Inglés 2º Medio - Teacher S Book Volumen 2

TEACHER’S BOOK
Lina Mercedes Alvarado Jantus
VO
LU
M
E
2
ENGLISH
TEENS
IN MOTION 2
Segundo medio
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN

PROHIBIDA SU COMERCIALIZACIÓN
VO
LU
TEACHER’S BOOK
M
E
2
ENGLISH Lina Mercedes
Alvarado Jantus
Teacher of English
Instituto Profesional Chileno - Británico
TEENS
IN MOTION 2 Segundo medio
INDEX VOLUME 2
Teacher´s book Page
INDEX VOLUME 2 130
INTRODUCTION i
Didactic and methodological proposal i
Lesson structure iii
VOLUME 2
Bibliographical references that support the methodological proposal iii

COURSE DESCRIPTION iv
HOW TO CORRELATE THE COMPONENTS
v
Student´s Book - Teacher´s Book - Complementary Digital Resource
CLASSROOM LANGUAGE xi
GENERAL PEDAGOGICAL GUIDANCE xiii
Opening xiii
Development xiii
Closure xiv
SECOND TERM OVERVIEW xv
Unit 3 Outstanding people xv
Unit 4 Sustainable development xvi
Teacher´s book Page Student´s book Page

OPENING
UNIT 3 Outstanding people 134 90
Purpose of the unit and guiding thread 134
Cross-curricular values (OATs) and attitudes 135
Unit Plan 136
GETTING READY 143 92
Setting objectives 143 92
Do you remember? 144 93
DEVELOPMENT
MODULE 1 145 94
Entry slip 145 94
How ready are you? 145 94
LESSON 1 Born to lead 146 95
Preparing to read 146 95
Focusing on reading 146 96
After reading 148 98
Writing workshop: Writing about inspirational leaders 148 98
Exit slip 149 99
LESSON 2 A Modern-day Folk Hero 150 100
Preparing to listen 150 100
Focusing on listening 152 101
After listening 153 102
Speaking workshop: Reporting about a remarkable person 153 102
Exit slip 154 103
130 INDEX VOLUME 2

DEVELOPMENT
LESSON 3 British Presence in Chile 155 104
Writing workshop: Writing about a foreigner´s experience in Chile 158 108
Exit slip 159 109
VOLUME 2
SUBJECT CONNECTIONS Language and Literature - Social Science 160 110
MODULE 2 162 112
Entry slip 162 112
LESSON 4 Unsung heroes 163 113
Speaking workshop: Playing a role 166 115
Exit slip 167 116
LESSON 5 Lessons from the past 168 117
Speaking workshop: Reporting what people said 173 120
Exit slip 173 121
LESSON 6 A defender of peace 174 122
Writing workshop: Writing a summary of an interview 177 124
Exit slip 178 125
SUBJECT CONNECTIONS Science 179 126
CLOSURE
PROJECT Learning about outstanding people 181 128
UNIT SYNTHESIS AND FINAL REFLECTION 183 130
COMPLEMENTARY DIGITAL RESOURCE 184

Methodological Guidance 184
ANSWERS 186
Student´s Book 186
Complementary Activities 190
Extra Test 3 190
ASSESSMENT GUIDELINE FOR EXTRA TEST 3 191
TRANSCRIPTS 192
COMPLEMENTARY ACTIVITIES 196
EXTRA TEST 3 200
BIBLIOGRAPHY AND ONLINE REFERENCES 203
INDEX VOLUME 2 131

Teacher´s book Student´s book
Page Page
OPENING
UNIT 4 Sustainable development 204 132
Purpose of the unit and guiding thread 204
Cross-curricular values (OATs) and attitudes 205
VOLUME 2
Unit Plan 206

GETTING READY 211 134
Setting objectives 211 134
Do you remember? 212 135
DEVELOPMENT
MODULE 1 214 136
Entry slip 214 136
LESSON 1 Are you aware? 217 137
Speaking workshop: Recting a poem 220 141
Exit slip 220 141
LESSON 2 A bright future 221 142
Speaking workshop: Conducting a survey 224 144
Exit slip 225 145
LESSON 3 Preventing climate change 226 146
Speaking workshop: Debating actions to help the environment 229 150
Exit slip 230 151
SUBJECT CONNECTIONS Science - Maths 231 152
132 INDEX VOLUME 2

DEVELOPMENT
MODULE 2 232 154
Entry slip 232 154
LESSON 4 Putting nature to work 233 155
VOLUME 2
Writing workshop: Writing a piece of news 235 158
Exit slip 236 159
LESSON 5 Planet Saving Technology 237 160
Writing workshop: Writing an article 240 165
Exit slip 241 166
LESSON 6 Using energy at home 242 167
Exit slip 245 169
SUBJECT CONNECTIONS Literature - History 246 170
CLOSURE
PROJECT A survey about energy 248 172
UNIT SYNTHESIS AND FINAL REFLECTION 250 174
GLOSSARY 176
BIBLIOGRAPHY 179

Methodological Guidance 251
ANSWERS 253
Student´s Book 253
Complementary Activities 257
Extra Test 4 257
ASSESSMENT GUIDELINE FOR EXTRA TEST 4 258
TRANSCRIPTS 259
COMPLEMENTARY ACTIVITIES 262
EXTRA TEST 4 266
BIBLIOGRAPHY AND ONLINE REFERENCES 269
EVALUATION APPENDIX xvii

GENERAL BIBLIOGRAPHY xxvii
INDEX VOLUME 2 133

INTRODUCTION
Teens in Motion has been specially written to meet carry out in English and considering the development of
the requirements of the new Curriculum for the 2st the four skills (which have been grouped in three main
Year of Secondary Education and with the objective of areas: Oral Communication, Reading Comprehension
providing students with a textbook that will keep them and Written Expression. The students’ communicative
motivated and engaged when using it. competence is considered as the mastery of functions
they need to communicate across a range of situations.
The contents in Teens in Motion have been organized
VOLUME 2
in four units which have been developed around key This approach allows students to see language as a
topics that have proved to be interesting for our students necessary tool, and gives the grammatical and lexical
and that were suggested by the Chilean Ministry of content a clear purpose, so that “language learning
Education. The topics are highly motivating, and mainly can result from creating the right kinds of interactional
focus on issues related with today’s world and student’s processes in the classroom” (Richards, 2006).
reality, such as globalization, the power of technology
Special emphasis has been placed on cross-curricular
and the advances in communication, social networking,
values (Objetivos Fundamentales Transversales) and
outstanding personalities from different cultures and
attitudes students should pay attention to and develop
sustainable development and renewable energies.
as part of their everyday life.
The contents in each unit have been organized
according to the functions the learners should be able to
Didactic and methodological proposal

Teens in Motion adopts the orientations of the an enhancement of the learner’s own personal
Communicative Language Teaching approach, which experiences as important contributing elements to
focuses on developing students’ communicative classroom learning
competence through the use of pair and group work an attempt to link classroom language learning with
activities, role-plays, and project work. It also includes language activation outside the classroom
contributions of other approaches, especially the
Task-based learning is also linked to classroom
Task Based Learning and the Cooperative Language
experiential learning. In experiential learning,
Learning. Quoting Richards,“students are asked to
immediate personal experience is seen as the focal point
participate in classroom activities that are based on
for learning, giving “life, texture, and subjective personal
a cooperative rather than individualistic approach to
meaning to abstract concepts and at the same time
learning. They are expected to become comfortable with
providing a concrete, publicly shared reference point
listening to their peers rather than relying on the teacher
for testing the implications and validity of ideas created
for a model” (Richards, 2006).
during the learning process,” (KoIb, 1984: 21).
This approach to language teaching is characterized by
Regarding the definition and nature of tasks, they have
the following features:
a pedagogically-oriented characterization. In Teens in
an emphasis on learning to communicate through
Motion, a task is any classroom activity or action such
interaction in the target language
as: drawing a map while listening to a recording or
the introduction of authentic texts into the learning
listening to an instruction and performing a command,
situation
which is carried out as the result of processing or
the provision of opportunities for learners to focus,
understanding language and that “provides a purpose
not only on language, but also on the learning process
for the activity which goes beyond the practice of
itself
language for its own sake” (Richards, Platt, & Weber,
1985, p. 289).
i INTRODUCTION
At the same time, Teens in Motion has also focused on
Use of information technology and multimodal
developing the following aspects that are regarded as
texts
the main strands of the Chilean Curriculum:
Technology and multimodal communication are
Critical and creative thinking great tools that can really enhance the experience of
It is essential that students develop critical thinking learning a foreign language. Students who are used
abilities that will enable them to face 21st century to them, and know them well, are less dependent
demands. These require learners capable of on the teacher when searching for information or
analyzing, synthetizing and interpreting information, completing a task and become more autonomous
solving problems and also reflecting about their own learners. Technology also helps students cope with
VOLUME 2
learning process. different learning styles and use time efficiently.
Explicit teaching of learning strategies Assessment for learning

Students should be taught strategies that enable A strong body of evidence has demonstrated that
them to learn language on their own without their improving formative assessment raises student
teacher’s help. Knowing which strategies are the ones achievement. Assessment for Learning is also known
that best work for them saves time, gives confidence as formative assessment and has been defined as “the
and motivates learners to go further. process of seeking and interpreting evidence for use by
learners and their teachers to decide where the learners
are in their learning, where they need to go and how best
Connections to get there” (Assessment Reform Group, 2002).
Connecting school subjects promotes holistic
Assessment for learning is any assessment for which
learning and motivates students to look for
the first priority in its design and practice is to serve
information in areas that really interest them. When
the purpose of promoting students’ learning.
students make connections with other school
subjects, not only do they use authentic material that An assessment activity can help learning, if it
they can recognize from other classes, but also they provides information that teachers and their students
strengthen and expand their comprehension in can use as feedback in assessing themselves and one
those areas. another, and in modifying the teaching and learning
activities in which they are engaged.
Culture and intercultural competence Assessment that fosters understanding (rather
Learning a foreign language does not only mean than simply evaluating it) has to be more than an
learning about that language’s form, but also about end-of-the-unit test. It needs to inform students
the culture behind it. They learn to value diversity. and teachers about both what students currently
understand and how to proceed with subsequent
Students realize there is not one way of life, but teaching and learning.
many and therefore become more open-minded and
respectful of other people. In Teens in Motion, the evaluation activities are not
different from the rest of the tasks that are proposed,
but they include evaluation instruments that
The writing process provide opportunities for a variety of perspectives
Teaching students to follow the steps of the writing on assessment over each unit: self-assessment, peer
process allows them to analyze and reflect on the assessment, and teacher’s assessment.
process of writing and not only the product itself.
This aims at helping students develop the skills they
Focusing on the different strategies and steps (pre-
will need to provide one another and themselves
writing, drafting, revising, editing, publishing) helps
with useful feedback. Self-reflection and peer-
students gradually develop the ability to write
assessment does not come easily to most students,
organized, coherent and well-thought-out texts in an
but both can be learned from practice.
easier and faster way. In this process, students notice
and check their mistakes and errors, and discover
and develop strategies to improve the final product.
INTRODUCTION ii
Lesson structure Written Production: This skill is developed in the
section called Writing Workshop in which tasks are
Each lesson has a lead-in section that introduces the approached considering the different steps of the
learning objectives and their purpose, and presents an writing process: pre-writing, drafting, revising, editing
engaging task to activate students’ previous knowledge and publishing. In this section, students go through
and trigger their curiosity, interest and motivation. an initial instance of guided practice in which they
The lessons have special sections to practice and analyze a model and see how the the writing process
integrate reading, oral communication and writing skills. is developed. It prepares them to work independently
In the section called Subject Connections, students are and produce their own pieces of writing.
asked to connect and apply what they have learned • Assessment for learning
VOLUME 2
with other subjects or curricular topics. Ultimately, th is Teens in Motion advocates the benefits of the
better enables students to achieve higher level critical assessment for learning, over the assessment of
thinking and collaborative skills. learning. Assessment for learning is used at the
Throughout the lessons, there are also activities that can beginning of an instructional period to check for
be used as embedded evaluation. A self-evaluation rubric student understanding. Diagnostic tools determine
is provided so as to promote students’ independence.
what students already know and where there are gaps
• Skills development and misconceptions. It also includes assessment as
Oral Communication: Listening is developed in a learning, where students reflect on and monitor their
process consisting of three stages (Preparing to listen, own progress. Assessment of learning is used towards
Focusing on listening, After listening). Speaking skills and at the end of the instruction period. Teachers
are approached from a process-oriented perspective, document students’ learning achievements through
considering oral practice as the initial stage that tasks that invite students to demonstrate their mastery
prepares students for independent practice. and knowledge of the course content.
Reading Comprehension: This skill is also presented The evaluation activities are not different from the
in a three–phase approach, with before, while and rest of the tasks proposed, and are aimed at providing
after reading activities. A variety of texts are presented evidence about what a student knows, understands and
to students throughout the units. With the help is able to do. The evaluation instruments consider: self-
of activities and strategies, students are guided to assessment, peer and teacher’s assessment.
comprehend, discuss and analyze the texts from a
critical perspective.
Bibliographical references that support the methodological proposal

