WKHSUR¿FLHQF\WHVWV.(7DQG3(7ZKLFKVWDQGIRU.H\(QJOLVK
that brings out the best in students, and, thus, builds up their Test and Preliminary English Test, and correspond to a basic
FRQ¿GHQFHLQWKHSURFHVVRIOHDUQLQJDODQJXDJH and an intermediate level of 320 and 500 hours of cumulative
instruction, respectively.
h. Glossary
These mock tests can be applied when the teacher considers
In addition to the quiz at the end of each unit, English for
LWDSSURSULDWH7KH.(7OHYHO$RIWKH&()PHDVXUHVWKH
You provides a two-page illustrated glossary which comes at
practical basic interpersonal communicative abilities. The PET
the end of each module. The glossary is a guide for students
(level B1) of the CEF measures the practical intermediate,
to expand their vocabulary as it includes the new terminology
interpersonal communicative abilities. In other words, it permits
and illustrations of the key words presented in the module. The
establishing levels of development related to intermediate
linguistic (reading, writing, listening and speaking) abilities.
L]Y[`]jk?ma\]+
xii Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Project
Module A A World of Stories
Throughout this module students will prepare an oral presentation on their favorite idol.
Unit 1 - Then and Now Unit 2 - Telling Stories

Topics
The life of celebrities Stories

Customs and traditions around the world Personal experiences
Asking for and giving information about habits and activities that Expressing existence in the past.
Functions
happen regularly. Talking about actions in progress in the past and completed
Talking about past events and completed actions in the past. actions.
Describing celebrations. Understanding and producing simple narratives.
Expressing simple opinions about leisure activities (rating a movie). Checking on meaning.
Checking on meaning.
Verbs to express habits Words related to parties

Regular and irregular verbs
Vocabulary
Legendary creatures
Colloquial expressions:
Go off the scale of terrible;
Curiosity killed the cat;
Make the grade;
Take one’s breath away;
Be out of this world
Be caught red-handed
Simple Present Tense (review): affirmative, negative, interrogative There was / There were (affirmative, negative, interrogative).
(Yes / No questions, Wh-questions). Past Progressive Tense (affirmative, negative, interrogative) and
Grammar and
Expressions
Adverbs of frequency (review). Simple Past Tense.

Simple Past Tense (review): affirmative, negative, interrogative Adverbs with –ly ending
(Yes / No questions, Wh-questions). It was awesome!
Connectors of sequence: first, then, after that, finally It was incredible!
Take care of… It was great!
How did you like…?
Guess who?
Who is it?
Reading: Scanning. Reading: Relating new and previous information.

Skills and Strategies
Writing: Using connectors. Writing: Using adverbs.

Listening: Listening only to the information needed. Listening: Underlining.
Vocabulary: Organizing words and expressions into groups. Vocabulary: Associating images and words.
Speaking: Learning synonymous responses. Speaking: Answering key questions.
Pronunciation: /t/ - /d/ - /id/ Pronunciation: /ŋ/
Teacher’s Guide 3
Receptive strategies Productive strategies

Training
Looking for synonyms and antonyms. Thinking of key questions: When? Where? What?
Test
Reading instructions and statements before listening Thinking of ideas defending one’s position and ideas criticizing

to a recording. another person’s position. xJii
Project
Module B Technology and Personal Life Issues
Throughout this module students will investigate about an invention
or technological innovation.
Unit 3 - Technology: A Part of Our Lives Unit 4 - My Relationships with Others

Technology
Responsibilities at home and at school
Topics

The thumb generation
Teen’s problems

Life in the future

Following and giving simple instructions.
Asking for and giving advice.

Talking about how to operate things.
Saying what is the right thing to do.
Functions

Talking about future plans.
Asking for and giving permission to do something.

Making decisions at the moment of speaking.
Expressing obligation and lack of obligation.

Making predictions.
Giving prohibitions.

Expressing confusion and disappointment.
Expressing agreement and disagreement.

Expressing opinions.

Words related to the use of technological devices

Duties at home and at school

Phrasal verbs
Colloquial Expesions:

Words to describe feelings
Be a pain in the neck;
Vocabulary
Be out of order;
Make up one’s mind; Be in hot water;
Get on one’s nerves Be in no mood for;
Speak one’s mind freely;
Enough is enough!
Imperatives Modals: should, can, have to, must

Grammar and
Collocations Addition and contrast: in addition, also, besides, on the contrary,

Expressions
The future with Will (decisions and predictions) instead, however

Present Progressive Tense for future arrangements and plans I don’t think… / believe…
I believe / think / predict / estimate… In my opinion…
I strongly believe that…
I don’t agree with that idea because…
Reading: Reading through a text for key words. Reading: Paying attention to the context.
Writing: Inferring meaning through applying rules. Writing: Using connectors that express addition and
Listening: Paying attention to connectors. contrast.

Vocabulary: Creating mental images of words. Listening: Determining the speakers’ intentions.
Speaking: Placing new expressions into different contexts. Vocabulary: Understanding and using phrasal verbs.
Pronunciation: /l/ Speaking: Acting out freely simulated situations.
Pronunciation: /æ/ - /ʌ/
Receptive Strategies Productive Strategies

Training
Focusing on known words without worrying about the

Test
unknown ones. Writing a draft of a text.

Getting familiar with the headings of a chart; concentrating on the Brainstorming and making notes on ideas and opinions.
verbs speakers use.
Project
Module C Exploring the World
Throughout this module students will design an eco-poster.
Unit 5 - Trips and Adventure Unit 6 - Let’s Heal the World!

Topics
Exciting
trips Endangered species
Tourist
places around the world Globalwarming
Famous travelers in fiction General interest issues
Talking about something that happened in the past without. Talkingabout future plans and intentions.
specifying when it happened. Talkingabout what will happen under certain conditions.
Functions
Talking about recent actions. Making comparisons and expressing degrees of difference.
Asking for and giving travel information. Persuading and asking people to do something.
Asking for and giving simple information about places. Checking on meaning.
Making comparisons and expressing degrees of difference. Understanding notices and signs.
Words related to traveling Words related to environmental problems

Adjectives to describe places
Vocabulary
Past participle form of verbs

Colloquial Expesions: Sooner or later;
It’s not rocket science;
Be hopping mad;
It stands to reason;
Get the picture;
Take the bull by the horns
Be broke
Present Perfect Tense (affirmative, negative, interrogative) Firstconditional

Ever, never, already, yet Superlative form of adjectives (review)
Comparative form of adjectives (review) The future with Be + going to (affirmative, negative, interrogative)
Grammar and
Expressions
Have you ever…? Wildlife is not on sale!

Have a great time! Help the Earth, help yourself!
What are you waiting for? Save our planet
What’s new with you? Time and animals are running out
No more forest destruction
Act now!
Help us save / clean / keep…
Reading: Relating the title of a reading to personal Reading: Creating questions about each paragraph of a
experiences. text.
Writing: Looking for grammar clues. Writing: Following models.

Listening: Using the information of a written text while Listening: Listening to something several times.
listening. Vocabulary: Identifying synonyms or related words of new
Vocabulary: Using the dictionary. words.
Speaking: Working on intonation and stress. Speaking: Expanding conversations by providing extra and
Pronunciation: /v/ noteworthy information.
Pronunciation: /l/ - /i/
Teacher’s Guide 3

Training
Test
Interpreting the meaning of signs. Following a writing plan.

Looking at pictures first and thinking of words to describe them. Taking time to think of answers and counterarguments.
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. xW
Review Unit Friends and School Are Fun!
1. Look, listen and label.
Antonio and his friends

Sam and Paul
Bill
Jane and Dennis
Chris Clara
Laura
Richie
Gus
David
Rita and Maggie
Sally Margaret
Word Bank
Rita and Maggie Antonio and his friends David Jane and Dennis
Bill Sally Clara
Derechos reservadosChris
Educactiva S. A.Margaret
S. Prohibida su copia, Sam and Paul y/o distribución.
reproducción
Review Unit
Friends and School Are Fun!
Prepare students by having them work on the following 1. Look, listen and label.
exercise. Ask them to get into small groups and draw the chart
Have students look at the picture and ask them to think about
below in their notebooks. Invite them to remember and write as
where the teenagers are and the activities they are doing.
many words related to life at school as possible, according to
Then, focus their attention on the names in the Word Bank. Tell
each category. Allow them 10 minutes to do this task. Provide
them they have to listen to the recording and label the people
the examples suggested. Then, practice the pronunciation of
in the pictures using the names they have just read. Stress
the vocabulary with them.
the fact that this time they are going to focus their attention
on the names of the people in the picture. Play the CD two or
Classroom Subjects Places Activities People WKUHH WLPHV ,I QHFHVVDU\ SDXVH EULHÀ\ HYHU\ QRZ DQG WKHQ
objects
so students can have some time to write down the names of
Desk English Classrooms Reading Students the people in the boxes. Finally, check answers by eliciting the
Eraser Math Doing Principal names from the students themselves.
Sharpeners homework
Workbook: Pages 6 to 7
Ask students to work on the corresponding Workbook
exercises. They are a great opportunity for them to internalize
the language models studied in the Student’s Book and to
promote their asking and solving of related questions.
Teacher’s Guide 3
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. 5

6
2. Write the names of the people in front of the No change Drop the -e Double the consonant
sentences.
stay – staying love – loving get – getting
Have students read the sentences and write the names based
on the picture on the previous page. Have them compare their sleep – sleeping fake – faking sit – sitting
answers in pairs then check.
This exercise aims at reviewing the Present Progressive Tense.
3. Match the names with the verbs. Then, write what the Go over the instructions with students and have them match
people are doing in the picture. See the example. WKH QDPHV ZLWK WKH YHUEV ¿UVW 1H[W UHDG ZLWK VWXGHQWV WKH
example given and ask them to write what the people are doing
in the picture on page 6. Once you have checked answers as
Before doing the exercise, review with students the spelling
a class, ask students to close their books and remember what
of the –ing ending. Write some of the following words on the
the people in the picture are doing. Ask them questions such
board and let them remember the rules by themselves.
as the following: Who is sitting on a seesaw? Who is speaking
on the cell phone? Who is eating a sandwich?
Teacher’s Guide 3
7 Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

2. Write the names of the people in front of the sentences.
a. They are standing next to a big tree. Jane and Dennis
b. She is sitting on a bench. Sally
c. She is wearing an orange blouse and purple jeans. Laura
d. He is sitting on a seesaw. Bill
e. He is wearing a blue T-shirt and red jeans. David
f. They are looking at themselves in a mirror. Rita and Maggie
g. She is wearing a blue jacket. Margaret
h. They are two friends sitting on the grass. Sam and Paul
i. She is wearing a white blouse, a red skirt and black boots. Clara
j. They are wearing red caps. Antonio and his friends
3. Match the names with the verbs. Then, write what the people are doing in the picture.
See the example.
d .
(listen to) He is listening to music on his iPo
a. Jane and Dennis
g a___
gin___ ___ ___g__________________
k son _______.
(sing) ___
___is
He ___
sin roc
b. Sam and Paul
web___________________________
the ___
_.
(surf the web) ______
She is sur ______
___fing
c. Bill
___y___
The are ___bin
___com the___
___g___ ___r______________________.
ir hai
d. Margaret (comb)
______
___ing on her cell___
______ pho ne___________________.
___
(talk) ______
She is talk
e. David
___ ___ng___
alo ng__________________
___ _______.
(clap along) ___y___
The ___cla
are ppi
f. Sally
ng___ ___a________________________ ____.
(drink) He ___
___dri
___is nki___ a sod
g. Antonio and his friends
___y___
The ___clim
are ___g___
___bin ____________________________.
a tree
h. Chris (climb)
___y___
The ___
___eat
are ing san___
___a___ ich______________________.
dw___
i. Richie, Gus and Laura (eat)
___ ___
___pic ___s __________________
ture _______.
(take) ___y___
The ___tak
are ing
j. Rita and Maggie
7
4. Complete the sentences with me, you, him, her, it, us or them. Then, listen and check.
A B
a. Are some students listening to Chris? Yes, they are listening to ___________.
him
b. Chris likes jazz, right? No, he doesn’t like ___________.
it He prefers rock.
c. Who’s talking to Clara? Nobody is talking to ___________.
her
d. Is Chris playing the guitar? Yes. Everybody loves ___________
him when he plays ___________!
it
e. Who is watching the students? The teacher is watching ___________.
them
f. Who’s speaking to Jane? Dennis is speaking to ___________.
her
g. Do you know Antonio’s friends? Sorry, I don’t. Could you introduce ___________
me to ___________?
them
h. Mom made some sandwiches for ___________.
us For you and me? Well, thank ___________
her for ___________.
me
i. Is the teacher looking at me? No, she isn’t looking at ___________.
you She is looking at Sally.
j. C’mon! Antonio wants to play with ___________.
us Great! Let’s climb that tree!
5. It is very snowy, so nobody can go to school today. Complete the telephone conversation with the Simple
3UHVHQW7HQVHRU3UHVHQW3URJUHVVLYH7HQVHIRUPDIÀUPDWLYHRUQHJDWLYHRIWKHYHUEVLQSDUHQWKHVHV
Matt: Hi, Patty. I ______________________

am calling (call) to tell you that we ______________________
don’t have (not / have) class
today because of the terrible weather. The school is closed.
Patty: Yeah, I know. It ______________________
is snowing (snow) a lot. Are you with your family?
Matt: Yes, I am. This is a weird morning for all of us, so we ______________________
are not doing (not / do) the usual things.
Patty: Really? What are you doing?
Matt: Well, Dad usually ______________________
takes (take) the bus to work at this time, but he
______________________
is reading (read) the newspaper instead. Mom always ____________________leaves (leave) for
the gym at this time, too, but she ______________________
is listening to (listen to) the news on the radio. My brother
______________________
is playing (play) with the cat and I ______________________
am making (make) some pancakes and
coffee for breakfast.
Patty: Well, my family is at home, too. But they ______________________
are sleeping (sleep)!
Matt: How come? Oh, Sally! The pancakes ______________________
are burning (burn). Gotta go.
Patty: I understand. You ______________________
don’t cook (not / cook) very often. OK, call me back later.
6. Complete these sentences about your school.

a. There are ______________________ students in e. I study ______________________ hours per day.
my class. f. There are ______________________
____ ____ classrooms
b. There are ______________________
____ _______
y __ _ girls in my class. in my school. var y.
r s ma r s may
e
c. There are ______________________
_____
__ _______
A ____
______ boys in my class. g. I take ______________________
___________
_________
_______
A
e ____ _ classes during
8 d. I have ______________________ teachers. the week.
4. Complete the sentences with me, you, him, her, it, 5. It is very snowy, so nobody can go to school today.
us or them. Then, listen and check. Complete the telephone conversation with the
Tell students they are going to continue talking about the Simple Present Tense or the Present Progressive
people in the picture on page 6. Go over the instructions with 7HQVHIRUPDIÀUPDWLYHRUQHJDWLYHRIWKHYHUEVLQ
them and have them read and complete the sentences with parentheses.
me, you, him, her, it, us or them. Have them compare their This exercise aims at reviewing the use of the Simple Present
answers with a classmate’s. Then play the CD so that they can Tense and the Present Progressive Tense together. Read the
check and correct. instructions with students and give them time to complete
the dialog. Prior to this, you may remind them that we use
Extra Ideas the Simple Present Tense to talk about daily routines and the
Present Continuous Tense to talk about actions happening at
You may need to remind students that an object pronoun is the moment of speaking. Provide examples if needed. When
the object of a verb or a preposition, so they go after them. If WKH\ KDYH ¿QLVKHG DVN WKHP WR FRPSDUH WKHLU DQVZHUV ZLWK
necessary, explain by giving examples such as the following: a classmate’s next to them. Finally, check by eliciting the
I hate bees. – Bees hate me. answers from the students themselves.
6. Complete these sentences about your school.
This exercise mainly focuses on the practice of there is / there

are as an introduction to there was / there were, which will be
presented in unit 2.7HOOVWXGHQWVWKDWWKHVHDUHWKHLU¿UVWZHHNV
at school, so things are a little different. Based on this reality,
they have to complete the sentences with the appropriate
information according to their present situation. Check answers
as a class.
Teacher’s Guide 3

7. Look at the plan and answer the questions. Use there
is, there isn’t, there are or there aren’t.
Get students familiar with the plan in the picture and practice the
pronunciation of the vocabulary of the places a school usually
has. Then, ask them to get into pairs and answer the questions
based on the picture. Have students compare their answers
ZLWKDFRXSOH¶VQH[WWRWKHPDQG¿QDOO\FKHFNDQVZHUVDVD
class activity. Make sure to provide any explanation students
may require on the use of there is / there are.
Teacher’s Guide 3

7. Look at the plan and answer the questions. Use there is, there isn’t, there are or there aren’t.
library 3
teacher’s lounge
classrooms LQ¿UPDU\
cafeteria 2
yard 1
parking lot
chemistry lab 1
library 1 chemistry lab 2
yard 2
principal’s
RI¿FH
chemistry lab 3
chemistry lab 4
cafeteria 1
library 2
a. Are there any gyms? i. How many yards are there?

______________________________________
No, there aren’t. _______________________________________
There are 2 yards.
b. Is there a teacher’s lounge? j. Is there a parking lot?
_______________________________________
Yes, there is. _______________________________________
Yes, there is.
c. Are there any libraries? k. How many cafeterias are there?
_______________________________________
Yes, there are. _______________________________________
There are 2 cafeterias.
d. ,VWKHUHDSULQFLSDO¶VRI¿FH" l. ,VWKHUHDQLQ¿UPDU\"
_______________________________________
Yes, there is. _______________________________________
Yes, there is.
e. How many classrooms are there? m. Is there an auditorium?
_______________________________________
There are 10 classrooms. _______________________________________
No, there isn’t.
f. Is there a swimming pool? n. How many tennis courts are there?
_______________________________________
No, there isn’t. _______________________________________
There aren’t any tennis courts.
g. Are there any computer centers? o. Are there any chemistry labs?
_______________________________________
No, there aren’t. _______________________________________
Yes, there are.
h. Is there a language lab? p. Is there a stadium?
________________________________________
No, there isn’t. _______________________________________
No, there isn’t.
9
8. Draw a plan of your school. Label the main places and make sentences
using there is and there are.
______________________________________________ ______________________________________________
____ _
__ _ m______________________________________________
______________________________________________ __ var y.__
a_y__
r s
nsw_e
______________________________________________
_______
A__ ______________________________________________
______________________________________________ ______________________________________________
9. Match the verbs with the pictures. Then, write their past form on the lines.
Which ones are regular? Which ones are irregular?
ay__
______pl__ _____
ed
__e_______
______at e i
a. write a
b. run
c. meet g
d. read
e. watch (TV) h pa__
______ d ___
te__
in__
________ch
wat _____
__ed
f. ask
(a question) ___________
wrote ____
g. paint
h. eat b c j
f
i. play
(a sport)
j. talk
d
_______________
ran _______________
read _______________
met _______________
asked _______________
talked
10
8. Draw a plan of your school. Label the main places 9. Match the verbs with the pictures. Then, write their
and make sentences using there is and there are. past form on the lines. Which ones are regular?
Which ones are irregular?
Invite students to work in pairs and draw a plan of their The goal of this exercise is to help students remember the
school in the space provided. Ask them to label the places conjugation of regular and irregular verbs in the past. Go over
and describe the picture by using sentences with there is and the instructions with them and allow them some time to do the
there are. Walk around the classroom to check their work and exercise individually. Check answers as a class and practice
SURYLGHDQ\KHOSWKH\PD\QHHG2QFHWKH\KDYH¿QLVKHGDVN with them both the spelling and the pronunciation of the verbs
them questions such as How many classrooms are there in given.
our school? Is there a library?
Extra Ideas
As an expansion activity, divide the class into two groups. Allow
them enough time to discuss, select and make a list of ten (or
more) questions. They have to take turns asking questions
such as How many cafeterias are there in our school? and
answering within a time limit (out loud or by writing the answers
on the board). The group with the most correct answers is the
winner.
Teacher’s Guide 3

10. 5HDG6XVLH·VHPDLODERXWKHUÀUVWGD\DWVFKRRO 11. Work with a partner. Talk about the last time you did
Complete it with the past form of the verbs from the activities below.
exercise 9. Study the vocabulary by having students look at the pictures.
Go over the instructions with students and have them complete Explain that they have to prepare small dialogs about the last
the e-mail with the appropriate past form of the verbs listed in time they did those activities. Read the example provided and
exercise 9. Have some volunteers read the different parts of focus their attention on the question When did you last…?
the message in order to check answers. Encourage students to use this question in their dialogs, as
well as the expressions in the Useful Expressions box and,
depending on their level, the conjunction because as a means
to provide brief explanations. Have them work in pairs. After
WKH\KDYH¿QLVKHGDVNVRPHFRXSOHVWRSHUIRUPWKHLUGLDORJV
in front of the class.
Teacher’s Guide 3

WB pages 6 and 7
10. 5HDG6XVLH·VHPDLODERXWKHUÀUVWGD\DWVFKRRO&RPSOHWHLWZLWKWKHSDVWIRUPRIWKHYHUEVIURP
exercise 9.
Hi, Dorothy!
met
7RGD\ZDVP\¿UVWGD\DWVFKRRODIWHUDORQJYDFDWLRQ,IHOWJUHDWEHFDXVH,BBBBBBBBBBBBBBBBBBBDORWRIER\VDQGJLUOV
They are really nice.
watched
2XU¿UVWFODVVRIWKHGD\ZDVJHRJUDSK\:HBBBBBBBBBBBBBBBBBBBDYLGHRDERXWYROFDQRHV,WZDVVRLQWHUHVWLQJWKDW
I ___________________
asked the teacher many questions. Fortunately, he answered all of them. Later, in gym class, my new
ran played
IULHQGVDQG,BBBBBBBBBBBBBBBBBBBDURXQGWKHVRFFHU¿HOGIRXUWLPHVDQGBBBBBBBBBBBBBBBBBBBEDVNHWEDOO'XULQJWKH
break we all ___________________
ate hot dogs and ___________________
talked about the things we did on vacation.
The third class of the day was art. I ___________________
painted a beautiful portrait of my mother and the teacher said that
I was very talented. Finally, in language arts, the teacher ___________________
wrote some poems on the board and we
___________________
read them out loud. It was wonderful.
,UHDOO\HQMR\JRLQJWRVFKRROEHFDXVH,OHDUQDORWDQGNHHSEXV\+RZDERXW\RX"+RZZDV\RXU¿UVWGD\DWVFKRRO"
Hugs,
Susie
11. Work with a partner. Talk about the last time you did the activities below.
get wet in the rain
get a present play a sport

get a haircut go to a party
travel somewhere
buy new clothes
take a nap
see a movie
When did you last
take a nap?
visit the doctor
Well, I took a nap yesterday
after lunch because I was
I visited the doctor sleepy. When did you last
two days ago because visit the doctor?
I had a fever.
Useful Expressions
Yesterday
The day before yesterday
Last Monday / week / month / year / Christmas
Two days ago
11
11
A A World of Stories
Module
Topics
The life of celebrities
Customs and traditions around the world
Stories and personal experiences

Reading: Scanning. Relating new and previous information.
Writing: Using connectors and adverbs.
Speaking: Learning synonymous responses. Answering key questions.
Listening: Listening only to the information needed. Underlining.
Vocabulary: Organizing words and expressions into groups. Associating images and words.
Grammar and Vocabulary
Simple Present Tense
Adverbs of frequency
Simple Past Tense
There was / There were
Past Progressive Tense
Verbs to express habits
Regular and irregular verbs
Words related to habits and parties
Colloquial Expressions
Go off the scale of terrible
Make the grade
Be out of this world
Curiosity killed the cat
Take one’s breath away

Module
A A World of Stories CEF Standards Indicators
Can understand straightforward factual 8QGHUVWDQGVWKHJHQHUDOPHDQLQJRIVSRNHQWH[WV

Comprehension
information about everyday topics, identifying 8QGHUVWDQGVVSHFL¿FLQIRUPDWLRQLQVSRNHQWH[WV

Listening
ERWKJHQHUDOPHVVDJHVDQGVSHFL¿FGHWDLOV
Can understand the main points of clear Applies a listening strategy related to the purpose of a
standard speech on familiar matters, WDVNXQGHUOLQLQJ
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WDVNUHDGLQJEHIRUHOLVWHQLQJ
Can scan longer texts in order to locate 5HFRJQL]HVVLJQL¿FDQWSRLQWVLQDGHVFULSWLYHWH[WDUWLFOH

Comprehension
desired information, and gather information Understands the relation established by sequence
from different parts of a text, or from different
Reading
PDUNHUVLQDZULWWHQWH[W
WH[WVLQRUGHUWRIXO¿OODVSHFL¿FWDVN
Can extrapolate the meaning of occasional ([WUDFWVNH\LQIRUPDWLRQIURPDQDUUDWLYHWH[W

unknown words from context and deduce Uses contextual clues to understand the meaning of
VHQWHQFHPHDQLQJ DGYHUEV
Can express his / her thoughts about abstract +ROGVDEULHIFRQYHUVDWLRQDERXWFHOHEULWLHV¶KDELWV

RUFXOWXUDOWRSLFVVXFKDVPXVLFDQG¿OPV Follows a model dialog about movies, substituting
Interaction
UHOHYDQWLQIRUPDWLRQ
Oral
Finds out what their partners were doing at some time in

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VLWXDWLRQV
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KLVKHUUHDFWLRQV Uses connectors of sequence to describe the basic
Expression
Can give detailed accounts of experiences, VWUXFWXUHRIGLIIHUHQWPRYLHJHQUHV

Oral
GHVFULELQJIHHOLQJVDQGUHDFWLRQV 'HVFULEHVDGUHDPUHDORULPDJLQDU\
&DQGHVFULEHHYHQWVUHDORULPDJLQHG 3ODQVZKDWKHVKHZLOOVD\LQWHOOLQJDSHUVRQDOH[SHULHQFH
Can give a prepared presentation on a Gives a brief presentation on a person’s life and
VSHFL¿FWRSLF H[SHULHQFHV
Writes verbs in the appropriate places according to

FRQWH[W
Expression
Can write straightforward connected texts on 3URGXFHVDVLPSOHGHVFULSWLYHWH[WXVLQJVHTXHQFHPDUNHUV

Written
a range of familiar subjects by linking a series

of shorter discrete elements into a linear Completes a short simple narrative text by using there
Teacher’s Guide 3
VHTXHQFH was / there wereDGYHUEVDQGWKHWHQVHVOHDUQHG

Writes the account of an (invented) experience, describing
KLVKHUIHHOLQJVDQGUHDFWLRQV
Explore Your Knowledge <RXFDQJLYHVWXGHQWVDQH[DPSOHVXFKDVWKHIROORZLQJAn idol
is a person people love and admire0DNHVWXGHQWVWKLQNDERXW
Ask students to have a look at pages 12 and 13 and tell you and mention as many idols as they can, including sportspeople,
ZKDWWKH\VHH$VNWKHPWRSUHGLFWWKHWRSLFVWKDWDUHJRLQJWREH DUWLVWVSROLWLFLDQVKLVWRULFDOFKDUDFWHUVUHODWLYHVHWF
VWXGLHGWKURXJKRXWWKHPRGXOH+HOSWKHPPDNHFRQQHFWLRQV
EHWZHHQWKHLPDJHVDQGWKHWRSLFV$OVRKDYHVWXGHQWVUHDG
WKHWLWOHDQGFRPPHQWRQLW7KHQJRTXHVWLRQE\TXHVWLRQWR Project: My Favorite Idol
continue establishing links between previous knowledge and Refer students to the Project ER[7HOO WKHP WKDW WKURXJKRXW
WKHFRQWHQWVRIPRGXOH$ units 1 and 2 they will prepare a short presentation on a
SHUVRQWKH\WKLQNWKHLUIDYRULWHLGROLV,WPD\EHVRPHRQHWKH\
What singers and actors can you recognize in the
admire such as a celebrity, a family member or a friend (in this
pictures? case, have them brainstorm why they may admire a friend or
Ask students to look at these two pages more carefully to DUHODWLYH(OLFLWRWKHUXVHIXOPDWHULDOVWKH\FRXOGXVHLQWKH
identify the artists in the pictures (Mick Jagger, Juanes, Johnny SURMHFW )LQDOO\ PRWLYDWH WKHP WR KROG D GLVFXVVLRQ RQ ZKDW
'HSS )HUJLH 2UODQGR %ORRP %UDG 3LWW (QFRXUDJH WKHP they think the positive and negative aspects of being famous
to describe their physical appearance and say what movies DUH:ULWHRQWKHERDUGWKHZRUGVWKH\PHQWLRQDQGKHOSWKHP
they star in, the kind of music they perform or what their most GHYHORSWKHLULGHDVZKHQHYHUQHFHVVDU\
IDPRXVVRQJVDUH$VNVWXGHQWVZKDWDUWLVWLQWKHSLFWXUHVWKH\
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vocabulary such as pirate, medieval knight and princess
Song: “Send Me an Angel” by Scorpions
Do not forget to use this song at any moment along the module
What information do you know about their lives? WRNHHS\RXUVWXGHQWVPRWLYDWHG'RWKHDFWLYLWLHVEHIRUHKDQG
,QYLWHVWXGHQWVWRVD\ZKDWWKH\NQRZDERXWWKHVHDUWLVWV$VN so you become familiar with the song and the exercises
about the place they are from, their likes and dislikes, their VXJJHVWHG
DJHWKHLUIDPLO\OLIHDQGVRPHHFFHQWULFLW\WKH\PD\KDYH 3OD\&'WUDFN
What are the characteristics of an idol?
Write on the board the word idolDQGDVNVWXGHQWVWRGH¿QHLW
Help them by writing other words such as star, famous, hero and Ask students to work on the corresponding Workbook
important7KHQDVNVWXGHQWVWRWHOO\RXZKDWWKHFKDUDFWHULVWLFV H[HUFLVHV7KH\DUHDJUHDWRSSRUWXQLW\IRUWKHPWRLQWHUQDOL]H
RIDQLGRODUHDQGZULWHWKHLGHDVWKH\FRPHXSZLWK the language models studied in the Student’s Book and to
SURPRWHWKHLUDVNLQJDQGVROYLQJRIUHODWHGTXHVWLRQV
Teacher’s Guide 3

S ng
“Send Me an Angel””
Page 37
Explore Your Knowledge
What singers and actors can you recognize in the pictures?
What information do you know about their lives?
What are the characteristics of an idol?
My Favorite Idol Project

Throughout units 1 and 2 you will prepare a short oral presentation on your
favorite idol (an actress, an actor, a singer, a writer, or someone close to you
like your dad, mom or best friend).
Use: blank cards, magazines, videos, computer projections.
Discuss: What are the positive and negative aspects of being famous?

UNIT
1 Then and Now
Goals
This unit will guide you to
describe habits or actions that happen regularly.
talk about past events and completed actions in the past.
use connectors of sequence to describe celebrations.
talk about movies and rate them according to your preferences.
LESSON 1
How Do They Take Care of Their Voices?

1. Find a partner and answer these questions.
a. Do you know the artists in the pictures? What kind of music do they sing?
b. What do you think they do to take care of their voices? Check ( ) three answers.
___ drink honey with lemon ___ smoke ___ drink water
___ do vocal exercises ___ exercise every day ___ wear a scarf
___ talk a lot ___ eat honey candies
Vocabulary Strategy
Organize words and

expressions into
groups (for example,
“Singers’ Secrets”)
to remember their
meaning.
2. Helen is reading an entertainment magazine.
h k(
Sam comes to join her. Listen to their conversation and check ) T ((true)
t ) or F (f
(false).
T F
Listening Strategy a. Ricky Martin eats honey candies before a concert.
b. Julieta Venegas drinks hot tea before singing.
Listen only to the c. Paulina Rubio doesn’t smoke.
information you d. Daddy Yankee drinks honey with lemon.
need to do the
task. Ignore the e. Ricky Martin drinks water.
rest. f. Julieta Venegas wears a scarf when it’s too cold.
g. Paulina Rubio does vocal exercises.
h. Daddy Yankee doesn’t talk much.
14
UNIT
1 Then and Now

LESSON 1 How Do They Take Care of Their Voices?
Planning
Goal Indicators Key vocabulary and structures Strategies
7KLVOHVVRQZLOO Predicts information about people’s Vocabulary Organizing
guide students to KDELWV Verbs to express habits words and
describe habits Understands the general meaning expressions
or actions that RIVSRNHQWH[WV Expressions LQWRJURXSV
KDSSHQUHJXODUO\ 8QGHUVWDQGVVSHFL¿FIDFWXDO Tell me about it. Take care of Guess Listening
information about celebrities’ who? Who is it? only to the
HYHU\GD\DFWLYLWLHV $GYHUEVRIIUHTXHQF\usually, normally, information
&RPSOHWHVVHQWHQFHVZLWKVSHFL¿F every day, sometimes, never QHHGHG
YHUEV
Holds a brief conversation about Structures
FHOHEULWLHV¶KDELWV 7KH6LPSOH3UHVHQW7HQVH
Reports on personal and a DI¿UPDWLYHQHJDWLYHLQWHUURJDWLYH
SDUWQHU¶VKDELWVDQGURXWLQHV
Warm Up (books closed) Presentation 1

Start the class by inviting students to write individually on a 2. Helen is reading an entertainment magazine. Sam
SLHFH RI SDSHU D OLVW RI ¿YH FXUUHQW WRS VLQJHUV7KHQ ZULWH comes to join her. Listen to their conversation and
down some of them on the board and ask what those singers check ( ) T (true) or F (false).
QHHGWRGRWRWDNHFDUHRIWKHLUYRLFHV*HWDVPDQ\LGHDVIURP 7HOOVWXGHQWVWKDW+HOHQDQG6DPDUHKDYLQJDFRQYHUVDWLRQ
VWXGHQWV¶UHVSRQVHVDVSRVVLEOH<RXPD\ZDQWWRJLYHWKH¿UVW about the singers in the pictures and how they take care of
H[DPSOH VXFK DV WKH IROORZLQJ 6ingers do vocal exercises WKHLUYRLFHVRefer them to the Listening Strategy and remind
every day them of the importance of ignoring unnecessary information
ZKHQ GRLQJ D OLVWHQLQJ WDVN Have them read the options
1. Find a partner and answer these questions.
VHYHUDOWLPHVDQGIRFXVRQVSHFL¿FYRFDEXODU\ZKHQOLVWHQLQJ
Now, let them read the different options then ask them to check
Ask students to get into pairs and answer the three questions WUXHRUIDOVHEDVHGRQZKDWWKH\KHDU<RXPD\KDYHWRSOD\
in a and bVRWKDWWKH\FDQDFWLYDWHWKHLUSUHYLRXVNQRZOHGJH WKH &' WZLFH 6WXGHQWV FDQ ZRUN LQGLYLGXDOO\ WKHQ FRPSDUH
Have students say their answers and the options they checked WKHLUDQVZHUVLQSDLUV
DV D FODVV DFWLYLW\ )LQDOO\ HOLFLW LQIRUPDWLRQ DERXW WKHVH
VLQJHUV
Read with students the Vocabulary Strategy:ULWHSportspeople’s
secrets on the board and ask them to tell you as many words
and expressions they can think of regarding habits sportspeople
REVHUYHWRNHHSWKHLUERGLHVKHDOWK\DQGFRPSHWLWLYH
Teacher’s Guide 3

Practice 5. &RPSOHWHWKHTXHVWLRQVLQWKHÀUVWFROXPQZLWK
3. Listen to Helen and Sam again and complete the What, Where, When or How. Then, write the answers
sentences with the verbs in the Word Bank. about you and a partner.
Before listening to the conversation again, have students 7HOOVWXGHQWVWKDWWKH\DUHJRLQJWRVSHDNDERXWWKHLURZQGDLO\

read the verbs in the Work Bank and, based on the context activities and habits and about someone else’s activities in
presented or on what they remember from the previous WKH FODVV E\ FRPSOHWLQJ D FKDUW )LUVW ZULWH WKLV LQIRUPDWLRQ
H[HUFLVH SUHGLFW ZKLFK RQH FRPSOHWHV HDFK VHQWHQFH EHVW RQWKHERDUGWhat (to ask about objects or actions); Where
7KHQSOD\WKH&'DQGJLYHVWXGHQWVWKHFKDQFHWROLVWHQDQG (to ask about places); When (to ask the time); How (to ask
FRQ¿UPWKHLUFKRLFHV(OLFLWVWXGHQWV¶DQVZHUVDVDFODVV<RX for the way we do things) 7KHQ KDYH WKHP FRS\ WKH FKDUW
FDQDOVRDVNWKHPWRWHOO\RXZKRVDLGHDFKVWDWHPHQW in their notebooks and complete the questions with What,
Where, When or How &KHFN LI VWXGHQWV FRPSOHWHG WKH
questions correctly and ask them to answer the questions
Extra Ideas about themselves in the column under You$IWHU WKDW KDYH
As an expansion activity, encourage students to do some them get into pairs (hopefully with a partner they usually do not
research on how singers take care of their voices or what other VKDUHWRRPXFKWLPHZLWK(QFRXUDJHWKHPWRLQWHUYLHZHDFK
artists or sportspeople do to keep their minds and bodies healthy other and write the answers in the column under Your partner
(they can base their research on their answers for exercise 1, Finally, challenge students to close their books and report the
Vocabulary Strategy7KLVDFWLYLW\FDQEHGRQHDVKRPHZRUN LQIRUPDWLRQ WKH\ UHPHPEHU DERXW WKHLU SDUWQHU WR WKH FODVV
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GLIIHUHQFHVEHWZHHQWKHLUURXWLQHV
Presentation 2
Refer students to the 5HÀHFWRQ*UDPPDU chart and read with
Project Stage 1
WKHPWKHLQIRUPDWLRQDERXWWKHXVHRIWKH6LPSOH3UHVHQW7HQVH Remind students of the topic of the project they are going to
Emphasize that it is used to describe habits and actions that ZRUN RQ WKURXJKRXW XQLWV DQG ([SODLQ WR WKHP WKDW WKLV
happen regularly (stress the fact that this is a review, since they project will be gradually developed in six stages throughout
KDYH DOUHDG\ VWXGLHG WKLV WHQVH LQ HDUOLHU FRXUVHV <RX PD\ the module and will be presented to the class in the section
want to have students get into pairs and analyze the structures Share Your ProjectDWWKHHQGRIXQLW5HDGZLWKWKHPWKH
SUHVHQWHG(DFKSDLUIRFXVHVRQO\RQDI¿UPDWLYHQHJDWLYH\HV instructions and have them work individually as you request
/ no questions or wh-question forms in order to explain them to WKHP WR VWDUW ZULWLQJ LGHDV )LUVW WHOO WKHP WR IRFXV WKHLU
WKHLUFODVVPDWHVDQGFRPHXSZLWKWKHLURZQH[DPSOHV attention on the physical description and personal information
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DERXW WKHLU KDELWV KDYH VWXGHQWV GR VRPH UHVHDUFK$GYLVH
Application them to use adverbs from the Useful ExpressionsER[
4. Write a list of secrets and information about your
favorite celebrities. Then, in pairs, play Guess Who?
7KHSXUSRVHRIWKLVDFWLYLW\LVWRKDYHVWXGHQWVSOD\DQGKDYH
IXQZKLOHWKH\SUDFWLFHWKH6LPSOH3UHVHQW7HQVH7HOOVWXGHQWV
they are going to play a game called Guess Who? Invite them
to write a list of interesting information about famous celebrities
DVLQWKHH[DPSOHVVKRZQLQWKHSLFWXUH7KHQDVNWKHPWRJHW
into pairs and agree on a time limit to guess and the number of
FOXHVWKH\FDQJLYHDERXWHDFKFHOHEULW\(QFRXUDJHVWXGHQWVWR
use the adverbs in the Useful ExpressionsER[:DONDURXQGWKH
FODVVURRPWRKHOSDQGPRQLWRU)LQDOO\KDYHVRPHVWXGHQWVDVN
WKHFODVVTXHVWLRQVDERXWIDPRXVFHOHEULWLHV
Teacher’s Guide 3

WB pages 8 and 9

3. Listen to Helen and Sam again and complete the sentences with
the verbs in the Word Bank.
a. like
“I _______________________ to read about the lives of all celebrities.” Word Bank
b. want
“I _______________________ need
to learn because I _______________________ to clear my voice.” do want
c. have
“So, most singers _______________________ secrets to take care of their voices.” have know
d. do
“Maybe they don’t _______________________ anything in real life.” like need
e. know
“I don’t _______________________, but all of them have great voices when they are in concert.”
GREENWICH LAB
Simple Present Tense ACTIVITIES Reflect on Grammar
We use it to describe habits or actions that happen regularly.
$IÀUPDWLYH Negative Yes / No questions Wh-questions
I I I I
You You don’t you you
drink Do do
We We drink we What we
honey honey honey
They They they When they
with with drink with drink?
Where
He lemon. He lemon. he lemon? he
doesn’t How
She drinks She Does she does she
drink
It It it it
This singer has
a dragon tattoo.
Who is it?
4. Write a list of secrets and information
about your favorite celebrities. Then, in
pairs, play Guess Who?
Project Stage 1
Write your idol’s name.
Describe him / her: age, nationality,
y,
physical appearance.
Investigate and write 5 sentences
about your idol’s habits. Example:
Fergie exercises every day.
Useful Expressions
usually Guess who? This
normally sometimes celebrity doesn’t
every day never drink coffee!
5. &RPSOHWHWKHTXHVWLRQVLQWKHÀUVWFROXPQZLWKWhat, Where,
When or How. Then, write the answers about you and a partner.
Questions You Your partner

a. What
______________ do you usually do in your free time?
b. Where
______________ do you normally go on vacation?
c. How
______________ do you go to school, by bus or by walking? ar y.
s may v
What e r
d. ______________ do you eat for breakfast? Answ
e. Where
______________ do you watch TV, in your bedroom or in the living room?
f. What
______________ time do you normally go to bed?
g. When
______________ do you celebrate your birthday?
15
LESSON 2
All About Celebrities

1. Write the past form of the verbs and classify them as R (regular) or I (irregular). See the example.
a. become became (I) e. play played
_______________ ( R) i. keep kept
_______________ (I )
b. loved
love _______________ (R ) f. take took
_______________ (I) j. have had
_______________ (I )
c. started
start _______________ (R ) g. make made
_______________ (I) k. wear wore
_______________ (I )
d. came
come _______________ (I ) h. think thought
_______________ (I) l. win won
_______________ (I )
2. Complete the biographies with the correct form (past or present) of the verbs in the previous exercise.
Then, match the biographies with the celebrities in the pictures.
took
She was born in Hawaii. She _______________
She is married to the country music singer
ballet lessons as a child and started acting at a
Keith Urban. She is a very happy woman. She
drama school in Australia. After she became a
loves
__________________ dancing and traveling.
famous actress, she married actor Tom Cruise.
won wears
She __________________ elegant clothes all the
In 2003 she __________________ an Academy
time. Young people remember her for her role in
Award for her role of Virginia Woolf in The
the movie Batman Forever.
Hours.
d
This celebrity was a very funny person and made Today he works as an actor. Most of the time
his friends laugh a lot. Everybody called him makes
he __________________ funny movies. Young
started
“Prince.” He __________________ his career people like his roles in movies like Men in Black
as a rap singer in the group DJ Jazzy Jeff & and I, Robot. He is married and has two children.
the Fresh Prince. Their music was a hit so he He wants to start his own production company
became a millionaire at the age of 18. In 1988, and in a short time be the President of The USA.
he won a Grammy for best rap new performance. c
He was born in Kentucky, USA. He In his free time he listens to the Rolling Stones.
played
__________________ the guitar in a rock has
He __________________ thirteen tattoos all over
EDQGDQGDFWHGLQKLV¿UVWPRYLHA Nightmare his body, including one that says “Wino forever”
on Elm Street, when he was 21. Then he (Wino refers to a celebrity who was his girlfriend).
VWDUUHGLQLPSRUWDQW¿OPVVXFKDVSleepy He says he loves his character, the pirate Jack
Hollow, Charlie and the Chocolate Factory and think
Sparrow. Directors __________________ he has
Pirates of the Caribbean. great talent for playing unconventional characters.
a
This star was born in San Diego, California. She

didn’t want to be an actress, but a zoologist. comes
Her family __________________ from Cuba.
kept
She __________________ two snakes in Many people think she is very sexy. She loves
her house as pets. However, she started a soccer and her favorite team is Brentford F.C.
career as a model. Later, she got the role of an Her most popular movies are There’s Something
attractive woman in The MaskKHU¿UVWPRYLH About Mary and Charlie’s Angels. Her voice is the
Soon, directors saw that she had great talent for voice of Fiona in Shrek.
ZRUNLQJLQPRUHVHULRXV¿OPV
b
16
LESSON 2 All About Celebrities
Planning
Goal Indicators Key vocabulary and structures
7KLVOHVVRQZLOO Recognizes the difference between regular and Vocabulary
guide students LUUHJXODUYHUEV Verbs to express habits, regular and irregular
to talk about 8QGHUVWDQGVVSHFL¿FLQIRUPDWLRQLQERWKZULWWHQ verbs
past events and DQGVSRNHQWH[WV
completed actions Relates images and texts according to their Structures
LQWKHSDVW FRQWHQW 7KH6LPSOH3UHVHQW7HQVH
Spells and pronounces the past form of regular 7KH6LPSOH3DVW7HQVHDI¿UPDWLYH
YHUEVDSSURSULDWHO\ negative, interrogative)
Writes verbs in the appropriate places according to
FRQWH[W
Warm Up (books closed) Practice

'LYLGHWKHFODVVLQWRWZRRUWKUHHWHDPV7HOOWKHPWKDWWKLVLV 2. Complete the biographies with the correct form
a quick game to check if they remember the correct form of (past or present) of the verbs in the previous
UHJXODUDQGLUUHJXODUYHUEVLQWKH6LPSOH3DVW7HQVH*LYHHDFK exercise. Then, match the biographies with the
WHDPDYHUELQWKHLQ¿QLWLYHIRUPDQGOHWRQHRIWKHPHPEHUV celebrities in the pictures.
ZULWHRQWKHERDUGWKHFRUUHFWIRUPRIWKHYHUE,IWKHDQVZHU
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Johnny Depp, Cameron Diaz, Will Smith and Nicole Kidman
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students understand the difference between Then and Now
Then refers to the past time and NowWRWKHSUHVHQWWLPH([SODLQ
Presentation 1 to students that they have to be careful about choosing the
1. Write the past form of the verbs and classify them FRUUHFWIRUPRIWKHYHUEVHave them complete the biographies
ZLWKWKHYHUEVSUHVHQWHGLQWKHSUHYLRXVH[HUFLVH)LQDOO\DVN
as R (regular) or I (irregular). See the example.
students to match the biographies with the celebrities in the
Have students open their books to page 16 and read the SLFWXUHV
LQVWUXFWLRQVLQH[HUFLVH$OORZWKHPVRPHWLPHWRGRWKHH[HUFLVH
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may ask them to remember and tell you what regular and irregular
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Teacher’s Guide 3

3. Now, listen to the biographies and check your Extra Ideas
answers.
$VDIROORZXSDFWLYLW\KDYHVWXGHQWVJHWLQWRJURXSVRIWKUHH$VN
Have students listen to the recording and check their answers them to choose two celebrities from the past and allow them ten
LQH[HUFLVH<RXPD\DOVRKDYHVRPHVWXGHQWVUHDGDORXGWR minutes to write a couple of sentences like He had a great song
SUDFWLFHSURQXQFLDWLRQ in the 80s. Its name was “Thriller,”IRUWKHRWKHUJURXSVWRJXHVV
7KLVDFWLYLW\FDQEHRUJDQL]HGDVDFRQWHVWZLWKDWLPHOLPLW
4. Answer these questions about the reading.
7HOO VWXGHQWV WKDW WKH\ DUH JRLQJ WR DQVZHU VRPH TXHVWLRQV 6. Listen and repeat. Then, choose the correct verbs
DERXWWKHELRJUDSKLHVLQH[HUFLVH$OORZWKHPVRPHWLPHWR to complete the sentences.
read the questions and write the correct answers (emphasize 7KLVDFWLYLW\DLPVDWUHYLHZLQJWKHFRUUHFWSURQXQFLDWLRQRIWKH
the fact that they have to give short answers in the Simple Past UHJXODUYHUEVLQWKH6LPSOH3DVW7HQVHRefer students to the
7HQVH)LQDOO\FKHFNDQVZHUVDVDFODVV PronunciationER[3OD\WKH&'DQGKDYHVWXGHQWVUHSHDWWKH
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Presentation 2 Recognizing these differences in pronunciation is sometimes
Focus students’ attention on the 5HÀHFW RQ *UDPPDU box GLI¿FXOW IRU 6SDQLVK VSHDNHUV WKHUHIRUH OHW VWXGHQWV OLVWHQ DV
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used to talk about past events and completed actions in the
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(except d
Practice ,WLVSURQRXQFHGLGLIWKHYHUEHQGVLQd, de or t, te
5. Listen and answer the questions about famous
people in the past. Finally, have students complete the sentences with the
appropriate verbs and listen to the recording to check their
Prepare students for the listening exercise by having them DQVZHUV
identify the people in the pictures (Marilyn Monroe, Elvis
3UHVOH\/HRQDUGRGD9LQFL7KH%HDWOHVDQG$PDGHXV0R]DUW
Encourage students to share what they know about these Project Stage 2
SHRSOH ZLWK WKHLU SDUWQHUV Marilyn Monroe was an actress, ,QYLWH VWXGHQWV WR NHHS ZRUNLQJ RQ WKHLU RUDO SUHVHQWDWLRQ
Elvis Presley was a rock and roll singer, The Beatles were from 7KLVWLPHWKH\KDYHWR¿QGLQIRUPDWLRQDERXWWKHLULGRO¶VSDVW
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they are going to listen to some biographical information about WKHPWRXVHWKHWH[WVLQWKHER[HVDVDPRGHO6WXGHQWVPD\
WKHVHFHOHEULWLHVRIWKHSDVWDQGDUHWRDQVZHUWKHTXHVWLRQV write about their idol’s childhood, adolescence, family, artistic
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Teacher’s Guide 3

WB pages 10 and 11

3. Now, listen to the biographies and check your answers.
4. Answer these questions about the reading.
a. Did Nicole Kidman take ballet classes as a child? Yes, she did.
b. Did Johnny Depp play the drums in a band? _____________________________
Gh%a^]b]gm'
c. Did Cameron Diaz keep two snakes as pets? Yes, she did.
_____________________________
d. Did Will Smith become a millionaire when he was 21? Gh%a^]b]gm'
_____________________________
e. Did Nicole Kidman win an Academy Award? Yes, she did.
_____________________________
f. Did Cameron Diaz start her career as a singer? _____________________________
Gh%la^]b]gm.
Simple Past Tense Reflect on Grammar

We use it to talk about past events and completed actions in the past.
$IÀUPDWLYH Negative Yes / No questions Wh-questions
I I I I
You You you you
What
We We we we
When
They played. They didn’t play. Did they play? did they play?
ay?
Where
He He he he
How
She She she she
It It it GREENWICH LAB it
ACTIVITIES
5. Listen and answer the questions about

famous people in the past.
a. What did Marilyn Monroe do for a living?
She worked as an actress.
b. What famous painting did Leonardo
da Vinci paint?
____________________________________
He painted the Mona Lisa.
c. When did Elvis Presley die?
____________________________________
He died in 1977.
d. When did Mozart marry Constanze Weber?
____________________________________
He married her in 1782.
e. How did Elvis Presley dance? h. How did Mozart die?
____________________________________
He danced very energetically. He died of a strange illness.
________________________________________
f. Where did The Beatles come from? i. :KHUHGLG/HRQDUGRGD9LQFLVSHQGKLV¿QDO\HDUV"
____________________________________
They came from England. ________________________________________
A^li^gmablÛgZer^Zklbg?kZg\^'
g. What popular movie did Marylin Monroe star in? j. When did The Beatles dissolve?
____________________________________
She starred in Bus Stop. They dissolved in 1970.
________________________________________
6. Listen and repeat. Then, choose the correct verbs to
complete the sentences. invented
a. Da Vinci _______________
ingenious machines.
b. Marilyn Monroe _______________
married Project Stage 2
Pronunciation baseball star DiMaggio in 1954.
moved
c. Elvis Presley _______________ Do more research
17 on your
/t/ /d/ /id/ his hips a lot in concerts. favorite idol.
talked moved wanted d. learned
Mozart _______________ to play Write 5 sentences about your
worked married painted idol’s life then (in the past) and
looked learned invented
the violin at the age of 5.
worked
e. The Beatles _______________ now (in the present).
very hard to become famous.
17
17
LESSON 3
Customs and Celebrations

1. Read and listen to the text. Highlight the information
about the people in the pictures.
Jim
1
Penélope
Carrey Cruz
Diversity and Respect
There are too many people in the world: six
billion people, approximately. However, they
are getting closer because of communications
and technology. More and more people are
moving from one country to another and
WKH\ DUH EHFRPLQJ LQWHUFXOWXUDO ,QWHUFXOWXUDO
means to understand and accept other cultures,
not only yours. Today, it is a necessity to
know about other cultures because the world
is becoming smaller. The following are some Reading Strategy
examples of people around the world and their
diverse customs. Move your eyes
2
quickly down
WKHSDJHWR¿QG
Do you know anything about the people in
VSHFL¿FLQIRUPDWLRQ
Thailand? Thais live in big families in rural
(scanning).
areas and typical villages. They have a simple Luang Pu Tuat
3
and quiet life. Communal life is essential so
they learn to be tolerant. Some Thai students
from the capital travel to western countries such People in Spain are different from
as The USA and England to get more education. Thais. They speak frankly and directly
Thais are very respectful and polite. They are to others. They enjoy “tapeo.” Tapeo
Buddhists. Monks are popular in this country. happens when people go from bar to bar at
One popular monk was Luang Pu Tuat. He was noon, drink wine or beer, and have some
famous because he had supernatural powers. He ham or “tortillas.” They love speaking
meditated, lived in a monastery and built a school a lot so they go to bars to meet people.
IRUFKLOGUHQ,QJHQHUDO7KDLVUHPHPEHU/XDQJ Flamenco is an important cultural
Pu Tuat so much. Like him, Thais are peaceful expression of their lives. Flamenco
and very religious. involves music, dance and singing.
The guitar is the main instrument
IRUSOD\LQJÁDPHQFR,QWKHSDVW
SHRSOH VDQJ ÁDPHQFR ZLWKRXW
music. They only clapped
their hands. Actress Penélope
Cruz, for example, loves dan
FLQJÁDPHQFR6KHOHDUQHGWKLV
dance from her grandma when
she was a child. Like Penélope,
Spanish people can travel
easily to other countries in
Europe and have new
cultural experiences.
18
LESSON 3 Customs and Celebrations
Planning
7KLVOHVVRQZLOO Applies a reading strategy related to Vocabulary 6FDQQLQJ
guide students WKHSXUSRVHRIDGHVFULSWLYHWH[W Verbs to express customs and Using
to express their ,GHQWL¿HVWKHPDLQWRSLFRISDUDJUDSKV habits connectors of
preferences LQZULWWHQWH[WV VHTXHQFH
in sports and 5HFRJQL]HVVLJQL¿FDQWSRLQWVLQD Structures
music, as well as GHVFULSWLYHWH[WDUWLFOH 7KH6LPSOH3UHVHQW7HQVH
read and create ,GHQWL¿HVXQIDPLOLDUZRUGVIURPWKH 7KH6LPSOH3DVW7HQVH
SHUVRQDOSUR¿OHV context on topics related to his / her &RQQHFWRUVRIVHTXHQFH¿UVWWKHQ
LQWHUHVWV DIWHUWKDW¿QDOO\
Understands the relation established by
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Produces a simple descriptive text
XVLQJVHTXHQFHPDUNHUV
Warm Up (books closed) Presentation 1

1. Read and listen to the text. Highlight the information
As a pre-reading activity, write Customs and Celebrations on
WKHERDUGDQGHOLFLWWKHPHDQLQJRIWKHVHZRUGV+DYHVWXGHQWV
about the people in the pictures.
work in small groups and ask them to write down two customs First, have students look at the three people in the picture and
and two celebrations they have in their country or the region HOLFLWLQIRUPDWLRQIURPWKHP0RVWVWXGHQWVPD\QRWNQRZZKR
WKH\DUHIURP7KHQLQYLWHWKHPWRUHSRUWWKHLUDQVZHUVRUDOO\ /XDQJ3X7XDWLVEXWWHOOWKHPWRPDNHSUHGLFWLRQVDERXWKLP
Have students notice the variety of customs and celebrations EDVHG RQ WKH SLFWXUH WKH\ VHH )RU WKH ZKLOHUHDGLQJ VWDJH
WKH\ KDYH DYDLODEOH Finish the activity by explaining that IRFXVVWXGHQWV¶DWWHQWLRQRQWKHWLWOHRIWKHUHDGLQJDiversity
all countries around the world have different customs and and Respect and discuss with them these concepts as they
celebrations, and that this lesson will focus on learning cultural LQIHUVRPHLGHDVSUHVHQWHGLQWKHUHDGLQJRefer them to the
GLIIHUHQFHVLQRWKHUFRXQWULHV Reading Strategy and ask them to read the text very quickly
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After you check answers, invite them to follow the CD and read
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aloud after having listened to the recording so you can correct
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Teacher’s Guide 3

Practice Extra Ideas
2. Write the number of the paragraph that talks 7KLVFRXOGEHDQRSSRUWXQLW\WRUDLVHVRPHDZDUHQHVVRIWKH
about… LPSRUWDQFHRIDFFHSWLQJDQGOHDUQLQJIURPRWKHUFXOWXUHV$VD
7KLVSRVWUHDGLQJDFWLYLW\KHOSVVWXGHQWVLGHQWLI\JHQHUDOLGHDV follow-up activity, you may propose a debate, a piece of writing
Allow them some time to go through the reading again and or a short oral presentation on this issue linked to the concepts
write the appropriate number of the paragraph that contains of globalization, mass media and communications
HDFKWRSLF&KHFNDQVZHUVDVDFODVV
5. Correct the mistakes in these statements. See the
3. According to the reading, cross out ( ) the country example.
in which people… 7KH SXUSRVH RI WKLV H[HUFLVH LV QRW RQO\ WR FKHFN UHDGLQJ
Have students read the statements and cross out the country FRPSUHKHQVLRQ LQ RUGHU WR ¿QG GHWDLOHG LQIRUPDWLRQ EXW WR
LQZKLFKWKRVHDFWLRQVRUHYHQWVWDNHSODFH7HOOWKHPQRWWR revise how students create sentences in the Simple Past
ORRNDWWKHWH[WEXWWRWU\DQGUHPHPEHUWKHDQVZHUV+DYH 7HQVH Have them write their sentences and make sure they
them compare their choices with a partner’s before checking XVHWKLVWHQVHFRUUHFWO\<RXPD\JLYHVWXGHQWVH[WUDVHQWHQFHV
DQVZHUVDVDFODVV,IQHFHVVDU\KDYHVWXGHQWVJRWKURXJKWKH IURPWKHUHDGLQJIRUIXUWKHUSUDFWLFH)LQDOO\FKHFNDQVZHUVDV
UHDGLQJMXVWLQFDVHWKH\GRQRWUHPHPEHUDQ\DQVZHU DFODVV
4. Based on the reading, what does intercultural Application

mean?
Invite students to report what new cultural information they
First, invite students to write a personal answer based on the OHDUQHGIURPWKHUHDGLQJ0RGHOVHQWHQFHVOLNHI didn’t know
UHDGLQJWKH\GLG1RZFRQ¿UPZKDWWKHSDVVDJHVD\VDERXW that… I learned that… and It was interesting for me to learn
WKHGH¿QLWLRQRIintercultural and complement it with students’ that… Also, encourage them to do more research on these
SHUVRQDODQVZHUV countries and bring more cultural information to class in the
IRUPRIVHQWHQFHVERWKLQWKH6LPSOH3UHVHQW7HQVHDQGWKH
6LPSOH3DVW7HQVHWKLVPD\EHGRQHDVKRPHZRUN
Teacher’s Guide 3

WB pages 12 and 13
People in Canada are also different. Canadians are intercultural

because in their country there are two cultures, French and
Reading and Writing
English. Most people speak the two languages and share cultural
4
experiences. They also communicate with many Americans
because Canada borders The USA. Hollywood actor Jim
Carrey is a good example. He was born in Canada, but lives
in The USA. Canada has modern cities such as Ottawa,
Vancouver and Quebec. People have big houses and
DGYDQFHGWHFKQRORJ\,QWKHSDVWWKHUHZHUHPDQ\(VNLPRV
in the cold, remote areas. They lived in small villages and
ÀVKHGDQGKXQWHGVHDOVDQGZKDOHV7RGD\WKHUHDUHIHZHU
Eskimos. Most people want to live in big cities.
5 So don’t forget that now people are

getting closer. You need to learn about
other cultures of the world so you
can travel and know people much
EHWWHU,WLVLPSRUWDQWWRDFFHSWWKHLU
differences and respect their customs
and traditions.
2. Write the number of the paragraph that talks about…

a. family: 2
____ c. food: 3
____ 4
e. modern lifestyle: ____ g. religion: 2
____
4
b. languages: ____ 5
d. accepting differences: ____ f. music: 3
____ 1
h. population: ____
3. According to the reading, cross out ( ) the country in which people...
Canada Spain Thailand Not mentioned
a. live in big families.
b. dance salsa.
c. eat “tortillas” at noon.
d. have a quiet life.
e. eat rice every day.
f. speak French and English.
g. travel easily in Europe.
h. practice Buddhism.
4. Based on the reading, what does intercultural mean?
It means to understand and accept other cultures.
___________________________________________________________________________________________
___________________________________________________________________________________________
5. Correct the mistakes in these statements. See the example.
a. Luang Pu Tuat had political power.
b. 3HQpORSH&UX]OHDUQHGWRGDQFHÀDPHQFRIURPKHUVLVWHU
___________________________________________________________________________________________
Laê^Zkg^]mh]Zg\^ÜZf^g\h_khfa^k`kZg]fZ'
c. ,QWKHSDVW6SDQLVKSHRSOHSOD\HGÀDPHQFRZLWKWKHJXLWDU
___________________________________________________________________________________________
BgmaîZlm%ma^rlZg`ÜZf^g\hpbmahnmfnlb\'Ma^rhger\eZii^]ma^bkaZg]l'
d. Luang Pu Tuat built a hospital for elderly people.
He built a school for children.
___________________________________________________________________________________________
19
WB page 14
Reading and Writing

6. Read about the way some Spanish people celebrate Christmas Eve.
First, Spanish people

light oil lamps as the
stars come out. After that, they go to
mass at midnight.
Then, families get Finally, many people sing and

together for Christmas dance “jota” to the sound of
dinner. guitars on the streets.
7. Unscramble the sentences about Christmas Eve in Finland.

a. to the sauna / Finnish people / go
First, ?innish people go to the sauna.
_____________________________________________________________.
Writing Strategy
b. they / on TV / the “Declaration of Christmas Peace” / follow
Use connectors
such as ¿UVW, then, Then, they follow the “Declaration of Christmas Peace” on TV.
_____________________________________________________________.
etc., to indicate the
order of events in c. families / a festive dinner / have
a text. families have a festive dinner.
After that, ____________________________________________________________.
d. to visit / to cemeteries / go / dead family members / families
Finally, families go to cemeteries to visit dead family members.
_____________________________________________________________.
8. Describe the way Christmas Eve is celebrated in your country.

Is it different from the Spanish and Finnish celebrations? Project Stage 3
First, ________________________________________________________ Find information about 5

customs of the country
r y.
y va
Then, ________________________________________________________
__________________
________________
_________
______ your idol is from.
s ma er
Answ Write sentences describing
After that, _____________________________________________________ the customs you found.
Example: Americans love
fast food.
Finally,________________________________________________________
20
Presentation 2 Application
6. Read about the way some Spanish people celebrate 8. Describe the way Christmas Eve is celebrated in
Christmas Eve. your country. Is it different from the Spanish and
Ask students to think about the activities their families usually Finnish celebrations?
GR RQ &KULVWPDV (YH +HOS WKHP ZLWK DQ\ YRFDEXODU\ WKH\ At this level students are ready to write a short description of how
may need such as Christmas tree, lights, carols, nativity SHRSOHFHOHEUDWH&KULVWPDVLQWKHLURZQFRXQWU\Remind them
sceneHWF5HDGZLWKVWXGHQWVWKHLQIRUPDWLRQRQKRZSHRSOH of the importance of ordering actions in a sequence by means of
FHOHEUDWH&KULVWPDV(YHLQ6SDLQ,IWKH\KDYHDQ\GLI¿FXOW\ using the connectors ¿UVW, then, after that and ¿QDOO\ Go around
understanding the words light, oil lamps, come out, get WKHFODVVURRPSURYLGLQJDQ\KHOSWKH\PD\UHTXLUH+DYHVRPH
together or mass, have them look at the pictures and deduce YROXQWHHUVUHDGWKHLUWH[WVRXWORXG7KLVLVDJRRGRSSRUWXQLW\
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focus students’ attention on the connectors in color and move discuss with them similarities and differences among Christmas
WRWKHQH[WH[HUFLVH WUDGLWLRQVLQ6SDLQ)LQODQGDQGWKHLURZQFRXQWU\

7. Unscramble the sentences about Christmas Eve in <RXPD\FRPSOHPHQWVWXGHQWV¶ZULWLQJWDVNODWHUE\KDYLQJD
Finland. speaking activity based on some extra questions such as the
IROORZLQJ What do people eat in your country on Christmas
Refer students to the Writing Strategy and explain that the
Eve? Where do they go? Do people give presents to their
FRQQHFWRUVFDQEHXVHGWRLQGLFDWHWKHRUGHURIHYHQWVLQDWH[W
relatives? What kind? What do children do?
Now, ask them to unscramble the sentences about Christmas
(YH LQ )LQODQG <RX PD\ KDYH VWXGHQWV ZRUN LQ SDLUV 7R Another expansion activity may be asking students to form
check answers, have some volunteers write the unscrambled groups of three, do research on the way people celebrate
VHQWHQFHV RQ WKH ERDUG $OVR \RX PD\ FKDOOHQJH WKHP WR Christmas in other countries around the world and bring to
close their books and report orally the activities Finnish people FODVVDWH[WVLPLODUWRWKHRQHWKH\SURGXFHGLQH[HUFLVH
GRRQ&KULVWPDV(YH
Project Stage 3
,QYLWH VWXGHQWV WR NHHS ZRUNLQJ RQ WKHLU SUHVHQWDWLRQV ,Q
WKLV VWDJH WKH\ KDYH WR ¿QG LQIRUPDWLRQ DERXW WKH WUDGLWLRQV
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as New Year’s Day or Independence Day. Help students with
any question they may have and remind them to produce
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Teacher’s Guide 3

LESSON 4 How Did You Like It?
Planning
7KLVOHVVRQZLOO Uses connectors of Vocabulary Learning
guide students to sequence to describe the Movie genres synonymous
talk about movies basic structure of different UHVSRQVHV
and rate them PRYLHJHQUHV Colloquial expressions
according to their Uses contextual clues Go off the scale of terrible
SUHIHUHQFHV to catch the meaning of Make the grade
FROORTXLDOH[SUHVVLRQV Be out of this world
Follows a model dialog Structures
about movies substituting 7KH6LPSOH3UHVHQW7HQVHDQGWKH6LPSOH3DVW7HQVH
UHOHYDQWLQIRUPDWLRQ &RQQHFWRUVRIVHTXHQFH¿UVWWKHQDIWHUWKDW¿QDOO\
have them match the expressions in the Word Bank with the
Warm Up (books closed) underlined expressions in the bubbles and play the CD so they
As this lesson only works with three movie genres, you may FDQ FKHFN WKHLU DQVZHUV )LQDOO\ KDYH VWXGHQWV SUDFWLFH WKH
PRWLYDWHVWXGHQWVWRWKLQNDERXWRWKHUW\SHVVXFKDVWKHIROORZLQJ GLDORJVLQJURXSVRIWKUHH0DNHVXUHWKH\VZLWFKUROHV
love stories, westerns, VFLHQFH ¿FWLRQ HWF :ULWH DOO WKHVH
categories on the board and ask students to give you examples Application
RIHDFKRQHTitanic is a love story6WDU:DUVLVDVFLHQFH¿FWLRQ
3. Practice! Take turns asking and answering questions.
movie 7KLVDFWLYLW\FDQEHGRQHLQVPDOOJURXSV
Use the expressions from exercise 2.
Presentation Have students get into pairs to practice similar dialogs as

VXJJHVWHGLQWKHH[DPSOHRefer them to the Speaking Strategy
1. What normally happens in these types of movies? and make them aware of the importance of using different ways
Talk in groups. Use the connectors you learned in to express the same idea (Not bad, not good = It makes the
lesson 3. grade; It goes off the scale of terrible = It is very bad; It’s out of
this world = It’s excellent Provide useful vocabulary such as
7HOOVWXGHQWVWKDWPDQ\RIWKHHYHQWVWKDWKDSSHQLQWKHVHNLQGV
characters, plot, soundtrack, director, sound / visual effects, etc,
RI PRYLHV DUH SUHGLFWDEOH$V DQ H[DPSOH UHIHU WR WKH JLUO LQ
and challenge students to add why they liked or did not like a
the picture who describes what generally happens in detective
PRYLH([DPSOHTransformers is out of this world because the
PRYLHV6WUHVVWKHIDFWWKDWVKHLVXVLQJFRQQHFWRUVRIVHTXHQFH
visual effects are really impressive.
WRGHVFULEHWKHHYHQWVAfterward, have students work in small
JURXSVDQGJLYHHDFKRQHDGLIIHUHQWW\SHRIPRYLH5HDGWKH 4. Gap activity.
instructions with students and encourage them to answer the
TXHVWLRQWhat normally happens in these types of movies? Walk 5HIHUVWXGHQWVWRWKHJDSDFWLYLW\+DYHWKHPJHWLQWRSDLUVDQG
around the classroom to help them with vocabulary, grammar ask them to sit face to face to do the activity on pages 96 and
VWUXFWXUHVDQGWRFKHFNKRZWKH\XVHWKHFRQQHFWRUVRIVHTXHQFH (QFRXUDJHWKHPWRXVHWKHFOXHVWRSRVHTXHVWLRQVLQWKH
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Practice Reflect on Values

2. Match the underlined expressions with the idioms +DYH VWXGHQWV UHÀHFW RQ WKH LPSRUWDQFH RI UHVSHFWLQJ RWKHU
SHRSOH¶VSULYDF\3ULYDF\LVDKXPDQULJKWDQGZHKDYHWREH
in the Word Bank. Then, listen and check your
very careful in order not to affect a person’s personal and social
answers.
OLIH UHIHU IRU H[DPSOH WR FHOHEULWLHV 7KHQ IRFXV VWXGHQWV¶
Read with students the expressions in the Word Bank and attention on the value of being respectful to people they talk
DVNWKHPWRLQIHUWKHLUPHDQLQJ:ULWHRQWKHERDUGVRPHRI DERXW )LQDOO\ GLVFXVV ZLWK WKHP WKH LPSRUWDQFH RI DFFHSWLQJ
Teacher’s Guide 3
WKHLULGHDV<RXPD\DOVRUHIHUWKHPWRWKHGlossary on page DQGUHVSHFWLQJGLYHUVLW\+LJKOLJKWWKHIDFWWKDWDOWKRXJKZHDUH

35 and explain the meaning of the expressions by showing not all the same, we can become friends, help each other and
WKHLUUHODWLRQVKLSZLWKWKHVWDUVDVZKHQUDWLQJDPRYLH1RZ OHDUQIURPRXUGLIIHUHQFHV
LESSON 4
How Did You Like It? Culture and Communication

1. What normally happens in these types of movies? Talk in groups.
Use the connectors you learned in lesson 3.
In detective
movies, ¿UVW a bad
guy kills a person.
Detective movies Horror movies Animated movies Then, detectives

take photographs
of the crime scene.
2. Match the underlined expressions with the idioms in the Word
Bank. Then, listen and check your answers.
Word Bank
a. It goes off the scale of terrible. b. It makes the grade. c. It’s out of this world!
How did you like How did you like the How did you like the
the movie, Susie? movie, Richard? movie, Diane?
Well, excellent! ( c ) Oh, very bad. ( a ) Well, not bad, not good. ( b )
3. Practice! Take turns asking and answering questions. Use the expressions from exercise 2.
What movie did

you last see? Speaking Strategy
I saw Transformers.
Learn synonymous
responses to express
yourself in varied
ways. Example:
It’s out of this world! Excellent = Out of
this world.
How did you like it?
Reflect on Values
4. Gap activity. Always Sometimes Never
I respect privacy.
Student A goes to page 96. I talk about people in a respectful way.
Student B goes to page 99. I understand and accept diversity.
21
Time for Fun!
Test Your Memory!
1. Listen to the game show and answer the questions about facts presented in this
unit. You have 30 seconds to answer each question.
2. ,I\RXGRQ¶WUHPHPEHU\RXFDQFKHFNLQWKHXQLWWR¿QGWKHDQVZHUEXWGRQ¶W
forget you only have 30 seconds per question.
Welcome to your favorite Answer 1

game show “The Winner Takes Johnny Depp has 13 tattoos all over his body.
_____________________________________________
It All.” Answer the questions
and win…
Answer 2 Answer 3
__________________________________________________
<Zf^khg=bZsÛklmfZ]^Ma^FZld' Mozart learned to play the violin at the age of 5.
__________________________________________________
__________________________________________________ __________________________________________________
Answer 4
Marilyn Monroe married baseball star DiMaggio
__________________________________________________
in 1954.
__________________________________________________
Answer 5
They eat some ham or “tortillas.”
__________________________________________________
__________________________________________________
Answer 6
People in Thailand live in big families.
__________________________________________________
__________________________________________________
Answer 7
__________________________________________________
I^hie^bg<ZgZ]Zli^Zd>gèblaZg]?k^g\a'
__________________________________________________
Answer 8
The Beatles dissolved in 1970.
__________________________________________________
__________________________________________________
Answer 9 <RXUÀQDO
Leonardo da Vinci painted the Mona Lisa.
__________________________________________________ score:
__________________________________________________
_______
Answer 11
Answer 10 They sang and clapped their hands.
__________________________________________________
Ricky Martin eats honey candies before a concert.
__________________________________________________ __________________________________________________
__________________________________________________
Time for Fun!
Test Your Memory!