Ferris, D. R. & Hedgcock, J. S. (2005). Teaching ESL McCafferty, S. G., Jacobs, G. M., & Iddings, A. C. D.
Composition. Purpose, Process and Practice. New York: (2006). Cooperative learning and second language
Routledge. teaching. Cambridge University Press.
Goh, C. (2012). Learner Strategies. En Burns A. y Nunan, D. (1991). Communicative tasks and the
Richards J. (eds). Pedagogy and Practice in Second language curriculum.TESOL quarterly, 279-295.
Language Teaching. Cambridge, Cambridge University Nunan, D. (2004). Task-Based language teaching.
Press (Pp 68-75). Cambridge, Cambridge University Press.
Harvey, S., & Goudvis, A. (2007). Strategies that work: Oxford, R. (1990). Language Learning Strategies: what
Teaching comprehension for understanding and engagement. every teacher should know. Boston: Heinle & Heinle
Stenhouse Publishers. Publishers.
James, M. (2004). Assessment for Learning: What is it Richard, P. & Scriven, M. Defining Critical Thinking.
and what does research say about it. En The Critical Thinking Community. Retrieved
Kennedy, T. (2006). Language Learning and its Impact on from http://www. criticalthinking.org/pages/
the Brain: Connecting Language Learning with the Mind defining-criticalthinking/766
Though Content-Based Instruction. Foreign Language Richards, J. C. (2006). Materials development and
Annals, vol 39 n° 3, Dec 31, pp. 471-486. research—making the connection. RELC Journal, 37(1),
Kumaravadivelu, B. (2003). Beyond Methods. 5-26.
Macrostrategies for Language Teaching. London: Yale Van den Branden, K. et al (eds) (2009). Task-Based
University Press. language teaching: a reader. Amsterdam, John Benjamins.
iii INTRODUCTION
COURSE DESCRIPTION
Teens in Motion consists of a Student’s Book, a Teacher’s Book (with a CD-
Rom) and a Complementary Digital Resource.
In these components, the contents have been organized in four units which,
in turn, contain two modules divided in three lessons that integrate the
practice of the four language skills. The methodological proposal adopted by
VOLUME 2
Teens in Motion is based on considering three stages in each unit and lesson:
Opening, Development and Closure.
Each unit is based on the topics suggested by the English syllabus and
provides students with the opportunity to focus on the fundamental values
and attitudes that are indicated.
The twelve Complementary Digital Resources that are included consist of
pedagogical tasks with the three-stage approach (Opening- Development-
Closure), which are designed to reinforce and improve the practice of the
learning objectives of each unit. The moment or stage in which the use
of this resource is suggested is clearly indicated in the Student’s and the
Teacher’s Book by this easily identifiable icon .
UNIT UNIT
Technology an ople Sustainable de
UNIT
1
Go global! 2
d its effects UNIT
3
Outstanding pe 4
velopment
is interconnected. “Technology is nothi “Climate change

lization, everything nitely impact on ng. is destroying our
"In the era of globa will defi faith in people, that What’s important is that you have e others to dream
more, learn world of looming path to
challenges and increa sustainability. Ours is a
part of the world e efforts they’re basically a "If your actions inspir
A problem in one ore, collaborativ you give them tools, good and smart, are a leader."Adams Sustainable devel singly limited resou
globe. (…)Theref and if become more, you opment offers the
other parts of the no
they’ll do wonderful
things with them more, do more and John Quincy
best chance to adjus rces.
red." Agus Harimurti Yudhoyo .” t our course.”
are essentially requi Steve Jobs Ban Ki-moon
DEVELOPME
NT CLOSURE 48 UNIT 2 DEVELOPME
NT CLOSURE 132 UNIT 4
OPENING OPENING
UNIT 1 UNIT 3
6 UNIT 1 Go global! OPENING
DEVELOPME
NT CLOSURE 90 UNIT 3 Outstanding peo OPENING
DEVELOPME
NT CLOSURE
ple
its effects elopment
Technology and Sustainable dev
Purpose of the Purpose of the
unit and guidin unit and guidin
In this unit, students thread g UNIT 2 In this unit, students thread g UNIT 4
and written texts are expected to and written texts are expected to
and also to express understand oral to and also to express understand oral
Concerning the Concerning the related with
1
and oral form,

3
and oral form,

ideas, in written tasks propose g thread d, these are meant ideas, in written tasks propose g thread ons
VOLUME 1 UNIT
about the concept

VOLUME 2 UNIT
about outstand meaning of collocati

consequences, of globalization develop students d, these unit and guidin Concerning the
tasks propose thinking towards their contribu ing people´s lives develop students d, these unit and guidin
effectively and and its ’ creative and critical are meant to Purpose of the ’ creative and critical are related with
tion to humanit and ’ creative and critical are meant to Purpose of the words and about
creatively. different perspect thinking towards understand oral develop students
y. different perspect thinking towards understand oral the topic of the
unit.
To accomplish ives
the topic of globaliza and aspects that are related are expected to ives and aspects
that To accomplish ives
outstanding people and aspects that are related are expected to d, these are meant
and vocabulary
this, they will
use functions, with In this unit, students also to express ideas, in written different perspect ications technology and its
effects.
and vocabulary
this, they will
use functions, with In this unit, students also to express ideas, in written tasks propose
expressions tion. and expressions to humanity. Finally,who made important contribu and and its Concerning the thinking
’ creative and critical that are
(globalization).
connected with
the main topic Finally, students and written texts of communications y. the use of commun ons,
connecte
(outstanding people´s d with the main topic tions and written texts ble development
are expected to about the use make connecti students are about sustaina to develop students aspects
of multimodal
They will also
read and produce develop cultural make connecti and oral form, ly and creativel are expected to ension and also and their legacy). main achievem make connecti
ons, develop criticalexpected to and oral form, y. perspectives and and the future
its effects, effective Finally, students ents, discoveries, eously and creativel towards different
2
awareness and ons,

texts
support compreh and use different strategies
a variety technology and thinking and compreh themselves and
comprehension thinking and effects spontan ble development
VOLUME 1 UNIT
VOLUME 2 UNIT
also work collabor compreh expressions and also to develop expressions

to atively and proactiv ension and use functions, develop critical
attitude towards They will also and to demons use functions, related with sustainaFinally, students are expected
ension and express their classmat this, they will an read cultural awarene this, they will ent.
They will demons ideas in a clear
way. es’ ideas. ely, respecting To accomplish d with the main
topic to develop a positive to learn and to demonstrate multimodal texts and produce a variety of technology to
trate an efficient
and responsible ss To accomplish d with the main
topics of the environm critical thinking
and
ry connecte They ry connecte ons, develop ss
trate knowled
ge Considering the and vocabula s Technology). towards their
ability gy to obtain and use different obtain and create use of and vocabula change, global to make connecti cultural awarene
of words with
two syllables and about pronunciation learning outcome Communication dal texts ble use of technolo comprehension strategies to support information. ment, climate and also to develop and responsible use
meaning of words more, assessment indicato s and the suggeste (Information and variety of multimo efficient and responsi
and express ideas Considering the
learning outcome (sustainable develop ve sources of energy). comprehension
that contain prefi and about rs, d and produce a comprehension tion. They will demons in a clear way. assessment indicato s and the suggeste and alternati trate an efficient
unit have been the activities will also read and create informa d warming , and also to demons create informa
tion.
xes im- and un-. specially designed in each stage of the strategies to support s and the suggeste of sound /ʒ /,
trate knowled
ge unit have been rs, the activities d a variety of to obtain and
in the followin and use different learning outcome in each stage of the and about meaning about pronunciation specially designed in each stage of the read and produce strategies to support of technology d
g way: ideas in a clear way. Considering the the topic of the of words related They will also s and the suggeste
and express iation rs, the activities for: and use different a clear way. learning outcome in each stage of the
Activate and foster ge about pronunc assessment indicato for: unit. with multimodal texts in Considering the
intrinsic motivation OPENING trate knowled of specially designed and express ideas rs, the activities
. They will demons and /t/, and about meaning unit have been comprehension iation assessment indicato for:
/d/ contain ge about pronunc nd specially designed
Develop metacogn A set of challengin of initial sounds the topic of the unit and that trate knowled unit have been
ition. pairs, in groups g questions invite students with Activate and foster They will demons /and /st/, intonation of compou
or as a class, using to discuss ideas words related intrinsic motivation OPENING /sp
their creativity. in . of initial sounds
Students are guided
up a learning plan to identify and set their own
the prefix in-. ideas in ideas in
OPENING students to discuss Develop metacogn A set of challengin OPENING students to discuss
Activate prior knowledg for goal attainmen goals and to draw g questions invite ition. pairs, in groups g questions invite students g questions invite
e. DEVELOPMENT t. A set of challengin as a class, using their creativity. or as a class, using to discuss ideas A set of challengin as a class, using their creativity.
or and to draw their creativity. in or and to draw
. pairs, in groups set their own goals Students are guided . pairs, in groups
set their own goals
The unit provides intrinsic motivation to identify and up a learning plan to identify and set their own intrinsic motivation to identify and
Develop skills and previous ideas a space where Activate and foster Students are guidedfor goal attainment. Activate prior knowledg for goal attainmen goals and to draw Activate and foster Students are guidedfor goal attainment.
students can keep
strategies. and
the new material. knowledge that will help them record of their up a learning plan e. DEVELOPMENT t.
up a learning plan
ition.
make sense of Develop metacogn record of their Develop metacogn
ition.
record of their
Special process-o DEVELOPMENT students can keepmake sense of The unit provides
DEVELOPMENT
students develop riented activities and strategies a space where a space where students can keepmake sense of
Evaluate for learning. The unit provides knowledge that will help them Develop skills and previous ideas students can keep a space where
oral communication.reading comprehe designed to help and strategies. and
the new material. knowledge that will help them record of their The unit provides knowledge that will help them
nsion, written expression previous ideas make sense of previous ideas
and
and e.
the new material. designed to help
Formative assessmen Activate prior knowledg and strategies
expression and
Special process-o
Activate prior knowledg
e.
the new material. designed to help
Promote cross-curr unit and allow t activities have riented activities
Special process-o reading comprehension, written Evaluate for learning. students develop riented activities and strategies and strategies
expression and
students to gather been embedde reading comprehe designed to help riented activities
icular values and
the attitudes of and track their information about d along the students develop oral communication. nsion, written expression Special process-o reading comprehension, written
the unit. progress. their learning d along the students develop
Topics discussed Develop skills and
strategies. oral communication. been embedde Formative assessmen and
go beyond curricular t activities have
about their learning Promote cross-curr unit and allow t activities have Develop skills and
strategies. oral communication. been embedde
d along the
well-rounded individual subjects and help Formative assessmen to gather information icular values and students to gather been embedde t activities have about their learning
Evaluate for learning.
CLOSURE
s. educate
unit and allow
students the attitudes of and track their
progress. information about d along the Formative assessmen to gather information
progress. educate the unit. their learning students
and track their subjects and help Topics discussed unit and allow
Evaluate for learning. go beyond curricular go beyond curricular progress.
Develop metacogn A challenging well-rounded individual Evaluate for learning. and track their and help educate
ition. final
accomplish a real project allows students to use Topics discussed s. Evaluate for learning. s.
subjects and help
educate beyond curricular subjects
the unit. go
task. the language to the attitudes of well-rounded individual CLOSURE Topics discussed
In the unit synthesis icular values and the unit. well-rounded individual
s.
Promote cross-curr to use the language
to the attitudes of
they have learned, and final reflection, students CLOSURE students Develop metacogn A challenging
final icular values and
remedial actions identify strengths and weakness synthesize what final project allows ition. accomplish a real project allows students to use Promote cross-curr language to
A challenging task. language to CLOSURE students use the
to face future difficulties es, and formulate
accomplish a real
task. what final project allows
in their learning final reflection, students synthesizeformulate In the unit synthesis A challenging task.
process.
Evaluate for learning.
and
In the unit synthesisidentify strengths and weakness
es, and they have learned, and final reflection, students accomplish a real what
students synthesizeformulate
learning process. remedial actions identify strengths and weakness synthesize what and final reflection es, and
they have learned, face future difficulties in their to face future difficulties es, and formulate Evaluate for learning. In the unit synthesisidentify strengths and weakness
remedial actions
to learning process.
Develop metacogn
ition. in their learning
process. they have learned, face future difficulties in their
ition. to
Develop metacogn remedial actions
6 UNIT 1 134 UNIT 3

INTRODUCTION INTRODUCTION
UNIT 2 INTRODUCTION UNIT 4 INTRODUCTION

64 204
COURSE DESCRIPTION iv
HOW TO CORRELATE THE COMPONENTS:
STUDENT’S BOOK
Unit introduction
The topic of the unit is introduced with an engaging
quote which is intended to activate student’s curiosity
VOLUME 2
UNIT
and interest.
3 Outstanding people
In this unit you will…
read and listen to texts about outstanding
people and their legacy.
You will also…
develop cultural awareness
and understanding.
What for?
To demonstrate comprehension of
main
ideas and specific information in oral
Picturing the Unit
express ideas and opinions using
The purpose of this activity is to engage them in the

words value own and other and
and expressions related to leadership written texts about outstanding people’s
and people’s cultures. lives
its characteristics. and legacy.
Practice pronunciation of sound / use information and To develop communicative skills and
ʒ/, link communications technology strategies to express ideas about
ideas, report what other people say the topic of
and effectively and responsibly. the unit.
express ideas clearly.
make connections with other subjects: value and acknowledge the To support comprehension by making
importance of using reliable connections with other subjects of
unit in such a way as to ensure that their situational

History, geography and social science. the
sources of information. curriculum.
Picturing the unit

1. Look at the pictures on page 90
and discuss these questions. Then,
exchange opinions with other classmates.
a. Who are the people in the pictures?
b. What do they have in common?
c. do you agree that they are all good
Over to you
leaders? Why? Why not?
interest is activated.
read the list of objectives for this
unit. Then tick (✔) and answer briefl
y, using the questions as a guide.
Over to you
How important are the objectives Very important
to your own life? not so important
Important not important at all
Why:
Students start the unit learning what is expected from

Are other people's actions important
for you and your own Very important
actions? not so important
Important not important at all
Why:
"If your actions inspire others to dream more,
them and reflecting on the importance of learning

learn What, do you think, are the most
more, do more and become more, you are important characteristics a good leader
should have? Why?
a leader."
John Quincy Adams
90 UNIT 3
OPENING DEVELOPMENT CLOSURE
UNIT 3 91
objectives to their own lives.
OPENING
Getting ready
Setting objectives
In this section, students are given different models of
GETTING READY
Do you remember?
personalized goal setting practices. Different models
are provided to help students identify the personal
show (if necessary, use a
Setting objectives y, what environmental issues they
1. Look at pictures 1 - 6. Explain, briefl
learn English. Then, read the list bilingual dictionary).
about their personal motivation to
1. 42 Listen to some Chilean students talking 3
and answer questions a - c individually. 2
of learning objectives on page 133 1
goals for this unit? Why?
a. What are your personal learning
goals they set for the unit and write a learning plan.
easiest to achieve? Why?
b. Which ones do you think are the
most difficult to accomplish? Why?
c. Which ones do you think are the
the strategies they will use and the

43 Listen to how these students are planning to reach their goal. Identify
2.
difficulties they anticipate. 5
6
4
in
for Unit 4, following the example
for this unit? Draw up a learning plan
3. Which are your specific goals
the recording.
1.
My goals are:
Why? How can I achieve them?
The main difficulties I can
anticipate are:
Look up the meaning of each

Do you remember?
to environment.
and form six collocations related
Students recall and check the previous knowledge

2. Match the words in the boxes
collocation in a dictionary or encyclopedia.
endangered ozone
greenhouse global
acid climate
change effect
necessary to meet the learning objectives for the unit.

species rain layer
warming
2.
answers.
join another pair and check your
3. Answer questions a and b. Then
evolution of the Earth?
warming, or is it part of the natural
a. Are humans to blame for global
your town / city/ area the most? Explain.
b. What environmental issue is affecting
3.
4. Check the slot that best describes
I can…
how ready you are to start the unit.
form collocations related to the environment.

On my own With some help
In this section, they work on an activity related to the
previous knowledge they bring into the lesson, so as to
identify the meaning of collocations.
to my own reality.
answer questions and make connections
UNIT 4 135
DEVELOPMENT CLOSURE
be better prepared to face the new contents.

OPENING
134 UNIT 4
COMPLEMENTARY DIGITAL RESOURCE
Classroom practice with authentic multimodal texts

related to the topic of the unit, aiming at enhancing
students’ motivation, interest and curiosity.
v HOW TO CORRELATE THE COMPONENTS

Student’s book - Teacher’s book - Complementary digital resource
TEACHER’S BOOK
Unit introduction
Picturing the unit
Methodological suggestions to help students tackle a different communicative task
VOLUME 2
at the begining of each.
Special theory and didactic windows support the importance of the key elements OPENING Pages 90 - 93
180 min.
in this stage. The activities on these pages have

the following purposes:
• Activate students’ motivation towards
the topic of the unit.
• Allow students to recognize the importance
own life.
• Allow students to set personal goals
of the learning goals for their
TEACHING WINDOW
Making the teaching materials
relevant for the students
VOLUME 2 UNIT 3
for the unit.
• Draw a learning plan to accomplish If students fail to see the
students’ personal goals. relationship between the
In order to accomplish these purposes, activities and the world in which
it is important that students devote
time to each section, before starting they live, the objective of the
the unit.
Over to you
activity is likely to be lost on
Pages 90 – 91 them. If students do not see
the relevance of a subject, the
Picturing the unit teacher has, from the outset, a
Page 91 major challenge. In conclusion,
Generating initial motivation teachers must relate the
subject matter to the everyday
An introduction with a scope and sequence plan, with the unit objectives,
Ask your students to look at the photographs experiences, interests and
on page 90, carefully. Invite
them to read the questions and tell backgrounds of the students.
them you will give them some time
think about their answers and find to
a reason that supports their ideas Source: Dornyei, Z. (2001). Motivational strategies
experiences, documentaries they have (personal language classroom.
in the
seen about these people, information
they have read, etc.).
Then, invite them to get in groups
of 4 or 5 and discuss their ideas. Allow
evaluation indicators (which states what is expected from students, and what
answers in Spanish, if necessary, as
the purpose of presenting the unit
mainly fostering students’ motivation topic is
and interest. To round off, you can
them anticipate what they will learn make
in the unit.
Over to you Page 91
Recognizing importance of learning
goals
they are able to do), and the evaluation instruments or rubrics available (to help
Present the unit objectives to your
students, reading the learning goals
column, aloud. Explain to them that in each
the question What for? refers to what
will be able to do once they meet each they
objective. Clarify questions, if necessary.
As you read the points in the screens,
make sure you give equal importance
both language and attitudinal objectives. to
Draw their attention to the question
How important are these objectives to
teachers gather information about students’ learning).

own life? and to the rest of the questions. your
Do not forget that the main aim of
this section is to teach students to
personalize the unit goals so that they
able to answer the question: Is this are
unit really important to me?
Tell them that, at this stage, they are
expected to value the lesson objectives
a personal level and say how important at
these are to them.
The unit overview includes a short description of each unit and its lessons. It
justifies the choice and sequence of the tasks presented in the lessons in order to 140 UNIT 3
accomplish the learning objectives of each unit.
Getting ready
BACKGROUND INFORMATION
Ban Ki-moon
Ban Ki-moon was the eighth Secretary-General
His priorities were to mobilize world of the United Nations.
leaders around a set of new
Setting objectives
global challenges, from climate change
and economic upheaval to
pandemics and increasing pressures
involving food, energy and water.
He sought to be a bridge-builder, to
give voice to the world’s poorest
and most vulnerable people, and to
strengthen the Organization itself.
Mr. Ban held office from the January st
1 2007 to December 31st 2016.
On June 21st 2011, he was unanimously
re-elected by the General
VOLUME 2 UNIT 4
Assembly for a second mandate.
Different models and extension activities are proposed to help students set One of the Secretary-General’s first
Climate Change Summit, followed by
that have helped put the issue at the
major initiatives was the 2007
extensive diplomatic efforts
forefront of the global agenda.
Subsequent efforts to focus on the world’s
the Millennium Development Goals,
billion in pledges, with a special emphasis
Global Strategy on Women’s and Children’s
main anti-poverty targets,
have generated more than $60
on Africa and the new
LEARNING WINDOW
personal objectives and design an appropriate learning plan according to their

Health. At the height Setting personal objectives
of the food, energy and economic crises
in 2008, the Secretary- Goal-setting techniques can
General successfully appealed to the
G20 for a $1 trillion financing also be used effectively with
package for developing countries and
took other steps to guide the demotivated, reluctant students,
international response and protect the
vulnerable and poor. who have no general goals
whatsoever associated with
language learning (i.e. they don’t
particularly want to communicate
strengths and weaknesses.

Page 134
with L2 speakers, and can’t see
GETTING READY any ways in which an L2 would
be useful for them in the future).
Setting objectives Goalsetting allows learners to
look at the tasks from these
Setting students’ personal goals for learners’ point of view and
the unit.
Drawing a learning plan, identifying create an immediate purpose
strengths, weaknesses and possible that is valid in their eyes. This
difficulties students may face.
can be, for example, taking on a
Remember that the purpose of this challenge, beating the teacher,
section is to guide students in setting beating a record, winning a game
Do you remember?
their own goals for the unit and designing
a learning plan that will help them or creating something concrete
accomplish their personal objectives.
for others to use or see.
Remind them that this is the space
where they will keep a record of their Source: Dornyei, Z. (2001). Motivational strategies
learning goals. They do not need to language classroom.
in the
use complete sentences if they decide
write their goals in English. If this to
is the case, you can encourage them
single words or simple phrases that to use
are familiar to them. If you notice
The activities proposed will help students activate their previous knowledge.
is too demanding to be tackled in this task EXTENSION ACTIVITY
English, you can let them write their
Spanish. goals in Creating learning plans
For this reason, it is important that Remember students to ask
you take the time to model this new
behavior, telling them about the importance themselves:
of goal setting practices and How have I learnt best in the
learning plan creation.
past?
1. 42 The recording will offer your students What learning methods and
a model that will guide them in activities are readily available
identifying personal goals.
In each unit, these activities are different and based on examples provided by
to me? (eg. learning on
2. 43 The speakers in the recording will your own - reading, online
talk about how they are planning to resources; peer group)
achieve their goals.
Are the strategies I have
chosen appropriate?
How will I know that I have
accomplished my goals?
literature and research, such as: Carousel Brainstorming, Two Minute Talks, Think- OPENING DEVELOPMENT CLOSURE
UNIT 4 211
Pair-Share, Talking Drawings, The First Word Walk Around Survey, Find someone
who, etc.
COMPLEMENTARY DIGITAL RESOURCE COMPLEME

NtARy dIGIt
AL RESO URCE
cal Guidance
Methodologi DIGITAL RESOURC
E7
COMPLEMENTARY nt Indicators
Suggested Assessme current topic.
the text and a
/ Main tasks information of
Learning outcomes ips between the l text.
Stage Time ate Establish relationsh n in an audiovisua
To listen and demonstr and specific informatio topic of the unit.
45’ 1 of general Identify general s related to the
comprehension information and expression
Identify key words
3
ideas and explicit

VOLUME 2 UNIT
material about
in audio-visual
outstanding people. ns that best represent
names to the descriptio etc. Check
and drag their have ever seen them before,
Stage: Opening identify the people if they
look at the pictures, the people, stating
students must comments on
1. In this activity, ents. Encourage them to make
their achievem board.
The tasks proposed aim at triggering students’ intellectual and affective

orally and on the think wrote them.
OPENING
ent name of who they your students to

compare their
Stage: Developm quotes and write down the Encourage
read the the video.
students must answers, watching
2. In this activity, must check their
they finish activity 2, students
3. After board.
orally and on the Jr, and complete
the text.
answers. Check by Martin L. King
a famous speech
Stage: Closure extract taken from is using
listen to an audio video provided. Luther King Jr.)
commitment in their learning process.