7HOOVWXGHQWVWRLPDJLQHWKH\DUHRQDJDPHVKRZFDOOHGThe ZHOODVWRUHLQIRUFHWKHLUXVHRIWKH6LPSOH3UHVHQW7HQVHDQGWKH
Winner Takes It All! First, go over the instructions with them 6LPSOH3DVW7HQVHPlay the CD and stop it after each question;
DQGPDNHVXUHWKH\XQGHUVWDQGZKDWWKH\KDYHWRGR7KH\ DOORZ VWXGHQWV RQO\ WKLUW\ VHFRQGV WR ¿QG WKH FRUUHFW DQVZHU
will have to answer 10 questions the host asks, all related to After they have answered all the questions, check answers
WKHSHRSOHDQGIDFWVSUHVHQWHGDORQJXQLW7KHJRDORIWKLV DQGKDYHWKHPUHSRUWWKHLU¿QDOVFRUHVVXFKDVWKHIROORZLQJI
game is to give students the opportunity to have fun by going answered eight out of ten questions correctly<RXPD\ZDQWWR
EDFNWKURXJKWKHWKUHHOHVVRQVRIWKHXQLWWR¿QGWKHFRUUHFW have the correct answers written on big paper sheets and shown
information (in case they do not remember the answers), as WRVWXGHQWVVRWKH\FDQYLVXDOO\FKHFNDQVZHUV
Teacher’s Guide 1

Quiz Time
7KLV HYDOXDWLRQ DLPV DW KHOSLQJ VWXGHQWV EHFRPH DZDUH RI 4. Complete with the correct form (present or past,
WKHLUVWUHQJWKVDQGZHDNQHVVHV,QYLWHWKHPWRDQVZHUWKHTXL] DIÀUPDWLYHRUQHJDWLYHRIWKHYHUEVLQWKH:RUG
LQGLYLGXDOO\$IWHUWKDWKDYHWKHPFKHFNWKHLUDQVZHUVLQSDLUV Bank.
EHIRUHVKDULQJWKHPZLWKWKHFODVV([SODLQWKDWWKHSXUSRVHRI
WKHWHVWLVWRKHOSWKHPLGHQWLI\DQ\GLI¿FXOW\WKH\PD\KDYHZLWK 7HOOVWXGHQWVWRUHDGWKHZKROHWH[WDWOHDVWWZLFHEHIRUH¿OOLQJ
the language structures and communicative functions presented LQ WKH JDSV 7KLV ZLOO KHOS WKHP FRPSUHKHQG WKH FRQWH[W
DQGSUDFWLFHGLQWKHXQLW7KHWHVWEDVLFDOO\HYDOXDWHVWKHXVH Also, suggest students observe the words and expressions
RIWKH6LPSOH3UHVHQW7HQVHDQGWKH6LPSOH3DVW7HQVHLQWKH WKDW DUH ORFDWHG EHIRUH DQG DIWHU HDFK JDS 7KLV ZLOO KHOS
DI¿UPDWLYHQHJDWLYHDQGLQWHUURJDWLYHIRUPV them decide which the appropriate form of the verbs given
in the Word BankLV
1. Complete with do, does or did.
7HOO VWXGHQWV WR UHDG HDFK VHQWHQFH FRPSOHWHO\ EHIRUH Self-Evaluation
¿OOLQJLQWKHJDSV7KLVZLOOKHOSWKHPJHWWKHFRQWH[WVRIWKH Read the self-evaluation chart and encourage students to
FRQYHUVDWLRQV$OVR KDYH VWXGHQWV QRWLFH WKH QHDUE\ ZRUGV DQVZHU KRQHVWO\ 7KH\ PD\ VKDUH WKHLU UHVXOWV ZLWK WKHLU
EHIRUHDQGDIWHUHDFKJDS7KLVZLOOKHOSWKHPGHFLGHZKLFKWKH SDUWQHUVLIWKH\ZDQW
DSSURSULDWHZRUGWKDWEHVWFRPSOHWHVHDFKVHQWHQFHLV
Stimulate their effort by congratulating them and suggesting
2. Write the following sentences in the negative form. they draw conclusions about their work throughout the unit so
See the example. they can think of the strategies they should use to improve
Read the instructions and the example with students and make QH[WWLPH
VXUHWKH\XQGHUVWDQGZKDWWKH\KDYHWRGR+DYHWKHPQRWLFH
LIWKHVHQWHQFHLQWKHDI¿UPDWLYHIRUPLVLQWKH6LPSOH3UHVHQW
7HQVHRULQWKH6LPSOH3DVW7HQVHEHIRUHWKH\VWDUWZULWLQJ
3. You are interviewing actor Jim Carrey. Write the

questions for the answers. See the example.
Again, read the instructions and the example with students
DQG PDNH VXUH WKH\ XQGHUVWDQG ZKDW WKH\ KDYH WR GR <RX
PD\KHOSWKHPE\JLYLQJWKLVFOXH7ZRRIWKHTXHVWLRQVWKH\
have to write are wh-questions; the other two are yes / no
TXHVWLRQV
Teacher’s Guide 3

WB page 15
Quiz Time
1. Complete with do, does or did. 3. You are interviewing actor Jim Carrey.
Write the questions for the answers.
do you usually do every Sunday
a. What ______ See the example.
morning?
You: (a) Do you live in Canada?
did you wear yesterday?
b. What clothes ______
Jim: No, I don’t. I live in the USA.
does Thomas normally go on vacation?
c. Where ______
You: (b) Where did you go on vacation last year
_________________________________?
did Luciano Pavarotti die?
d. When ______
Jim: I went to Japan on vacation last year.
Did Peter and Mark travel to Spain last year?
e. ______
You: (c) Did you make any movie last year
_________________________________?
did you like the last movie you saw?
f. How ______
Jim: No, I didn’t make any movie last year.
Does Sarah usually have dinner at 8:00 PM?
g. ______ I took a break.
does Marie usually eat for breakfast?
h. What ______ You: (d) =h^lrhnk]Znàm^kli^Zd?k^g\a
_________________________________?
2. Write the following sentences in the negative Jim: No, my daughter doesn’t speak French.
form. See the example. She only speaks English.
a. They speak Italian. You: (e) When did you star in The Mask
_________________________________?
Ma^r]hgmli^ZdBmZebZg' Jim: I starred in The Mask in 1994.
b. She likes to exercise every day.
_______________________________________
La^]h^lgmebd^mh^q^k\bl^ô^kr]Zr' 4. Complete with the correct form (present or
SDVWDIÀUPDWLYHRUQHJDWLYHRIWKHYHUEVLQWKH
c. I studied very hard for the exam. Word Bank.
_______________________________________
B]b]gmlmn]ro^kraZk]_hkma^^qZf'
Word Bank
d. He became famous at the age of 20. meet travel (2X) speak
_______________________________________
A^]b]gm[^\hf^_ZfhnlZmma^Z`^h_+)' like go take
e. They go to bed at 9:00 PM.
_______________________________________
Ma^r]hgm`hmh[^]Zm23))IF'
speaks
My friend Antonia is from Italy. She (a) _______________
f. We celebrate Christmas at home. three languages: Italian, English and Spanish.
travels
She usually (b) ________________ around the world.
_______________________________________
P^]hgm\ê^[kZm^<akblmfZlZmahf^' meets
She (c) ________________ new people and learns about
g. You wanted to be an actress. different cultures all the time.
]h^lgmebd^
6KHGBBBBBBBBBBBBBBBBWRÀ\EHFDXVHVKHWKLQNVLW
_______________________________________
Rhn]b]gmpZgmmh[^ZgZ\mk^ll' traveled
is dangerous. Last year she (e) ________________ to
h. It drinks a lot of water. went
Peru. She (f) ________________ to Machu Picchu, but
unfortunately
she (g) ________________ photographs
]b]gmmZd^
_______________________________________
Bm]h^lgm]kbgdZehmh_pZm^k' because her camera didn’t have batteries. For Christmas,
she wants to go to Argentina. I also want to go with her.
Self-Evaluation
Now I can Very well OK A little
describe habits or actions that happen regularly.
talk about past events and completed actions in the past.
use connectors of sequence to describe celebrations.
talk about movies and rate them according to my preferences.
23
UNIT
2 Telling Stories
Goals
describe parties and express existence in the past. use adverbs to intensify the events in
describe actions that were in progress at some time a story.
in the past. share experiences you had in the past.
LESSON 1
The Party Was Awesome!

1. Unscramble the words and place them in the correct column.
redips tba rnalgads

besw scooike acek
iec aercm skams
Vocabulary Strategy
Birthday party Costume party Both Associate images
and words in your
cake bat garlands cookies own language. Then,
gifts masks ice cream look them up in a
ancides bilingual dictionary
candles spider webs candies
WR¿QGWKHLU(QJOLVK
pumpkins pizza spelling.
zzaip
2. Complete with the words from the previous exercise. Then, listen and check.
sandcel
Last night’s party was awesome! There were many friends and they gave
gifts
me a lot of _______________. ice cream
We had vanilla _________________
pizza
and pepperoni __________________. There wasn’t cheese pizza (my
cake
favorite), though. There was also a big chocolate __________________.
candles
I felt nervous because I had to blow out the ___________________ in
front of so many people! But I did, and I wished for something good.
Lisa
kmpuinps
It was incredible! The house was full of friends with crazy and original
masks
costumes and _________________: there were princesses, knights,
ghosts… Oh, and there was a funny scarecrow. The house was
pumpkins
decorated with _________________, garlands
_________________ and
sftgi Bruce
spider ___________.
___________ webs candies
We ate a lot of fruit _________________.
cookies
Unfortunately, there weren’t any _________________.
24
UNIT
2 Telling Stories
LESSON 1 The Party Was Awesome!
Planning
This lesson will Follows written instructions to Vocabulary Associating
guide students to do academic tasks. Words related to parties, kinds of costumes images and
describe parties Applies a vocabulary strategy words.
and express in order to learn new words. Expressions
existence in the 8QGHUVWDQGVVSHFL¿F Last night’s party was awesome! It was great!
past. information in spoken texts.
Describes birthday and Structures
costume parties based on There was / There were DI¿UPDWLYHQHJDWLYHDQG
pictures. interrogative)
Warm Up (books closed) Practice

Start the class by asking students the following question: 2. Complete with the words from the previous
When is your birthday? Then, have them tell you how they exercise. Then, listen and check.
celebrated their last birthday. You may also ask students to Tell students that they will hear two teens, Lisa and Bruce,
think about their ideal birthday party. Also, ask questions about GHVFULELQJSDUWLHVWKH\KDGUHFHQWO\7KHQDVNWKHPWR¿OOLQ
costumes parties, such as What kind of costumes do people the gaps with the words from the previous exercise and play
wear in these kinds of parties? Read the title of lesson 1 with WKH&'IRUVWXGHQWVWRFRQ¿UP<RXPD\KDYHVRPHRIWKHP
students and help them with the meaning of awesome. Finally, read the texts in the bubbles aloud to correct pronunciation.
tell students that they are going to talk about birthday and Refer them to the Glossary on pages 34 and 35 in order to get
costume parties in this lesson. the meaning of the verbs blow out and wish.
Presentation 1
1. Unscramble the words and place them in the correct
column.
This introductory exercise includes vocabulary related to both
birthday and costume parties. Refer students to the Vocabulary
Strategy and encourage them to relate the pictures with words
in Spanish and, after that, look up in a bilingual dictionary the
correct spelling of the scrambled words. Then, have them
classify the words in the correct column. Once students have
¿QLVKHG FKHFN DQVZHUV E\ DVNLQJ VRPH YROXQWHHUV WR ZULWH
the words on the board. Have them repeat the words orally to
check pronunciation.
Teacher’s Guide 3

4. Answer these questions based on the pictures from
Presentation 2 exercise 3. See the example.
Focus students’ attention on the 5HÀHFW RQ *UDPPDU box.
Allow students to read the questions about Lisa’s and Bruce’s
Remember that the purpose of this box is to help students with
parties and give short answers based on the pictures shown
the language they need to use. You could make an overhead
in exercise 3. Have them analyze which questions are singular
projection of it. Then, give an explanation to elicit each sample
and which are plural. Finally, check as a class.
sentence. Immediately, uncover and drill it. Have them notice
the words in color. Focus their attention on the ways negative
sentences are used and how to ask and answer questions Application
using there was and there were. Refer to exercise 2 on the Show students pictures of different scenes and ask them to
previous page to see some examples of how Lisa and Bruce observe them very carefully for a few seconds. Then, put
use there was and there were to describe their parties. the pictures away and ask questions using there was / there
were to check how many details students can remember.
Practice Show them the pictures again to check answers. This
activity can be organized as a competition with a time limit
3. Look at the pictures taken at Lisa’s and Bruce’s
if students work in pairs or small groups.
parties. Describe them as in the examples. Have students write a short description of the last birthday
or costume party they went to by using there was and there
Read the instructions and the two examples with students. Ask were.
WKHPWRPHQWLRQZKDWWKH\VHHLQHDFKSKRWRJUDSKEULHÀ\WR
activate the vocabulary previously given. Tell them to look at
Project Stage 4
the pictures carefully to make sentences using there was and Refer students to Project Stage 4 and ask them to continue
there wereLQWKHDI¿UPDWLYHIRUP%HIRUHFKHFNLQJDVDFODVV working on their projects. In this stage they have to bring
have students compare answers with a partner’s. pictures of their idols to class and describe them by using there
was and there were. Read the example given in the book and
provide other examples if necessary. Go around the classroom
providing any guidance and help students may require.
Teacher’s Guide 3

WB pages 16 and 17
Language in Context
GREENWICH LAB
There was / There were ACTIVITIES
Reflect on Grammar
We use them to express existence in the past.
$IÀUPDWLYH Negative Question form Short answers
Singular Plural Singular Plural Singular Plural Singular Plural
There was a There There wasn’t There Was there Were there - Yes, there was. - Yes, there were.
big chocolate were many any pumpkin. weren’t any a scarecrow any princesses - No, there - No, there
cake. friends. cookies. at the party? at the party? wasn’t. weren’t.
3. Look at the pictures taken at Lisa’s and Bruce’s parties.

Describe them as in the examples.
a. (cake) There was a cake.

__________________________________
b. (cookie) There were 6 cookies.
__________________________________
c. (candle) There were 13 candles.
__________________________________
d. (pizza) There was a pizza
__________________________________
e. (gift) There were 5 gifts.
__________________________________
________________________________
Bruce’s pa
rty
f. There were 2 princesses.

(princess) ________________________________
g. There was a pumpkin.
(pumpkin) ________________________________
h. (ghost) There were 3 ghosts.
________________________________
i. (knight) There were 2 knights.
________________________________
Lisa’s party j. There was a scarecrow.
(scarecrow) ________________________________
Project Stage 4
4. Answer these
the questions based on the pictures from exercise 3.
See the example. In magazines, look for a picture
of your idol (in a concert, on a
a. Were there any candles at Bruce’s party? No, there weren’t.
TV show, in a party, etc.).
b. Was there a cake at Lisa’s party? Yes, there was.
___________________________ Describe the situation in the
c. Were there any spider webs at Lisa’s party? ___________________________
Gh%ma^k^p^k^gm' picture using there was and / or
d. Was there a pizza at Bruce’s party? ___________________________
Gh%ma^k^pZlgm' there were([DPSOH In this
e. Yes, there was.
Was there a scarecrow at Bruce’s party? ___________________________ concert, there were 8 dancers
around Fergie.
f. Were there any gifts at Lisa’s party? Yes, there were.
___________________________
25
LESSON 2
Funny and Weird

1. Look at the pictures Jim took at Angela’s birthday party.
Read, listen and underline in the dialog the sentences
that describe the pictures.
Bob: Hi, Jim. Did you go to Angela’s birthday party? How
was it? Tell me all about it.
Jim: It was great! The people were dancing in the living
room when I arrived at the house. Look, I took this picture.
They also were singing aloud.
Bob: Wow! Were they really having fun?
Jim: Yes, they were. Look at this one: Michael was eating
all the pizza in the kitchen when I took the picture. He didn’t
notice me.
Bob: Was he eating all the pizza? Incredible! Do you have
more pictures?
Jim: Sure! Angela was blowing out the candles when she
got all messy from the icing. Later, the twins Sue and Rose
were having ice cream when they sneezed and splashed
their dresses.
Bob: So it seems there were Listening Strategy
some incidents at the party.
Jim: Yes, but we really enjoyed Use techniques
them… We missed you a lot, such as underlining
Bob. Please, come next time. to give prominence
to important ideas
in a text.
Past Progressive Tense Reflect on Grammar

We use it to describe actions that were in progress at some time in
2. Answer. the past. GREENWICH LAB
ACTIVITIES
a. What were the people doing when Jim $IÀUPDWLYH Negative

arrived at the party? I I
They were dancing in the living He He
was dancing. wasn’t dancing.
room.
__________________________________ She She
b. What was Michael doing when Jim took It It
the picture? You You
He was eating all the pizza in We were dancing. We weren’t dancing.
kitchen.
__________________________________ They They
the
c. What was Angela doing when she got Question form Short answers
all messy from the icing? I
__________________________________ he Yes, I / he / she / No, I / he / she / it
Was dancing?
She was blowing out the candles.
__________________________________ she it was. wasn’t.
it
d. What were Sue and Rose doing when
you
they sneezed? Yes, you / we / No, you / we / they
Were we
__________________________________ dancing? they were. weren’t.
they
They were having ice cream.
__________________________________
26
LESSON 2 Funny and Weird
Planning
This lesson will Applies a listening strategy related Vocabulary Underlining.
guide students to to the purpose of a task. Words related to parties, kinds of costumes
describe actions 8QGHUVWDQGVVSHFL¿FLQIRUPDWLRQLQ
that were in spoken texts. Expressions
progress at some Reconstructs a story using key Tell me all about it. Come next time.
time in the past. words and pictures.
Finds out what their partners were Structures
doing at some time in the past. 7KH3DVW3URJUHVVLYH7HQVHDI¿UPDWLYH
Describes a dream, real or negative, interrogative)
imaginary. The Simple Past Tense
Warm Up 2. Answer.
Allow one minute for students to make a list of 10 actions Focus students’ attention on the 5HÀHFW RQ *UDPPDU box.
people regularly do at parties (dance, eat, drink, talk, laugh, Explain that we use the Past Progressive Tense to narrate
listen, sing, jump, walk around, clap their hands, etc.). After the events that were in progress at some time in the past. Choose
minute is over, check how many words they were able to write one sentence from exercise 1 and help students identify the
down. Write the list of words on the board as students report. event that was in progress so that they can understand more
Then, have them open their books to page 26, look at the clearly. Then, have them identify, in pairs, the event in progress
pictures and identify which actions from the list on the board in the other statements they underlined.
are there. Finally, ask students what kind of party is presented
in the pictures. Ask students to answer the questions based on the dialog
LQ WKH SUHYLRXV H[HUFLVH $QVZHU WKH ¿UVW TXHVWLRQ DV DQ
example. Place emphasis on the fact that they have to use the
Presentation Past Progressive Tense to answer the questions. Walk around
1. Look at the pictures Jim took at Angela’s birthday WR PRQLWRU WKHLU ZRUN $IWHU WKH\ KDYH ¿QLVKHG DVN WKUHH
party. Read, listen and underline in the dialog the volunteers to come up to the board and write the answers.
sentences that describe the pictures. Have students themselves decide whether the sentences are
correct or not.
Tell students that they are going to listen to two boys, Jim
and Bob, talking about Angela’s party. Have them listen to the Finally, refer students to the Grammar Chart on page 103.
dialog with the books closed and write down the words they Read the examples with them and explain the use of the Past
understand, such as verbs, food items, names and objects, Progressive Tense and the Simple Past Tense together. Have
and compare them with a partner’s. Now, refer them to the students understand the relationship established by when and
Listening Strategy and tell them to underline the sentences that while, and provide further practice.
describe the pictures. Play the recording twice. Ask students to
get into pairs and practice the dialog. Go around the classroom
checking pronunciation. Finally, check answers as a class.
Teacher’s Guide 3

Practice Application
3. Maggie had a weird dream last night. Listen to 5. Play! Find someone in the class who was doing
her story and write T (true), F (false), or N (not these activities at these times last Saturday. The
mentioned). Correct the false statements. ÀUVWVWXGHQWWRFRPSOHWHWKHFKDUWLVWKHZLQQHU
Read the instructions with students and allow them enough
time to read the statements before playing the recording. Elicit Ask a student to read the instructions and model the dialog
the meaning of the words weird, dress and wear. Play the CD with him / her. Encourage the rest of the class to walk around
two or three times and have students do the task individually. the classroom asking and answering questions (not only
Finally, check answers as a class. yes / no questions but also wh-questions) using the Past
Progressive Tense. 0DNHFOHDUWKDWWKLVLVDJDPHDQGWKH¿UVW
Focus students’ attention on the Pronunciation box. Explain student who completes the chart with true information is the
that they are going to practice the sound /ŋ/, which corresponds winner; therefore, tell them to be honest with the answers they
to the –ing ending of the verbs in the Past Progressive Tense. give. Walk around the classroom providing any help students
Play the recording and have them practice several times. Tell may require. Then, have volunteers report and write some
VWXGHQWVWKDWDVZHGRQRWKDYHWKDW¿QDOVRXQGLQ6SDQLVKZH sentences on the board to correct any possible mistakes.
need to be careful when pronouncing it in English.
4. In your notebook, reconstruct Maggie’s dream based Extra Ideas

on the pictures and the words given. As an expansion activity, have students reconstruct or make up
Ask students to open their notebooks to reconstruct Maggie’s a weird dream. Allow them some time to draw simple pictures,
dream based on the pictures and words provided. Read the or write key words to help them remember the events. Then,
example with them so they become aware that they have to have them work in small groups to talk about their dreams.
write sentences using the Past Progressive Tense and the Encourage them to mention how they felt and, if possible,
Simple Past Tense together (see below). Have them work describe the setting. Similarly, motivate them to ask follow-up
in pairs. As you revise their work, ask students which are questions and use expressions like Really? How did you feel?
the actions in progress. Finally, challenge some students to How frightening! It’s interesting! Who were you with? What
narrate the story by just looking at the pictures and not seeing happened next? as well as the connectors of sequence they
the prompts given. learned in unit 1.
- Charlie was dancing with a ghost when an ugly woman

appeared at his side. Project Stage 5
- The woman was giving Charlie a drink when a man took ,QWKLVVWDJHVWXGHQWVDUHDVNHGWR¿QGRXWDQGWHOODERXWD
the glass away. funny or weird situation that happened to their idols. Read the
- Maggie and Charlie were trying to escape from the house example provided in the book and then encourage them to
when the doors closed. describe the event using the Past Progressive Tense and the
- The monsters were coming near when Maggie woke up. Simple Past Tense together. ,ILWLVGLI¿FXOWIRUVWXGHQWVWR¿QG
the information, tell them to make it up just for the sake of
having fun, practicing these tenses and using their imagination.
5HPLQGWKHPWKDWWKH\VKRXOGEHFDUHIXOZKHQVXU¿QJWKHZHE
or reading magazines since there is a lot of wrong and even
false or harmful information about celebrities.
Teacher’s Guide 3

WB pages 18 and 19
Language in Context
3. Maggie had a weird dream last night. Listen to her story and write T (true),
F (false) or N (not mentioned). Correct the false statements.
a. Maggie was wearing a red princess dress. ( F ) ______________________________________________
She was wearing a blue princess dress.
b. Charlie was wearing a scarecrow costume. T
( ) ______________________________________________
c. The house was big, cold and full of garlands. ( N) ______________________________________________
d. The people at the party were eating candies. ( F ) ______________________________________________
They were eating spiders.
e. Charlie and Maggie were in a genuine monster party. T
( ) ______________________________________________
Pronunciation
4. In your notebook, reconstruct Maggie’s dream based on the pictures
and the words given. Example: The people were acting
ting strange when Say:
Charlie and Maggie arrived at the party. - They were eating.
- Was he singing?
- She wasn’t dancin
dancing.
- We weren’t sleeping.
sleepi
Charlie / dance with a ghost / an ugly

The woman / give Charlie a drink /
woman / appear at his side
a man / take the glass away
The monsters / come

near / Maggie / wake up
Maggie and Charlie / try to escape

from the house / the doors / close
5. Play! Find someone in the class who was doing these activities at these times
ODVW6DWXUGD\7KHÀUVWVWXGHQWWRFRPSOHWHWKHFKDUWLVWKHZLQQHU
No, I wasn’t.
I was sleeping. Project Stage 5
Were you having
breakfast at 7:00 Write about a funny
AM last Saturday? situation or a weird event
that happened to your idol.
([DPSOHOne day, she was
dancing on stage when she
stepped down and fell.
7:00 AM 10:00 AM 2:00 PM 6:00 PM 10:00 PM

__________________ __________________ __________________ __________________ __________________
(have) breakfast (sleep) (listen to) music (check) email (watch) TV
27
LESSON 3
Terrifying Stories
1. Do you like horror stories? Do you think they are based on real facts?
2. Guess and match the information about these legendary creatures. Reading Strategy
a. The Drummer of Tedworth a monster a Nepalese legend Relating new with
b. (OO\.HGZDUG DJKRVW DQ$PHULFDQOHJHQG your previous
c. 7KH<HWL DZLWFK DQ(QJOLVKOHJHQG
DQ information helps
d. Countess Bathory a vampire a Hungarian legend you construct
knowledge.
3. Read and listen to the texts.
A. The Yeti, or the Abominable Snowman
I
n 1978, there was a French expedition to climb some me
Himalayan mountains in Nepal. French expedition on
leader and professor Anne Dubois got lost from om
her team when it started to snow heavily. There re
ZDV VQRZ DOO DURXQG DQG VKH FRXOGQ·W ÀQG KHU
HU
friends. Suddenly, when she was taking a break ak
by a rock, she saw something coming toward her. er.
“Believe it or not it was the Yeti, the abominable
le
snowman. He was a huge creature and all his is
body was covered with white hair,” professor or
Dubois said later. Dubois told the press that the
Yeti caught her leg when she was running ass fast
as she could. Fortunately, when he was opening his
PRXWKWRHDWKHUVKHVKRQHDÁDVKOLJKWLQKLVH\HVDQGKH
went away. “My leg was hurt and there weren’t any people to help me. I
was alone and I couldn’t walk. After several hours, when I was freezing up, my
team found me and took me to a hospital. The Yeti looks like an ape; he is very
violent.”
E
B. Countess Bathory
lizabeth Bathory was born in Hungary in 1560. She
was a rich countess and her family was very important.
The legend says that Elizabeth was a cruel lady. One
day, when she was walking in the street, she saw an old
da
woman and laughed at her. The old woman said to her,
w
“You laugh at me now, but you will be old pretty soon.”
So, Elizabeth became obsessed with beauty and, therefore,
sshe wanted to be young forever. Mysteriously, she started
tto capture young ladies and bring them to her castle
because she thought she could extract their beauty and
vvigor. In 1610, after hearing rumors of the countess’
cruelty, the authorities came to inspect her castle and found
cr
many locked-up women. They said Elizabeth was a vampire
ma
and took her to a small prison where she passed away four
years later. Today, some historians argue that this legend was
yea
invented by the countess’ political enemies in her time.
inv
28
28
LESSON 3 Terrifying Stories
Planning
This lesson will Applies a reading strategy Vocabulary Relating new
guide students to related to the purpose of a Legendary creatures with previous
task (predicting). information.
read and Extracts key information from Forming
Structures
understand a narrative text. adverbs by
The Simple Past Tense
unusual stories. Uses contextual clues to adding –ly to
The Past Progressive Tense
use adverbs understand the meaning of adjectives.
to intensify the adverbs. Using adverbs
Adverbs with –ly ending: mysteriously,
events in a Completes a short simple to intensify the
suddenly, fortunately
story. narrative text by using there events in a
was / there were, adverbs and story.
the tenses learned.
Warm Up Presentation
1. Do you like horror stories? Do you think they are 3. Read and listen to the texts.
based on real facts? %HIRUHSOD\LQJWKHUHFRUGLQJLQYLWHVWXGHQWVWRORRNDWWKH¿UVW
As a pre-reading activity, ask students to tell you the name of picture and make predictions about story A. Elicit as much
a famous horror story they know. Then, have them answer the information as you can. Play the CD and ask students to follow
questions in exercise 1 in pairs. Encourage them to share their along by reading silently. Follow the same procedure with
answers with the rest of the class. stories B and C. Refer students back to exercise 2 so they can
check and correct their answers. As students may ask about
2. Guess and match the information about these Elly Kedward, let them know that later on in the lesson they will
legendary creatures. learn about her. You may want to have some volunteers read
Refer students to the Reading Strategy and have them tell the texts aloud to practice pronunciation and oral reading. It is
you the names of legendary monsters, ghosts, witches and also a good idea to have students work in pairs and retell the
vampires they know. Then, invite them to match the information story they liked most.
about the creatures presented. Be aware that some of this
information may be new for your students, so advise them not
to worry about having to answer correctly.
Teacher’s Guide 3

Practice 7. Read the stories again and underline the sentences
4. ,Q\RXUQRWHERRNÀOOLQWKHFKDUWZLWKLQIRUPDWLRQ where the words in bold type below appear. Then,
from the stories. circle the words that are similar in meaning.
7KLV DFWLYLW\ DLPV DW UHDGLQJ WR LGHQWLI\ VSHFL¿F LQIRUPDWLRQ Refer students to the Writing Strategy and elicit examples for
$VNVWXGHQWVWRJHWLQWRSDLUVDQGDVNWKHPWR¿OOLQWKHFKDUWLQ each of the three cases presented to check understanding.
their notebooks with information from the reading. Encourage Then, have them scan the stories and underline the sentences
them to write as many details as possible in the third and in which the adverbs suddenly, fortunately and mysteriously
fourth column. Finally, check answers by eliciting them from appear. Next, ask students to circle the adverbs that are similar
the students themselves. LQPHDQLQJWRWKHRQHVDOUHDG\LGHQWL¿HG
5. In which story…
Extra Ideas
This exercise intends to review the use of there was and there
For further practice, give students the incomplete sentences
were. As each text is labeled with the letters A, B, and C, tell
below. They will have to complete each sentence with their
students that they will have to match the questions with the
own ideas using some of the 12 adverbs presented in exercise
FRUUHVSRQGLQJOHWWHUV5HIHUWKHPWRWKH¿UVWH[DPSOHDQGDVN
7. Before checking as a class, have students compare their
D YROXQWHHU WR ¿QG WKH H[DFW SODFH LQ WH[W$ ZKHUH WKH ZRUG
answers with a partner’s.
hospital appears. Have students work individually and check
answers as a class. - I was walking in the street this morning when…
- We were watching TV last night when…
Extra Ideas - I was talking on the phone yesterday when…
- Rosanna’s father was sleeping on the sofa when…
As an expansion activity, tell students to close their books and ask - They were playing hide and seek in the park when…
them extra questions using there was and there were: In which - The cat was playing with the ball in the kitchen when…
story was there a professor? In which story were there books? - Maria was working on her computer when…
Was there a TV in story B?, etc. Have students answer aloud. - The tourist was sunbathing on the beach when…
6. Complete the statements using the Simple Past - We were watching a movie when…
- John was cooking dinner when…
Tense or the Past Progressive Tense.
Encourage students to complete the sentences using the
Simple Past Tense or the Past Progressive Tense without
looking back at the reading unless they are taking too long.
Check answers as a class.
Teacher’s Guide 3

WB pages 20 and 21
C. The Drummer of Tedworth Reading and Writing

P
oltergeists are ghosts that make noise and
throw objects. The Drummer of Tedworth was a
mischievous poltergeist that scared a family in
England. There were many incidents when
the Rochesters moved to an old house in
Tedworth in 1980. Once, when they were
sleeping very late at night, the poltergeist
started to play a drum very noisily. The
family couldn’t sleep at all. Casey, the
older son, remembered, “One day I
was watching TV in the living room.
6XGGHQO\PDQ\REMHFWVVWDUWHGÁ\LQJ
toward me. There were books and
pencils moving in the air. I guess the
penci
poltergeist didn’t like the TV program
polte
was watching.” There was a room in
I wa
the hhouse that the Drummer of Tedworth
never allowed the family to enter. What was
neve
there in that room? It is a mystery. The family
ther
moved out when the drummer started to destroy
mo
the furniture in the house.
4. ,Q\RXUQRWHERRNÀOOLQWKHFKDUWZLWKLQIRUPDWLRQIURPWKHVWRULHV
,
Creature Year Characteristics Things the creature did
The
Th Yeti 1978
ar y. ar y.
Countess
C Bathory 1560 s m ay v s may v
er er
Answ Answ
The
T Drummer of Tedworth 1980
55. In which story…
a. was there a hospital? A c. was there a castle? B
____ B
e. were there young ladies? ____
C
b. were there pencils? ____ A
d. were there mountains? ____ C
f. was there an old house? ____
6. Complete the statements using the Simple Past Tense or the Past Progressive Tense.
a. The poltergeist suddenly started to play a drum when the Rochesters were sleeping
very late at night .
b. Anne saw something coming toward her when she was taking a break by a rock.
c. Elizabeth laughed at an old woman when she was walking in the street. Writing Strategy
d. $QQHVKRQHDÀDVKOLJKWLQWKHPRQVWHU¶VH\HVZKHQ he was opening his Many adverbs are formed
mouth to eat her. . by adding -ly to an adjective.
e. 0DQ\REMHWVVWDUWHGÀ\LQJWRZDUGWKHER\ZKHQ he was watching TV in the ([DPSOHusual - usually
living room. . Adjectives that end in -le change
to -ly: incredible - incredibly
7. Read the stories again and underline the sentences where the words
in bold type below appear. Then, circle the words that are similar in Adjectives that end in -y change
meaning. to -ily: lucky - luckily
Adjectives that end in -ic
suddenly a. abruptly b. magically c. slowly
change to -ically:
fortunately a. accidentally b. incredibly c. luckily
magic - magically
mysteriously a. inexplicably b. normally c. frequently
29
WB page 22
Reading and Writing

8. Complete the story about the Witch of Blair. Follow these instructions:
On the lines, write there was / there were or an adverb (suddenly, fortunately,
mysteriously).
Write the verbs in parentheses in the Simple Past Tense or the Past Progressive Tense.
Writing Strategy
Use adverbs such
as suddenly,
inexplicably,
mysteriously, etc.,
There was
_________________
_____________________ to intensify the
an old lady who lived in events in a story.
Blair, Maryland, in 1785. Her
QDPHZDV(OO\.HGZDUG
One GD\(OO\LQYLWHGWKUHHFKLOGUHQWRKDYHVRPHFDNH
There were
in her house. _____________________ spider webs all
around and the children were a little scared.
Suddenly
__________________, when the children
were eating
HDWBBBBBBBBBBBBBBBBBBWKHFDNH(OO\
(attack) __________________
attacked Fortunately
them. _______________,
they could escape from the house.
The next day, the children told their parents about

was buying
(OO\6KHEX\BBBBBBBBBBBBBBBBBVRPHKHUEV
in the market when the people of blair (capture)
captured
_________________ her. They sentenced her to
live in the woods. There, she died because it was
wintertime.
there were
After (OO\¶VGHDWKBBBBBBBBBBBBBBB
many strange events in Blair
and more children disappeared.
There was panic
_______________
in the town and the people thought
LWZDV(OO\WKH:LWFKRI%ODLUZKR
was stealing the children. Many
families moved from the town.
Two centuries later, three students from the University of
0RQWJRPHU\GHFLGHGWRPDNHDGRFXPHQWDU\RQ(OO\.HGZDUG Project Stage 6
Misteriously
_____________________, when they (explore) _____________________
were exploring
disappeared Write the information about
the woods, they (disappear) _____________________. People believe your idol on small cards for
that this woman’s ghost lives in the trees and attacks everybody who your oral presentation.
dares to go there. Show the cards to your
teacher and correct any
possible mistakes.
9. Now, listen and check your answers.
30
Application Project Stage 6
8. Complete the story about the Witch of Blair. Follow This is the last stage of the project. Place emphasis on the
these instructions: fact that, in order to have a successful presentation, students
Go over the instructions and examples to make sure students should prepare small cards with the information they have
know what they have to do. Allow them 10 minutes to complete gathered about their idols in stages 1 to 5. Go over the
the story. Walk around the classroom providing any help they instructions given in the box and provide an example with a
PD\ QHHG $IWHU WKH\ KDYH ¿QLVKHG JLYH WKHP WKH FKDQFH few cards you have made in advance. Stress the fact that the
to compare their work with a partner’s before moving on to purpose of using small cards is not to read them thoroughly,
exercise 9. but to help students remember what they have to say at the
moment of presenting. Collect their cards and give feedback.
9. Now, listen and check your answers. Finally, advise them to practice at home.
Play the CD twice for students to check their answers. For
further practice, encourage them to tell the story without
reading.
Extra Ideas
As an expansion activity, encourage students to get into
groups and make up a scary story to enhance their creativity in
the target language. Ask them to use there was / there were,
adverbs and sentences in the Simple Past Tense or the Past
Progressive Tense. They should also follow the texts presented
in the unit as a model. Invite them to exchange their texts to
have a relaxing moment as they enjoy different stories. Collect
the texts to check answers and provide assessment.
Another possibility is to create short sketches about their
stories. Help them create simple scripts and motivate them to
bring costumes and objects to decorate the setting.
Teacher’s Guide 3

LESSON 4 Sharing Experiences
Planning
This lesson will 8QGHUVWDQGVVSHFL¿FLQIRUPDWLRQ Answering key
Colloquial expressions
guide students to in spoken texts. questions.
Curiosity killed the cat
share experiences Uses contextual clues to catch
they had in the the meaning of colloquial
Take one’s breath away
past. expressions.
Plans what he / she will say in
Structures
telling a personal experience.
Uses colloquial expressions in
simple communicative situations.
Adverbs with –ly ending:
Warm Up (books closed) Application

Start by explaining that everybody has a funny, surprising 3. Think of an experience you had in the past. Answer
or embarrassing experience to tell about. Make sure they these questions to help you remember details.
understand the meaning of the words funny, embarrassing and
Refer students to the Speaking Strategy and explain that one of
surprising by giving them the following three examples: It is funny
WKHZD\VRIJDLQLQJFRQ¿GHQFHZKHQWKHWLPHWRVSHDNFRPHV
when someone eats something spicy; It is embarrassing when
is by organizing what we are going to say in advance. Give
someone calls a wrong number; It is surprising when your receive
WKHPHQRXJKWLPHWRDQVZHUWKH¿YHNH\TXHVWLRQVGo around
an unexpected gift. Have students brainstorm and give similar
the classroom providing any help students may require.
examples so they can practice or get to know new vocabulary.
4. Get in pairs and tell your partner your story. Try to use
Presentation the expressions you learned in exercise 2.
1. Mike and Sally are talking about experiences they Have students work in pairs and share their experiences. Tell
had in the past. Listen and check ( ) under their them to keep in mind what they wrote in the previous exercise
names. and use the colloquial expressions they learned in exercise 2.
After a while, challenge them to tell their partners’ stories to the
*R RYHU WKH LQVWUXFWLRQV DQG KDYH VWXGHQWV UHDG WKH ¿YH class. With the students’ help, classify these experiences on the
experiences listed in the chart. Point out that the two people in the board under the labels embarrassing, surprising and funny.
pictures are Mike and Sally. Tell students to be prepared to listen
to their experiences and check under their names according to 5. Gap activity.
what they tell. Play the CD twice and then let students compare
Refer students to the gap activity. Have them work in pairs
their answers with a partner’s before checking with the class.
and ask them to sit face to face to do the activity on pages
96 and 99 by using the clues given. Encourage them to ask
Practice and answer questions using the Simple Past Tense and the
2. Who says these expressions? Listen again Present Progressive Tense together to complete the missing
information in their charts.
and write M (Mike) or S (Sally). Then, match the
expressions with their meaning.
This activity allows students to understand the meaning of
Reflect on Values
colloquial expressions in context. Start by writing the three +DYHVWXGHQWVUHÀHFWRQWKHLUUHDFWLRQZKHQWKH\IDFHHPEDUUDVVLQJ
expressions on the board. Ask students if they are familiar or funny situations. Remind them of the importance of remaining
with these expressions. Challenge them to guess their calm in order not to make things worse. Then, focus students’
meaning. Then, read the instructions. Tell students to listen attention on the values of recognizing when they do things wrong
and learning from their own mistakes. Place emphasis on the
Teacher’s Guide 3
and concentrate on the expressions and the context in which

they are used. Play the CD once. Then, give students time to fact that we are not perfect and that, sooner or later, we all make
UHDGWKHH[SUHVVLRQVDQGGH¿QLWLRQV3OD\WKH&'DJDLQDQG mistakes. However we have to learn from those experiences, for
encourage students to match. Check answers. they give us the chance to become better people.
LESSON 4
Sharing Experiences Culture and Communication

1. Mike and Sally are talking about experiences they had in the past.
Listen and check ( ) under their names.
Experiences Mike Sally

a. Had a very boring day
b. Got in trouble for being curious
c. Had a surprise last night
d. Felt very embarrassed
e. Spent the afternoon in the mall
2. Who says these expressions? Listen again and write M (Mike)

or S (Sally). Then, match the expressions with their meaning.
M Curiosity killed the cat.
a. ____ They discovered you doing something wrong.
S That took my breath away!
b. ____ You have problems when you’re too curious.
M I was caught red-handed.
c. ____ Something surprised you a lot.
3. Think of an experience you had in the past. Answer these questions

to help you remember details. Speaking
S ki StStrategy
t
a. When was it? _______________________________________________________________ Answer key

questions to yourself
b. Where were you?____________________________________________________________
______
________
in order to remember
.
var y
c. What were you doing when the situation happened? ________________________________
_________________
________________
____
may rs details when you
_Answe _
_________________________________________________________________________________
_________
________ have to tell
d. What happened at the end? ___________________________________________________ a story.
e. How did you feel (bored, sad, happy, surprised, embarrassed, etc.)? ____________________
4. Get in pairs and tell your partner your story. Try to use the expressions you learned in exercise 2.
Last week, I was walking to

school when it started to rain.
Suddenly, Lou appeared by my
side carrying an umbrella. He
protected me from the rain! Great! Well,
I felt very happy. That took my last night…
breath away!
Reflect on Values
Always Sometimes Never
5. Gap activity. ,DPFDOPZKHQ,IDFHGLI¿FXOWVLWXDWLRQV
Student A goes to page 96. I recognize when I do something wrong.
Student B goes to page 99. I learn from my own mistakes.
31
Share Your Project
Discuss your experiences.
How was the process of preparing your presentation? :KDWGLI¿FXOWLHVGLG\RXUXQLQWR":KDWGLG\RXGRWR
What was your favorite part? overcome them?
What new things did you learn?
Listen and read.

$QRUDOSUHVHQWDWLRQLVDIRUPDOWDONDERXWDVSHFL¿FWRSLF
that the presenter took time to investigate. It is usually
accompanied by visual aids such as pictures from magazines
and newspapers, transparencies and handouts (some
My favorite idol is people use computer-based or technological materials such
Mila Jovovich. as PowerPoint projections and videos). There are some
important things you have to do if you want to be a successful
presenter:
- Practice your talk several times in advance.
My favorite idol is - Share your fears with your friends.
David Beckham. - Speak slowly and clearly.
.HHS\RXUDXGLHQFH¶VLQWHUHVWE\PRYLQJDURXQGDQG
maintaining eye contact.
- Use small cards with notes to help you remember
what you have to say but, take care! Don’t read all
the time! Also, number your cards in case you drop
them.
- Don’t worry if you feel nervous. The audience
rarely notices your mistakes. You are the one who
knows everything about your topic, so everything will
be all right.
Oral presentations are very common at school. They are
positive activities because they help you become less shy
DQGFRQVHTXHQWO\PRUHVHOIFRQ¿GHQW6RWDNHDGYDQWDJH
enjoy your presentation on your favorite idol and enjoy your
partners’, too!
Give your presentation.
Find big pictures of your idol to show to your classmates.
Use the cards you prepared in Project Stage 6.
Answer students’ questions, if any, after your presentation.
Ask your classmates what they think about your idol and your presentation.
Useful Expressions
Welcome to my presentation on… In this picture there was… / there were…
My favorite idol is from… One important event that happened to him… / her…
In the past, / In the present, he… / she…
32
Share Your Project
Discuss your experiences. Listen and read.
%HIRUHLQYLWLQJVWXGHQWVWRUHÀHFWXSRQZKDWWKH\H[SHULHQFHG Invite students to listen and follow along. This section
while carrying out their projects, highlight that it is quite natural provides them with useful information to hold a successful oral
to go through a series of opposing emotions or feelings when SUHVHQWDWLRQ:KHQWKH\KDYH¿QLVKHGDVNVWXGHQWVWRUHFDOO
we work on projects that include several stages. However, if the aspects pointed out in the text.
we put all those aspects together, they will most probably help
us grow both personally and academically. Students should Give your presentation.
also learn that preparing a presentation demands a lot of
preparation and practice. Encourage students to use the tips and the useful expressions
presented. Remind them to use their time and materials wisely.
Now have students answer the four questions individually. After Invite the class to listen attentively to each presentation and
that, have them share their answers in small groups. Focus to raise their hands whenever they want to ask questions or
VSHFLDODWWHQWLRQRQWKHGLI¿FXOWLHVWKH\KDGVRWKDWWKH\FDQ make respectful comments.
propose solutions to overcome them more easily next time.
$OVRDVDIRFDOSRLQWLQWKLVUHÀHFWLRQDOORZVWXGHQWVWRVD\ Prepare a short questionnaire to evaluate the presentations.
what they learned from this experience and what their favorite Students can discuss and answer the questionnaire in groups.
part was. This is a good way to teach them the importance of gathering
information based on their notes or the attention they gave
as members of an audience. Explain that listening attentively
develops their concentration levels, makes them active listeners
and gives them elements to ask about, argue or support as
regards the ideas exposed by the presenters.
Teacher’s Guide 3

Quiz Time Glossary Activities
Invite students to answer the quiz individually. Remind them of Answers
the fact that it will help them become aware of their strengths 1. a. ingenious – brilliant b. unconventional – peculiar
and weaknesses. Stress the purpose of the test: not to count c. essential – indispensable d. huge – enormous
the number of right and wrong answers, but rather to identify e. peaceful – calm f. intercultural – tolerant g.
KRZWRVRUWRXWODQJXDJHOHDUQLQJSURFHVVGLI¿FXOWLHVZLWKRXW supernatural – unexplainable h. weird – bizarre
being judgmental. After they have worked individually, have i. mischievous – malignant j. frozen - icy
them check their answers in pairs before sharing them with the
class. This test basically evaluates the use of there was / there 2. a. huge b. peaceful c. mischievous d. ingenious
were, the Simple Past Tense and the Past Progressive Tense. e. essential f. intercultural
1. Joe is telling Liz about a nightmare he had last 3. Objects: candle, scarf, drums, ÀDVKOLJKW, mask. Animals:
night. Complete with there was or there were snake, seal, ape, whale, bat. Places: woods, village,
DIÀUPDWLYHQHJDWLYHRULQWHUURJDWLYH forest. People: monk, Eskimo.
7HOOVWXGHQWVWRUHDGWKHFRQYHUVDWLRQFRPSOHWHO\EHIRUH¿OOLQJ
in the gaps. Also, have them notice the words nearby before 4. a. whale b. candles c. bat d. drums e. snake f. Eskimos
and after each gap. g. village
2. Circle the correct options. 5. a. weird b. tattoo c. nightmare d. costume e. furniture

f. garlands g. honey h. habit i. enjoy j. light
Tell students to take enough time to read the text at least
twice. When they have circled all the options, encourage them
6. a. nightmare b. furniture c. honey d. tattoo e. garlands
to read the text a third time in order to check their selected
f. costume
options before beginning with exercise 3.
3. Look at the situations and describe them using the 7. a. made the grade b. took my breath away c. went off the
verbs below. scale of terrible
Tell students to write complete sentences to describe what 8. b. ingenious (adjective – dull) c. enjoy (verb – detest)
happens in each picture. Read the example with them to d. adopt (verb – reject) e. essential (adjective –
make sure they understand that they have to use the Simple unimportant) f. peaceful (adjective – hostile)
Past Tense and the Past Progressive Tense together in the g. abominable (adjective – beautiful) h. remote (adjective
DI¿UPDWLYHIRUP – close) i. take care (verb – ignore) j. unconventional
(adjective – conventional) k. huge (adjective – tiny)
Self-Evaluation
9. a. privacy b. scarf c. star in d. wish
Read the self-evaluation chart and encourage students to
answer honestly. They may share their results with their
partners if they want.
Stimulate their effort by congratulating them and suggesting
they draw conclusions about their work throughout the unit so
they can think of the strategies they should use to improve
next time. Also, you may give extra exercises to those students
ZKRVWLOOKDYHGLI¿FXOWLHVZLWKWKHWRSLFVVWXGLHGLQWKHXQLW
Teacher’s Guide 3

WB page 23
Quiz Time GREENWICH LAB

TESTS
1. Joe is telling Liz about a nightmare he had 3. Look at the situations and describe them using
last night. Complete with there was or there the verbs below. See the example.
wereDIÀUPDWLYHQHJDWLYHRULQWHUURJDWLYH
Joe: I had a weird dream last night.
There were
(a) _____________________ three witches in my ZDON¿QG b. open / see
house and they were after me. a.
Were there
Liz: (b) ____________________ any ghosts in your
dream?
Joe: No, (c) _____________________.
ma^k^p^k^gm I only saw
witches. They trapped me and tried to cast a spell
on me. I remember (d) ___________________
there was a
very old witch sitting on the sofa. She spoke to me,
but I didn’t understand her. c.
Was there
Liz: (e) _____________________ a mirror in the
jog / start to rain
house? I saw in a movie that when witches stand
in front of a mirror, they disappear. d.
Joe: No,
(f) ___________________.
ma^k^pZlgm
Anyway, after the witch spoke to
there was
me, (g) _____________________
D¿UH,VFUHDPHGLQWHUURUEXW
they only laughed and laughed.
Fortunately, I woke up.
talk / sneeze
Liz: Uhhh, maybe you watched
too much TV last night.
dance / fall down
2. Circle the correct options.
e.
Last Saturday, I (went / was going)
shopping to the mall. I (looked / was looking)
a. The girl was walking along the street when
for a present for my Dad’s birthday when suddenly
she found a one-dollar bill.
a man (stole / was stealing) my purse and (ran /
was running) away. Scared, I (cried / was crying) for b. __________________________________________
The woman / She was opening the door when
help. A policeman heard me and ran after the thief. she saw a dog.
__________________________________________
Fortunately, when the thief (crossed / was crossing) c. __________________________________________
The men / They were jogging when it started
the street, he (fell / was falling) down on the pavement to rain.
__________________________________________
and the policeman (arrested / was arresting) him. d. __________________________________________
The man and the woman / They were dancing
Once I (got / was getting) my purse back, I (went / was when they fell down.
__________________________________________
going) to the mall and bought a beautiful shirt for my
The boy / He was talking when he sneezed.
e. __________________________________________
father. He liked my present a lot!
__________________________________________
Self-Evaluation
describe parties and express existence in the past.
describe actions that were in progress at some time in the past.
use adverbs to intensify the events in a story.
share experiences I had in the past.
33
Glossary
A-E drums. n. a percussion musical honey n. a sweet substance made
abominable adj. bad, repugnant. instrument, struck with a pair of sticks. by bees.
(syn. detestable - ant. beautiful)
adopt v. to accept a new person or
pet in your family. (syn. embrace -
ant. reject)
ape n. a primate with long arms and
no tail.
Eskimo n. a person who lives in huge adj. big. (syn. enormous - ant. tiny)
distant areas of the south or north ingenious n. a thing that is a result of
poles. good and innovative ideas. (syn. brilliant
enjoy v. to get pleasure from - ant. dull)
something (syn. like - ant. detest) intercultural adj. a person who
essential adj. very necessary (syn. understands and values cultural
indispensable - ant. unimportant) differences. (syn. tolerant - ant.
award n. a prize or a gift to recognize intolerant)
someone’s achievements. F-J
bat nDÀ\LQJPDPPDOWKDWJHQHUDOO\ ÁDVKOLJKW n. a lantern. K-O
hunts at night. light v. to make something start to
blow v. to send out air from the mouth. burn. (syn. ignite - ant. extinguish)
frozen adj. very cold, turned into ice.

(syn. icy - ant. warm, hot)
furniture n. objects that you put into
a house like beds, chairs, tables, etc.
garland n. a decoration. mask n. a false face worn at a
habit n. a thing that you do often. carnival or party.
monk n. a religious man that lives in
Buddhist n. one who practices the a monastery.
religion of Buddhism and believes in mischievous adj. someone with
Buddha. bad behavior. (syn. malignant - ant.
candle n. a waxed stick to light in the good)
darkness. nightmare n. a horrible dream.
costume n. a set of clothes to be
worn in a party or in a carnival. P-T
custom n. habitual practice of a peaceful adj. not involving violence.
culture or group. (syn. calm - ant. hostile)
34
Glossary Activities
1. Match the words with their synonyms. 4. Circle the words that make the sentences logical.
A B a. The whale / snake / seal is a huge animal that lives in
a. ingenious ( ) enormous the sea.
b. unconventional ( ) unexplainable b. Let’s buy some masks / candles / drums for Patty’s
c. essential ( ) malignant birthday cake.
d. huge ( ) icy c. The whale / bat / apeLVDÀ\LQJPDPPDO
e. peaceful ( ) brilliant d. Do you know how to play the VFDUIÀDVKOLJKWGUXPV?
f. intercultural ( ) tolerant e. A snake / ape / seal has no limbs, and it has a very long
g. supernatural ( ) calm body.
h. weird ( ) bizarre f. Eskimos / Monks / Priests usually live in remote parts of
i. mischievous ( ) peculiar Canada.
j. frozen ( ) indispensable g. What a pretty church and little houses that desert / village /
woods has.
2. Complete the following sentences with words from column
A in exercise 1. 5. :ULWHWKHZRUGIRUHDFKGHÀQLWLRQ
a. Canada is a __ __ __ __ country.
a. Something strange:
b. I like to go to the countryside because it is
__ __ __ __ __ __ __ __ and relaxing.
c. Witches are famous for being
__ __ __ __ __ __ __ __ __ __ __ creatures. b. A pictorial work done on the skin of the body:
d. My brother writes poetry. He is very
__ __ __ __ __ __ __ __ __ with words.
e. Drinking honey is __ __ __ __ __ __ __ __ __ when you
want to take good care of your voice. c. A horrible dream:
f. Do you know what an __ __ __ __ __ __ __ __ __ __ __ __ __
person is? Well, it is a person who understands and
respects the customs and values of other cultures.
d. A set of clothes to be worn at parties or in a carnival:
3. Classify these words into the corresponding
category.
e. Objects in your house, like chairs, tables and beds:
snake candle seal scarf
drums monk forest ape
woods ÀDVKOLJKW whale bat f. Decorations you use in parties:
mask Eskimo village
Objects Animals g. Sweet substance made by bees:
h. An activity that you do often:
Places People
i. To get pleasure from something:
Teacher’s Guide 3
j. To make something start to burn:
Derechos reservados
Photocopiable
Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
GREENWICH ELT
34
Glossary Activities
6. Complete these sentences with some of the words 8. Complete the chart as in the example.
from the previous exercise.
Word Adjective Verb Antonym
a. Last night I dreamed that a monster was chasing me.
What an awful _________________. a. frozen hot
b. I need to buy _________________ for my new house. b. ingenious
Do you want to go with me? c. enjoy
c. Why don’t you drink some _________________ for that d. adopt
sore throat?
e. essential
d. Oh, you got a new _________________ on your arm! Did
it hurt? f. peaceful
e. We don’t have any _________________ to decorate the g. abominable
party. Let’s buy some. h. remote
f. 'LG\RX¿QDOO\ZHDUWKHIDQF\VFDUHFURZ i. take care
_________________ in the party? j. unconventional
7. Replace the colored expressions in the dialog k. huge
with the ones in the Word Bank. There is one extra
9. 5HDGWKHGHÀQLWLRQVDQGZULWHWKHZRUGV
expression, so cross it out.
It’s the condition of being

took my breath away went off the scale of terrible
free from disturbance.
made the grade was out of this world
a. _______________
It’s a piece of
cloth that you
wear around
your neck. b. ________________
Jane: Did you go to the concert?
Sylvia: Yes, I did.
Jane: How did you like it?
Sylvia: Well, to tell you the truth, it just was satisfactory
a.______________________. Most of the singers didn’t do a
good performance. It means “to
have the main
Jane: What about Matt Parker? People say he’s a great role in a movie.” c. ________________
rock star.
Sylvia: Well, I must confess he really surprised me
b. ______________________. He is very talented. But he
was the only one, so that doesn’t save the night. What about
you? What did you do last night?
Jane: Well, I saw a western movie, but it was very bad
Teacher’s Guide 3
c.______________________. I didn’t have a good time. It means “to want or

desire something.” d. ________________
Sylvia: Me either.
Photocopiable GREENWICH ELT
Glossary Activities on page 36
performance n. the act of snake n. a limbless reptile. wish v. to want something. (syn.
performing a song, a play, etc. desire - ant. dislike)
woods n. a forest.
star in v. to have the main role in a

movie.
privacy n. the condition of being free supernatural adj. something that
from disturbance. has no logical explanation. (syn.
remote adj. distant. (syn. far - ant. unexplainable - ant. natural, normal)
close) take care v. to protect. (syn. attend -
respect n. esteem for the worth of ant. ignore)
something or someone. tattoo n. a pictorial work done on the
scarecrow nD¿JXUHGUHVVHGLQROG skin of the body.
FORWKHVSXWLQ¿HOGVWRIULJKWHQFURZV tolerant adj. understanding. (syn.
away. open-minded - ant. narrow-minded)
Colloquial Expressions
U-Z Go off the scale of terrible: to be
unconventional adj. not common. very bad (for example, a movie, a CD,
(syn. peculiar - ant. conventional) a book).
village n. a rural community or town.
weird adj. something strange, Make the grade: to be satisfactory.
unusual. (syn. bizarre - ant. usual)
whale n. the biggest mammal in the Be out of this world: to be
world that lives in the sea. outstanding, remarkably good.
scarf n. a piece of cloth that is worn Curiosity killed the cat: having a
around the neck. strong desire to know things can be
seal n. a sea carnivore. bad for you.
Be caught red-handed: to be found

doing something wrong or illegal.
Take one’s breath away: to be

astonished, surprised.
35
Glossary activities
Module A
1. Complete the sentences with the words in the Word Bank.
a. My aunt Mary lives in a small _______________________________.
village brilliant tattoos
b. Last night I had a horrible _______________________________.
nightmare honey enjoy
c. monk
A _______________________________ has a very quiet life. He usually meditates and prays. village nightmare
d. Betty loves eating _______________________________
honey with bread. That’s too sweet for me! respect privacy
e. tattoos
Some native indians used to wear _______________________________ all over their bodies. monk performance
f. performance
Last night, the actress’ _______________________________ was awesome.
g. brilliant
7KRPDV$OYD(GLVRQZDVDBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB$PHULFDQLQYHQWRU
h. respect
I always _______________________________ privacy
my sister’s _______________________________.
i. enjoy
I really _______________________________ going to the movies. It’s my hobby!
2. Complete the story by writing synonyms of the words in parentheses.
weird
This is a (bizarre) _______________________________ story. Last year I
remote
rented a small house in a (distant) _______________________________
peaceful
and (calm) _______________________________ forest far away from
the city. One night I was reading a book in the living room when someone
knocked on the door. When I opened it, nobody was there, only the (woods)
forest
_______________________________. I went back to my reading and, a
few minutes later, the door opened and a strong, cold wind came into the
room. What was happening? I locked the door once more and decided
to quit reading, so I turned the TV on. After a while, I was watching the
news when the door opened again. I didn’t move this time. I was very
scared. Suddenly, I heard a strange voice telling me: “I’m the owner
of this house. Get away from here!” Believe me, it was a (malignant)
mischievous
_______________________________ ghost. Fortunately, I have a friend who
lives in a small town three hour drive from the cabin. I moved to his place
because I didn’t want to spend the rest of my vacation with a ghost.
3. Circle the odd one out and explain why it is odd. See the example.
a. spider seal mask snake
b. candle cookie pizza cake
c. loved started played thought
d. witch dancer scarecrow ghost
e. garland guitar piano drums
f. enjoy wish respect costume
In a, the odd word is “mask” because it is an object, not an animal.

In b, the odd word is “candle” because it is not food.
_____________________________________________________________________________________
In c, the odd word is “thought” because it is an irregular verb, not a regular verb.
_____________________________________________________________________________________
In d, the odd word is “dancer” because it is not a monster.
_____________________________________________________________________________________
In e, the odd word is “garland” because it is a decoration, not a musical instrument.
_____________________________________________________________________________________
In f, the odd word is “costume” because it is a noun, not a verb.
_____________________________________________________________________________________
36
36
Listen to the song and order the sentences in parentheses.
The wise man said just walk this way

________________________________________
(way / said / The / wise / this / just / man / walk)
To the dawn of the light
The wind will blow into your face
________________________________________
Scorpions
(blow / will / face / wind / into / The / your)

As the years pass you by
________________________________________
(by / As / you / pass / years / the)
Hear this voice from deep inside
It’s the call of your heart
CloseyoureyesandyouwillÞnd
The passage out of the dark
Here I am
Will you send me an angel?
Here I am
In the land of the morning star
________________________________________
Ma^pbl^fZglZb]cnlmÛg]rhnkieZ\^
(Þnd/man/just/your/wise/The/said/place)
In the eye of the storm
Seek the roses along the way
________________________________________
(roses / Seek / the / way / the / along)
Just beware of the thorns
________________________________________
(the / beware / Just / thorns / of)
Here I am
Here I am
The wise man said just raise your hand

________________________________________
(raise / wise / said / hand / your / man / The / just)
And reach out for the spell
________________________________________
(out / reach / the / And / for / spell)
Find the door to the promised land
________________________________________
(promised / door / to / the / Find / land / the)
Just believe in yourself
________________________________________
(Just / in / believe / yourself)
Hear this voice from deep inside
It’s the call of your heart
CloseyoureyesandyourwillÞnd
The way out of the dark
Here I am
GREENWICH LAB
Will you send me an angel? SUPPL.
Here I am
Here I am
Here I am
37
Test Training
Reading
Test-Taking Strategy
In order to check if the statements are correct or incorrect,
remember that they usually contain synonyms or antonyms.
Look at the statements about gothic stories.

Read the text below to decide if each statement is correct or incorrect.
If it is correct, mark A; if it is incorrect, mark B.
1. Gothic stories dealt with unexplainable and mysterious events. A
___
2. In detective stories investigators confronted supernatural forces. B
___
3. Detective stories were mostly read during the XVIII century. B
___
4. B
7ZRIDPRXVGHWHFWLYHKHURHVDUH$XJXVWLQH'XSLQDQG(GJDU$OODQ3RHBBB
5. *RWKLFVWRULHVLQÀXHQFHGWKHFUHDWLRQRIGHWHFWLYHVWRULHV A
BBB
G othic stories were texts about crime combining

mystery and horror. Strange and supernatural
events happened in these stories. There were old
became less popular and detective stories, where
intelligent detectives solved mysterious crimes
based on evidence, were born. American writer
castles, ruins and places like cemeteries and thick (GJDU $OODQ 3RH ZURWH WKH ÀUVW GHWHFWLYH VWRU\
woods. Human beings were persecuted by horrible “The Murders in the Rue Morgue,” in 1841. In this
creatures. The gothic stories intended to produce VWRU\ KH FUHDWHG WKH ÀUVW GHWHFWLYHKHUR $XJXVWH
emotions like anguish and despair in the readers. Dupin. After Dupin came many other heroes like
They were popular in the eighteenth century. The Sherlock Holmes, Sam Spade and James Bond.
ÀUVWJRWKLFVWRU\ZDV7KH&DVWOHRI2WUDQWRZULWWHQ Thus, the characteristics of gothic stories changed
by Horace Walpole. radically from terrifying creatures who scared
In the 1780s gothic stories started to go in a different people to common criminals troubled by rational
direction. Many authors introduced rational explanations detectives. In this sense, gothic stories were an
and logical solutions to the crimes. Incredible events important contribution to world literature.
Writing
Writing Strategy
Think of the following key questions before composing your story: When? Where?
What? Also, use adverbs to intensify some actions (suddenly, fortunately, etc.)
and adjectives to express feelings (embarrassed, bored, happy, etc.).
Your friend Jimmy wants to know about a weird incident

you had last week.
Write an email telling him your experience.
ar y.
In your email you should s may v
- mention the day and the place. Ans wer
- tell what you were doing when the situation happened.
- say how you felt and what happened at the end.
Write 35-45 words.
38
Test Training
Prepare students for the Test TrainingVHVVLRQE\¿UVWWHOOLQJ Writing
them that its main purpose is to help them identify their strengths
Refer students to the Writing Strategy and invite them to read
and weaknesses in relation to their English competence, thus,
it silently. As most students will probably remember a similar
helping them to improve it.
exercise in unit 2, lesson 4, stress the idea that these tests
Similarly, let them know that the more they are exposed to tests, will always deal with topics that have been presented and
the more their ability to cope with reading, writing, listening and SUDFWLFHGLQSUHYLRXVXQLWV&RQ¿UPVWXGHQWV¶XQGHUVWDQGLQJRI
speaking tasks will improve. Moreover, highlight the fact that the activity by asking questions, reminding them to include all
by all means, your intention as a teacher is to facilitate and the aspects requested.
promote effective learning, rather than judge their performance.
Alternatively, you could invite students to work through
This is to suggest that even though teachers are aware of the
the reading part in pairs, and the writing part individually.
fact that tests have right and wrong answers, the idea is not to
Afterwards, you could have them work in pairs again to cross-
let students get discouraged, but rather to encourage them to
check their answers.
understand the type of mistake or error, correct it and continue
LQWKHSURFHVVRIUH¿QLQJWKHIRXUVNLOOV
Reading
Before asking students to answer the reading part, go over
the Test-Taking Strategy and make sure all of them have read
and understood it. Then, ask students to read the instructions
carefully so that they understand what they are expected to do.
Allow some minutes for students to decide if the statements
are correct or incorrect so that they feel they are working on
a careful learning activity and not simply rushing to get to the
last one. Go around the classroom and check if they still have
GLI¿FXOW\ZLWKDQ\RIWKHVWDWHPHQWV
Teacher’s Guide 3

Listening Speaking
Draw students’ attention to the Test-Taking Strategy by Before focusing students’ attention on the exercise, ask them
emphasizing the importance of reading the statements before to look for a partner. Then, have them read the Speaking
OLVWHQLQJLQRUGHUWRIRFXVRQVSHFL¿FLQIRUPDWLRQ$VNVWXGHQWV Strategy carefully. You may suggest they write their four ideas
to read the instructions individually, and check if they have on paper so they do not forget them.
understood what they are supposed to do. Then, have them
listen to the recording twice or three times. Let them know this exercise should be done as if they were
really having a conversation with a friend. Place emphasis on
Another possibility for carrying out this exercise in a more the importance of recalling the sorts of questions needed to
collaborative way could be to invite students to work in pairs in learn about personal opinions, speak clearly and use complete
order to cross-check answers, discussing their choices based sentences. Allow some minutes for a rehearsal previous to the
on what they remember from the recording. Finally, they are ¿QDOSHUIRUPDQFH
supposed to make their minds up in relation to the answer they
deem correct. Do not forget to make students feel comfortable and motivated
to talk to their partners. Help them whenever necessary.
Teacher’s Guide 3

Test Training
Listening
Read the instructions and the statements before you listen to the recording.
7KHQOLVWHQDQGFRQFHQWUDWHRQWKHVSHFL¿FLQIRUPDWLRQ\RXQHHG&KHFN\RXU
answers when you listen the second time.
Anne and John are deciding which movie to see tonight.

Read each sentence. If it is correct, put a check ( ) in the box under A for Yes. If
it is incorrect, put a check ( ) in the box under B for No.
A B
1. Anne loves horror movies.
2. Johnny Depp is a monster in the horror movie.
3. Angels is a musical that has comedy and is fun.
4. Mike doesn’t want to see Angels.
5. Anne convinces Mike to see Angels.
Speaking
Speaking Strategy
Think of two ideas defending the TV series you like and two ideas criticizing the
series your partner wants to see. Then, listen to him / her and use your ideas
when necessary (but not all at a time).
You and your friend are planning to watch TV

tonight and have some popcorn, sandwiches
and soda. She / He wants to watch Dancing
with the Stars but you want to watch
Supernatural. Give your points of view and
come to an agreement about which program
\RXZLOO¿QDOO\ZDWFK$OVRGHFLGHZKREULQJV
ZDWFK$OVRGHFLGHZKREULQJV
the food.
39
B Technology and Personal Life Issues
Module
Topics
Technology
The thumb generation
Life in the future
Responsibilities at home and at school
Teens’ problems

Reading: Reading through a text for key words. Paying attention to the context.
Writing: Inferring meaning through applying rules. Using connectors that express addition and contrast.
Speaking: Placing new expressions into different contexts. Acting out freely simulated situations.
Listening: Paying attention to connectors. Determining the speakers’ intentions.
Vocabulary: Creating mental images of words. Understanding and using phrasal verbs.

Imperatives Colloquial Expressions
The future with Will (decisions and predictions) Be a pain in the neck
Present Progressive Tense to express Be out of order
arrangements and plans Make up one’s mind
Modals: should, can, have to, must Get on one’s nerves
Addition and contrast: in addition, also, besides, Be in hot water
on the contrary, instead, however Be in no mood for
Words related to the use of technological devices Speak one’s mind freely
Duties at home and at school Enough is enough!
Phrasal verbs
Words to describe feelings
40
Module
B Technology and Personal Life Issues

CEF Standards Indicators
Can understand simple technical information, such Understands the general meaning of spoken texts.
Comprehension
as operating instructions for everyday equipment. Listens carefully to understand instructions and
Listening
warnings and put them in order.
Extracts key information from a radio program related to

Can understand the main points in radio broadcasts feelings.
about topics of personal interest. Recognizes functions expressed by the speakers in
short conversations.
Applies a reading strategy related to the purpose of a

&DQUHFRJQL]HVLJQL¿FDQWSRLQWVLQVWUDLJKWIRUZDUG task (underlining).
articles on familiar subjects. Extracts key information from a text dealing with
Comprehension
hand-held technology.
Reading
Can scan longer texts in order to locate desired Predicts the content of a reading by analyzing details in
information, and gather information from different pictures.
parts of a text, or from different texts in order to Applies a reading strategy related to the purpose of a
IXO¿OODVSHFL¿FWDVN task (paying attention to the context).
Can identify unfamiliar words from context on Understands the relation established by connectors of
topics of his / her interest. addition and contrast.
Holds a basic conversation giving instructions.

Can describe how to do something, giving Follows a model dialog to talk about plans and
detailed descriptions. decisions.
Interaction
Can express and respond to feelings. Uses colloquial expressions to express confusion and
Oral
disappointment in free simulated situations.
Can maintain a short conversation or discussion. Expresses his / her ideas in a discussion about familiar
Can express belief, opinion, agreement and topics and respects others’ points of view.
disagreement politely. Holds a conversation about rules at school.
Expression
Oral
&DQJLYHDSUHSDUHGSUHVHQWDWLRQRQDVSHFL¿F Gives a brief presentation on an invention or

topic. technological innovation.
Gives written instructions for using technological devices.

Can convey information on concrete topics. Expresses agreement or disagreement with some ideas
Expression
based on what he / she has read.

Written
Makes predictions related to technology in the future.

Teacher’s Guide 3
Can write short texts conveying simple information Uses connectors to express addition and contrast.
of immediate relevance to friends and others who Completes a text giving advice to others regarding their
feature in his / her everyday life. problems.