students must by watching the the speaker (M.
4. In activity 4, to check their answers resource they think
invite your students click on the literary
5. In activity 5, students must
of this section,
6. In the final activity
on his speech.
E8
DIGITAL RESOURC nt Indicators
COMPLEMENTARY Suggested Assessme to
n in the texts related
/ Main tasks and specific informatio
Learning outcomes ideas and Identify general
Time nsion of general topic.
Stage
To show comprehen in audio-visual material
the topic. s related to the
45’ 1 and key expression topic of the unit.
explicit informatiog people and their legacy. Identify words s related to the
7 used expression
about outstandin Identify frequently points of view.
3 s about speaker’s
Make comment
B
Prize. After
E awarded the Nobel
who have been
of images of women
Stage: Opening with a sequence whole class.
watch a video Check with the
students must correct answer.
1. In this activity, must click on the chart,
they watch it, they requested in the
the information
DEVELOPMENT
pay attention to students must

ent now listen and In this activity, photos to
Stage: Developm video again but Check orally. 3. and match the
students must watch the chart on the board. about them,
2. In this activity, You can draw or project the questions
again, read the
to complete it. of the laureates square. suggests to
look at the photos corresponding the solution Malala
students must number in the and discuss about this topic.
3. In this activity, ding questions, writing their Malala Yousafzai opinions about
their correspon of a speech by give their own board.
watch an extract Encourage your students to orally and on the
this activity, students must social injustice. words in the text. Check
4. In poverty and the missing
end with the world’s again and complete
watch the video on
students must resource, clicking
5. In activity 5, ent of the digital
t the developm
Stage: Closure performance throughou
evaluate their own
students must about their work.
6. In this activity, best represents how they feel
the option that
E
DIGITAL RESOURC
UNIT 3 COMPLEMENTARY
184
HOW TO CORRELATE THE COMPONENTS vi

STUDENT’S BOOK
MODULE 2
MODULE 1
Entry slip
Read what you
Questions
will do in each
lesson (p. 154
- 171) and answer
the questions
in the slip, before
you start.
Modules 1 and 2
1. What is new Answers
to you?
you2.start.
Entry slip s in the slip before What is useful to you? 1.
answer the question Why?
95 – 109) and
will do in each lesson (p. 3. What interests 2.
Before you start

you most? Why?
read what you Answers
3.
Questions 1.
most?
interest you the
1. What things 2.
are new to you?
2. What things 3. How ready
to know? are you?
This is the opening section of each module, which

would you like
3. What things
1. In pairs, surf
the Internet to
find information
a. Identify the about Word Clouds.
different types,
b. If possible, categories, and
use an on-line the visual appeara
tool to create nces they have.
are you? your partner.
related with sustaina
area. Work with
a word cloud
How ready know in eachc. Present
ble developm about any topic
includes engaging and motivating activities to generate

ent. If not, do
ing people you your word cloud it by yourself.
the name of outstand i. what it shows. to your classma
bubbles with tes and explain:
1. Complete the Politics
ii. what topic
or specific field
Science iii. what importan it is related to.
t concepts it shows.
students’ initial motivation and engagement.

2.
Join another
pair. How much One day, the Earth
agree with these do you completely destroyed be
will It does not matter
statements? if animals
the actions of by or plants become
a. Spin a pencil humans. extinct;
Arts on the discussio what matters
is people.
religion b. Talk with your n wheel.
classmates about
feelings towards your
the statement
the pencil is pointing that
at. In the future, we
will
. only use renewabl
to your diagram
tes’ examples sources of energy.
e Going green is
very
Add your classma
the bubbles. difficult; using
alternative
the names in source of energy
pairs and compare s. is
2. Join two other 3. Use the rubric following question very expensive
ed. Discuss the below to evaluate .
VOLUME 2
people you mentionand then commen how ready you

ion about the t with your partner. think you are
exchange informat to start this module.
3. In your group, ing? Check (✔) the
people as outstand I am complete best alternati
consider these ly ready to start. ve
a. Why do you do they share? I could even help I am quite
l characteristics my classmate alternative ready to start.
b. What persona Tick (✔) the best s. I think I may
make a few mistakes.
I am barely ready
to start.
to start this module. I am not ready to start.
think you are I think I need
some help.
how ready you I definitely need
below to evaluate to start. help.
4. Use the rubric t with your partner.
154 UNIT 4
to start.2
MODULE
I am not ready
and then commen am barely ready
I need help.
I definitely
to start. some help.
I am quite ready I think I need
ly ready to start. make a few mistakes.
I am complete s. I think I may
OPENING DEVELOPME
my classmate NT CLOSURE
I could even help
NT CLOSURE
OPENING DEVELOPME
UNIT 3 MODULE 1
94
Lessons 1 - 6
Lessons 1 - 3 and 4 - 6 belong to the Development
section of each module.
All units have six lessons that approach the unit topic
LESSON 3
Preventing clima
te change from a different perspective.
the topic.
y related with
What for?
The lessons have a lead-in section that introduces the

s using vocabular ns with other
e in oral exchange making connectio
OA 6: To participat discussions, by
You will... ent to texts in oral
about the environm OA 7: To react
read an article c information
in
.
to identify specifi subjects.
hypothetical situations e text about a
topic of
use strategies
OA 8: To describe nsion of an informativ
the text. ate comprehe
cal situations. OA 9: To demonstr
talk about hypotheti ent. interest. nsion.
with the environm global comprehe a way to
main objectives and their purpose.

study words related the environment. strategies to support ent learning as
about helping OA 12: To use and independ
discuss ideas interest for on-going
OA C: To show contribution to
society.
make an important
to read
Preparing
environment?
It includes a communicative task to activate students’

dEVELOPMENt
to protect the
actions (a-f) help
1. Which of these
on the ground.
a. Throwing trash
and metals.
b. reusing plastic only once.
that you can use
motivation and relate the topic with their previous

in containers
c. Buying products
away.
of throwing them
d. Fixing things instead
we use.
amount of water
e. reducing the
fertilizers.
l pesticides and
Using chemica letter.
f. the corresponding
knowledge.
(1 – 4)? Write
ted in pictures
1 are represen
actions in exercise 4
2. Which of the
3
2
1
3. Write a list of
actions that,
in your opinion,
can be positive
or negative for
our environm
Negative
ent. Check with
Each lesson includes special sections with simple and
another pair.
Positive
varied communicative activities that focus on developing

students’ communicative competence through pair and
NT CLOSURE
OPENING DEVELOPME
LESSON 3
UNIT 4 MODULE 1
146
group work activities, role-plays, and project work.

They also include an exit-slip to make students reflect on
different aspects of each lesson.
in
O For Women
réal-UNESC
Science The 2017 L’O rds
SUBJECT CONN
ECTIONS Science Awa
about other subjects.
What for? nsion of texts
ate comprehe subjects.
and demonstr ns with other
OA 9: To read making connectio
You will... to the text by of
OA 7: To react say. women have birth, only 28%
read a piece of
news. what other people s, recognizing the role that Marie Curie’s c
important prize. OA 8: To report 150 years after 3% of Scientifi
learn about an cultural awarenes women and only
. . OA B: To develop c development. researchers are That is why,
answer questions with other subject (science) played in the
scientifi awarded to them.
make connectio
ns Nobel Prizes are UNESCO
Subject Connection
years, the L’Oréal- worked to
for the past 19 has
Science program
For Women in ny women research
ers at
honor and accompa
questions. Since the program
and answer the in their careers.
key moments more than 2,700
young
1. Read the article t prize? supporte d
of this importan began, it has celebrated 97
a. What is the
main purpose countries and
women from 115 including
peak of their careers, Ada Yonath,
chile? Laureates, at the and
2017 edition and h H. Blackburn
connecti on between the professors Elizabet a Nobel Prize.
b. What is the who went on
to win
year to five genius – this
presented every 50% of its creative
The Awards are (Africa prosper with only not smart either (…)”, said
awarded women
from? each world region it’s
women, one from Asia-Pacific, Europe, Latin is not right, and
A section that includes special and challenging tasks to

the
c. Where are her message.
and the Arab States, scientist has Irina Bokova in ting
America). Each each contribu
receive? What
for?
America and North path combining exceptional nal women are
each scientist These 5 exceptio world for the
d. How much
does
had a unique
career
her profession to change the
commitment to in their own way r Maria Teresa
talent, a deep America, Professo
this award? ble courage in a field still largely better. From Latin awarded. She is a Professo
r of
Teresa ruiz receive and remarka was de
Ruiz from Chile at Universidad
e. Why did maria dominated by
men. of Astronomy,
put the concepts into practice and connect them with

d5 the Department ysics, for
of this award celebrate the award in Astroph
at the ceremon
y. The 2017 edition their excellence, Chile. She received the study of a variety of faint
what was said scientists and contributions
to of
sentences reporting eminent women woman received her darknes s
te these intelligence. Each scientific hidden in the
again. Comple creativity and celestial objects
2. Read the article of 100,000€ to commend their .
an award quantum physics, the universe
a. Irina Bokova
said that in the fields of Chairman of the
L’Oréal
contributions Jean-Paul Agon,
and astrophysics. ted the power
of these
physical sciences
other school subjects.

a message from Foundation, highlighhis opening speech: “Only
declared that was opened by s in
service of the
b. Jean-Paul
Agon The ceremony l of UNESCO. women scientist
d science, at the
Director-Genera a shared, controlle is able to meet the major
Irina Bokova,
for every girl and on,
a call to action, – in world’s populati century, and our
exchange ideas. “This is really red at every level the twenty-first
. Compare your
answers and to be empowe and in challenges of They are the ones
that
of 3 – 4 students every woman , in administration ers are the proof.
Form groups research research s”.
3. rs learning, in elds. Each laureate its greatnes
only 28% of researche all scientific fi give science all
Marie Curie’s birth, Nobel Prizes are awarded teaching, across whole cannot
150 years after c humanity as a
only 3% of Scientifi shows us that
are women and
to them.
prize?
think about the ? Why? Why not?
a. What do you tion to this problem
it is a real contribu
b. do you think situation?
reasons for this
c. What are the MODULE 2
127
UNIT 3
NT CLOSURE
OPENING DEVELOPME
NT CLOSURE
OPENING DEVELOPME
UNIT 3 MODULE 2
126
The icon indicates the moment in which the

Complementary Digital resource may be used. In this
stage, the activities provide students with additional
practice related to the contents of the unit.
vii HOW TO CORRELATE THE COMPONENTS

TEACHER’S BOOK
DEVELOPMENT Pages 94 - 127
Page 94
Modules 1 and 2
Module 1 THEORY AND RESEARCH
How do goals affect
Give students a few minutes to read performance?
what they will do in each lesson in
Module 1, helping them recognize Remember there are four
the content, skills and attitudes they
VOLUME 2 UNIT 3
will develop. mechanisms by which goals
affect students’ performance:
Entry slip (5 minutes) They direct attention and
effort towards goal-relevant
Make sure students activate their ideas, activities.
experiences and impressions and ask
them to answer the questions, before They regulate the amount of
you move on practicing the prerequisite effort to the difficulty level
language and vocabulary they need.
Before you start

required by the task.
They encourage persistence
How ready are you? (10 minutes) until the goal is accomplished.
They promote the search for
1. Start a general conversation about
the most important and influential relevant action plans or task
people in history, before starting. Elicit strategies.
students’ ideas about the reasons why
they consider people as outstanding
or influential. Then, make students Source: Dornyei, Z. (2001). Motivational strategies
names of influential people, according write
The two modules included in each unit are organized in the Opening-
in
the language classroom.
to the area in which they excelled.
2. In groups, students compare their
ideas and add more examples to
their lists.
3. Encourage students to discuss the TEACHING WINDOW
main characteristics a good leader
may have. Ask them to identify if the Promoting the OATs: Moral
people they mentioned can be
considered as outstanding and why.
Development-Closure stages. The activities included in the initial section of

Then invite some groups to share dimension
comments with the rest of the class. their
Exercises 1, 2 and 3 provide
students with the opportunity
4. After they have finished, students
make students choose and check (✔) to reflect and appreciate the
alternative that best describes their the achievements and contributions
feelings towards the future challenges.
that each human being can make
to society. They also promote the
each module are aimed at motivating students and activating their previous
development of students’ ability
to make judgments about reality,
and recognize cultural and gender
diversity and richness.
knowledge.
VOLUME 2
UNIT 3 MODULE 1 145
Lessons 1 - 6
The lesson plans have also been organized in three stages (Opening – Development
– Closure) and specify the estimated time and resources needed for each session:
CD tracks, assessment instruments, extension ideas, complementary activities or Page 146
Lesson 3: Preventing climate change
180 min.
Students will…
read an article about environment
What for?
OA 6: To participate in oral exchanges
suggested websites to explore additonal resources related to the contents and topic
use strategies to identify specific using vocabulary related with
information in the text. the topic.
talk about hypothetical situations. OA 7: To react to texts in oral discussions,
Pages 146 -151 by making connections with
study words related with the other subjects.
VOLUME 2 UNIT 4
environment. OA 8: To describe hypothetical situations.
discuss ideas about helping the OA 9: To demonstrate comprehension
of an informative text about a
environment. topic of global interest.
OA 12: To use strategies to support
comprehension.
OA C: To show interest for on-going
of each lesson.
and independent learning as a
way to make an important contribution
to society.
Opening (30 minutes)

THEORY AND RESEARCH
Preparing to read
Interdisciplinary connections
Start the lesson reading the objectives
in the table as a class. Once again, The classroom should include
that these are a more concrete and explain
detailed specification of the unit objectives. space for learning beyond
1. Have students read the sentences subject boundaries, so that
carefully and then identify the actions students can make connections
Lessons plans for each section, together with the resources, activities and evaluation
that help take care of the environment.
Remind students to make use of between different areas of
what they have learned in Science. learning. These connections,
Answers based upon groups of
experiences and outcomes from
b. d. e. are positive actions.
within and across curriculum
2. Have students identify the actions areas, can provide relevant,
that are illustrated in the pictures. challenging and enjoyable
instruments suggested.
Answers learning experiences and
P1: d. (fixing things); P2: b (reusing stimulating contexts to meet
plastic); P3: f (using chemical pesticides the varied needs of students.
and fertilizers); P4: a (throwing trash
on the ground) Source: Cazden, C. B. (2001). The language
of
teaching and learning. The language of teaching
3. Introduce the topic of the text students and
learning.Retrieved from: http://www.wou.edu/~girodm/
are going to read with this
brainstorming activity. Point out that, foundations/cazden.pdf
together with completing the list,
should also say why they consider they
each idea as positive or negative for
environment. the
Methodological suggestions are provided to guide students in the relevant activities

Give students enough time to answer,
in Spanish if necessary, and share
relevant experiences, opinions and
impressions. Then, check answers
class and write some interesting ideas as a LEARNING WINDOW
on the board.
The importance of prior
Page 147 knowledge
4. Elicit students’ previous knowledge Prior knowledge has a positive
of each section.
about the differences between these effect on learning, as students
two concepts. Explain that understanding
the relationship between weather are able to create a mental
and climate is an important first step
to understanding larger-scale global network of connections between
climate changes. the previous and the new
Answers information.
a. Climate b. weather Check for prior knowledge that
can facilitate learning, possible
5. In groups, students check their understanding misconceptions, if any, and
of the concepts related
The Windows describe the theoretical background and research findings supporting
with the text they are going to read, teach students to constantly
by answering the short quiz. contrast prior and new knowledge
Answers throughout a unit or lesson.
a. i. b. ii. c. i. d. iii. e. i. f. ii. Source: Publishing team.
226 UNIT 4 MODULE 1 LESSON 3

the lesson plans. They also give extension ideas, background information (useful
information about culture and language issues related to the topic of the units) and
suggestions to deal with frequent errors.
This icon indicates the moment in which the Complementary Digital
Resource may be used and the page where the methodological suggestions for
using it can be found.
Pages 110 - 111
SUBJECT CONNECTIONS Language

and Literature – Social
Science
Students will...
90 min.
read two texts about a remarkable woman. What for?
identify differences between fiction OA 10: To demonstrate comprehension
and non- of a non-fiction text.
fiction texts. OA 11: To demonstrate comprehension
of a fiction text.
compare the information in both types OA 7: To react to texts by discussing
Pages 110 - 111 of texts. their main features.
recognize a remarkable woman’s legacy. OA B: To develop cultural awareness
and recognize the
VOLUME 2 UNIT 3
contribution that remarkable people

have made to society.

In this section, students are expected THEORY AND RESEARCH
to deal with twin-texts (fiction and
Subject Connection
non-fiction) about the same topic. Twin texts
The activities are meant for them to
connections and use what they know make Fictional and information texts
from other subjects of the curriculum,
this case from Language and Literature. in on the same topic are like two
parts of a whole picture. A
Start the session writing the name non-fiction text gives objective
Wangari Maathai on the board and
eliciting students’ prior knowledge factual information that is
about this woman. If possible, ask
look for information on the Internet them to important to know, but often
and take notes on the board.
lacks feeling. Conversely, fiction
You may tackle this activity as a “literary is subjective and includes
circle”. Invite students to get in groups
of four and do the reading activities human emotion that the reader
that involve the analysis of two different
types of texts, identifying the differences can interpret and relate to. By
and similarities between them.
incorporating reading from both
This is the Closure stage of each module.

Development (40 minutes) genres into the curriculum,
students will acquire a more
1. Invite students some time to read well-rounded understanding of
the short biography on page 110. the topic of study.
2. Then, have students read the extract Teaching units of study
of the short story. Then encourage
each group to complete the file on that contain fictional and
a separate sheet of paper.
Students can use a chart (like the one information books on the same
below) to analyze the elements in topic can build knowledge,
the story.
develop text-related vocabulary,
and increase motivation
STORY SUMMARY SHEET
Different types of texts and tasks are presented to allow students to apply what
to explore the topic under
Title discussion. This use of both
fiction and non-fiction sources
Author to explore a theme is commonly
WHO?
called “twin-text teaching”.
WHEN? Focusing on a common theme
Who are the characters? WHERE? helps students identify and
How can you describe When does the story take Where do the events understand the text structures
they have learned and connect it with other school subjects.

them? place? happen? of both fiction and expository
text.
Source: Soalt, J. (2005). Bringing together
WHAT? fictional
WHY? and informational texts to improve comprehension.
The
Reading Teacher, 58(7), 680-683.
What are the most Is there a problem or HOW?
important events in the conflict? How is the problem or
story? conflict solved?
Why?
160 UNIT 3 MODULE 1


AL RESO URCE
NtARy dIGIt
COMPLEME
cal Guidance
E 10
4
Suggested Assessme
VOLUME 2 UNIT
information.
/ Main tasks vocabulary and
Learning outcomes and identify specific from the text.
Stage Time ate Listen to a song information extracted and a topic of current
To listen and demonstr s about important
1 Make comment information presented
45’ of general
comprehension information ips between the
Establish relationsh
ideas and explicit
The tasks proposed allow students to practice what they have learned in the
material about interest.
in audio-visual to the main topic.
and Play a game related
renewable energy ent. You
sustainable developm to what they hear.
the lyrics, according
then complete the whole class.
Stage: Opening the video) and
song (and watch on the board with
to listen to the aloud after they finish. Check
1. Invite your studentsthem to sing the
song get in
Allow them to
OPENING
can encourage their partners.

questions with
context of authentic multimodal texts related to the topic of the unit.

ent then discuss the
Stage: Developm song again and d. Check orally
and on the
students must listen to thepossible. images mentione
2. In this activity, time, if and click on the
one group at a part of the song
groups and check listen to the second
students must
3. In this activity, so as to find
board. e development,
energy and sustainabl
words related to
Stage: Closure to click on the
Tell your students the board.
this is a game. orally and on
4. Explain that the maze. Check
their way out of
The tasks also aim at triggering students’ intellectual and affective commitment
E 11
COMPLEMENTARY Suggested Assessme topic.
/ Main tasks s related to the
and key expression to the topic.
Learning outcomes ideas and Identify words the texts related
Stage Time nsion of general information in topic of the unit.
To show comprehen in audio-visual material Identify general s related to the
45’ 1 used expression
explicit informatioenergy and sustainable Identify frequently
3
about renewable
in their learning process.

C development.
in the
D
number the sentences provided,
and
e development
Stage: Opening related to sustainablon the board. with
the texts provided just
students must watch a video
text. Check orally and one, and complete they have
1. In this activity, in the in activity
are mentioned of the video
w comprehension
of the sentences
der in which they en to some extracts
HOW TO CORRELATE THE COMPONENTS

DIGITAL RESOURC
E
viii
UNIT 4 COMPLEMENTARY
STUDENT’S BOOK
PROJECT
A survey about energy
1.
I Preparation
Work in groups of four.
2. Read the instructions in the Procedure

section. Then fill in the information
in the file.
II Procedure
1. In your group, you will prepare
a. Use the prompts in the boxes
and conduct a survey about the
and write five questions about the
What type of energy do you...?

How do you keep...?
use of energy at home.
use of energy at home.
What technological devices do you...?

How often do you wash...?
do you usually...?
Project
read the member of the
plan for the project. Before you start, a copy of the questionnaire for each
weaknesses, elaborate an action sheet of paper. Prepare
3. According to your strengths and evaluated. b. Write the questions on a separate
in advance, the areas that will be
rubric carefully so that you know, group.
(three) and take notes of their answers.
the people in your family or neighbors
A final group task that constitutes the end product of the

to
2. Individually, ask the questions
and a
reporting the results of your survey
together and write a short paragraph
PROJECT 1 PREPARATION FILE 3. In your group, get all the answers
short conclusion.
a poster.
on a piece of cardboard and make
of your findings. Paste the graph
due date 4. Draw a graph to show the results
Task
Sources of information
Areas of curriculum involved

III Presentation
1. Appoint two members of the
2. Share
group to present the information to your
the results with the rest of the class.

conclusions.
classmates, orally.
unit learning process.
general
3. Compare the results and draw
Task:
It helps students apply, consolidate and assess what they

Member:
IV Evaluation the group’s performance (when
reflect on your work and evaluate
Member: Task: After you have finished your presentation, according to the following scale:
the survey and reporting the results)
formulating the questions, conducting
/ 1 = Needs improvement
Member: Task: 4 = Excellent! / 3 = Good / 2 = Satisfactory
Score
have learned.
The group…
Materials
VOLUME 2
assigned task.
had a positive attitude towards the
contributed ideas and opinions.

time.
completed the assigned work on
presented all the information required.

subjects.
and used what we know from other
followed the instructions carefully
towards a common goal.
of working responsibly and collaboratively
developed awareness of the importance
learning.
showed interest in developing independent
UNIT 4 173
172 UNIT 4
CLOSURE
UNIT SYNTHESIS
FINAL REFLECTION
1. Now that you have completed
Unit 3, check what you knew and
how you felt before starting each
module.
2. Identify the main topics, skills,
Synthesis and reflection

contents and attitudes you developed
it with your partner’s chart expanding, in the unit and complete the chart.
correcting and adding new information Compare
the unit. and using what you learned along
1. Use markers: A= always, S= sometimes,
N= never to evaluate your performance
in the unit.
Topic / subtopics Area to evaluate
Evaluation
content taking control of the learning process
Mine My teacher's / partner's
I set goals and met them.
I stayed on task and completed additional

language activities.
Supporting classmates
Activities that guide and help students synthesize and

I tried to help my classmates when
they struggled or hesitated.
I showed consideration and respect
for myself and others.
Understanding directions
I engaged in activities quickly and
Unit 3 by myself.
I watched and listened attentively
keep a record of the knowledge they have acquired.

to get instructions.
skills developed Vocabulary
strategies used I incorporated past and new vocabulary.
I asked the teacher to explain words

I did not understand.
Attitudes Writing
I followed models when I did writing
tasks.
A special rubric that allow students to self-assess and

I checked my spelling and grammar.
Speaking
I could give small oral presentations
on the topic of the lessons.
I could engage in short dialogues
imitating a model.
Comprehension (reading / listening)
make conclusions about their learning process.

I demonstrated comprehension of Mine My teacher's / partner's
main ideas and supporting
information in the texts I read or listened
to.
I focused on using appropriate or
suggested strategies.
Critical thinking
3. In pairs, reflect on how you think Mine
you will apply what you learned in My teacher's / partner's
your classmates. the unit. Share your comments with my answers included supporting evidence
from the text / lesson.
I justified and explained my opinions.
I related content to personal experiences.
2. Ask your teacher or a partner

to assess your performance. Complete
Then, discuss your reflections in the column My teacher’s/partner’s
your group. view.
3. In your group, comment on the
things you can do to improve your weak
points in the future.
130 UNIT 3
UNIT 3 131
At the end of each unit, students may use this resource to

consolidate what they have learned throughout the unit
while dealing with authentic multimodal texts.
K
E A C H E R’S BOO ES
t C
RESOUR
tRANSCRIPtS
L
COMPLEMENtARy ACtIVItIES
I O N A
AddIt
the game.
1. Follow the instructions and play 30 STUDENT’S BOOK -
UNIT 3 - PAGE 92 -
EXERCISE 1 33 STUDENT’S BOOK - UNIT
a. Form teams of four students. 3 - PAGE 101 -
EXERCISE 1
monitor of the game. Felipe: Hi! I’m Felipe, from Valdivia. I
b. Appoint one student to be the want to become a
journalist and my favorite topic is international Speaker: Let’s welcome a famous actress
VOLUME 2 UNIT 3
c. spin a pencil on the board below. and women’s

is pointing at. rights advocate. Ladies and gentlemen…Meryl
about the topic / person that the pencil affairs. For this reason, I need to learn
VOLUME 2 UNIT 3
English to
d. When the pencil stops, say a sentence understand articles and pieces of news Streep! (applause)
scale: from abroad.
e. Assign points according to this I also want to learn about outstanding
people’s lives.
MS: Good evening. I’d like to talk about a
structures= 3 points modern-
correct information and grammar day folk hero. Countries and cultures
around
structures= 2 points
correct information / incorrect grammar 31 STUDENT’S BOOK -
UNIT 3 - PAGE 92 -
the world have their own women warriors
who,
structures= 1 point
Incorrect information / correct grammar EXERCISE 2 whether real or mythological, inspire
pride
structures= 0 points
Incorrect information / incorrect grammar among their people.
The transcripts of the

more points in that time. Felipe: My plan is to use the Internet
The winner is the player who gets to listen to the news Today, when a story can go around the
f. Set a time limit of five minutes. and read newspapers and magazines world
from all over in seconds, we have a shared hero — young
the world, so that I can learn English Malala Yousafzai of Pakistan. At 11 years
and stay
updated at the same time. If I don’t understand old,
the Taliban told her community that
any words, I’ll ask my teacher for help girls could
or look no longer go to school. She did not pick
them up in a dictionary. up a
weapon and run to battle; she blogged
Engaging photocopiable activities (and the