Invite students to have a look at pages 40 and 41 and ask them Choose a technological device people use often and
what they see. Ask them to predict the topics that are going to write its pros and cons.
be studied throughout the module. Also, have students read
Make sure students understand the meaning of the words
the title of the module and comment on it. Then, go question
device, pros and cons. As an example, write on the board the
by question to continue establishing links between previous
following: Satellites. Pros: They facilitate communication among
knowledge and the contents of module B.
different countries. Cons: They are very expensive machines.
What technological inventions can you see in the Next, allow students ten minutes to choose a technological
pictures? What are their characteristics? device and write down its advantages and disadvantages.
Motivate them to use their dictionaries and provide them any
Ask students to look at the two pages more carefully to answer KHOS WKH\ PD\ UHTXLUH :KHQWKH\ KDYH ¿QLVKHG ZULWHDOLVW
the question. Encourage them to describe the characteristics on the board and have some students report what they wrote.
of the inventions they see. Also, ask them what invention they This way they will start building vocabulary related to unit 3.
think is the most useful and creative. You may have to help
students with vocabulary such as satellite, modern car, laptop
and Olympic stadium. Project: A Science Fair
Refer students to the Project box. Make sure they understand
What are the people doing? that this time they are going to do research on an invention or
Invite students to focus on the people in the pictures and report WHFKQRORJLFDOLQQRYDWLRQDQGSUHVHQWWKHLU¿QGLQJVLQDVFLHQFH
what they are doing. Also, ask them where they are. Encourage fair. Give the following examples: robots, space stations, eco-
students to guess how these people feel and why. cars, etc. As this time learners will work in groups of four, you
may organize the groups in this class session so that they
Make a list of your main duties at home and at know from the beginning who they are going to work with.
school. Finally, discuss with students the questions stated after the
Write on the board the word duties. Explain that the singular presentation of the project in order to motivate them to start
word for duties is duty. Ask students what it means as you thinking about this assignment.
KHOSWKHPGH¿QHWKDWLWLVDresponsibility or a required task /
activity a person has to do. Give students an example such as Song: “Ode to My Family”
Going to work is a duty for adults and going to school is a duty
for teenagers. Have students think about their main duties at by The Cranberries
home and at school using the vocabulary they already know Do not forget to use this song at any moment along the module
(do homework, clean the bedroom, study, cook, etc.). to keep your students motivated. Do the activities beforehand so
you become familiar with the song and the exercises suggested.
Play CD 2 - track 17.
Ask students to work on the corresponding Workbook exercises.
They are a great opportunity for them to internalize the language
models studied in the Student’s Book and to promote their
asking and solving of related questions.
Teacher’s Guide 3

What technological innovations can you see in the pictures? S ng
What are their characteristics?
What are the people doing? “Ode to My Family”
Make a list of your main duties at home and at school. Page 65
Choose a technological device people use often and write its pros and cons.
Science Fair Project

Throughout units 3 and 4 you will investigate about an interesting invention or
technological innovation that you think will change our lives in the future. Finally,
you will present your findings in a Science Fair.
Use: colored paper, cardboard, science magazines, Internet, glue, colored pencils.
Discuss: Which technological innovations changed people’s lives in the past?
Which innovations are likely to become popular in the future?
41
UNIT
3 Technology: A Part of Our Lives
Goals
follow and give instructions and warnings. make predictions.
express plans and arrangements and make decisions at the express confusion and disappointment.
moment of speaking.
LESSON 1
Get Connected!
1. Jane is explaining to Paula how to use her iPod.
Listen and read.
Paula: Jane, I need your help. You know, technology is sometimes
hard for me.
Jane: What’s the problem?
Paula: My new iPod is not working. I can’t listen to my music.
Jane: Well, before you can listen to music on your iPod,
you have to get it into iTunes.
Paula: What do I have to do?
Jane: Listen carefully. First, plug the cable into the USB port
on your computer. Then, insert a CD. After that, go to iTunes
and choose the songs you want to import…
Paula: Wait, wait! Slowly, please. Let’s see… First, cable into the port.
Then, iTunes… After that, songs I want to import… Done! Go on.
Jane: All right. Now, click on the “Import CD” icon. Finally, unplug
the cable from the port and eject the CD from your computer.
Paula: How do I do that?
Jane: Easy! Just press the “Eject” button!
Paula: So obvious! Thanks for your help, Jane.
2. Label the pictures with the verbs from the Word Bank. There are two extra verbs, so cross them out.
Vocabulary Strategy
Create mental
images of words
in order to
remember their
meaning.
unplug
a. __________________ b. left-click press
c. __________________
Word Bank
insert
delete
left-click
plug
press
save
unplug
right-click
d. __________________ insert
e. __________________ plug
f. __________________ right-click
42
UNIT

LESSON 1 Get Connected!
Planning
This lesson will Understands the general Vocabulary Creating mental
guide students to meaning of spoken texts. Vocabulary related to technology: verbs images of words.
follow and give Labels images using the most (insert, save, plug, delete, print, among Paying attention
instructions and appropriate words. others) and nouns (laptop, USB, iPod, to connectors
warnings. Listens carefully to understand digital camera, CD, cell phone, text of sequence
instructions and warnings and message, among others) when listening to
puts them in order. instructions.
Gives written instructions for Expressions
using technological devices. So obvious! Technology is hard for me. Be
Holds a basic conversation careful! Watch out!
giving instructions.
Structures
,PSHUDWLYHVDI¿UPDWLYHDQGQHJDWLYH
Warm Up (books closed) 2. Label the pictures with the verbs from the Word
Bank. There are two extra verbs, so cross them out.
Start the lesson by asking students about the devices people
use to listen to music nowadays. Next, ask if anyone in
the class has an iPod and encourage them to describe its Focus students’ attention on the Vocabulary Strategy. Put this
characteristics. Then, in order to get students directly familiar into practice by allowing enough time for students to study
with the dialog, explain the meaning of the terms cable, iTunes, the images and relate them to the words in the Word Bank.
“Import CD” icon, and USB port. You may want to do it by using Have them label the pictures and compare their answers with
UHDOPDWHULDO7HOOVWXGHQWVWKH\DUHJRLQJWR¿QGWKHVHZRUGVLQ a partner’s. Then, check answers as a class.
the dialog they are about to read.
Presentation and Practice

1. Jane is explaining to Paula how to use her iPod.
Listen and read.
Go over the instructions with students. After playing the CD
twice, ask them to tell you the exact problem Paula has with
her iPod. After they have answered the previous question,
have two volunteers read aloud the dialog. In the meantime,
the other students should circle all the verbs used to give
instructions. Elicit these verbs from students and write them
on the board. Explain their meaning if necessary.
Teacher’s Guide 3

3. Mia is teaching her father how to store information 5. Work in pairs. Give each other instructions to…
LQD86%ÁDVKGULYH/LVWHQDQGRUGHUKHU
instructions from 1 to 9. )LUVWDOORZVWXGHQWVWRZRUNLQGLYLGXDOO\DVWKH\¿JXUHRXWKRZ
Go over the instructions with students and have them read they will give the appropriate instructions to see a movie on a
individually all the statements before playing the CD. Focus 3&DWWDFKD¿OHWRDQHPDLODQGWUDQVIHUSLFWXUHVIURPDGLJLWDO
their attention on the Listening Strategy and ask them to pay camera to a hard drive (remind them to use connectors of
attention to connectors of sequence when listening to the sequence). If possible, take students to the school’s computer
recording (remind them that they worked with some of these in lab and bring a digital camera to class so that they have the
unit 1). Play the CD twice. Once students have answered, ask chance to use real materials. Finally, have students work in
them to compare their answers in pairs. pairs and encourage some of them to perform the instructions
in front of the class.
Study with students the information presented in the 5HÀHFW
on Grammar box. Remember that the purpose of this box is to
help them with the language they need to use. You could make Extra Ideas
an overhead projection of it. To check understanding, have Ask students to research the terms Generation gap and
some students write examples of instructions and warnings on Digital gap and bring their results to class. Encourage them to
the board. Do not forget to place emphasis on the fact that no discuss these problems and solutions to overcome them while
subject is needed in this kind of statements and that doesn’t establishing relationships with the contents of lesson 1.
is never used.

Explain to students that this project will be developed gradually
4. In your notebook, complete the chart with the
in six stages throughout module B and will be presented to the
instructions for using a cell phone.
class in the section Share Your Project at the end of unit 4.
Read the instructions and the examples in the chart with Read the instructions with students and have them form their
students. It would be better if they worked in pairs in order to groups and choose their invention or technological device.
help each other do this exercise. Walk around the classroom Ask them to describe its main parts and characteristics and,
providing any help they may require. If necessary, allow them since they have already learned how to give instructions, write
to take out their own cell phones to make the activity easier. a set of instructions for using it (this can be done as homework
When eliciting the answers, keep in mind that they may vary or as a class activity). Check students’ work and provide any
since cell phones differ from one another due to the fact that guidance they may need.
new models are released constantly. Also, refer students to the
Useful Expressions box so that they use collocations correctly.
Teacher’s Guide 3

WB pages 24 and 25
Language in Context
3. 0LDLVWHDFKLQJKHUIDWKHUKRZWRVWRUHLQIRUPDWLRQLQD86%ÁDVKGULYH
Listen and order her instructions from 1 to 9.
a. _____ Listening Strategy
5 Go to “Send to.”
b. _____
2 Take the mouse. When listening to
c. 3 )LQGWKH¿OH\RXZDQWWRVDYH
BBBBB instructions, pay
d. _____
9 Wait until a message tells you that it’s safe to remove the drive. attention to connectors
such as first, now, after
e. 8 Don’t unplug the drive immediately from the computer.
_____ that, etc. They normally
f. 4
BBBBB5LJKWFOLFNRQWKH¿OH go before the main
g. 7 Left-click on the drive icon on the system tray.
_____ verbs.
h. 1 3OXJWKHÀDVKGULYHLQWRWKH86%SRUWRQ\RXUFRPSXWHU
i. 6
BBBBB6HOHFWWKHQDPHIRU\RXU86%ÀDVKGULYH
GREENWICH LAB
ACTIVITIES
Imperatives Reflect on Grammar

We use them to give instructions and warnings.
Instructions
Warnings
$IÀUPDWLYHIRUP Negative form
Press the “Eject” button. Don’t unplug the drive Be careful!
Right-click RQWKH¿OH immediately from the computer. Watch out!
4. In your notebook, complete the chart with the instructions for using a cell phone.
a. turn on / turn off the phone, press the “Power” button.

b. make a call, enter the contact number and...
Useful Expressions
c. add a new contact,
Click on
d. send a text message, ar y.
ay v Insert / Plug (sth) into
e. take a picture, e r s m Unplug / Eject / Remove (sth) from
Answ
f. listen to music, * sth = something
g. charge the battery,
5. Work in pairs. Give each other instructions to...
a. see a movie on a PC. Project Stage 1
In groups of four, choose an

invention or a technological
innovation (an eco-car, a
home robot, a solar house, a
trip to a space station, etc.)
DQG¿QGLQIRUPDWLRQDERXWLW
b. DWWDFKD¿OHWRDQHPDLO Write a description of your
invention or innovation
mentioning main parts,
c. transfer pictures from a digital characteristics and the
camera to your hard drive. instructions for using it.
43
LESSON 2
Making Plans and Decisions

1. Read the text messages and match them with the correct responses.
a. d.
b. c.
Hi, dear.
Hello! I’m leav The kids are
in
Hi, dude
! for Florida ne g Hi! not having class
We’re ha xt go
v Friday. I thin I can’t g this tomorrow and we
picnic tom ing a kI
have time to won’t pin
Hyde Pa orrow at se shop on. I’m have to work. Do you
rk So, I just wro e you. a fte rn o ctor think we can leave
you com . Can te to say the do
e? bye. seeing PM. Sorry. them with grandma?
Beth and
Tom Pedro at 2:00 Diane Anne
ney. Hi friends. Dear frie

oing Hello, ho ill It’s too ba nd,
u’re g I’ll be there. I think
So yo n? Great! ran d m a w d we
catio ou Yes, g the m. the weather will be can’t go s
ho
on va en I’ll call y to of
take care them to nice. I’ll bring some But I’ll go pping.
Th a v e
We’ll take WWKLQJ a to see the with you
you le y bye. soda. d
before sa b ¿UV
KHUKRPH morning. See you then. pick you u octor. I’ll
p at 1:30.
in the d JJames Susan
Mary Brian
c
2. Answer the questions about the people’s

plans and arrangements. The Future with Will
Reflect on Grammar
a. Who is leaving for Florida next Friday? We use it to express decisions at the moment of speaking or to make
predictions. Examples: GREENWICH LAB
Pedro is leaving for Florida next Friday. I’ll bring some soda. (decision) ACTIVITIES
b. What time is Diane seeing the doctor? She thinks the weather will be nice. (prediction)
She is seeing the doctor at 2:00 PM.
___________________________________________.
c. Where are Beth and Tom having a picnic? $IÀUPDWLYH Negative Yes / No questions
They are having a picnic at Hyde Park.
___________________________________________. I I I
You You you
d. When are Anne’s kids not having class?
He He he
They are not having class tomorrow.
___________________________________________. will not
She will go. She go. Will she go?
(won’t)
It It it
3. Answer the questions about the people’s We We we
decisions. They They they
a. Mary has just learned that Pedro is leaving for Wh-questions Short answers
Florida. So, what will she do? I I I
She will call him to say bye. you you you
he he he
b. James has just learned that Beth and Tom are What will she do? Yes she will. No, she won’t.
having a picnic. So, what will he do? it it it
He will bring some soda.
___________________________________________. we we we
c. Susan has just learned that Diane can’t go they they they
shopping. So, what will she do? Future Arrangements
She will go with her to see the doctor.
___________________________________________. We use the Present Progressive Tense to express arrangements and
d. Brian and Anne have just learned that their kids are plans (we know the exact day, time or date). Examples:
not having class tomorrow. So, what will they do? We’re having a picnic tomorrow. Who is leaving for Florida?
She’s seeing the doctor at 2:00 PM. Where are they having a picnic?
They will take them to grZg]fZlahf^'
___________________________________________.
44
LESSON 2 Making Plans and Decisions
Planning
This lesson will Relates information from different texts. Vocabulary
guide students to $QVZHUVVSHFL¿FTXHVWLRQVDERXWWKHLQIRUPDWLRQ Free time activities: among others, going to
express plans and found in written texts. the beach, having a picnic, going shopping,
arrangements and 8QGHUVWDQGVVSHFL¿FLQIRUPDWLRQLQDVSRNHQWH[W taking the cat to the vet.
make decisions dealing with plans.
at the moment of Creates sentences based on what he / she has Structures
speaking. heard. The future with Will (decisions and
Completes written texts with the appropriate verb predictions)
forms (Present Progressive Tense and will). The Present Progressive Tense (future)
Follows a model dialog to talk about plans and
decisions.
Warm Up (books closed) 3. Answer the questions about the people’s decisions.
Ask students if they have any plans for next weekend. Provide
examples such as the following: I’m visiting my grandparents Read the instructions with students and the example provided
next Saturday, I’m playing in a basketball match next Sunday, as you place emphasis on the question What will she do? and
I’m having a party at my neighbor’s on Friday night, etc. the answer She will call him to say bye. Have them answer
Then, ask some students the question What are you doing the other questions and check by eliciting the answers from
next weekend? and have them answer by using the structure WKHVWXGHQWVWKHPVHOYHV(QFRXUDJHVWXGHQWVWRVWXG\WKH¿UVW
you have just introduced (the Present Progressive Tense for part of the 5HÀHFW RQ *UDPPDU box in pairs. Remind them
future). Allow students to ask others in the classroom the to pay attention to the words in color (the different forms of
same question. After a while, ask the question Who is having the auxiliary verb will). Ask them to come up with their own
/ going…? in order to challenge them to remember the plans examples. Finally, you may have some pairs report their work
their partners have just reported. by writing their sentences on the board. Do not forget to explain
the difference between a decision and a prediction.
Presentation
Extra Ideas
1. Read the text messages and match them with the
correct responses. To enhance students’ understanding, write sentences like
What are you doing tomorrow after class? and You have just
Tell students to read silently the text messages and match learned there’s no class tomorrow on pieces of paper and put
them with the correct responses. Suggest they underline the them in a bag. Students have to pick up a piece of paper, read
sentences that express plans. Next, check their answers as a WKHVLWXDWLRQDQG¿JXUHRXWWKHDSSURSULDWHDQVZHU$OVRDVN
class. them if it is an arrangement or a decision.
2. Answer the questions about the people’s plans and
arrangements.
The goal of this exercise is to check how well students
understood the text messages in the previous exercise. First,
read the instructions with them and explain the meaning of the
word arrangement: it is an activity or event we expect to do
Teacher’s Guide 3
or happen in the future (we usually know the exact day and
place). You may want to refer students to the second part of
the 5HÀHFWRQ*UDPPDUbox. Then, give them a few minutes to
answer the questions. Check answers as a class.
Practice Application
4. Pedro and Mary are talking online. Listen and check 7. In pairs, talk about plans and make decisions. Use
( ) the pictures that describe the decisions Pedro the information in the box.
makes about his trip to Florida.
Focus students’ attention on the dialog provided. Ask them to
Go over the instructions with students and tell them to look get into pairs and tell them to rehearse similar conversations
carefully at the pictures. Ask what Pedro is doing in each using the information in the box to the right. Stress the fact
picture to make sure they know exactly what is going on. Play that they can also come up with their own examples. Monitor
the CD twice and allow enough time for students to check the to make sure that students include all the activities suggested
pictures that describe Pedro’s decisions. Have them compare and motivate them to pronounce each question and answer
their choices with a partner’s. correctly. Make sure they interchange roles as well. After
students have been given enough time to practice, encourage
5. Listen again and make sentences about Pedro’s some of them to perform their dialogs in front of the class.
decisions.
+DYHVWXGHQWVUHDG0DU\¶VLQVWUXFWLRQVDQGZDUQLQJV¿UVW7HOO Project Stage 2
WKHPWRSD\DWWHQWLRQWRWKHVSHFL¿FDQVZHUV3HGURJLYHVIRU
each instruction and warning and play the recording as many In this second stage of the project, students will keep working
times as necessary. Check answers by eliciting them from the with the same partners they previously selected. Based on
students themselves. their research, have them write advantages and disadvantages
of the invention or technological device they have chosen
Now, focus students’ attention on the Pronunciation box. Have (highlight that these sentences should include predictions with
them listen and repeat the sound /l/ with the personal pronouns. will). While they work together, circulate in the classroom to
$IWHUWKDWWHOOVWXGHQWVWR¿OOLQWKHEODQNVZLWKWKHFRQWUDFWHG check their progress and provide assistance.
forms they hear. Explain that native speakers use contractions
(I’ll, he’ll, we’ll, etc.) all the time, so it is important to recognize
them (listening) and produce them (speaking).
6. Read and complete with will or the Present

Progressive Tense. Then, listen and check your
answers.
Have students work in pairs. Allow some time for students
to read and complete the four dialogs. Suggest they decide
whether the speakers are expressing arrangements, plans
or making decisions. Go around the classroom providing any
KHOSWKH\PD\UHTXLUH$IWHUWKH\KDYH¿QLVKHGSOD\WKH&'VR
they can check and correct.
Teacher’s Guide 3

WB pages 26 and 27
Language in Context
4. Pedro and Mary are talking online. Listen and check ( ) the pictures that describe the
decisions Pedro makes about his trip to Florida.
5. Listen again and make sentences about Pedro’s decisions.
Don’t go alone to the beach. There are many strangers.

Pronunciation
Don’t eat too much food in the street. You can get sick. /l /
Take a lot of money with you. Everything is very expensive in Florida. Say:
Don’t forget me, OK? Write to me or give me a call. I’ll She’ll
You’ll We’ll
He’ll They’ll
Now, complete.
Ma^g%BmabgdBee go to the beach with my parents. ________
Bee call you.
BmabgdBpbeeaZo^frf^Zelbgmaâhmêlk^lmZnkZgm' ________
Aêe take some snacks.
Ma^gBphgm[nrZgrmabg`' ________
Rhnee be OK in Florida.
Bikhfbl^Bee^fZberhnô^kr]Zr' ________
Pêe study together.
6. Read and complete with will or the Present Progressive Tense. Then, listen
and check your answers.
a. A: Oh, no! My iPod doesn’t work.
will take
B: Don’t worry. We ________________ (take) it to the repair shop right now.
b. is giving
A: Fiona ________________ (give) a presentation on computers next Thursday.
B: Really? Then, we _________________
will go (go) to see her. I think
will do
VKHBBBBBBBBBBBBBBBBGR¿QH Project Stage 2
P
c. are taking (take) a course on website design next week.
A: Phil and Dave ________________
am starting (start) the same course next week, too.
B: What a coincidence! I ________________ Based on your
d. am emailing (email) all my friends tonight. I want to invite them to my party.
A: I ________________ research, write the
B: Then I ________________
won´t visit (not visit) you because you will be busy. advantages and
disadvantages
7. In pairs, talk about plans and make decisions. Use the information in the box. of the invention
or technological
Sure! I’ll go to your See a play at 4:00 PM. innovation you chose.
I’m studying for the test
Take the cat to the vet in Examples:
next Friday at 1:00 PM. house at 1:00. I’II take
the morning. – Thanks to eco-cars,
Will you study with me? some snacks. people won’t have
Go to a videogame fair
to spend money on
tomorrow. gasoline.
Travel to Margarita – Unfortunately, some
Islands next year. eco-cars will be very
Your examples. slow.
45
45
LESSON 3
Thumbs Up!
1. Which of these technological devices do you use more often?
remote control videogame console
MP4 player
cell phone
2. Discuss as a group. digital camera
a. Are the gadgets above important in your life? Why?
b. Which of the following do you use the most when you operate them? Cross out ( ).
ring ¿QJHUBBBBB PLGGOH¿QJHUBBBB WKXPEBBBB LQGH[¿QJHUBBBB OLWWOH¿QJHUBBBBB
3. Read the article and place the following sentences appropriately. Then, listen and check
your answers.
WHQGWRSUHIHUWKHLULQGH[¿QJHU going to school or university will be no longer
youngsters will use a tiny, portable device instead necessary
we will prefer our thumbs instead of any other digit
D
The Thumb Generation she is going to the dentist in the afternoon
o you know what the thumb generation is? Are you a

member of it? The thumb generation refers to children
and adolescents that have easy access to hand-held technology
such as cell phones, videogame consoles, MP4 players, etc., and
use mainly their thumbs to operate those devices. For instance,
Helen Carter, a 17 year-old schoolgirl, needs to send a message
telling her baseball team friends that they are having a practice
session in the park today after school. To do so, she will use her
she is going to the dentist in the
right thumb. In addition, a. ____________________________
afternoon
_____________________________ and she will use the same
ÀQJHUWRGLDOWKHGRFWRU·VQXPEHUDQGFRQÀUPWKHDSSRLQWPHQW
7KHVHDUHXVXDODFWLYLWLHVIRU+HOHQ+RZHYHUVKHGRHVQ·WUHDOL]H
how much she is using her thumb.
Like Helen, when under-25s make cell phone calls, play
videogames or manipulate the remote control to change the TV
FKDQQHOVWKH\PRVWO\XVHWKHLUWKXPEVLQDYHU\IDVWDQGHIÀFLHQW
tend to prefer their index
way. Adults, on the other hand, b. _______________________
BBBBBBBBBBBBBBBBBBBBBBBB7KLVLVDFRQVHTXHQFHRIWRGD\·V
Ûg`^k
IDVWFKDQJLQJWHFKQRORJ\DVPDFKLQHV·size reduces, young
people unconsciously use their thumbs more and more. Experts
believe that in some years, as technology develops, machines
such as the TV, the iPod, the digital camera and the DVD player
youngsters will
will fuse (not to say they will disappear) and c. ____________
use a tiny, portable device instead
________________________________________. Apart from
making calls, watching movies, listening to music, sending
46 emails and taking pictures, this mini computer will enable them
LESSON 3 Thumbs Up!
Planning
Goals Indicators Key vocabulary and structures Strategies
This lesson will Describes his / her lifestyle in relation Vocabulary Reading through
guide students to to the use of technological devices. Vocabulary related to technological a text for key
make predictions Completes a text by inserting missing devices and inventions words.
about the future. sentences in the right place. Inferring meaning
Applies a reading strategy related to Expressions through applying
the purpose of a task (underlining). We think / believe / predict / rules.
Extracts key information from a text estimate
dealing with hand-held technology.
Expresses agreement or Structures
disagreement with some ideas based The future with will (predictions)
on what he / she has read.
Completes a text by unscrambling
sentences.
Makes predictions related to
technology in the future.
Warm Up
pictures that accompany the reading and describe what the
1. Which of these technological devices do you use people are doing. Finally, focus students’ attention on the title
more often? of the reading and challenge them to predict what the “thumb
As a pre-reading activity, read with students the question and generation” is.
ask them to tell you how often they use the technological
devices displayed. This might be a good opportunity to review Presentation
frequency adverbs such as always, usually, often, sometimes,
hardly ever, never, etc., which they learned in previous grades. 3. Read the article and place the following
Also, you can review imperatives by asking them to tell you sentences appropriately. Then, listen and check
how to operate those devices. your answers.
As a while-reading activity, have students read the sentences
2. Discuss as a group.
listed so that they get familiar with the vocabulary. Second,
+DYH VWXGHQWV ZRUN LQ VPDOO JURXSV WR DQVZHU WKH ¿UVW ask them to read the text carefully. It is suggested you have
question. Allow them enough time to discuss how important students read the text in pairs so they can help each other and
the devices shown in exercise 1 are. Check by writing a list of practice pronunciation. Walk around the classroom you check
the reasons they give on the board. Then, refer students to the KRZ WKH\ DUH GRLQJ 2QFH WKH\ KDYH ¿QLVKHG UHDGLQJ DQG
second question. The idea is to make them aware of the fact placed the sentences in the appropriate spaces, invite them to
WKDWSHRSOHWHQGWRXVHPRVWO\WKHLULQGH[¿QJHUVDQGWKXPEV listen and check their answers. Play the CD a second time, so
to operate small devices. Also, invite students to look at the they learn how to pronounce those words they do not know.
Teacher’s Guide 3

Practice
4. Find the words in bold type in the reading that the reading (they will do it easily, since these words appear
FRUUHVSRQGWRWKHGHÀQLWLRQVEHORZDQGZULWHWKHP only once, in paragraph 2). Elicit the answer from the students
on the lines. themselves. Now, tell them to work in pairs and answer the
other questions. Another possibility is to challenge students by
This post-reading activity helps students understand new asking them not to look at the reading when answering the
vocabulary by using context clues. Give them enough time to questions. Finally, check as a class.
JR WKURXJK WKH UHDGLQJ DJDLQ WR ¿QG WKH ZRUGV LQ EROG W\SH
DQGZULWHWKHPQH[WWRWKHFRUUHVSRQGLQJGH¿QLWLRQV%HIRUH 6. Read the sentences and check ( ) A (agree) or D
checking as a class, have students compare their answers in (disagree). Correct the ones you disagree with.
pairs. Highlight the importance of checking spelling, too.
5. Answer these questions. Invite students to read the statements in the chart. Tell them to
put a check under the columns A or B based on the reading.
Focus students’ attention on the Reading Strategy and motivate
Encourage them to double-check the spelling of the words and
them to underline key words in the questions before reading
sentences they write.
the text again. Explain by writing the words DVD player on
WKH ERDUG TXHVWLRQ F DQG DVNLQJ VWXGHQWV WR ¿QG WKHP LQ
Teacher’s Guide 3

WB pages 28 and 29
to do the shopping just by pressing a button on a digital screen and to

going to school or university
take classes online. This means that d. ________________________
Reading and Writing
will be no longer necessary
___________________________________________. And of course
WKHUHZRQ·WEHWKLQJVOLNHhandwriting or typing on keyboards. To
WDNHQRWHVSHRSOHZLOORQO\QHHGRQHÀQJHU*XHVVZKLFKRQH
But things might go beyond that. Some psychologists even think
we will prefer our thumbs instead of any
that, in the future, e. _____________________________________
other digit
__________________________ to do activities that are not related
to technology, such as pointing at things or at ourselves, ringing
DGRRUEHOORUVWRSSLQJDWD[LLQWKHVWUHHW'RQ·W\RXWKLQNWKLVLV
possible? Just consider it. How often do you use your thumbs? Do
\RXEHORQJWRWKHWKXPEJHQHUDWLRQ",IVRJUHDWEXWZDWFKRXW
6RPHSHRSOHEHOLHYHWKDWEHFDXVHZHZRQ·WXVHWKHPDQ\PRUHWKH
RWKHUÀQJHUVZLOOSRVVLEO\GLVDSSHDU
4. Find the words in bold type in the reading that correspond to the
GHÀQLWLRQVEHORZDQGZULWHWKHPRQWKHOLQHV
a. unconsciously
___________________________: in an involuntary way
b. develops
___________________________: advances, improves
c. size
___________________________: physical dimension, proportion, or magnitude of objects
d. handwriting
___________________________: writing that a person does with his / her own hands
e. hand-held technology
___________________________: machines that you operate with your hands
5. Answer these questions.

a. What is the thumb generation?
It refers to children and adolescents that use mainly their thumbs to Reading Strategy
operate technological devices. For each question,
underline the key
b. What plans does Helen Carter have for today? words and then read
La^laZobg`Z[Zl^[ZeeikZ\mb\^l^llbhgZg]`hbg`mhma^]^gmblm' through the text for
c. What will happen to machines such as the DVD player and the TV in the future? them (or similar words
They will fuse. in meaning). This
ZLOOKHOS\RX¿QGWKH
d. :KDWZLOOSRVVLEO\KDSSHQWRRXURWKHU¿QJHUV":K\" correct answer.
Ma^rpbeeihllb[er]blZii^Zk[^\Znl^p^phgmnl^ma^fZgrfhk^'
6. Read the sentences and check ( ) A (agree) or D (disagree).

Correct the ones you disagree with. My thumbs need
a vacation!
In the future, A D
a. small technological devices won’t force youngsters to use their thumbs.
b. students will keep on taking many books to school.
c. people will probably use only their thumbs to control technological devices.
d. youngsters won’t ring a doorbell or stop a taxi using their thumbs.
ar y.
ay v
er s m
Answ
47
Reading and Writing
7. :KDWPDFKLQHVDWKRPHGR\RXPDQLSXODWHZLWK\RXUWKXPERU\RXULQGH[ÀQJHU"
RXULQ
QGH[ÀQJHU"
"
Write as many as you can.
Index: _________________________
_________
_______ Thumb: _______________________
_________
_______
ar y. ar y. _
s m ay v
_______________________________
__________________
_________________
____ ay v
_______________________________
_________________
________________
_____
s m
r r
_Answe
_______________________________
__________
___________ _Answe
_______________________________
__________
___________
_______________________________ _______________________________
8. Do you know what an intelligent home is? Read this article and put the words in Writing Strategy
parentheses in order to complete the predictions.
Infer meaning
through
applying
rules.
Technology creators estimate that intelligent homes will become ¿QJHUVZRQ¶WWRSHRSOHXVHKDYHWKHLUWRFRQWUROWKHLU
popular in less than a decade. More and more people will have They will use their voices
homes. d. ________________________________________
the chance to have their own intelligent home. But what is an ________________ (they / voices / their / use / will) instead.
intelligent home? It is a house that has technological services You will say “lights on” or “windows open” and, Sesame! A
for the comfort, security and enjoyment of its residents. In a VHQVRUWKDWLGHQWL¿HV\RXUYRLFHZLOOWXUQWKHOLJKWVRQDQG
few years, a. families will have computerized homes
______________________________________ open the windows.
___________________________________ (have / families /
The computerized system installed in your home will control
computerized / will / homes). Builders and technicians will install
the heating, lighting, air conditioning, and hot water service.
control wires in the walls of the house and
You will also enjoy having a multi-media home entertainment
will connect them to a central system. In this
system. So, you will have videogames, movies, music, and
way, residents will use a small remote control you will control with your
TV programs that e. _______________________________
or a mini-computer to control the services voice
_________________ (with / voice / your / will / you / control).
RIWKHKRXVH7KH\ZLOOXVHMXVWD¿QJHUWR
The intelligent home will also include robots to water the
improve the environment of their home.
plants, dust, and feed your pet. Intelligents homes are a great
Imagine yourself in a fancy home like this. invention. Only intelligent people will invest in these houses
When you arrive after work or school, they will offer them comfort and safety
because f. ________________________________________
you will press a button to open
b. _______________________________ (them / offer / and / they / comfort / will / safety).
the doors
_______________________ (open / a / the / doors /
press / button / to / you / will). The intelligent home will Useful Expressions
DXWRPDWLFDOO\LGHQWLI\\RXU¿QJHUSULQWDQGLPPHGLDWHO\ To express predictions, use these verbs:
the doors will open. Similarly, if you are cold, you can We believe / think / predict / estimate that people will live
press a button which instantly will warm your room. in space stations (in the future
fu / in 200 years).
Some
other
technicians
say that c. _____________
i^hie^phgm
aZo^mhnl^ma^bkÛg`^kl
_________________________________________
Project Stage 3
9. How do you imagine technology will make your home more Inc
Include your own predictions about
comfortable? Write three ideas. your invention or innovation. See
a. A robot will cook my breakfast every day. the Useful Expressions above.
Show a draft of your paper to
b.
ar y. your teacher and follow his / her
c. s m ay v
er suggestions to improve it.
d. Answ
48
7. What machines at home do you manipulate with Extra Ideas
\RXUWKXPERU\RXULQGH[ÀQJHU":ULWHDVPDQ\DV
As a follow-up activity, have students think about the advantages
you can. and disadvantages of the gadgets they referred to in their
Write on the board as many machines students can think of so sentences. Draw a chart on the board as in the example below
they can classify them more easily in the boxes. You can make and encourage some volunteers to complete it. This will be
this exercise funnier by asking students to get into pairs and easier for students since they did a similar exercise in Project
allowing them two minutes to write their lists. When the time is Stage 2.
up, the students with the most words are the winners.
Gadget’s name:
8. Do you know what an intelligent home is? Read this
article and put the words in parentheses in order to Advantages Disadvantages
complete the predictions.
Challenge students to answer the question with their books
closed. Refer them to the Writing Strategy and tell them that
they are going to put it into practice by unscrambling some
VHQWHQFHVLQDQDUWLFOH'RWKH¿UVWRQHDVDQH[DPSOH:KHQ
VWXGHQWVKDYH¿QLVKHGKDYHWKHPFRPSDUHWKHLUZRUNZLWKD
partner’s and ask some volunteers to read the article out loud.
Correct pronunciation when necessary.
Project Stage 3
Application Remind students that they are going to hold a science fair in
9. How do you imagine technology will make your which they will have to present the invention or innovation they
have chosen. Ask them to get into their groups one more time
home more comfortable? Write three ideas.
and go over with them the instructions included in Project Stage
3. Before having students come up with their predictions, refer
Motivate students to think about the question. Read the them to the Useful Expressions box and place emphasis on
example given and provide enough time for them to create the importance of structuring complete ideas and incorporating
their own sentences. Go around the classroom providing any new vocabulary. Encourage them to use the verbs believe,
guidance they may require. You might want to have students think, predict and estimate in their predictions. Visit each group
share their ideas with a partner next to them before reporting. regularly to check their work. It is suggested that you collect
their drafts to provide feedback.
Teacher’s Guide 3

LESSON 4 Sometimes Machines Give You a Hard Time
Planning
This lesson will Uses contextual clues Vocabulary Placing new
guide students to guess the meaning of Vocabulary related to technological devices: expressions
to express colloquial expressions. answering machine, MP4 player, elevator, ATM, into different
confusion and Uses colloquial expressions wrist-watch phone, technician contexts.
disappointment. to express confusion and
disappointment in free Colloquial Expressions
simulated situations. Be a pain in the neck
Be out of order
Make up one’s mind
Get on one’s nerves
Structures
The Present Progressive Tense (future)
The future with Will (decisions)

Start by writing on the board Sometimes Machines Give you 3. In pairs, make similar dialogs based on these
a Hard Time and discuss with students the most common situations. Use the expressions presented.
problems people have when dealing with technological
devices. Also, challenge them to share with the class a personal
experience about having problems with machines. Have students work in pairs to do this exercise. Remind them to
include the expressions they have learned throughout the lesson.
Presentation In addition, focus their attention on the Speaking Strategy and
explain that using expressions in new situations (like the dialogs
1. Complete the dialogs with the expressions in the they are going to perform), will help them retain their meaning. After
Word Bank. Then, listen and check your answers. giving students enough time to work on their dialogs, have them
perform in front of the class. Motivate them to use body language
and proper intonation so the situations seem more realistic.
Go over the instructions with students and have them read the
four expressions in the Word Bank. Tell them to brainstorm 4. Gap activity.
their possible meanings and write their ideas on the board (it
is also a good idea to have them look at the pictures). After Refer students to the gap activity. Have them get into pairs
that, tell students to read and complete the conversations with and sit face to face to do the activity on pages 97 and 100.
the expressions they have just read. Play the recording twice. Encourage them to complete the information in the schedules
Finally, check answers by having volunteers read them out in order to arrange a meeting by using the clues and speaking
loud. English while they work cooperatively.

2. Underline the correct option according to the +DYHVWXGHQWVUHÀHFWRQWKHLPSRUWDQFH of ¿QGLQJVROXWLRQVWR
problems without getting stressed. Then, focus their attention
dialogs.
on the value of listening to others. Tell them that paying attention
7KLV H[HUFLVH KHOSV VWXGHQWV FRQ¿UP WKHLU SUHGLFWLRQV Have to different points of view enhances communication and builds
WKHPXQGHUOLQHWKHZRUGVWKDWEHVWFRPSOHWHWKHGH¿QLWLRQV strong bonds with the people around us. Finally, explain, in
Before checking answers as a class, encourage students to relation to the previous value, that it is very satisfying to help
Teacher’s Guide 3
compare their answers with a classmate’s next to them. friends when they do not understand things. Emphasize the
fact that everybody has to face problems in life and therefore
ZHQHHGWROLVWHQDQGKHOSHDFKRWKHUWRVROYHGLI¿FXOWLHV
LESSON 4
Sometimes Machines Culture and Communication

Give You a Hard Time Word Bank
1. Complete the dialogs with the expressions in the Word Bank.
Then, listen and check your answers. out of order
a pain in the neck
make up my mind
Answering machine: We are not here at the moment.
A: You look upset. Do you have any problem? gets on my nerves
Please, leave your message and we’ll call you back as
B: I am upset. I’m giving a graduation party
soon as possible. Thanks.
this Saturday for my son. I bought this digital camera for the
Husband: Hi, Darling. Where are you?
occasion, but I can’t turn it on.
I need your help. I’m buying the
You know, technology often
present for Jimmy, but I’m not
gets on my nerves
_________________________.
sure which. The MP4 player
A: Did you charge the battery?
or the Palm book? I can’t
B: Oh, I forgot it! I’ll do it now.
make up my mind
_____________________
Thanks for the tip.
___________. What do you
think? I’ll call again later.
A: What’s wrong with the elevator in this building?

A: What are you doing?
B: I need to install a new program, but I don’t get the out of order
B: It’s _________________________.
A:2KQR,¶OOKDYHWRXVHWKHVWDLUVDQGFOLPEHLJKWÀRRUV
LQVWUXFWLRQV7KH\DUHVRGLI¿FXOW
B: Yes, Madam. We’re sorry. I’ll help you with your bags.
A: I know, some manuals are hard to
a pain A: Thank you.
understand. They are ________
in the neck
___________________________.
B: Yes, I’m already tired of trying.
I’ll call a technician.
A: That’s a good idea.
2. Underline the correct option according to the dialogs.

a. When something is “a pain in the neck”, it is (enjoyable / complicated / strange).
b. When something is “out of order”, it is (not working / very slow / busy).
c. When you “make up your mind”, you (have no idea / imagine / make a decision). Speaking Strategy
d. When something “gets on your nerves”, it makes you (angry / sad / tired).
Place new
3. In pairs, make similar dialogs based on these situations. Use the expressions into
expressions presented. different contexts to
learn when and how
a. You need money, but the ATM is not working. to use them.
b. You bought a wrist-watch phone, but you don’t know how to use it.
c. You have to decide whether to take a computer course or a French course.
Reflect on Values
4. Gap activity. I look for solutions to problems.
I listen to others in order to make things better.
Student A goes to page 97.
I help my partners when they don’t understand something.
Student B goes to page 100.
49
Time for Fun!
Quick Decisions
1. You need a die and a counter. 5. If you don’t make any decision before the time is up,
2. Get into groups of three. you have to go back to the place you were before.
3. Roll the die. Place the counter in the box that the number 6. The game ends when a player lands on the
indicates. “Finish” box. However, the person who makes
4. Read the situation and think of a decision in less than 10 more logical decisions is the winner. See the
seconds. You will get one point for each logical answer. example.
I’ll go home now. Your computer You are going

Situation doesn’t work and you out on a date,
Your dog is sick. need to write a report
It’s too late but it’s
for tomorrow. starting to
for watching
rain.
another movie.
You were You are Your brother

baking a babysitting your is having a
cake, but you little brother, but soccer match
burnt it. he is crying too this Friday.
much.
There’s a problem
with your Internet
connection and you <RXMXVWFDQ¶W¿QG
need to send an email your cell phone.
to your friend Danny.
Your older
You won sister is getting
the lottery! married and
you don’t have
money for a
gift.
There’s a Your
technological fair cousin’s You have Your dad
at Best Buy. new baby a terrible won’t let
will be headache. you go to
born a party.
soon.
50
50
Time for Fun!
Quick Decisions
The goal of this game is to give students the opportunity to have do not know. Refer students to the example and remind them
fun while they practice how to express decisions at the moment that they have to use will to express their decisions. Likewise,
of speaking. Go over the instructions with them and make sure suggest they include expressions such as Then, I will…, In
they understand the rules of the game. On the whole, they that case…, I think…, I believe… and That’s funny / weird /
have to come up with logical decisions based on the situations practical. Have them play and monitor each group to see if
displayed in the different squares. Have them look at the they are using complete and correct statements.
pictures and texts and help them understand those words they

Quiz Time
Invite students to answer the quiz individually. Remind them of 3. 0DNHGHFLVLRQVDIÀUPDWLYHRUQHJDWLYHEDVHGRQ
the fact that it will help them become aware of the strengths your mom’s comments. Use the verbs in the Word
and weaknesses they have. Stress the purpose of the test: Bank.
not to count the number of right and wrong answers, but
rather to identify how to sort out language learning process Ask students to read the words from the Word Bank. Then,
GLI¿FXOWLHV ZLWKRXW EHLQJ MXGJPHQWDO$IWHU WKH\ KDYH ZRUNHG tell them to read the incomplete sentences twice. Explain that
individually, have them check their answers in pairs before to complete the statements, they should use will to express
sharing them with the rest of the class. The main purpose of decisions made at the moment of speaking. Place emphasis
the quiz is to see if students give instructions, express plans on the fact that some statements are to be constructed in the
and arrangements, make decisions at the moment of speaking negative form.
and make predictions appropriately. 4. Think about life in the future. Make predictions
about the following things:
1. Complete the following instructions with the words
in the Word Bank. In order to answer this part of the quiz, explain to students
that this time they have to use will DI¿UPDWLYH RU QHJDWLYH
Have students read the verbs from the Word Bank. Then, tell
to make predictions. Suggest they write drafts of their ideas.
them to read the incomplete sentences to have a general idea
Also, encourage them to produce complete sentences and
of the instructions. Tell students to read the text at least twice
check the spelling of the words they write.
EHIRUH¿OOLQJLQWKHJDSV
2. Bill and Nelly are talking about their plans for next Self-Evaluation
summer vacation. Complete their dialog with the Enhance the awareness of your students by encouraging them
verbs in parentheses. to evaluate their own learning processes and outcomes. Have
Have students read the verbs in parentheses. Then, ask a volunteer read the statements from the chart. Exemplify and
them to read the whole dialog at least twice in order to have clarify each one of the statements. Then, provide students
a general idea of the context. Explain that, to complete the HQRXJKWLPHWRUHÀHFWRQWKHLURZQSHUIRUPDQFH+DYHWKHP
statements, they should use the Present Progressive Tense ¿OOLQWKHFKDUWLQGLYLGXDOO\7HOOVWXGHQWVWKDWWKHPDLQSXUSRVH
to express future plans. They need to conjugate the verbs is to identify their strengths and weaknesses and, by doing so,
given in the Word Bank the way they have already studied they have the opportunity to self-study and work further on the
throughout this unit. LGHQWL¿HGQHHGV
Teacher’s Guide 3

WB page 31
Quiz Time
1. Complete the following instructions with the 3. 0DNHGHFLVLRQVDIÀUPDWLYHRUQHJDWLYHEDVHG
words in the Word Bank. on your mom’s comments. Use the verbs in the
Word Bank.
Word Bank
remove enter press select save
Word Bank
play take (2x) go buy
Select
a. _______________________ the “Options” menu to
make changes on your videogame. a. Mom: Don’t study so hard. Aren’t you tired?
Save
b. _______________________ the information to a will take
You: You’re right. I _______________________ a break.
86%ÀDVKGULYH b. Mom: Be quiet, your dad is sleeping on the sofa.
c. _______________________
Enter the contact number You:
Oh, really?
Then
I __________________________
phgmieZr
before sending your text message. my guitar now.
d. Don’t _______________________
remove the charger c. Mom: Sorry, Darling. I don’t have much money today.
plug until the battery icon indicates a full charge. You:
Really? Then,I ____________________________
phgm[nr
e. _______________________
Press the “Power” button to those shoes I wanted.
turn on your TV. d. Mom: You have a phone call.
will take
You: OK. I _______________
2. Bill and Nelly are talking about their plans for _____________ it in my room.
next summer vacation. Complete their dialog e. Mom: It’s raining too hard.
with the verbs in parentheses. You: Oh, no. Then,
Bill: I (a) am traveling (travel) to I ________________
phgm`h
Puerto Rico on vacation. I already have the tickets. _________________
What about you? Are you doing something special? to the park.
am going
Nelly: I (b) _______________________ (go) to
Australia to visit my grandparents. My dad
(c) _______________________
is coming (come) with me. 4. Think about life in the future. Make predictions
about the following things:
Bill: That sounds wonderful. You have to see the
kangaroos, the koalas and the crocodiles there. a. Cities In the future,
Nelly: Sure. We (d) _______________________
are planning
(plan) to go on a safari. I’m so excited about it. What b. Cars ______________________________________
____________
___________
_______
____
r y.
a
are you doing in Puerto Rico? ay v
ers m
Bill: I (e) _______________________
am meeting (meet) my Answ
girlfriend. We two have many things to do there:
c. Robots ______________________________________
_____
__
dancing, swimming, eating delicious sea food…
Nelly: Great! Have a good vacation in Puerto Rico. d. Trips ______________________________________
Bill: Thanks. Have a great safari in Australia.
Self-Evaluation
follow and give instructions and warnings.
express plans and arrangements and make decisions at the moment of speaking.
make predictions.
express confusion and disappointment.
51
UNIT
4 My Relationships with Others
Goals
ask for and give advice and permission. state your opinions and express
talk about responsibilities at home and at school. agreement and disagreement.
express obligation and prohibition.
LESSON 1
You Shouldn’t Be Rebellious
1. Read and listen to the comic strip about a rebellious girl.
What are you But it’s too late!

doing, Liz? You should stay home.
Are you planning And you shouldn’t
to go out? wear such a short
skirt, by the way!
Come on, it’s not that late!

And you can’t tell me what
to wear. I’m old enough to
I’m looking for my keys. I’m hanging choose my clothes.
out at the mall with my friends.
No way! I’m leaving.

Oh yes, I can tell you Don’t try to stop me.
because I’m your
PRWKHU'LG\RX¿QLVK
your homework? Hey, you should
be more obedient.
No, I’ll Listen to me, I’m
Then you can’t go out of this house. do it later. worried about you.
*REDFNWR\RXUURRPDQG¿QLVK\RXU It’s dangerous out
homework, please. there.
I know how to take care of myself.
Well, in that case, you No! I need to leave now! What Enough! Don’t talk back to your mother, Liz! Show more respect
should ask for your will you do? Will you tell on me? and take back what you said. You shouldn’t fall out with her.
father’s permission. And you can’t go out tonight. Homework is waiting for you.
52
UNIT

LESSON 1 You Shouldn’t Be Rebellious
Planning
This lesson will Understands important Vocabulary Understanding
guide students information in a comic strip Phrasal verbs: look for, hang out, go out, go and using phrasal
to ask for and and uses it to guess the back, talk back, tell on, take back, fall out verbs.
give advice meaning of phrasal verbs. with, look on, turn down, take off, look after
and permission Writes simple sentences
and express expressing advice and using Expressions
agreement and phrasal verbs. ,WKLQN«,EHOLHYH«,QP\RSLQLRQ«
disagreement. Talks with a partner about ,VWURQJO\EHOLHYHWKDW«,DJUHH«,GRQ¶W
what he / she can or can’t do DJUHHZLWKWKHLGHDWKDW«
at home.
Expresses his / her ideas in Structures
a discussion about familiar Modals: should, can DI¿UPDWLYHQHJDWLYH
topics and respects others’ interrogative)
points of view.
Warm Up (books closed) The situation presented in the comic strip may cause different
Introduce the topic by explaining to students the meaning of reactions among students. Take advantage of this and ask
the word rebellious. Then, write on the board the following set them questions such as the following: Should Liz be more
of words: disobedient, stubborn, receptive, obstinate, obedient, REHGLHQW" :K\" 6KRXOG /L] GR KHU KRPHZRUN ¿UVW" 'R \RX
approachable, naughty, friendly, undisciplined, understanding, DJUHHVKHFDQ¶WJRRXWVRODWH"'R\RXDJUHHVKHVKRXOGQ¶W
radical, kind, respectful and indifferent. Ask them to tell you ZHDUVXFKDVKRUWVNLUW"'R\RXWKLQN/L]LVUHEHOOLRXV" Pay
which ones are related to rebellious. Have students get into attention to students’ reactions as you elicit their opinions.
pairs and think about three situations in which teenagers Finally, ask them who they think is right, the mother, the father
become rebellious. For instance: Teenagers are rebellious or Liz.
when they don’t want to go to school. Encourage students to
share their experiences with the class and tell you reasons Extra Ideas
youngsters might behave rebelliously. 6WXGHQWV FDQ SHUVRQDOL]H E\ UHÀHFWLQJ XSRQ WKHLU GDLO\
experiences at home or school. Ask them the following
Presentation questions: 'R \RX FRQVLGHU \RXUVHOI D UHEHOOLRXV SHUVRQ" ,Q
what situations do you act rebelliously? How do you react when
1. Read and listen to the comic strip about a rebellious
a teacher or your parents tell you what you can or can’t do?
girl. Which adjectives on the board do you think describe you? As
First, have students look at the comic strip and describe what an outcome, learners may create a cartoon that shows some
they see. Second, ask them to predict what the characters might of the ideas they came up with and display it in the classroom
be talking about. Next, play the CD twice and invite them to so everybody can see their work.
follow silently and pay attention to the blue words. You may want
Teacher’s Guidee 3
to ask students which of these sentences expresses advice and

which ones express permission. You can also motivate them to
get into groups of three and role-play the dialog.
Practice 4. Check ( ) the things you can or you can’t do at
home. Then, ask a partner.
2. Match the phrasal verbs from the comic strip with
their meaning. This exercise allows students to practice the use of can to ask
for and give permission. Go over the instructions with them
Since the conversation between Liz and her mother introduces and have them check the things they can or can’t do at home
phrasal verbs, focus students’ attention on the Vocabulary individually. Then, ask them to get into pairs and create short
Strategy so that they can learn how useful they are. Once they dialogs as in the example. The idea is that students come
have read the strategy, have students go back to the comic up with extra comments to their answers (as in the second
strip and circle the phrasal verbs. Then, ask them to match bubble). To check, encourage them to perform their dialogs in
each phrasal verb with its meaning in exercise 2. Emphasize front of the class.
that, in order to understand the meaning of the phrasal verbs
listed, they have to analyze the context. Have students work in
pairs and give them enough time to do the matching. Finally,
Application
check and correct as a class. Motivate students to learn these 5. What’s your opinion? Share your points of view
phrasal verbs by heart in order to include them in their spoken about these ideas with your partners.
and written production from now on.
Draw students’ attention to the 5HÀHFW RQ *UDPPDU box. Refer students to the Useful Expressions box so that students
Explain that we use the modal should to ask for and give advice have more language tools to express their views with. Point out
and the modal can to express permission. Remember that that when we give an opinion we usually use such expressions
the purpose of this box is to help students with the language to sound more convincing. After that, have them work in
they need to use. You could make an overhead projection of small groups to talk about the three ideas presented. Check
it. Then, give an explanation to elicit each sample sentence. opinions by setting the class in a circle and promoting open
Immediately, uncover and drill it. Have them notice the colored discussion.
ZRUGVDQGWKHZD\LQZKLFKWKHDI¿UPDWLYHWKHQHJDWLYHDQG
the interrogative forms are constructed. Extra Ideas
3. Write pieces of advice based on the pictures and the Bring more situations that give students the opportunity to
phrasal verbs given. See the example. express their points of view. For instance What should we do
to have good relationships with other people? What should
This exercise combines both the practice of phrasal verbs and
and shouldn’t we do to have a healthy life? etc.
the modal should$VD¿UVWVWHSFKDOOHQJHVWXGHQWVWRGHVFULEH
what the people are doing in the pictures and infer the meaning
of the phrasal verbs presented (look on means “to observe
something happen or someone in trouble without helping”, turn
Project Stage 4
down means “to reduce the volume or the temperature”, take Refer students to Project Stage 4 and ask them to continue
off means, in this case, “to remove”, and look after means “to working in the same groups they had already arranged. This
take care of”). Read with students the example provided and time they have to make a consensus and write 4 pieces of
have them write pieces of advice based on the pictures. Before advice in relation to the invention or innovation they have
checking as a class, have them compare their sentences with chosen. Tell them to use the examples given in the book as a
a classmate’s. Complement the exercise by asking students model. Help them with any question they may have.
why people should follow those pieces of advice.
Teacher’s Guide 3

WB pages 32 and 33
2. Match the phrasal verbs from the comic strip with their meaning. Language in Context
a. Look for d to return to a place
b. Hang out ` to retract something a person said Vocabulary Strategy
c. Go out f to report a bad behavior to someone A phrasal verb consists
d. Go back Z to seek; to search for something of a verb and a preposition
e. Talk back c to leave a place or adverb. This combination
f. Tell on h to have an altercation with someone produces a different meaning from
the original verb (to understand it,
g. Take back b to spend time in a place analyze the context). Remember, the
h. Fall out with e to respond disrespectfully to a person more phrasal verbs you know, the
more you will understand
3. Write pieces of advice based on the pictures and the spoken and written
phrasal verbs given. See the example. English.
GREENWICH LAB
ACTIVITIES
a. (not) look on
o b. turn down Reflect on Grammar
Modals (I)
Should Can
We use it to ask for and We use it to express
give advice. permission.
$IÀUPDWLYH $IÀUPDWLYH
- I / You / He / She - I / You / He / She
/ We / They should do / We / They can go out
homework. tonight.
d. look after Negative Negative
- I / You / He / She / We - I / You / He / She / We
/ They shouldn’t go out so / They can’t go out. It’s
c. (not) take off late. too late.
Interrogative Interrogative
- Should I / you / he / she - Can I / you / he
a. A^lahne]gmcnlmehhdhgZlabl`kZg]iZphkdl. / we / they do homework / she / we / they go out
b. ____________________________________________________
A^lahne]mnkg]hpgma^MO' ¿UVWDQGWKHQJRRXW" tonight?
- What should I / you / he - What can I / you / he
c. ____________________________________________________
A^lahne]gmmZd^h__ablaZm'
/ she / we / they do? / she / we / they do?
d. ____________________________________________________
La^lahne]ehhdZ_m^ka^k[khma^k'
4. Check ( ) the things you can or can’t do

at home. Then, ask a partner. Can you Project Stage 4
go to parties Write 4 important pieces of
Can you... Yes No at night? advice in relation to your
a. go to parties at night? invention or innovation.
Examples:
b. watch TV all the time you want?
– People should get a medical
c. listen to loud music? checkup before taking a trip to a
Yes, I can.
d. sleep late on weekends? space station.
And I can stay – Children shouldn’t play too much
e. stay out late with your friends? until midnight. with home robots because…
5. What’s your opinion? Share your points of view about

these ideas with your partners. Useful Expressions
a. Parents should always let their children go out at night. I (don’t) think… / believe… I agree that…
b. Teenagers shouldn’t smoke. In my opinion… I don’t agree with
I strongly believe that… that idea because…
c. Teachers should stop giving homework.
53
LLESSON
ESSON 2
I Have to Do My Duties!
1. Liz is calling a popular radio program to talk about her
problems and ask for some advice. Listen and circle the
words she uses to describe the way she feels.
misunderstood bored heartbroken
angry depressed hopeless frustrated
disappointed
alone desperate unhappy tired
2. Listen again and write Yes or No in front of the duties Liz says she has or
doesn’t have to do at home. Then, report.
Examples: EbsaZlmhpZedma^]h`' La^]h^lgmaZo^mhmZd^hnmma^mkZla'
a. clean her room Yes
____
GREENWICH LAB
b. go grocery shopping No
____ ACTIVITIES Reflect on Grammar
c. wash her clothes ____
No Modals (II)
d. walk the dog Yes Have to (impersonal) Must (personal)
e. cook lunch / dinner ____
No It expresses an obligation It expresses that the speaker
f. take out the trash No imposed by a rule or considers something
g. water the plants ____
Yes situation. In its negative form, important or necessary to do.
it expresses that it is not In its negative form, it
h. clean out the refrigerator ____
No necessary to do something. expresses prohibition.
i. dust the furniture ____
Yes $IÀUPDWLYH $IÀUPDWLYH
j. VZHHSWKHÀRRU No
BBBB - I / You / We / They have to - I / You / He / She / We / They
walk the dog. must do homework.
- He / She has to cook dinner.
3. Write sentences telling which duties you have or
Negative Negative
don’t have to do at home. See the example.
- I / You / We / They don’t - I / You / He / She / We
a. BaZo^mh\e^Zgfrkhhf'BnlnZeer]hbmhgp^^d^g]l' have to go grocery / They mustn’t walk the
shopping. dog at night.
b. ______________________________________________ - He / She doesn’t have to
c. ______________________________________________ sweepWKHÀRRU
d. ______________________________________________
____
__ Interrogative Interrogative
- Do I / you / we / they have to - Must I / you / he / she / we
e. ar y.
______________________________________________
_______________
______________
________
______
s m ay v dust the furniture? / water the plants?
f. er
______________________________________________
___________
____________
___
_____
Answ - Does he / she have to clean
g. ______________________________________________ out the refrigerator? Note: However, we usually
h. ______________________________________________ - What do I / you / we / they prefer have to (not must) in
have to do? questions.
i. ______________________________________________ - What does she / he have to do?
j. ______________________________________________
4. Complete the sentences using must or mustn’t and the verbs in the Word Bank.
Then, listen to the second part of the radio program and check your answers.
Word Bank
a. “I strongly
believe that we, teenagers,
______________________________
fnlmaêi with the housework.” be
b. “I think that you ______________________________
fnlm]h the cooking and washing sometimes.” do
c. “Liz, you
______________________________
fnlmgm[^ disrespectful with your parents.” learn
d. “You ______________________________
fnlme^Zkg that in a home everybody has responsibilities.” help
54
LESSON 2 I Have to Do My Duties!
Planning
This lesson will Extracts from a radio program key Vocabulary
guide students to information related to feelings. Words to describe feelings: bored, misunderstood,
express obligation Writes sentences describing his / her duties desperate, frustrated, alone, angry, depressed,
and prohibition. at home. hopeless, heartbroken, tired, disappointed, unhappy
Writes simple statements to describe Duties at home and rules at school
people’s duties.
Holds a conversation about rules at school. Structures
Completes texts by inserting missing Modals: have to, mustDI¿UPDWLYHQHJDWLYHDQG
modals in the right place. interrogative)
Warm Up (books closed) QRWLFHWKHFRORUHGZRUGVDQGWKHZD\LQZKLFKWKHDI¿UPDWLYH

Tell students that young people, especially teenagers, are the negative and the interrogative forms are constructed. In
sometimes rebellious because they go through different the case of must, give students the following extra clues:
emotional states and because they sometimes have very Negatives (and questions, though they are less common) don’t
serious problems. Motivate them to complete the following require do: ,PXVWQ¶WVPRNH, instead of ,GRQ¶WPXVWVPRNH.
chart with personal experiences.
After must we use the simple form (without to) of verbs:
I feel…
She must go instead of She must to go.
misunderstood when… Practice

alone when…
2. Listen again and write Yes or No in front of the
angry when… duties Liz says she has or doesn’t have to do at
bored when… home. Then, report.
Allow students enough time to read the duties listed so that
Give students a few minutes to think about their answers and allow they get familiar with them. Have them practice pronunciation.
them to use their dictionaries if they need to. Ask them to share Play the recording once again and check answers. Now, focus
their experiences with a classmate (you may want to encourage students’ attention on the example and tell them to report their
them to use expressions such as 5HDOO\"0HWRR,DJUHHZLWK\RX answers using the modal have toDI¿UPDWLYHRUQHJDWLYH
EHFDXVH,IHOWWKHVDPHZD\and That’s not my case).
3. Write sentences telling which duties you have or
1. Liz is calling a popular radio program to talk about her don’t have to do at home. See the example.
problems and ask for some advice. Listen and circle
the words she uses to describe the way she feels.
Prepare students by reading the example given. Then, tell them
Go over the instructions with students and ask them to remember to write similar sentences about their duties at home using
the problems Liz has at home. Next, have students take a look the vocabulary from exercise 2. Walk around the classroom
at the adjectives presented and give them time to look up in their and provide any help they may require. Make sure they use
dictionaries those words they do not know (practice pronunciation adverbs of frequency as in the example. Before checking as a
with them). Ask students to circle the words Liz uses to describe class, have students compare their answers with a partner’s.
the way she feels as they listen to the CD. Play the recording two
or three times. Finally, check answers as a class. 4. Complete the sentences using must or mustn’t and the
verbs in the Word Bank. Then, listen to the second part
Presentation of the radio program and check your answers.
Teacher’s Guide 3
Focus students’ attention on the 5HÀHFWRQ*UDPPDU box and Have students complete the sentences using must or mustn’t
explain the use of the modals have to and must. Again, you and the verbs in the Word Bank. After that, tell them that they
could make an overhead projection of the box. Then, elicit each are going to listen to the second part of the radio program. Play
sample sentence. Immediately, uncover and drill it. Have them the recording twice for students to check and correct.
5. Tina’s grandparents are coming over tonight for 7. Complete the dialog with the appropriate form of
dinner, so the family has some housework to do. should, can, have to and must.
Look at the picture and write who has to do what. Tell students that they are going to read one last dialog
between Liz and one of her friends. Tell them read to the whole
Read the instructions with students and have them write FRQYHUVDWLRQEHIRUH¿OOLQJLQWKHJDSVIRUWKH\ZLOOKDYHWRXVH
sentences with have to to describe the picture. Elicit the duties WKHPRGDOVOHDUQHGLQOHVVRQVDQGLQWKHDI¿UPDWLYHDQG
they see but have them work on their own to check if they can QHJDWLYHIRUPV:KHQWKH\KDYH¿QLVKHGWHOOWKHPWRFRPSDUH
write complete statements. Then, correct as a class activity. their answers with a classmate’s. Finally, check answers as a
class.
Application
6. In groups, talk about rules at school. Use have to or
Project Stage 5
mustn’t and the ideas below. Have students work in the groups previously arranged. In this
stage, they will have to write 5 rules for the people who will use
Have students work in small groups and talk about the rules their invention or innovation. Read the example provided and
listed. Encourage them to give reasons as in this example: have them work in class so you can provide any guidance they
We mustn’t use cell phones in the classroom because we may need. Also, ask them to read their own sentences and
interrupt the teacher and our partner’s work. Check answers PDNH DQ\ QHFHVVDU\ FRUUHFWLRQV EHIRUH WKH\ ZULWH WKHLU ¿QDO
as a class. drafts. It is suggested that you collect their drafts to provide
feedback.
Extra Ideas
Motivate students to come up with rules different from the ones
listed in the book and share them with the class.
Draw students’ attention to the Pronunciation box. Have them
notice the difference between the two sounds. Play the CD
and ask students to practice and repeat the sentences several
times. Bring some other sentences you have prepared in
advance for further practice.
Teacher’s Guide 3

WB pages 34 and 35
Language in Context
5. Tina’s grandparents are coming over tonight for dinner, so the family has some housework
to do. Look at the picture and write who has to do what.
Dad
Tina
Mom
Karen
David and uncle Stuart
Brian
a'MbgZl]Z]
aZlmh\e^Zghnmma^k^_kb`^kZmhk' d. _________________________________________
DZk^gaZlmhlp^îma^Ühhk'
b. __________________________________________
MbgZaZlmhpZm^kmaîeZgml' e. _________________________________________
MbgZlfhfaZlmh]nlmma^_nkgbmnk^'
c. =Zob]Zg]Ng\e^LmnZkmaZo^mh\hhd'
__________________________________________ f. _________________________________________
;kbZgaZlmhmZd^hnmma^mkZla'
6. In groups, talk about rules at school. Use have to

or mustn’t and the ideas below.
a. wear a uniform Pronunciation
b. participate in class has – have must
c. be late We mustn’t use /æ/ /^/
d. do your homework cell phones in the Say:
e. speak Spanish in English class classroom. - I have to pack my bag.
f. use cell phones in the classroom - She has to speak with dad.
- We must cook lunch.
- You mustn’t dust the
7. Complete the dialog with the appropriate furniture with a wet cloth.
form of should, can, have to and must.
Julie: Hi, Liz. Sandy and I are going to the movies.
_____________
<Zg you come with us?
Liz: No, I _____________.
\ZgmI _____________
fnlm study for an
exam. I want to pass it. Besides, I have a headache.
should
Julie: You _________________ take an aspirin. It helps a lot.
What about tomorrow? We’re planning to go to the mall after class.
Liz: No, I don’t think so. My mother told me to clean the house because her boss is
coming
for dinner.
So, aZo^mh
I ________________ do it.
Julie: What’s wrong with you, Liz? You are always ready to have fun!
Liz: I was, but a person
told me that I ________________
lahne]gm think only about fun. Project Stage 5
And that’s true.
I have duties, you
know. I really ________________
fnlm help with the Write
Wr 5 rules for the people
chores. There are many things to do. who will use your invention or
Julie: Well, you’re right. In that case, we’ll miss you. technological innovation. Try
Liz: But I’m free
Friday afternoon. I ________________ do anything at home. What
]hgmaZo^mh to explain why it is important to
about going for an ice cream at 4:00? follow these rules. Example: You
Julie: Perfect. See you on Friday then. And don’t forget to take an aspirin. mustn’t wash a home robot with
water. Use a special oil to clean it.
Liz: Thanks a lot. Bye.
55
LESSON 3
Problems Make You Stronger

1. Look at the pictures and try to guess what problems these teenagers have.
a. b. c.
Reading Strategy
Pay attention to the
context in order to
understand the meaning
2. Read and listen to these blog posts. Match each picture in the previous of unknown words and
exercise with its corresponding post. expressions. Important:
Don’t stop reading when
\RX¿QGVRPHWKLQJ\RX
don’t know.
\ Z I’m a romantic,

Wednesday, July 23 Saturday, August 9 17-year-old boy. I should
I have a very serious problem at home. I think my parents are There’s this pretty girl at school, feel loved and happy.
extremely overprotective. They want to know everything I do Cindy. I think I’m in love with her Instead, I feel heartbroken
and that makes me feel desperate. For example, every time my because she’s always on my mind. and hopeless.
friends telephone they start asking them questions such as “Who’s The problem is that she ignores
calling?”, “What do you need my son for?”, “Where are you calling me all the time. In fact, she ignores everybody all the
from?” and things like that. They listen to my conversations, too! time; she is a little arrogant. In my opinion, she shouldn’t
Last week, a girl from school called me up. We were talking about exclude other people the way she does.
a social studies paper when, all of a sudden, mom interrupted us to
Anyway, I love her so much. Of course, she doesn’t know
ask my friend personal questions! It’s incredible.
anything about my feelings. Last week, I wrote a letter
They don’t respect my privacy either. When I’m home I have to WHOOLQJKHUDERXWP\FUXVKEXWZKHQ,¿QLVKHG,WKRXJKW
leave my room door open so they can see what I am doing; they it was ridiculous and threw it away. A friend of mine tells
check every website I visit when I surf the web; they inspect the me I should call her, but I’m sure I will hang up as soon
magazines I read and the programs I watch on TV. Also, they are as she answers the phone! We are so different: I’m shy
very strict. I have to get up early on weekends and be ready for and I don’t have many friends; on the contrary, she is very
breakfast at 8:00 AM! (They simply don’t understand that I need a popular and there are a lot of boys who like her! I am just
rest from getting up early Monday to Friday to go to school.) When a secret admirer on a distant corner.
they give me permission to go out, I have to arrive home before
I don’t know what to do. Should I call her again, or write
midnight. In a word, my parents control my entire life.
another love letter? Should I take the risk of telling her
I feel really bored. It’s just like I am a prisoner who wants to run away. about my feelings? The truth is that I’m afraid of talking to
,GH¿QLWHO\QHHGVRPHJRRGDGYLFHWRSXWDQHQGWRWKLVVLWXDWLRQ Cindy because I don’t want her to make fun of me. I really
love her with all the strength of my heart.
Posted by Trapped 0 Comments
Posted by Lonely 0 Comments
I’m a 16-year-old boy. I like to meet people

and hang out with friends. However, I’m
56 feeling desperate these days.
LESSON 3 Problems Make You Stronger
Planning
This lesson will Predicts the content of a reading Vocabulary Paying
guide students by analyzing details in pictures. Words to describe feelings attention to the
WRUHÀHFWRQ Associates imagery with written Duties at home and rules at school context in order
teenagers’ texts about teenagers’ problems. Phrasal verbs to understand
problems and give Applies a reading strategy the meaning
them advice. related to the purpose of a task Expressions of unknown
(paying attention to the context). All of a sudden. She’s always on my mind. words and
Extracts key information from What’s wrong with that? That’s OK with expressions.
Internet-like texts to answer me! Using
comprehension questions. connectors
Understands the relation Structures that express
established by connectors of Modals: should, can, have to and must addition and
addition and contrast. Connectors of addition and contrast: in contrast.
Uses connectors to express addition, also, besides, on the contrary,
addition and contrast. instead, however
Completes a text giving advice
to others regarding their
problems.
Warm Up (books closed) Read the instructions with students and play the recording.
After that, have some of them read aloud in order to practice
Stimulate students’ interest in the topic of the lesson by focusing
pronunciation. Now, ask them to match the pictures in exercise
their attention on the title: Problems Make You Stronger. Ask
1 with the corresponding blog posts. Check answers as a
them if they agree or disagree with this idea and why. Elicit as
class.
much information as you can from them.
1. Look at the pictures and try to guess what problems Extra Ideas
these teenagers have.
As a while-reading activity, check how students put the Reading
As a pre-reading activity, invite students to guess the problems Strategy into practice by having them explain the meaning
the teenagers in the pictures have. To do this, it is advisable of some words (e.g. strict, crush, strength, fashionable),
to tell students to describe the pictures (guide them to refer to expressions (e.g. all of a sudden, take the risk) and new phrasal
VSHFL¿FGHWDLOVOLNHWKHUHGKHDUWVDURXQGWKHER\¶VKHDGWKH verbs (e.g. run away, hang up, take —the piercing— out).
piercing in the girl’s nose, the parents listening to their son’s
phone conversation) so they can make their predictions. Ask
students to describe the teenagers’ feelings by using some of
the adjectives they learned in lesson 2.
Presentation
2. Read and listen to these blog posts. Match
each picture in the previous exercise with its
corresponding post.
Teacher’s Guide 3
Focus students’ attention on the Reading Strategy and explain

that they can understand the meaning of unknown words or
expressions by looking at the context. Emphasize the fact that
it is important not to stop reading in order to understand the
Derechos
general idea reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
of a passage. 56
Practice
3. Answer the questions below. both adjectives the teenagers use in their posts as well as
Exercises 3, 4 and 5 are to be done as post-reading activities. adjectives they have learned throughout the unit. Have them
In exercise 3, challenge students to answer the questions get into pairs to check their answers.
without looking back at the blogs. You may want to make this
activity more dynamic: write the questions on pieces of paper 5. Answer these questions. Use complete sentences.
and divide the class into two teams. Each team has to take a
question out of a bag, think about the corresponding answer
Have students work in pairs and encourage them to answer
and say it aloud. To make the game even more challenging,
the questions without looking back at the reading. Give them
you can set some rules that include points per correct answer
enough time to remember but, if they do not do it well, have
and time limits.
WKHP ¿QG WKH LQIRUPDWLRQ LQ WKH WH[W &KHFN DQG FRUUHFW
4. Write adjectives that describe Trapped’s, Lonely’s answers as a class.
and Misunderstood’s feelings. Now, focus students’ attention on the sentences in the posts
Go over the instructions with students. Give them a few that include connectors. Analyze them and get students
minutes to scan the text and write in the boxes adjectives that familiarized with those that express addition (also, in addition,
describe the teenagers’ feelings. Motivate students to write besides) and contrast (instead, however, on the contrary).
Teacher’s Guide 3
29
WB pages 36 and 37
b
T
Tuesday, September 26
I never imagined that wearing a ring in my nose would give me so much trouble. Last month I
decided to get my nose pierced and when my parents saw me, they went completely mad.
Reading and Writing
I talked back to them and, four weeks later, they still don’t talk to me. They are so
old-fashioned and don’t agree with this kind of stuff. They are disappointed because they
I am a 16-year-old
think I’m not the kind of girl to wear a piercing. My brother and my sister don’t like the idea,
girl. I feel frustrated
either. They say I don’t look as beautiful as I did before.
because piercing has
I have problems at school, too. Three days ago, the principal, who is a very strict woman, said to me, “You can’t caused me trouble.
wear that piercing in this school. It is forbidden. You have to take it out before the week is over!” In addition, some Besides,MXVWFDQ¶W¿W
of my partners believe that I’m crazy and that the ring doesn’t look good on me. in where I want.
The thing is that I want to wear not only this piercing but many others. What’s wrong with that? I don’t get it. It is
a question of identity. I know some boys and girls in my neighborhood who wear rings in their tongues, belly-buttons, eyebrows and lips
without any problem. I want to be like them! I want to become a member of their group, but they say I have to wear a piercing before I get
accepted. That’s OK with me!
I’m so angry. How can I convince my family and the people in my school that wearing a piercing is not wrong? I think it is fashionable!
Posted by Misunderstood 0 Comments
3. Answer the questions below.
a. Who is overprotective?
MkZii^]liZk^gml'
b. Who is arrogant?
_______________________________
<bg]r 4. Write adjectives that describe Trapped’s, Lonely’s and
Misunderstood’s feelings.
c. Who is very disappointed?
_______________________________
Fblng]^klmhh]liZk^gml Trapped
d. Who feels like a prisoner?
_______________________________
MkZii^] Answers may vary.
e. Who doesn’t have many friends?
_______________________________
Ehgêr
f. Who doesn’t have any privacy? Lonely
_______________________________
MkZii^]
g. Who can’t wear a piercing at school? Answers may vary.
_______________________________
Fblng]^klmhh]
h. Who wants to express his / her feelings?
_______________________________
Ehgêr Misunderstood
i. Who wants to belong to a certain group?
_______________________________
Fblng]^klmhh]
Answers may vary.
j. Who has to get up early on weekends?
_______________________________
MkZii^]
5. Answer these questions. Use complete sentences.

a. What time does Trapped have to arrive home after he goes out?
__________________________________________________________________________________________
AâZlmhZkkboâhf^[^_hk^fb]gbàm'
b. When does Misunderstood have to remove the piercing from her nose?
__________________________________________________________________________________________
LaâZlmhk^fho^maîb^k\bg`_khfa^kghl^[^_hk^ma^p^^dblho^k'
c. What should Lonely do according to his friend?
__________________________________________________________________________________________
A^lahne]\Zee<bg]r'
d. Why does Trapped have to leave the door of his room open?
__________________________________________________________________________________________
AâZlmhe^Zo^ma^]hhkh_ablkhhfhi^glhabliZk^gml\Zgl^^paZma^bl]hbg`'
57
WB page 38
Reading and Writing

6. Follow the instructions and complete the comments.
a. Write Trapped, Lonely or Misunderstood on the red lines according to the Writing Strategy
pieces of advice. Use connectors that
b. Write these connectors on the blue lines: on the contrary, in addition, also, express addition and contrast to
besides, instead, however. link ideas.
Addition: also, in addition,
c. Think of another thing each blogger should or must do and write a
besides, etc.
sentence at the end of the comment. Contrast: however, on the
contrary, instead, etc.
Leave your comment

Misunderstood
Dear ___________________________,
Are you sure you are wearing that ring because it is part of your identity and not
because it is the only way your new friends will admit you into their group? You don’t Leave your comment
have to please others in order to gain their respect and acceptance. In the past Trapped
Dear ___________________________,
you didn’t have to wear a piercing to express yourself. Why do you need it now? I think you should speak with your parents very
Besides
____________________, there’s no need to hurry. You still have a lot of time to meet seriously about their extreme control of your
people who love you for what you are like, not for what you look like. however
life; ________________, you must do it in a
respectful way. Try not to fall out with them.
On the contrary you
I strongly believe you shouldn’t ignore your family. ____________________,
Instead
________________, explain that you have the
should listen to them so that you can consider different points of view and make
right to privacy and make your own decisions
a good decision.
because that is the only way you can become
Your school seems to be very strict about your piercing. I think ______________ an autonomous person. ________________, Also
_______________________________________________________________
_______
______ tell your parents that they should trust you the
.
________________
____y var y
_______________________________________________________________
_________________ same way you trust them. Finally, __________
w e r s ma
Ans
_______________________________________________________________
________
_________ ____________________________________
_______
______
r y.
_______________
______m a y va
____________________________________
_________________
Publish Preview e r s
Answ
____________________________________
______
_______
Publish Preview
Leave your comment

Lonely
Dear ___________________________,
In my opinion, you should think about your feelings carefully. As a teenager, you are
starting to experience new emotions and that is making you feel confused. You probably
like Cindy, but I don’t think you love her. See, you love somebody when you really know
Project Stage 6
In addition
that person very well, and that takes time. __________________________, you must
be more positive about your personality. Just be yourself and feel proud of it!
Show your teacher the writings
Do you want to catch Cindy’s attention? OK, you must take the initiative and say “hello” or your group produced on
“bye”, smile at her (don’t be too serious) and, after a couple off days,
day start a conversation stages 1-5. Follow his / her
and ask her out on a date. The day of the date, ______________________________
______________
_______ suggestions to improve them.
var y
e r s may Find or draw pictures of your
____________________________________________________________________
___________
____________
____
Answ
invention or technological
You shouldn’t feel frustrated in case things don’t
d work out. This experience will help you innovation. You can also make
JDLQFRQ¿GHQFHDQGLQWKHIXWXUH\RXZLOONQRZKRZWRVSHDNWRRWKHUJLUOV a scale model to impress the
Publish Preview
visitors at the Science Fair.
58
6. Follow the instructions and complete the This is the last stage of the project. Place emphasis on the fact
comments. that the results of the groups’ research will be part of a science
fair and therefore, students have to be well prepared to impress
Tell students that some websurfers have read the problems
the people who attend the fair. Go over the instructions with
Trapped, Lonely and Misunderstood posted on their blogs and
students and allow them enough time to correct the language
KDYHJLYHQVRPHJRRGSLHFHVRIDGYLFHIRUWKHP([SODLQWKDW¿UVW
they have produced regarding the invention or innovation they
they are going to read the responses and write the corresponding
have researched throughout the module (these corrections
names, then complete the texts with the appropriate connectors
should be based on your feedback). As a last step, refer them to
(taking into account the Writing Strategy on the right and working
page 60 (Share Your Project) and have them look at the picture
LQSDLUVVRWKDWWKH\FDQKHOSHDFKRWKHUDQG¿QDOO\SURGXFH
at the top. Encourage them to make a scale model like the
some pieces of advice to complete the responses (this should
one in the picture and start working on the cube suggested for
be done individually). Walk around the classroom to check
displaying the information about their invention or innovation.
students’ work. Finally, ask some students to read aloud as the
others listen and check.
Teacher’s Guide 3

LESSON 4 Good Advice for Your Life!
Planning
This lesson will Recognizes functions (asking Vocabulary Determining
guide students for and giving permission, Words to describe feelings the speakers’
to give advice expressing obligation, etc.) Duties at home and rules at school intentions.
in the context expressed by the speakers in Freely acting
of simulated short conversations. Colloquial Expressions out simulated
situations. Uses contextual clues Be in hot water situations.
to guess the meaning of Speak one’s mind freely
colloquial expressions. Be in no mood for
Uses colloquial expressions in Enough is enough!
free simulated situations.
Structures
Modals: should, can, have to and must

This lesson gives students the opportunity to review and 3. Role play. In pairs, act out these situations. Use the
practice the communicative functions studied in this unit. expressions you learned in exercise 2.
Start by reviewing with students that for giving advice we use
should, for expressing permission we use can, for expressing
obligation we use have to, and for expressing that something Have students work in pairs and go over the instructions
is important or necessary to do we use must. Ask them to give with them. Remind learners that this is a speaking exercise
examples using each modal. VRWKH\VKRXOG QRWXVHQRWHV(QFRXUDJHWKHPWRUHÀHFWRQ
the Speaking Strategy and to use body language. Allow them
enough time to prepare and practice their dialogs. Have them
Presentation perform in front of the class to check their use of the colloquial
1. Look at the pictures and listen. Then, decide which expressions.
VLWXDWLRQUHÁHFWVWKHVSHDNHU«
4. Gap activity.
Read with students the functions listed. Tell them to look at the
Refer students to the gap activity. Have them work in pairs
pictures and elicit how the people feel in each one of them.
and sit face to face to do the activity on pages 97 and 100.
Then, refer students to the Listening Strategy and motivate
Encourage them to complete the information in the charts
them to apply it so that they pay attention to the intonation, the
by using the clues and to speak English while they work
tone of voice and the modals speakers use. Play the recording
cooperatively.
twice and check answers as a class.