Mo her story
dels dern- I think that dealing with authentic material for the BBC, though. When that wasn’t
recordings are included in

mo day can enough,
onal heroe be difficult, but I’ll apply the strategies she stood up in public and started giving
we’re using
pirati s at school in order to improve my comprehension. speeches about her right to education.
Ins
One day, a man boarded a school bus
carrying
32 STUDENT’S BOOK - Malala and her friends, asked “Who
UNIT 3 - PAGE 93 - is
Civil-rig
EXERCISE 2 Malala?” and shot her in the head. At

en
only 15
years old, she was fighting for her life.
ble wom
complete guidelines to work with them)

T.A. Edison: I was born in Ohio, the
hts mov
USA, in 1847. My
the Student’s Book and in

It’s well known what happened next:
mother taught me reading, writing and Malala
spent several months recovering from
arithmetic. I can really define myself as her
remarka
an injuries, continued her campaign to see

ement
inventor. Throughout my life, I invented all girls

in school around the world, founded
more than 1,000 different things that the Malala
Fund and became the youngest winner
changed the way people lived! of the
Nobel Peace Prize.
My greatest inventions include the light
Malala’s shooting did not end the war
to meet students’ different learning styles,

on
Nob
bulb, the phonograph, the motion-picture
the Teacher’s Book.

girls. Today more than 60 million girls
win eace
es
camera, electric batteries… Ah! I also around

el
ro
the world are still denied the chance

ne
P
he
improved the telephone! to go to

rs Priz
wn
school, though.
How could I do that? Well… as I always
no
As Malala often says, it’s so hard to get

Unk
things
e
said: Genius is 1% inspiration and 99%

done in this world. Her story is the story
perspiration! of
millions of girls. Today, at this moment,
a large
British presence in Chile
Marie Curie: I was born in Warsaw
in 1867. I number of girls face societal rejection
and to review and expand the contents of

graduated from a Russian lyceum when and
physical harm for going to school. Standing
I was 16 and won a gold medal. I did on
my the sidelines while children risk their
first scientific work in 1890. I couldn’t lives to
go learn is not an option.
to university because I was a woman, Stand with Malala for girls everywhere.
so
in 1891 I went to Paris. I studied Math, Learn
how you can help all girls get the education
Physics and Chemistry and became they deserve.
the first female professor. I discovered
Thank you very much.
each lesson. The printable version of this

radioactivity and radium by accident.
In (aplausos)
1903, I received the Nobel Prize in Physics.
PHOTOCOPIABLE 192 UNIT 3 TRANSCRIPTS

196 UNIT 3 COMPLEMENTARY ACTIVITIES
material is included on the CDR pendrive.

ANSWERS
EXtRA tESt 4
Student’s Book
Type of
Page 135 pollution Causes Effects 1. Read the article. Answer questions
(a - e).
Getting ready Land Deforestation and soil Loss of fertile land
1. P1: ice caps of polar caskets are erosion. for agriculture.
melting Agricultural activities.
P2: there are many cars all over the
world, these Mining activities.
Change in climate
patterns. Dubai´s Sustainable City
VOLUME 2 UNIT 4
increase smog and pollution Overcrowded landfills. Imbalance in the

VOLUME 2 UNIT 4
P3: people have cut down a lot of Industrialization.

trees
rain cycle. Diamond, the company behind Dubai’s
Construction activities. Effects on human Sustainable
(deforestation) Nuclear waste. City, wants to build eco-friendly communities
P4: rivers and oceans have been polluted
health due to toxic in the
Sewage treatment. chemicals and United Arab Emirates and export those
with waste projects to the
and trash pesticides. rest of the world.
The answers to the activities Extra tests to assess

P5: factories are producing acid rain Loss of wildlife
habitat and natural Navid Abdalah, the general manager,
P6: whales and other sea animals said that if
are endangered environment. the project is successfully implemented,
2. Acid rain: A precipitation that is Noise Industrialization (big it will play
unusually acidic, Hearing Problems. a key role in establishing Dubai as
and can have harmful effects on plants, machines which produce one of the most
Health Issues. sustainable cities in the world by 2020.
animals and large amount of noise). Sleeping Disorders. Speaking at
infrastructure. Transportation (large the Canadian University of Dubai,
Ozone layer: The region of the Earth’s he said: “If the
stratosphere number of vehicles on Sustainable City project is successful,
that absorbs most of sun’s UV radiations. roads, airplanes flying it will allow
in the Student’s Book and in

people to see an example of how sustainable
the language skills and

Climate change: The average pattern over houses, living can
of variation benefit residents, communities and
temperature, humidity, and other meteorological in
underground trains) businesses, and that
Construction equipment it can be repeated all over the region
variables. which is too noisy. and all over the
world”. If Abdalah’s predictions are
Global warming: The gradual increase Household gadgets (TV, right, the Government could get interested
in world mobile, mixer grinder, other sustainable cities in the country. in building
temperatures caused by polluting
gases. pressure cooker, vacuum The community will include a school,
Endangered species: Birds/ plants a university, a planetarium, a country
species that may cleaners, washing
club and a
soon not exist because there are very machine and dryer, community center with malls, and
coffee shops. Also, the community
the Complementary Digital

few now alive. will have a ‘green belt’
contents of each unit. The

Greenhouse effect: The increase in cooler, air conditioners with 20,000 trees, a long water canal,
the amount of a solar park, and water management
carbon dioxide and other gases in are also contributors to be recycled 100 per cent of waste water. system that will
the atmosphere. the amount of noise that
is produced every day). Thanks to this innovative project, the
Page 136 Dubai Municipality recently formed
Light Artificial lights emitted committee for sustainability to study a special
above the horizon are
Excessive outdoor other green initiatives.
How ready are you? lighting has an
likely to cause light “The biggest challenge here and in
1. Type of adverse effect on other countries is that the residents
pollution. living in a green community. Our target can benefit from
plants and animals is to keep the residents for a long time.
Resource, to the Extra Tests, and

pollution Causes Effects Excessive lighting. Building
printable version of this

also, apart from green doesn’t need to be expensive
as it is possible to find ways to reduce
Air Most of the air pollution Respiratory and
humans. those of traditional construction”. costs to around
results from the burning of heart problems. Bright lights may
fossil fuels, such as coal, oil, confuse birds’ When people asked Navid Abdalah
Global warming. how this could be done, he said: “Investigate
natural gas, and gasoline migratory paths. elements in the design. Investigate different
to produce electricity and Visual everything: from energy-saving, air
Billboards, open storage Exposure to visual to the direction of the sun and the conditioning units,
power vehicles. of trash, space debris, predominant wind direction.”
pollution may
Water Around half of all ocean telephone towers, electric cause: distraction, Source: Dubai steps up its green campaign
Death of aquatic with construction of “eco-friendly communities”.
to the Complementary activities

pollution is caused by wires, buildings and from http://www.albawaba.com/bus (2014). Albawaba Business. Retrieved
eye fatigue and loss
material is included on the

(water) animals. iness/dubai-construction-557140
sewage and waste water, automobiles are forms of of identity.
Disruption of food- visual pollution.
which is pumped into chains.
rivers, oceans, and lakes. Visual pollution generally
Diseases. refers to those elements
Destruction of a. What is diamond? Why do you
of the landscape that the think an article has been written about it?
ecosystems. community finds b. describe diamond’s project.
unattractive, including
badly maintained c. Why is this project important for
the future?
included in the Teacher’s Book.

buildings, advertisements
CDR pendrive.
(hoardings), business d. In what ways has the initiative affected
dubai’s community?
signs, telephone and
utility poles, weeds, e. do you think this project could
be implemented in your city? Why?
garbage dumps and litter.
UNIT 4 ANSWERS 253 266 UNIT 4 EXTRA TEST 4

PHOTOCOPIABLE
ix HOW TO CORRELATE THE COMPONENTS

TEACHER’S BOOK
CLOSURE Pages 126 - 129
Pages 128 - 129
Project: Learning about outstanding

people
Students will…
Project
180 min. What for?
work collaboratively to create a OA 9: To demonstrate comprehension
multimodal project about the topic of digital texts about other subjects.
VOLUME 2 UNIT 3
OA 13: To write texts containing relevant
of the unit. information about other subjects.
OA 14: To write a variety of texts with
Pages 128 - 129 use what they have learned in different purposes, clearly and
coherently, using word a processor.
other areas of the curriculum.
Estimated times: OA D: To be able to work responsibly
and collaboratively towards a
Preparation: 90’ common goal, showing respect for other
ideas.
Presentation and OA E: To use ICT to obtain information
in an efficient and secure way.
Evaluation: 90’
This final instance of evaluation will

allow your students to be assessed
the meaningful context of a project. within
THEORY AND RESEARCH
Final task in which students apply what they have learned and develop Students need to learn that most of
immediately end up in high quality
students in project work, you should
(teacher, peer, and self-assessment)
to make revisions.
the first attempts of a project do not
work. For this reason, when guiding
establish a process to provide feedback
so that they use this valuable information
What is a task?
A task is ‘a goal-oriented activity
in which learners use language
to achieve a real outcome’.
The Longman Dictionary of
Applied Linguistics defines a
Evaluate groups’ research notes, drafts
collaborative skills.
and plans. task as ‘any activity or action
I. Preparation which is carried out as the result
Help form the groups. Remember of processing or understanding
that teacher’s intervention is very language (i.e., as a response).
important at this stage, as it is necessary
to ensure a variety of learning styles According to many authors,
and levels among the members of
each group. tasks provide a purpose for the
Plan grouping carefully, so you can activity; they do not practice
make sure all students get the most language for its own sake.
of their collaborations. out
It may also be used as an instance of formative assessment to collect information.

Another interpretation of tasks
Give groups time to work on their is given by researchers, who
own in their planning and make sure
complete it properly. they describe tasks as ‘activities
You may also want to evaluate the which have meaning as their
process of group project planning. primary focus. Success in the
this, ask students to hand in pre-products To do
such as project plans, timetables, task is evaluated in terms of
outlines, diagrams and drafts and achievement of an outcome,
consider them in the final evaluation
the following scale: using and tasks generally bear
some resemblance to real-life
In this section, detailed instructions to help students work on the different projects
Process evaluation language use’. The value of tasks
Project plan or timetable is their similarity to the things
10%
people do in everyday life, and
Product outline or diagram 15% that they have an outcome.
VOLUME 2
Product draft 25% A result of a task focuses and
Final product 50% defines what students have to
do. It can be a clear signal for
are provided.
the teacher that the students
completed the task. And finally,
it provides a basis for feedback.
Source: Skehan, P.1996. Second Language
acquisition
research and task-based instruction, in Willis,
J. and
D. Willis. (Eds). Challenge and Change in Language
Teaching. Oxford: Heinemann.
UNIT 3 181
Synthesis and reflection Pages 174 - 175

REFLECTION
UNIT SYNTHESIS AND FINAL
What for?
Students will… the learning process.
OA A: To demonstrate autonomy in
45 min. recall what they did in the unit. OA C: To show a positive attitude towards
language learning.
This stage provides students with the opportunity to synthesize and reflect on what
terms
recognize what they have learned in OA D: To recognize the advantages
of learning English for future
of content, skills and attitudes. academic or working life.
identify possible future fields of application
to
Pages 174 - 175 of what they have learned, according
their personal learning goals.
VOLUME 2 UNIT 4
THEORY AND RESEARCH
they have learned. It also allows them to evaluate their strengths and weaknesses
Page 174
examine the unit they have just finished, For years, research has
1. Give students plenty of time to supported such arguments for
individually. the application of formative
with
and then compare their conclusions assessments. Formative
2. Students complete the diagram assessment has been shown to
or give them examples for each slot.
their classmates. Before starting, elicit be highly effective in raising
let students exchange and share opinions the level of student attainment,
and to become aware of what and how they have learned, and their feelings
3. Be flexible as to when you could increasing equity of student
with their classmates. outcomes, and improving
students’ ability to learn.
Page 175 The key difference between
class and make sure students understand
1. Read the evaluation table with the summative and formative
them to reflect carefully and give assessment is that formative
what each point refers to. Encourage
assessment helps in active
towards it.
honest answers. learning rather than gauging
evaluate each other, using the same past learning.
2. Get students to work in pairs and
each student your own assessment When teachers assess student
criteria. Decide if you want to give
besides or instead of their classmates’. learning for purely formative
purposes, there is no final
mark on the paper and no
COMPLEMENTARY DIGITAL RESOURCE summative grade in the grade
Digital Resource 12. It will allow book. Rather, assessment serves
You may finish the unit using the Complementary the unit. as practice for students, just
what they have learned throughout
students to consolidate and practice like a meaningful homework
In this section, the tasks and instruments have been specially designed to allow
on page 252.
See the instructions to use this resource assignment does.
Gathering, interpreting,
and acting on information
throughout the students’
learning process plays a critical
role in tracking successful and
unsuccessful patterns in both
students to self-evaluate, correct or expand previous ideas about their learning teaching and learning.
Source: Chappuis, S., Chappuis, J., & Stiggins,
R.
(2009). Supporting teachers. Educational leadership,
66(5), 56-60. http://www.studentachievement.org/
wp-content/uploads/Supporting-Teacher-Learning-
Teams_Ed-Leadership.pdf
process and reflect on the results of their efforts.