Focus students’ attention on the value of expressing their views
2. Listen to the conversations again and circle the
properly and listening to others’ opinions. Place emphasis on
correct answer. Which expression means… the importance of showing respect for their friends, classmates
This activity allows students to understand the meaning of and relatives not only by the words said, but also by the actions
colloquial expressions in context. Ask students to listen to WDNHQHYHU\GD\6LPLODUO\KDYHWKHPUHÀHFWRQWKHLUDWWLWXGHV
the conversation in exercise 1 again and circle the correct toward their duties at home and the rules at school (you may
expressions. Check answers as a class. want to refer them back to page 54, exercise 3). Tell them that
good habits help strengthen our relationships with the people
DURXQG XV DQG EXLOG DQ HQYLURQPHQW RI FRQ¿GHQFH )LQDOO\
Teacher’s Guide 3
highlight the importance of giving good advice when people

are in trouble. Encourage them to show support for the people
who ask for their help instead of judging them.
LESSON 4
Good Advice for Your Life! Culture and Communication

1. /RRNDWWKHSLFWXUHVDQGOLVWHQ7KHQGHFLGHZKLFKVLWXDWLRQUHÁHFWVWKHVSHDNHU
d expressing that it is necessary to do something Listening Strategy
c asking for and not giving permission
b expressing an obligation
gatition
ga onn To determine the
c. speakers’ intentions,
Z giving advice pay attention to their
intonation, tone of voice
and the types of words
(modals) they use.
a. b. d.
2. Listen to the conversations again and circle the correct answer. Which expression means…
a. WRKDYHDSUREOHP" HQRXJKLVHQRXJK WREHLQKRWZDWHU
b. WRVD\IUDQNO\ZKDW\RXWKLQN" WRVSHDNRQH¶VPLQGIUHHO\ WREHLQQRPRRGIRU
c. WRIHHOEDG" WREHLQQRPRRGIRU WREHLQKRWZDWHU
d. ³VWRSLWQRZ´" WRVSHDNRQH¶VPLQGIUHHO\ HQRXJKLVHQRXJK Speaking Strategy
3. Role play. In pairs, act out these situations. Use the expressions you learned in Act out freely
simulated
exercise 2. situations to
Situation 1 Situation 2 LQFUHDVHÀXHQF\
Student A: Student B calls to invite you to go skateboarding but Student A: While in class, your cell
you can’t go because you have things to do at home (clean out the phone rings suddenly. You ask for
refrigerator and help your dad wash his car). Also, tell him / her you permission to go out and answer. Then, you apologize.
don’t feel good because you fell out with your mother. Student B: You are teaching your class when student A’s cell
Student B: You invite student A to go skateboarding, but he / she phone rings suddenly. You get angry and refuse to give him /
can’t go. Listen to his / her reasons and give him / her some advice. her any permission to go out and answer. Also, remind him /
her about an important rule at school.
Situation 3 Situation 4
Student A: You have a problem. Your boyfriend / girlfriend Student A: You tell your brother / sister that you don’t
is coming to your house, but you don’t know what to cook to understand why some people at school don’t like you. You
impress him / her. Call student B and ask for some advice. feel lonely for that reason. Ask him / her how to make friends.
Student B: Student A calls you because he / she has a Student B: Your brother / sister tells you about the
problem. Listen to him / her and give him / her some advice. problem he / she has making friends. You decide to speak
frankly and tell him / her that he / she is a little arrogant.
Also, give her some advice for making friends easily.
Reflect on Values
4. Gap activity. I express my points of view and respect others’.
I am aware of my responsibilities at home and at school.
Student A goes to page 97.
Student B goes to page 100. I give advice when other people are in trouble.
59
Share Your Project
What interesting facts about science
did you discover? What do you think
of the advance in science?
In your opinion, what were the good
and bad aspects of this project?
Listen and read.

A science fair is a school event in which different
groups create or do research on an invention or a technological
innovation and present its characteristics to the visitors and judges who attend the fair. Apart from some
SDUWLFLSDQWVZLQQLQJDSUL]HWKHVHHYHQWVDUHLQWHUHVWLQJEHFDXVHWKH\UHÀHFWKXPDQV¶LQQDWHFXULRVLW\
DQGFUHDWLYLW\$OVRWKH\VKRZWKHURRWVRIVFLHQWL¿FLQVSLUDWLRQDQGKRZKHOSIXOVFLHQFHLVLQLPSURYLQJ
people’s living conditions all over the world.
During your research, you probably realized that creating or investigating inventions or innovations is
YHU\H[FLWLQJ1RZWKDW\RXDUHUHDG\ZLWKWKDWLWLVWLPHWRSUHVHQW\RXULQYHQWLRQRU\RXU¿QGLQJV:H
suggest you display your project in the form of a cube.
1. 'UDZDVL[VTXDUH¿JXUHRQDVKHHWRI Side Include…
paper or cardboard.
1 your invention’s or innovation’s name and a picture of it
2. &XWRXWWKH¿JXUHIROGRQWKHOLQHVDQG 2 the information you found in Project Stage 1
glue to form the cube.
3 the sentences you wrote in Project Stage 2
3. Write on and decorate each of the sides 4 the predictions you made in Project Stage 3
of the cube. Follow the suggestions in
5 the pieces of advice you wrote in Project Stage 4
the chart.
6 the rules of use you wrote in Project Stage 5

The class has to do the following:
design a schedule. You can invite students and teachers from other groups and your relatives.
select an open space for the visitors and the judges to walk around comfortably.
Each group has to do the following:
prepare a short speech and decide who says what.
make and photocopy small brochures related to the invention or technological innovation (optional).
write brief reports on the other groups’ projects (cubes and scale models) and give them to the judges.
They will choose the winner(s) based on these reports.
Our invention / technological innovation is… It consists of… It is made of… Useful Expressions
Its advantages / disadvantages are…
We believe / think / predict / estimate that it will change the world because…
The following are some important pieces of advice regarding our invention / innovation.
These are some important rules to take into account when using it.
60
Share Your Project
Discuss your experiences. Extra Ideas
Ask students to share interesting facts they discovered and As a follow-up, you can have students work individually and
information that they did not know about technology. Also, invite make another cube after the science fair is over. Tell them to
WKHPWRUHÀHFWRQZKDWWKH\H[SHULHQFHGZKLOHFDUU\LQJRXWWKH follow these instructions:
project. Focus special attention on the question What do you think
of the advances in science? and elicit as much information as 2QWKH¿UVWVLGHWKH\VKRXOGZULWHWKHQDPHRIWKH
you can from students. It is also important to talk about the good invention or innovation they liked the most, different from
and bad aspects of this project, so give students the opportunity theirs.
to be honest when they express their opinions. Take advantage On the second side, they should write a brief description
of this and invite them to give their partners some advice in order of that invention or innovation.
to avoid those negative aspects next time. Finally, highlight the On the third side, they should write why they liked it.
importance of being responsible, cooperative, respectful and On the fourth side, they should write some pieces of
active when embarking on any task. advice related to the use of the invention or innovation.
2QWKH¿IWKVLGHWKH\VKRXOGZULWHVRPHEDVLFUXOHVIRU
Listen and read. using it.
Have students listen and read the text. Point out that it will On the sixth side, they should draw the invention or
provide them with practical tips to hold a successful fair. innovation.
As students have already been working with the cubes to
This activity will help you check how your students are working
display the results of their research, give them feedback on
with the language structures studied and practiced along
their progress. Make sure all the members of each group
module B.
participate.

Help students create the fair’s schedule and select an open
space in which to hold it. Motivate them to invite students from
other courses as well as teachers, parents and friends. It is also
a good idea to make small souvenirs related to their inventions
or innovations. For example, if a presentation is about home
robots, students can design small paper robots to give to the
visitors. They can also make brochures or have pictures to give
to the attendees. When holding the fair, encourage learners
to respect the visitors, use their time wisely and include the
expressions in the Useful Expressions box in their speeches to
make their presentations more attention-grabbing.
Teacher’s Guide 3

Quiz Time Self-Evaluation
Invite students to answer the quiz individually. Remind them of Read the self-evaluation chart and encourage students to
the fact that it will help them become aware of the strengths answer honestly. They may share their results with their
and weaknesses they have. Stress the purpose of the test: not partners if they want. Stimulate their effort by congratulating
to count the number of right and wrong answers, but rather to them and suggesting they draw conclusions about their work
LGHQWLI\KRZWRVRUWRXWODQJXDJHOHDUQLQJSURFHVVGLI¿FXOWLHV throughout the module so they can think of the strategies they
without being judgmental. After they have worked individually, should use to improve next time.
have them check their answers in pairs before sharing them
with the rest of the class. The quiz essentially evaluates the
use of phrasal verbs and the modals can, should, have to and
Glossary Activities
must. You may wish to give extra exercises to those students Answers
ZKRVWLOOKDYHGLI¿FXOWLHVZLWKWKHWRSLFVVWXGLHG 1. The words are: insert, remove, plug, print, unplug,
click, save, delete, charge, eject.
1. Complete the dialog with the phrasal verbs in the
Word Bank. 2. a. insert b. Charge c. Save d. Delete e. remove f. Click
7HOOVWXGHQWVWRUHDGWKHZKROHWH[WDWOHDVWWZLFHEHIRUH¿OOLQJ 3. a. develop b. forbidden c.¿QJHUSULQWd. size e. realize
in the gaps. This will help them comprehend the context. Also, f. climb g. environment h. sad i.¿OHj. warning
suggest students observe the words and expressions that are
located before and after each gap. This will help them decide 4. b. hopeless c. misunderstood d. unhappy e. lonely
which the appropriate phrasal verb that best completes each f. depressed g. heartbroken
blank is. 5. a. lonely b. misunderstood c. depressed
d. disappointed e. unhappy f. hopeless
2. Circle the correct option to complete each sentence.
6. Answers may vary.
This part of the quiz checks the use of key words in context. 7. a. are in hot water b. make up our mind c. is a pain in
Ask students to read the sentences and the three given options. the neck d. am in no mood for
They need to select the option that best completes each
statement. To decide better which words are the appropriate 8. a. unplug (syn. remove – ant. plug) b. portable (syn.
ones, suggest students focus their attention on the words WUDQVSRUWDEOH±DQW¿[HGLPPRYDEOHc. tiny (syn.
before and after each gap. diminutive – ant. big, enormous) d. remove (syn. take
out – ant. insert, plug) e. desperate (syn. hopeless –
3. Read. Then, listen and number from 1 to 5 ant. hopeful, optimistic) f. announce (syn. make public
according to what the speakers are expressing. – ant. keep secret) g. unhappy (syn. sad – ant. happy)
It is suggested you review with students the communicative h. trust (syn. rely on – ant. distrust) i. insert (syn. place
functions studied in this unit before doing the exercise. Ask in – ant. remove) j. climb (syn. ascend – ant. descend)
WKHP WR UHDG WKH LQVWUXFWLRQV DQG WKH ¿YH VWDWHPHQWV JLYHQ
carefully. Then, play the recording at least twice and have
students number from 1 to 5 according to what they hear.
4. Give these people some advice. Use the verbs

and the nouns in the Word Bank to make your
sentences.
Go over the instructions with students and ask them to relate
the pictures to the verbs and nouns in the Word Bank before
writing their pieces of advice. Encourage them to double check
their answers by reading the text at least twice.
Teacher’s Guide 3

WB page 39
GREENWICH LAB
TESTS
Quiz Time
1. Complete the dialog with the phrasal verbs in the 3. Read. Then, listen and number
Word Bank. from 1 to 5 according to what the speakers
are expressing.
Word Bank
4 is expressing an obligation.
Speaker ____
look after take off hang out 2 is giving some advice.
Speaker ____
5 is asking for permission.
Speaker ____
A: Rick, Carla and I are planning to spend the whole 1 is expressing a prohibition.
Speaker ____
afternoon at the ice cream parlor. Do you want to 3 is giving permission.
Speaker ____
___________________
aZg`hnm with us?
B: Sorry,
I can’t go. I have
to ___________________
ehhdZ_m^k 4. Give these people some advice. Use the verbs and the
my neighbors’ little son. They were looking for nouns in the Word Bank to make your sentences.
somebody to stay with the baby, so I offered to do it.
A: Great. You’ll get good money for that. How long will I’m too a.
it take? thin.
B: Well, I won’t leave my neighbors’ house until 8:00
PM. They have to hold a business meeting all day. Say b.
hello to Rick and Carla and have fun. By the way, don’t
_________________
mZd^h__ your jacket. I think it will rain in the I always
oversleep in the
afternoon.
morning.
A: All right. See you tomorrow, then. Good luck.
c.
2. Circle the correct option to complete each sentence. What a
boring day.
a. You _______ turn off your iPod while in class.
1. shouldn’t 2. have to 3. can Word Bank
d.
b. My children _______ stay out too late at night. Verbs Nouns
go alarm clock
1. can’t 2. don’t have to 3. should take wall
write cinema
c. Paula _______ work this weekend. Her boss needs buy vitamins
her help.
1. have to 2. can 3. has to a. You
lahne]gmpkbm^hgma^pZee'
d. You _______ eat too much candy. It damages your b. __________________________________________

Rhnlahne][nrZgZeZkf\eh\d'
teeth. __________________________________________
1. shouldn’t 2. don’t have to 3. can’t c. __________________________________________
Rhnlahne]mZdôbmZfbgl'
__________________________________________
e. _______ I go to Lisa’s party?
d. __________________________________________
Rhnlahne]`hmhma^\bg^fZ'
1. Has to 2. Can 3. Don’t have to __________________________________________
Self-Evaluation
ask for and give advice and permission.
talk about responsibilities at home and at school.
express obligation and prohibition.
state my opinions and express agreement and disagreement.
61
Glossary
A-E depressed adj. sad. (syn. forbidden adj. prohibited. (syn. not
announce v. to say something openly discouraged – ant. cheerful) allowed – ant. allowed, permitted)
to many people. (syn. make public – desperate adj. extremely worried,
ant. keep secret) with little hope. (syn. hopeless - ant.
ATM (Automated Teller Machine) hopeful, optimistic)
n. a machine that dispenses money develop v. to bring to an advanced
when a customer inserts a plastic state. (syn. expand - ant. decline)
card. disappointed adj. depressed,
discouraged because something is
not as good as you hoped.
duty n. something you have to do. handwriting n. writing that a person
(syn. responsibility) does with his / her own hands.
eject v. to expel from a place. (syn. hang up phrasal v. to disconnect a
throw out - ant. insert, take in) phone call.
elevator n. a machine that takes hang out phrasal v. to spend time in
people from the bottom to the upper a place.
ÀRRUVRIDEXLOGLQJDQGYLFHYHUVD heartbroken adj. deeply sad.
environment n. atmosphere or get out of phrasal v. to leave (a
setting of a place. place).
go back phrasal v. to return.
F-J hopeless adj. feeling that there is no
button n. a key you push on different fall out with phrasal v. to have an possibility of change.
machines. argument with someone. insert v. to put in. (syn. place in – ant.
charge v. to supply with electrical fancy adj. decorative, of excellent remove)
energy. You have to charge your cell appeal. (syn. adorned, sumptuous
phone battery. – ant. ordinary) Marianne bought K-O
click v. to press the computer mouse herself a really fancy dress. look after phrasal v. to take care of.
ZLWK\RXU¿QJHU fast-changing adj. that changes fast. (syn. protect)
climb v. to go up. (syn. ascend – ant. ÀOH n. a collection of information look for: phrasal verb. to seek. To
descend) stored in a computer. search for something.
ÀQJHUSULQW n. an impression of the lonely adj. alone.
PDUNVRID¿QJHU
62
Glossary Activities
1. Find ten commands. Use the glossary on pages 62 e. To understand clearly is a synonym of this verb.
and 63 to help you.
i n s e r t a d t o
f. This verb means “to go up.”
k o h m e c s i l l
n u v a m e l s u g
g. Find an eleven-letter word that means atmosphere or
p l u g o z i i e w setting of a place.
r o n e v a e v c u
i f p i e b a a t k
h. Look for a synonym of depressed.
n e l h r s o d c o
t c u j e t e l e d
i. What do you call a collection of information stored in a
m u g v a u k n j x
FRPSXWHU"
g y q c h a r g e l
2. Complete the following instructions with some of j. Find a seven-letter word that means “something that gives
the words you found in the previous exercise. notice or caution.”
a. To listen to music, _______________ a CD on your
computer.
b. _______________ the battery of your laptop before you 4. Complete the chart as in the example. Use the
leave home. glossary on pages 62 and 63.
c. That document is very helpful. _______________ it as a
QHZ¿OHLQWKHKDUGGLVN Noun Adjective
d. _______________ that folder. I don’t need it because I a. disappointment disappointed
have a copy at home.
e. Don’t _______________ your USB from the computer b. hopelessness
until you are sure it contains the documents you need.
f. _______________ on the icon “tools” to check spelling c. misunderstanding
and grammar.
d. unhappiness
3. Word search.
e. loneliness
a. Find a word that means “to bring to an advanced state.”
f. depression
g. heartbrokenness
b. Look for a synonym for prohibited.
5. Complete these sentences with the most
appropriate adjectives from the previous exercise.
c. :KDWGR\RXFDOODQLPSUHVVLRQRIWKHPDUNVRID¿QJHU" a. Mom, I feel so ________________ in this new school
because I have no friends.
b. My parents don’t understand that I need privacy. I feel
________________.
d. Find a four-letter term that means “the physical dimension c. My sister and I are ________________ because our dog
or proportion of anything.” is sick.
Teacher’s Guide 3
d. My dad is very ________________ with our new

neighbors because they are too noisy.
Derechos reservados
Photocopiable Educactiva
GREENWICH ELTS. A. S. Prohibida su copia, reproducción y/o distribución. 62
Glossary Activities
e. We are ___________________________ with the service 7. Complete the sentences with the correct form of
in this hotel. We are going to complain! expressions in the Word Bank.
f. Poor Charles feels ___________________________
because he saw his girlfriend kissing another guy.
be in no mood for make up one’s mind
6. Write complete sentences using the phrasal verbs be a pain in the neck be in hot water
in parentheses. Go to pages 63 and 63 to review
their meaning. a. We _________________________ because we broke the
window glass when we were playing soccer in the yard.
(fall out with) b. $UHZHWUDYHOLQJWR0H[LFRRU3HUX":HKDYHWR
_________________________________________________ ___________________________ to buy the tickets soon.
_________________________________________________ c. I am trying hard to learn Japanese, but it
___________________________. I realized it is very
(hang up) GLI¿FXOW
_________________________________________________ d. I ___________________________ going to Sally’s party.
_________________________________________________ I prefer to stay home.
(hang out) 8. Unscramble and write a synonym and an antonym
_________________________________________________ for these words.
_________________________________________________ a. gnlpuu __________________________________
(go back) synonym: __________________________________
antonym: __________________________________
_________________________________________________
b. aptroelb
_________________________________________________ synonym: __________________________________
(look after) antonym: __________________________________
_________________________________________________ c. ytin
_________________________________________________ synonym: __________________________________
antonym: __________________________________
(look for)
d. evrome
_________________________________________________ synonym: __________________________________
_________________________________________________ antonym: __________________________________
(tell on) e. peresdtae
_________________________________________________ synonym: __________________________________
antonym: __________________________________
_________________________________________________
f. nnucaone
(take off) synonym: __________________________________
_________________________________________________ antonym: __________________________________
_________________________________________________ g. ppyhanu
synonym: __________________________________
(talk back)
antonym: __________________________________
_________________________________________________ h. sutrt
_________________________________________________ synonym: __________________________________
(run away) antonym: __________________________________
_________________________________________________ i. rnsiet
synonym: __________________________________
_________________________________________________
antonym: __________________________________
(take back) j. mlcib
Teacher’s Guide 3
_________________________________________________ synonym: __________________________________

_________________________________________________ antonym: __________________________________
63 Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/oGREENWICH
Photocopiable distribución. ELT
menu n. the list of options available ring v. to make a doorbell or U-Z

when using devices like cell phones, telephone sound. unhappy adj. very sad. (syn. sad –
computers, etc. ant. happy)
misunderstood adj. a condition in unplug v. to disconnect (syn. remove
which a person thinks that nobody – ant. plug)
understands him / her. warning n. something that gives
overprotective adj. so anxious to notice or caution.
protect someone that it limits that
person’s freedom. Elizabeth’s parents
are sometimes too over protective.
P-T
plug v. to insert into. (syn. connect –
ant. unplug, disconnect)
point at v. WRXVH\RXULQGH[¿QJHUWR
show something.
run away phrasal v. to escape. (syn. warm v. to heat up, to make

ÀHH±ant. stay) something warm.
size n. physical dimension or
proportion of anything. Sorry, but
those shoes are not my size. Colloquial Expressions
slave n. a person who has no Be a pain in the neck: to be annoying,
freedom. disturbing.
spoiled adj. (of a person) a condition
of having everything and being paid Be out of order: not working properly
much attention to. (a machine).
talk back phrasal v. to respond
disrespectfully. Make up one’s mind: to make a
take back phrasal v. to retract. decision.
take off phrasal v. to remove. Take off
your socks. Get on one’s nerves: to irritate.
tell on phrasal v. to report bad
behavior to someone. Be in hot water: to be in trouble.
trapped adj. feeling of no way out.
tiny adj. very small. (syn. diminutive – Speak one’s mind freely: to express
portable adj. capable of being ant. big, enormous) honestly what you think.
transported easily. (syn. transportable throw away phrasal v. to discard.
– ant.¿[HGLPPRYDEOH (syn. get rid of – ant. keep, retain) Be in no mood for: to feel bad,
realize v. to understand clearly. trust v.WRSODFHFRQ¿GHQFHLQ disinclined to do an activity.
I didn’t realize Jonathan was sick. someone or something. (syn. rely on
remove v. to take away from a place. – ant. distrust) You have to trust me! Enough is enough!: stop it now;
(syn. take out – ant. insert, plug) I’m telling you the truth. please, no more.
63
Glossary activities
Module B
1. Match the verbs in A with the prepositions in B to make phrasal verbs.
Then, match their meaning in C.
A B C
take up to escape.
run back to respond disrespectfully to a person.
hang on to disconnect a phone call.
talk after to take care of.
look away to remove (a piece of clothing).
tell off to report bad behavior to someone.
2. Write the number of each word in the box of its synonym.

1. announce 3. insert 5. tiny 7. unplug
2. duty 4. unhappy 6. eject 8. climb
a. 5 diminutive c. 6 throw out e. 4 sad g. 1 make public

b. 3 place in d. 7 disconnect f. 2 responsibility h. 8 ascend
3. Complete these household chores with the appropriate verbs. Do you remember all of them?
`h
a. My parents have to __________________________ grocery shopping once a month.
b. My sister has to __________________________
pZed the dog after supper.
c. I have to __________________________
mZd^hnm the trash in the mornings.
d. Who has to __________________________
pZm^k the plants in your house?
e. 'R\RXKDYHWRBBBBBBBBBBBBBBBBBBBBBBBBBBWKHÀRRUHYHU\GD\"
lp^î
f. I have to __________________________
]nlm the furniture three times a week.
g. We have to __________________________
\e^Zg our rooms every Sunday morning.
h. Tom and David don’t like to __________________________ their clothes, but they have to.
pZla
\e^Zghnm
i. My brother has to __________________________ the refrigerator tomorrow.
4. How do you feel in these situations? Choose the adjectives from the Word Bank.
heartbroken cheerful hopeless disappointed misunderstood lonely
a. When you realize your friends are not around, you feel ___________________________.
ehgêr
b. When your teacher and parents think your ideas are wrong or different, you feel ___________________________.
fblng]^klmhh]
c. When your boyfriend / girlfriend hurts you, you feel ___________________________.
a^Zkm[khd^g
d. When you fail an exam, you feel ___________________________
]blZiihbgm^] with yourself.
e. When you pass an exam with the best grade in the class, you feel ___________________________.
\a^^k_ne
f. When you have a lot of homework to do and you don’t understand it, you feel ___________________________.
ahiê^ll
64
GREENWICH LAB
Listen to the song and number the lines in order. SUPPL.
Also, unscramble the words in parentheses.
2 Don’t turn (wyaa) _______________

___ ZpZr from me
9 Does anyone care?
___
7 D’you (itcone) _______________,
___ ghmb\^ d’you know
4 You wouldn’t (siadereg) _______________
___ ]blZ`k^^
lZr
1 Understand the things I (ysa) _______________,
5 D’you* see me, d’you see
___
8 Do you see me, do you see me
___
3 ‘Cause I spent half my (flie) _______________
___ eb_^ out there
6 Do you like me, do you like me (tanisdng) _______________ there
___ lmZg]bg`
Unhappiness, where’s when I was young

And we didn’t give a damn
‘Cause we were raised
To see life as fun and take it if we can
My mother, my mother she hold me,
Did she hold me when I was out there
My father, my father, he liked me
Oh he liked me, does anyone care?
3 And people (weryevhree) _______________

___ ô^krpa^k^ think
5 But I miss you. I miss
___
2 It wasn’t my (ingesd) _______________
___ ]^lb`g
9 You did not find me, you did not find
___
7 When I was out there
___
4 Something (retbte) _______________
___ [^mm^k than I am,
6 ‘Cause I liked it, I liked it
___
8 D’you know this, d’you know
___
10 Does anyone care?
___
[^\hf^
1 Understand what I’ve (obeemc) _______________,
The Cranberries
Unhappiness, was when I was young
And we didn’t give a damn
‘Cause we were raised
To see life as fun and take it if we can
My mother, my mother she hold me,
Did she hold me when I was out there
My father, my father, he liked me
Oh he liked me, does anyone care, does anyone care?
* D’you = Do you
65
Test Training
Reading
7KHTXHVWLRQVLQWKLVSDUWUHTXLUHERWKJHQHUDOFRPSUHKHQVLRQRIWKHWH[WDQGLGHQWL¿FDWLRQRI
VSHFL¿FGHWDLOV'RQ¶WZRUU\LI\RXGRQ¶WJHWVRPHZRUGVRUH[SUHVVLRQV8QGHUOLQHWKRVH\RX
recognize and you will be surprised how much you understand.
Read the text and questions.

For each question, mark the letter next to the correct answer (A, B or C).
H uckleberry Finn is the name of a famous child.

Actually, he is the main character in Mark
Twain’s The Adventures of Huckleberry Finn. This
1. What is not true according to the reading?
novel takes place in the time of slavery in the USA. A. Twain’s novel occurs in a period when
Huck, a rebellious boy whose mother died and whose slavery is accepted.
father abandoned him, has to live adopted by the B. Huck likes to receive formal education.
prestigious and wealthy Widow Douglas and her C. Widow Douglas has a lot of money.
sister, Miss Watson. They are two strict women who
want to “civilize” Huck. This means he has to go to 2. Why is Huck rebellious?
school, wear clean and nice clothes and eat using good A. Because he feels misunderstood.
manners. Unfortunately, he can’t go out or play with B. Because Widow Douglas and Miss Watson
his friends. Huck aspires to be free: He wants to wear treat him badly.
FRPIRUWDEOHFORWKHVJRÀVKLQJDQGVZLPPLQJDQG C. Because he wants to live freely in the forest.
walk barefoot on the grass of the forest. That is why
he behaves rebelliously and, eventually, runs away 3. What is true according to the reading?
from home.
A. Jim is the only one escaping.
Many readers don’t like Huck because he is B. Huck is the only one escaping.
disobedient and naughty. He tells lies and often breaks C. Huck and Jim are both escaping.
the rules of society; others love him because he
possesses great values, such as honesty and respect.
4. Where does Jim want to go?
This is a good example: While running away, Huck
ÀQGV-LPDVODYHZKRLVDOVRHVFDSLQJ-LPZDQWV A. To Widow Douglas’ house.
to go to a free state where slavery is prohibited so B. To a state where slavery is prohibited.
he can live happily with his family. Huck decides to C. To a forest.
go with him and the two start an incredible journey
down the Mississippi river, in which they have a lot 5. What can be a message of the novel?
of adventures and help many people. During the trip, A. Sometimes values are more important than
Huck learns something that schools don’t teach: the rules.
LPSRUWDQFHRIIULHQGVKLS+HVKDUHVGLIÀFXOWPRPHQWV B. We must follow the rules of society to feel
ZLWK-LPDQGGHIHQGVKLPZKHQKHLVLQGDQJHU,QD good.
word, The Adventures of Huckleberry Finn is a great C. Children are naturally disobedient and need
novel about a rebellious boy who is, at the same time, education.
friendly, compassionate, sincere and respectful toward
other human beings.
66
Test Training
Prepare students for the Test TrainingVHVVLRQE\¿UVWWHOOLQJ Reading
them that its main purpose is to help them identify their strengths Before asking students to answer the reading part, go over the
and weaknesses in relation to their English competence, helping Test-Taking Strategy and make sure all of them have read and
them to improve it. understood it (it is somehow related to the Reading Strategy
Similarly, let them know that the more they are exposed to tests, they put into practice on page 56). Then, ask students to read
the more their ability to cope with reading, writing, listening and the instructions carefully so that they know what they are
speaking tasks will improve. Moreover, highlight the fact that by expected to do.
all means, your intention as a teacher is to facilitate and promote $OORZHQRXJKWLPHIRUWKHUHDGLQJDQGFRPSOHWLRQRIWKH¿YH
effective learning, rather than judging their performance. This comprehension questions so that students feel they are doing
is to suggest that even though teachers are aware of the fact a careful learning activity and not simply rushing to get to the
that tests have right and wrong answers, the idea is not to last one. Go around the classroom and check if they still have
let students get discouraged, but rather to encourage them to GLI¿FXOW\ZLWKDQ\RIWKHTXHVWLRQV
understand the type of mistake or error, correct it and continue
LQWKHSURFHVVRIUH¿QLQJWKHIRXUVNLOOV
Teacher’s Guide 1

Writing
Refer students to the Writing Strategy and invite them to enough time for them to complete the chart with the correct
read it silently. Due to the fact that they will most probably information.
remember having done a similar exercise in unit 4, stress the
idea that these tests will always ask things that have been Another possibility for carrying out this exercise in a more
WDXJKWSUDFWLFHGDQGOHDUQHGLQSUHYLRXVXQLWV)LQDOO\FRQ¿UP collaborative way could be to invite students to work in pairs,
students’ understanding of the activity by asking questions, cross-check answers and discuss their choices based on what
reminding them to include all the aspects required in the they remember from the recording. Finally, they are supposed to
OHWWHU6XJJHVWWKH\GRXEOHFKHFNWKHLU¿QDOGUDIWVIRUVSHOOLQJ make their minds up in relation to the answer they deem correct.
mistakes, word choice, and grammar. Speaking
$IWHU KDYLQJ GHDOW ZLWK WKH ¿UVW WZR SDUWV RI WKH WHVW DOORZ Before focusing students’ attention on the exercise, ask them
students to have a short break to relax and stretch a little. Now to look for a partner. Then, have them read the Speaking
they shall be ready to continue with the last two parts. Strategy carefully. Let them know this exercise should be done
as if they were really having a conversation with a friend. Stress
Listening the importance of recalling the sorts of questions needed to
Draw students’ attention to the Test-Taking Strategy and ¿QG RXW SHUVRQDO RSLQLRQV VSHDNLQJ FOHDUO\ DQG H[SUHVVLQJ
place emphasis on the importance of getting familiar with the agreement or disagreement (you may refer them back to the
headings and the example given. Also, suggest they identify Useful Expressions box on page 53). Allow some minutes for a
the speakers’ names (Lisa, Bob and Ted) so they will know NLQGRIUHKHDUVDOSUHYLRXVWRWKH¿QDOSHUIRUPDQFH
what to pay attention to.
5HPHPEHUWKDWWKHLGHDLVWRJLYHVWXGHQWVWKHFKDQFHWRUH¿QH
Ask students to read the instructions individually and check their speaking skills, so make them feel comfortable and motivated
if they have understood what they are supposed to do. Then, to talk to their partners. Circulate in the classroom while they
have them listen to the recoding twice or three times, allowing rehearse and provide them with any help they may need.
Teacher’s Guide 3
64
Test Training
Writing
Writing Strategy
First, write a draft of your letter on a separate sheet of paper (use mainly short sentences).
$IWHUWKDWUHDGWKHOHWWHUDQGFKHFN\RXUJUDPPDU7KHQZULWHWKH¿QDOYHUVLRQ
Your friend Monica has a problem. She wants to be a _______________________________________________

vegetarian, but her parents don’t. So, she has to eat meat _______________________________________________
and dairy products at home. Her parents are angry at her
_______________________________________________
_________
________
___
because they think she is too thin. Monica only wants to ar y.
ay v
_______________________________________________
___________________
_________________
_________
_____
eat vegetables and fruits. She doesn’t know what to do. rs m
A nswe
Write a short letter to give her some advice. In your letter _______________________________________________
_____
______
- present different solutions to Monica’s problem. _______________________________________________
- give her some advice. You can also use imperatives to _______________________________________________
give her warnings.
_______________________________________________
Listening
Get familiar with the headings and the example, which will show you part of the information
QHHGHG:KHQOLVWHQLQJLGHQWLI\WKHVSHDNHUV¶QDPHV¿UVWDQGWKHQFRQFHQWUDWHRQWKHYHUEV
they use to describe their plans. Remember that you don’t have to understand every word.
Lisa and Bob are talking about their plans for Spring Break. Listen and complete the
information.
Name Plan Days of the week

Lisa 1. La^liZbgmbgà^kkhhf' P^]g^l]ZrZg]Mankl]Zr
Bob 2. A^Zg]abliZk^gmlZk^`hbg`mhma^\bk\nl' 4. LZmnk]Zr
Ted 3. A^lmZdbg`]kbobg`\eZll^l' 5. Mn^l]ZrZg]?kb]Zr
Speaking
Speaking Strategy
Brainstorm and make some notes on your ideas and opinions so you won’t forget. Also, pay
close attention to your partner’s answers; they will be the basis for your counterarguments
in case you don’t agree with your partner’s points of view.
Discuss with a partner: Are you optimistic or pessimistic about life in the future? Talk about
how technology, people, education, food and nature will be in 20 years. Use the Useful
Expressions on page 51 to state your ideas and opinions and express agreement or
disagreement with your partner’s points of view.
67
C Exploring the World
Module
Topics
Exciting trips Endangered species
Tourist places around the world Global warming
)DPRXVWUDYHOHUVLQ¿FWLRQ General interest issues

Reading: Relating the title of a reading to personal experiences. Creating questions about
each paragraph of a text.
Writing: Looking for grammar clues. Following models.
Speaking: Working on intonation and stress. Expanding conversations by providing extra
and noteworthy information.
Listening: Using the information of a written text while listening. Listening to something
several times.
Vocabulary: Using the dictionary. Identifying synonyms or related words of new words.

Present Perfect Tense Colloquial Expressions
Ever, never, already, yet Be hopping mad
Comparative form of adjectives (review) Get the picture
First conditional Be broke
Superlative form of adjectives (review) Sooner or later
The future with Be + going to It’s not rocket science
Words related to traveling It stands to reason
Adjectives to describe places Take the bull by the horns
Past participle of verbs
Words related to environmental problems
68
Module
C Exploring the World

CEF Standards Indicators
Can understand the main points of clear Extracts key information from a spoken text (interview) related
Comprehension
standard speech on familiar matters. to trips and adventure.

Listening
Completes a text regarding movie characters while listening.
Can understand the main points about ([WUDFWVVSHFL¿FLQIRUPDWLRQIURPVSRNHQWH[WVGHDOLQJZLWK

familiar subjects of simple recorded endangered species.
material, when delivered relatively slowly Applies a listening strategy related to the purpose of a task
and clearly. (listening to something several times).
Uses his / her prior knowledge to anticipate the content of a

&DQUHFRJQL]HVLJQL¿FDQWSRLQWVLQ reading.
Comprehension
straightforward articles on familiar subjects. Extracts relevant facts from a text dealing with famous movie
characters.
Reading
Can extrapolate the meaning of Applies a reading strategy related to the purpose of a task
occasional unknown words from context (creating questions about paragraphs to improve comprehension).
and deduce sentence meaning. Catches the meaning of words based on context.
Can understand the line of argument in the ,GHQWL¿HVUHODWLRQVRIFDXVHDQGHIIHFWLQLPSRUWDQWLGHDVWDNHQ
treatment of issues presented in a reading. from a reading.
Can maintain a short conversation or Holds a conversation about imaginary experiences using an itinerary.
discussion. Applies a speaking strategy related to the purpose of a task
Interaction
(working on stress and intonation).

Oral
Interacts with his / her partners by sharing his / her ideas about
Can give or seek personal views and an environmental issue.
opinions in discussing topics of interest. 'RHVUHVHDUFKRQDVSHFL¿FWRSLFLQRUGHUWRVXSSRUWKLVKHU
opinions and to provide useful information in a conversation.
Expression
Oral
Can describe events, real or imagined. Talks about personal experiences related to traveling.
Can give a presentation on a VSHFL¿FWRSLF Gives a brief presentation on an eco-poster she / he has designed.
Writes simple sentences comparing tourist places in terms of

weather, attractions, food, shopping, people, architecture and
Can write a description of a recent trip, real
accommodations.
or imagined.
Expression
Expresses his / her opinion by answering a question related to a

Written
text he / she has read.
Can write straightforward texts on a range Comes up with plans intended to help control global warming
L]Y[`]jk?ma\]+
RIIDPLOLDUVXEMHFWVZLWKLQKLVKHU¿HOGRI and shares them with his / her partners.

interest. Labels the main parts of a poster and uses it as a model to
create his / her own.

Explore Your Knowledge Project: Eco-Poster
Tell students to have a look at pages 68 and 69 and ask them Read the instructions with students and provide further
what they see. Ask them to predict the topics that are going to explanation about the project they are going to work on
be studied throughout the module. Also, have students read throughout units 5 and 6. Make clear that they have to design
the title of the module and comment on it. Then, go question an eco-poster about an unspoiled place or an endangered
by question to continue establishing links between previous species. Point out that these posters are intended to make
knowledge and the contents of module C. other students aware of the importance of protecting nature
and preserving natural life. If possible, bring a sample eco-
Do you recognize the places in the pictures? poster to show students its characteristics and layout. Finally,
Ask students to look at these two pages more carefully to encourage students to hold a discussion on what they think the
identify the places in the pictures (New York, Barcelona, relationship between nature and humans should be.
Angkor Wat —Cambodia— and a beach). Encourage them
to describe each place. You may ask the following questions: Song: “Don’t Know What You Got
Which place do you think is cosmopolitan / exotic / mysterious
/ relaxing? Which place could be polluted? Which place would (Till It’s Gone)” by Cinderella
you like to visit?
Do not forget to use this song at any moment along the module
For you, what are the ideal places to spend your to keep your students motivated. Do the activities beforehand
vacation or to travel to? so you become familiar with the song and the exercises
suggested.
Ask students this question and elicit more information by asking
them to give reasons they chose those places. You may ask Play CD 2 - track 18.
extra questions such as What interesting or funny activities
can you do at those places? What is the best time of the year Workbook: Pages 40 to 46
to go there? What personal things do you need to take?
Ask students to work on the corresponding Workbook
What animals can you see in the pictures? Do they exercises. They are a great opportunity for them to internalize
face any problems? the language models studied in the Student’s Book and to
promote their asking and solving of related questions.
Have students identify the gorillas and the tiger. Ask them
where they live and what food they eat. Write on the board
the words endangered species DQG DVN VWXGHQWV WR GH¿QH
this term. Invite them to make a list of endangered species
all around the world. Give students an example such as polar
bears and pink dolphins. Also, have students explain why
those species are in danger.
Mention two current environmental problems.

Relate this question to the previous one by explaining that
many animals face extinction because of many environmental
problems. Challenge students to tell you some of these
problems as well as others that are not directly related to the
animal kingdom. After that, you may ask students to focus on
the picture of the man wearing an elegant suit and a mask.
Have them describe him and speculate on the message the
picture is communicating.
L]Y[`]jk?ma\]+

Do you recognize the places in the pictures?
For you, what are the ideal places to spend your vacation or to travel to?
What animals can you see in the pictures? Do they face any problems?
Mention two current environmental problems.
Eco-Poster Project
Throughout units 5 and 6 you will design an eco-poster about the S ng
conservation of a natural place or an endangered species. You choose!
You will stick your poster on a wall at your school to make other students “Don’t Know What You Got
aware of the importance of protecting nature and preserving animal life. (Till It’s Gone)”
Use: cardboard, pictures from magazines or drawings, glue, markers, Page 93
colored pencils, Internet.
Discuss: How should the relationship between nature and humans be?
69
UNIT
5 Trips and Adventure
Goals
use vocabulary related to traveling.
talk about things that happened in the past without
specifying when they happened. c e
make comparisons between places.
talk about experiences related to trips and traveling. LESSON 1
I Have Traveled to Many Places
b f a
1. Match the pictures with the actions in the Word Bank.

Word Bank
a. swim in a river e. VWDUWD¿UH
b. set up a camping tent f. go kayaking g d
c. climb a mountain g. ¿VKLQDODNH
d. dive in the sea
2. Jamie is applying for a job as a guide in a summer camp. Read and

listen to her interview.
Dave: OK, Jamie. We’re looking for a guide to work in our summer camp. Do you think you have
enough experience?
Jamie: Yes, I do. I’m young but I have practiced different sports. I have traveled to many places in
search of adventure.
Dave: Let’s start with the basics. Have you ever set up a camping tent in a forest?
Jamie: Yes, I have.,FDQVHWXSDWHQWLQ¿IWHHQPLQXWHVI have startedDORWRI¿UHVZLWKRQO\WZR
VWLFNVRIZRRGWRFRRNWKH¿VKI have caught in lakes. I learned to do it on an excursion to the Canadian
forests when I was a child. So, I know pretty well how to survive in places like that.
Dave: What about swimming? Have you ever swum in a river?
Jamie: Yes, I have swum in rivers all over this country. Besides, I have gone kayaking several times.
And that’s not all. I took a three-month diving course in Cartagena a couple of years ago, so I can say
I have also dived in the sea.
Dave: Excellent! Have you ever climbed a mountain?
Jamie: Of course! In fact, I have climbed two mountains in Nepal. I think I can teach people how to climb safely.
Dave: Well, that is very interesting! I think you have the experience required to be one of our guides.
One last question: Have you ever worked in a summer camp?
Jamie: Oops! No, I haven’t. I have never taught any children. Sorry.
70 Dave: No problem. You will receive some teaching training here. The job is yours. Congratulations!
UNIT

LESSON 1 I Have Traveled to Many Places
Planning
This lesson will Associates imagery with words Vocabulary Using the
guide students to related to outdoor activities Outdoor activities: swim in a river, set up a dictionary to
use vocabulary and traveling. camping tent, climb a mountain, dive in the learn the past
related to 8QGHUVWDQGVVSHFL¿F VHDVWDUWD¿UHJRND\DNLQJ¿VKLQDODNH participle form
traveling and information in a text dealing explore caves, ride elephants, swing from of verbs.
talk about things with outdoor activities and WUHHWRWUHHÀ\LQDKRWDLUEDOORRQ¿QGD
that happened in traveling. treasure
the past without Answers simple questions The past participle form of verbs
specifying when related to personal
they happened. experiences. Expressions
Applies a vocabulary strategy Let’s start with the basics. Well, that is very
related to the purpose of a interesting! The job is yours.
task (using the dictionary).
Extracts key information from Structures
a spoken text (interview) 7KH3UHVHQW3HUIHFW7HQVHDI¿UPDWLYH
related to trips and adventure. negative and interrogative)
Holds a conversation about a Ever and never
person’s experiences.
1. Match the pictures with the actions in the Word 2. Jamie is applying for a job as a guide in a summer
Bank. camp. Read and listen to her interview.
Have students look at the pictures on page 70 and say which Prepare students for the exercise by asking them to have a
of the activities they like the most. Then, ask them to match look at Jamie and describe her. Also, ask them where she is,
the pictures with the actions in the Word Bank. Have them what she is doing in the picture and what outdoor activities
read aloud to practice pronunciation. Then, write Outdoor they think she likes to do. Then, explore students’ previous
activities when traveling on the board. Challenge students to knowledge about summer camps and the activities people can
make individually a list of activities different from the ones in the do at those places. After that, play the CD once and ask them
pictures and say where they can do them; for example: walking to follow along by reading silently. Check comprehension by
on the beach, riding horses in a valley, skiing on the mountains, asking students about Jamie’s work experience. You may also
jumping from an airplane, visiting a museum, etc. Motivate them want to have them read the dialog in pairs so that they have
to compare their lists with a partner’s. Finally, have students tell the chance to practice pronunciation.
you different activities and write them on the board.
L]Y[`]jk?ma\]+

Refer students to the 5HÀHFW RQ *UDPPDU box. Remember Application
that the purpose of this box is to help them with the language
they need to use. You could make an overhead projection of 6. Work with a partner. Ask and answer questions
it. Then, give an explanation to elicit each sample sentence. about the adventures of the explorer.
Immediately uncover and drill it. Have them notice the colored Encourage students to work in pairs asking and answering
ZRUGV)RFXVWKHLUDWWHQWLRQRQWKHDI¿UPDWLYHQHJDWLYHDQG questions about the crazy adventurer’s experiences. Read
interrogative sample sentences and on the short answer forms. the examples provided. It is suggested students write the
Also, point out that the main verb goes in the past participle questions and answers in their notebooks. Walk around the
form. In addition, explain to students that we use the Present classroom providing any help they may require. Finally have
Perfect Tense to talk about an experience and the Simple Past some volunteers perform short dialogs in front of the class.
Tense to refer to the details of that experience. Finally, go over This time, motivate them to use their notes only if necessary.
the use of ever and never.
Extra Ideas
Practice
The pictures in exercise 5 show the explorer having funny
3. What about you? Write yes, I have or no, I haven’t experiences. Challenge students to work in groups and give
based on your experience. detailed information about those experiences by using the
Give students enough time to read the statements and answer Simple Past Tense. You may have them complete a chart as in
the questions about their own experience. Make sure they the following example:
understand they have to write short answers. Remind students
that we use has / hasn’t for he, she and it and have / haven’t Experience Detail
with I, you, we and they. Check answers as a class.
He has explored caves One day, a tiger tried to attack
4. Find the past participle of the verbs given and write in India. him and he ran away.
them on the lines.
In order to develop this exercise, refer students to the
Vocabulary Strategy and place emphasis on the importance of Project Stage 1
using their dictionaries anytime they want to know the correct Remind students that their eco-posters will be gradually
conjugation of verbs in English both in the Simple Past Tense developed in six stages throughout the module and presented
and the Present Perfect Tense. Give them enough time to do to the class in the section Share Your Project at the end of unit
the exercise then check answers as a class. Have students 6. Ask them to form groups for the completion of the project.
practice the pronunciation of the verbs. Refer them to Project Stage 1 and read the instructions with
them. Motivate students to focus their attention on an animal
Extra Ideas species or an unspoiled place in danger and talk about it using
the Present Perfect Tense as in the examples. Highlight the
For further understanding, have students get into small groups fact that the main purpose of this activity is to decide what
and study the past participle form of the list of verbs on page animal or place they are going to work with. Circulate in the
:KHQWKH\KDYH¿QLVKHGWHVWKRZPXFKWKH\UHPHPEHU classroom checking what students are doing and providing
by playing a memory game. You may assign scores for each any guidance they may need.
correct answer. Remember that the purpose of the game is
that students have fun and enjoy while practicing the new
language they have learned.
5. Listen to the interview with a crazy explorer. Check

( ) the activities he has done and cross out ( ) the
activities he hasn’t done.
Tell students that they are going to listen to an interview of a
famous explorer who has had many experiences around the
world. Once you have gone over the instructions, ask students
L]Y[`]jk?ma\]+
to work in pairs and look at the pictures and the sentences.

Play the recording and give students enough time to check
or cross out the activities the explorer has or hasn’t done
according to the interview. Play the CD as many times as
Derechos
71 necessary. reservados
Finally, check Educactiva
answers as a class. S. A. S. Prohibida su copia, reproducción y/o distribución.
WB pages 40 and 41

3. What about you? Write Yes, I have or No, I haven’t based on your experience.
a. Jamie has set up tents in forests. Have you ever set up a tent in a forest? _____________________________
____
__
b. -DPLHKDVVWDUWHG¿UHV+DYH\RXHYHUVWDUWHGD¿UH" BBBBBBBBBBBBB
BBBBBBBBBBBB
BBBBBBBBB
BBBBBr y.
BBBBBBBBBBBBBBBBBBBBBBBBBBBBB
m y va
a__
c. Jamie has swum in rivers. Have you ever swum in a river? ___________
_____
_____________________________
r s __
nswe
d. Jamie has climbed mountains. Have you ever climbed a mountain? _ A
____
_____________________________
e. Jamie hasn’t worked as a guide. Have you ever worked as a guide? _____________________________
Present Perfect Tense Reflect on Grammar
We use it to talk about something that happened in the past without specifying when it happened.
GREENWICH LAB
$IÀUPDWLYH I / You / We / They have set up a tent. He / She has set up a tent. ACTIVITIES
Negative I / You / We / They haven’t set up a tent. He / She hasn’t set up a tent.
Interrogative Have you / we / they set up a tent? Has he / she set up a tent?
Short answers Yes, I / you / we / they have. – No, I / you / we / they haven’t. Yes, he / she has. – No, he / she hasn’t.
We use the Present Perfect Tense to refer to an experience and the Simple Past Tense to refer to the details of that experience.
Example: I have set up a tent in a forest (experience). It took me ¿IWHHQPLQXWHV(detail).
We can use ever in questions (Have you ever swum in a river?) and neverLQDI¿UPDWLYHVWDWHPHQWVI have never taught any
children).
4. Find the past participle form of the verbs given and write them on the lines. Vocabulary Strategy
a. have had f. take taken
______________ climbed
k. climb ______________
gone ridden eaten Use your dictionary
b. go ______________ g. ride ______________ l. eat ______________
to learn the past
seen
c. see ______________ h. be been drunk
______________ m. drink ______________ participle form of
found
d. ¿QG BBBBBBBBBBBBBB i. visit visited
______________ written
n. write ______________ verbs. Remember:
swung
e. swing ______________ explored
j. explore ______________ o. À\ BBBBBBBBBBBBBB
Ühpg sometimes it’s different
from the conjugation
5. Listen to the interview with a crazy explorer. Check ( ) the activities of verbs in the Simple
he has done and cross out ( ) the activities he hasn’t done. Past Tense.
À\LQ

a hot-air
h
balloon
over the
sea
Project Stage 1
( ) explore In groups, ask and
caves in India answer questions
about natural places or
( ) ride ( ) swing from tree ( ) climb trees endangered species.
elephants
l tto tree in the jungle This activity will help
in Africa you choose one place
or animal to work with.
( ) see the Examples:
Egyptian pyramids
– Have you ever been to
a rain forest?
( ) go kayaking – Have you ever seen a
across The Rio polar bear on TV?
Grande
¿QGDWUHDVXUH

in Mexico
6. Work with a partner. Ask and answer questions about the adventures of the explorer. Examples:
Has he ever explored caves in India? Yes, he has. He has explored caves in India.
71
Has he Derechos reservados
ever ridden Educactiva
elephants in Africa?S. A.Gh%aâZlgm'AâZlgô^kkb]]^gêîaZgmlbg
S. Prohibida su copia, reproducción y/o distribución.
Africa.
LESSON 2
Ready for the Trip!

1. +DYH\RXHYHUEHHQWRDQDPXVHPHQWSDUNDEHDFKRUDÀYHVWDUKRWHO"7HOO\RXUFODVV
2. Read and complete with the verbs in the Word Bank. Then, listen and check.
Word Bank
go take drink drive swim eat ride(2x) stay have
Visit this beautiful

beach in Panama.
Here you can
swim
_________________ in blue, crystalline waters.
go
_________________ sailing and see whales.
drink
_________________ a wide variety of tropical
cocktails.
,QWKLVDZHVRPH¿YHVWDUKRWHOHYHU\WKLQJ Call us now to make your reservation.
(18) 555-7654
is possible. Here you can
Have you been
stay
_________________ in a royal suite. to Diamond
eat
_________________ international food. Beach yet?
ride
_________________ in a limousine
around the city.
have
_________________ a massage in our
comfortable spa.
Come now and
ride
_________________ on the rollercoaster.
drive
_________________ the bumper cars. Yes, I have already sunbathed
take
_________________ one of our various thrill there. It’s a paradise!
rides, such as the twister or the top spin.
Have a great time! What are you waiting for?

2011 Dawson Street 667-3443 – New York City
3. In which of the places above Listening Strategy

Reflect on Grammar
Use already with the Present
are Sophie, Lucy and Mel now? While listening,
Perfect Tense to indicate that
Listen and complete. use the information
something has happened sooner Diamond Beach
a. Sophie is in _________________________. in the brochures to
than expected. b. Lucy is in Brann Hotel
_________________________. guide you through
Use yet with the Present Perfect the answers.
c. Mel is in _________________________.
Camelot
Tense to indicate that you are
expecting something to happen.
Read the brochures in exercise 2 4. Complete with already or yet. Then, write T (true) or F (false).
(false)
again and complete the following a. Sophie has already gone sailing. F
rule with already or yet.
yet b. yet
Lucy hasn’t ridden in a limousine ____________________. F
- We use ____________________
in questions and negative c. already
Mel has ____________________ ridden on the rollercoaster. T
sentences. d. yet
Sophie hasn’t taken the sun on the beach ____________________. F
already
- We use ____________________ e. yet
Mel hasn’t been to the lake ____________________. T
LQDI¿UPDWLYHVHQWHQFHV
f. already
Lucy has ____________________ had a massage. T
72
2
LESSON 2 Ready for the Trip!
Planning
This lesson will Talks about personal experiences Vocabulary Using the
guide students related to traveling. Activities related to traveling: (among information
to talk about Completes tourist brochures with others) ride on the rollercoaster, stay in a of a written
experiences VSHFL¿FYHUEV royal suite, go sailing, ride in a gondola text while
related to trips ,QIHUVVSHFL¿FLQIRUPDWLRQIURPD Adjectives to describe places, things and listening.
and traveling spoken text. actions: (among others) PDJQL¿FHQW
and make Completes short sentences by using expensive, displeasing, inspiring, exciting,
comparisons already and yet. thrilling, yummy
between places. Uses his knowledge of the world to The past participle form of verbs
describe pictures and participate in a
conversation. Expressions
Holds a conversation about imaginary Have a great time! What are you waiting for?
experiences using an itinerary.
Structures
Writes simple sentences comparing
7KH3UHVHQW3HUIHFW7HQVHDI¿UPDWLYH
tourist places in terms of weather,
negative and interrogative)
attractions, food, shopping, people,
Already and yet
architecture and accommodations.
Comparative form of adjectives (review)
Warm Up and Diamond Beach). Ask them to check and compare their
answers with a partner’s next to them before playing the CD.
1. Have you ever been to an amusement park, a beach Now, refer students to the 5HÀHFWRQ*UDPPDU box and study
RUDÀYHVWDUKRWHO"7HOO\RXUFODVV with them the use of already and yet with the Present Perfect
,QYLWHVWXGHQWVWRRSHQWKHLUERRNVWRSDJHDQGUHDGWKH¿UVW Tense. Have students complete the rules after reading the
question. Elicit information about an amusement park, a beach brochures one more time.
RUD¿YHVWDUKRWHOWKH\KDYHEHHQWRZKHQRQYDFDWLRQ<RX
may also ask them to complete the following chart individually: Practice
What do
3. In which of the places above are Sophie, Lucy and
When did
Name of the Where is it? you go people Did you like Mel now? Listen and complete.
place there? usually do it? Why?
there? Focus students’ attention on the Listening Strategy and tell
them that as this will be a long listening practice, take into
account the information they completed in the brochures in
Then, have students work in pairs and share information. order to write the names on the corresponding lines. Check
Encourage them to report their partner’s choice using both the answers as a class activity.
Present Perfect Tense (He / She has been to…), the Simple
Present Tense (In that place, people usually…) and the Simple 4. Complete with already or yet7KHQZULWHT (true) or
Past Tense (He / She went there last year; He liked it / didn’t F (false).
like it because…). After they have all reported, conduct a mini Play the CD and have students complete the sentences with
survey to decide what their favorite place to go to would be. already or yet based on what they hear and decide whether
the sentences are true or false. (Depending on their level, you
Presentation 1 PD\PDNHWKLVH[HUFLVHPRUHFKDOOHQJLQJE\¿UVWDVNLQJWKHP
to do the exercise then playing the record). Once they have
2. Read and complete with the verbs in the Word
¿QLVKHGFKHFNDQVZHUVDVDFODVVDFWLYLW\
L]Y[`]jk?ma\]+
%DQN7KHQOLVWHQDQGFKHFN
Focus students’ attention on the verbs in the Word Bank. Then,
explain that they will have to complete three brochures about
tourist places (Camelot, an amusement park, Brann Hotel
Extra Ideas of equality with as… as and the irregular comparisons. For
further explanation, refer students to the *UDPPDU &KDUW on
Ask students to work in pairs and answer the following page 104.
questions (you may have to play the CD once again):
7RGRH[HUFLVHKDYHVWXGHQWVVXUIWKHZHEWR¿QGFRQFUHWH
What is the name of the man Sophie is talking to? information about Miami and Paris. Tell them to research
When is Sophie planning to go sailing? WKHFDWHJRULHVLQWKH¿UVWFROXPQweather, main attractions,
What is the name of Lucy’s friend? shopping, people, food, architecture and hotels). Once they
What place is Lucy planning to visit tomorrow? have gathered enough information, have students work in pairs
How many times did Mel drive the bumper cars? and complete the chart. Encourage them to refer to the 5HÀHFW
What is Mel planning to do in the afternoon? RQ*UDPPDU box again to write the new statements accurately.
Finally, have volunteers write the corrected statements on the
Check answers as a class. board in order to check answers.
5. Describe the pictures using the following

adjectives.
Application
Request students to create sentences with the comparative form
Practice with students the pronunciation of the adjectives of the adjectives listed in exercise 5 (Riding elephants is more
listed and explain their meaning if possible. Optionally, you can DGYHQWXURXVWKDQULGLQJFDPHOV9HQLFHLVFROGHUWKDQ&DLUR).
have them look up the unknown words in their dictionaries.
After that, focus students’ attention on the pictures on the Also, invite students to compare two important cities in their
right and request the names of the places and things that country using the same categories in exercise 7. Tell them
appear in each one. Invite students to describe the pictures to make a similar chart on a colorful piece of paper. Another
using the adjectives they have just studied. Challenge them possibility is having them compare entertainment parks, hotels,
to use sentences such as I think that riding camels is exotic / or other tourist places they have been to.
displeasing. I think that eating ravioli is yummy and cheap. Tell
Now, draw student’s attention to the Pronunciation box. They
students that these adjectives will be useful in exercise 6.
will have the opportunity to practice the correct pronunciation
of the /v/ sound which many Spanish speakers don’t use. Play
Application the recording and have students repeat the sentences. Then,
6. Student A has been to Egypt and student B has FKDOOHQJHWKHPWR¿QGLQOHVVRQVRQHDQGWZRRIWKLVXQLWRWKHU
EHHQWR,WDO\IRURQHPRQWK7HOOHDFKRWKHUZKDW words that have the same /v/ sound (river, cave, dive, have,
you have and haven’t done. Include some of the various, love, variety, drive, verbs, vocabulary, extrovert, ravioli,
expensive) and invite them to create logical sentences with them.
adjectives from exercise 5 in your dialogs.
Have all the students in the class say a sentence out loud.
Have students work in pairs and go over the instructions with
them. Ask them to imagine that they have spent one month in Another possibility is to have students work in groups of three
Egypt and Italy, respectively, and read their itineraries so they and come up with crazy tongue twisters that include words
get familiar with the activities they have or haven’t done in those with the /v/ sound. After that, encourage the groups to share
countries. Read the example provided by the teenagers in the their tongue twisters with the class. The group with the craziest
picture and ask students to create dialogs with the information RUPRVWGLI¿FXOWWRQJXHWZLVWHUZLQV
given in the itineraries. Walk around the classroom to check
their work as they rehearse the dialogs. Remind students to Project Stage 2
include the adjectives they studied in exercise 5. Invite students to continue working on the presentation about
the place or endangered species they chose in Project Stage
Presentation 2 and Practice 1. Go over the instructions and examples with them. Motivate
them to use complete sentences with the Present Perfect
7. 5HDGWKH5HÁHFWRQ*UDPPDUER[5HVHDUFKDQG
Tense (including already and yet) and the comparative form of
compare Paris and Miami.
adjectives. Give them enough time to work in pairs and check
Refer students to the 5HÀHFW RQ *UDPPDU box. Stress the their work in terms of grammar, punctuation and spelling. Visit
fact that this is a review since they studied comparisons in each group regularly to provide any guidance they may require.
L]Y[`]jk?ma\]+
previous courses. Focus special attention on the comparisons It is suggested you collect their drafts to provide feedback.

WB pages 42 and 43

5. Describe the pictures using the following adjectives.
beautiful adventurous nice exciting solemn thrilling mysterious
JRRG ERULQJ IDVW H[RWLF H[SHQVLYH PDJQL¿FHQW FRPIRUWDEOH
hot displeasing slow inspiring yummy cheap fun
6. Student A has been to Egypt and Student B has been to Italy for one
month. Tell each other what you have and haven’t done. Include
some of the adjectives from exercise 5 in your dialogs.
Things to do in Egypt Done? Things to do in Italy Done?
ULGHFDPHOVLQWKHGHVHUW Yes ULGHLQDJRQGRODLQ9HQLFH Yes
YLVLWWKH*L]DS\UDPLG No YLVLWWKH/HDQLQJ7RZHURI3LVD No
VHHWKHDQFLHQWPXPPLHV Yes VHH0LFKHODQJHOR¶VIUHVFRHV Yes
JRWR&DLURIRUVKRSSLQJ No JRWR3RQWH9HFFKLR No
HDWD\VKDQGNRIWD Yes HDWULVRWWRDQGUDYLROL Yes
Yes, I have already

ridden camels in the
desert. It was
so exciting!
Have you ridden

camels in the
desert yet?
Reflect on Grammar
Comparative form of adjectives
7. 5HDGWKH5HÁHFWRQ*UDPPDU%R[5HVHDUFKDQGFRPSDUH3DULV We use -er + than with short
and Miami. adjectives:
Eating aysh is cheaper than eating
Weather hot Miami is hotter than Paris. ravioli.
We use more… than with long
Attractions fun .
ay var y adjectives:
Going shopping cheap s we rs m Riding a camel is more expensive
An than riding in a gondola.
People extrovert We use as… as for comparisons
Food delicious Food in Paris is as delicious as food in Miami. of equality:
Venice is as interesting as Cairo.
Architecture nice There are some irregular
Hotels comfortable comparative forms: good = better,
bad = worse
GREENWICH LAB
ACTIVITIES
Pronunciation
Project Stage 2
/V /
Listen and say: Research and write 3 important facts about the natural place or
- Have you ever been to Venice? endangered species you have chosen. Examples:
- I have already visited the Vatican City. – The world has already lost 50 % of its rain forests.
- We haven’t been to Venezuela. – Polar bears are bigger than any other carnivores on Earth.
- Have they traveled by van to Vancouver? Show your sentences to your teacher. Correct grammar and punctuation.
73
7 3
LESSON 3
The World Is Too Small for Them!
1. Talk to a partner.
a. What famous action characters
have these Hollywood stars
played?
b. Have you seen their movies?
c. What do you think about them?
2. Read and listen to the text carefully. Fill in the gaps as you listen.
Dr.
Reading Strategy
Indy, Lara and James: Great Travelers of the World Relate the title of
the reading to your
Henry Walton Jones Jr. (better known as Indiana Jones or Indy) is a own experience.
famous archaeology professor who has had a lot of adventures. This movie character This will help you
a. has traveled to many countries around the world in search to focus on the
of incredible treasures. Let’s see where he has gone and what he has done. topic of the text.
5 First, he has been to Italy and Germany in quest of the Holy Grail. The Holy Grail is
the cup that Jesus used for drinking wine during the Last Supper. Indy discovered that
it was hidden in a temple in the Canyon of the Crescent Moon. There, after he avoided three
treacherous traps and picked up the Grail, the temple collapsed. Fortunately, Indy, his father and two
friends could escape. The Grail fell into a deep abyss, though.
10 +HDOVRKDVWUDYHOHGWRWKHGHQVH3HUXYLDQMXQJOH+HZHQWWKHUHWRÀQGDYDOXDEOHJROGHQLGRO
that belonged to an Indian tribe. However, he couldn’t keep the statue because his enemy, Rene
Belloq, stole it from him.
Believe it or not, Indiana b. has seen the Ark of the Covenant, a chest in
which the Hebrews placed the tabloids of the Ten Commandments. It happened during his trip
15 to Egypt. The Nazis wanted to possess the Ark, but they were so evil and ambitious that
the Ark destroyed them and sealed itself.
Indy has a big heart, too. Once he helped the inhabitants of a poor town in India
recover their children, who were being used as slaves in the Temple of Doom by
an evil man. Jones rescued them and took them back to their families.
20 Certainly Indy is a great raider, but he hasn’t been fortunate. His enemies have
always taken from him the treasures and pieces of art he
c. has found . And some other times he has simply
lost them. Bad luck in adventure, good luck in love: In his latest movie he
got married!
25 Like Indiana Jones, Lara Croft is an archaeologist who knows a lot about
ancient objects. And of course she has traveled a lot. For example, she
has been to Italy, Cambodia, Greece, Siberia and China. In Cambodia
and Siberia she found the two halves of the Triangle of Light, which has
the power to control time. And in Greece she found the key to open the
30 legendary Pandora’s Box, an object that contains all the evils of mankind.
Lara d. has had many perilous adventures
but she has never been hurt. Apart from being smart, she is strong and
good at martial arts and gymnastics, so she has always been better
WKDQKHUHQHPLHV,QIDFWRQFHVKHKDGWRÀJKWDJDLQVWDWURRSRI
35 armed men. They broke into Lara’s mansion to steal a valuable clock
LESSON 3 The World Is Too Small for Them!
Planning
This lesson will Uses his / her prior knowledge to Vocabulary Relating the
guide students anticipate the content of a reading. Activities related to traveling title of a reading
to read and Completes a text regarding movie Adjectives to describe places, things to personal
understand a characters while listening. and actions experiences.
medium-length Extracts relevant facts from a The past participle form of verbs Looking for
text related to text dealing with famous movie grammar clues.
trips and traveling characters. Structures
and express their Expresses his / her opinion by 7KH3UHVHQW3HUIHFW7HQVHDI¿UPDWLYH
opinion about one answering a question related to a negative and interrogative)
of its main ideas. text he / she has read. Ever, never, already and yet
Applies a writing strategy related to Comparative form of adjectives (review)
the purpose of a task (looking for
grammar clues).
1. 7DONWRDSDUWQHU 2. Read and listen to the text carefully. Fill in the gaps
As a pre-reading activity, ask students to read the title of the as you listen.
lesson and relate it to the pictures on pages 74 and 75. Then, Focus students’ attention on the Reading Strategy and have
invite them to answer the questions in pairs. Elicit as much them tell you exciting experiences they have had when
information as possible from them. You may also request traveling. Discuss with them what the main characteristics
students to remember what interesting experiences they recall are that a person needs to be a great traveler. Have students
WKRVH¿FWLRQDOFKDUDFWHUVDVKDYLQJKDGLQWKHLUPRYLHV)LQLVK UHDGWKHWH[WDQG¿OOLQWKHJDSVDVWKH\OLVWHQ$IWHUOLVWHQLQJ
by explaining that they are going to read about the adventures have them compare their answers with a partner’s. You may
that Indiana Jones, Lara Croft and James Bond have had as also invite some students to listen to the CD once again then
world travelers. read aloud so they can practice reading and you can correct
mistakes in pronunciation. As a while-reading step, have
students look at the pictures and describe them in terms of
physical appearance and personality. Take advantage to review
the comparative form of adjectives (e.g. I think James Bond
is more elegant than Indy). You may use, among others, the
following adjectives: elegant, young, handsome, interesting,
old, serious, smart, funny, strong and tall.
L]Y[`]jk?ma\]+

3. Complete the sentences with the corresponding In order to provide your students with enough information
names according to the reading. to support their ideas in exercise 6, you may want to
Highlight the importance of making inferences; that is, going draw the following chart on the board and ask students
beyond the explicit details to see other meanings a text implies. to complete it with information from the reading or their
Then, suggest students work individually and read all the own experience:
sentences. Encourage them to listen to the CD again. Provide
WKHPZLWKDUHDVRQDEOHWLPHWRUHÀHFWRQHDFKVHQWHQFHDQG *RRGSRLQWV Bad points
allow them to refer back to the text when they need to. of being alone of being alone
Go around the classroom providing any guidance students
may require. Then, invite them to compare their answers with
DFODVVPDWH¶VQH[WWRWKHP:KHQWKH\KDYH¿QLVKHGFKHFN Invite students to read the questions below and do some
answers as a class. UHVHDUFKRQWKH,QWHUQHW7KH¿UVWRQHZKRDQVZHUVERWK
of them correctly will be the winner.
4. Find the information in the text to complete the
Question 1: What is the relationship between Scottish actor
chart.
6HDQ&RQQHU\DQG-DPHV%RQGDQG,QGLDQD-RQHVPRYLHV"
Motivate students to work in pairs and complete the chart. Tell
them not to look at the reading, but to try to remember the $QVZHU6HDQ&RQQHU\SRUWUD\HG-DPHV%RQGLQVHYHQ¿OPV
objects’ descriptions and the name of the traveler who found and starred in Indiana Jones and the Last Crusade as Indy’s
each one. If students do not remember the information, allow father.
them to go over the reading quickly (remind them to use a Question 2: What is the relationship between British actor
reading strategy they learned in previous units: scanning). 'DQLHO&UDLJDQGWKH-DPHV%RQGDQG7RPE5DLGHUPRYLHV"
Finally, have them compare their answers with a partner’s
before checking as a class. Answer: &UDLJSDUWLFLSDWHGLQ Lara Croft: Tomb Raider (2001)
and was the seventh actor to portray James Bond.
5. What do the words in bold type in the reading refer
to?
Have students work in pairs and agree on what the correct
word for each option is. Elicit the answers from them and
provide any explanation they may require.
6. 5HDGWKHVWDWHPHQWVRQOLQHVDJDLQ,Q\RXU
opinion, what are the good and the bad points of
being alone?
Allow students enough time to answer the question individually.
:KHQ WKH\ KDYH ¿QLVKHG HQFRXUDJH WKHP WR VKDUH WKHLU
opinions with a classmate. After that, ask them why Indy, Lara
and James are alone based on the facts given in the reading
and when it is preferable to be alone or accompanied. Motivate
students to support their answers.
L]Y[`]jk?ma\]+

WB pages 44 and 45
from her, but she defended herself and defeated them all. Of course, the mansion was a mess
DIWHUWKHÀJKW
Sometimes Lara feels lonely because she misses her dead father a lot. And although she is
pretty and successful, she e. aZlgm`hmm^gfZkkb^] yet. Why? Perhaps being
40 alone is one of the most common features of great adventurers.
However, no one has traveled to more places than agent 007 James Bond, the British
Secret Service spy. He has been to cosmopolitan countries from The USA to China,
to tropical countries such as Cuba and Brazil, and distant ones such as Albania and
Lebanon. He f. has stayed in luxury hotels, worn expensive
45 clothes, ridden in modern cars and met beautiful women. What a life!
But as a secret agent, Bond has had to risk his life on numerous missions. For example,
he g. has stopped a plane carrying a nuclear arsenal, prevented
powerful gangsters from distributing drugs freely and fought against terrorists
who wanted to destroy Britain’s economy by using a satellite weapon called
50 GoldenEye. But Bond’s trip to outer space has been the most dangerous of
all his adventures. He went there to destroy the station of a madman who
wanted to annihilate humans with a harmful toxin. Wow! Not all has been
fashion and comfort in James’ life!
Undoubtedly Indiana, Lara and James are great travelers and adventurers of the
55 big screen. Have you seen their latest movies? If not, what are you waiting for?
3. Complete the sentences with the corresponding names according to the reading.
Indiana
a. ________________ has always been unlucky.
b. ________________
CZf^l has been to more countries than the other two characters.
c. ________________
CZf^l has always been accustomed to a life of comfort.
Indiana
d. ________________ has seen religious treasures.
Lara
e. ________________ and ________________
CZf^l haven’t gotten married.
4. Find the information in the text to complete the chart.

Object Description Who found it?
The
Thhe Triangle
T Trri
T of Light It has the power to control time. Lara
GoldenEye
Golddeenn
Go BmlZlZmêebm^p^Zihg' CZf^l
The
The Holy
Th Hoo Grail
H Bmlma^\nimaZmC^lnlnl^]_hk]kbgdbg`pbg^]nkbg`maÊZlmLnii^k' Bg]bZgZ
Pandora’s
Paand
P ndor
oorr Box BmlZgh[c^\mmaZm\hgmZbglZeema^ôbelh_fZgdbg]' EZkZ
Th
Thee Ark
Ar of the Covenant
Ar BmlZ\a^lmbgpab\amaÂ^[k^plieZ\^]ma^mZ[ehb]lh_ma^M^g<hffZg]f^gml' Bg]bZgZ
5. W
What
h do the words in bold type in the reading refer to?

In line
In l 12, it refers to: a. Peruvian jungle b. statue c. Indian tribe
Inn line
l 19, them refers to: a. inhabitants b. slaves c. children
Inn line
l 36, her refers to: a. Lara b. mansion c. clock
IInn line
l 51, his refers to: a. trip b. Bond c. outer space
6. R
Read
e the statement on lines 39-40 again. In your opinion, what are the good and the bad points
off being alone?
o
r y.
ma y va
Ans wers
75
WB page 46
Reading and Writing

7. This is an entry in Lara Croft’s diary. Complete it with the correct
comparative form of the adjectives or with the Present Perfect form of the
verbs. Then, listen and check. Writing Strategy
Look for grammar
November 11 ing . It ha s be en a. m ore relaxing than
m y clues
best
to choose the
answer. For
nz an ia an d Pa kista n has been very excit (relaxing) example, most of
This trip around Ta t it.
uil th at I ha ve en ou gh time to write abou the time “yet” tells
ct, it b. __ ha
__ s
__ __ __en
be __________ so tranq you that the correct
fa
trip to Cambodia. In (be) a. One theory says th
at its name means sentence has to be in
o in Ta nz an ia, Af ric
be en
__ __ __ _ to M ou nt Kilimanjar the negative form.
c. I ______ha ve__
____ __ ____
__[^
__m ^g_____
no th at d. __ __ __ __lg
aZ
(be) rtain. It is a volca (not be)
nt ain ” in Sw ahili, but nobody is ce
“shin ing m ou awenzi are
Ki bo , Sh ira an d M awenzi. Shira and M
cones:
es. It has three main
active in modern tim th__an_____ they are.
Ki bo is f. __ ____hi__gh __er ____
________ Ki bo . Bu t (high)
e. ______ol __de____ __an
r th \JRWWRWKDWFRQH
(o ld ) LNH UV , WZ DV D OLW WOH GLI¿FXOWEXWZH¿QDOO
RWKHUK
DFKHG.LERZLWKWZR
%HOLHYHLWRUQRW,UH s__in __ire
__sp d _____ people
____
ce . It g. __ __ __ ha__
lic pla
limanjaro is a symbo (inspire)
after several days. Ki mingway once
at th e fa m ou s Am er ican writer Ernest He
ow th
ia. For example, I kn
even outside Tanzan ally loved
jar o. ” It is ea sy to understand why. I re
liman
lled “The Snows of Ki
wrote a short story ca highest mountain
im pr es se d by Na nga Parbat, the ninth
I’m
I’m in Pakistan, Asia.
that place. Currently range.
d it be lon gs to th e amazing Himalayan
du an
aked mountain” in Ur
on Earth. It means “n me.
m it ye t be ca us e th e conditions are extre anga Parb
at, Pakis
tan
re ac h its su m N
o^__g__mm__kb^ __]_____ to
I h. ______aZ__ ore life conditions
(not try ) th an __ __ _ it is on Ki limanjaro, and theref
much i. ______co __ld__er____ __
Here the weather is (cold) an_ Kilimanjaro, but it
is just
m__ or
__ e__ da
__ ng__
__ er__ou __s__th__
WLVj.
¿QLWHO\1DQJD3DUED (dangerous) ountains that
DUHYHU\GLI¿FXOW'H
jar o an d Na ng a Pa rbat are two exotic m
volcano. Kiliman
as be
__ au
__ tif__
__ ul_____ as the African y say
k. __ __ __ __
ut ifu l) dif fere nt ch ar acteristics, so I can’t reall
(b ea ars. Both have
ha ve at
__ __ ac__
tr__ te__d___ adventurers for ye
l. ____ __ __ so I think I’ll
(attract) __ __ __
aZ __ o^__ g__ ma _______ dinner yet,
__Z]
r _______. Well,
tte__ I n.
be
____ (not have)
which is m. ________ (good)
stop writing now. Lara
Project Stage 3
Think of and write a catchy message for your poster. Examples:
– Have you heard that the polar bear is a vulnerable species?
– Have you ever seen rain forest animals? No problem, because you will never do it.
Explain your message. Examples:
– The polar bear is in danger because its habitat is melting.
– In rain forests, deforestation is threatening many animal and plant species.
76
Derechos
Mount K
ilimanreservados
jaro
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7. 7KLVLVDQHQWU\LQ/DUD&URIW·VGLDU\&RPSOHWHLW In this stage, students have to think of and write a message
with the correct comparative form of the adjectives for their posters in order to catch people’s attention. Read
RUZLWKWKH3UHVHQW3HUIHFWIRUPRIWKHYHUEV7KHQ the examples and guide students to use them as models to
listen and check. create their own. Have them notice that the messages should
be written in the Present Perfect Tense preferably and the
Have students look at the picture, ask them to identify the explanations in the Present Progressive Tense. Have students
places and tell you how much they know about the countries read their texts and help them make any necessary corrections
in which they are located. Now, go over the instructions with EHIRUHWKH\ZULWHWKHLU¿QDOGUDIWV$JDLQ\RXPD\FROOHFWWKHLU
students and ask them to read the Writing Strategy (you may texts to provide feedback.
want to provide extra examples). Give students enough time to
complete the entry and help them with the unknown vocabulary.
Before playing the recording, check students’ understanding
of the strategy by eliciting from them the answers in h, k
(especially, for it deals with comparisons of equality) and n.
L]Y[`]jk?ma\]+

LESSON 4 Incidents When Traveling
Planning
This lesson will Uses contextual clues Vocabulary Working on
guide students to to guess the meaning of Disappointing and embarrassing situations: intonation and
describe colloquial expressions. getting a sunburn, getting lost, going to an stress to express
incidents when ([WUDFWVVSHFL¿FLQIRUPDWLRQ expensive restaurant the meaning of
traveling and from simple dialogs. new expressions.
refer to the Uses colloquial expressions Colloquial Expressions
details related to in free simulated situations. *HWWKHSLFWXUH%HEURNH%HKRSSLQJPDG
those incidents. Applies a speaking strategy
express dis- related to the purpose of a Structures
appointment and task (working on stress and The Present Perfect Tense
embarrassment. intonation). Ever, never, already and yet
Comparative form of adjectives (review)
Warm Up Application
The goal of this lesson is to allow students to talk about their 3. Make similar dialogs based on the situations below.
personal experiences when traveling. Motivate them to describe Include the expressions presented.
EULHÀ\WKHEHVWWULSWKH\KDYHKDGDQGDVNWKHPZK\WKH\WKLQN Have students work in pairs to make up and rehearse dialogs
it is the best. Emphasize that trips are not always perfect and based on the incidents shown in the pictures. Encourage
that we usually go through incidents when we travel. You migth them to be very imaginative and use the expressions they
give an example from your experience before having students have just learned (you may want to provide them with useful
talk about theirs. vocabulary such as sun, beach, embarrassing / embarrassed,
disappointing / disappointed, sunblock, map, big city, empty
Presentation wallet, girlfriend, etc.). Also, have them read the Speaking
Strategy. Play the recording again and ask students to focus on
1. Read and match the expressions with three of the how the speakers express their mood by means of intonation
SLFWXUHV7U\WRVD\LQ\RXURZQZRUGVZKDWWKH\ and word stressing. Walk around the classroom providing any
mean. KHOS VWXGHQWV PD\ UHTXLUH 2QFH WKH\ KDYH ¿QLVKHG KDYH
First, ask students to observe the pictures and describe them. them perform their dialogs in front of the class.
Then, go over the instructions with students and give them 4. *DSDFWLYLW\
enough time to read the idioms listed, guess their meaning and
match them with the corresponding pictures (place emphasis on Refer students to the gap activity. Have them work in pairs and
the fact that there are three pictures that do not correspond to ask them to sit face to face to do the activity on pages 98 and
any idiom). Once students have done the matching, have them 101. Encourage them to use the clues in order to complete the
report their answers. Challenge them to explain the meaning of chart. Stress the importance of speaking English clearly while
the expressions with their own words. they work cooperatively.

2. /LVWHQDQGDQVZHUWKHTXHVWLRQV&RQÀUPWKH 'UDZVWXGHQWV¶DWWHQWLRQWRWKH¿UVWYDOXHDQGLQYLWHWKHPWR
show respect towards others’ feelings when, for example,
meaning of the expressions based on the dialogs.
they feel embarrassed. Place emphasis on the importance of
Read the instructions with students and stress that the dialogs they supporting their friends instead of making negative comments
are about to listen to are related to the pictures in exercise 1. Have RU ODXJKLQJ DW WKHP 7KHQ KDYH VWXGHQWV UHÀHFW RQ DOO WKH
them get into pairs and read the six questions before listening. things they can learn from the experiences other people have
L]Y[`]jk?ma\]+
Play the recording and pause in between each dialog so students had and, at the same time, all the things they can teach to
have enough time to answer the questions. Play the CD one more those people by sharing with them both positive and negative
time and invite students to listen carefully to check their answers. experiences.
LESSON 4
Incidents When Traveling Culture and Communication

1. Read and match the expressions with three of the pictures.
Try to say in your own words what they mean.
a. to get the picture b. to be broke c. to be hopping mad
a c
b
2. /LVWHQDQGDQVZHUWKHTXHVWLRQV&RQÀUPWKHPHDQLQJRIWKHH[SUHVVLRQVEDVHGRQWKHGLDORJV
They were going to Argentina.
a. Where were they going? _________________________________________________________________________
Because they had to wait for three hours for the plane to take off.
Why were they hopping mad? _____________________________________________________________________
It was boring.
b. Was the boy’s vacation exciting or boring? ___________________________________________________________
Yes, she did.
Did the girl understand the situation described by the boy? ______________________________________________
c. Where did they stay in Madrid? ____________________________________________________________________
Ma^rlmZr^]ZmZÛo^&lmZkahmê'
Because the bill they had to pay was too expensive.
Why were they broke? ___________________________________________________________________________
3. Make similar dialogs based on the situations below. Include the expressions presented.
Speaking Strategy
Work on intonation
and stress to express
better the meaning of
get lost the expressions you
learn (check exercise
2 again).
get a sunburn go to an expensive

restaurant
Reflect on Values
4. *DSDFWLYLW\ I respect other people’s feelings.
Student A goes to page 98. I enjoy learning from other people’s stories.
Student B goes to page 101. I like to share my experiences with my partners.
77
Time for Fun!
Great Experiences!
Imagine you are famous and you are at a party with other celebrities. You meet
again after a long time and start to talk about great experiences you have recently
had. Follow the instructions below and… enjoy the party!
1. Your teacher will give you a piece of paper with the name and job of a celebrity
and a great experience she / he has recently had. You have to assume you are
that person.
2. Get into groups of ten. Pretend you are at the party.
3. Write on another piece of paper your name and job. Stick it to your chest so
that the guests know who you are.
4. Hold short conversations with the other celebrities and answer their questions
based on the person you have to assume. See the example.
5. As you walk around meeting the celebrities, complete the chart.
6. 7KHVWXGHQWZKRFRPSOHWHVWKHFKDUW¿UVWLVWKHZLQQHU
Name Profession *UHDWH[SHULHQFH
Kathy Hull TV host LaâZll^^gma^GbZ`ZkZ?Zeelbg<ZgZ]Z'
Tony Balboa Tennis player He has driven a race car in Monaco.
Tom Rush Fbgblm^k AâZl`hg^mhKbhl<ZkgboZebg;kZsbe'
Daniel Ford Explorer He has gone on a safari in Africa.
Barbara Brown :\mk^ll LaâZl^Zm^glnlabbgMhdrh'
Jeff Silver Lh\\^kieZr^kAâZllZbe^]Z\khllmaÎZ\bÛ\H\^Zg'
Sam Pitt Actor He has walked along the Great Wall of China.
Eduardo Martinez <bmrlfZrhk AâZloblbm^]ma^PabmÂhnl^bgPZlabg`mhg'
Sasha Dickinson Kh\dlbg`^k LaâZllpnfpbmalaZkdlbg:nlmkZebZ'
Margarita Ruiz IZbgm^k LaâZloblbm^]ma^LmZmn^h_Eb[^kmrbgG^pRhkd'
Samuel Jones Piano player He has climbed Cerro Aconcagua in Chile.
Cindy Temple Mhifh]ê LaâZl]Zg\^]<nf[bZbg<hehf[bZ'
Hello, Tony.
Hi, Kathy. What a surprise! Well, let me tell
It’s nice to see you you I have recently had a great
again. What’s new with experience. I have seen the
you? What have you Niagara Falls in Canada.
done recently? They are so beautiful.
How about you?
Well, I have driven

a race car in Monaco.
It was expensive,
but exciting!
78
78
Time for Fun!
Great Experiences!
Tell students that they are going to play the role of famous recent experiences by using the Present Perfect Tense and
celebrities at a fancy party. Go over the instructions with them mention the details of those experiences by using the Simple
and ask them to form groups of ten. Give students the cards Past Tense (also, suggest they use the pictures on the page to
below and tell them to use the dialog between the two teenagers come up with details). Once the game is over, check and correct
as a model. Emphasize the fact that they are to talk about their answers by eliciting them from the students themselves.
Name: Tom Rush Name: Barbara Brown

Occupation: Minister Occupation: Actress
Experience: Go to Rio’s Carnival in Brazil Experience: Eat sushi in Tokyo
Name: Sam Pitt

Name: Sasha Dickinson
Occupation: Actor
Occupation: Rock singer
Experience: Walk along the Great Wall of
Experience: Swim with sharks in Australia
China
Name: Samuel Jones Name: Margarita Ruiz

Occupation: Piano player Occupation: Painter
Experience: Climb Cerro Aconcagua in Experience: Visit the Statue of Liberty in
Chile New York
Name: Eduardo Martinez

Name: Daniel Ford
Occupation: City mayor
Occupation: Explorer
Experience: Visit the White House in
Experience: Go on a safari in Africa
Washington
Name: Jeff Silver Name: Cindy Temple

Occupation: Soccer player Occupation: Top model
Experience: 6DLODFURVVWKH3DFL¿F2FHDQ Experience: Dance cumbia in Colombia
L]Y[`]jk?ma\]+

Quiz Time
Invite students to answer the quiz individually. Remind them 3. Write sentences with the prompts below using the
of the fact that this quiz will help them become aware of the comparative form of the adjectives.
strengths and weaknesses they have. Stress the purpose of
Prepare students for the exercise by having them remember the
the test: not to count the number of right and wrong answers,
way we construct the comparative form of adjectives in English.
but rather to identify how to sort out language learning process
Ask them to read the instructions carefully and write sentences
GLI¿FXOWLHVZLWKRXWEHLQJMXGJPHQWDO(QFRXUDJHWKHPWRUHDG
using the prompts. Do not forget to encourage them to double-
the instructions for each part of the quiz carefully. After they
check the spelling of the words and sentences they write.
have worked individually, have them check their answers in
pairs before sharing them with the rest of the class. The test
basically evaluates the use of the Present Perfect Tense with Self-Evaluation
never, ever, already and yet, the Simple Past Tense and the Enhance the awareness of your students by encouraging them
comparative form of adjectives. to evaluate their own learning processes and outcomes. Have
a volunteer read the statements from the chart. Exemplify and
1. Complete the following dialogs with ever, never,
clarify each one of the statements. Then, provide students
already or yet.
VRPH UHDVRQDEOH WLPH WR UHÀHFW RQ WKHLU RZQ SHUIRUPDQFH
Tell students to read the four dialogs at least twice before GXULQJWKHGHYHORSPHQWRIWKLVXQLW+DYHWKHP¿OOLQWKHFKDUW
¿OOLQJLQWKHJDSV7KLVZLOOKHOSWKHPFRPSUHKHQGWKHFRQWH[W individually. Tell students that the main purpose is to identify
These readings are very important since they need to complete their strengths and weaknesses and, by doing so, have the
WKHWH[WZLWKVSHFL¿FZRUGVWKDWDUHQRWJLYHQ$OVRVXJJHVW RSSRUWXQLW\ WR VHOIVWXG\ DQG ZRUN IXUWKHU RQ WKH LGHQWL¿HG
students observe the words and expressions that are located needs.
before and after each gap. This will help them decide which the
appropriate word that best completes each blank is.
2. Complete Maria’s postcard with the verbs in

SDUHQWKHVHVLQWKH3UHVHQW3HUIHFW7HQVHRUWKH
6LPSOH3DVW7HQVH
Again, remind students of the importance of reading the whole
SRVWFDUGFRPSOHWHO\EHIRUH¿OOLQJLQWKHJDSV7HOOWKHPVRWKH\
can complete this text by using the Present Perfect Tense and
the Simple Past Tense. You may want to encourage students
¿UVWWRLGHQWLI\WKHH[SHULHQFHVDQGWKHGHWDLOVRQWKHSRVWFDUG
and then start to complete it.
L]Y[`]jk?ma\]+

WB page 47
Quiz Time
1. Complete the following dialogs with ever, never, already or yet.
ever
a. A: Have you _________________ traveled abroad?
never
B: No, I have _________________ been to another country, but I’d like to go to Greece some day.
b. A: How has your trip been? Have you seen the Eiffel Tower _________________
yet ?
already
B:<HV,KDYHBBBBBBBBBBBBBBBBBVHHQLW,WRRNPDQ\SLFWXUHV,W¶VPDJQL¿FHQW
never
c. A: The kids have _________________ been to Disneyland. We should take them there next vacation.
never
B: That’s a great idea! I have _________________ been there, either. Have you saved money for that
_________________?
yet
yet
A: No, I haven’t saved any money _________________, but we can pay with our credit card.
already
d. A: I have _________________ yet
bought the tickets for tomorrow, but I haven’t packed my suitcase _________________ .
B: You have to hurry up.
2. Complete Maria’s postcard with the verbs in parentheses in the Present Perfect Tense
or the Simple Past Tense.
DearTony,
s is an exceptional city.
My boyfriend and I are still in London. Thi __ve
__ ha
__ ve
__ do
__ __ne __ __ _ (do ) ma ny things. We b. ________ha _______
We a. __ ok_______
to__
go ne __ __ __ _ (go) to the Tow er of Lon don . We c. ________
already __________ ha__ve__be en_____ (be)
__
picture s bec aus e it is an imp ress ive building. We d. ______ Tony Anderson
(take) many a great Oak Drive Street
__t_______ (go) there yesterday. It has
wen 101, Raymond
to Hyde Park, too. We e. ________ le,
ers. It’s ver y bea utif ul. How ever , we still have a lot of things to do. For examp
variety of flow yet. Can you believe it?
we f. ____ aZ__o^__ ____
gmp Zed^ __]___ (not / walk) along Oxford Street
g ___ (not / see) Buckingham Palace
either! We are planning to
And we g. __ __ aZ __o^ __g __
ml __
^^ __
kno w wh at? I h. ____ha__ve____ __en
spok _____ (speak)
orr ow. Oh, and you
go to those two places tom
ever, sometimes it’s difficult to understand
English all the time. What a practice! How
the English accent. Maria
Take care. See you soon ,
33.. Write
Writte sentences with the prompts below using the comparative form of the adjectives.
a. The Egyptian pyramids / old / The Mexican pyramids ________________________________________
________________________________________________
_ __
__
The Egyptian pyramids are older than the Mexican ____
___
_____
pyramids.
b. Going to Panama
nama / cheap / going to The USA ________________________________________________
@hbg`mhIZgZfZbl\a^Zi^kmaZg`hbg`mhMa^NL:'
c. Canada / large / Costa Rica ________________________________________________
Canada is larger than Costa Rica.
d. Pizza / delicious / pasta ________________________________________________
IbssZblfhk^]êb\bhnlmaZgiZlmZ'
e. Traveling by plane / good / traveling by bus ________________________________________________
Traveling by plane is better than traveling by bus.
Self-Evaluation
Very well OK A little
use vocabulary related to traveling.
talk about things that happened in the past without specifying when they happened.
make comparisons between places.
talk about experiences related to trips and traveling. 79
UNIT
6 Let’s Heal the World!
Goals
talk about things that are possible to happen in the future. explain facts related to general interest issues
talk about plans and intentions. and express your opinion about them.
complete a poster and use it as a model.
LESSON 1
What Will Happen to the World If...?
1. Read the people’s messages about environmental issues and match
e them with the pictures.
a.
If we don’t contribute to reduce air
pollution in our cities, many people
will get sick. This is one of the
worst ecological problems urban
populations are facing now.
b.
One of the most serious
environmental issues is
a chemical waste. If factories
f. dispose their chemical
One of the ugliest waste properly, many river
crimes against nature is illegal and sea animals won’t die.
wildlife trade. If we don’t help to
save wild species, many of them c.
will become extinct very soon. Littering is the most disgusting thing
people do in big cities. Get real: If
Illegal hunting is one of the we take our litter home and recycle,
most horrible actions against e. we will save money and enjoy the
f animals. If we mobilize public beauty and cleanliness of the place
opposition to this practice and we live in.
inform the police, hunters won’t
break the law and animals will
live happily in their habitat.
c
d.
Deforestation is the cruelest
action against rain forests.
If we protect them, we will
have not only more oxygen
to breathe, but also more
plants to use in medicines.
b
UNIT

LESSON 1 What Will Happen to the World If...?
Planning
This lesson will Associates imagery with words Vocabulary
guide students to related to environmental issues. Words related to environmental problems: DLUSROOXWLRQ
talk about things Creates sentences expressing LOOHJDOZLOGOLIHWUDGHFKHPLFDOZDVWHOLWWHULQJLOOHJDOKXQWLQJ
that might happen things that could happen in the GHIRUHVWDWLRQ
in the future. future (key words provided).
States personal opinions about Expressions
environmental issues. :LOGOLIHLVQRWRQVDOH+HOSWKH(DUWKKHOS\RXUVHOI6DYHRXUSODQHW
Follows a model sentence to talk 5HGXFH FKHPLFDO ZDVWH 7LPH DQG DQLPDOV DUH UXQQLQJ RXW 1R
about environmental issues. PRUHIRUHVWGHVWUXFWLRQ$FWQRZ6WRSFRQWDPLQDWLQJWKHVWUHHWV
Interacts with his / her partners
Structures
by sharing his / her ideas about
First conditional
an environmental issue.
Superlative form of adjectives (review)
Warm Up (books closed) Draw students’ attention to the 5HÀHFW RQ *UDPPDU box.
Remember that the purpose of this box is to help students with
Introduce the lesson by asking students if they have recently the language they need to use. You could make an overhead
heard on the news anything about environmental issues. projection of it. Then, give an explanation to elicit each sample
Challenge them to tell you those problems and write a list on sentence. Immediately, uncover and drill it. Have them notice
the board. You can start by giving an example: oil spills. Now, the colored words. Focus their attention on the use of the
ask students to picture and draw a scene of our planet in the Simple Present Tense to describe the condition and the future
future taking into account the list on the board. Invite some with will (to express the possible result).
students to show their pictures to the class and explain what
they drew. In order to check understanding, write the following questions
on the board and allow students enough time to come up with
Presentation their own answers (encourage them to write full sentences):
1. Read the people’s messages about environmental :KDWZLOOQRWKDSSHQLIZHGRQ¶WFRQWULEXWHWRVWRSSLQJ
issues and match them with the pictures. DLUSROOXWLRQ"
:KDWZLOOQRWKDSSHQLIIDFWRULHVGRQ¶WGLVSRVHRIWKHLU
FKHPLFDOZDVWHSURSHUO\"
Have students look at the pictures on the left and describe :KDWZLOOQRWKDSSHQLIZHGRQ¶WKHOSWRVDYHHQGDQJHUHG
what they see. After that, focus their attention on the teenagers VSHFLHV"
and the messages written on their T-shirts. Ask students what :KDWZLOOQRWKDSSHQLIZHGRQ¶WUHF\FOH"
the speakers are doing based on their attitudes. Now, have :KDW ZLOO QRW KDSSHQ LI ZH GRQ¶W PRELOL]H SXEOLF
them read the information in the bubbles and match them with RSSRVLWLRQWRLOOHJDOKXQWLQJ"
the pictures on the left (you may need to help them with some
unknown words). Before checking answers as a class, tell students to compare
Teacher’s Guide 3
their answers with a partner’s next to them.

Practice Practice
2. Use the prompts to make sentences about the 4. Complete the sentences. Then, give a possible
environment. See the example. result as in the example.
Read the example with students and have them follow the Explain to students that this activity involves both the use of the
model in order to write the 4 sentences. Give students enough ¿UVWFRQGLWLRQDODQGWKHVXSHUODWLYHIRUPRIDGMHFWLYHV5HDG
time to do the exercise. It is suggested you tell students to the example and tell students to follow it as a model in order to
work in pairs so that they can help each other in their second complete the sentences and write the possible results. Stress
attempt to write conditional sentences. To check answers, the importance of checking spelling and wording by re-reading
have some volunteers write their sentences on the board. As DQGFRUUHFWLQJWKHLURZQVHQWHQFHV2QFHWKH\KDYH¿QLVKHG
an extra step, challenge some of them to identify the condition have them compare their sentences with a partner’s. While
and the possible result in each sentence on the board. they are working, walk around the classroom to give any help
they may need. Finally, check answers as a class activity.
Presentation 2
3. Answer the questions. What will happen to the
Application
world if… 5. In pairs, think of some ideas to protect the
Have students create conditional sentences to answer the
environment in your community and share them
questions posed. Remind them to write complete statements with the rest of the class. Example:
the same way they did it in exercise 2. As they work individually, Tell students to work in pairs and go over the instructions and
walk around the classroom providing any help they may the example with them. Have them identify the most serious
require. Finally, invite some volunteers to read their sentences environmental problems they think their neighborhoods are
out loud. currently facing. Give them enough time to come up with good
LGHDVWRVROYHRQHRIWKHSUREOHPVWKH\LGHQWL¿HG)LQDOO\KDYH
Now, refer students to the second 5HÀHFW RQ *UDPPDU and them share their ideas with the rest of the class. (You may go
read the examples with them. Stress the fact that this is back to this exercise when dealing with 3URMHFW6WDJH and
a review since they have already studied superlatives in invite students to use these ideas as a starting point to make
previous courses. For further practice, request that students up their minds in relation to the actions they are going to take
go back to page 80 and underline with a color the superlative to help the place or animal species they have been working
IRUPRIDGMHFWLYHVWKH\FDQ¿QGWKHUHRUUHIHUWKHPWRWKHFKDUW with in their projects.)
on page 104.
Extra Ideas Project Stage 4

Refer students to 3URMHFW6WDJH and ask them to continue
In order to give students the chance to practice, give them working in the same groups they had already arranged.
the following list of adjectives and have them write the correct (QFRXUDJHWKHPWR¿QGLQIRUPDWLRQDERXWSRVVLEOHSRVLWLYH
superlative form: GDQJHURXV, KHDOWK\, GLUW\, FOHDQ, LQWHOOLJHQW, results related to the unspoiled place or endangered species
ULVN\, LQDSSURSULDWH, VDIH, JRRG, FUXHO, NLQG and GDQJHURXV. they have chosen. Suggest students follow the model given
Then, as an introduction to exercise 4, have students get into in the examples. Also, invite them to have their drafts revised
groups and challenge them to write with these superlative and start thinking about a nice design for this new section of
forms sentences related to environmental issues e.g. :HWKLQN their eco-posters.
WKDWWKHPRVWGDQJHURXVDFWLRQDJDLQVWWKHHQYLURQPHQWLV«
:HEHOLHYHWKDWWKHKHDOWKLHVWZD\WROLYHLV«:HDJUHHWKDW
WKHGLUWLHVWDFWLRQDJDLQVWRXUFLWLHVLV«
Teacher’s Guide 3

WB pages 48 and 49
Reflect on Grammar First conditional Grammar and Vocabulary

We use it to talk about something that is possible to happen in the future.
Condition ( If + Present Simple Tense) Possible result (Will)
If I / you / we / they protect the environment, life conditions will be better.
If he / she hunts exotic animals illegally, he / she will go to jail.
If I / you / we / they contribute to reduce air pollution, many people won’t get sick.
If he / she doesn’t recycle, he / she won’t save money.
Questions GREENWICH LAB
Will many river and sea animals die if factories don’t control chemical waste? ACTIVITIES
What will happen if she hunts exotic animals?
2. Use the prompts to make sentences about the environment. See the example.
a. Factories / not reduce fumes a lot of people / develop respiratory diseases
B__Z\mhkb^l]hgmk^]n\^_nf^l%Zehmh_i^hie^pbee]ôêhik^libkZmhkr]bl^Zl^l'
b. Illegal hunting / not stop many wild species / disappear
B_bee^`Zeangmbg`]h^lgmlmhi%fZgrpbe]li^\b^lpbee]blZii^Zk'
c. People / collect litter wisely the streets / be cleaner
B_i^hie^\hee^\mebmm^kpblêr%ma^lmk^^mlpbee[^\e^Zg^k'
d. We / ride our bikes more often we / not have polluted air in our cities
B_p^kb]^hnk[bd^lfhk^h_m^g%p^phgmaZoîheenm^]Zbkbghnk\bmb^l'
e. Global temperature / increase the sea levels / rise
If global temperature increases, the sea levels will rise.
3. Answer the questions. What will happen to the world if…

a. we save energy? ____________________________________________________________________________
____
b. ______ ______v__ y_. _
people don’t recycle? _________________________________________________________________________
____
___
ar___
s m ay
c. you take care of natural resources? ______________________________________________________________
_____________
___________
___n_s__
_____ _ e__ r __ _
__
A w
d. I don’t buy souvenirs made from animal parts? _____________________________________________________
______
4. Complete the sentences. Then, give a Reflect on Grammar

possible result as in the example. Superlative form of adjectives
We use -est with one-syllable adjectives:
a. The worst problem animal species are facing is… The cruelest action against nature is the
b. The most anti-ecological attitude is… destruction of rain forests.
c. The cruelest action against nature is… We use the most with adjectives of two or
more syllables:
d. The best way of helping our planet is…
The most serious problem the world is
facing now is the greenhouse effect.
For me, the cruelest action against nature is
There are irregular superlatives:
the emission of greenhouse gases such as good = best, bad = worst
carbon dioxide. If we don’t drive our cars to
work, global warming will decrease.
Project Stage 4
5. In pairs, think of some ideas to protect the Write two possible results related to the protection of the
environment in your community and share natural place or endangered species you have chosen.
them with the rest of the class. Example: Examples:
– If we control the growth of tourism in Galapagos Islands,
If we organize a group to clean up our they won’t lose their unique habitats and species.
streets and parks, we will show people the – If we take care of blue whales, we will enjoy their beauty
importance of having ecological habits. on whale-watching trips.
81
8
Wildlife in Danger LESSON 2
1. Look at these animals and describe them using the superlative form of the adjectives in
the Word Bank. Then, listen and write VU, EN or CR according to their conservation status.
Conservation Status: Laud turtle CR

Cheetah VU
Threatened The slowest
Vulnerable (VU):
facing a high risk of
Word Bank
extinction in the wild.
Sumatran orangutan CR
Endangered (EN): heavy
facing a very high risk The smartest The fastest fast
of extinction in the wild. slow
Critically Endangered Tiger EN Green peacock VU aggressive
(CR): facing an smart
extremely high risk of colorful
extinction in the wild.
Blue whale EN
The heaviest
The most aggressive The most colorful
2. You will hear a report on endangered species. Before that, get familiar with the vocabulary below.
Circle the words that are closer in meaning to the ones in color.
a. terrestrial: earthly / water e. farming:¿VKLQJDJULFXOWXUH i. penalty: reward / punishment
b. mammal: animal / mineral f. campaign: crusade / fair j. thick: dense / long Vocabulary Strategy
c. twig: leave / branch g. fur: cloth / hair k. terrain: lake / land
To reinforce your
d. tusk: nail / teeth h. ban: prohibit / support l. income: donation / payment understanding of
new words, identify
their synonyms or
3. Listen to Professor Jenny Samuels, an environmentalist who cares related words.
DERXWHQGDQJHUHGDQLPDOVDQGÀOOLQWKHFKDUW
Species
Sp Characteristics Why is it in danger? Estimated population
African
African bush
bu elephant BmlmaêZk`^lm Illegal hunting. =b_Û\nemmhlZr
(Loxodonta
(Loxodon africana) terrestrial mammal. [^\Znl^h_bmloZkb^mr
mr Listening Strategy
of habitats.
Giant panda
Gian It lives in mountain Habitat loss and
forests. It eats Listen to something
(Ailuropoda melanoleuca) farming. several times to
bamboo.
BmlZ\Zkgbohk^'Bm Illegal hunting / Local More or less 5,000. FRQ¿UPLQIRUPDWLRQ
Snow leopard
has the fuzziest tail villagers who shoot and understand
(Unci
(Uncia uncia)
among big cats. them. details.
4. Listen again and complete the sentences.

a. If we ____________________ our attacks against wild animals,
many of them ____________________
will disappear in a very short time.
b. These countries know that if they ____________________ to protect elephants now,
tomorrow ____________________
will be too late.
c. If we ______________________ giant pandas, they ____________________
will have a chance to
be safe from extinction.
d. If villagers ____________________
agree support
to protect snow leopards and ____________________
will receive
eco-tourism, they ____________________ an extra income to live.
82
Derechose.reservados Educactiva
have S. A. S.your
If we ____________________ Prohibida
help, oursumission
copia, ____________________
reproducción
will bey/o distribución.
easier.
LESSON 2 Wildlife in Danger
Planning
This lesson Describes animals by using the superlative form Vocabulary Identifying
will guide of some adjectives. Adjectives to describe animals: synonyms or
students to ([WUDFWVVSHFL¿FLQIRUPDWLRQIURPVSRNHQWH[WV KHDY\IDVWVORZDJJUHVVLYH pertinent new
talk about dealing with endangered species. VPDUWFRORUIXO words.
plans and Applies a vocabulary strategy related to the Animals’ conservation status: Listening to
intentions. purpose of a task (identifying synonyms or YXOQHUDEOHHQGDQJHUHGFULWLFDOO\ something
related words). HQGDQJHUHG several
Applies a listening strategy related to the purpose times.
of a task (listening to something several times). Structures
Matches main ideas based on aural understanding. First conditional
Completes sentences by inserting missing Superlative form of adjectives
information in the right place. (review)
Expresses plans and intentions related to the The future with %HJRLQJWR
preservation of a place.
the related words in the new vocabulary that will be a part of

Warm Up (books closed) the listening task. Before checking answers as a class, have
Play the :KDW$QLPDO$P,7DONLQJ$ERXW" game. Invite each them compare their answers with a classmate’s.
student to write a complete description of his / her favorite wild
animal without saying its name. Elicit as much information as 3. Listen to professor Jenny Samuels, an
you can from different volunteers and have the class guess the environmentalist who cares about endangered
animal’s name. Once the game is over, write a list of animals DQLPDOVDQGÀOOLQWKHFKDUW
RQWKHERDUGDQGFRQGXFWDPLQLVXUYH\WR¿QGZKDWWKHPRVW Explore students’ knowledge about the animals in the pictures.
popular wild animal among students is. Have them give you information about these species by asking
them the questions :KHUH GR WKH\ OLYH" and :KDW GR WKH\
Presentation 1 HDW" Also, have students get familiar with the headings of the
chart. Before playing the recording, tell them not to write but
1. Look at these animals and describe them using the to focus on the information they need to complete the chart.
superlative form of the adjectives in the Word Bank. 3OD\WKH&'DVHFRQGWLPHDQGWKLVWLPHDVNWKHPWR¿OOLQWKH
Then, listen and write VU, EN or CR according to chart with the information they hear. Then, refer them to the
their conservation status. /LVWHQLQJ6WUDWHJ\ and make them aware of the fact that they
are actually applying it (also, advise them not to worry if they
First, ask students to describe the animals in the pictures by
do not understand everything at once). Finally, tell students to
using the superlative form of the adjectives in the Word Bank
work in pairs and play the recording for the third time so they
(have them not only label the pictures but create complete
can check their answers.
sentences such as 7KH ZKDOH LV WKH KHDYLHVW DQLPDO LQ WKH
RFHDQZRUOG). Second, have students get familiar with the box
on the left. Read the characteristics of each of the subcategories Extra Ideas
of the 7KUHDWHQHG status (vulnerable, endangered and critically
Invite students to search for the ,8&15HG/LVWRI7KUHDWHQHG
endangered). Finally, have students listen to the recording and
6SHFLHV on the Internet and bring to class a similar chart with
write VU, (1 or CR in the boxes under each picture according
information about animals facing extinction.
to what they hear. Check answers as a class.
2. You will hear a report on endangered species. Before Practice

that, get familiar with the vocabulary below. Circle the 4. Listen again and complete these sentences.
Teacher’s Guide 3
words that are closer in meaning to the ones in color.

Prior to playing the recording again, give students enough
time to get familiar with the sentences. Have students listen
After having read the instructions with students, refer them to to Jenny Samuels once more and complete the sentences.
the 9RFDEXODU\6WUDWHJ\ and give them enough time to study Check answers as a class activity.
Presentation 2 Application
5. Match who plans to do what according to what 7. Look at the picture and, in groups, plan a campaign
Professor Samuels says. to save the park. Make a list of the actions you are
The goal of this activity is to help students understand plans and are not going to take to save it.
and intentions for the future. Read the instructions with
students and let them match the two columns based on the This activity may work as an introduction to 3URMHFW6WDJH.
listening exercise. Have them check answers in pairs. Go over the instructions with students and emphasize that
they have to plan a campaign to save the park shown in the
Focus students’ attention on the 5HÀHFW RQ *UDPPDU box.
picture. Start by having students identify the problems the park
You could make an overhead projection of it. Then, give an
has. Then, ask them to work in small groups and come up with
explanation to elicit each sample sentence. Immediately,
creative ideas to make this place cleaner and more beautiful.
uncover and drill it. Have them notice the colored words.
6XJJHVWWKH\ZULWHWZRVHQWHQFHVLQWKHDI¿UPDWLYHIRUPDQG
Focus their attention on the singular and plural sentences and
two in the negative form of the future withEHJRLQJWR. Also,
RQWKHDI¿UPDWLYHQHJDWLYHDQGLQWHUURJDWLYHIRUPV1RZKDYH
stress the importance of checking spelling and wording by re-
different volunteers read the sentences given and, depending
reading and correcting their own texts. When the groups have
on their level, come up with their own examples.
¿QLVKHG FKHFN WKHLU DQVZHUV E\ KDYLQJ WKHLU PHPEHUV UHDG
their ideas.
Practice
6. Complete with the correct form of be + going to and Project Stage 5
the verbs in parentheses. In this stage, students will write their ideas to help the place or
Have students read the incomplete sentences about plans species they have chosen. Make them aware that they have
and intentions that some people have in order to protect the already worked on a similar task (exercise 7). Once you get
environment. Tell them to read the text at least twice before them in their corresponding groups, read the instructions and
¿OOLQJ LQ WKH JDSV ([SODLQ WKDW WR FRPSOHWH WKH VWDWHPHQWV examples with them and motivate them to check their work
they should use the correct form of the future with EHJRLQJ in stages 1 to 4. Based on this information, they may come
WR. Prior to checking the answers as a class, have students up with useful eco-ideas. Tell students that lessons 1 and 2
compare their answers with a classmate’s next to them. provide them with helpful language and vocabulary that they
can use when writing about their plans and intentions. Again,
Now, draw students’ attention to the 3URQXQFLDWLRQ box. Play ask them to read their own texts and help them make any
the recording and have them repeat the sentences several QHFHVVDU\FRUUHFWLRQVEHIRUHWKH\ZULWHWKHLU¿QDOGUDIWV
times. Have students notice the difference between the two
sounds and explain that sometimes this implies a difference in
meaning. Exemplify by writing on the board and pronouncing
the words OLYH [lIv] - OHDYH [liv] and VLFN [sIk] - VHHN [sik].
Extra Ideas
&KDOOHQJHVWXGHQWVWRJRWKURXJKOHVVRQVDQGDQG¿QG
more words with the two sounds. Some of these words
are FKHPLFDOLOOHJDOFRQWULEXWHGLVDSSHDUGHFUHDVHULVN
FKHHWDKVSHFLHVSHDFRFNWKLFNH[WLQFWLRQYLOODJHUV and
JUHHQ
Invite students to look for more examples of the difference
between the short vowel /I/and the long vowel /i/ and bring
them to class.
Teacher’s Guide 3

WB pages 50 and 51
5. Match who plans to do what according to

what Professor Samuels says.
a. More African states are going to e create conservation programs.
b. People all over Africa are going to c make donations to the CWA.
c. Chinese citizens are going to a create laws in order to protect elephants from hunting.
d. The CWF is going to d use the contributions to build more panda reserves.
e. Governments from countries like India, b make campaigns to respect the areas where elephants live.
Nepal and Pakistan are going to
The future with Be + going to Reflect on Grammar

We use it to talk about plans and intentions.
I’m going to travel to the natural reserve next week. (plan) GREENWICH LAB
ACTIVITIES
Chinese people are going to make donations to protect giant pandas. (intention)
$IÀUPDWLYH Negative
I am protect I am not
He / She / It is going to green He / She / It is not going to litter.
You / We / They are areas. You / We / They are not
Interrogative
Yes / No questions Wh-questions
Am I help What am I going to do?
Is he / she / it going to endangered Where is she going to travel?
Are you / we / they species? When are they going to make donations?
Pronunciation
6. Complete with the correct form of be + going to and the verbs in parentheses.
/I/ – /i/
a. Henry found a hurt bird. He ______________________
is going to take (take) it to the vet tomorrow. Say:
b. Simon and Sue ______________________
are going to clean (clean) the garden on Monday. – if, river, in, it, is, will,
c. _________
Are going to join
we ______________________ (join) the polar bear campaign in two months? litter, live.
d. am not going to drive(not drive) my car this weekend.
I ____________________ – clean, breathe, tree,
e. are going to plant
Some students ______________________ (plant) trees in the school next Saturday. peace, heal.
– If they clean the rivers,
f. are not going to stop (not stop) helping the Wildlife Association, are you?
You ______________________ they will heal the world.
g. are going to help
Which countries ______________________ (help) us save snow leopards? – She is going to plant a
h. is
When ________ going to give
John ____________________ (give) a speech on Sumatran orangutans? tree next week.
– Lee isn’t going to litter
7. Look at the picture and, in groups, plan a campaign to save the park. in the streets.
– If we heal the world,
Make a list of the actions you are and are not going to take to save it. we will live in peace.
Project Stage 5
What are we going to do to save our park?
Think of what you have done
We are going to _____________________ throughout stages 1 to 4 and
__________________________________ state your plans or intentions
to save the place or species
___________________________________
____ ____
r y. you have chosen. Examples:
__________
_________
_______
______
m y va___
_a__
__________________________________ – We are going to make a
we r s
_Ans
___________________________________
__ _______
______ campaign to protect the South
__________________________________ American rain forest.
– We are going to mobilize
___________________________________ public opposition to the illegal
__________________________________ hunting of spectacled bears.
83
Green Living LESSON 3
1. 7DNHWKHWHVWDQGÀQGRXWKRZPXFK\RXNQRZDERXWJOREDOZDUPLQJ<RXZLOOÀQGWKHDQVZHUVRQWKH
next page.
1. Which of the following is not a major 4. Why are forests important to control global
contributor to global warming? warming?
a. industrialization a. Because they absorb the sun’s radiation.
b. oil spills b. Because they absorb carbon dioxide.
2. Which is not an effect of global warming? 5. What country emits more greenhouse gases?
a. glacier retreat a. China
b. auroras b. The USA
3. Which gas contributes most to global 6. Why are ice-covered surfaces important
warming? to control global warming?
a. Carbon dioxide a. %HFDXVHWKH\UHÀHFWVRODUHQHUJ\
b. Methane b. Because they cool the seas.
2. 7HVW\RXUNQRZOHGJH:KLFKRIWKHVHHYHQWVZLOOKDSSHQÀUVWLIWKH
ch w
temperature of the Earth’s surface keeps increasing? Which ill h
will appen llast?
happen ast?
2
Number the pictures from 1 to 3.
Reading Strategy
Create questions
about each
3. Now, read, listen and check your answers. paragraph of a text
to improve your
comprehension.
D id you know that the greenhouse effect is a natural process that makes our planet livable?
vable? Then,
are people worldwide so concerned about this phenomenon? Because thanks to human emissions
Then
hen why
of greenhouse gases the Earth’s average surface temperature has increased alarmingly in the last 100
why
years. Greenhouse gases are essential for life, for they contribute to keep our planet warm enough to
sustain life. Some of these gases include methane, carbon dioxide and nitrous oxide. But the combustion
of fossil fuels derived from human activities like electricity production and cars, among others, give off
an exaggerated amount of greenhouse gases into the atmosphere (more than 20 million tons each year),
accelerating the warming effect. The most dangerous gas is carbon dioxide (CO2) and, according to
some scientists, the current atmospheric concentration of CO2 is the highest in 400,000 years!
84
LESSON 3 Green Living
Planning
This lesson will Uses his / her previous knowledge about Vocabulary Creating
guide students to environmental issues (global warming) to Terms related to global warming: questions
read and anticipate a reading. (among others) LQGXVWULDOL]DWLRQ about each
write about Predicts the content of a reading by putting VXQ¶VUDGLDWLRQJODFLHUUHWUHDW paragraph
things that events in order based on his / her prior FDUERQGLR[LGHJUHHQKRXVHJDVHV of a text.
could possibly knowledge. Eco-actions: EX\LQJFRPSDFW Following
happen in the Applies a reading strategy related to the ÀXRUHVFHQWOLJKWEXOEVXQSOXJJLQJ models.
future. purpose of a task (creating questions about \RXUPLFURZDYHRYHQDQGFRIIHH
identify causes paragraphs to improve comprehension). PDNHUDWKRPHXVLQJDGLVKZDVKHU
and effects. Catches the meaning of words based on WDNLQJSXEOLFWUDQVSRUWDWLRQ
write about context. UHF\FOLQJSODQWLQJDWUHH
plans and ,GHQWL¿HVUHODWLRQVRIFDXVHDQGHIIHFWLQ
intentions. important ideas taken from a reading. Structures
complete a Labels the main parts of a poster and uses First conditional
poster and use it as a model to create his / her own. Superlative form of adjectives
it as a model. Comes up with plans to help control global (review)
warming and shares them with his / her The future with %HJRLQJWR
partners.
1. 7DNHWKHWHVWDQGÀQGRXWKRZPXFK\RXNQRZ 3. Now read, listen and check your answers.
DERXWJOREDOZDUPLQJ<RXZLOOÀQGWKHDQVZHUVRQ
the next page. Have students read the article as they listen to the recording.
In order to motivate students to read the article about global 6WRSWKH&'DWWKHHQGRIWKH¿UVWSDUDJUDSKDQGWHOOVWXGHQWV
warming, have them take this test individually. It is suggested to close their books. Check comprehension by asking them
you help students understand new words and expressions such the following questions: :KDWLVWKHJUHHQKRXVHHIIHFW",VLW
asVXQ¶VUDGLDWLRQ, DXURUDV and JUHHQKRXVHJDVHV. Tell them D QHJDWLYH SURFHVV" :K\ KDV WKH (DUWK¶V DYHUDJH VXUIDFH
not to worry about answering correctly, but just to give it a try. WHPSHUDWXUHLQFUHDVHGVRPXFKLQWKHODVW\HDUV":KDW
Encourage them to do the activity honestly without referring to LVWKHPRVWGDQJHURXVJUHHQKRXVHJDV"Now, refer them to
the $QVZHUVER[RQWKHQH[WSDJH:KHQWKH\KDYH¿QLVKHG the /LVWHQLQJ6WUDWHJ\ and make them aware of the fact that
elicit the answers from some volunteers and encourage them they have been applying it. Then, play the CD again and
to support these answers based on their previous knowledge. ask students to listen and follow by reading silently. Stop
the recording at the end of paragraph 2 and have them write
2. Test your knowledge! Which of these events will some comprehension questions in their notebooks. Have them
KDSSHQÀUVWLIWKHWHPSHUDWXUHRIWKH(DUWK·VVXUIDFH interact in small groups by asking and answering the questions
keeps increasing? Which will happen last? Number WKH\FDPHXSZLWK3OD\WKH&'DJDLQWR¿QLVKWKHUHDGLQJ
the pictures from 1 to 3.
Pair work. Read the instructions with students and give them Extra Ideas
enough time to look at the pictures and write the numbers in
To extend this activity, you may invite students to do
the correct place. Check answers as a class activity. After that,
research on more useful eco-tips to help stop global
invite students to describe what is happening in each picture
warming and share them with the class. (Have them notice
and tell you what the cause(s) of this / these phenomenon /
that they their tips can be written both using the imperative
phenomena is (are).
ide 3
IRUPRUWKH¿UVWFRQGLWLRQDODVLQWKHUHDGLQJ
eachher’s’ GGuide
uid
id
Have students re-read the eco-tips and calculate how many

TTeacher’s
pounds of CO2 they can save (individually, as a class, etc.)

in one year if they start to follow these recommendations.
Practice
4. In your notebook, write the meaning of the words in 5. Write C for the causes and E for the effects.
bold type in the text. Example: Then, match the pairs with a line according to the
Challenge students to guess individually the meaning of the reading.
words in bold type from context and write it in their notebooks Go over the instructions with students and give them a few
as in the example provided. After that, have them compare minutes to do this task without reading the text. After that, check
WKHLUGH¿QLWLRQVZLWKDFODVVPDWH¶VQH[WWRWKHP7HOOWKHPWR answers by eliciting them from the students themselves.
use their dictionaries and the *ORVVDU\ on pages 90 and 91 to
FRQ¿UP
Teacher’s Guide 3

WB pages 52 and 53
If industries and governments don’t agree on alternative ways

to produce energy and control accelerated warming in a short
Reading and Writing
time, the world will face a thrilling chain of weather changes.
If the warming effect continues to intensify, glaciers and ice near the poles will melt (and species
like the polar bear, the narwhal and the Adélie penguin will disappear). If glaciers and ice near the
poles melt, sea levels will rise. If sea levels rise, many places in the world (for example, Florida in
WKH86$DQGVRPHSDUWVRI6RXWKHDVW$VLDZLOOJHWÁRRGHG,IPDQ\SODFHVJHWÁRRGHGPLOOLRQVRI
people will be displaced. And this is only a part of it: more animal species will face extinction due
to ecosystem changes, deserts will grow, diseases will spread, rainfall patterns will change, natural
disasters like hurricanes will get stronger, food shortages will become common… and the list goes
on.
Is there anything we can do to help stabilizeJUHHQKRXVHJDVFRQFHQWUDWLRQVVSHFLÀFDOO\&2·V"$
lot! First and most important, we have to commit ourselves to the planet and make little changes in
the way we live. Do you really want to help? If so, here are some simple measures you can take:
%X\FRPSDFWÀXRUHVFHQWOLJKWEXOEV7KH\XVH
70% less energy than common bulbs.
If you unplug your microwave oven and
coffee maker at home, you will save more
than 65 pounds of CO2 a year.
Don’t hand wash the dishes. If you use a
dishwasher instead, you will save 50%
more water.
Take public transportation, carpool, walk or
use your bike. Every gallon of gasoline burned
releases 20 pounds of CO2 into the atmosphere.
If you recycle at least half of your waste at home,
you will save 2,000 pounds of CO2 a year.
If you plant a tree, it will absorb one
ton of carbon dioxide over its lifetime.
4. In your notebook, write the meaning of the words in bold type in

the text. Example: Glaciers are huge masses of ice; melt means
“frozen liquid turning into liquid.”
5. Write C for the causes and E for the effects. Then, match the pairs
with a line according to the reading.
E sea levels will rise. C ,IPDQ\SODFHVLQWKHZRUOGJHWÀRRGHG
C If glaciers and ice near the poles melt, C If sea levels rise, 6. a
5. a
4. b
3. a
C If the warming effect continues to intensify, E PDQ\SODFHVLQWKHZRUOGZLOOJHWÀRRGHG 2. b
1. b
to the test
E millions of people will be displaced. E glaciers and ice near the poles will melt. Answers
85
WB page 54
Writing Strategy
Reading and Writing Follow models
to structure
your own
6. &RPSOHWHWKHSRVWHUZLWKVHQWHQFHVLQWKHÀUVWFRQGLWLRQDO texts.
Then, label the parts of the poster by using the Word Bank.
Word Bank
message’s explanation closure possible results of taking action important facts catchy message
catchy message
In rain forests, deforestation is threatening many animal and plant species messages explanation
Did you know that

more than half of the world’s plant and
animal species live in rain forests?
the world has already lost 50% of its rain important facts
forests?
many countries in the world have declared
their loss of forests a national emergency?
possible results of taking action
Remember that rain forests are the lungs of our planet.

They absorb carbon dioxide and give us pure oxygen to breathe.
Your donation is more than welcome closure
Rain Forest Foundation
Contact us now
7. Write some intentions or plans so that you can contribute to control global warming.
a. What are you going to do to reduce energy consumption at home? Project Stage 6

Answ
A s ers maay vva
ar y. With your partner, work
on creative designs
b. What are you going to do to inform people about the causes and effects of global warming? for the poster, based
on the structure given
Answ
An s ers may va
sw vary
ry
y. on this page and the

information you wrote
in stages 2 to 5.
8. :DONDURXQG\RXUFODVVURRPDQGÀQGLQWHUHVWLQJSODQVRULQWHQWLRQV\RXU Discuss which design
partners wrote. is more attractive to the
Andres is going to start a campaign to plant more trees in his neighborhood next eye. Take into account
month. the position of the
Anssw
An we
errs ma
mayy vary.
information, the size
of the letters and how
catchy the visuals are.
86
6. &RPSOHWHWKHSRVWHUZLWKVHQWHQFHVLQWKHÀUVW 8. :DONDURXQG\RXUFODVVURRPDQGÀQGLQWHUHVWLQJ
conditional. Then, label the parts of the poster by plans and intentions your partners wrote.
using the Word Bank.
Have students complete the eco-poster by providing two Have students circulate in the classroom and share with
answers for the question :KDW ZLOO KDSSHQ LI ZH EHFRPH their partners their answers for the questions in the previous
UDLQIRUHVWGHIHQGHUV" Encourage them to be as creative as H[HUFLVH:KHQWKH\KDYH¿QLVKHGDVNWKHPWRIRUPDFLUFOH
possible and share their ideas with the rest of the class. Now, DQGWRJHWKHUDJUHHRQWKHWRS¿YHHFRLGHDVWRUHGXFHHQHUJ\
have students label the parts of the poster using the words in consumption at home and inform people about the causes and
the :RUG%DQN. Read with them the :ULWLQJ6WUDWHJ\ and have effects of global warming.
them notice that the information in each of the parts comes
from the examples given in stages 1-5 of this module’s project. Project Stage 6
Tell them that later, in 3URMHFW 6WDJH , they are to use this
poster as a model to design their own. This is the last stage of the project. Place emphasis on the
fact that their eco-posters have to be very eye-catching, so
they have to pay special attention to their design and the
Application distribution of the information. Allow them enough time in class
7. Write some intentions or plans so that you can to make a sketch of their posters following the model on this
contribute to control global warming. page and place the information they have produced throughout
the previous stages of the project. Revise all the sketches and
This exercise aims at making students aware of the fact that provide feedback. It is a good idea to suggest students use
they can actively contribute to controlling global warming. recyclable materials to decorate their posters and make them
Thus, allow them enough time to think of and write their ideas. even more attractive. Finally, allow the groups enough time
Encourage students to write full sentences to answer each one to create their eco-posters. Walk around the classroom while
of the questions and use EHJRLQJWRto talk about their plans students are doing their work and help them with any guidance
and intentions. they may need.
Teacher’s Guide 3

LESSON 4 Speaking Seriously About the Planet
Planning
This lesson will Uses contextual clues to guess Expanding
Vocabulary
guide students the meaning of colloquial conversations
Terms related to global warming and ozone
to explain facts expressions. by providing
depletion: XOWUDYLROHWUDGLDWLRQDQGH[SRVXUH
related to general 'RHVUHVHDUFKRQDVSHFL¿F extra and
VWUDWRVSKHUHR]RQHOD\HU
interest issues topic in order to support his / her noteworthy
and express their opinions and to provide useful Colloquial expressions information.
opinion about information in a conversation. 6RRQHURUODWHU,WVWDQGVWRUHDVRQ,W¶VQRW
them. Monitors and respects turn-taking URFNHWVFLHQFH7DNHWKHEXOOE\WKHKRUQV
in a conversation about a topic
prepared beforehand. Structures
First conditional
Warm Up Application
Have students investigate the following vocabulary: R]RQH 3. In groups, do research on the following issues. Then,
OD\HU R]RQH GHSOHWLRQ XOWUDYLROHW UDGLDWLRQ (*ORVVDU\, page give your opinion about them using the expressions
91) and VWUDWRVSKHUH Encourage some of them to explain presented above and the ones in the box.
these terms in their own words.
Tell students to form groups of 4, go over the issues listed below the
Presentation instructions and choose the one they think is the most interesting.
Have a volunteer read the 6SHDNLQJ 6WUDWHJ\ and explain that
1. These people are chatting about global warming
they are going to apply it by collecting useful information about
and ozone depletion. Listen and pay attention to the issue they have just chosen. If possible, take the groups to the
their opinions. computer lab so they can do their research on the Internet. Finally,
Play the CD and tell students to follow by reading silently. Ask them challenge them to hold a discussion about their issues and give
these questions to approach a major comprehension of what the their opinions based on the information they have gathered. Allow
speakers are saying: $FFRUGLQJWRVSHDNHUZKDWZLOOSHRSOHVXIIHU WKHPHQRXJKWLPHWRDVVHPEOHWKHLULGHDVDQG¿QGDZD\WRXVH
IURPLIDFFHOHUDWHGJOREDOZDUPLQJFRQWLQXHV":KHUHLVWKHR]RQH the colloquial expressions they learned in exercises 1 and 2 as
OD\HU"+RZZLOOR]RQHGHSOHWLRQJHWZRUVH":KDWGLI¿FXOWLHVZLOO well as the ones in the 8VHIXO([SUHVVLRQV box.
ZHKDYHWRIDFHLIZHGRQ¶WFRQWULEXWHWRUHGXFLQJJOREDOZDUPLQJ"
4. Gap activity.
Have students work in pairs and try to understand the meaning of
the expressions in blue. Then, move to exercise 2. Refer students to the gap activity. Have them work in pairs
and sit face to face to do the activity on pages 98 and 101.
Practice Encourage them to use the clues in order to complete the
missing information in the charts.
2. Match the ideas in column A with the expressions in
column B. Be careful, there are two extra ideas in A Reflect on Values
that don’t correspond to any expression.
Focus students’ attention on the value of taking care of animals
Have students listen to the chat about global warming again and and plants before it’s too late. Many species around the world are
FRQ¿UPWKHLUJXHVVHV7KHQLQYLWHWKHPWRPDWFKWKHLQIRUPDWLRQ disappearing at an alarming speed due to a lack of education.
in the two columns. Finally, check answers as a class activity. Highlight the fact that we all can contribute to protect the
environment: small actions such as not dropping litter on the
ÀRRU DUH LPSRUWDQW DQG PDNH D ELJ GLIIHUHQFH $OVR VXJJHVW
they give good advice to their friends and relatives in regards to
Teacher’s Guide 3
preserving natural resources, protecting animal life and adopting

healthy habits. Finally, place emphasis on the importance of being
informed of the causes and possible effects of global warming so
they can take simple measures to control this phenomenon.
LESSON 4
Speaking Seriously About the Planet

1. These people are chatting about global warming and ozone depletion.
Listen and pay attention to their opinions.
Scientists think that if accelerated

It’s not rocket science. Global
global warming continues, ozone
warming causes less heat to reach
depletion will increase. This means
the stratosphere, where the ozone
that, sooner or later, more people
layer is. And if the stratosphere
will suffer from health problems
gets colder, ozone depletion will get
linked to ultraviolet A and B
worse.
radiation exposure.
You’re right. If we don’t take the

So, it stands to reason that global
bull by the horns and assume the
warming and ozone depletion are
responsibility of reducing global
related phenomena. We can prevent
warming, we will have to face
future generations from suffering the
difficulties to control high rates
harmful radiation that comes from the
of skin cancer and cataracts in
sun by controlling global warming.
humans in the years to come.
2. Match the ideas in column A with the expressions in column B. Be careful, there
are two extra ideas in A that don’t correspond to any expression.
Speaking Strategy
a. To be easy to understand. Expand your
b. To be very clear and logical. d Sooner or later B conversations by
A c. The past is better than the present. a It’s not rocket science providing extra
and noteworthy
d. At some time in the future. f Take the bull by the horns
information.
e. To be too good to be true. b It stands to reason
f. To deal directly with a problem.
3. In groups, do research on the following issues. Then, give your

opinions about them using the expressions presented above
Useful Expressions
and the ones in the box.
If we (don’t)…, we will / won’t
a. Starvation in Africa c. Pros and cons of biofuels We (will) have to…
b. Nuclear weapons d. Uncontrolled population growth
Reflect on Values
4. Gap activity. I take care of animals and plants.
Student A goes to page 98. ,DOZD\VGURSOLWWHULQWKHWUDVKFDQQRWRQWKHÀRRU
Student B goes to page 101. I am aware of the causes and consequences of global warming.
87
Share Your Project
:DVLWGLI¿FXOWWRZRUNLQSDLUV":K\":KDWLVWKHGLIIHUHQFHEHWZHHQZRUNLQJ
this way and working with a larger group?
How did you choose the natural place or endangered species
you worked with?
What elements did you take into account to make your
poster original and nice-looking?
Listen and read.

Posters are a popular and useful way to communicate information
about events, campaigns, movies or topics of general interest. At school,
they are commonly found on walls, so that students, teachers and parents
can read them. The advantage of school posters is that they give people the
opportunity to learn by themselves about issues that they haven’t necessarily
dealt with. Along module C, you have learned that a school poster has to include:
– little but enough information. If you write short sentences, the message will be
more effective. Also, it is important that the information is properly organized.
±DQDSSHDOLQJWLWOHRUTXHVWLRQWRFDWFKSHRSOH¶VDWWHQWLRQDQGVLJQL¿FDQWLQIRUPDWLRQ
WKDWLQYLWHVWKHPWRUHÀHFWRQWKHWRSLFSUHVHQWHG5HPHPEHUVXFFHVVIXOSRVWHUV
are conversation starters.
– legible lettering. People should be able to read the information from at least 3
meters away.
– eye-catching pictures. If you don’t include attractive visuals, your poster will look dull.

Before your presentation, make sure your eco-poster includes a catchy message and its
explanation (stage 3), three important ecological facts (stage 2), two possible and positive results
related to the protection of the place or species you have chosen (stage 4) and a closure. Use the
poster on page 82 as a model.
Stick your poster on the wall of the classroom and invite everybody to read it.
Take turns to present the information in the poster. You can add extra information if you want.
At the end of the presentation, tell your class the intentions or plans you have to protect the place
or species you have chosen. Use the ideas you came up with in stage 5.
Optional: You may hold a contest to choose the most creative poster.
After the presentation, stick all the posters around your school to make other people aware of the
importance of protecting our environment and preserving animal life.
We are going to talk about… Useful Expressions

Why is it important to take care of this species / place? Because…
Our main concern is to make you aware of…
What will happen if…?
Let us tell you what we are going to do to protect this beautiful animal / place.
88
Share Your Project
Discuss your experiences. Extra Ideas
%HIRUHLQYLWLQJVWXGHQWVWRUHÀHFWXSRQZKDWWKH\H[SHULHQFHG Have students complete the following chart based on the
while carrying out their projects, highlight that it is quite natural posters displayed so you can see how much they have learned
to go through a series of opposing emotions or feelings when about endangered species and unspoiled places. Collect their
we work on projects that include several stages. However, if charts and grade them if you consider it feasible.
we put all those aspects together, they will most probably help
us grow both personally and academically. What species / What are the
Poster’s title What should
place does the major problems
Now, have students work in groups and think about the poster depict or this species /
we do to save
¿UVW TXHVWLRQ 6XJJHVW WKH\ XVH D 7FKDUW WKDW KHOSV WKHP it?
portray? place has?
brainstorm and discuss ideas about the differences between
working in small and large groups. Also, have them share with
their classmates the way they chose their endangered species 1.
or unspoiled places and describe the different elements their
eco-posters contain. Give students the opportunity to talk
about the positive and negative aspects of this project. Take 2.
advantage of this and invite the different groups to give their
partners useful feedback to take into account in future projects
of this kind.
3.
Listen and read.
Encourage students to listen and follow. This section
summarizes the stages they have gone through while 4.
designing their eco-posters and the procedures they should
have followed while completing each stage. Invite them to
UHÀHFWRQWKHLPSDFWSRVWHUVKDYHDQGKRZSRVLWLYHO\LQÀXHQWLDO
they can be when dealing with topics such as nature, life and
endangered species.