250 UNIT 4
COMPLEMENTARY DIGITAL RESOURCE COMPLEME

NtARy dIGIt
AL RESO URCE
cal Guidance
E7
Suggested Assessme current topic.
the text and a
/ Main tasks information of
Learning outcomes ips between the l text.
Stage Time ate Establish relationsh n in an audiovisua
and specific informatio
In this stage, students are expected to developing their self-assessment skills and
To listen and demonstr Identify general topic of the unit.
45’ 1 of general s related to the
comprehension information and expression
Identify key words
3
ideas and explicit
VOLUME 2 UNIT
material about
in audio-visual
outstanding people. ns that best represent
names to the descriptio etc. Check
and drag their have ever seen them before,
Stage: Opening identify the people if they
look at the pictures, the people, stating
students must comments on
1. In this activity, ents. Encourage them to make
their commitment towards independent learning.

their achievem board.
orally and on the wrote them.
OPENING
of who they think students to compare
their
Stage: Developm
ent down the name Encourage your
quotes and write
students must read the
their answers, watching the video.
2. In this activity, must check
activity 2, students
3. After they finish orally and on the board. the text.
answers. Check Jr, and complete
by Martin L. King
a famous speech
Stage: Closure extract taken from
listen to an audio video provided. King Jr.) is using
students must by watching the speaker (M. Luther
4. In activity 4, to check their answers they think the
invite your students literary resource
5. In activity 5, students must click on the
of this section,
6. In the final activity
on his speech.
E8
COMPLEMENTARY Suggested Assessme to
n in the texts related
/ Main tasks and specific informatio
Learning outcomes ideas and Identify general
Time nsion of general topic.
Stage
To show comprehen in audio-visual material
the topic. s related to the
1 and key expression of the unit.
45’
explicit informatiog people and their legacy. Identify words elated to the topic
about outstandin
An Evaluation Appendix with UNIT 3 COMPLEMENTARY

DIGITAL RESOURC
E
a set of evaluation instruments EVALUATION APPENDIX

Evaluation instruments
These evaluation instruments are assessment
tools
Self- assessment
Is a process of formative assessment
where students
you can use to assess students’ performance. reflect on and evaluate the quality
such as rubrics and rating

They of their work and
are scoring guides that seek to evaluate their learning. They also judge the
students’ degree to which
performance based on the sum of they reflect goals or criteria and identify
a full range of criteria strengths and
VOLUME 2
rather than a single numerical score. weaknesses in their work. Give copies
to students and
The evaluation instruments provided ask them to assess their own performance
here include: on a task or
Rubrics project.
Rating Scales Always give students time to revise
their work after
scales, to assess students’

Self- assessment assessing themselves.
The instruments included in this section Rubric
differ from
traditional methods of assessment Similar to rating scale, the rubric is
in that they examine a formative
students in the actual process of learning, evaluation which provides a student’s
clearly performance
showing them how their work is being rating. It sets out clearly criteria and
evaluated. They standards for
communicate detailed explanations assessing different levels of performance
of what constitutes and are used
excellence throughout a task and provide for grading student work. A rubric
a clear can also be known
performance in language and

teaching directive. as a global assessment scale and is
helpful in assessing
These instruments are meant, above student performance because learners:
all, to inform and
Cd-Rom
improve teachers’ instruction while Set goals and assume responsibility
giving students the for their learning,
feedback they need to learn and grow. because they know what comprises
an optimal
These instruments can also be used performance and can strive to achieve
in peer assessment it.
and then used to provide feedback. Receive specific feedback about their
areas of strength
and weakness and about how to improve
collaborative skills, general

Prior to assessment, the evaluation their
instruments can be performance.
used to communicate expectations
The CD-Rom that comes with the

of achivement to and teachers can monitor progress
students. During the assessment phase, over a period of
they are used to instruction.
easily score a subjective matter.
Rating Scales
After an instrument is scored, it should Indicates the degree of achievement
be given back to of a student’s
students to communicate to them knowledge, skills, and/or attitudes
their grade and their through a range of
projects and other tasks.

performance levels. Rating scales state
the criteria and
Students can use them to see the correlation provide three or four response selections
Teacher’s Book includes a set of

between to describe the
effort and achievement. Sharing the quality or frequency of student work.
instruments with
students is vital as the feedback empowers
students to
critically evaluate their own performance.
Advantages of using a variety of
evaluation
instruments
Teachers can increase the quality of
their direct
classroom language expressions

instruction by providing focus, emphasis,
and
The printable version of this

attention to particular details as a
model for students.
Students have explicit guidelines regarding
teacher
expectations.
Students can use these instruments
as a tool to
develop their abilities.
Teachers can reuse these instruments
for various
and all the recordings used to

activities.
material is included on the xvii EVALUATION APPENDIX
CDR pendrive. practice Oral Communication and

GENERAL BIBLIOGRAPHY
to practice and evaluate listening
comprehension. The mp3 version
foreign language
Johnson, K. (2009). An introduction to
General methodology Longman.
learning and teaching. Harlow: Pearson
Mosaic of thought:
Learning and Keene, E., & Zimmermann, S. (1997).
Brown, H. D. (2007). Principles of Language Portsmouth,
Inc. teaching comprehension in a reader’s workshop.
Teaching. New York: Pearson Education
An interactive NH: Heinemann.
Bown, H. D. (2007). Teaching by principles: (2011). Techniques
York: Pearson Larsen-Freeman, D. & Anderson, M.
approach to language pedagogy. New York: Oxford
and principles in language teaching. New
of this material is included on the

Education Inc.
VOLUME 2
Strategies for English University Press.

Bouchard, M. (2005). Comprehension How languages are
Inc. Lightbown, P. & Spada, N. M. (2013).
Language Learners. New York: Scholastic
Nunan, D. (eds.) (2001). The Cambridge learned. Oxford: Oxford University Press.
Carter, R. & Cambridge,
A list of bibliographical
of Other Languages. Marsland, B. (2012). Lessons from nothing.
Guide to Teaching English to Speakers
England: Cambridge University Press.
Cambridge: Cambridge University Press. for the
English as a Second Marzano, R., & Simms, J. (2013). Vocabulary
Celce-Murcia, M. ed. (2013). Teaching Research.
Cengage Learning. common core. Bloomington, IN: Marzano
CDR pendrive.
or Foreign Language, 4 edition. Boston:
th
activities. Cambridge: Laboratory.

Dale, L. and Tanner, R. (2012). CLIL Lessons
McCarten, J. (2007). Teaching vocabulary:
Cambridge University Press. Cambridge
The Handbook of from the corpus, lessons for the classroom.
Doughty, C. y Long, M. eds. (2011). /public/
references and websites that

University Press. http://faculty.mu.edu.sa
Language Teaching. Oxford: Wiley- Blackwell. 4corpus.pdf
in the language uploads/1384812704.71
Dörnyei, Z. (2013).Motivational strategies vocabulary in
Univ. Press. McCarthy, M. & O’Dell, F. (2011). English
classroom. Cambridge: Cambridge University Press.
and the Language use: Advanced. Cambridge: Cambridge
Dudeney, G. (2000). The Internet methods in ELT.
University Press. McDonough, J. (2004). Materials and
Classroom. Cambridge: Cambridge
Resource Pack. Oxford: Blackwell Pub.
Foster, Simone et al. (2002). Inside Out: The
Mirzaei, A., & Domakani, M. R. (2010)
Oxford: Macmillan Education. into
Theory and Practice of Bringing Literature
were consulted in the

J. (2007). English Grammar Framework. Black
Gascoigne, orage/
the EFL Classroom. http://www.ensani.ir/st
Cat Publishing.
that work: Files/20120427095024-8082-61.pdf
Goudvis, A., & Harvey, S. (2000). Strategies Oxford: Oxford
York, ME: Murphy, T. (1992). Music and Song.
teaching comprehension to enhance understanding.
University Press.
Stenhouse Publishers. in another
(2009). Teaching Nation, I. S. P. (2009). Learning vocabulary
Gower, R., Phillips, D. & Walters, S. Press.
Oxford: language. Cambridge: Cambridge University
practice: A handbook for teachers in training. S. P. (2009). Teaching ESL/EFL reading and
preparation of the
Nation, I.
Macmillan.
in use. writing. London: Routledge.
Hancock, M. (2004). English pronunciation listening and
Nation, I. S. P. (2009). Teaching ESL/EFL
Cambridge: Cambridge University Press.
language teaching. speaking. New York: Routledge.
Harmer, J. (2011). The practice of English & learning.
Nunan, D. (2008). Second language teaching
Harlow: Pearson/Longman.
in the language Boston, MA: Heinle, Cengage Learning.
Hedge, T. (2010). Teaching and learning Teaching reading skills
Press. Nuttall, C. & Alderson, J. C. (2011).
classroom. Oxford: Oxford University
and Social in a foreign language. Oxford: Macmillan.
teaching guide.
Holliday, A. (1994). Appropriate Methodology Approaches and
Press. Richards, J. C. & Rodgers, T. S. (2009).
Context. England: Cambridge University Cambridge
Curriculums: Design methods in language teaching. Cambridge:
Jacobs, H.H. (2004). Interdisciplinary
Hawker Brownlow University Press.
and Implementation. Moorabbin, Vic.: W. A. (2010). Methodology in
Richards, J. C. & Renandya,
Education. practice. New
for teaching language teaching: An anthology of current
Jamison, L. (2011). Marvelous mini lessons
DE: International York: Cambridge University Press.
intermediate writing, grades 4-6. Newark, A guidebook for
Scrivener, J. (2011). Learning teaching:
Reading Association.
as an English language teachers. Oxford: Macmillan.
Jenkins, J. (2010). The phonology of English Children: Vocabulary
new norms, new Slattery, M. (2010). Oxford basics for
international language: New models, Press.
activities. Oxford: Oxford University
goals. Oxford: Oxford University Press.
xxvii GENERAL BIBLIOGRAPHY
HOW TO CORRELATE THE COMPONENTS x

CLASSROOM LANGUAGE
1 GREETINGS 5 THE DATE

Good morning. / Good afternoon. / Hello. / Hi. A: What day is it today?
Good bye. / See you tomorrow. / See you later. B: It’s Monday. / It’s Tuesday. / It’s Wednesday. / It’s
Have a nice weekend. / Enjoy your holiday. Thursday. / It’s Friday. / It’s Saturday. / It’s Sunday.
A: What’s the date today?
VOLUME 2
B: It’s (Monday) March 9th.