Encourage students to follow all the recommendations provided
and use the information in the 8VHIXO([SUHVVLRQV box. Also
suggest students evaluate their own eco-posters (and their
partners’, in a respectful way) by using the following checklist
based on the previous reading:
Yes No
There is a catchy message.
Sentences are short and clear.
The information is properly organized and serves
as a conversation starter.
The handwriting is legible.
The visuals are attractive.
Teacher’s Guide 3

Quiz Time Self-Evaluation
Invite students to answer the quiz individually. Remind them Enhance the awareness of your students by encouraging them
of the fact that this quiz will help them become aware of the to evaluate their own learning processes and outcomes. Have
strengths and weaknesses they have. Stress the purpose of a volunteer read the statements from the chart. Exemplify and
the test: not to count the number of right and wrong answers, clarify each one of the statements. Then, provide students
but rather to identify how to sort out language learning process VRPH UHDVRQDEOH WLPH WR UHÀHFW RQ WKHLU RZQ SHUIRUPDQFH
GLI¿FXOWLHVZLWKRXWEHLQJMXGJPHQWDO(QFRXUDJHWKHPWRUHDG GXULQJWKHGHYHORSPHQWRIWKLVXQLW+DYHWKHP¿OOLQWKHFKDUW
the instructions for each part of the quiz carefully. After they individually. Tell students that the main purpose is to identify
have worked individually, have them check their answers in their strengths and weaknesses and, by doing so, to have
pairs before sharing them with the rest of the class. The test DQRSSRUWXQLW\WRVHOIVWXG\DQGZRUNIXUWKHURQWKHLGHQWL¿HG
HVVHQWLDOO\HYDOXDWHVWKHXVHRIWKH¿UVWFRQGLWLRQDOWKHIXWXUH needs.
with EHJRLQJWR and the superlative form of adjectives. You
may give extra exercises to those students who still have
GLI¿FXOWLHVZLWKWKHWRSLFVVWXGLHGLQWKLVXQLW
Glossary Activities
Answers
1. Complete the conditional sentences with the verbs
1. a. awesome b. eye-catching c. habitat d. gondola
LQWKH:RUG%DQNLQWKHDIÀUPDWLYH$QHJDWLYH1
e. litter f. madman g. perilous h. toxic i. yummy
RULQWHUURJDWLYH,IRUPDVLQGLFDWHGQH[WWRHDFK j. collapse k. warm l. stick
gap. Make sure the sentences are logical.
2. The odd ones are IXUJLYHRIIJODFLHUWZLJGHIHDW
Have students read the words the :RUG%DQN. Then, tell them ZHDSRQUR\DOVXLWHandVHD.
to read the incomplete sentences to have a general idea of the
contexts. Tell students to read the texts at least twice before 3. a. raider b. reserves c. binoculars d. glaciers
¿OOLQJLQWKHJDSV([SODLQWKDWWRFRPSOHWHWKHVWDWHPHQWVWKH\ e. environmentalists / ecologists f. tusks g. wildlife
VKRXOGXVHWKH¿UVWFRQGLWLRQDOZKLFKLPSOLHVXVLQJERWKWKH h. chests i. recycle j. ponds
Simple Present Tense (for expressing a present condition) and 4. Nouns: IXUJRQGRODVWLFNVKRUWDJH. Adjectives: DQFLHQW
the future with will (for expressing a possible consequence). DODUPLQJZLGH\XPP\SHULORXV. Verbs: GLVSOD\DYRLG
PHOW.
2. Complete the conversation between Ken and his
dad using the correct form of be + going to and the 5. b. contamination c. modern d. inundation e. rise
verbs in parentheses. f. reforestation
Again, tell students to read the conversation completely before 6. a. was hopping mad b. sooner or later
¿OOLQJ LQ WKH JDSV $OVR KDYH VWXGHQWV QRWLFH WKH ZRUGV LQ c. It stands to reason d. is broke e. is not rocket science
parentheses after each gap. This will help them decide which 7. a. tent b. lungs c. cut down d. canyon
WKHDSSURSULDWHIRUPDI¿UPDWLYHQHJDWLYHRULQWHUURJDWLYHRI
EHJRLQJWR that best completes each sentence is.
3. Read the information about three parks in Danna’s

city. Then, complete her sentences with the
superlative form of the adjectives in parentheses
and the names of the parks.
First, students should read and comprehend the information
given in the chart. Also, it would be helpful if they identify whether
the adjectives in parentheses are short or long in order to decide
how they will write their superlative form. Encourage them to
double-check their answers by reading the text at least twice.
Teacher’s Guide 3

WB page 55
GREENWICH LAB
Quiz Time TESTS
1. &RPSOHWHWKHFRQGLWLRQDOVHQWHQFHVZLWKWKHYHUEVLQWKH:RUG%DQNLQWKHDIÀUPDWLYH$QHJDWLYH1RU

interrogative (I) form as indicated next to each gap. Make sure the sentences are logical.
Word Bank
read do hurt receive buy help write vaccinate have teach
receive
a. If students (A) ____________________ will learn
enough information from local governments, they (A) ____________________ to
reduce air and water contamination.
b. If parents (N) ____________________
]hgmm^Z\a will hurt
their children to protect their pets, they (A) ____________________ them.
c. If she (N) ____________________
]h^lgmk^Z] will write
books on global warming, she (A) ____________________ a poor report for class.
will
d. What (I) ____________ do
you ____________ if the veterinarian (N) ____________________
]h^lgmoZ\\bgZm^ your parrot?
has
e. If Tina (A) ____________________ time this weekend, she (A) ____________________
pbee[nr a plant for Jimmy’s birthday.
2. Complete the conversation between Ken and his dad using the correct form of be + going to and the verbs in
parentheses.
Dad: Hey son, what a. ____________________________
Zk^rhn`hbg`mh]h (you / do) next Friday?
are going to celebrate (celebrate) Earth Day, so we
Ken: Well, there is a special event at school. We b. ____________________________
are going to attend
c. ____________________________ (attend) a conference on deforestation. Professor Peter Miller, a famous
is going to be
environmentalist, d. ____________________________ (be) the presenter.
Is he going to speak
Dad: I’ve heard of him. e. ____________________________ (he / speak) about deforestation in the world?
Ken: Well, the name of the conference is Deforestation in Our Country: Present and Future Dangers. So,
is not going to talk
GH¿QLWHO\KHf. ____________________________ (not / talk) about the world in general, but about the local situation.
Is it going to be
Dad: What time is the conference? g. ____________________________ (it / be) in the morning or in the afternoon?
are not going to have (not / have) class because we i. __________________________
Ken: At 10:00 AM. We h. _________________________ are going to be
are going to plant
(be) at the conference. And, in the afternoon, some of us j. ____________________________ (plant) trees all over the school.
Dad: Really? How green! That’s great.
3. Read the information about three parks in Danna’s city. Then, complete her sentences with the superlative form of
the adjectives in parentheses and the names of the parks.
Middle Park Southwest Park St. Gregory’s Park

Founded in 1982 1950 1967
Area 45 square kilometers 40 square kilometers 50 square kilometers
It has a wide variety of colorful It has an open area without trees or It has a forest full of tall and beautiful trees.
Description
ÀRZHUVEXWQRWPDQ\WUHHV ÀRZHUV,GHDOIRUMRJJLQJDQGELNLQJ Many birds and squirrels live there.
Number of visitors 5,000 per week 6,400 per week 2,550 per week
The oldest
a _____________________ (old) park is _____________________.
Lhnmap^lmIZkd It’s more than 50 years old.
The most colorful
b. BBBBBBBBBBBBBBBBBBBBBFRORUIXOSDUNLV Fb]]eÎZkd
BBBBBBBBBBBBBBBBBBBBB,WKDVDELJFROOHFWLRQRIÀRZHUV
The most visited (visited) park is _____________________.
c. ____________________ Lhnmap^lmIZkd People love exercising there.
The largest
d. _____________________ (large) park is _____________________.
Lm'@k^`hkrlIZkd It’s full of plants and animals.
Self-Evaluation
talk about things that are possible to happen in the future.
talk about plans and intentions.
complete a poster and use it as a model.
explain facts related to general interest issues and express my opinion about them.
89
Glossary
A-E carpool v. when two or more people fur n. the soft hair of the skin of
abyss n. an immeasurably deep hole travel to work together in one car to mammals.
on Earth. save money and gasoline.
alarming adj. causing distress or chest n. a box or container to storage
worry. things.
alternative adj. that can be used collapse v. to fall down or
instead of something else. disintegrate.
ancient adj. very old (ant. modern). cut down phrasal v. to destroy, cause
awesome adj. impressive or to fall. Innumerable trees are cut
enjoyable. (syn. amazing) down every year to make paper.
avoid v. to prevent something from defeat v. to win against an opponent
happening. (syn. keep away from) in a battle or competition.
bamboo n. a tropical plant that has defender n. a protector or guardian. give off v. to emit, produce.
hollow stems. The giant panda’s deforestation n. the removal of trees glacier n. a huge mass of ice that
favorite food. from a place. (ant. reforestation) moves slowly.
display v. to show something to gondola n. a kind of boat that is very
people. (syn. present) popular in Venice, Italy.
environmentalist n. a person that habitat n. the place where an
defends nature. (syn. ecologist) organism normally lives.
eye-catching adj. attractive to the ivory n. the hard white substance
eye. (syn. pleasing – ant. unattractive) elephants’ tusks are composed of.
F-J K-O
ÁRRG n.DQRYHUÀRZRIZDWHUFRYHULQJ litter v. to throw garbage.
a place. (syn. inundation) lungs n. the two respiratory organs
occupying the thorax of vertebrates.
binoculars n. a pair of small
telescopes that make objects that are
far away appear nearer.
bumper cars n. electric cars in an
amusement park.
burn v. (of a fuel) to produce light,
heat or energy.
campaign n. an organized plan for
DFKLHYLQJDVSHFL¿FSXUSRVH
canyon n. a deep valley with steep
sides.
carbon dioxide n. a gas nuclear adj. pertaining to atomic
produced by burning carbon. energy.
It is also produced by animals fuel n. a material that produces heat madman n. a person who is mentally
and people during respiration or power, such as coal and wood. ill. (syn. insane – ant. sane)
and absorbed by plants through fumes n. smoke or vapor. It might be melt v. to make something liquid
photosynthesis. dangerous if breathed in. thanks to heating.
90
Glossary Activities
1. :ULWHWKHZRUGWKDWFRUUHVSRQGVWRHDFKGHÀQLWLRQ,I ____________________________________________
you do not remember, go to the glossary on pages 90
b. fur carbon dioxide methane
and 91. It is not a means of transport.
____________________________________________
a. Impressive or enjoyable:
c. pond wildlife give off
____________________________________________
b. Attractive to the eye: d. glacier burn melt

____________________________________________
– e. twig ivory tusk
____________________________________________
c. The place where an organism normally lives:
f. alternative defeat nuclear
____________________________________________
d. A kind of boat that is very common in Venice, Italy: g. pollution weapon deforestation
____________________________________________
h. royal suite twister rollercoaster
____________________________________________
e. To throw garbage in the wrong place:
i. VWDUWD¿UH go kayaking sea
____________________________________________
f. A person who is insane:

3. Replace the words and expressions in parentheses
with their synonyms.
a. Indiana Jones is a famous (adventurer)
____________________ that has traveled to remote and
g. Dangerous:
dangerous places.
b. Currently, giant pandas only live in (protected lands for
wildlife) ____________________.
c. Use your (small telescopes) ____________________ to
h. Poisonous or venomous:
see those whales more closely.
d. Many (huge masses of ice) ____________________ are
melting at an unusual speed.
e. Nowadays, the world is full of (people that defend nature)
i. Delicious:
____________________.
f. Illegal hunters kill elephants for their (long teeth)
____________________.
j. To fall down or disintegrate: g. Global warming is threatening (animals and
plants that live freely in natural environments)
____________________ all around the world.
k. Having a moderately high temperature: h. Pirates generally kept their treasures in (wooden boxes)
____________________.
l. A long and thin piece of wood: i. If you want to help the environment, start to (treat waste
material in order to use it again) ____________________.
j. African elephants love to cool their bodies in (areas of
water, smaller than lakes) ____________________.
Teacher’s Guide 3
2. Circle the odd one out and explain why it is odd.

a. car gondola fuel
Derechos reservados
Photocopiable Educactiva
GREENWICH ELTS. A. S. Prohibida su copia, reproducción y/o distribución. 90
Glossary Activities
4. &KHFN WKHFRUUHVSRQGLQJFDWHJRU\ c. ________________________ that we need to act now to
stop deforestation and illegal hunting.
Noun Adjective Verb d. Nataly can’t go with us to the amusement park because
a. fur she ________________________ and the tickets are
b. gondola very expensive.
e. Come on, taking good care of a pet
c. display
________________________. It’s very easy, just try.
d. ancient
e. alarming 7. 5HDGWKHGH¿QLWLRQVDQGZULWHWKHZRUGV
f. avoid
g. wide It’s a portable shelter
h. yummy used for camping.
i. stick
a. ___________________
j. perilous
k. melt
l. shortage
5. Follow the clues and write the words according to the
glossary on pages 86 and 87. See the example. The two respiratory
organs occupying the
a. Synonym: thorax of vertebrates.
perilous
risky
b. Synonym:
pollution b. ___________________
c. Antonym:
ancient
d. Synonym:
ÀRRG It means “to destroy,
cause to fall.”
Antonym: (syn. collapse)
e.
fall
c. ___________________
f. Antonym:
deforestation
6. Complete the sentences below with the appropriate

expressions from the Word Bank. Be careful with the
tenses. It’s a deep valley
with steep sides.
be broke be hopping mad sooner or later

not be rocket science stand to reason
a. I ________________________ because my train was d. ___________________

delayed and I was in such a hurry.
Teacher’s Guide 3
b. If we don’t help control global warming,

________________________ the weather will change as
never seen before.
91 Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/oGREENWICH
Photocopiable distribución. ELT
oil n. viscous substance that is not shortage n.DQLQVXI¿FLHQWTXDQWLW\RI H\H8OWUDYLROHWUD\VDUHFODVVL¿HG

soluble in water and that is found something. into three wavelength bands: A, B
underground. It is also a synonym for spa n. a fashionable hotel or resort. and C. UVC rays, the most harmful,
petroleum. starvation n. a state of extreme don’t reach the Earth because of the
hunger. ozone layer. However A and B do,
P-T stick n. a long and thin piece of and they can cause health problems
perilous adj. dangerous (syn. risky – wood. such as skin cancer.
ant. safe) surface n. the top layer of an area of warm adj. having a moderate high
phenomenon n. an observable land. temperature.
event in nature that is not completely tent n. a portable shelter used for waste n. materials that are not used
understood. camping. anymore.
pollution n. the process of contaminating toxic adj. that has poison. (syn. weapon n.DQ\REMHFWXVHGLQD¿JKW
air, water, etc. with harmful substances. venomous) such as a knife or a bomb.
(syn. contamination) training n. instruction, education. wide adj. a large variety of things.
pond n. an area of water, smaller than troop n.DJURXSRI¿JKWLQJPLOLWDU\ Covering a big area. Rain forests are
a lake. men and women. home to a wide variety of animals and
proliferation n. a rapid increase or tusk n. a long tooth of animals like plants.
propagation. elephants, wild boars and narwhals. wildlife n. animals, plants, etc. that
quest n. a search for something (syn. live freely in a natural environment.
adventure) yummy adj. delicious.
raider n. a military trained person or
adventurer.
range n. a series of mountainous Colloquial Expressions
elevations that go together in a row. Get the picture: to understand the
recycle v. to treat waste material in meaning of something. To imagine.
order to use it again.
remain v. to continue in the same state. Be broke: to be without any
At the current rate of deforestation, no money.
rain forests will remain in 100 years. twig n. a small branch that grows out
reserve n. a protected land for wildlife. of a larger branch on a plant. Be hopping mad: to be very
rise v. a movement toward a higher angry.
position. An increase in the level of U-Z
something. (ant. fall). ultraviolet radiation n. energy from Sooner or later: eventually.
rollercoaster n. a railway with small the sun that is invisible to the human
cars that people ride for entertainment. It’s not rocket science: not
GLI¿FXOWWRXQGHUVWDQG
Take the bull by the horns: to

deal directly with a problem or
GLI¿FXOW\
It stands to reason: to be very

clear and logical.
91
Glossary activities
Module C
1. :ULWHWKHZRUGIRUHDFKGHÀQLWLRQ
a. A huge mass of ice that moves slowly. i ___
___ c ___
e ___
b ___
e ___
r ___
g
b. Materials that are not used anymore. w ___
___ a ___
s ___
t ___
e
c. A long tooth of animals like elephants and boars. t ___
___ u ___
s ___
k
d. $QRYHUÀRZRIZDWHUFRYHULQJDSODFH f l o o d
BBBBBBBBBBBBBBB
e. The place where an organism normally lives. h a b ___
___ ___ ___ i ___
t ___
a ___
t
f. A person that defends nature. e ___
___ n ___
v ___
i ___
r ___
o ___
n ___
m ___
e ___
n ___
t ___
_a ___
l _ ___
_ i ___
s_ ___
____ t
g. A material that produces heat or power. f ___
___ u ___
e ___
l
h. A gas produced by burning carbon. c ___
___ a ___
r ___
b ___
o ___
n d ___
___ i ___
o ___
x ___
_i ___
d ___e__
___
i. To treat waste material in order to use it again. ___
k ___
^ ___
\ ___
r ___
\ ___
e ___
^
j. A protected land for wildlife. r ___
___ e ___
s ___
e ___
r ___
v ___
e
k. To throw garbage. l ___
___ i ___
t ___
t ___
e ___
r
l. The removal of trees from a place. d ___
___ e ___
f ___
o ___
r ___
e ___
s ___t ___
a ___
t ___
i _ ___
__ _o ___
n
2. Match the adjectives in A with their synonyms in B. Then, give an example.

A B C
a. awesome d fascinating
_____ _________________________________________
b. toxic g tedious
_____ _________________________________________
____ ____ _
.
c. eye-catching f delicious
_____ y var y
_________________________________________
___
__ ____________
_____________
______a
rs m e
d. interesting a amazing A trip to Cambodia. Answ
e. expensive c attractive
_____ _________________________________________
f. yummy e costly
_____ _________________________________________
g. boring b venomous
_____ _________________________________________
3. Unscramble the following verbs.

sunbathe
a. habsutne _________________ e. irved drive
_________________ i. vedi: dive
_________________
_
swing
b. gwsin _________________ f. deri ride
_________________ j. ploexre explore
_________________
_
c. tea eat
_________________ g. sitvi visit
_________________ k. mbcli climb
_________________
_
d. mwsi swim
_________________ h. tarts start
_________________ l. tysa _________________
lmZr _
4. Complete the sentences with the correct form of the verbs in the previous exercise.
See the example.
a. climbed
Have you ever _______________________ a mountain?
b. I’ve never _______________________
ridden on a rollercoaster. I think they’re too fast.
c. We’re going to _______________________
dived in the river tomorrow.
d. swim
I’ve already _______________________ in the sea. I saw strange plants at the bottom.
e. start
,W¶VGLI¿FXOWWRBBBBBBBBBBBBBBBBBBBBBBBD¿UHZLWKWZRVWLFNVRIZRRG
f. explored
We’ve never _______________________ any caves. They are humid and dark.
g. swung
Lisa hasn’t _______________________ from tree to tree in a summer camp, but she wants to learn.
h. eaten
Have you ever _______________________ Spanish food? It’s delicious!
i. drive
Are you really going to _______________________ a bumper car? Watch out for your neck.
j. My Parents have already _______________________
lmZr^] in that hotel. They say everything is very cheap.
k. sunbathed
Mom hasn’t _______________________ on the beach yet. She says it’s better in the afternoon.
l. visit
I’m going to _______________________ Ricky at the hospital. It’s his birthday.
92
Listen to the song and complete the gaps with the verbs in the Word Bank. GREENWICH LAB
SUPPL.
tell
B\ZgmXXXXXXXXXXXXXXXrhn[Z[rpaZmp^gmpkhg`
make
B\ZgmXXXXXXXXXXXXXXXrhn_^êpaZmrhn_êm
show
Lhehg`Z`h%Beee^mbmXXXXXXXXXXXXXXX
give
B\ZgmXXXXXXXXXXXXXXXrhn[Z\dpaZml[^^gankm
come go
A^ZkmZ\a^lXXXXXXXXXXXXXXXZg]XXXXXXXXXXXXXXXZg]ZeemaZmle^_mZk^ma^phk]l
go
B\Zgme^mXXXXXXXXXXXXXXX
B_p^mZd^lhf^mbf^mhmabgdbmho^k[Z[r
MZd^lhf^mbfê^mf^dghp
B_rhnk^ZeerpZggZ*`h
=hgmdghppaZmrhn`hmmbeebml`hg^
=hgmdghppaZmbmblB]b]lhpkhg` feel
B\ZgmXXXXXXXXXXXXXXXma^mabg`lmaZm
GhpBdghppaZmB`hm cause
XXXXXXXXXXXXXXXrhniZbg
Bmlcnlmmabllhg` clear
B\ZgmXXXXXXXXXXXXXXXfra^Zkmh_rhnkeho^
:g]bmZbgm**^Zlrmh`^m[Z\d Bm_Zeelebd^kZbg%Zbgmma^lZf^
MZd^llhehg` hear
BXXXXXXXXXXXXXXXrhn\Zeebg`_ZkZpZr
M^Zkbg`makhnàfrlhneBcnlm\Zgm
take
XXXXXXXXXXXXXXXZghma^k]Zr
Word Bank
Pahlmh[eZf^
hear B_p^mZd^lhf^mbf^mhmabgdbmho^k[Z[r
cause MZd^lhf^mbfê^mf^dghp
give (x2) B_rhnk^ZeerpZggZ`h
say
show
take
go (x2) =hgmdghppaZmbmblB]b]lhpkhg`
make GhpBdghppaZmB`hm
clear Bmlcnlmmabllhg`
tell :g]bmZbgm^Zlrmh`^m[Z\d
come MZd^llhehg`
see (x2)
feel see
=hrhnpZggZXXXXXXXXXXXXXXXf^[^``bg`[Z[r8
give
<ZgmrhnXXXXXXXXXXXXXXXf^cnlmhg^fhk^]Zr8
see
<ZgmrhnXXXXXXXXXfra^Zkml[^^g]kZ``bgèZmêr8
Bo^[^^gehhdbg`_hkma^phk]lmhXXXXXXXXXXXXXXX
lZr
Cinderella
=hgmdghppaZmbmblB]b]lhpkhg`
GhpBdghppaZmB`hm
Bmlcnlmmabllhg`
:g]bmZbgm^Zlrmh`^m[Z\d
MZd^llhehg`
*pZggZ6pZgmmh
**Zbgm6blgm
93
Test Training
Reading
Interpret the meaning of the signs before reading the options. Then, look for the option
that corresponds to the sign in each question.
Look at each sign.

Circle the letter next to the sentence that best describes the sign (A, B or C).
1 A. ,I\RXGRQ¶WGULYHIDVWHUWKDQPKDWUDI¿FFRSZLOO¿QH\RX
B. ,I\RXGULYHIDVWHUWKDQPKDWUDI¿FFRSZLOO¿QH\RX
C. ,I\RXGULYHIDVWHUWKDQPKDWUDI¿FFRSZRQ¶W¿QH\RX
2 A. If you sign a check, the seller will accept it.

B. ,I\RXSD\ZLWKDFUHGLWFDUG\RXZLOOEH¿QHG
C. You won’t be able to use your credit card.
3 A. If you arrive at 1:00 PM, they will serve you.

B. You can order food after 3:00 in the afternoon.
C. They won’t serve you any supper in the evening.
4 A. You can’t give food to the bears.

B. If you give food to the bears, you won’t break any rule.
C. It’s optional to give food to the bears.
5 A. If you buy books tomorrow, they will be cheaper.

B. If you don’t buy books today, they will be more expensive tomorrow.
C. If you buy books today, you won’t receive a discount.
94
Test Training
Prepare students for the 7HVW 7UDLQLQJ VHVVLRQ E\ ¿UVW Reading
telling them that its main purpose is to help them identify
Before asking students to answer the reading part, go over the
their strengths and weaknesses in relation to their English
7HVW7DNLQJ6WUDWHJ\ and make sure all of them understand it.
competence, helping them to improve it.
Then, ask students to read the instructions carefully so that
Similarly, let them know that the more they are exposed to tests, they understand what they are expected to do.
the more their ability to cope with reading, writing, listening and
$OORZHQRXJKWLPHIRUWKHPDUNLQJRIWKH¿YHTXHVWLRQVVRWKDW
speaking tasks will improve. Remind them: 3UDFWLFH PDNHV
students feel they are doing a careful learning activity and not
SHUIHFW.
simply rushing to get to the last one. Go around the classroom
Moreover, highlight the fact that by all means, your intention DQGFKHFNLIWKH\VWLOOKDYHGLI¿FXOW\ZLWKDQ\RIWKHVLJQV
as a teacher is to facilitate and promote effective learning,
rather than to judge their performance. This is to suggest that
even though teachers are aware of the fact that tests have
right and wrong answers, the idea is not to let students get
discouraged, but rather to encourage them to understand the
type of mistake, correct it and continue with the process of
UH¿QLQJWKHIRXUVNLOOV
Teacher’s Guide 3

93
Writing Speaking
Refer students to the :ULWLQJ6WUDWHJ\ box and invite them to Have students read the 6SHDNLQJ6WUDWHJ\ and explain to them
follow the plan in it when writing their emails. Students will that this exercise should be done as if they were really having
probably remember that they did a similar exercise in unit 5, an interview with a juror in a contest. Stress the importance
so stress the idea that these tests will always ask things that of getting prepared for an interview by thinking of possible
have been taught and practiced in previous sessions. Finally, questions the juror may ask. Allow some minutes for students
remind students to check their work in terms of grammar, to come up with useful ideas prior to the interview.
punctuation and spelling.
Remember that the idea is to give students the chance to
Listening UH¿QHWKHLUVSHDNLQJVNLOOVRPDNHWKHPIHHOFRPIRUWDEOHDQG
motivated to talk to you.
Draw students’ attention to the 7HVW7DNLQJ6WUDWHJ\ and have
them describe the pictures. Ask them to read the instructions
individually and check if they have understood what they are
supposed to do. Have students listen to the recording twice
or three times, allowing them enough time to decide on the
appropriate number for each picture.
Another possibility for carrying out this exercise in a more
collaborative way could be to invite students to work in pairs to
cross-check answers, discussing their choices based on what
they remember from the recording. Finally, they are supposed to
make their minds up in relation to the answer they deem correct.
Teacher’s Guide 3
94
Test Training
Writing
Writing Strategy You have spent two weeks at a summer camp.
Write a brief email to your best friend telling him / her about the experiences you have
For writing your email, follow had there. In your email you should
this plan: - talk about the people you have met.
Introduction. Greet your - describe three experiences you have had at the camp and give some details.
friend and ask him / her - mention the things you haven’t done yet.
WDONDERXW\RXUSODQVIRUWKHQH[WIHZGD\VDQGVD\ZKHQ\RXDUHJRLQJWRÀ\EDFNKRPH
some questions about his /
her life.
Main body. Talk about the
things you have already
done and haven’t done yet,
the people you have met and
your plans.
Conclusion. Say goodbye in ar y.
ay v
a friendly way and sign. ers m
Answ
Listening Test-Taking Strategy

<RXZLOOKHDUH[FHUSWVIURP¿YHVSHHFKHV /RRNDWWKHSLFWXUHV¿UVWDQGWKLQNRIZRUGVWR
about problems in a city. describe them. This is a good way to identify
Number the pictures from 1 to 5 according what the topic of each picture is.
to what you hear.
3 2 4
1 5
Speaking
Speaking Strategy
Take your time to think about your answers. Also, think of possible questions the juror may
ask you in the interview and prepare the answers beforehand.
You are participating in a contest to win a summer English course in Sidney. You are
going to have an interview with a juror. He / She may ask you some of these questions:
- Why do you study English?
- Have you ever been to an English-speaking country? If so, what did you do there?
- What will you do if you don’t understand what people say in Australia? 95
Gap Activities
Unit 1, Student A
You and Student B are talking about an episode of the TV series Smallville.
You need to complete some missing information about the episode. Ask the
questions below. Student B has the answers.
1. :KDW&ODUN¶VPRWKHU¿QGRQWKHZD\WRKHUIDUP"
3. Where / Clark’s mother / take Nick?
5. What / the thieves / discover later?
7. What / the police / do?
a 12-year-old boy
In this episode, Clark’s mother found (1) __________________________________
took him home
on the way to her farm. She (3) __________________________________. His name
was Nick. Nick had the power to read people’s minds. He was running away from
two thieves. The thieves used him to read the minds of rich people so they could
steal their money. Clark and Nick became good friends. Nick knew about Clark’s
super powers because he read Clark’s mind, but Nick did not tell anybody. Later, the
thieves discovered that (5) __________________________________.
Gb\dpZlZm<eZkdl_Zkf They forced
the boy to read Lex Luthor’s mind to know where he had his money. Clark arrived on
time to save Lex and Nick. Clark fought against the thieves and the police
took them to prison
(7) __________________________________. At the end, a family adopted Nick, but
Clark and the boy promised to be friends forever.
Unit 2, Student A
Ask questions appropriately to complete anecdotes 2, 4 and 6 in the
chart below. Then, answer the questions that Student B asks you.
Example:
A: What happened when Lucas was watching TV?
B: When Lucas was watching TV, the doorbell rang and scared him.
His friends suddenly (come) to

1. Bill (do) his homework?
visit him.
Her cat jumped on it and
__________________________
2. Kathy (eat) some cake? ate it.
__________________________
__________________________
A clown face (jump) from the box
3. Diane (open) her gift?
and (scare) her.
They lost their balance
__________________________
4. Tom and Sue (dance)
__________________________
Zg]_êe]hpg'
tango?
__________________________
5. Sam (open) his closet
$EDWFRPHRXWDQGÀ\DZD\
door?
They heard a strange
__________________________
6. The children (read) a
noise downstairs and got
__________________________
horror story?
scared.
__________________________

Gap Activities
Unit 3, Student A
Imagine that you are visiting the city where one of your friends (Student B) lives. You want to meet him / her, but
unfortunately both of you have some plans. Call him / her and try to arrange a meeting based on your schedule.
Example:
A: &DQZHPHHWRQ7KXUVGD\",¶PIUHHWKDWGD\
B: 1RVRUU\,¶PKDYLQJ«:KDWDERXW:HGQHVGD\"
A: :HOO,DP
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Rehearse Visit the Go to your Have a Go shopping. Take a scuba
with the Museum grandparents’ soccer diving class
school choir of Natural farm. practice all day.
Z_m^k\eZll' Science. all day.
Unit 4, Student A
You and your sister / brother (Student B) are going to a school fair next Saturday. You invited some of your relatives
WRJRDQG\RXQHHGWRFRQ¿UPZKRLVDQGZKRLVQRWDWWHQGLQJ&RPSOHWHWKHPLVVLQJLQIRUPDWLRQ
Start the dialog as follows.
A: /HW¶VFRQ¿UPZKR¶VJRLQJWRWKHVFKRROIDLU,V$XQW-XOLHJRLQJ"
B: Yes, she is, / No, she isn’t, but… / because...
Relative’s name Going? but… / because…

Aunt Juliet No because she caught a cold and she has to stay in bed.
Grandpa and Grandma Yes [nmma^rpZgmmhdghpb_ma^r\ZgmZd^ma^bk\Zm'
Cousin Emily Yes but she says we should invite her parents, too.
Cousin Fanny No because she has to work in the restaurant this Saturday.
Uncle Thomas No because he must visit a friend at the hospital.
Aunt Dora No [^\Znl^la^lZrlla^fnlmlmn]r_hkZg^qZf'
Uncle Eugene Yes but he can stay in the fair for just one hour.
Aunt Lynn Yes [nmla^lZrlma^_Zbklahne]gmlmZkmlheZm^'
97
Has Debbie
called her
parents
yet?
No, she
hasn’t called
them yet
because…
Gap Activities
Unit 5, Student A
Debbie is going on a trip. She has or hasn’t done some things. Complete the chart by
asking Student B questions. Use the Present Perfect Tense with DOUHDG\ and \HW. See
the example.
Has Debbie . . . Yes No Details

book / plane tickets? She paid for them with her credit card.
pack / suntan lotion? La^_hk`hmmh]hbm'
¿QGÀLSÀRSV" She found them yesterday.
Yes, she has pack / binoculars? She broke them on her last trip.
already called buy / new sandals? She wants to take her old ones.
them. She
called them make / the hotel reservation? She called early in the morning.
last night. leave / her cat with the neighbor? La^\ZgmmZd^bmpbmaa^k'
say / bye to her friends? She hasn’t had time. She’ll do it later.
Unit 6, Student A
You and Student B own a famous conservation park. You are talking about the activities
you plan to do to protect the animals that live there. Complete the missing information
by making short dialogs as in the example.…
Example:
B: :KDWLVWKH¿UVWWKLQJZHDUHJRLQJWRGR" A: 2QVDWXUGD\
A: We are going to vaccinate… B: :K\DUHZHJRLQJWRGRLW"
B: When are we going to do that? A: %HFDXVHWKH\ORRN
Plans Why? Because…
1. Vaccinate the white rhino and the giraffe on Saturday. they look sick and don’t want to walk.
Kêh\Zm^ma^\abfiZgs^^lmphp^^dl_khf ma^r\ZgmÛg]_hh]^Zlber'
2. today.
3. Take the sea turtles to the Reptile Care Center they are not laying eggs.
tomorrow morning.
Take the lion and the zebra to the vet on ma^r]hgmpZgmmh^Zm'
4. Monday.
5. Find a mate for the Californian condor next week. it’s being aggressive with the visitors.
:ld_hk]hgZmbhglhgZMOlahpmhfhkkhp p^]hgmaZo^^ghnà_ng]l'
6. night.
7. Give a school conference on endangered species many children have little information about this
the day after tomorrow. problem and don’t know what they can do.
Chbgma^Bgm^kgZmbhgZeLh\b^mr_hkma^ b_p^chbg_hk\^l%p^pbee[^Z[e^mh
98 8. Ikhm^\mbhgh_:gbfZelbg=Zg`^kh_ get to more people.
>qmbg\mbhgg^qmfhgma'
Gap Activities
Unit 1, S tudent B
You and Student A are talking about an episode of the TV series Smallville. You need
to complete some missing information about the episode. Ask the questions below.
Student A has the answers.
2. What power / Nick / have?
4. How / Nick / know about Clark’s super powers?
6. :KDWWKHWKLHYHVGRDIWHUWKH\GLVFRYHUHG1LFN"
8. What / Clark and Nick / promise to each other?
,QWKLVHSLVRGH&ODUN¶VPRWKHUIRXQGD\HDUROGER\RQWKHZD\WRKHUIDUP6KHWRRNKLPKRPH+LVQDPHZDV1LFN1LFN
had the power (2) ____________________________________.
mhk^Z]i^hie^lfbg]l He was running away from two thieves. The thieves used him
to read the minds of rich people so they could steal their money. Clark and Nick became good friends. Nick knew about Clark’s
super powers (4) ____________________________________,
[^\Znlâ^k^Z]<eZkdlfbg] but Nick did not tell anybody. Later, the thieves discovered that
Nick was at Clark’s farm. (6) ______________________________________________
Ma^r_hk\^]ma^[hrmhk^Z]E^qlfbg] to know where he had his money. Clark
arrived on time to save Lex and Nick. Clark fought against the thieves and the police took them to prison. At the end, a family
adopted Nick, but Clark and the boy (8) ____________________________________.
ikhfbl^]mh[^_kb^g]l_hkô^k' ____.
Unit 2, Student B
Ask questions appropriately to complete anecdotes 1, 3 and 5 in the
chart below. Then, answer the questions that Student A asks you.
Example:
A: What happened when Lucas was watching TV?
B: When Lucas was watching TV, the doorbell rang and scared him.
___________________________
Abl_kb^g]lln]]^ger\Zf^
1. Bill (do) his homework? to visit him.
___________________________
___________________________
2. Kathy (eat) some cake? Her cat (jump) on it and (eat) it.
___________________________
:\ehpg_Z\^cnfi^]_khf
3. Diane (open) her gift? ___________________________
ma^[hqZg]l\Zk^]a^k'
___________________________
4. Tom and Sue (dance) They (lose) their balance and

tango? (fall) down.
__________________________
:[Zm\Zf^hnmZg]Ü^p
5. Sam (open) his closet away.
__________________________
door?
__________________________
6. The children (read) a They (hear) a strange noise
horror story? downstairs and (get) scared.
99 99
Gap Activities
Unit 3, Student B
Imagine that an old friend (Student A) is visiting your city. He / She wants to meet you, but unfortunately both of you
have some plans. Talk to him / her on the phone and try to arrange a meeting based on your schedule. Example:
A: &DQZHPHHWRQ7KXUVGD\",¶PIUHHWKDWGD\
B: 1RVRUU\,¶PKDYLQJ«:KDWDERXW:HGQHVGD\"
A: :HOO,DP
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Rehearse with Oblbmma^ Go to his/her Have a soccer Go Take a scuba
the school choir Museum `kZg]iZk^gml practice all shopping. diving class all
after class. h_GZmnkZe _Zkf' day. day.
Science.
Unit 4, Student B
You and your sister / brother (Student A) are going to a school fair next Saturday. You invited some
RI\RXUUHODWLYHVWRJRDQG\RXQHHGWRFRQ¿UPZKRLVDQGZKRLVQRWDWWHQGLQJ&RPSOHWHWKH
missing information. Start the dialog as follows.
A: /HW¶VFRQ¿UPZKR¶VJRLQJWRWKHVFKRROIDLU,V$XQW-XOLHJRLQJ"
B: Yes, she is, / No, she isn’t, but… / because...
Relative’s name Going? but… / because…

Aunt Juliet No because she caught a cold and she has to stay in bed.
Grandpa and Grandma Yes but they want to know if they can take their cat.
Cousin Emily Yes [nmla^lZrlp^lahne]bgobmâ^kiZk^gml%mhh'
Cousin Fanny No because she has to work in the restaurant this Saturday.
Uncle Thomas No [^\Znlâ^fnlmoblbmZ_kb^g]ZmmaâhlibmZe'
Aunt Dora No because she says she must study for an exam.
Uncle Eugene Yes [nma^\ZglmZrbgma^_Zbk_hkcnlmhgâhnk'
Aunt Lynn Yes but she says the fair shouldn’t start so late.
100
Has Debbie
called her
parents
yet?
No, she
hasn’t called
them yet
GAP
Gap activities
Activities
Unit 5, Student B
because…
Debbie is going on a trip. She has or hasn’t done some things. Complete the chart by
asking Student A questions. Use the Present Perfect Tense with DOUHDG\ and \HW.
Has Debbie . . . Yes No Details
book / plane tickets? LaîZb]_hkma^fpbmaa^k\k^]bm\Zk]'
pack / suntan lotion? She forgot to do it.
¿QGÀLSÀRSV" La^_hng]ma^fr^lm^k]Zr'
pack / binoculars? She broke them on her last trip.
Yes, she has
already called buy / new sandals? She wants to take her old ones.
them. She make / the hotel reservation? She called early in the morning.
called them
last night. leave / her cat with the neighbor? She can’t take it with her.
say / bye to her friends? LaâZlgmaZ]mbf^'Laêe]hbm
later.
Unit 6, Student B
You and Student A own a famous conservation park. You are talking about the activities
you plan to do to protect the animals that live there. Complete the missing information
by making short dialogs as in the example.
A: What is the second thing we are going to do? B: 7ZRZHHNVIURPWRGD\
B: We are going to relocate… A: :K\DUHZHJRLQJWRGRLW"
A: When are we going to do that? B: %HFDXVHWKH\FDQ¶W«
Plans Why? Because…

OZ\\bgZm^ma^pabm^kabghZg]ma^`bkZ__^ ma^rehhdlb\dZg]]hgmpZgmmhpZed'
1. on Saturday.
2. Relocate the chimpanzees two weeks from today. WKH\FDQ¶W¿QGIRRGHDVLO\
Take the sea turtles to the Reptile Care they are not laying eggs.
3. Center tomorrow morning.
4. Take the lion and the zebra to the vet on Monday. they don’t want to eat.
?bg]ZfZm^_hkma^<Zeb_hkgbZg\hg]hk bml[^bg`Z``k^llbo^pbmamaôblbmhkl'
5. g^qmp^^d'
6. Ask for donations on a TV show tomorrow night. we don’t have enough funds.
@bo^Zl\ahhe\hg_^k^g\^hg^g]Zg`^k^] fZgr\abe]k^gaZoêbmme^bg_hkfZmbhg
7. li^\b^lma^]ZrZ_m^kmhfhkkhp' Z[hnmmablikh[e^fZg]]hgmdghp
what they can do.
8. Join the International Society for the Protection of if we join forces, we will be able to get to more
Animals in Danger of Extinction next month. people.
101 95
Grammar Charts
The Simple Present Tense
We use it to describe habits or actions that happen regularly.
I / You / We / They have pancakes for breakfast. I / You / We / They don’t drink lemonade at lunch.
He / She / It has fruit for breakfast. He / She / It doesn’t drink water at lunch.
Do I / you / we / they swim every Saturday? do I / you / we / they
What do on weekends?
Does he / she / it drink milk at night? does he / she / it
do I / you / we / they
Short answers Where live?
does he / she / it
Yes, I / you / we / they do. Yes, he/ she / it does. do I / you / we / they
No, I / you / we / they don’t. No, he / she / it doesn’t. When go to the park?
does he / she / it

We use it to talk about past events and completed actions in the past.
I / You / He / She / It / We / They played tennis yesterday. I / You / He / She / It / We / They didn’t play soccer yesterday.
Yes / No questions
Wh-questions
Did I / you / he / she / it / we / they play tennis yesterday?
What
Short answers Where did I / you / he / she / it / we / they play?
Yes, I / you / he / she / it / we / they did. When
No, I / you / he / she / it / we / they didn’t.

We use them to express existence in the past.
Singular Plural Singular Plural
There was a car. There were two cars. There wasn’t a car. There weren’t any cars.
Interrogative Short answers
Singular Plural Singular Plural
Was there a car? Were there any cars?
Yes, there was. Yes, there were.
No, there wasn’t. No, there weren’t.
* We use any with both uncountable nouns (There wasn’t any money) and plural countable nouns (There weren’t any apples).
The Present Perfect Tense

We use it to talk about something that happened in the past without specifying when it happened.
I / You / We / They have been to Italy. I / You / We / They haven’t been to Germany.
He / She has traveled to Argentina. He / She hasn’t gone kayaking.
Yes / No questions Wh-questions Short forms
Have I / you / we / they ridden a camel? What have you done? I have = I’ve
Has he / she eaten aysh? Where have they gone? You have = You’ve
What places has she visited? He has = He’s
Short answers How has he been? She has = She’s
Yes, I / you / we / they have. Yes, he / she has. We have = We’ve
No, I / you / we / they haven’t. No, he / she hasn’t. They have = They’ve
102
Modals
Should Can Have to Must
It expresses that the
It expresses an obligation
speaker considers
imposed by a rule or
We use it to ask for and We use it to express something important or
situation. In its negative form,
give advice. permission. necessary to do. In its
it expresses that it is not
negative form, it expresses
necessary to do something.
prohibition.
We should study for the They can go to the concert
Aff. I have to water the plants. I must help my brother.
exam. tomorrow.
You shouldn’t be so She doesn’t have to clean the You mustn’t walk near the
Neg. He can’t go to the party.
disrespectful. house. lake.
- Should he talk to her - Do they have to go grocery - Must she visit the doctor?
- Can I open the window?
sister? shopping? (However, we usually prefer
Int. - Where can we go?
- What should they do? - What does he have to do? have to in questions.)

We use it to describe actions that were in progress at some time in the past.
$IÀUPDWLYH 1HJDWLYH <HV1RTXHVWLRQV
I / He / She / It was running through the park. I / He / She / It wasn’t running Was I / he / she / it running through
through the park. the park?
I / You / We / They were sleeping. You / We / They weren’t sleeping. Were you / we / they sleeping?
Short answers Wh-questions * We can use the Past Progressive Tense and the Past
Simple Tense together in a sentence to describe an action
Yes, I he/ she / it was. was I / he / she / it which began before something else happened:
What doing?
Yes, you / we / they were. were you / we / they - I was running through the park when my cell phone rang.
No, I he/ she / it wasn’t. was I / he / she / it
Where sleeping? - They were sleeping when it started to rain.
No, you / we / they weren’t. were you / we / they * We can use while to show that two actions were in
was I / he / she / it
When running? progress at the same time:
were you / we / they - I was reading a book while my mother was cooking dinner.
- They were playing basketball while we were watching TV.
The future with Be + going to

We use it to talk about plans and intentions.
$IÀUPDWLYH 1HJDWLYH
I am going to study architecture. I am not going to study chemistry.
He / She is going to have dinner with Jane today. He / She is not going to play with us tonight.
You / We / They are going to save energy at home. You / We / They are not going to practice the piano tomorrow.
Am I going to study architecture? am I
Is he / she going to have dinner with Jane today? What is he / she going to eat?
Are you / we / they going to save energy at home? are you / we / they
Short answers am I
I am. Where is he / she going to study?
Yes, he/ she / it is. are you / we / they
you / we / they are. am I
I’m not. When is he / she going to travel?
No, he/ she / it isn’t. are you / we / they
you / we / they aren’t.
103
The Future with Will
We use it to express decisions at the moment of speaking or to make predictions.
$IÀUPDWLYH 1HJDWLYH
I / You / He / She / It / We / They will go. I / You / He / She / It / We / They won’t go.
Will I / you / he / she / it / we / they go? What will I / you / he / she / it / we / they do?
Where
Short answers
How will I / you / he / she / it / we / they go?
Yes, I / you / he / she / it / we / they will. When
No, I / you / he / she / it / we / they won’t. Why
I will = I’ll / You will = You’ll / He will = He’ll / She will = She’ll / It will = It’ll / We will = We’ll / They will = They’ll
First conditional Spelling of comparative and

superlative forms
We use it to talk about something that is possible to happen in the
future. Most one-syllable adjectives form their comparative
Condition (If + Present Simple Tense) Possible result (Will) and superlative forms by adding –er and –est: short -
shorter - shortest; hard - harder - hardest.
If I / you / we / they start a campaign, I / you / we / they will save
For many one-syllable adjectives that end with
many animals.
a single consonant after a single vowel, double
If he / she doesn’t save money, he / she won’t travel to Canada.
the consonant: hot - hotter - hottest; big - bigger -
If I / you / we / they don’t study, I / you / we / they won’t pass
biggest.
the exams.
For many adjectives that end in –y after a single
If he / she gets up on time, he / she won’t get late to school.
consonant, replace –y by –ier and –iest: busy - busier
Questions - busiest; dirty - dirtier - dirtiest.
Will you travel with me if I lend you some money? Irregular forms: good - better - best; bad - worse -
What will happen if we don’t protect the Earth? worst; far - farther - farthest.
Irregular verbs
,QÀQLWLYH 3DVWWHQVH 3DVWSDUWLFLSOH ,QÀQLWLYH 3DVWWHQVH 3DVWSDUWLFLSOH

be was, were been get got gotten
become became become give gave given
begin began begun go went gone
break broke broken have had had
bring brought brought hear heard heard
build built built keep kept kept
burn burnt, burned burnt, burned know knew known
buy bought bought learn learnt, learned learnt, learned
catch caught caught make made made
choose chose chosen meet met met
come came come pay paid paid
dive dived dived read read read
drink drank drunk ride rode ridden
drive drove driven say said said
eat ate eaten see saw seen
fall fell fallen sing sang sung
¿QG IRXQG IRXQG VZLP VZDP VZXP
À\ ÀHZ ÀRZQ WDNH WRRN WDNHQ
forget forgot forgotten think thought thought
forgive forgave forgiven write wrote written
104
CD Scripts
CD 1
Review Unit. Module A. A World of Stories
Friends and School Are Fun! Unit 1. Then and Now
Page 6 Lesson 1. How Do They Take Care of Their Voices?
1. Look, listen and label. (Track 1) Page 14
Hello, my name is Clara Smith and I’m an English teacher. As you can 2. Helen is reading an entertainment magazine. Sam comes to
see my students are taking a break right now. Let me introduce them. join her. Listen to their conversation and check T (true) or F
First, Jane and Dennis. They’re standing next to a big tree. They’re (false). (Track 3)
taking pictures with their cell phones. They’re excellent students.
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Sam and Paul are the two boys sitting on the grass. They’re eating
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His name is Chris, and he’s singing a rock song. Richie, Gus and
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Laura are clapping along. Finally, the girls wearing green dresses
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WKRVH DUH P\ VWXGHQWV 2K DQG PH" :KDW DP , GRLQJ" :HOO ,¶P concert. He says they clear his throat and are delicious. The article
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them. Then, listen and check. (Track 2) VKHZHDUDVFDUIWRR"
a. $UHVRPHVWXGHQWVOLVWHQLQJWR&KULV"<HVWKH\DUHOLVWHQLQJ Helen:1RSH6KHGRHVQ¶WVPRNHDQGGRHVYRFDOH[HUFLVHV7KDW¶V
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them. are in concert.
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Then: He was born in Kentucky, USA. He played the guitar in a rock
She is looking at Sally.
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j. &¶PRQ$QWRQLR ZDQWV WR SOD\ ZLWK XV *UHDW /HW¶V FOLPE KHZDV7KHQKHVWDUUHGLQLPSRUWDQW¿OPVVXFKDV Sleepy Hollow,
that tree. Charlie and the Chocolate Factory and Pirates of the Caribbean.
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Teacher’s Guide 3
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character, the pirate Jack Sparrow. Directors think he has great
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b. Cameron Diaz Lesson 4. How Did You Like It?
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to be an actress, but a zoologist. She kept two snakes in her house
2. Match the underlined expressions with the idioms in the
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Word Bank. Then, listen and check your answers. (Track 8)
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Teacher’s Guide 3

Unit 2. Telling Stories WKUHHVWXGHQWVIURPWKH8QLYHUVLW\RI0RQWJRPHU\GHFLGHGWRPDNHD
documentary on Elly Kedward. Mysteriously, when they were exploring
Lesson 1. The Party Was Awesome! WKHZRRGVWKH\GLVDSSHDUHG3HRSOHEHOLHYHWKDWWKLVZRPDQ¶VJKRVW
Page 24 OLYHVLQWKHWUHHVDQGDWWDFNVHYHU\ERG\ZKRGDUHVWRJRWKHUH
2. Complete with the words from the previous exercise. Then,
listen and check. (Track 10) Lesson 4. Sharing Experiences
Lisa:/DVWQLJKW¶VSDUW\ZDVDZHVRPH7KHUHZHUHPDQ\IULHQGVDQG Page 31
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SL]]D7KHUHZDVQ¶WFKHHVHSL]]DP\IDYRULWHWKRXJK7KHUHZDV had in the past. Listen and check under their names.
DOVRDELJFKRFRODWHFDNH,IHOWQHUYRXVEHFDXVH,KDGWREORZRXW (Track 16)
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something good. 2IFRXUVHWKHGLDU\LVDVHFUHWDQGVKHGRHVQ¶WVKRZLWWRDQ\RQH
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and original costumes and masks: there were princesses, knights, room open. There wasn’t anybody around and, on her bed, there was
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Page 27 Sally:<HVWHUGD\ LW ZDV P\ ELUWKGD\ EXW LW VHHPHG QRERG\ FDUHG
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lights on and, when I was closing the door, many people appeared
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horrible piano music started to play. Charlie was dancing with a
ghost when an ugly woman appeared by his side. This woman was Test Training
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were coming near, I woke up. Mike: +HOOR$QQH7KLVLV0LNH,ZDVZRQGHULQJLI\RXZRXOGOLNHWR
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Lesson 3. Terrifying Stories Anne: 6XUH:KDWPRYLHLVWKDW"
Page 30 Mike: 0RQVWHUV,W¶VDKRUURUPRYLH,WLVDERXWDJURXSRIPRQVWHUV
9. Now, listen and check your answers. (Track 15) WKDWFRPHVWRDWRZQDQGGHVWUR\VHYHU\WKLQJDURXQG
7KHUHZDVDQROGODG\ZKROLYHGLQ%ODLU0DU\ODQGLQ+HUQDPH Anne: 2K,GRQ¶WUHDOO\OLNHKRUURUPRYLHV7KHUHLVDOZD\VWRRPXFK
ZDV(OO\.HGZDUG2QHGD\(OO\LQYLWHGWKUHHFKLOGUHQWRKDYHVRPH blood. That is why I get scared and then I can’t sleep at night.
cake in her house. There were spider webs all around and the children Mike: 7KDW¶VWKHLGHD<RXKDYHWRJHWVFDUHG&RPHRQ\RX¶OOOLNH
were a little scared. Suddenly, when the children were eating the cake, LW-RKQQ\'HSSVWDUVLQWKHPRYLHDQG\RXNQRZKHDOZD\VPDNHV
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The next day, the children told their parents about Elly. She was buying Anne: &RPHRQ-RKQQ\'HSS":HOOWKDWVRXQGVLQWHUHVWLQJEXW«,
VRPHKHUEVLQWKHPDUNHWZKHQWKHSHRSOHRI%ODLUFDSWXUHGKHU7KH\ GRQ¶WNQRZKRUURUPRYLHVDUHVRIULJKWHQLQJ:K\GRQ¶WZHJRWRVHH
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Teacher’s Guide 3
ZLQWHUWLPH$IWHU(OO\¶VGHDWKWKHUHZHUHPDQ\VWUDQJHHYHQWVLQ%ODLU idol, Justin Timberlake, is in it. He’s a great singer and an excellent
and more children disappeared. There was panic in the town and the dancer.
SHRSOH WKRXJKW LW ZDV (OO\ WKH :LWFK RI %ODLU ZKR ZDV VWHDOLQJ WKH
FKLOGUHQ 0DQ\ IDPLOLHV PRYHG IURP WKH WRZQ 7ZR FHQWXULHV ODWHU
Mike:%XWDKRUURUPRYLHLVPRUHH[FLWLQJWKDQDPXVLFDO/HW¶VJRWR Lesson 2. Making Plans and Decisions
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Page 45
see Angels any other time.
4. Pedro and Mary are talking online. Listen and check the
Anne: :HOO$QJHOVKDVPXVLFGDQFLQJDQGFRPHG\,W¶VIXQ
pictures that describe the decisions Pedro makes about his
Mike: %XW 0RQVWHUV KDV DGYHQWXUH P\VWHU\ DQG VXVSHQVH ,W¶V trip to Florida. (Track 21)
exciting.
Mary: Hi, Pedro. This is Mary.
Anne: ,QHHGWLPHWRWKLQNDERXWLW6HH\RXWRQLJKWDWWKHPRYLHV
Pedro:+H\+RZDUH\RX"
Mike: 2.7KLQNDERXWLW6HH\RXDW
Mary:,¶P¿QH6R\RXDUHOHDYLQJIRU)ORULGDQH[WZHHNHQG"
Anne: All right, see you then. Good bye.
Pedro: 5LJKW,VQ¶WWKDWIXQ"0\SDUHQWVDQG,DUHVWD\LQJDWDIDQF\
Mike: Bye. KRWHO,¶PDOVRPHHWLQJDIULHQG
Mary: 3HUIHFW+RZHYHU\RXKDYHWREHFDUHIXOZLWKPDQ\WKLQJV)RU
Module B. example, don’t go alone to the beach. There are many strangers.
Technology and Personal Life Issues Pedro: 5HDOO\"7KHQ,WKLQN,¶OOJRWRWKHEHDFKZLWKP\SDUHQWV
Mary: $Q\ZD\GRQ¶WJRDORQH$OVRGRQ¶WHDWWRRPXFKIRRGLQWKH
Unit 3. Technology: A Part of Our Lives VWUHHW<RXFDQJHWVLFN
Lesson 1. Get Connected! Pedro: :HOOLQWKDWFDVH,WKLQN,ZLOOKDYHP\PHDOVLQWKHKRWHO¶V
Page 43 restaurant.
3. Mia is teaching her father how to store information in a USB Mary: $UH\RXSODQQLQJWRJRVKRSSLQJ"
ÁDVK GULYH /LVWHQ DQG RUGHU KHU LQVWUXFWLRQV IURP WR Pedro: Oh, yes, I am.
(Track 20) Mary: *UHDW%XWWDNHDORWRIPRQH\ZLWK\RX(YHU\WKLQJLVYHU\
Mia: 'DG\RXORRNXSVHW'R\RXQHHGDQ\KHOS" H[SHQVLYHLQ)ORULGD
Mia’s dad::HOO\RXNQRZ,¶PQRWJRRGDWFRPSXWHUV,QHHGWRVDYH Pedro: Um, I didn’t know that. Then, I won’t buy anything.
D¿OHLQWKLV«OLWWOHWKLQJEXW,GRQ¶WUHDOO\NQRZKRZWRGRLW Mary: $QG,WKLQN\RX¶UHYLVLWLQJ'LVQH\:RUOGWRR
Mia: 2K OHW PH KHOS \RX 7KDW LV D 86% ÀDVK GULYH ,W¶V D VPDOO Pedro: <HVWKDW¶VRQHRIP\SODQV,WKLQN,¶OOKDYHDZRQGHUIXOWLPH
GHYLFHWKDWFDQVWRUHLQIRUPDWLRQOLNHDÀRSS\GLVNEXWZLWKPXFK there!
PRUHFDSDFLW\,WLVYHU\HDV\WRVDYHD¿OHLQWKHUH-XVWIROORZP\
Mary: <RXZLOO7KHULGHVDQGJDPHVDUHDZHVRPH%HOLHYHPH
LQVWUXFWLRQV2."
Pedro: Cool.
Mia’s dad: OK. I’m ready.
Mary: $QGGRQ¶WIRUJHWPH2.":ULWHWRPHRUJLYHPHDFDOO
Mia: 3HUIHFW)LUVWSOXJWKHÀDVKGULYHLQWRWKH86%SRUW7KHSRUWLV
ORFDWHGRQWKHOHIWVLGHRI\RXUFRPSXWHU&RPHRQGRLWQRZ Pedro: , SURPLVH ,¶OO HPDLO \RX HYHU\ GD\ <RX ZRQ¶W PLVV D WKLQJ
about my trip.
Mia’s dad:2.,WKLQN,IRXQGLW
Mary: *RRG+DYHDQLFHWULS3HGUR
Mia: 9HU\JRRG1RZWDNHWKHPRXVHDQG¿QGWKH¿OH\RXZDQWWR
VDYH,VLWFOHDU" Pedro: Thanks a lot. See you.
Mia’s dad: <HVLWLVDQHDV\VWHS
Mia: $IWHUWKDWULJKWFOLFNRQWKH¿OHJRWR³6HQGWR´DQGVHOHFWWKH
Pronunciation
(Track 22)
QDPHIRU\RXU86%ÀDVKGULYH
Now, complete.
Mia’s dad: All right. ,’llFDOO\RX,’ll call you.
Mia: 7KDW¶VLW:H¶UH¿QLVKHG +H’llWDNHVRPHVQDFNV+H’ll take some snacks.
Mia’s dad: 5HDOO\"+RZVLPSOH1RZ,VXSSRVH,KDYHWR« <RX’llEH2.LQ)ORULGD<RX’ll be OK in Florida.
Mia: :DWFK RXW 'RQ¶W XQSOXJ WKH GULYH LPPHGLDWHO\ IURP WKH :H’llVWXG\WRJHWKHU:H’ll study together.
computer. 6. Read and complete with will or the Present Progressive
Mia’s dad: 2RSVVRUU\:KDWGR,KDYHWRGR" Tense. Then, listen and check your answers. (Track 23)
Mia: /HIWFOLFNRQWKHGULYHLFRQRQWKHV\VWHPWUD\)LQDOO\ZDLWXQWLO a. 2KQR0\L3RGGRHVQ¶WZRUN
DPHVVDJHWHOOV\RXWKDWLW¶VVDIHWRUHPRYHWKHGULYH 'RQ¶WZRUU\:H¶OOWDNHLWWRWKHUHSDLUVKRSULJKWQRZ
Mia’s dad: :KDWZDVWKHODVWSDUW" b. )LRQDLVJLYLQJDSUHVHQWDWLRQRQFRPSXWHUVQH[W7KXUVGD\
Mia: ,¶OOUHSHDW:DLWXQWLODPHVVDJHWHOOV\RXWKDWLW¶VVDIHWRUHPRYH 5HDOO\"7KHQZH¶OOJRWRVHHKHU,WKLQNVKH¶OOGR¿QH
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Teacher’s Guide 3
Mia’s dad: <RXDUHDQH[FHOOHQWLQVWUXFWRU,¶PVRJODGWROHDUQIURP week.

you, Sweetheart. Thanks a lot. :KDW D FRLQFLGHQFH ,¶P VWDUWLQJ WKH VDPH FRXUVH QH[W ZHHN
Mia: 1RSUREOHP'DGDQ\WLPH too.

d. ,¶PHPDLOLQJDOOP\IULHQGVWRQLJKW,ZDQWWRLQYLWHWKHPWRP\ +L 'DUOLQJ :KHUH DUH \RX" , QHHG \RXU KHOS ,¶P EX\LQJ WKH
party. SUHVHQWIRU-LPP\EXW,¶PQRWVXUHZKLFK7KH03SOD\HURUWKH
7KHQ,ZRQ¶WYLVLW\RXEHFDXVH\RXZLOOEHEXV\ 3DOPERRN",FDQ¶WPDNHXSP\PLQG:KDWGR\RXWKLQN",¶OOFDOO
you later.
Lesson 3. Thumbs Up! b. <RXORRNXSVHW'R\RXKDYHDQ\SUREOHP"
,amXSVHW,¶PJLYLQJDJUDGXDWLRQSDUW\WKLV6DWXUGD\IRUP\
Page 46
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3. Read the article and place the following sentences LWRQ<RXNQRZWHFKQRORJ\RIWHQJHWVRQP\QHUYHV
appropriately. Then, listen and check your answers. 'LG\RXFKDUJHWKHEDWWHU\"
(Track 24) 2K,IRUJRWLW,¶OOGRLWQRZ7KDQNVIRUWKHWLS
The Thumb Generation c. :KDWDUH\RXGRLQJ"
'R\RXNQRZZKDWWKHWKXPEJHQHUDWLRQLV"$UH\RXDPHPEHURI ,QHHGWRLQVWDOODQHZSURJUDPEXW,GRQ¶WJHWWKHLQVWUXFWLRQV
LW" 7KH WKXPE JHQHUDWLRQ UHIHUV WR FKLOGUHQ DQG DGROHVFHQWV WKDW 7KH\DUHVRGLI¿FXOW
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To do so, she will use her right thumb. In addition, she is going to ,W¶VRXWRIRUGHU
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DFWLYLWLHVIRU+HOHQ+RZHYHUVKHGRHVQ¶WUHDOL]HKRZPXFKVKHLV 7KDQN\RX
using her thumb.
/LNH+HOHQZKHQXQGHUVPDNHFHOOSKRQHFDOOVSOD\YLGHRJDPHV Unit 4. My Relationships with Others
or manipulate the remote control to change the TV channels, they
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Lesson 2. I Have to Do My Duties!
RWKHUKDQGWHQGWRSUHIHUWKHLULQGH[¿QJHU7KLVLVDFRQVHTXHQFHRI Page 54
WRGD\¶VIDVWFKDQJLQJWHFKQRORJ\DVPDFKLQHV¶VL]HUHGXFHV\RXQJ 1. Liz is calling a popular radio program to talk about her
people unconsciously use their thumbs more and more. Experts problems and ask for some advice. Listen and circle the
EHOLHYHWKDWLQVRPH\HDUVDVWHFKQRORJ\GHYHORSVPDFKLQHVVXFK words she uses to describe the way she feels. (Track 27)
DVWKH79WKHL3RGWKHGLJLWDOFDPHUDDQGWKH'9'SOD\HUZLOOIXVH
DJ: :HOFRPHWR7HHQV¶,VVXHVWKHUDGLRSURJUDPWKDWWHHQDJHUVORYH
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talking about an interesting topic: parents. How is your relationship
to music, sending emails and taking pictures, this mini computer will
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enable them to do the shopping by just pressing a button on a digital
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screen and to take classes online. This means that going to school or
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things like handwriting or typing on keyboards. To take notes, people DJ: Sure, welcome, Liz. Tell us about your parents.
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Page 49 Liz: 1R,GRQ¶W
1. Complete the dialogs with the expressions in the Word DJ:'R\RXKDYHWRZDWHUWKHSODQWV"
Teacher’s Guide 3
Bank. Then, listen and check your answers. (Track 25)

Liz: :HOO\HVSHUKDSVWZLFHDPRQWK
a. -We are not here at the moment. Please, leave your message
DJ: 'R\RXKDYHWRZDVK\RXUFORWKHV"
and we’ll call you back as soon as possible. Thanks.

Liz: :HOOQRWUHDOO\ Lesson 4. Good Advice for Your Life!
DJ: :KDWDERXWGXVWLQJWKHIXUQLWXUH" Page 59
Liz: <HV,KDYHWREXWGDGKHOSVPHGRLW 1. Look at the pictures and listen. Then, decide which situation
DJ: $QGZKRKDVWRFOHDQRXWWKHUHIULJHUDWRU" UHÁHFWV WKH VSHDNHU H[SUHVVLQJ WKDW LW LV QHFHVVDU\ WR GR
Liz: Mom, she always does it. something, asking for and not giving permission, expressing
an obligation or giving advice. (Track 31)
DJ: $QG,JXHVV\RXGRQ¶WKDYHWRWDNHRXWWKHWUDVK$P,ULJKW"
a. /HW¶VJRRXWIRUDSL]]D
Liz: <RX¶UHULJKW
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DJ: 6RZKDWH[DFWO\DUH\RXUGXWLHVDWKRPH" $JDLQ"1R\RXFDQ¶W(QRXJKLVHQRXJK7KLVLVWKHWKLUGWLPH
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(Track 28) Page 61. Listening
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that you must do the cooking and washing sometimes. And, don’t be
Lisa and Bob are talking about their plans for Spring Break.
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Listen and complete the information. (Track 34)
DJ: 7KDQNVIRU\RXUFRPPHQW%UXFH:HKDYHDQRWKHUSHUVRQRQWKH
OLQH:KR¶VVSHDNLQJ" Lisa: Hi, Bob.
Caller 2: Hello, I’m Tina. This is my message. Liz, you mustn’t be Bob: Hi, Lisa.
GLVUHVSHFWIXOZLWK\RXUSDUHQWV:K\GRQ¶W\RXVSHDNZLWKWKHPDQG Lisa: So, Spring Break begins next Monday. One week without
WHOO WKHP KRZ \RX IHHO LQVWHDG" ,¶P VXUH WKH\ ORYH \RX DQG WKH\ classes at last.
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contrary, you’re a lucky girl. I mean, cleaning your room, walking the
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DJ: 7KDQNVDORWIRU\RXURSLQLRQ7LQD6R/L]WKLVLVZKDWZHWKLQN
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\RXGR\RXUGXWLHVEHIRUHJRLQJRXWZLWK\RXUIULHQGVVD\VRUU\WR\RXU Bob: :KDWFRORUDUH\RXSDLQWLQJLW"
SDUHQWVIRUEHLQJGLVUHVSHFWIXOWHOOWKHPKRZ\RXIHHODQGSOHDVHKHOS Lisa: /LJKWEOXH,W¶VP\IDYRULWH
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Bob: My parents and I are going to the circus on Saturday. It’s a
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WKDWDFFRUGLQJWRWKHIRUHFDVWWKHZHDWKHUZLOOEHKRUULEOHWKDWGD\ is so excited about it.
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Bob: 'RQ¶WZRUU\:H¶OOWDNHRXUFDUDQGXPEUHOODV%\WKHZD\GR WKDWDOORIXVKDYHSODQVIRUQH[WZHHN
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CD 2
Module C. Exploring the World Reporter: <RXUHDOO\KDYHDORWRIH[SHULHQFHVWRWDONDERXW+DYH
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Unit 5. Trips and Adventure Tom Flannery: <HV , KDYH , KDYH EHHQ WR WKH$PD]RQ MXQJOH LQ
Lesson 1. I Have Traveled to Many Places 6RXWK$PHULFD,W¶VYHU\LPSUHVVLYH
Page 71 Reporter: $QG KDYH \RX VZXQJ IURP WUHH WR WUHH \RX NQRZ OLNH
5. Listen to the interview with a crazy explorer. Check the 7DU]DQ"
activities he has done and cross out the activities he hasn’t 7RP)ODQQHU\1RWUHDOO\,KDYHZDONHGWKURXJKWKHMXQJOHEXW,KDYH
done. (Track 2) QHYHUVZXQJIURPWUHHWRWUHH,WKLQNLW¶VGLI¿FXOW
Reporter: +HUH ZH DUH ZLWK WKH IDPRXV SURIHVVRU DQG H[SORUHU Reporter: %XW,VXSSRVH\RXKDYHFOLPEHGWDOOWUHHV
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Reporter: :RZ$QGKDYH\RXHYHUJRQHND\DNLQJDFURVVDWXUEXOHQW Lesson 2. Ready for the Trip!
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Tom Flannery: 2IFRXUVH,KDYH,DPDSURIHVVLRQDOND\DNHU,KDYH 2. Read and complete with the verbs in the Word Bank. Then,
gone kayaking across The Rio Grande in The USA. Although the listen and check. (Track 3)
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Lesson 3. The World Is Too Small for Them!
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2. Read and listen to the text carefully. Fill in the gaps as you
listen. (Track 6)
3. In which of the places above are Sophie, Lucy and Mel now?
Listen and complete. (Track 4) Indy, Lara and James: Great Travelers of the World
a. 'U+HQU\:DOWRQ-RQHV-UEHWWHUNQRZQDV,QGLDQD-RQHVRU,QG\
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Sophie: Hi, nice to meet you. My name is Sophie.
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Peter: +LQLFHWRPHHW\RX,¶P3HWHU$UH\RXDWRXULVW" ZRUOGLQVHDUFKRILQFUHGLEOHWUHDVXUHV/HW¶VVHHZKHUHKHKDVJRQH
Sophie: <HV,DP,UHDOO\ORYHWKLVSODFH7KHZDWHULVVREOXHDQG and what he has done.
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Peter: <HDK,OLNHLWWRR7KLVLVDUHDOO\H[RWLFSODFH7HOOPHKDYH 7KH+RO\*UDLOLVWKHFXSWKDW-HVXVXVHGIRUGULQNLQJZLQHGXULQJ
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whales in the open sea. WKH &DQ\RQ RI WKH &UHVFHQW 0RRQ 7KHUH DIWHU KH DYRLGHG WKUHH
Sophie: 1R , KDYHQ¶W JRQH VDLOLQJ \HW EXW ,¶P SODQQLQJ WR JR treacherous traps and picked up the Grail, the temple collapsed.
tomorrow. )RUWXQDWHO\,QG\KLVIDWKHUDQGWZRIULHQGVFRXOGHVFDSH7KH*UDLO
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Sophie: :HOO , KDYH DOUHDG\ VXQEDWKHG RQ WKH ZKLWH VDQG RI WKH +HDOVRKDVWUDYHOHGWRWKHGHQVH3HUXYLDQMXQJOH+HZHQWWKHUHWR
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married!
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example, she has been to Italy, Cambodia, Greece, Siberia and
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Mel: Hi, Dad. This is Mel. This message is to let you know that I am $SDUWIURPEHLQJVPDUWVKHLVVWURQJDQGJRRGDWPDUWLDODUWVDQG
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already ridden on the rollercoaster. It was so scary because the ride /DUD¶VPDQVLRQWRVWHDODYDOXDEOHFORFNIURPKHUEXWVKHGHIHQGHG
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and Brazil, and distant ones such as Albania and Lebanon. He has KRXUVIRUWKHSODQHWRWDNHRII:HZHUHKRSSLQJPDG,PHDQ
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7. This is an entry in Lara Croft’s diary. Complete it with the
correct comparative form of the adjectives or with the
Present Perfect form of the verbs. Then, listen and check.
Unit 6. Let’s Heal the World!
(Track 7) Lesson 2. Wildlife in Danger
November 11 Page 82
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3. Listen to professor Jenny Samuels, an environmentalist
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Teacher’s Guide 3
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so I can’t really say which is better.
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protect elephants now, tomorrow will be too late.
2. Undoubtedly this problem should draw our city mayor’s attention.
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Like many people around the world, you should do something to
VDYHHQGDQJHUHGVSHFLHV,IZHKDYH\RXUKHOSRXUPLVVLRQZLOOEH
easier.
Teacher’s Guide 3

Project
Module A Me and My School World Level 1
Throughout this module you will design a survey.
Unit 1 - People and the World Unit 2 - Big Time at School

Greetings, introductions and farewells Dates and time
Countries and nationalities School subjects and celebrations
Topics
3HUVRQDOSUR¿OHV Multiple intelligences

Sports and music
Introducing oneself and other Givingbasic information. Asking and telling people the time, day and/or date.
people. Expressing preferences. ,QWHUSUHWLQJDQG¿OOLQJLQVFKHGXOHV
Functions
Greeting and responding. Checking on meaning. Expressing preferences.

Leave-taking. *LYLQJVSHFL¿FLQIRUPDWLRQDERXWVFKRROFHOHEUDWLRQV
Spelling names. Understanding and describing skills (personality traits).
Filling in forms. Checking on meaning.
Countries and nationalities Daysof the week Multiple intelligences

Sports and music Months of the year Personality traits (I)
School subjects
Vocabulary
7KDW¶VPXVLFWRP\HDUV Colloquial expressions:

It takes two to tango; It’s zero hour;
3UDFWLFHPDNHVSHUIHFW Big time!;
7LPHÀLHV
Verb to beLQWKH6LPSOH3UHVHQW7HQVHDI¿UPDWLYHDQG Ordinal numbers

interrogative): I, she, he, it, you Verb to beLQWKH6LPSOH3UHVHQW7HQVHDI¿UPDWLYHQHJDWLYH
Addition and contrast: and, but interrogative): you, we, they
Grammar and
Expressions
What’s your name? Prepositions of time: in, on, at
+RZGR\RXVSHOO«" What day is today?

+RZROGDUH\RX" When is…?
:KDW¶V\RXUSKRQHQXPEHU" What time is it?
What’s your address? 0\¿UVWODVWFODVVLV«
:KDW¶V\RXUIDYRULWH«"
Reading: Using imagery and key words. Reading: Using techniques of emphasis.

Writing: Copying and following models. Writing: Using own personal experiences.

Listening: Listening to something several times. Listening: )RFXVLQJDWWHQWLRQRQVSHFL¿FLQIRUPDWLRQ
Vocabulary: Using context clues. Vocabulary: Learning the correspondences between
Speaking: Relating sounds. symbols and sounds.
Pronunciation: /ai/ Speaking: Working with other language learners.
Pronunciation: /θ/
Teacher’s Guide 3

Training
Reading options several times before answering. Making sure to include all the required information in
Test

3D\LQJDWWHQWLRQWRVSHFL¿FLQIRUPDWLRQ a text. Writing short but complete sentences.
Listening carefully to the other speaker. 115
Project
Module B Inside and Outside
Throughout this module you will make a teen’s scrapbook.
Unit 3 - Describing People Unit 4 - Family Life

Physical appearance and personality Clothing
Topics
Role models The family

Environmental problems
Describing people. Identifying

and describing simple objects (clothes).
Functions
Following and giving simple instructions. Talkingabout what people are doing at the moment.
Talking about qualities. Checking on meaning.
Identifying people by their occupations.
Partsof the body and body-related actions Clothes

Physical features Family relationships
Personality traits (II) Actions to take care of the environment
Vocabulary
Jobs and occupations (I)
Colloquial expressions: Colloquial expressions:

%HDOOKHDUW :HDUWKHSDQWV
%HDOOHDUV 7DNHRQH¶VKDWRIIWRVRPHERG\
+HDGDQGVKRXOGHUVDERYHVRPHRQH 0RQH\EXUQLQJDKROHLQRQH¶VSRFNHW
Pluralnouns Demonstrative adjectives

Grammar and
Possessive adjectives
Expressions
3UHVHQW3URJUHVVLYH7HQVHDI¿UPDWLYHQHJDWLYH
Simple instructions VWLFNRXW\RXUWRQJXHVFUDWFK\RXUQHFN interrogative)
ZLJJOH\RXUKDQGV« Addition and effect: DOVRVR
:KDWGRHVKHVKHOLNH" :KDWLVDUH«ZHDULQJ"
:KDWLVKHVKHOLNH" :KDWLVDUH«GRLQJ"
:KDW¶VKLVKHUMRE"
Reading: Looking at the headings of a chart. Reading: Reading magazine articles.

Writing: Identifying and correcting mistakes. Writing: Using connectors to express relations of
Listening: Studying the main features of a picture before addition and effect.
listening. Listening: Creating mental links.
Vocabulary: Using the dictionary. Vocabulary: Making a word list.
Speaking: Practicing expressions and rules several times. Speaking: Asking and answering questions with partners.
Pronunciation: /s/ - /z/ - /iz/ Pronunciation: /ŋ/

Training
Using a picture as a source of information. Writing a draft of a text. Checking grammar and spelling.
Test
Checking answers when listening the second time. Using a prompt card. Taking time and speaking slowly.

Project
Module C Getting a Life
Throughout this module you will make three tourist leaflets.
Unit 5 - Lifestyles Unit 6 - City Life

Theweather and seasons The city
Topics
Habitual
and daily activities Unusualjobs and occupations
Summer and winter camps Traveling
and living
The new 7 wonders of the world
Talkingabout the weather. Askingthe way and giving directions.

Understanding and writing letters giving information about Askingfor and giving simple information about everyday activities.
Functions
everyday activities. Expressing the frequency of an action.

Asking for and giving simple information about everyday activities. Checking on meaning.
Expressing the frequency of an action.
The weather Places in the city

The seasons Verbs to give directions
Verbs to express habitual and daily activities Jobs and occupations (II)
Vocabulary

,W¶VUDLQLQJFDWVDQGGRJV When in Rome do as the Romans do;
Be snowed under; %HIHZDQGIDUEHWZHHQ
%HRQFORXGQLQH )LWWKHELOO
In a New York minute
6LPSOH3UHVHQW7HQVHDI¿UPDWLYHQHJDWLYHLQWHUURJDWLYH,\RX Imperatives (directions)

we, they 7KHUHLV7KHUHDUH
Frequency adverbs (I): DOZD\VVRPHWLPHVQHYHU 6LPSOH3UHVHQW7HQVHDI¿UPDWLYHQHJDWLYHLQWHUURJDWLYHKH
Grammar and
Expressions
she, it
:KDW¶VWKHZHDWKHUOLNH"
Prepositions of place: QH[WWREHWZHHQDFURVVIURPEHKLQG
:KDWGR\RXGRLQ\RXUIUHHWLPH"
Frequency adverbs (II):XVXDOO\RIWHQKDUGO\HYHU
Where’s the…?
Is this the way to…?
How do I get to…?
Is there a… near here?
Reading: Focusing attention on the information located Reading: Predicting the content of a text by looking at
before and after gaps. the pictures.
Writing: Following a plan. Writing: Using information charts and images as
Listening: Taking notes while listening. prompts.

Vocabulary: Classifying sentences into groups. Listening: Reducing anxiety. Using abbreviations and
Speaking: Placing new expressions into different contexts. symbols to save time.
Pronunciation: /i/ - /i/ Vocabulary: Learning the associations between words
that are frequently used together.
Speaking: Practicing the new language in authentic
situations.
Pronunciation: /e/
Teacher’s Guide 3

Reading a text at least twice with a different purpose each time. Using instructions as prompts.
Training

Listening for words that are not repeated in the options that Avoiding panic and the use of one’s native language.
Test

answer a question.
117
Project
Module A Good Moments Level 2
Throughout this module students will design a teen magazine.
Unit 1 - Teens’ Interests Unit 2 - Daily Life

3HUVRQDOLQIRUPDWLRQSUR¿OHV Likes and dislikes
Dailyroutines
Topics
and interviews) Celebrities and social causes

Teen magazines
Famous people’s busy lives Life as a teenager
Teens’ lives around the world
Pets
Introducing oneself and others. Describing daily routines.

Functions
Describing pets (physical aspects and qualities). Talking about actions in progress at the moment of speaking.
Talking about preferences, likes and dislikes. Asking and telling people the time.
Asking for and giving personal details. Talking about the frequency of actions.
Talking about routines. Giving reasons.
Expressing results and opposite ideas. Talking about magazine contents.
Adjectives to describe pets Expressions related to Vocabulary related to daily Polite formulas used when
Connectors but, also and so personal information (age, routine activities talking on the phone
nickname, personal likes and Connector because… Expressions used in an oral
Vocabulary
dislikes) presentation
Colloquial expressions Colloquial expressions
7REHLQWKHPLGGOHRIQRZK Rain or shine; :KHQSLJVÀ\
ere; 7RIHHOEOXH 7KHH[FHSWLRQWKDWSURYHVWKHUXOH
To be on the road; 7RKDYHDFUXVKRQ 9DULHW\LVWKHVSLFHRIOLIH
7RJHWDORQJZLWK someone
Grammar and
Adverbial phrases
Expressions
6LPSOHSUHVHQWWHQVHDI¿UPDWLYHIRUPQHJDWLYHIRUPDQG
questions) ,JHWXSDW$0HYHU\GD\
,¶P«,¶PIURP,¶P\HDUVROG ,VZLPHYHU\QRZDQGWKHQ
'R\RXKDYHDQLFNQDPH" Simple present tense vs. Present progressive tense
What does he do? ,XVXDOO\¿QLVKVFKRRODW30EXWWRGD\,¶PJRLQJKRPHDW
:KHUHDUH\RXIURP"
Reading: Vocabulary: Reading: Vocabulary:

Scanning a text. Using images to convey Skimming a text. Using images to convey
Understanding the coherence meaning. Inferring information from a meaning.
of a text. Using the glossary. text. Predicting words the speaker
Understanding key ideas. Using synonyms to Reading for details. may use.
Relating headings with the understand the meaning of Writing: Speaking:
different sections of a teen new words. Using models to complete a Creating opportunities to use
magazine. Speaking: text. new expressions.
Writing: Using short formulas to Using a model to create a Expressing opinions using
Using formulas to complete express opinions. paragraph. known patterns.
texts. Exchanging personal Listening: Pronunciation:
Copying formulas. information. Predicting words the speaker Pronouncing common polite
Using models to write own Raising and lowering the tone may use. formulas as chunks.
ideas. of voice. Listening for details.
Listening: Pronunciation:
Recognizing words and Yes/no and Wh- question
expressions. intonation.
Listening for key information.
Listening to rhythm and
intonation.

Training
Test
Highlighting the key words in a question. Paying attention to the subject of an incomplete sentence.
Reading the answers before listening to predict questions. Recalling your grammar before speaking.

Project
Module B How Easy Having a Healthy Life Is!
Throughout this module students will design a two-day summer camp brochure.
Unit 3 - Eating Well Unit 4 - Outdoor Activities

Healthydiet Eating disorders Extreme sports Camping
Topics
Nutrition
facts labels Recipes Unusual places to go on Ecotourism
The food pyramid vacation Camping sites
Describing one’s diet and giving Talking about eating disorders Talking about outdoor Talking about the environment
opinions about others’ diets Talking about favorite dishes activities Understanding and using
Talking about the ingredients and how nutritious they are Expressing ability, possibility sports slang
Functions
of a recipe and describing how Writing a food critique by and permission in present Talking and writing about
to prepare it comparing nutrition facts using modal verb can unusual places to go on
Understanding the difference labels Comparing places and vacation
between countable and Giving and following outdoor activities
uncountable nouns to talk instructions
about food
Food quantities and containers Extreme sports ecotourism

Nouns related to nutrition facts labels Sports equipment and safety Adjectives to describe trips
Verbs related to recipes gear Connector: RQWKHFRQWUDU\«
Camping sites
Vocabulary
4XDQWL¿HUVDQGFRQWDLQHUVIRUIRRG
Colloquial expressions Colloquial expressions

To be obsessed with; $VPDGDVDKDWWHU
7RPDNHXS 7RKDYHDJULQOLNHWKH&KHVKLUHFDW
7RJHWULGRI 6ODQJUHODWHGWRH[WUHPHVSRUWV
To get together with; $Q\7RP'LFNRU+DUU\$QGDOOWKDWMD]]
Countable and uncountable +RZPXFK«"+RZPDQ\" Modal verb FDQ $QLPDOVLQWKHZRRGVDUH

nouns There is some… There isn’t
Grammar and
,FDQULGHDELNH ZLOG$QLPDOVLQWKHGHVHUW
Expressions
4XDQWL¿HUV any ,FDQ¶WJRWRWKHSDUW\ DUHZLOGHU$QLPDOVLQWKHUDLQ

Units of measurement 7ZRDSSOHVVRPHFKHHVHD 6NDWHERDUGLQJFDQEH IRUHVWDUHWKHZLOGHVW
7KHUHLVWKHUHDUHLQGH¿QLWH EDURIEXWWHUDMDURIMDP GDQJHURXV :RUGIRUPDWLRQZRUGVIRUPHG
DUWLFOH FKRSPL[DGGPHOW« Comparatives and IURPDFURQ\PVMRLQLQJWZR
Imperative form of verbs superlatives ZRUGVHWF
used in recipes
Reading: Vocabulary: Reading: Speaking:

Reading labels Analyzing countable and Using context to understand Expressing a point of view by
Using context to understand uncountable nouns the overall meaning of new discussing pros and cons
the logical sequence of a Relating images with words words Exchanging information about
recipe Classifying words Brainstorming sports

Understanding key ideas Speaking: Reading for main ideas Listening:
Taking notes Using notes to create new Writing: Following an outline
Writing: sentences Organizing information to write Identifying speaker’s tone,
Understanding labels to write Expressing opinions a paragraph mood and emotion to
a text Listening: Writing and answering Wh- recognize differences in
Using images as cues to write Taking notes questions to gather ideas to pronunciation
recipes /LVWHQLQJWRFRQ¿UPWKHXVHRI write a paragraph. Pronunciation:
Using models to write own grammar structures Vocabulary: /-est/ ending of words
ideas Pronunciation: Analyzing meaning from form
Stressing compound nouns
Teacher’s Guide 3
Receptive Strategies sense, after you listen.

Training
Asking yourself questions about the labels to be sure you Productive Strategies
Test
understand the data. Describing something different in every point.
Reading your completed notes and checking whether they make Giving complete replies, not just “yes” or “no”.
Giving extra details to complement your answers. 119
Project
Module C Imagine That!
Throughout this module students will present a chest full of
a famous explorer’s memorabilia.
Unit 5 - Inspiring, Risky Experiences! Unit 6 - Many Stories
Explorersfrom different Historiansand their work Scary, funny and embarrassing anecdotes
Topics
epochs Pulp magazines Mysterious stories

Achievements and deeds 5HDODQG¿FWLRQDODGYHQWXUHUV Horror stories
The bone wars Detective stories
Talking about past events. Telling anecdotes and mysterious stories.

Functions
Describing feelings, mental states or emotional reactions in the 7DONLQJDERXW¿QLVKHGDFWLRQVLQWKHSDVW

past. Asking for and giving details.
Talkingabout origin, identity, location, size or mood in the past. Expressing opinions.
Asking and answering questions in the simple past tense.
Vocabulary related to explorers and trips Vocabulary related to mysteries and detective stories
Feelingsand emotions Homophones (I-eye, knight-night, heard-herd, etc.)
Vocabulary related to deeds Adjectives used to describe personality
Vocabulary
2QFHXSRQDWLPHRQFHRQHGD\LQWKHHQG
Colloquial expressions
Colloquial expressions $VNHOHWRQLQWKHFORVHW
To be hungry as a bear; $VKRWLQWKHGDUN
/DVWEXWQRWOHDVW %ORRGLVWKLFNHUWKDQZDWHU
7REHRYHUWKHWRS
7REHIDFHWRIDFHZLWKVRPHWKLQJ
It beats me
Past form of verb to beDI¿UPDWLYHDQGQHJDWLYHIRUP Regular and irregular verbs in the simple past tense
ed - ing adjectives ,ZDVIULJKWHQHG,WZDVDIULJKWHQLQJ Yes/No questions in the simple past tense.
Grammar and
Expressions
H[SHULHQFH ,ERXJKWDSUHVHQW,ZDONHGKRPH
Was, were, there was, there were 'LG\RXJRWRWKHSDUW\"
Yes/No questions in the simple past tense with the verb to be Wh-questions in past tense
Wh- questions with the verb to be Where did you go yesterday?
Were you there? Was she there?
Where were you yesterday?
Reading: Speaking: Reading: Speaking:

Summarizing paragraphs Stating opinions using new Identifying the characters, Representing different
Concentrating before reading expressions settings, main events and plot characters in a skit using
Recognizing necessary and Exchanging information about of a story appropriate tone of voice and
unnecessary details in a story childhood experiences Focusing on the main events attitudes
Analyzing the logical Listening: of a story Discussing your feelings
sequence of a story Associating new expressions Predicting the ending of a Giving details
Vocabulary: with meaningful pictures story Listening:
Using emphasis techniques Listening for relaxation Vocabulary: Predicting content
Writing words with different Pronunciation: Analyzing homophones Pronunciation:
purposes to internalize them pronouncing the verb to be in Using images to convey Pronouncing regular verbs in
Writing: the past meaning the simple past tense
Writing coherent short stories, Writing:
biographies and texts about Writing the ending of stories
childhood memories. Summarizing stories

Training
Looking for expressions that lead you to deduce the role of each Remembering what a plot includes. Avoiding details.
Test
character and his/her behavior. Brainstorming ideas for a narration before telling it.
Paying attention to the whole audio text to avoid making wrong
decisions.
Module A Diversity Level 4
Throughout this module students will design a PowerPoint presentation exploring the
Project
concept of diversity.
Unit 1 - Exploring Communities Unit 2 - Celebrations Around the World!

Clothingstyles Invitations Carnivals and traditional Airportannouncements
Topics
Urban plans Urban tribes celebrations Stereotypes and

Urban ideologies Accepting the difference Festivities for all tastes generalizations
Truth or myth? Oral presentations
Describing the clothing style Making, accepting and Asking for information politely. Understanding and using
of some urban groups. refusing invitations. Using relative clauses to vocabulary related to airport
Expressing plans. associate aspects related to situations.
Functions
Identifying the main ideas in a carnivals. Holding academic oral

text and writing a persuasive Expressing your points of presentations.
paragraph. view about a social issue
Giving opinions about urban presented in a text.
tribes.
Words related to clothing Colloquial expressions: Words related to typical ele- Colloquial expressions:
styles .HHSDQH\HRQ ments present in carnivals &URVV\RXU¿QJHUV
Words related to plans Words related to describing
Vocabulary
7REHXSWR\RXUQHFNLQ )HHOOLNHDPLOOLRQGROODUV
Connectors To be broke; people’s personality *HWEXPSHGRIIDÀLJKW
1DWXUH¶VFDOOLQJ Connectors
Words related to airport items
Tips and expressions for oral
presentations
Objectpronouns Directand indirect questions

Grammar and
Expressions
PresentProgressive expressing future arrangements Relativeclauses: who, that, which, where

$I¿UPDWLYHIRUP Expressions to understand airport announcements
1HJDWLYHIRUP
Questions
Expressions to make, accept and refuse invitations
Vocabulary: 3D\LQJDWWHQWLRQWRVXI¿[HVWRUHFRJQL]H Vocabulary: Associating new words with a familiar one to

adjectives. EXLOGVHPDQWLF¿HOGV
Using clues and prior knowledge to infer Listening: Focusing your attention on clues such as titles
meaning. and visuals to understand the content of a text.
Using expressions in different contexts. Reading: Identifying the key words in a text.
Listening: Paying attention to the essential information. Writing: Supporting your opinions by giving
Reading the previously given information to examples from real life.
understand the content of a listening speech. Speaking: Relying on models to initiate and participate in a
Reading: Using graphic organizers to identify main conversation.
ideas. Pronunciation: Word stress
Writing: Organizing ideas beforehand to write a
coherent paragraph.
Speaking: Imitating native speakers to internalize and
understand informal language use.
Pronunciation: Sound / /
Teacher’s Guide 3
Productive Skills Receptive Skills

Training
Writing simple short sentences. 5HDGLQJHDFKVWDWHPHQW¿UVW

Test
Thinking of ideas that involve the vocabulary you know. (VWDEOLVKLQJWKHSXUSRVHRIWKHH[HUFLVHDQG¿QGLQJRXWZKDWHDFK

Thinking about your background knowledge. statement means to contrast it with the text.
121
Project
Module B A Moment, a Story, a Life
Throughout this module students will create their own radio program.
Unit 3 - Amazing, Real Life Stories Unit 4 - More than Words

Talented people Biographies Anecdotes FilmReviews
Topics
People’s achievements Timelines Imaginary and hypothetical FilmAppreciation

Interests, feelings and situations Radio programs
reactions
7DONLQJDERXWH[SHULHQFHVDQG¿QLVKHGHYHQWV Telling
anecdotes.
Functions
Talking about feelings, interests and reactions. Talkingabout unreal situations.

Understanding and writing biographies. 5HDGLQJDQGZULWLQJ¿OPUHYLHZV
Giving opinions about people’s achievements. Presenting arguments in favor and against a topic in a debate.
Vocabulary related to young Colloquial expressions: Phrasal verbs Colloquial expressions:

artists’ productions Ground-breaking work; Vocabulary related to 2YHUWKHWRS
Vocabulary related to the *LYHP\GUHDPVP\DOO traveling journeys %ORRGDQGJXWV
world of soccer Useful vocabulary for telling
Vocabulary
6HFRQGWRQRQH $UWKRXVH¿OPV
Vocabulary related to $VROGDVWKHKLOOV anecdotes $ÀRRGRIWHDUV
outstanding professionals $VHDV\DVSLH Vocabulary related to cinema 2QWKHHGJHRIRXUVHDWV
Time Expressions critique Zoom in
Expressions for debates
Expressions for radio program
broadcasts.
Grammar and
Expressions
The Present Perfect Simple Negative form The Past Perfect Simple Tense Vs. the Simple Past Tense
tense vs. the Simple Past Questions The Second Conditional
tense Since, for, ago
$I¿UPDWLYHIRUP Adjectives + prepositions
Vocabulary: Relating one piece of information to another to Vocabulary: Solving word puzzles to improve spelling, and
create associations in memory. enhance memory.
Listening: Reading answers and asking oneself about Listening: Identifying the purpose of a task.
missing questions. Reading: Identifying the type of information a text reports
Identifying the kind of information you are being in order to understand its purpose.
asked for. Writing: Monitoring sentence structure.
Reading: Asking yourself :KDWGR,DOUHDG\NQRZDERXW Writing a catchy title, the description of a nice
WKLVWRSLF" and taking notes about it. scene, funny words said by a character or
Reading the text quickly, underlining the key anything that arouses one’s readers’ curiosity
sentence in each paragraph and asking yourself to arouse his/her interest.
about the main ideas. Speaking: Giving oneself time to think while one speaks.
Writing: Planning a sequence of events to write a Relying on respectful expressions to show one’s
coherent biographical text. opinion and persuade others when debating.
Speaking: Supporting your opinion with examples and Pronunciation: Sentence stress
adding interesting follow-up points.
Pronunciation: Sounds /b/ /v/

Using stylistic devices to catch one’s readers’ attention. Reading each text and thinking about the speakers.
Training
Making notes using wh-words and using one’s imagination as much Underlining words.
Test
as possible to speak about the situation. /LVWHQLQJWRFRQ¿UPSUHGLFWLRQV

Analyzing the context of each line and deciding what is required.
Project
Module C Mass Media
Throughout this module students will make a TV news program.
Unit 5 - Everyday News and Moods Unit 6 - Media Broadens Our Mind
The weather Advertising and media
7KHLQÀXHQFHRIWKHZHDWKHURQSHRSOH¶VPRRG Access to information: electronic and conventional media
Topics
The north Wind and The Sun, a fable by Aesop The Natural Wonders of the World
(QYLURQPHQWDOFRQFHUQVJOREDOZDUPLQJÀRRGVOLWWHUQDWXUDO News TV programs
disasters
Giving advice, expressing obligations and possibilities in a Talking about people and situations.
Functions
community or group of people. Recognizing and highlighting events in a text.

Talking about how we wish situations to be different. Understanding and writing short informative articles.
Recognizing cause and effect relationships in a text. Using idioms to express what one knows and does not know.
Using idioms to express danger.
Vocabulary related to natural Proverbs: Vocabulary related to media Colloquial expressions:

phenomena 1RWRQO\FDQZDWHUÀRDWD and advertising %HRXWRIWRXFK
Vocabulary related to the boat, it can sink it also. Parts of magazines and Know something inside out;
weather and people’s moods When drinking the water of a newspapers 7KDWULQJVDEHOOZLWKPH
Parts of a web page
Vocabulary
well, one should never forget Know something inside out;

Colloquial expressions: who dug it. Vocabulary related to the 1RWKDYHWKHIDLQWHVWLGHD
)HHOEOXH Every cloud has a silver lining. Natural Wonders of the World Proverbs:
$IDLUZHDWKHUIULHQG Connectors for sequence Where there is a will, there is
a way.
Grammar and
Expressions
Modal Verbs (positive and negative forms) Adjectiveorder

Wish + Simple Past Vs. Wish + Past Progressive Complex Noun Phrases
Active and Passive voice
Vocabulary: Deducing meaning of words.

Listening: Contrasting pictures with key words to identify
Associating words to given symbols.
information you are being asked about.
Listening: 5HO\LQJRQNH\ZRUGVWRLGHQWLI\VSHFL¿F Reading: Paying attention to linking expressions in order
information in an audio. to understand how ideas are organized.
Reading: Understanding a text focusing your attention on Identifying words that indicate steps to follow to
facts and their cause and effect relationships. understand a procedure.
Writing: Relying on facts from real life to support your point Writing: Selecting main events beforehand to write
in order to write an objective text. interesting news.
Speaking: Favoring a conversational atmosphere, focusing Speaking: Clarifying if what one said is not clear and when
one’s attention on the message rather than on RQHGRHVQ¶WNQRZWKHGH¿QLWLRQRIVRPHWKLQJRU
the form. how to call it, paraphrase.
Pronunciation: can / can’t Pronunciation: Sounds /l/ /i/
Teacher’s Guide 3

Training
Identifying the type of text one has to produce. Identifying key words in situations and associating them with
Test
Planning what one has to say. pictures.

Relying on key words to infer information.
Project Module A Teen Intelligence Level 5
Throughout this module students will create their own company to offer a product
or service to their class.
Unit 1 - Successful People Unit 2 - World Heroes

The brain as an information processing structure Outstanding entrepreneurs: Walt Disney
Multipleintelligences and different types of skills Characteristicsand actions of a business or business person
Personality and individual strengths: Bill Gates, Dan Wieden, Frank Mission and vision of a company
Robinson Role models: Thomas Alva Edison, Jennifer López, Joan Picasso,
Topics
Entrepreneurial skills Michael Jordan

Teen entrepreneurs Famous Latin Americans: Roberto Gómez Bolaños “Chespirito,”
Characteristics of a successful logo Carolina Herrera, Simón Bolívar, Gabriel García Márquez
What makes a good slogan
Describing personality. Establishing the price of your product or service.

Expressing opinions. Talking about business mission and vision.
Giving account of past actions. Expressing a sequence of events.
Functions
Identifying key aspects to consider when starting a business. Describing.

Identifying main and secondary ideas in a text.
Giving arguments.
Expressing success and failure.
Words related to occupations Words related to business principles

Words related to businesses Words related to business actions
Words related to the brain Words related to amusement parks
Vocabulary
Words related to business actions Words related to role models’ missions, visions and values
Words related to people’s personality Words related to TV production

,JXHVV,EHW,PHDQDFWXDOO\LQIDFWSODLQERULQJDZHVRPH FRPHXSZLWKHQGXSZLWKFRPHRIIZLWKÀ\LQJFRORUVOLNH
DZKDOHRI«QRELJGHDO\RXNQRZFDWFK\ EHDWLQJDGHDGKRUVHGUDZDEODQNKLWLWELJ
Review of tenses: Simple Present, Simple Past and Present 7KH3DVW3HUIHFWDQG6LPSOH3DVWWHQVHLQDI¿UPDWLYHDQG

negative statements.
Grammar and
3HUIHFWWHQVHVLQDI¿UPDWLYHVWDWHPHQWVDQGTXHVWLRQV
Expressions
:HGUHZSLFWXUHVWRGHFRUDWHWKHURRP :KHQ:DOW'LVQH\RSHQHGWKH¿UVWSDUNLQKHKDGDOUHDG\
,DOZD\VVROYHSUREOHPVTXLFNO\ SURGXFHG3LQRFFKLR
7KH\KDYHERXJKWVRPHEXVLQHVVHVODWHO\ :DOW'LVQH\LGHQWL¿HGDZD\WRPDNHDELJEXVLQHVV
The Past Progressive tense
,Q%ROtYDUZDVFDUU\LQJRXWKLVFDPSDLJQ
Speaking: Recombining known elements in a new way. Listening: Listening to something several times.

Writing: Using topic, supportive and conclusive Reading: Identifying main and secondary ideas.
sentences. Writing: Using compound or hyphenated words.
Listening: Writing notes. Predicting information you will Using lead-in sentences.
hear.
Reading: Identifying key words. Using mind maps.
Vocabulary: Making diagrams. Breaking down a word into its
components.

Training
Making sure you understand the instructions. Reading for connecting inter-textual pieces of information.
Test

Checking your work and correcting it. Reading the questions and identifying key words before
Using details from pictures to expand your conversation. listening.

Project
Module B Knowledge is Power!
Throughout this module students will design an encyclopedia about different topics.
Unit 3 - Re-creation Unit 4 - The 20th Century

Topics
The movie world The Guinness Book of World Turning points in the history of Political
and economic
The sports world Records the 20th century changes in the 20th century
The Encyclopedia The threat to the environment Encyclopedias on the web
Describing processes. Expressing a sequence of Reporting past events. Expressing agreement and
Givinghistorical accounts. events. Expressing opinions. disagreement.
Functions
Expressing opinions. Describing sports. Providing arguments and Talking about change.
Expressing facts. Comparing different types of counterarguments. Expressing emphasis.
Debating. texts. Writing argumentative texts. Expressing consequence.
Reporting recent events.
Words related to movie Discourse markers: Words related to history Discourse markers:
production to begin with, as a result, I’d Words related to politics and additionally, in spite of,
Words related to sports like to add that, as we know economics furthermore, in summary,
Words related to world records Vocabulary related to for instance, however, to
Vocabulary
Words related to the French Colloquial expressions: economic and political LOOXVWUDWHFRQVHTXHQWO\¿UVWO\
Encyclopedia phenomena in conclusion
DFWXDOO\\RXNQRZ
Words related to the
environment
6RGR,1HLWKHUGR,<HDKVXUHVKDNHWKLQJVXSPDNHPDWWHUV
ZRUVHVWDUWIURPVFUDWFKFKDQJHIRUWKHEHWWHU
The Passive Voice in Simple Verb Patterns with verbs like So many/so little/so few… that &DUVEHFDPHVRSRSXODU
Present tense, Simple Past HQMR\, OHWand DWWHPSW. 7KHZRUOGVXIIHUHGVR WKDWVPDOOWRZQVWXUQHGLQWR
tense and Present Perfect 0LFKDHO-RUGDQHQMR\VKHOS- PDQ\WUDQVIRUPDWLRQVWKDWLW FLWLHV
Grammar and
Expressions
WHQVHLQDI¿UPDWLYHQHJDWLYH LQJSHRSOH HQWHUHGDQHZHUD 7KH,QWHUQHWZDVVXFKDQ

statements and questions. -RUGDQOHGWKH%XOOVWRZLQ 7KHUHZDVVROLWWOHKRSH RXWVWDQGLQJLQYHQWLRQWKDWLV
Expressions used in a panel :H¶UHJRLQJWREHWDONLQJ WKDWWKHWKUHDWRIZDUV FKDQJLQJHYHU\WKLQJ
discussion about… EHFDPHDUHDOLW\
$SORWLVZULWWHQDQGWKHQD 1RZPRYLQJRQWR«
FDVWLVFKRVHQ ,W¶VZHOONQRZQWKDW«
Reading: Using pictures to activate previous knowledge. Pronunciation: Associating the pronunciation of words with

Using pictures to guide your reading. spelling patterns.
Looking for word or concept repetitions or for Reading: Noticing the structure of an introduction, body
chronological order. Moving your eyes quickly and a conclusion paragraph.
through the text. Identifying detailed information Reading: Activating previous knowledge. Relating text
in a text. ideas to graphic organizers. Using images to
Speaking: Paying attention to signal words for presenting, activate previous knowledge.
changing the topic, stating general facts, Listening: Focusing on key words to get general ideas.
describing consequences and adding ideas Identifying the topic of an oral text. Listening for
when participating in a panel discussion. VSHFL¿FLQIRUPDWLRQ
Writing: Using models. Using bold, italics and Pronunciation: Associating the pronunciation of words to
underlining to provide emphasis. spelling patterns.
Listening: Focusing attention on signal expressions such Writing: Giving structure to a text. Following models
as “to begin with.” to write introductions, body paragraphs and
Vocabulary: Relating images to words in order to memorize conclusions.
them. Using synonyms. Writing a thesis statement and giving facts and
Writing: Using synonyms to establish cohesion. opinions to support it.
Identifying the structure of an encyclopedia Vocabulary: 8VLQJGH¿QLWLRQVWRDFWLYDWHYRFDEXODU\
Teacher’s Guide 3
entry.
Training
Using synonyms to paraphrase. Predicting information based on previous knowledge and the context.
Test
Identifying details to describe. /LVWHQLQJWRFRQ¿UP

Derechos reservados
Expressing Educactiva
ideas with different words. S. A. S. Prohibida
Exploitingsu copia,
pictures and reproducción
language knowledgey/o distribución.
to paraphrase. 125
Project
Module C Teens Value
Throughout this module students will create a teenage morning show.
Unit 5 - Teen Issues Unit 6 - The Value of Life

Morning shows Different meanings of failure, Values
Topics
7HHQLVVXHVUHODWLRQVKLSVGDWLQJIULHQGVKLS¿WWLQJLQWRJURXSV success, freedom, happiness, Famous poets: Jorge Luis

peer pressure, talents perfection Borges, Ralph Waldo
Inspiring people: Hellen Emerson, Walt Whitman,
Keller, Tony Melendez, Antoine de Saint Exupéry
Thomas Alva Edison
Functions
Talking about dating and Providing explanations about Talking about success and the joy of life.
overweight. past situations. Expressing emotions.
Expressing regrets. Expressing feelings. Expressing desires for the present and the future.
Asking for and giving advice. Explaining possible causes Talking about hypothetical situations in the present.
Expressing possibility. and consequences.
Expressing advice about a Stating problems
past situation. Introducing yourself
Vocabulary
Greeting
Words related to feelings Proverbs: Words related to discussing Proverbs:

Words related to teen issues All that glitters is not gold. matters Beauty is in the eye of the
A friend in need is a friend Words related to poetry beholder.
Colloquial expressions: indeed. A man is known by Words related to values We have had the time of our
go through; you guys; be the company he keeps. Birds Words related to solving lives.
SOHDVHGZLWK,GRKDYH RIDIHDWKHUÀRFNWRJHWKHU problems Go to great lengths to get
DFUXVKRQVWDUWRXWDV Don’t judge a book by its your nut.
EUHDNXSZLWKÀLUWZLWKGDWH cover. Colloquial expressions: Throw in the towel.
Grammar and
VRPHERG\IHHOKHDUWEURNHQ &DVWDVLGHZRUULHVFKHULVK
Expressions
What is essential is invisible

WKHVWUHVVWDNHLWHDV\FKHHU to the eyes.
the moment; got to go; see
\RXWDONWR\RXODWHU
Tag questions in different Review of Modal Verbs: Wish + past simple / would
tenses: should/may/could 7KH\ZLVKWKH\ZHUHGLIIHUHQW
<RXKDYHDORWRIIULHQGV :HVKRXOGEHFDUHIXODERXW 7KH\ZLVKZHZRXOG¿QGKRSH
don’t you? RXUWLPHWRJHWKHU Second Conditional
2XUWHDFKHUVZHUHKDSS\ :HPD\OHDUQDORWLIZH ,I,ZHUHDEOHWROLYHP\OLIHDJDLQ,ZRXOGPDNHPRUHPLVWDNHV
weren’t they? OLVWHQWRRXUSDUHQWV
Modal Verbs + Present
Perfect
9DQHVVDDQG=DFVKRXOG
KDYHWDONHGWRWKHPHGLD
Vocabulary: Finding patterns of adjectives + prepositions to Speaking: Asking additional questions to keep a conversation
form word families. Using graphic organizers. going.
Associating words to pictures. Reading: Using a dictionary. Reading authentic texts.
Speaking: Providing extra information. Starting and ending a 8QGHUVWDQGLQJ¿JXUDWLYHODQJXDJH$FWLYDWLQJ
conversation. Using models. previous knowledge.
Listening: Using key words, short phrases or symbols to take Listening: Using previous knowledge.
notes. Speaking: Using images. Recombining known elements in a
Writing: Questioning oneself and evaluating a situation. new way.
Correcting punctuation. Identifying information Writing: 8VLQJ¿JXUDWLYHODQJXDJH
components in a letter (asking for or giving
advice).
Reading: Identifying the parts of a text. Using poetry.

Training
Following the structure of an advice letter. Previewing the statements in a reading test. Scanning for
Test
Checking punctuation. sentences in the reading that are similar to those in the
Exploiting image details to expand conversations. statements.
Derechos reservados Educactiva S. A. S. Prohibida su copia,
reproducción
Predicting y/o context.
vocabulary by using distribución.
Project
Module A Fantastic Stories Level 6
Throughout this module students will design a comic strip.
Unit 1 - Learning Matters Unit 2 - Our Origins

Different
types of narratives Legends: The Milky Way, Our solar The development of comic
Greek,Nordic, Mayan and The legend of the Trojan War V\VWHP7KH¿UVWDVWURQRPHUV strips: The Yellow Kid, Dick
Chinese myths of origin The legend of William Tell The formation of the earth Tracy, Popeye, Little Nemo,
Topics
The myth of the Minotaur The legend of Robin Hood IURP7KHVFLHQWL¿FSRLQWRI Superman, Batman,
The myth of Heracles The legend of King Arthur view: the Big Bang theory Manga comics
Comic narratives: Shrek The earth’s chronology of The Space era, Space
evolution research
Satellites and the Internet
Narrating real and imaginary Reporting past events. Talking about actions that Expressing reasons.
events. Expressing agreement and happened before other Providing arguments and facts
Functions
Reporting what people say. disagreement. actions in the past. in descriptive paragraphs.
Reporting commands. Talking about literature. Giving facts in descriptions. Telling anecdotes.
Giving opinions. Expressing real and unreal Expressing facts and
Narrating anecdotes. conditions. opinions.
Vocabulary related to kinds of Colloquial expressions: Vocabulary related to celestial Vocabulary related to the
stories +H\ZKDWKDYH\RXEHHQ bodies space era
Vocabulary related to the Names of the planets
Vocabulary
XSWR"5LJKW"$Q\ZD\« Colloquial expressions:

elements of a story <RXNQRZ«<HDK:HOO Vocabulary related to social
Be written in the stars;
Vocabulary related to myths 2XWRIWKHEOXH concerns
%HOLNHQRWKLQJRQHDUWK
from different cultures %HDQHDJHUEHDYHU Vocabulary related to
0RYHKHDYHQDQGHDUWK
&U\RYHUVSLOOHGPLON evolution
7KDQNP\OXFN\VWDUV
Get away with it %HRQFORXGQLQH
Review of tenses: the Simple Present tense, the Present 7KH3DVW3HUIHFWWHQVHLQWKHDI¿UPDWLYHQHJDWLYHDQG

Progressive tense, the Simple Past tense and the Present Perfect interrogative
WHQVHLQDI¿UPDWLYHDQGQHJDWLYHVWDWHPHQWV %HIRUHWKHHDUWKIRUPHGDVXSHUPDVVLYHJDVKDGDOUHDG\
Grammar and
Expressions
:HVRPHWLPHVJHWERUHG H[SORGHG
,DWHWKLVGHOLFLRXVIRRGFDOOHGPDL]H +DGWKHGLQRVDXUVGLVDSSHDUHGZKHQWKHPDQDSSHDUHG"
:HKDYHEHHQDORQHIRUDJHV The First and Second Conditional in statements.
5HSRUWHG6SHHFK with the 6LPSOH3UHVHQWWHQVH, the Present ,I\RXVHHDEULJKWVWDULW¶VSUREDEO\9HQXV
3URJUHVVLYHWHQVH and commands. ,IZHZHQWWR0DUVZHZRXOGQ¶WEHDEOHWREUHDWKH
+HVDLGWKH\GLGQ¶WNQRZZKDWWKH\ZHUHGRLQJ
+HWROGKHUQRWWRRSHQWKHER[
Speaking: Listening: Vocabulary: Listening:

Expanding conversations by Using pictures to predict Analyzing the roots and Taking notes in abbreviated
UHIHUULQJWRVSHFL¿FDVSHFWVRI information. Using graphic DI¿[HVRIZRUGVWRJHWWKHLU form. Paying attention to
a narrative. organizers. meanings. Relating pictures to places and dates when taking
Reading: Writing: words. notes.
Activating previous Using an introduction, a Speaking: Writing:
knowledge. Identifying the climax and a conclusion Providing details. Using an outline.
parts of a text. Identifying properly. Using reference Reading: Writing a descriptive and an
narrative connections among words to avoid repetition. Identifying facts and opinions argumentative paragraph.
parts of a text. Using context Vocabulary: to get to a deeper level of Justifying opinions
to understand the meaning of Using context clues. Relating comprehension.
words. Identifying referential words to images and Asking questions while
connections. Reading for GH¿QLWLRQV3UHYLHZLQJE\ reading.
detailed information. ordering pictures. Using graphic organizers.
Teacher’s Guide 3
Productive skills Receptive skills

Training
Giving structure to your text. Checking grammar.

Test
Looking for similarities between statements in a text and those in Checking the statements and predicting words.
the options. Using connectors of sequence.
127
Project
Module B The World of Mystery
Throughout this module students will prepare a Powerpoint
presentation about a popular mystery.
Unit 3 - Greatest Mysteries Unit 4 - Detective Stories
World mysteries: Stonehenge, The pyramids of Egypt, Atlantis, the Daily mysteries )DPRXV¿FWLRQDOGHWHFWLYHV
crop circles, the Nazca lines Mystery authors: Agatha Hercules Poirot, Sherlock
Topics
Controversial theories about the landing on the moon Christie, Arthur Conan Doyle, Holmes, Auguste Dupin,
The debate Edgar Allan Poe Encyclopedia Brown
Detective stories
Stating hypotheses about Supporting arguments with Expressing percentages. Establishing logical
some of the world’s mysteries. facts and opinions in the Talkingabout mystery stories. relationships.
Talking about unreal situations evidence. Expressing assumptions and Expressing cause and effect.
Functions
in the past. Refuting by providing deduction. Giving reasons.

Writing well–structured texts counterarguments. &RQ¿UPLQJLQIRUPDWLRQ Expressing agreement and
and challenging an author’s *LYLQJDFFRXQWVRIVFLHQWL¿F Making inferences and writing disagreement.
ideas. research. mystery texts. Talking about mystery cases
Providing arguments. Evaluating the reliability of a Expressing counterarguments. informally.
text.
Words related to mysteries Discourse markers: Words related to detective stories

Words related to the Crop ,WKLQN7KH\VD\,QIDFWEXW Words used to report speech and thought
Vocabulary
Circles 7KHUHIRUH,EHOLHYHEHFDXVH Words used to give suspense to a story

Words related to the moon KRZHYHU,¶PQRWVXUH,DJUHH Words used to express manner
landing ZLWK\RX$GGLWLRQDOO\,GRQ¶W
WKLQN«,¶PDIUDLGWKDW¶VQRW
TXLWHULJKW
0RGDOVWKH3UHVHQW3HUIHFWWHQVHLQDI¿UPDWLYHDQGQHJDWLYH Tag Questions in different Expressions to report results
statements. tenses. from a survey:
3ULPLWLYHSHRSOHFRXOGQ¶WKDYHPDGHWKH1D]FDOLQHV 7KDWZDVDFRROSURJUDP aOORIPRVWRIVRPHRI
Grammar and
Expressions
$OLHQVPD\KDYHPDGHWKHS\UDPLGV wasn’t it? QRQHRIP\classmates…

:HKDYHDQRWKHU FDVHWR Expressions to explain
7KH7KLUG&RQGLWLRQDOLQDI¿UPDWLYHDQGQHJDWLYHVWDWHPHQWV VROYHGRQ¶WZH" reasons: EHFDXVHVLQFHIRU
,IDVWURQDXWVKDGEHHQWRWKHPRRQWKH\ZRXOGKDYHJRQH Verb patterns with verbs like Adverbs of manner: suddenly,
EDFN IHHO, see, make, KHOS and OHW: quickly
7KH\KHDUGWKHFRDFK
VFUHDPLQJ
Speaking: Developing arguments and counterarguments Vocabulary: Associating new words to known ones by means
to participate in a debate. Stating arguments, of spelling and sound. Associating words to
providing reasons, refuting counterarguments. pictures and sounds. Associating words to their
GH¿QLWLRQV8VLQJFURVVZRUGSX]]OHV
Pronunciation: Reducing PRGDOYHUEVand KDYH
Speaking: Reporting surveys Using models to create new
conversations.
Reading: Questioning the author to discover his/her Using facts from the text and your own
Reading:
intention. Analyzing arguments and evidence knowledge to make inferences.
provided to read critically. Evaluating the
Listening: Using images and sounds to express meaning.
reliability of texts.
Listening for detailed information.
Vocabulary: Classifying words according to their function in Following tips to write a mystery story: creating
Writing:
speech. Using word cards. an interesting setting, describing the main
character, introducing the case to be solved,
Writing: Acknowledging opposing views and presenting building tension, using adjectives and adverbs
evidence with numbers, quotations or to create suspense, leaving some information
examples. Using outlines and models to implicit so that the reader can make inferences,
structure argumentative texts. solving the case in a satisfying manner.
Productive Skills Receptive skills
Training
Brainstorming. Connecting the text with previous knowledge.

Test
Makingan outline. 5HDGLQJFKRLFHV¿UVW

Giving
example and reasons to explain your point of view.
Derechos reservados
Respecting your partner’s turn Educactiva
to speak. S. A. S. Prohibida su copia, reproducción y/o distribución.
Project
Module C Our New Era
Throughout this module students will develop a campaign in favor of the good
use of technology.
Unit 5 - New Media Unit 6 - Social Issues and Technology
New technologies of information and communication Social issues related to technology: isolation, multitasking
Positive effects of new technological gadgets 7HFKQRDGGLFWLRQJOREDOL]DWLRQVLPSOL¿FDWLRQHIIHFWVRQWKH
E-learning and the use of new media in education environment
Topics
New ways of establishing relationships Virtualidentity, truthfulness on the web, health and technology,
Chat language campaign propaganda
School campaign promoting consciousness about the good use of How to plan a speech
the information found on the web
Expressing opinions. Expressing possibilities. Talking about social issues and technology.
Expressing advice and Writing a plan of action for a Expressing agreement and disagreement.
Functions
obligation. campaign proposal. Making campaign propaganda.

Describingobjects. Using chat language. Giving essential or additional information about people or things.
Expressing facts. Talking about chatting and Writing a well-structured speech.
Expressing agreement and relationships informally. Giving a speech.
disagreement.
Compound nouns related to Colloquial expressions: Words related to social issues Discourse markers:
technology *HWDORQJ Words related to propaganda )LUVWRIDOO7RGD\,¶GOLNHWR
Words related to hardware Be on the same WDON/HW¶VEHJLQE\,¶GOLNHWR
Vocabulary
Vocabulary related to ZDYHOHQJWK WKDQN,HQFRXUDJH\RXWR«

good and bad uses of the *HWRIIRQWKHZURQJIRRW 7RGD\ZHKDYHDQDO\]HG«
information found on the web %UHDNWKHLFH
Words related to the
cyberspace
Words related to social issues
Grammar and
Expressions
The SDVVLYHYRLFH with 0RGDO9HUEVLQDI¿UPDWLYHDQGQHJDWLYH Reduced Relative Clauses

statements. 5DGLDWLRQSURGXFHGE\FHOOSKRQHVFRXOGDIIHFW\RXUEUDLQ
$ORWRILQIRUPDWLRQFDQEHIRXQGRQWKH,QWHUQHW
1RQGH¿QLQJ5HODWLYH&ODXVHV
0\IULHQGZKRLVKROGLQJWKHEDQQHUPDGHDVSHHFK
Vocabulary: Making lists. Unscrambling words. Relating Checking online dictionaries. Associating words
Vocabulary:
words to pictures. Associating words to their WRWKHLUGH¿QLWLRQV
GH¿QLWLRQV
Reading: Identifying the text tone. Identifying main ideas.
Reading: Underlininginformation in the text. Identifying the purpose of a text.
Paraphrasing. Identifying the structure of a
campaign proposal. Using images to help convey meaning.

Speaking:
Recombining known elements in a new way.
Speaking: Giving examples.
Identifying examples.
Using new words to talk about your personal
Making inferences.
experiences.
Listening: )RFXVLQJDWWHQWLRQRQVSHFL¿FGHWDLOV,GHQWLI\LQJ
Listening: 5HDGLQJRSWLRQV¿UVWWRIRFXVRQOLVWHQLQJIRU
stressed words and tone of voice.
VSHFL¿FLQIRUPDWLRQ
Following models. Paraphrasing. Quoting an Writing: Considering the audience.

Writing:
author. Using synonyms and changing sentence Writingthesis statements.
structure. Using outlines.
Teacher’s Guide 3
Productive skills Receptive skills

Training
Thinking of different ways to express the same meaning. Eliminating

extreme options. Analyzing options properly so as to not
Test
Saying complete sentences. let them deceive you because of the presence of key words.
Monitoring your language. Reading statements beforehand and paying attention to recorded
Derechos reservados Educactiva S. A. S. material

Prohibida su according
copia, to the information
reproducción y/oprovided by those statements. 129
distribución.
Tracklist
CD 1 Module B, Unit 4
Page 52, Exercise 1 26
Contents Track Page 54, Exercise 1 27
Review Unit Page 54, Exercise 4 28
Page 6, Exercise 1 1 Page 55, Pronunciation 29
Page 8, Exercise 4 2 Page 56, Exercise 2 30
Module A, Unit 1 Page 59, Exercise 1 31
Page 14, Exercise 2 3 Page 60, Share Your Project 32
Page 17, Exercise 5 5 Page 67, Test Training 34
Page 17, Exercise 6, Pronunciation 6
Page 18, Exercise 1 7 CD 2
Module C, Unit 5
Page 22, Time for Fun! 9
Module A, Unit 2 Page 71, Exercise 5 2
Page 27, Exercise 3 12 Page 73, Pronunciation 5
Page 27, Pronunciation 13 Page 74, Exercise 2 6
Module C, Unit 6
Page 32, Share Your Project 17
Page 39, Test Training 18
Module B, Unit 3 Page 83, Pronunciation 11
Page 45, Exercise 4 21 Page 88, Share Your Project 14
Page 45, Pronunciation 22 Page 95, Test Training 15
Page 45, Exercise 6 23 Song: “Send Me an Angel” (Scorpions) 16
Page 46, Exercise 3 24 Song: “Ode to My Family”
Page 49, Exercise 1 25 17
(The Cranberries)
Song: “Don’t Know What You Got
18
(Till It’s Gone)” (Cinderella)
Teacher’s Guide 3

Workbook authors
Marcela Isabel Alfonso Caro
Jorge Alejandro Quiroga Villalba
Yuly Andrea González Sarmiento
Astrid Núñez Pardo
María Fernanda Téllez Téllez
This volume by
C O N D ARY
SE
C O N D ARY
SE

$XWKRU
He holds a B.A. degree in English and Spanish from Universidad Pedagógica
Nacional, Bogotá, Colombia, and a M.A. in Education Focused on Foreign
Language Teaching and Literature, from Carthage College, USA. Currently he is
enrolled in the PhD program in English Pedagogy and American Literature at Illinois
State University, USA.
&RQVXOWLQJ5HYLHZHU
Randall Barfield
B.A. in English, State University of Georgia, USA.
M.A. in Education, Alabama University, USA.
0DUNHW5HVHDUFK
Adriana Reveiz
Cristina Villamil
Copyright © 2015 *UHHQZLFK(GLWRULQ&KLHI, Javier Andrés Tibaquirá P.

Carvajal Soluciones Educativas S.A.S (GLWRUV, Javier Andrés Tibaquirá P., Carolina Carrillo G.
Apartado Aéreo 53550,
3URRIUHDGHU, Violeta Alejandra Villalba Z.
Bogotá, Colombia
$UW'LUHFWRU, Gloria Esperanza Vásquez.
This publication is protected by &RYHU'HVLJQHU, Libardo Mahecha.
Copyright and no reproduction of any 3LFWXUH(GLWRU, Leonardo Rivas A.
part may take place without the written 'HVLJQHUV, Leonardo Rivas A., Jhon Jairo Álvarez V., Juan Carlos Vera,
permission of the publishers. Libardo Mahecha, Luis Miguel Beleño.
Printed by ,OOXVWUDWRUV, Alejandro Moreno, Andrés Prieto, Edwin Cruz, Jean Paul Zapata,
John Joven Cartagena, Luis Fernando Torres, Luisa Uribe, Miguel Martínez,
Yein Barreto, Wilson Borja.
Printed in Colombia. 3KRWRJUDSK\, Shutterstock®, Graphic File Editorial Norma S.A.

Impreso en Colombia.
Adapted from You Too! 3 Workbook, by Luis Fernando Gómez Rodríguez.

Module A A World of Stories
Unit 1 - Then and Now Unit 2 - Telling Stories
The life of celebrities Stories

Topics
n n
n Customs and traditions around the world n Personal experiences
n Asking for and giving information about n Expressing existence in the past
habits and activities that happen regularly
Functions
n Talking about actions in progress in the

n Talking about completed actions in the past past and completed actions
n Describing celebrations n Understanding and producing simple
n Checking on meaning
narratives
n Checking on meaning
Vocabulary
n Verbs to express habits n Words related to parties

n Regular and irregular verbs n Legendary creatures
n Simple Present Tense (review): affirmative, n There was / There were (affirmative,
negative, interrogative (Yes / No questions, negative, interrogative)
Grammar and
Expressions
Wh-questions) n Past Progressive Tense (affirmative,

n Adverbs of frequency (review) negative, interrogative) and Simple Past
n Simple Past Tense (review): affirmative, Tense
negative, interrogative (Yes / No questions, n Adverbs with –ly ending
Wh-questions)
n Connectors of sequence: first, then, after
that, finally
Reading: Relating new with

Reading: n Scanning. Using prior n
knowledge previous information.

Ordering a paragraph
Writing: n Using connectors.
Following a plan to write a Writing: n Using adverbs
text Vocabulary: n Associating images and
Vocabulary: n Organizing words and words. Using the context to
expressions into groups get meaning
iii Workbook 3

Module B Technology and Personal Life Issues
Unit 3 - Technology: A Part of Our Lives Unit 4 - My Relationships with Others
Technology n Responsibilities at home and at school

Topics
n Life in the future n Teen’s problems
n Following and giving simple instructions n Asking for and giving advice. Saying what is
and warnings the right thing to do
Functions
n Talking about future arrangements n Asking for and giving permission to do
something
n Expressing decisions at the moment of
n Expressing obligation and lack of obligation
speaking
n Expressing prohibitions
n Making predictions
n Expressing opinions
Vocabulary
n Words related to the use of n Duties at home and at school

technological devices n Phrasal verbs
n Words to describe feelings
n Imperatives n Modals: should, can, have to, must

Grammar and
Expressions
n Collocations n Addition and contrast: in addition,
n The future with Will (decisions and predictions)

also, besides, on the contrary, instead,
however
n Present Progressive Tense for future
arrangements
Reading: n Reading through a text for Reading: n Paying attention to the

key words. Underlining context

Writing: n Inferring meaning through Writing: n Using connectors that
applying rules express addition and
Vocabulary: n Creating mental images of contrast. Inferring meaning
words through applying rules
Vocabulary: n Understanding and using
phrasal verbs
iv Workbook 3

Module C Exploring the World
Unit 5 - Trips and Adventure Unit 6 - Let’s Heal the World
n Exciting trips n Endangered species

Topics
n Tourist places around the world n Global warming
n Talking about something that happened n Talking about future plans and intentions
in the past (without) specifying when it n Talking about what will happen under
happened certain conditions
Functions
n Talking about recent actions

n Making comparisons and expressing
n Asking for and giving simple information degrees of difference
about places n Persuading and asking people to do
n Making comparisons something
n Understanding notices and signs
Vocabulary
n Words related to traveling n Words related to environmental

n Adjectives to describe places
problems
n Past participle form of verbs
Present Perfect Tense (affirmative, First conditional

Grammar and
Expressions
n n
negative, interrogative) n Superlative form of adjectives (review)
Ever, never, already, yet
n The future with Be + going to (affirmative,
n Comparative form of adjectives (review)
negative, interrogative)
Reading: n Using previous knowledge Reading: n Creating questions to

before reading check comprehension
Writing: n Looking for grammar clues Writing: n Following models
Vocabulary: n Using the dictionary Vocabulary: n Identifying synonyms or
related words
v Workbook 3

Review Unit
Friends and School Are Fun
1. What are they doing? Match the numbers with the sentences in A and the ideas in B.
Lisa rank Dylan

Bob Amelia and Liam Doris and F
Myriam and Juan Robin Mary Vicky

Charlie
A B
a. 9 She is taking some pictures on her laptop.
b. 8 He is riding his motorbike on their cell phones.
c. 10 She is working with her digital camera.
d. 2 They are talking a delicious fruit salad.
e. 1 He is eating on the highway.
2. Answer these questions. Give as many details as you can.

a. Is Dylan listening to music? No, he isn’t listening to music. He’s bathing his pet in the bathroom.
b. Are Myriam and Juan chatting? No, they aren’t chatting. They are playing videogames.
c. Is Robin watching a movie? No, he isn’t watching a movie. He is conducting / doing an experiment.
d. Are Doris and Frank playing basketball? No, they aren’t playing basketball. They are dancing.
e. Is Lisa chewing gum? No, she isn’t chewing gum. She is brushing her teeth.
3. Complete the sentences with me, him, her, it, us or them in the boxes.
A: John is playing his electric guitar. A: Where is Lisa? I need to speak with her .
B: I’ll ask him to stop. I need to study. B: In her bedroom. She’s waiting for you .
A: Why are you angry with Vicky? A: Look, they are waving their hands to say hi to us .
B: Because she doesn’t give me any chewing gum. Do you know them ?
A: Are you cooking lunch for all of us ? B: Yes, they are my new neighbors.
B: Yes, for you and your friends. A: Oh, no! The dog is sleeping on the new sofa.
A: Do you want me to help you ? B: He is ruining it . Take it out of the house!
B: Sure. Please serve the drinks. A: I don’t want to. He is barking at me .
6
4. Amy is telling her aunt about her new school. Complete the postcard with there
is, there are, there isn’t or there aren’t.
Dear Aunt Dolly, more than 20

m od ern. There are
and ayer. Also,
hool. It’s so big set with a DVD pl
This is my new sc ther e is a TV
ch classroom
classrooms. In ea board.
an interactive white y friends
there is
th e ya rd . I alw ay s go there with m
t field in two
There is a large multi-spor la b an d there are
a modern la ng ua ge any
There is there aren’t
during breaks. there isn’t
an y gy m an d
a lot of
However, there is
computer centers. truction. In the ca fete ria
y snacks
ey are under cons So, I usually eat m
chemistry labs. Th any tables . St rang e, isn’t it?
there aren’t
food to buy, but
in the field outside. can come.
turday . Plea se let me know if you Dolly Smith
is ne xt Sa
Homecoming D ay 1321 Simon Avenue
Madison, Wi., US A
Love,
Amy
5. Order Harry’s story according to the pictures. Writing Strategy

Look at the time
on the clocks to
put the activities
in order.
buy shoes take a nap wake up early read a comic book
ride bike have lunch with friends go to bed

play cards with sister
Yesterday was my last vacation day, so I wanted to enjoy it to the full. These are the things
I did: I woke up very early in the morning, then I read a comic book at 11:00 AM.
I had lunch with my friends at 12:30 PM. I bought a pair of shoes at 2:30 PM, rode my
bike at 3:00 PM and took a nap at 4:00 PM. I played cards with my sister at 6:00 PM.
Finally, I went to bed at 7:45 PM.
6. What did you do on your last vacation day?

Early in the morning,
v ar y
At noon, may
In the afternoon, ers
A nsw
In the evening,
7
1 Then and Now
Module A
UNIT
LESSON 1
How Do They Take Care of Their Voices?

1. Label the pictures using the Word Bank.
Word Bank
a spoonful of butter
ice cream
a glass of orange juice
red pepper
a glass of a spoonful of honey
orange juice a spoonful a scarf
yoghurt a cup of a cup of hot milk
of butter
hot milk yoghurt
red pepper a scarf

a spoonful ice cream
of honey
2. Look at the pictures and complete the sentences with the correct form of the verbs in
parentheses and words from exercise 1.
a. Jennifer López (consume) doesn’t consume yoghurt before a concert.

b. Steven Tyler (drink) drinks a glass of orange juice to refresh his throat.
c. Mark Anthony (eat) eats a spoonful of butter to clear his voice.
d. Juanes (mix) mixes a spoonful of honey in a glass of lemon juice.
e. Enrique Iglesias (like) doesn’t like red pepper .
f. Robbie Williams (wear) wears a scarf to keep his neck warm.
g. Beyoncé (eat) doesn’t eat ice cream because it cools her throat.
h. Miguel Bosé (have) has a cup of hot milk every day to improve his voice.
8
3. Read the interview of the opera singer Seiko Lee. Match the questions with her answers.
a. What do you do to take care of your voice? c Every day.

b. Where do you record your songs? d I fly in my private plane.
c. When do you train your soprano voice? b In a studio at home.
d. How do you travel when you’re on tour? e Because I have to visit many countries.
e. Why do you study languages? f My family, sometimes.
f. Who travels with you on your tours? a I drink honey with hot milk.
4. Are you a real fan? Answer these questions about your favorite singer. Write complete answers.
a. Who’s your favorite singer? e. What does he / she like to do in his / her free time?
b. What kind of music does he / she sing? f. Do you have all his / her albums?
Stick a photo of
your favorite singer Answers may
vary
Answers may
vary
and show it to your
classmates. c. Does he / she play any musical instrument? g. Where do you usually listen to his / her songs?
d. Where does he / she regularly live? h. Why do you like his / her music?
5. How often do you do these activities? Write sentences using the adverbs in the Word Bank.
a. listen to music: Word Bank
usually never sometimes every day always
e. watch TV:
b. go to concerts:
ar y f. play a musical instrument:

rs may v
Answe
c. read magazines: rs ma y var y
Answe
g. dance:
d. sing in the shower:
Helpful Note
Remember to use the Simple Present Tense
to describe actions that happen regularly. 9
LESSON 2
All About Celebrities

1. Write the past form of the verbs and classify them into regular and irregular. See the example.
Base form Past form R I Base form Past form R I
a. break broke g. love loved
b. dance danced h. sell sold
c. get got i. start started
d. go went j. take took
e. graduate graduated k. want wanted
f. have had l. marry married
2. Complete the biographies with the correct form (past or present) of the verbs in parentheses.
Jessica Simpson (study) studied at Pearce High School and (graduate)

graduated in 1998. She (start) started to sing at the
Baptist church in her hometown in Texas, and now she is very famous. She (like)
likes to sing pop, country and romantic ballads. She (not sing)
doesn’t sing hip-hop. Jessica (marry) married Nick Lachey
in 2002; unfortunately, they (not get along) didn’t get along well and (separate)
separated in 2006. Today, she is very happy because she (have)
has peace of mind and fame. Do you like her music?
Justin Timberlake (be) was Britney Spears’ boyfriend, but he (break

up) broke up with her in 2002. He (come) came to
fame in 1993, at a very early age when he (take) took part in Disney
Channel’s The New Mickey Mouse Club. Now, he is incredibly popular. His fans (love)
love him, especially teenage girls. They like to see Justin while he
(dance) dances on stage. One of his greatest hits is “Cry Me a River.”
However, many critics (not think) don’t think he is a good singer. What’s
your opinion?
Christina Aguilera was born in New York in 1980. Her father is Ecuadorian and her mother
is Irish. Christina’s parents (divorce) divorced when she was seven. She
(not go) didn’t go to live with her father, but with her mom and sister in
Pennsylvania. In 1993, she (become) became a member of Disney
Channel’s The New Mickey Mouse Club. She (record) recorded her first
album in 1999. Her song “Genie in a Bottle” (sell) sold over 8 million
copies in the USA alone. In 2000, she (release) released an album in
Spanish called “Mi Reflejo” because she (want) wanted to be popular in
Latin America. Currently, she is married and (have) has a little baby
boy. Do you know any of her songs?
10
33.. W
Write
te qu
questions in the Simple Present Tense or the Simple Past Tense based on the answers given.
q
Helpful Note
a. Where did Jessica Simpson study ?
Before writing the
She studied at Pearce High School.
questions, decide if the
b. Do teen girls love Justin Timberlake ? answers correspond to
Yes, many teenage girls love him very much. wh-questions or start
c. When did Jessica Simpson marry Nick Lachey ? with Yes or No.
She married Nick Lachey in 2002.
d. Where did Justin Timberlake work in 1993 ?
He worked in Disney Channel.
e. When did Christina Aguilera’s parents divorced ?
Christina’s parents divorced when she was seven.
f. When did Justin start his career ?
He started his career at an early age.
g. Did Christina Aguilera record and album in Spanish ?
Yes, she recorded an album in Spanish. It is called “Mi Reflejo.”
h. Does Christina Aguilera have a baby girl ?
No, she doesn’t have a baby girl. She has a baby boy.
i. Did Christina and Justin co-star in The New Mickey Mouse Club ?
Yes, Christina and Justin co-starred in The New Mickey Mouse Club.
jj. Why is Jessica happy today ?
Because she has peace of mind and fame.
4. Do you remember the activities you did yesterday? Read and complete.
a. A fun activity I played videogames with my dad.
b. A boring activity
c. Breakfast
d. A TV program
e. A school activity ry
rs m ay va
A nswe
f. A sport
g. A song
h. A place
i. A phone call
j. Dinner
11
LESSON 3
Customs and Celebrations

Before reading
1. The article on this page is about two well-known cultural groups. What is a cultural group?
ry
y va
ma
ers
Answ
2. Predict if the following characteristics belong to the Native Americans (NA) or the Mexican Americans (MA).
a. They lived in America before Europeans landed on the continent. NA Reading Strategy
b. Most of them live in the Southwest of the USA. MA Use your prior
c. They enjoy rodeo. MA knowledge about
d. Many of them live on special reservations. NA the topic of a text to
e. They speak English and Spanish. MA connect it to new
f. They enjoy mariachi music. MA information.
Reading
3. While you read, complete the article with the words in the Word Bank.
Word Bank
spoke music discovered people traditions dangerous ride time
Two examples of diversity in the USA

The USA is a country with a lot of cultural groups that have distinct traditions and
customs. Some of these groups are the Native Americans and the Mexican Americans.
They are American citizens.
The Native Americans
B efore Europeans arrived in America,

the Native Americans (indigenous
peoples) lived there. Europeans didn’t know
like the Cherokee, the Hopi, the Apache
and the Nez Perce. They also had diverse
ways of life and spoke
that America was a piece of land between many languages. They lived off the land
Europe and China. In 1513, twenty years and planted corn and beans. The land was
after Christopher Columbus first landed sacred for them; they believed it was their
on the continent, Juan Ponce de León mother. Some tribes used to hunt deer and
discovered Florida. As many buffalo for food and clothing. They also
other Europeans, he thought that the Native made some handicrafts such as pottery and
Americans were savage people beautiful ornaments. At present, there are
who needed to be “civilized.” 2 million Native Americans left. Many
But the Native Americans were very live on reservations and fight to keep
civilized. They lived in different tribes, their ancient traditions .
12
The Mexican Americans
S ome states in the Southwest of the

USA, like California, Arizona, New
Mexico, Texas and Colorado, were part of
ride
and bulls. It is a
on untamed horses
dangerous
because usually the animals throw the
sport
Mexico a long time ago. riders into the air. But although they get
That is where Mexican Americans mostly hurt, they love rodeo. Roping is mainly a
live today. show. Charros make figures with a lasso
Mexican Americans are Americans who or long rope while they dance and jump
descend from Mexicans, so they speak along with music . During a
both English and Spanish. Although they rodeo, people eat Mexican food, dance and
are US citizens, they keep their traditions. celebrate with their families and friends.
One of them is a sport called rodeo, in As you can see, one country can have
which cowboys and cowgirls (or charros) diverse groups with particular customs and
enjoy riding bulls and horses and roping. traditions. What cultural groups does your
During rodeo events, these skillful athletes country have?
After reading
4. Scan the text and answer the following questions.
a. Who discovered Florida? f. Where do they mostly live?
Juan Ponce de León (discovered Florida). (They live) in reservations.
b. Who did the Native Americans think their mother was? g. What animals do charros enjoy riding?
They thought the land was their mother. (Charros enjoy riding) horses and bulls.
c. What animals did they hunt in the past for food and clothing? h. What else do charros do at rodeos?
(They hunted) deer and buffalo (for food and clothing). They make figures with a lasso, eat Mexican food,
dance and celebrate with their families.
d. What kind of handicrafts did they make? i. Is it a dangerous activity? Why?
(They did) pottery and ornaments. Yes, it is because usually the animals throw the riders
into the air.
e. How many Native Americans are there left in the USA today? j. In which states do many Mexican Americans mostly live?
(There are) 2 million (Native Americans left in the California, Arizona, New Mexico, Texas and Colorado.
USA today).
5. Describe
Descri
escr two cultural groups in your country by filling in these cards.
• Name: • Name:
• Geographical location: • Geographical location:
• Language: ry • Language: ar y
ion: a ion: v
• A characteristic celebrat yv • A characteristic celebrat ay
ma rs
m
rs e
s we nsw
An A
13
Before writing
6. Choose one celebration from exercise 5 and write some notes about its origin.
v ar y
may
e rs Helpful Note
A nsw
We use a comma (,) after
connectors like first, then,
7. Write 4 activities people usually do during that celebration. after that and finally.
a.
ry
b. y va
ma
c. ers
A nsw
d.
Writing Strategy
Writing Follow a
plan to write
8. Read about Thanksgiving Day. Then, write a similar text about the celebration
a text.
you chose in the previous section.
Thanksgiving Day ______________________________
Hi! My name is Linda and I live in the ________________________________________ Write your name,
USA. In my country people celebrate ________________________________________ the country you live
Thanksgiving Day on the fourth Thursday ________________________________________ in, the name of the
in November each year. It is an important celebration and the
________________________________________
day for us. date on which people
________________________________________ celebrate it.
On Thanksgiving Day, we remember when
the first pilgrims* arrived in America and ________________________________________
couldn’t find food to eat, so many of them ________________________________________
ry
died in winter. Fortunately, some Native
y va Write down some
Americans gave the pilgrims food. Later, ________________________________________
ma
rs information about
e
________________________________________
pilgrims had a celebration to say “thank sw the origin of the
you” to the Native Americans. An
________________________________________ celebration.
This is the way families celebrate ________________________________________
Thanksgiving Day. First, we get together
and invite our friends to eat a traditional ________________________________________
dinner: turkey, sweet potatoes and ________________________________________ Write what people
pumpkin pie. After that, we give thanks ________________________________________ usually do on that day
for the delicious food we eat. Then, we sit (use connectors of
together and watch TV. Finally, we play ________________________________________
sequence: first, then,
some family games or watch a movie. ________________________________________ after that, finally).
* Pilgrims: people who came from England to America. ________________________________________
After writing
9. Correct your work by following these steps.
a. Check if you included all the information needed.
b. Reread your composition. Is it clear?
c. Show your text to your teacher to identify possible mistakes.
d. Correct those mistakes.
14
Reflect on Your Learning Process
1. Check ( ) the option that best describes your performance.
Bronze Silver Gold
Workbook Pages in the
Functions and Strategies Student’s Book
Page Exercise
8 2
Recognizing and using verbs that express habits 14, 15
Vocabulary
9 3, 4, 5
10 1, 2
Using regular and irregular verbs 16, 17
11 3, 4
Organizing words and expressions into groups 10 1 14
8 2
Asking for and giving information about habits and 14, 15, 20, 22,
9 3, 4, 5
activities that happen regularly 23
14 7, 8
Grammar
10 2
16, 17, 18, 19,
Talking about completed actions in the past 11 3, 4
22, 23
14 6, 8
Using adverbs of frequency 9 5 15
Extracting specific information (scanning) 13 4 19

Reading
Using prior knowledge about the topic of a text 12 1, 2
Following a plan to write a text; using punctuation

14 8
marks (commas) appropriately
Writing
Using connectors of sequence: first, then, after

14 8 20
that, finally
13 5
Describing celebrations 20
14 6, 7, 8
Listening
Listening only to the information needed 14
Expressing simple opinions about leisure activities

Speaking
21
(rating a movie)
Learning synonymous responses 21
2. Choose the strategies you will use to improve your learning process.
What? How?
Investigating what I did not understand well Refer to the grammar charts; use the Internet.
Asking for clarification whenever I do not understand something Ask the teacher or your classmates. Do not be afraid!
Paying more attention in class Keep your eyes on the teacher and the board.
Looking for situations to use English Form a study group with your classmates.
Creating my own study schedule Assign an hour daily to study English at home.
Revising my progress periodically Ask the teacher regularly if you are doing fine.
Avoiding rivalry and competition with my classmates Do not make bad comments to your classmates. Congratulate them.
Helping those partners who need help Offer your help when you notice a classmate does not understand.
15
UNIT
2 Telling Stories
The Party Was Awesome!
LESSON 1
1. Match columns A and B.

A B
rock pizza
pretty ice-cream
pepperoni balloons
chocolate band
handsome girls
colorful boys
2. These girls and boys went to Julie’s birthday party. Complete the bubbles using
there was / there were and the vocabulary from the previous exercise.
I loved Julie’s party because

there was pepperoni pizza.
__________________________ There was chocolate ice cream
_____________________________
at the party. I ate a lot!
It was great!
There were handsome
__________________________ I liked the decoration
boys.
__________________________ at Julie’s party!
There were colorful
__________________________
balloons.
__________________________
How was
Julie’s party?
Yes! There was a rock band

_____________________________
at Julie’s party. I jumped a lot!
Girls? A party?
There were pretty girls Nobody told me!
___________________________ at
16 Julie’s party. Why didn’t you go?
3. Lisa and Bruce visited the haunted house yesterday at the amusement park. Look at the picture and
complete the sentences.
Word Bank
spider web
bat
pumpkin
candle
vampire
cat
witch
owl
a. There were
_________________ bats
six _________________. e. There was
_________________ witch
a _________________ on her broom.
b. _________________
There were four _________________.
candles f. There were
_________________ spider webs
five _________________.
c. _________________
There was a _________________
vampire in his coffin. g. There were
_________________ cats
eight _________________.
d. _________________
There were two _________________.
owls h. There were
_________________ pumpkins
seven _________________.
4. Samuel is asking Bruce some questions about the haunted house. Complete their dialog.
Samuel: Was there a skeleton in the haunted house?
Bruce: No, there wasn’t . At least, I didn’t see one.
Samuel: Was there a scarecrow in the house?
Bruce: Yes, there was . He was motionless, but he scared me
when he moved his eyes.
Samuel: Were there any windows in the house?
Bruce: No, there weren’t . The house was almost dark.
Samuel: Was there a monster?
Bruce: No, there wasn’t . Fortunately not.
Samuel: Were there any ghosts in the haunted house?
Bruce: Yes, there were three. They were horrible!
Samuel: Were there any growling dogs in the haunted house?
Bruce: No, there weren’t , but there were a lot of cats. 17
LESSON 2
Funny and Weird

1. Complete Angela’s story as in the example. Also, write the names in the boxes.
Tom Mark
Monica
Linda
John
Peter
David
Steve Rita
Brandon
Angela Mugi
I was having (have) a party with my friends when my parents arrived from their
vacation. It was terrible! Linda and Mark were dancing (dance) on the table. John
was laughing (laugh) aloud with Peter. David was playing (play) his
electric guitar while Monica was singing (sing). Tom was wearing
(wear) my father’s Mexican hat. My pet Mugi was chewing on (chew on) the
curtains. Rita and Steve were making (make) some sandwiches. Brandon
was sleeping (sleep) on the couch and I was filming (film)
m)
the mess with my father’s new camera. My parents got very angry and I didn’t know what to say. y. What
an embarrassing situation!
2. Correct the sentences according to Angela’s story.

a. Linda and Mark were dancing on the couch.
They weren’t dancing on the couch. They were dancing on the table.
________________________________________________________________________
___
b. Monica was playing the electric guitar. Helpful Note
She wasn’t playing the electric guitar. She was singing.
________________________________________________________________________ Remember:
c. Brandon was making some sandwiches. I
He wasn’t making some sandwiches. He was sleeping.
________________________________________________________________________ He
was jumping.
d. Rita and Steve were filming the party. She
They weren’t filming the party. They were making some sandwiches.
________________________________________________________________________ It
e. David was wearing a Mexican hat. We
He wasn’t wearing a Mexican hat. He was playing the electric guitar. You were jumping.
________________________________________________________________________
They
f. Angela was singing.
18 She wasn’t singing. She was filming the party.
________________________________________________________________________
3. Match and write sentences using the Past Progressive Tense, when and the Simple Past Tense. Also,
decide if the situations are funny or weird. Helpful Note
a. My brother (run) fast e his tennis shoe (go) flying off his foot
b. I (eat) a hamburger f they (splash) water on our faces We can use the
c. They (relax) on the couch c a ghost (scare) them Past Progressive
d. Mom (drive) her car d a cat (jump) in front of it Tense and the
e. Dave (play) soccer a he (trip over) a stone Simple Past
f. We (watch) the dolphins b my dog (grab) it and (eat) it Tense together
in a sentence to
My brother was running fast when he tripped over a stone
a. _________________________________________________________________. funny describe an action
b. I_________________________________________________________________.
was eating a hamburger when my dog grabbed it funny which began before
c. They were relaxing on the couch when a ghost scared them
_________________________________________________________________. weird something else
d. Mom was driving her car when a cat jumped in front of it
_________________________________________________________________. weird happened: We were
funny watching TV when
e. Dave was playing soccer when his tennis shoe went flying off his foot
_________________________________________________________________.
the lights went out.
f. We were watching the dolphins when they splashed water on our faces
_________________________________________________________________. funny
4. Write questions using the verbs given. Then, answer.

a. b. c.
ride / start (to rain) go down (the stairs) / fall down listen (to music) / (fire) start
d. e. f.
fight / arrive drive / ring take (a bath) / bark
a. _____________________________________________________
Were they riding their bikes when it started to rain? Yes, they were
_________________.
b. Was he going down the stairs when he fell down?
_____________________________________________________ Yes, he was
_________________.
Helpful Note
c. Were they listening to music when the fire started?
_____________________________________________________ Yes, they were
_________________. We can use while to
d. Were they fighting when the teacher arrived?
_____________________________________________________ Yes, they were
_________________. show that two actions
e. Was she driving her car when her cell phone rang?
_____________________________________________________ Yes, she was
_________________. were in progress at the
f. Was he taking a bath when the dog barked?
_____________________________________________________ Yes, he was
_________________. same time in the past:
Last Sunday at 2:00 PM
5. Work with a relative. Write what you two were doing last Sunday at these times. I was doing homework
a. I was brushing my teeth while my sister was having breakfast
\|ii' : _______________________________________________________________. while my parents were
b. li|ii' : _______________________________________________________________. cooking lunch.
ry
c. va
Z|ii*' : _______________________________________________________________.
y
ma
d. rs
[|ii*' : _______________________________________________________________.
e
sw
e. An
h|ii*' : _______________________________________________________________.
19
LESSON 3
Mysterious Stories
Before reading
1. You will read about a supernatural event. First, check ( ) the correct answer. Use the dictionary if
necessary.
a. What does supernatural mean?
dominant unexplainable powerful remarkable
2. Provide an example of a supernatural event you know about.

_____________________________________________________________________________________________________
may var y
Answers
_____________________________________________________________________________________________________
3. Read the title and look at the pictures. Try to predict the content of the story. What is it about?
_____________________________________________________________________________________________________
may var y
Answers
_____________________________________________________________________________________________________
Reading Strategy
Reading
Pay attention to
4. Read the paragraphs below and put them in the correct order. the years and time
expressions to put
HiâaIV`^c\8VgZd[=Zg7gdi]Zg the paragraphs in
order.
3
The next time was in December 1988. Henry was sleeping
when Dorothy’s voice woke him up, “Get up, Henry.” As
soon as he opened his eyes he saw the house filled with
fumes from a defective gas stove. He went to the kitchen,
turned off the stove and opened the windows. Luckily, his
sister saved his life again.
1
Dorothy and Henry were siblings. Dorothy was younger,
but she was always taking care of her brother. She was his
best friend and guardian. Every time Henry needed help,
she was there to give him a hand. For example, one day
Henry was climbing a tree when he fell out of it; Dorothy
took him immediately to the hospital. On another occasion,
he was playing soccer when a friend hit him with the ball.
Dorothy defended her brother. Henry was very proud of
Dorothy. It was really good to have her around.
4
The third time Henry heard Dorothy’s voice was in 1996.
He was returning from a trip with his wife, who was in the
back seat of the car. His mother-in-law was driving. It was
getting dark and they were going across a narrow bridge
when a large car forced them to go over one side of the
road. Mysteriously, Henry heard his sister’s voice again,
“Grab the steering wheel, Henry.”
20
Reading and Writing
6
Now, several years after these events took place, Henry hears
his sister’s voice from time to time. He is an old, happy man.
He remembers his beloved sister every day. “It’s great to know
that she’s still taking care of her big brother,” he says.
5
Henry reached out to take the steering wheel from his mother-
in-law by moving his body to the middle of the front seat and
maneuvering the car to get back on the road. Incredibly, Henry
saved himself and his family from falling off the bridge.
2
Unfortunately, Dorothy died in 1981 after an operation. She
was 20 years old. But even after her death she never stopped
helping Henry. The first time was in May 1982. He was standing
outside his garage during a thunderstorm when he heard
Dorothy’s voice. “Move, Henry, move!” she said. Quickly, he
ran into his house. The next moment, some powerful lightning
struck the garage’s roof. Henry was terrified.
Adapted from a story by Sheila Anne Barry.
After reading
5. Label the images with the text words in bold type.
gas stove lightning steering wheel bridge
Vocabulary Strategy
6. Write T (true), F (false) or N (not mentioned) after the statements. Correct the false ones.
Use the context to
a. When he was a child, Henry was ashamed of his sister. F get the meaning
b. Dorothy died from a heart operation. N of words.
c. Dorothy passed away when she was twenty years old. T
d. Henry’s wife was driving the car when they almost fell off a bridge. F
e. Henry had a home incident in nineteen eighty-eight. T
f. The day of the car accident, Henry and his family were returning from church. F
g. The friend who hit Henry with the ball was Tommy. N
h. Some powerful lightning struck Henry’s garage roof in 1982. T
When he was a child, Henry was proud of his sister.
_____________________________________________________________________________________________________
Henry’s mother-in-law was driving the car when they almost fell off the bridge.
_____________________________________________________________________________________________________
The day of the car accident, Henry and his family were returning from a trip.
_____________________________________________________________________________________________________
21
Before writing
7. Imagine you went to a boring party last Saturday. Write about it based on the clues.
a. Not enough food: There wasn’t enough food.
Helpful Note
b. Too many people: There were too many people. Notice:
c. Bad music: The music was bad. • While we were studying, the
lamp fell (comma needed).
d. Very dark: It was very dark.
• The lamp fell while we were
8. Some embarrassing incidents happened to you at the party. Complete studying (no comma needed).
with your own ideas. • We were studying when the
a. When I was dancing, . lamp fell (no comma needed).
v ar y • When the lamp fell, we were
b. Susan was drinking soda when
may .
e rs studying (comma needed).
She ruined my shoes.
Answ
c. While I was speaking with , .
d. We all were when the lights went off.
Writing
9. Write the whole story. Use the ideas from exercises 7 and 8. Remember to use adverbs to intensify the
events.
Last Saturday I went to a party, but it was horrible. There were a lot of problems: first,
there wasn’t enough food.
I also had some embarrassing incidents: first,
var y
may
e rs
Answ
What So, I finally decided to leave the party, and when I was walking home,
happened
to you? . What an awful night I had!
After writing
10. Follow these steps to edit your story.
• Read all the sentences again and make sure they are logical.
• Check your use of the tenses.
• Check your use of commas.
• Read the story aloud and pause after every period.
22
Bronze Silver Gold
Page Exercise
16 1, 2
Vocabulary
Associating images and words 24

17 3, 4
Looking words up in a bilingual dictionary 20 1 24
16 2
Expressing existence in the past 17 3, 4 25, 30, 33
Grammar
22 7, 9
18 1, 2
Talking about actions in progress in the past and 26, 27, 29, 30,
19 3, 4, 5
completed actions 33
22 8, 9
Ordering the parts of a text and understanding 20 4

Reading
specific information 21 5, 6
Relating new with previous information 20 1, 2, 3 28
Understanding and producing simple narratives

(there was / there were, the Past Progressive 22 7, 8, 9 27, 30
Writing
Tense, the Simple Past Tense); using adverbs
Brainstorming ideas before writing a text 22 7, 8
Using techniques of emphasis to understand

Listening
26
important ideas (underlining)
Checking on meaning 31
Answering key questions in order to remember

31
details to tell a story
Speaking
Telling personal experiences 27, 31
Giving a brief presentation on a person’s life 32
What? How?
Avoiding rivalry and competition with my classmates Do not make bad comments to your classmates.
23
Module B
UNIT
LESSON 1
Get Connected!
1. Angie is receiving some instructions from her boss. Place them in the dialog boxes according to the pictures.
▪ Install the new program on the PC. ▪ Print the graphs in colored ink.
▪ Scan the documents. ▪ Delete the messages from the answering machine.
▪ Prepare the video beam to display the presentation. ▪ Charge the camera’s battery.
Scan the documents.

______________________ Prepare the video
______________________
______________________ beam to display the
______________________
______________________ presentation.
______________________
Delete the messages

______________________
from the answering
______________________
machine.
______________________
Charge the camera’s

______________________
battery.
______________________ Install the new program
______________________
______________________ on the PC.
______________________
______________________
Print the graphs in

______________________
colored ink.
______________________
______________________
2. Max has some questions on how to use his new cell phone. Complete the instructions by placing the
verbs in the boxes. Be careful, there is an extra verb in each case.
Max: I don’t like my phone’s tone. How can I change it?

You: First, go to “Sounds” in the “My stuff” menu. Use the navigation key to go up and
down the list of sounds and listen carefully to each one. Finally, choose the one you like.
write use go listen choose dial select go set
Max: The phone is displaying the wrong date. What do I do?

You: First, go to “Time and Date” in the “Settings” menu. There
you will find three options: “Time,” “Format” and “Date.” Select the
last one, set today’s date and you’re done!
Max: How can I turn on the phone?

You: Well, open the flip and press the
“Power” button. Then, enter your PIN number. It’s very easy. press open delete enter
24
3. Follow the clues and write the instructions to record a video with a camcorder. Helpful Note
You can use connectors like first, second, then, Remember:
after that and finally to sequence instructions. • insert into • remove from
8 8
(open / disc cover) (insert / DVD / Camcorder) (close / disc cover)
First, open the disk cover. Second, insert the DVD Then, close the disc cover.
8
into the camcorder.
8 8 ON
MODE
POWER
CHG
OFF
(CHG)
(remove / DVD / camcorder) (press / “R” button / start or stop recording) (turn / switch / until / movie icon / appear)
After that, remove the
First, Now, press the “R” button Finally, turn the switch
DVD from the camcorder. to start or stop recording. until the movie icon
appears.
Helpful Note
4. The people in the pictures are doing things wrong.
Give them some warnings as in the example. Use these expressions:
• Look / Watch out! • Be careful! • Stop!
Watch out! Don’t

skateboard in the hall. ry
y va
Please, walk carefully. ma
ers
A nsw
ry
y va ar y
ma v
ay
ers rs
m
nsw e
A
A nsw
25
LESSON 2
Making Plans and Decisions

1. Rose is very busy next week. Complete the statements about her arrangements based on the schedule
below.
Word Bank
play
write
visit
watch
fly
have
a. Rose is visiting her grandparents on Thursday at 2:00 PM.

b. She is writing her new song lyrics on Wednesday at 7:00 AM.
c. She and her manager are having dinner on Wednesday at 9:30 PM.
d. She is watching a movie with Michael on Monday at 6:00 PM.
e. She and Tommy are playing tennis on Thursday at 8:30 AM.
f. She is flying back to Atlanta on Sunday morning.
2. Answer these questions about Rose’s schedule. Write complete sentences.

a. Where are Rose and Monica going on Monday at 9:00 AM? e. Is she rehearsing with her band on Friday?
They are going to the gym.
_________________________________________________ Yes, she is. (She’s rehearsing with her band on
_________________________________________________
_________________________________________________ Friday at 3:00 PM.)
_________________________________________________
b. Is Rose flying to New York on Wednesday? f. When is she giving an interview on the radio?
No, she isn’t. She’s flying to New York on Friday.
_________________________________________________ She’s giving an interview on the radio on Tuesday at
_________________________________________________
_________________________________________________ 4:30 PM.
_________________________________________________
c. When is she giving a concert? g. Where is she having a photo session on Tuesday at 8:45 AM?
She’s giving a concert on Saturday at 8:00 PM.
_________________________________________________ She’s having a photo session at MGL Studios.
_________________________________________________
_________________________________________________ _________________________________________________
d. Is she having lunch with Michael and Tommy on Monday? h. Is she attending a cocktail on Saturday night?
No, she isn’t. She’s having lunch with Michael and
_________________________________________________ Yes, she is. (She’s attending a cocktail on Saturday at
_________________________________________________
Tommy on Sunday.
_________________________________________________ 11:00 PM.)
_________________________________________________
3. Think about your own arrangements based on these ideas. Include the day and the time.
a. Go to school: I’m
b. Meet a friend: var y
may
c. Work on your English project: ers
A nsw
d. Practice a sport:
26
4. Complete
p with the decisions from the box.
Don’t worry. b
Don’t forget, tomorrow

is your dad’s birthday. Oh, yes! d
I don’t understand
these exercises. Those jeans are
too loose on you! You think? c
That movie
went off the
scale of terrible. a. Then I won’t see it.
b. I’ll help you solve them.
c. I won’t buy them, then.
d. I’ll buy him a nice present.
Oh, really? a
5. Use the words in parentheses to make right decisions according to the situations.
A: Oh, no! I missed the bus! A: This iPod is very expensive.
B: Don’t panic. We’ll give (we / give) you a ride. B: Do you think so? Then I’ll go (I / go) to
Best Buy.
A: What would you like, fruit salad or a sandwich?
B: I’ll have (I / have) fruit salad. Thanks. A: Don’t waste your time. That machine has no batteries.
B: Well, I won’t use (I / use) it, then.
A: I don’t know how this fax machine works.
B: Don’t worry, Jenny will tell (Jenny / tell) you how A: Do you have a dictionary?
to use it. B: Sure, I’ll bring (I / bring) it right away.
6. Play! Answer, choose or follow the instructions in each square.
? seeing
e doing tomorrow e n a re you
Make this negative
(N)
W hat is Jan __
W h
ntist?
and interrogative (I)
__g______ Choose the correct .
la_y_in option. your de
_S_h_e_’s__p__ ____ A: Are you busy tom ____
We are studying ton
ight.
am __e_s_. ____ orrow s e__e_in__g___
_v_id__e_o_g__ afternoon? I’
__ m
_ __
n ___
N: __
W__e __
ar__
en__
’t stu
____dy__
in__
g
________
_ e_n_t_is_t__o__ toni
__ ______
gh
________ m
_ _y
_ _d
_ _ t. __________
_ B: Yes, I’ll have / I’m ___ ___
________ having a a__y_. _____ I: __
Are
____
________ job interview at 3:00 Tu
__e_s_d_ we__stu
____
dy__in__
g ___
_
PM. _____
______ toni
__ __gh
____
t? ____________
______ _
Where are Lindsay

and Carol rrect option.
v e (N) go ing on Sunday? Choose the co
Make this
n e g a ti inter is very
). Th__
__ ey__ar A: This old pr
ogative (I __e__________
Choose the co and interr ab. go__in__
__ g__ heavy.
ac to__an
e. I’ll carry /
rrect option. She’ll take ta k e
_ _ a
_ _ c_a__b_._ am _____
B: Give it to m
A: Why are yo e w _o_n_ ’t
_ _ _ __ ____ us
__ em
__ en
__ t ___
u so elegant? h _ __ for you.
B: We’ll have N: _S____ _ __ _______ __ I’m carrying it
/ We are ____ __ _ _ pa rk
__ .
___________
having a grad ________ k e a
_ __c_a_b_?___
_
uation s h e_ _ta_ _ _ _
I: _W__il_l____ _
ceremony at 4: ________
30 PM.
__ _ _ __ _ ________
__ 27
LESSON 3
Thumbs Up!
Before reading
1. Answer.
a. How does air TV work? What is its main difference with cable TV?
___________________________________________________________________________________________
y var y
A n swers ma
___________________________________________________________________________________________
b. The following text is about satellite TV. Do you know any difference between satellite TV and cable TV?
___________________________________________________________________________________________
ay var y
A nswers m
___________________________________________________________________________________________
Reading
2. As you read, find the words that correspond to these definitions.
a. Without wires (adj): wireless d. Diversion (n): entertainment
b. Money you pay for a service (n): fee e. Sofa (n): couch
c. Conditioned by something (adj): dependent f. To buy (v): purchase
3. Label the paragraphs of the text with the headings below. Reading Strategy
• Pros and cons of satellite TV • How satellite TV works • What about the future?
Read the whole text
quickly to place the
Satellite TV headings correctly
(skimming).
How satellite TV works
lthough cable TV is still a very popular it back to earth. There, a viewer’s dish picks
A household entertainment medium, satellite
TV is growing faster, and in a few years it
up the signal and sends it to a receiver in your
house, which decodes it and sends it to your
will change our way of seeing the world. This TV.
wireless system works like this: a broadcast It is when you can enjoy satellite TV.
center transmits a signal to an orbiting satellite Remember, you need to have a decoder installed
which, in turn, amplifies the signal and transmits on your TV set to receive the signal.
Pros and cons of satellite TV

hat are the differences between cable and programming as well as interactivity options;
W satellite TV? At the present time, cable
TV doesn’t cost as much as satellite TV for
on the other, satellite is highly dependent on the
weather: bad weather means bad reception. Since
average viewers, and requires less equipment. both cable and satellite TV have advantages and
Besides, you can view channels in different disadvantages, it is up to you to choose the one
rooms, something that is not possible with that better fits your needs.
satellite TV without paying extra fees. On the
one hand, cable has limited access in rural
areas and offers less high definition and digital
28
Reading and Writing
What about the future?
I n a short time, it won’t be so

expensive to purchase satellite
equipment (such as the dishes and
and receiving messages through the satellite system.
Can you imagine? You won’t only watch your
favorite shows on the screen, but you will actually
boxes), for they will get smaller. In terms be part of them as a special guest! This means you
of interactivity, within a few years you won’t need to go to a stadium to see the team of
will watch movies in three dimensions: your dreams play or your favorite artist perform. In
sitting on your couch, you will see the addition, some think that TV sets will disappear and
characters next to you and feel as if you will be replaced by three-dimension entertainment
are where the action takes place. Experts also rooms. Wow, whole rooms for interaction! Yes,
believe that TV viewers will participate in contest satellite TV will be like seeing through your own
shows and opinion programs from home, sending eyes. Isn’t that worth waiting for?
After reading
4. Order the process of how satellite TV works by numbering the pictures from 1 to 4. Also, describe the
pictures in the spaces provided.
4 1 3 2
The receiver decodes the

_______________________ A broadcast center
_______________________ A viewer’s dish picks up
_______________________ The satellite amplifies the
_______________________
signal and sends it to
_______________________ transmits a signal to an
_______________________ the signal and sends it to
_______________________ signal and transmits it
_______________________
your TV.
_______________________ orbiting satellite.
_______________________ a receiver in your house.
_______________________ back to earth.
_______________________
_______________________ _______________________ _______________________ _______________________
_______________________ _______________________ _______________________ _______________________
5. Complete the chart with as much information as you can from the reading.
Advantages Disadvantages
Cheaper, requires less equipment, Limited access in rural areas, less high
you can view channels in different definition, digital programming and Reading Strategy
Cable TV rooms interactivity options
Underline relevant
information in a text
High definition, more digital Highly dependent on the weather, before completing
programming and interactivity more expensive, requires more a chart.
Satellite TV options equipment, you can view channels in
different rooms by paying extra fees
29
Before writing
6. Find information about these types of robots and complete. Also, use your imagination.
Things they will do

Type of robots Description
in the future
Look like human beings. Drive spaceships.
Androids
var y var y
may may
ers e rs
A nsw A nsw
Industrial
robots
Writing
7. Write a short text about robots in the future based on the information you found. Follow the instructions in
the Helpful Note.
_____________________________________________________________
___________________________________________________________________________________
ry
va
___________________________________________________________________________________
y
2 rs
ma
___________________________________________________________________________________
e
sw
An
___________________________________________________________________________________
___________________________________________________________________________________
ry
va
___________________________________________________________________________________
y
3 e rs
ma
___________________________________________________________________________________
sw
An
___________________________________________________________________________________
Helpful Note
1. Write an original title.
2. Write a short introduction about robots in general and the main differences
between androids and industrial robots (use the Simple Present Tense).
3. Write predictions about both types of robots (use Will).
After writing
8. Check and correct your work. Yes No
▪ Did you include relevant information in the chart?
▪ Is the title catchy?
▪ Are words spelled correctly?
▪ Are sentences short and well connected?
▪ Did you follow the instructions to organize your text?
30
Bronze Silver Gold
Page Exercise
24 1, 2
Vocabulary
Using verbs to express instructions 40, 41, 49

25 3, 4
Creating mental images of words 40
Following and giving simple instructions and 24 1, 2

40, 41, 49
warnings (imperatives) 25 3, 4
Grammar
Talking about future arrangements (Present 26 1, 2, 3 42, 43, 44, 45,

Progressive Tense) 27 6 48, 49
Expressing decisions at the moment of speaking 42, 43, 44, 45,
27 4, 5, 6
and predicting (the future with Will) 46, 48, 49
Using previous knowledge before reading a text 28 1 44
Labeling paragraphs with correct headings

28 3
Reading
(skimming)
Extracting key information from a text 29 4, 5 45
Reading through a text for key words 28 2 45
Organizing information before and after writing a

30 6, 7
Writing
text
Inferring meaning through applying rules 46
Paying attention to connectors when listening to

41
Listening
instructions
Using contextual clues to guess the meaning of
47
unknown expressions
Speaking
Placing new expressions into different contexts 47
What? How?
Avoiding rivalry and competition with my classmates Do not make bad comments to your classmates.
31
UNIT
You Shouldn’t Be Rebellious
LESSON 1
1. Complete the dialogs with the phrasal verbs in the Word Bank. Be careful with the tenses.
A: What are you doing, Sylvia?
B: I’m looking for my credit card, but I can’t find it!
A: Why are you so sad, Mary?
Word Bank
look after B: Because I fell out with my boyfriend and we broke up.
take back A: Would you like to go to the movies tonight?
hang out B: I can’t. Mom asked me to look after my little brother.
look for
A: Where were you, Charles? It’s so late!
fall out with
B: Sorry, I was hanging out with some friends.
A: Sorry for being so rude to you. I want to take back all the bad things I said.
B: Oh, no problem.
2. Which of these things can or can’t you do at an art museum?
a. speak loud: I can’t speak loud .
b. run all around the galleries: I can’t run all around the galleries .
c. have something to eat: I can’t have something to eat .
d. ask the guide questions: I can ask the guide questions .
e. take notes about the works of art: I can take notes about the works of art .
f. touch the pieces of art: I can’t touch the pieces of art .
3. The people in the pictures are asking for permission to do different things. Write
appropriate questions using can and the verbs. Can I eat more pizza?
______________________
Can I drive your car? ______________________
______________________
______________________
______________________
______________________
Can I borrow your

______________________ drive eat Can we watch TV?
______________________
dictionary?
______________________
borrow ______________________
______________________ watch
______________________
32
4. Read the situations. Then, match them with the correct, unscrambled pieces of advice.
a. I feel so sick! c He should be more respectful with people .
(be / people / with / should / he / respectful / more)
b. Ruby is very tired. d We shouldn’t get up so late .
(get up / we / late / shouldn’t / so) Writing Strategy
c. Brad is so rude! a You should go to the doctor .
(should / to / you / doctor / go / the)
Infer meaning
e You should have a snack now through applying
d. We are late for work. .
(snack / you / a / have / now / should) rules.
e. I’m hungry. f You shouldn’t eat so much candy .
(so / eat / much / you / shouldn’t / candy)
f. I’m overweight. b She should go home and rest .
(go / rest / and / she / home / should)
5. Give Julie some advice using should or shouldn’t and one of the verbs in parentheses.
Julie: I have some problems at school and I don’t know what I
(a) should do (make / do).
You: Really? What difficulties do you have?
Julie: First, I don’t understand French grammar. It’s confusing.
You: You (b) should take (take / make) some private classes.
Julie: OK. And my geography teacher says I speak too much in class.
You: That’s serious. You (c) shouldn’t be (go / be) so talkative.
Julie: I also arrive late to class very often.
You: In that case, you (d) shouldn’t go (go / sleep) to bed so late.
Julie: In addition, I have problems with algebra.
You: Well, I think you (e) should ask (ask / make) for a tutorial session with your teacher.
Julie: Good idea! But, you know what? I also feel I’m wasting all my energy at school.
You: Then you (f) should do (do / make) some exercise.
Julie: Thank you.
e
6. Circle the best option. Then, match the sentences with the pictures.
a. It’s late. You should / shouldn’t / can’t get up now.
b. Should / Can / Can’t I use your earphones to listen to some music?
c. You don’t have to / shouldn’t / can read your brother’s diary without his permission.
d. They can / can’t / should speak when taking the written exam.
e. Mike can’t / should / shouldn’t turn off his cell phone. f
f. What can’t / shouldn’t / should I do to earn some money?
c
a
b
33
LESSON 2
I Have to Do My Duties
1. Complete the sentences with the correct words.
a. Dad is angry with my sister because she
talked back to him.
▪ alone ▪ misunderstood ▪ angry
b. Kevin is very depressed today because his dog got lost.
▪ tired ▪ depressed ▪ disappointed
c. My parents don’t respect my decisions. That makes me feel
misunderstood .
▪ misunderstood
i d d ▪ hhopeless
l ▪ tired
i d
d. I am an only child, so I sometimes feel very lonely .
▪ frustrated ▪ lonely ▪ heartbroken
e. Joseph studies Japanese very hard, but he doesn’t understand
it. He thinks his efforts are useless .
▪ desperate ▪ disappointed ▪ useless
f. Paula is heartbroken because she saw her
boyfriend hanging out with another girl.
▪ heartbroken ▪ alone ▪ tired
g. I get desperate every time I have to take care

of my neighbor’s pet. It’s unbearable.
▪ depressed ▪ desperate ▪ heartbroken
h. The teacher is so disappointed in us because we
did poor on our exam.
▪ bored ▪ lonely ▪ disappointed
2. Look at the pictures and answer the questions. Write complete answers.
Gina
a. What does Gina have to do today? d. Who has to water the plants today?
She has to walk the dog. Betty has to water the plants
today. Mike
Brian and William b. Who has to cook lunch? e. Does Mike have to wash his clothes?
Herman and Lorraine have to Yes, he does.
cook lunch.
Herman and Lorraine
c. Does Sarah have to dust the f. What do Brian and William have to
Betty furniture? do today? Sarah
No, she doesn’t. She has to They have to dust the furniture.
sweep the floor / stairs.
34
3. What are some of the rules at a library? Write sentences with must or mustn’t
and the ideas below.
a. eat snacks: I mustn’t eat snacks.
b. chat on the web: I mustn’t chat on the web.
c. take care of the books: I must take care of the books.
d. talk on your cell phone: I mustn’t talk on my cell phone.
e. listen to music: I mustn’t listen to music.
f. take a nap: I mustn’t take a nap.
g. stand on the desks: I mustn’t stand on the desks.
h. show your ID to check books out: I must show my ID to check books out.
4. Read the sentences and decide if they express advice, permission, obligation or prohibition.
a. Yes, you can go to the party tonight. Permission
b. He should spend more time with his family. Advice
c. We have to keep our room tidy. Obligation
d. Students mustn’t bring pets to school. Prohibition
e. She has to do her homework every day. Obligation
f. You should help mom with the cooking. Advice
g. Can I invite some friends tonight? Permission
h. We mustn’t skip class. Prohibition
5. Fill in the gaps with must, mustn’t, have to, can, can’t, should or shouldn’t.
a. A: Do we have to finish the exercise in class? f. A: What should I do to lose weight?
B: No, you don’t . You can / have to B: Well, you shouldn’t eat cakes and chocolates so
finish it at home. often. You should eat more fruits and vegetables.
A: But I find it difficult to control my appetite.
b. A: Can we take our recess now?
B: In that case, you should go to a dietician
B: No, you can’t take it now. You
and ask for help.
can take it when the bell rings.
c. A: You’re late again! Remember you must get to school on

time. And, by the way, you must wear your uniform tidy.
B: Sorry, Mr. Brown.
d. A: Hey, you mustn’t cheat on your exam. It’s

forbidden! I must report this situation to
the principal immediately.
B: No, please. I was just asking Caroline to lend me
her eraser.
e. A: I’m sorry but Mom says I can’t help you
with your art homework. I have to do chores
at home. Can I help you tomorrow?
B: Well, I have to do some other things
tomorrow. But thanks anyway.
35
LESSON 3
Problems Make You Stronger

Before reading
1. Think about teenagers you know and complete this chart.
Two positive things about being a teenager Two negative things about being a teenager
• ___________________________________________ • ___________________________________________
ar y va
ry
a yv
___________________________________________ ___________________________________________
y
m ma
ers
• ___________________________________________
w e rs
• ___________________________________________
s sw
An An
___________________________________________ ___________________________________________
2. Write Yes or No based on your personal opinion of these statements. Helpful Note
We use quotation marks (“ ”) to cite the exact
a. Adults never seem to understand me.
words of a speaker. Example:
b. I shouldn’t do any housework. v ar y - Einstein said, “Imagination is more important
c. I’m afraid of being alone. may
rs than knowledge.”
e
d. I like to be independent.
A nsw - “Imagination is more important than
e. Being rebellious is a good way to protect myself. knowledge,” Einstein said.
Notice that we place the period and the comma
before closing the quotation.
Reading
3. Complete the text with the following quotations. Make sure you use quotation marks and periods
appropriately.
I’m not popular. I wish I had a lot of friends I don’t want to be alone Nobody understands what I feel
There’s a time and place for everything Duties teach us to grow up
Many teenagers usually argue with their parents about aspects such as
responsibility, appearance and attitudes. Teenagers feel misunderstood by others
and for that reason they become depressed, angry or lonely. In fact, many 14 to
17-year-old youngsters would like to be independent and do things their way,
but the truth is that they complicate things too much by seeing this period of their
lives as chaotic. If they keep in mind the following tips, they can live happier.
Never say, “Nobody understands what I feel.” The secret to be understood is

to have a positive attitude toward others. Think of this: people will understand you if you try to
understand them. Remember that every person is different and, in that sense, what they think is
important and should be respected. You will see how interesting other people are, not only your
parents or teachers, but even people of your age who you normally don’t hang out with.
You shouldn’t say, “I’m not popular. I wish I had a lot of friends.” I think we teenagers don’t
need to be surrounded by many people to be happy. We may have a few, but very good friends.
Anyway, I’ll give you a hint: don’t wait for people to come to you. Why don’t you make the first
try? You can make things easier by greeting people more often and giving them a big, honest smile.
Also, try to offer your help to those who need it. For instance, if you are good at math help those
classmates that are not. In return, they will give you a hand with things that are difficult for you.
36
Reading and Writing
Another popular sentence teenagers say is, “I don’t want to be alone.”
But I think we can also enjoy life by ourselves. Sometimes being alone is fun. Just think about all
the things you can do: cook something special, watch a movie, read a good book, take a walk with
no rush and observe all the things around you, practice a sport… Being on your own is fantastic!
However, if you still want to have some company, I recommend you invite your parents or siblings to
have lunch or an ice cream every now and then. Don’t always expect them to invite you!
Don’t forget that people have rights and responsibilities. Our lives would be awkward without duties.
So, think positive about your chores and make them fun! Do you have to clean your room? Great! You
can listen to music and dance while you do it. Do you have to walk your dog? Perfect! Play with it, walk
and relax. Do you have to clean out the refrigerator? Terrific! Take advantage of that and make yourself
a sandwich. Yes, we mumust do our duties, but they don’t have to be necessarily boring. Besides, as
my older brother always
alway says, “Duties teach us to grow up.”
Organize yyour schedule! You must have time for your chores at home, for school,
for your family,
fa for your friends and, of course, for yourself. There is an American
saying, “There’s a time and place for everything.” Don’t take on too
many things
thing at once! That will only lead you to stress, anxiety and rebelliousness.
Instead, le
learn to break big tasks into small, manageable activities. And be positive!
Your teen years are the best of your life.
After reading
4. Check ( ) the ideas that are mentioned in the text.
a. Teenagers should always be with someone to feel good.
b. Teenagers should learn how interesting other people are.
c. Being rebellious helps teenagers to defend their rights.
d. Teenagers should think first about their rights then about their duties.
e. Teenagers should be allowed to break rules from time to time.
f. Being alone can actually be an enriching experience.
g. Popularity isn’t the most important thing for a teenager.
h. Teenagers should learn to manage their time efficiently.
5. Complete based on the reading.
a. A tip to meet new people To greet more often. / To offer your help to those who need it.
b. A tip to be understood To have a positive attitude toward others.
c. A tip to enjoy your chores To think positive about them and make them fun.
d. A tip to enjoy being alone To cook, watch a movie, read a good book, take a walk with no rush, practice a sport.
e. A tip to organize your time To break big tasks into small activities.
6. Think of some other tips to have an awesome life.

a. __________________________________________________________________________________________
b. ry
__________________________________________________________________________________________
y va
c. ma
__________________________________________________________________________________________
e rs
d. sw
__________________________________________________________________________________________
An
e. __________________________________________________________________________________________
37
Before writing
7. Classify the connectors in the Word Bank.
Addition Contrast Word Bank
On the contrary, However, On the contrary However
Besides, In addition, Also
Instead Besides Instead
Also In addition
Writing
8. Read and give these people some good advice. Use the connectors from the previous exercise and modal
verbs. See the example.
You’re not alone!
Your comment
Dear friends,
Dear Desperate,
I argue with my sister all the time
because she’s very untidy and we You should ask your parents
share the same room. What should about having your own room.
I do? Besides, tell them about your
Posted by Desperate sister’s behavior.
Your comment
Dear friends, Dear Lonely,
I’m new in town and I don’t have _______________________________
ry
any friends. Can you give me some y va
_______________________________
ma
advice? e rs
_______________________________
sw
Posted by Lonely An
_______________________________
Your comment
Dear friends, Dear Poor,
I want to buy a new TV set, but my _______________________________
ry
parents won’t give me any money. y va
_______________________________
a
What can I do? e r sm
_______________________________
sw
Posted by Poor An
_______________________________
Your comment
Dear friends,
Dear Secret,
I have a crush on my best friend’s
boyfriend. I feel terrible because I _______________________________
ry
y va
don’t want to let her down. What a
_______________________________
m
should I do? e rs
w
_______________________________
s
An
Posted by Secret _______________________________
After writing
9. Check your comments by answering these questions.
• Did you use modal verbs appropriately? • Is your use of connectors correct? • Are there any ideas you can state in a
better way?
38
Bronze Silver Gold
Page Exercise
Understanding and using phrasal verbs 32 1 50, 51, 59
Vocabulary
Using adjectives to describe feelings 34 1 52

Understanding and using vocabulary related to
34 2 52, 53
duties at home
33 4, 5, 6
50, 51, 53, 56,
Asking for and giving advice (should) 35 4, 5
57, 59
38 8
32 2, 3
Grammar
Asking for and giving permission to do something 50, 51, 53, 57,
33 6
(can) 59
35 4, 5
34 2
Expressing obligation and lack of obligation (have to) 52, 53, 57, 59
35 4, 5
Expressing that something is important or necessary
35 3, 4, 5 52, 53, 57, 59
to do; expressing prohibitions (must)
Using previous knowledge before reading a text 36 1, 2 54
Reading
Extracting key information from a text 37 4, 5 55

36 1
Expressing opinions 51, 57
37 6
Infer meaning through applying rules. 33 4
Writing
Using quotation marks, periods and commas properly 36 3

Expressing addition and contrast (on the contrary,
38 7, 8 56
besides, also, however, instead, in addition)
Listening
Determining the speakers’ intentions 57

Speaking
Acting out freely simulated situations 57
What? How?
39
Module C
UNIT
LESSON 1
I Have Traveled to Many Places

1. Write the base form, (bf), the past form (pf) and the past participle form (pp) of the verbs in the pictures.
Use the dictionary if necessary.
bf: sleep bf: climb
pf:
pf:
im
g
pf:
at
sin
sw
sw
pp
e
san
pp
a
d
bf:
te
: cl
be
pt
am
:
g
sle
bf:
bf:
clim
im
sle
be
pt
pf:
pf:
d
pp: eaten pp: swum pp: sung
bf: run bf: read

pf:
pf:
pf:
p
ite
nk
jum
jum
wr
wr
dri
dra
pp
pp
ote
pe
nk
d
ran
bf:
bf:
bf:
d
rea
rea
run
d
pf:
pf:
pp: drunk pp: written pp: jumped
2. Look at the picture and answer the questions on the next page. See the example.
c.
c
l.l
e.
e
d.
d
b.
b
j.j
g.
g
f.f
k.
k
i.i
a.
a
h.
h
40
Who? Experience Where?
a. Arthur He has gone kayaking In South Africa
b. Stephanie She has climbed (a mountain) In China
c. Thomas He has skied In Canada
d. Donna She has taken pictures In France
e. Juliet and Sara They have swum In the USA
f. Nancy She has ridden an elephant In India
g. Larry He has sung ranchera music In Mexico
h. Laura They have dived In Australia
i. Rick and Amanda They have danced tango In Argentina
j. Mike He has played volleyball In Colombia
k. Debbie She has gone to / explored the jungle In Brazil
l. Diane and Jonas They have visited / gone to a museum In Spain
3. Read the dialogs and circle the best options to make them logical.
A: Yesterday we went / have gone / go to
A: I have something to tell you: I A: Has / Have / Did you ever ate / eaten / the Cirque du Soleil. We have liked / has
rode / haven’t ridden / have ridden in eat sushi? liked / liked it a lot. Did / Has / Have you
a submarine last week! B: Yes, I have / ate / has. It’s delicious. been / be / were to this circus, Clara?
What about you? B: Unfortunately not. I hope to see it
B: I can’t believe it. I have dreamed /
A: I did / have done / has done last month at next year.
has dreamed / dreamed of it my
entire life. Congratulations! a family party, but I didn’t like it at all.
A: Has / Have / Did you ever wrote /
write / written a love poem?
A: Sally have / has / didn’t never go / A: Where did / have / was Anthony go / gone / went B: Yes. In fact, I won / have won / has
gone / went paragliding. Have you? last summer? won a poetry contest two years ago.
B: No, I haven’t, but I went / have gone / B: He has gone / went / have gone to Russia. A: Really? I’d love to read your work!
has gone ice climbing. It’s so exciting. A: Oh, I didn’t go / hasn’t been / haven’t been there.
A: Wow! B: Me neither. Maybe some day!
Helpful Note
4. Answer the following questions based
Remember that we use the Present Perfect Tense to refer to an
on your experiences. Give details when
experience and the Simple Past Tense to refer to the details about that
answering affirmatively.
experience: I’ve been to Switzerland. I went there two years ago.
a. Have you ever been to a tropical island?
b. Have you ever ridden a horse?
c. Have you ever eaten Mexican food? ar y

v
may
d. Have you ever started a bonfire? e rs
Answ
e. Have you ever met a famous artist in the street?
f. Have you ever gone on a blind date?
g. Have you ever danced hip-hop?
h. Have you ever flown on a plane?

41
LESSON 2
Ready for the Trip!

1. Sophie has been on vacation for 2 weeks. Write sentences based on the activities she has or hasn’t done.
a. ride bumper cars in the theme park Sophie hasn’t ridden bumper cars in the theme park yet.
________________________________________________________________
b. see a good summer film She hasn’t seen a good summer film yet.
________________________________________________________________
c. visit an art gallery She has already visited an art gallery.
________________________________________________________________
d. ride on a rollercoaster She has already ridden on a rollercoaster.
________________________________________________________________
e. play tennis with her dad She hasn’t played tennis with her dad yet
________________________________________________________________
f. sunbathe on the beach She hasn’t sunbathed on the beach yet
________________________________________________________________
g. go to the pirate festival She has already gone to the pirate festival.
________________________________________________________________
h. eat seafood She hasn’t eaten seafood yet.
________________________________________________________________
2. Roy is traveling to Barcelona next weekend. Ask him questions to check if

he has everything ready.
You: Have you bought your plane tickets yet ? (buy / plane tickets)
Roy: Yes, I have. I have them right here.
You: Have you packed your binoculars yet ? (pack / binoculars)
Roy: No, I haven’t. I’ll do it later.
You: Have you packed your suitcase yet ? (pack / suitcase)
Roy: Yes, I have already packed it.
You: Have you gotten your visa ready yet ? (get / visa ready)
Roy: That was the first thing I got ready.
You: Have you booked the room yet ? (book / the room)
Roy: No, I haven’t booked it yet. I’ll do it right now.
You: Have you withdrawn money yet ? (withdraw / money)
Roy: Yes, I have all my money with me.
3. What things have you / haven’t you done today? Give details.
a. have breakfast I have already had breakfast. I had bread and coffee.
b. brush your teeth
c. make your bed
ry
d. practice a sport y va
e. listen to a nice song ma
ers
f. text someone Answ
g. have dinner
h. kiss a relative good night
42 i. go to bed
4. Complete these dialogs with ever, never, already or yet.
A: So? Have you made up your mind yet ? A: Have you ever thought of taking private
B: Sorry, I don’t think I will be able to go to the movies classes?
with you. I haven’t finished my chemistry exercises B: Yes, I have already taken a few, but they
yet . are very expensive.
A: How come? A: Do you want me to help you? I’m good at chemistry. I have
B: Well, I have never been good at never taught, but I can try.
chemistry. It’s difficult for me. B: That sounds great!
A: Have you ever asked your teacher for A: Then, let’s study hard today so we can go to the movies
some help? tomorrow.
B: No, I haven’t. He looks so busy. B: OK. I have already done the two first
exercises. Check them out.
5. Complete Jim’s email with the comparative form of the adjectives in parentheses.
Dear Monica,
My family and I are now in New York. Do you remember I was in Miami last month? Well, now I can tell you that these two
cities are so different from each other. To begin with, New York is (expensive) more expensive than Miami. For
example, a soda is $5 whereas in Palm Beach it usually costs only $2. Unbelievable! Second: the weather in New York is (cold)
colder than it is in Miami. Third: the Big Apple’s streets are (crowded) more crowded than
the Magic City’s. Fourth: the traffic in New York is (bad) worse than the traffic in Miami. Fifth Avenue is
always full of cars. Finally, I think people in Miami are (friendly) friendlier than people in New York. New
Yorkers are too serious! I guess that’s because they are busy all the time.
But, you know what? For me, NewYork is (interesting) more interesting than Miami because it has more cultural sites,
like the Museum of Modern Art and the Guggenheim Museum. And the truth is that I can hardly bear high temperatures.
Well, you have been to these two cities before. Do you agree with me?
Love,
Jim
6. Make comparisons according to your opinions. Use –er + than, more than or as… as…
(relaxing):
(nice):
going to a spa 5 going to the beach 5 rock music 5 tropical music 5

(exciting):
ry
y va
ma
(frightening): ers
A nsw
bungee jumping 5 snowboarding
ngg 5 a snake 5 a crocodile 5
(yummy):
(good):
homemade food 5 fast food 5 motorbikes 5 cars 5 43
LESSON 3
The World Is Too Small for Them!

Before reading
1. Investigate and classify these tourist places according to the categories. Also, write 3 on your own.
Angel Falls New York Angkor Wat Mount Everest The Eiffel Tower The Pyramid of Giza
Prague The Grand Canyon Sydney Cape Town Lake Titicaca The Forbidden City
Natural places Modern cities Historical icons
Name Country Name Country Name
Country
________________
Angel Falls ________________
Venezuela ________________
Prague ________________
Czech Republic ________________
________________
The Eiffel Tower
France
________________
The Grand Canyon ________________
The USA ________________
New York ________________
The USA ________________
________________
The Pyramid
Egypt
________________
Lake Titicaca ________________
Peru / Bolivia ________________
Sydney ________________
Australia ________________
The ________________
Forbidden City
China
________________
Mount Everest ________________
Nepal / China ________________
Cape Town ________________
South Africa ________________
________________
Angkor Wat
Cambodia
________________ ________________ ________________ ________________ ________________ ________________
2. Read the title below. What do you think the reading is about? ______________________________________
may var y
________________________________________________________________________________________________
Answers
While reading
3. Complete the text with the past participle form of the verbs in parentheses.
H umans have always enjoyed

(enjoy) traveling around the world. Every
year, millions of people go to a great deal of
Tokyo, and historical icons like the Parthenon,
the Great Wall of China and the famous Machu
Picchu. However, for some tourists the world
destinations, from natural and paradisiacal has become (become) too small.
places like the Hawaiian islands and the These adventurers have found
Australia’s Great Barrier Reef, to modern and (find) a new target: outer space.
unforgettable cities such as Paris, London or
F or those who can afford it, space tourism Others have announced
is no longer science fiction. It is a unique the construction of space hotels. And some
(and very expensive) kind of adventure, so others have
(announce)
focused (focus) on
powerful companies from Russia, the USA “cheaper” options: they are building airplane-
and Europe have started (start) like machines capable of making suborbital
to compete in order to become leaders in the flights: flights at an altitude of more than 100
field of orbital flights. In fact, the private firm kilometers above sea level (altitude known as
Space Adventures has created the Kármán Line). If you want to fly on a fancy
(create) a plan for citizen astronauts to go to the spacecraft like this and see the curvature of the
International Space Station, including taking Earth, here’s the good news: tickets are already
a bonus spacewalk; and it is also thinking of on sale. But as of now, you can only reserve a
44
offering tourist
Derechos reservados packages
Educactiva S. A.to S.orbit the moon.
Prohibida seatreproducción
su copia, as long as youy/o
candistribución.
pay 200,000 dollars!
Reading and Writing
S pace tourism started in 2001. Since then, less than ten
non-astronauts have traveled (travel) to
space. The first was Dennis Tito, an American millionaire
American) and Richard Garriot (British). All of them paid
20 million dollars to make their dream come true.
Space tourism will be a very popular vacation plan when
who made the trip on the Russian space shuttle Soyuz TM- prices go down, especially in the case of suborbital flights.
32; he spent seven days in the International Space Station. Worried about the training? Don’t. It
Although he was nauseous and got dizzy, he really enjoyed will take you four days to be
the experience. “This trip has been (be) ready to go. Have you ever
the greatest I have ever had (have). I thought
have never felt (feel) happier in my (think) about having a trip
whole life. It was a real adventure,” he said when he came like this before? Maybe
back. Other space tourists include Mark Shuttleworth in a couple of years the
(South African), Gregory Olsen (American), Anoushe world will be too small
Ansari (Iranian-American), Charles Simony (Hungarian- for you too.
After reading
4. What do these numbers refer to in the text?
a. 4: The days you need to train before going on a suborbital flight.
b. 7: The days Dennis Tito spent in the International Space Station.
c. 100: The Kármán Line.
d. 2001: The year in which space tourism started.
e. 200,000: The money you need to pay to reserve a seat for a suborbital flight.
f. 20,000,000: The money some non-astronauts have paid for their space trips.
5. What information is given about the following things and people in the reading?
a. Space Adventures: A private firm that has created plans for citizen astronauts.
b. Soyuz TM-32: A space shuttle in which Dennis Tito flew to the International Space Station.
c. Dennis Tito: The first non-astronaut to travel to outer space.
6. Check the box that has the correct order of ideas in the text.
a. Space tourism has become a new a. Space flights can be classified into a. Space flights can be classified into
travel option. orbital and suborbital. orbital and suborbital.
b. Space flights can be classified into b. Space tourism has become a new b. Space tourism has become a new
orbital and suborbital. travel option. travel option.
c. So far, there have only been a few c. People will be able to afford a space c. So far, there have only been a few
space tourists. trip soon. space tourists.
d. People will be able to afford a space d. So far, there have only been a few d. People will be able to afford a space
trip soon. space tourists. trip soon.
7. In your opinion, are there any negative aspects about space tourism? If so, which?
________________________________________________________________________________________________
y
e r s m ay var
________________________________________________________________________________________________
Answ
________________________________________________________________________________________________
45
Before writing
8. Prague is a very famous city. Find out the following information about it:
a. It’s the capital of Czech Republic c. Two of its nicknames are “The golden city”, “The
b. It has a population of Answers may vary mother of cities”, “The city of a hundred spires.”
9. Imagine you are a tourist in Prague. Make your choices and put 4 ( ) and 4 ( ) according to the things
you have or haven’t done.
Answers may vary
Visit Wenceslas Square Walk the historical narrow streets Go to the National Museum Go to the Prague Spring Music Festival
Cross Charles Bridge Eat at the Dancing House’s restaurant Take pictures of Prague Castle Take a boat on Vltava River
Writing
10. Complete the message with the things you have and haven’t done based on your itinerary above.
Helpful Note
a. __________________________
• In a, write the date.
b. __________________________
• In b, write the name of the
How are you? I’m having a good time in Prague, the capital of c. _______________________. It’s person you are writing to.
known as d. _________________________ and _______________________. It’s very small and • In c, write the name of the
it only has e. ___________________ inhabitants. It’s located on several hills next to Vltava River. country where Prague is
located.
I have done many interesting things here. For example, f. ________________________________
• In d, write the city’s
______________________________________________________________________________
nicknames.
ry
y va
______________________________________________________________________________ • In e, write the number of
_________________________________________________________________. ma However, I still
e rs inhabitants in Prague.
n s w
have some other things to do. I haven’t g. ____________________________________________
A • In f, write the activities
______________________________________________________________________________ you have done in Prague.
______________________________________________________________________________ Include the use of already.
• In g, write the activities you
_____________________________________________. I think I’ll do all these activities tomorrow.
haven’t done in Prague.
You have to come here some day. Prague is the mother of all cities and its people are very kind.
Include the use of yet.
h. ________________________ • In h, end the letter with
i. ________________________ an informal greeting.
• In i, write your name.
After writing
11. Correct your text by answering these questions. Yes No
▪ Did you use the Present Perfect Tense correctly?
▪ Did you include all the activities you chose in the itinerary?
46 ▪ Did you capitalize all proper names?
Bronze Silver Gold
Page Exercise
Using the dictionary. 40 1 67
Vocabulary
40 2
42 1, 2
Using vocabulary related to outdoor activities and traveling 66, 67, 68
43 6
46 8, 9, 10
Talking about something that happened in the past 40 2
66, 67, 70, 72,
(without) specifying when it happened (the Present Perfect 41 3, 4
75
Tense; the Simple Past Tense) 43 4
42 1, 2, 3
Talking about recent actions (the Present Perfect Tense) 43 4 68, 69, 74, 75
Grammar
46 10
43 5
Giving simple information about places 44 1 69, 75
46 8, 10
Comparing actions and places (-er + than, more than, as…
43 5, 6 69, 72, 75
as…)
Using previous knowledge before reading a text 44 1, 2 70

Reading
Extracting key information from a text and deducing its

45 4, 5, 6 71
organization
Expressing your opinion about the content of a text 45 7 71
42 2
Looking for grammar clues 44 3 72
46 10
Writing
Looking for information before writing a text 46 8, 9
Writing a message describing your experiences on a trip 46 10

Listening
Using the information of a written text while listening 68

Speaking
Holding a conversation about imaginary experiences 67, 69, 74
Working on intonation and stress 73
What? How?
47
UNIT
What Will Happen to the World If…?
LESSON 1
1. Read the signs and underline the sentences that best describe them.
a. Don’t pollute the air. a. Wearing fur coats is illegal.

b. Don’t throw garbage b. Cutting down trees is illegal.
in the streets. c. Killing animals is illegal.
c. Don’t contaminate the water.
a. Reduce the production of a. Sign your name to stop

harmful industrial substances. illegal animal trafficking.
b. Reduce energy consumption. b. Sign your name to stop
c. Reduce the emission of animal abuse.
greenhouse gases. c. Sign your name to stop
illegal animal killing.
2. Complete the sentences in the bubbles with the verbs in the Word Bank.
Word Bank
waste protect recycle put contribute turn off pick up
Don’t do that! Please

__________________
pick up
your garbage and
__________________
put
Oh! Kyle! it into that trash can.
__________________
Turn the TV
__________________,
off please.
Don’t _________________
waste
energy.
If we
__________________,
recycle Honey, leave your car in the garage.
we will You’re going just around the corner.
__________________
protect Don’t __________________
contribute
our natural resources. to global warming.
Helpful Note
You can use imperatives to ask people to / not to do something.
Examples: Plant a tree. Don’t cut down trees.
48
3. Complete the paragraph using the correct form of the verbs in parentheses (first conditional).
Human overpopulation is the situation in which the number of people exceeds the capacity of its habitat. If human
keeps
population _____________________ will need
(keep) growing, people _____________________ (need) more and more land so
will cut down
they _____________________ disappear
(cut down) many trees. If forests _____________________ (disappear), a great variety
will become
of plant and animal species ______________________ destroy
(become) extinct. If people (destroy) ______________________
won’t have
natural places, they ______________________ (not have) enough food and water. If there is a lack of resources, there
won’t survive
will be famine all around the globe and many humans ______________________ (not survive). However, if every country
develops
______________________ creates
(develop) new technologies to provide basic resources and ______________________ (create)
won’t be
policies for birth control, overpopulation ______________________ (not be) such a disquieting problem in the future.
4. Read the conditions and the results. Write sentences using the first conditional and the Word Bank.
Word Bank
affect breathe wear buy destroy increase
a. b. c.
ry
va
ay
sm
er
________________________________, _______________________________,
sw
An
If glaciers melt
___________________, the sea level will rise. we will accelerate erosion. many wild animals will disappear.
d. e. f.
If there is a lot of hunting, the population

If we plant trees, ____________________ If factories keep polluting the air, _____ of many species _________________.
__________________________________ _______________________________ This _________________ the ecosystem.
5. Complete by using the superlative form of the adjectives. Then, take the test (answers on page 56).
the most overpopulated (overpopulated)
a. By 2050, _______________________ the dirtiest
d. It was declared _______________________ (dirty) city in
country will be the world in 2008:
1. China. 2. India. 3. The United States. 1. Ottawa, Canada 2. Baku, Azerbaijan 3. Beijing, China
the worst
b. Nowadays, _______________________ (bad) pollution the most endangered
e. Of the following species, _______________________
problem in the world is (endangered) one is
1. water contamination. 2. industrial mining. 3. air quality. 1. the giant panda. 2. the tiger. 3. the black rhinoceros.
The largest
c. _______________________ (large) protected forest area The biggest
f. _______________________ (big) hole in the ozone layer
in the world is located in is located over
1. Russia. 2. Canada. 3. Brazil. 1. Australia. 2. the Antarctica. 3. the Arctic.
49
LESSON 2
Wildlife in Danger
1. Complete the sentences with the superlative form of the adjectives in parentheses.
the smallest
a. The sun bear is _________________________ (small) member of the bear family. It is about 1.2 meters long.
the longest
b. The Galápagos tortoise has _________________________ (long) lifespan. It can live up to 150 years.
The noisiest
c. _________________________ (noisy) animal is the blue whale. The level of its sounds is between 155 and 188 decibels.
the most endangered
d. The Siberian tiger is _________________________ (endangered) of all species of tigers.
e. The golden poison dart frog is considered to be one of _________________________
the most toxic (toxic) animals on Earth.
2. Match the words with their synonyms. Discover the animal in the puzzle and write a brief description
of it including some of the nouns and the superlative form of the adjectives.
a. nose b tusk
b. tooth d intelligent
c. prominent a trunk
d. smart c remarkable
e. large e big
This animal is the _________________________________________. It is ____________________________________________

It has ___________________________________________________________________________________________________
y vary
Answers ma
________________________________________________________________________________________________________.
3. Read the following information and find the synonyms of the words in bold. Use your dictionary.
The Iberian lynx struggles to survive. This small feline lives in the Vocabulary Strategy
Iberian peninsula. The decline of the hare population, the lynx’s Always look for
main source of food, is the biggest threat to its survival. the infinitive form of
verbs when you check for
meaning in a dictionary.
Mountain gorillas are facing habitat loss because farmers have Example: not facing,
cleared the forests where they live. They are also prone to many but face; not cleared,
ailments. Only about 700 mountain gorillas remain in the wild. but clear.
a. remove (v): clear d. principal (adj): main g. reside (v): live

b. fight (v): struggle e. decrease (n): decline h. susceptible (adj): prone
c. illness (n): ailment f. confront (v): face i. menace (n): threat
50
4. Complete the teens’ plans with be + going to and the correct form of the verbs.
are going to take

My city is one of the most polluted in the world. My family and I _______________________
(take) some actions to stop contaminating the air we breathe. For example, my father
________________________ he is going to ride
is not going to drive (not drive) his car to work; he ________________________ (ride)
is going to avoid
his bicycle instead. My mother ________________________ (avoid) wasting gas when she is
is not going to use
cooking. My sister ________________________ (not use) hair sprays anymore. My brother
is going to plant
________________________ (plant) trees in our garden and I ________________________
am going to unplug
(unplug) appliances when I’m not using them.
am going to work
As the elected student representative, I ________________________ (work) hard in order to
improve our school environment. The science teachers and I ________________________
are going to prepare
(prepare) lectures to inform students about topics like recycling, energy saving, etc.
am going to create
I ________________________ (create) a committee in charge of seeing that no one litters
during the morning break. Students in my class ________________________
are not going to leave (not leave) the
is going to be
classroom until they clean it. With everybody’s help, our school ________________________
(be) the healthiest in town. I’m sure!
5. Write questions with be + going to according to the bold words in the answers.
a. A: Where is Jamie going to go next vacation e. A: Is Dan going to organize a recycling campaign
? with (his teachers) ?
B: Jamie is going to go to Yellowstone National Park in B: No, he’s not. Dan is going to organize a recycling
the USA. campaign with his classmates.
b. A: When are you going to help clean St. George’s f. A: What are you going to do to support the
Park ? conservation of the Cuban crocodile ?
B: We are going to help clean St. George’s Park next B: I’m going to make a donation to support the
Saturday. conservation of the Cuban crocodile.
c. A: Is Laurie going to travel to Africa this month g. A: Are they going to protect (Siberian tigers)
? ?
B: No, she’s not. Laurie is going to travel to Africa next B: No, they’re not. They are going to protect golden
month. poison dart frogs.
d. A: Where are the activists going to mobilize h. A: When is Jane going to see the president of the
opposition ? Wildlife Association ?
B: The activists are going to mobilize opposition in front B: Jane is going to see the president of the Wildlife
of the zoo. Association tomorrow.
6. Look at the pictures and write what you are and are not going to do to avoid these situations.
ry
rs m ay va
A nswe
51
LESSON 3
Green Living
Before reading
1. You will read some tips to help protect the environment. First, read the questions below and write R
(recycling) or SV (saving water) in the circles according to what you think.
What materials can we reuse? R How can we save more electricity? SW
What can I do with the paper I don’t use anymore? R What should I do when I take a shower? SW
How much water do we waste when we brush our teeth? SW How can I wash fruit and vegetables more efficiently? SW
Reading
2. Read the article and underline the answers to the questions in exercise 1.
Are you concerned about environmental issues?

Stop worrying, take the bull by the horns and do something now! If you take small steps to change your habits, you
will contribute to reducing environmental damage. Start applying the following ideas and our planet will be a better
place to live. Check this out!
Reuse! Save More Water!
T I
aking some materials that you don’t use anymore t’s not rocket science. No water, no life! However,
(e.g. glass or metal) and reusing or making something we sometimes forget how precious water is. Did you
new out of them will help save energy and natural know that if you run the tap while brushing your teeth,
resources as well as reduce air pollution. For example, you will waste 4 gallons of water? Or that a simple leak
you will save 17 trees if you reuse 1 ton of old paper. can waste up to 2500 gallons of water per year? It is
These 17 trees will absorb 250 pounds of carbon dioxide estimated that 95% of the clean water you could drink
each year. Now, consider the fact that making aluminum goes down the drain. This situation is really sad if we
requires a lot of energy, so, if we use aluminum cans to consider that there are regions where people don’t have
make something new, we will save enough electricity to enough water to live. So, if we save more water, more
light a 100-watt bulb for 3 and a half hours. Do you need people will have access to this essential resource.
more ideas? Have a look at these:
This is what you can do:
r3FDIBSHFZPVSPMECBUUFSJFTPSJOLDBSUSJEHFT
r3FQBJSBOZMFBLTBTTPPO
r%POUVTFBEJTQPTBCMFXJQFXIFOZPVTQJMMTPNFUIJOH as possible.
use a cloth you can wash several times.
r5BLFTIPSUFSTIPXFST5VSO
r5VSOBHMBTTKBSJOUPBCFBVUJGVMGMPXFSWBTF off the tap while soaping or
r*GZPVSFVTFPME$%DBTFT ZPVXJMMQSPEVDFXPOEFSGVM washing your hair.
new things such as mini greenhouses for your plants r8BTIGSVJUPSWFHFUBCMFT
and desktop planners. inside a receptacle filled
with enough water. Don’t
run the tap.
r/FWFSQVUXBUFSEPXOUIFESBJO
when there could be another use
Before After for it like watering plants, flushing
the toilet, or cleaning something.
52
Reading and Writing
After reading
3. Check ( ) the meaning of the words or phrases according to the article. Use context clues.
a. A disposable wipe is c. Turn into means e. A leak is
paper you use a lot of times. substitute. a hole that allows water to escape.
paper that cleans better. transform. a receptacle that contains water.
paper you use only once. throw away. a system that saves water.
b. Spill means d. Run the tap means f. The drain is

to allow a liquid to fall from a container. to turn off the water supply. a container where you can wash things.
to clean something by using water. to let water flow. a conduit that allows water to flow out.
to cook something in boiling water. to save water. a place without water.
Helpful Note
Notice the two ways to write conditional sentences.
• Cause-effect: If you reuse paper, you will save trees (use a comma after the if-clause).
• Effect-cause: You will save trees if you reuse paper (no comma needed).
4. Complete the sentences below according to the article. Also, check ( ) if the first part is a cause (C) or
an effect (E).
E We will help reduce environmental damage if __________________________________________________________
a. ____ we change our habits.
C If we reuse 1 ton of paper, _______________________________________________________________________
b. ____ we will save 17 trees.
C If we reuse old CD cases, we
c. ____ will produce new things such as mini greenhouses and desktop planners.
__________________________________________________________________________
E We will waste 4 gallons of water if ___________________________________________________________________
d. ____ we run the tap while brushing our teeth.
5. Here you have more eco-tips. Complete them with the most logical idea from the box.
Also, check ( ) if you personally put them into practice or not.
if you buy rewritable ones if you use both sides if you install flow control taps
if you reuse old cans if you catch rain in a container you will save both water and detergent
More tips to recycle More tips to save water

a. You will save a lot of paper d. If you use your washing machine only when it is full,
if you use both sides
___________________________________________ you will save both water and detergent
___________________________________________
___________________________________________. ___________________________________________.
b. You won’t spend much money on CDs e. You will water your plants more efficiently
if you buy rewritable ones
___________________________________________ if you catch rain in a container
___________________________________________
___________________________________________. ___________________________________________.
c. You will get a nice pencil holder f. You will get a lower water bill
if you reuse old cans
___________________________________________ if you install flow control taps
___________________________________________
___________________________________________. ___________________________________________.
53
53
Before writing
6. You are going to write an informative leaflet. First, choose one of the topics below.
Animal abuse Deforestation Water pollution may var y
Answers
7. Write your topic on the line. Then, complete the chart following the example.
Littering
Facts Tips Foundation info Plans
• It is a focus of disease. • Ask people to put litter in a trash can. CWF • Offer lectures to schools.
• It invites dangers and vandalism. • Get a bag for your car to keep 8 Smith Road • Organize community clean ups.
garbage in. Email: contact@cw.com
Facts Tips Foundation info Plans
may var y
Answers
Writing
8. Put commas and periods where necessary in the leaflet on the left. Then, write your own leaflet using the
ideas from the previous exercise.
Why is littering so bad? Why is _____________________ so bad?

Littering is a focus of
Helpful Note disease and invites
dangers and vandalism˛
Use a comma:
• after if-clauses: If you litter, What can you do to help?
you will have a dirty city. ˾
ÐãÙßÑÏÞËÌËÑÞÙÕÏÏÚÑËÜÌËÑÏÓØãÙßÜ What can you do to help?
Use a period: ,
ÍËÜ̇ãÙßáÙØ˪ÞØÏÏÎÞÙÞÒÜÙáÓÞËáËãÙØ
ÞÒÏÝÞÜÏÏÞ˛
• at the end of a sentence ˾
ÐãÙßÝÏÏËÚÏÜÝÙØÖÓʵÏÜÓØÑËØÎÞÏÖÖ ry
(a complete idea). ÒÓ×˹ÒÏÜØÓÍÏÖãÞÙÚßÞÑËÜÌËÑÏÓØËÌÓØ, rs may va
ãÙßáÓÖÖÍÙØÞÜÓÌßÞÏÞÙÏØàÓÜÙØ×ÏØÞËÖ A nswe
Use a capital letter: education˛
• at the beginning of a new
Would you like to get involved in an
sentence. anti-litter campaign? Would you...
• in proper nouns (countries, Join us! We are going to offer lectures to
names of streets, cities, ÝÍÒÙÙÖÝËØÎÙÜÑËØÓäÏÍÙ××ßØÓÞãÍÖÏËØ
institutions, etc.). ßÚÝ˛
After writing
9. Evaluate your leaflet by using the following checklist.
Yes No
• I followed the model to make my leaflet.
• The sentences I wrote are short and clear.
• I used commas appropriately.
• I used periods appropriately.
• I used capital letters appropriately.
54
Bronze Silver Gold
Functions Workbook Student’s
Page Exercise Book
Using words related to environmental issues. 48 2 76, 77
Vocabulary
Identifying synonyms or related words 50 2, 3
Understanding notices and signs 48 1
Persuading and asking people to do something 48 2
Talking about what will happen under certain 49 3, 4 77, 82, 83, 85
53 5, 6
Grammar
conditions (first conditional)

54 8
Expressing plans and intentions with be + going to 51 4, 5 ,6 79, 82, 85
Making comparisons and expressing 49 5 77, 78, 85

degrees of difference (superlatives) 50 1, 2
Creating questions to check 52 1 80
Reading
comprehension
Identifying causes and effects 53 4, 5 81
Following models to structure texts 54 7, 8 82

Writing
Using punctuation marks (commas and 54 8

capital letters) appropriately
Listening to something several times to confirm 78
information
Listening
Using contextual clues to guess the meaning of 83

words and expressions
Talking about what will happen under certain 77, 83
conditions (first conditional)
Speaking
Expressing plans and intentions with be + going to 82
Making comparisons and expressing degrees 77

of difference (superlatives)
What? How?
Asking for clarification whenever I do not understand something Ask the teacher or your classmates. Don’t be afraid!
Avoiding rivalry and competition with my classmates Don’t make bad comments to your classmates. Congratulate them.
55
Dictionary
A-D M-P
E-H Q-T
I-L U-Z
56
English for You is a six-level English program that takes
secondary students from a basic command of English to a pre-
intermediate level, which accords with level B1 of the Common
European Framework. The program features:
• ĂŶĞĐůĞĐƟĐĂƉƉƌŽĂĐŚƚŚĂƚƚĂŬĞƐĂĚǀĂŶƚĂŐĞŽĨĚŝīĞƌĞŶƚ
methodological developments in EFL: content-based
approach, task-basd approach, student-centered approach,
ƚŚĞŵƵůƟƉůĞŝŶƚĞůůŝŐĞŶĐĞƐƚŚĞŽƌǇĂŶĚĐŽŽƉĞƌĂƟǀĞůĞĂƌŶŝŶŐ͕Ăůů
ŝŶƚĞƌǁĞĂǀĞĚǁŝƚŚŝŶĂĐŽŵŵƵŶŝĐĂƟǀĞĂƉƉƌŽĂĐŚ͘
• a modular syllabus based on the CEF standards.
• enjoyable and challenging projects developed throughout
each module to consolidate both language and content
knowledge.
• learning strategies to enhance the development of language
ƐŬŝůůƐĂƐǁĞůůĂƐĐŽŐŶŝƟǀĞ͕ŵĞƚĂͲĐŽŐŶŝƟǀĞĂŶĚĂĐĂĚĞŵŝĐ
competences.
• a ZĞŇĞĐƚŽŶsĂůƵĞƐƐĞĐƟŽŶƚŽƐƟŵƵůĂƚĞƐŽĐŝĂůĂǁĂƌĞŶĞƐƐ͘
• a dĞƐƚdƌĂŝŶŝŶŐƐĞĐƟŽŶƚŽƉƌĞƉĂƌĞƐƚƵĚĞŶƚƐĨŽƌŝŶƚĞƌŶĂƟŽŶĂů
ĞǆĂŵŝŶĂƟŽŶƐ͘
• a tŽƌŬďŽŽŬǁŝƚŚĞǆƚƌĂƉƌĂĐƟĐĞĂŶĚƉůĞŶƚǇŽĨƉƌĞͲ͕ǁŚŝůĞͲĂŶĚ
ĂŌĞƌͲƌĞĂĚŝŶŐĂŶĚǁƌŝƟŶŐĂĐƟǀŝƟĞƐ͘
Each level consists of:

• Student’s Book + Workbook + 1 Audio CD
• Teacher’s Guide + 2 Audio CDs
• Online tests and games at www.greenwichlab.com
C.C. 26508560
ISBN 978-958-776-030-9
UNIVERSAL MUSIC GROUP 9 789587 760309

EnglishForYou - 3 - TG

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E C O N DARY

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Copyright © 2015 Greenwich Editor-in-Chief, Javier Andrés Tibaquirá P.

Special thanks to Universal Music Group.

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Social, sensorial Project work linguistic interpersonal

iv Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. v

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. vii

meaning from context, recognizing the speaker’s intention,

viii Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

After the module openning, each unit is structured

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. ix

d. Lesson 4: Culture and Communication

Activities in which they interact for meaning exchange, and will

x Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

f. Share Your Project

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. xi

xii Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Unit 1 - Then and Now Unit 2 - Telling Stories

The life of celebrities Stories

Verbs to express habits Words related to parties

Adverbs of frequency (review). Simple Past Tense.

Reading:  Scanning. Reading:  Relating new and previous information.

Writing:  Using connectors. Writing:  Using adverbs.

Receptive strategies Productive strategies

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Unit 3 - Technology: A Part of Our Lives Unit 4 - My Relationships with Others

Words related to the use of technological devices 

Imperatives Modals: should, can, have to, must

Collocations Addition and contrast: in addition, also, besides, on the contrary,

The future with Will (decisions and predictions) instead, however

Listening:  Paying attention to connectors. contrast.

Receptive Strategies Productive Strategies

Focusing on known words without worrying about the

unknown ones. Writing a draft of a text.

Unit 5 - Trips and Adventure Unit 6 - Let’s Heal the World!

Words related to traveling Words related to environmental problems

Past participle form of verbs

Present Perfect Tense (affirmative, negative, interrogative) Firstconditional

Have you ever…? Wildlife is not on sale!

Writing:  Looking for grammar clues. Writing:  Following models.

Receptive Strategies Productive Strategies

Interpreting the meaning of signs. Following a writing plan.

Antonio and his friends

Jane and Dennis

Rita and Maggie

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. 5

7 Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

a. They are standing next to a big tree. Jane and Dennis

b. She is sitting on a bench. Sally

c. She is wearing an orange blouse and purple jeans. Laura

d. He is sitting on a seesaw. Bill

e. He is wearing a blue T-shirt and red jeans. David

f. They are looking at themselves in a mirror. Rita and Maggie

g. She is wearing a blue jacket. Margaret

j. They are wearing red caps. Antonio and his friends

Matt: Hi, Patty. I ______________________

6. Complete these sentences about your school.

6. Complete these sentences about your school.

This exercise mainly focuses on the practice of there is / there

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. 8

The life of celebrities Stories

Verbs to express habits Words related to parties

Adverbs of frequency (review). Simple Past Tense.

Reading: Scanning. Reading: Relating new and previous information.

Writing: Using connectors. Writing: Using adverbs.

Words related to the use of technological devices

Imperatives Modals: should, can, have to, must

Collocations Addition and contrast: in addition, also, besides, on the contrary,

The future with Will (decisions and predictions) instead, however

Listening: Paying attention to connectors. contrast.

Focusing on known words without worrying about the

unknown ones. Writing a draft of a text.

Words related to traveling Words related to environmental problems

Past participle form of verbs

Present Perfect Tense (affirmative, negative, interrogative) Firstconditional

Writing: Looking for grammar clues. Writing: Following models.

Interpreting the meaning of signs. Following a writing plan.

Can understand straightforward factual 8QGHUVWDQGVWKHJHQHUDOPHDQLQJRIVSRNHQWH[WV

information about everyday topics, identifying 8QGHUVWDQGVVSHFL¿FLQIRUPDWLRQLQVSRNHQWH[WV

Can scan longer texts in order to locate 5HFRJQL]HVVLJQL¿FDQWSRLQWVLQDGHVFULSWLYHWH[WDUWLFOH

Can extrapolate the meaning of occasional ([WUDFWVNH\LQIRUPDWLRQIURPDQDUUDWLYHWH[W

Can express his / her thoughts about abstract +ROGVDEULHIFRQYHUVDWLRQDERXWFHOHEULWLHV¶KDELWV

Can give detailed accounts of experiences, VWUXFWXUHRIGLIIHUHQWPRYLHJHQUHV

Can write straightforward connected texts on 3URGXFHVDVLPSOHGHVFULSWLYHWH[WXVLQJVHTXHQFHPDUNHUV

VHTXHQFH was / there wereDGYHUEVDQGWKHWHQVHVOHDUQHG

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