2 MOODS AND FEELINGS
A: How are you today?
B: I’m fine. / I’m great. / OK. / Very well, thank you. 6 THE WEATHER
I’m not very well. / I have a problem. / I’m feeling A: What’s the weather like today?
down. / I’m sad.
B: It’s sunny. / It’s cloudy. / It’s hot. / It’s cold. / It’s nice
and warm. / It’s nice and cool. / It’s raining. / It’s
snowing.
3 ASKING FOR CLARIFICATION
(STUDENTS)
Can you repeat that, please?
7 THE TIME
Can you say that again, please?
A: What’s the time? / What time is it?
Sorry? I’m afraid I didn’t understand.
B: It’s one o’clock. / It’s two o’clock. / It’s three o’clock. /
Can you help me with this exercise, please?
It’s ten o’clock. / It’s twelve o’clock.
A: What’s the time? /What time is it?
4 ENCOURAGEMENT (TEACHERS) B: It’s quarter past nine. / It’s half past ten. / It’s five past
Well done! eleven. / It’s ten past twelve. / It’s twenty past one. / It’s
twenty five past two.
Good!
A: What’s the time? / What time is it?
Excellent!
B: It’s a quarter to eight. / It’s twenty five to nine. / It’s
Good work!
twenty to ten. /
Congratulations!
It’s ten to three. / It’s five to four.
Do it more carefully.
Say it again.
Try to correct that, please. 8 SOME COMMANDS AND INSTRUCTIONS
Not too bad. (TEACHERS)
You’ll do better next time. Add more words.
Keep trying! Answer the questions.
Be quiet.
Check your answers.
Check your predictions.
Close the door.
Come to the board.
Compare your answers.
Compare your answers in your group.
Complete the paragraph.
Complete the sentences.
Complete the summary.
Complete the table.
xi CLASSROOM LANGUAGE
Copy the instructions. 9 TURN TAKING AND PERMISSIONS
Cross out the words you do not hear. (STUDENTS)
Discuss the ideas in your group. Can I talk to you after the class?
Do Exercise 1. Excuse me, can I say something?
Do not write in ink. Excuse me; can I leave the room for a minute?
VOLUME 2
Do not write in your book. May I go to the bathroom?
Fill in the blanks. It’s your turn.
Find examples in the text. Sorry, it’s my turn.
Find out who wrote this poem.
Find the cognates in the text.
Go to the board.
Identify the best description.
Listen to the recording.
Listen.
Look.
Look at the pictures.
Look up these words in the dictionary.
Make a list.
Make a list of topics.
Make some notes.
Match the pictures.
Name three activities.
Open the window.
Open your books.
Pay attention, please.
Put the pictures in order.
Read the instructions.
Read the sentences.
Select the correct answer.
Silence, please.
Sit down.
Stand up.
Talk to your partner.
That’s all for today, thank you.
Work in groups of four.
Work in groups of three or four.
Work with your partner.
Write the sentences.
CLASSROOM LANGUAGE xii

GENERAL PEDAGOGICAL GUIDANCE
Opening Development
• Examining importance of learning objectives • Teaching Comprehension Strategies
A key element of students’ engagement, that is when The more explicit the comprehension strategy
or whether a student chooses to learn, is the practice and self-regulatory instruction, the higher the
of examining importance of the objectives. Once likelihood that students will make significant gains in
VOLUME 2
students are able to to understand the importance comprehension.

that unit tasks may have in their own life (present
Provide students with explicit instruction in
or future), they will be open to acquiring the new
comprehension strategies as a way to help them
knowledge and skills that are presented to them.
overcome difficulties in understanding written or
Getting students involved in thinking about the
oral texts.
objectives is a teaching opportunity that should not
be wasted. Students should be able to assess how well they
have accomplished the tasks, and to what extent
• Setting objectives and creating learning plans the use of strategies has helped them achieve better
Helping students with organization is important, comprehension.
so consider this as a key element in your teaching.
Organization skills are worthwhile life-long skills, • Critical thinking
which will prepare students to face the challenges of Critical thinking is the intellectually disciplined
the real world. process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and/or evaluating
Before you start a new unit, teach your students set
information gathered from, or generated by,
their own goals and organize a work plan and end the
observation, experience, reflection, reasoning, or
process by reviewing what was accomplished towards
communication, as a guide to belief and action.
meeting the objectives.
In its exemplary form, it is based on universal
• The importance of prior knowledge intellectual values that transcend subject matter
divisions: clarity, accuracy, precision, consistency,
The beliefs, life and academic experiences which
relevance, sound evidence, good reasons, depth,
students bring to the classroom are variables that
breadth, and fairness. (Retrieved June 6, 2016,
influence what is learnt and how it is learnt. At times,
from: http://www.criticalthinking.org/pages/
it is the case that prior knowledge has a positive effect
defining-critical-thinking/766)
on learning as students are able to create a mental
network of connections between the previous and the The critical thinker processes his/her experiences
new information. However, the opposite can also be in the world interpreting, analyzing, evaluating,
given and the new knowledge can come to conflict and making inferences about life, information and
with students´ preexisting misinformation. As a result, knowledge.
activating prior knowledge before teaching a new
Students must develop and effectively apply critical-
unit or lesson acquires key importance since learners´
thinking skills to their studies and to the decisions
preconceptions can lead to either failure or success in
they make.
the classroom.
As you plan instruction, consider engaging your
students´ preconceptions before you present them
with the new lesson. Check for prior knowledge that
can facilitate learning, possible misconceptions, if any,
and teach students to constantly contrast prior and
new knowledge throughout a unit or lesson.
xiii GENERAL PEDAGOGICAL GUIDANCE

• Student self-assessment Closure
Student self-assessment promotes intrinsic
• Project
motivation, internally controlled effort, a mastery goal
orientation, and more meaningful learning. It also This final instance will allow students to be involved
empowers students to guide their own learning and within the meaningful context of a project, which
internalize the criteria for judging success. will present them with different problems to solve or
specific products to develop.
Self-assessment is defined as a process by which
students: When guiding students in project work, you should
establish a process to provide feedback (teacher, peer,
1. monitor and evaluate the quality of their thinking
and self-assessment) so that they use this valuable
VOLUME 2
and behavior when learning and
information to make revisions.
2. identify strategies that improve their understanding
and skills. Throughout the duration of the project, evaluate
groups’ research notes, drafts and plans. You can
Essentially, students should be encouraged to identify decide on a range of formative assessment practices
their learning and performance strategies, provide to improve project outcomes and increase students’
feedback to themselves based on well-understood performance. For this purpose, it is useful to co-create
standards and criteria, and determine the next steps or criteria for project performance with your students
plans to enhance their performance. and then support them in using rubrics and models to
• Interdisciplinary connections comment on peer work.
The classroom should include space for learning • Synthesis and reflection
beyond subject boundaries, so that students can make These are two skills that are very necessary for 21st
connections between different areas of learning. Century learners. Students need time to think about
These connections can provide relevant, challenging what it was that they learned and combine it with
and enjoyable learning experiences and stimulating what they already know to make the meaning more
contexts to meet the varied needs of students. long-lasting.
• Evaluation for learning Make sure students have enough time to develop
Evaluation for learning is any evaluation for which these specific skills:
the first priority is to serve the purpose of promoting • to reflect and think about their learning,
students’ learning. It thus differs from evaluation
• to combine what they already know with what they
designed to serve the purposes of certifying
are learning to make it easier to understand,
competence.
• when given time in class to reflect, to try to prove
An assessment activity can help learning if it provides what they learned.
information that teachers and their students can use
as feedback in evaluating themselves and one another
and in modifying the teaching and learning activities
in which they are engaged. Such evaluation becomes
“formative evaluation”when the evidence is actually
used to adapt the teaching work to meet learning
needs.
GENERAL PEDAGOGICAL GUIDANCE xiv

SECOND TERM OVERVIEW
Unit 3
UNIT 3: OUTSTANDING PEOPLE
Time 38 class hours Topic Outstanding people and the importance of role models to follow.
LEARNING OUTCOMES
VOLUME 2
Skills Knowledge
Oral Communication Reading Comprehension Language functions
OA 1 OA 9 Express quantities using a few, little, few.
To demonstrate comprehension of general To demonstrate comprehension of general Connect ideas using despite, thus, yet, even
ideas and explicit information in oral texts, ideas and explicit information in texts about though.
about outstanding people. outstanding people. Compound words: hardly ever, at all, I’d
rather, sorry about, look for, etc.
OA 2 OA 10
To identify key words and thematic To demonstrate comprehension of an Join ideas: though
vocabulary, collocations, connectors. articles, interviews and a piece of news about Use of yourself/themselves/himself, etc.
OA 3 outstanding people. • Reported speech
To identify: OA 11 Vocabulary
topic, relevant ideas, purpose of the text Role model, heroes, leader, admire, lead,
To demonstrate comprehension of literary
specific information and details show, follow, youth, advice, brave,
texts related to outstanding people.
relationships between ideas perseverant, famous, creative, independent,
OA 12 thoughtful, believe, discover, memory,
OA 4
To select and use different strategies to special, achieve, make decisions, influential,
To select and use strategies to support
support comprehension. contribution, quotation.
comprehension of texts.
OA 5 Written expression Pronunciation: Identify and pronounce
To present oral information creatively using OA 13 sounds / ʒ/ and / dʒ / correctly.
multimodal resources. To write short descriptive and narrative texts. Punctuation: (quotation marks)
OA 6
OA 14
To participate in dialogues and presentations,
To write a variety of short texts using the
using different strategies before, during and
steps of the writing process, according to a
after speaking.
rubric.
OA 7 OA 15
To respond to the texts through short To write using:
discussions and conversations. connectors
OA 8 correct spelling of frequent words
proper punctuation (quotation marks)
To use language in oral presentations and
exchanges properly. OA 16
Use language in written texts properly.
ATTITUDES
OA B: To develop cultural awareness and comprehension showing interest, respect and tolerance for one’s and other cultures.
OA E: To use communication technologies with responsibility, in order to obtain information and create texts effectively and responsibly,
acknowledging authors’ copyright.
CROSS CURRICULAR VALUES (OFTs)
Socio-cultural and moral dimension (*)
Cognitive and intelectual dimension (*)
(*) All the dimensions of OAT are integrated along the units, but these ones are particularly articulated with the
Learning Outcomes and emphasized in each unit.
xv SECOND TERM OVERVIEW

Unit 4
UNIT 4: SUSTAINABLE DEVELOPMENT
Time 38 class hours Topic Sustainable development, renewable energies and its consequences.
LEARNING OUTCOMES
VOLUME 2
Skills Knowledge
Oral Communication Reading Comprehension Language functions
OA 1 OA 9 Connect ideas using unless / as a result.
To demonstrate comprehension of general To demonstrate comprehension of general Describe frequency of actions: I usually/
ideas and explicit information in oral texts, ideas and explicit information in texts about often…etc.
about sustainable development. sustainable development. Join ideas using the expressions as a result/
unless.
OA 2 OA 10
To identify key words and thematic To demonstrate comprehension of articles Second conditional for hypothetical
vocabulary, collocations, and connectors. and informative texts. situations: if I were you, I would tell her the
truth, etc.
OA 3 OA 11 Prefix: il-: illegal, illogical, etc.
To identify: To demonstrate comprehension of poems
topic, relevant ideas, purpose of the text and a short story about environmental issues. Vocabulary
specific information and details Environment, carbon footprint, polluted,
OA 12 cheap enough, change, solar panel, energy,
relationships between ideas
To select and use different strategies to impact, oil, anybody, everyone, without,
OA 4 support comprehension. seashore, urbanization, alternative energy,
To select and use strategies to support greenhouse effect/gases.
Written expression
comprehension of texts.
OA 13 Pronunciation: Use sounds /sp/ and /st/
OA 5 To write short descriptive and narrative texts. appropriately.
To present oral information creatively using
multimodal resources. OA 14 Punctuation: quotation marks.
To write a variety of short texts using the
OA 6 steps of the writing process, according to a
To participate in dialogues and presentations, rubric.
using different strategies before, during and
after speaking. OA 15
To write using:
OA 7 connectors
To respond to the texts through short correct spelling of frequent words
discussions and conversations. proper punctuation (quotation marks)
OA 8 OA 16
To use language in oral presentations and Use language in written texts properly.
exchanges properly.
ATTITUDES
OA C: Show interest for continuous and independent learning as part of a personal project and as contribution to society.
OA D: To work responsibly and collaboratively towards a common goal showing respect for other people’s interests and ideas.
CROSS CURRICULAR VALUES (OFTs)
Emotional and physical dimension (*)
Socio-cultural, moral and spiritual dimension (*)
(*) All the dimensions of OAT are integrated along the units, but these ones are particularly articulated with the
Learning Outcomes and emphasized in each unit.
SECOND TERM OVERVIEW xvi

UNIT 3 Outstanding people
Purpose of the unit and guiding thread
In this unit, students are expected to understand oral Concerning the tasks proposed, these are meant to
and written texts and also to express ideas, in written develop students’ creative and critical thinking towards
and oral form, about outstanding people´s lives and different perspectives and aspects that are related with
VOLUME 2 UNIT 3
their contribution to humanity. outstanding people who made important contributions

to humanity. Finally, students are expected to
To accomplish this, they will use functions, expressions
make connections, develop critical thinking and
and vocabulary connected with the main topic
comprehension and also to develop cultural awareness
(outstanding people´s main achievements, discoveries,
and to demonstrate an efficient and responsible use of
and their legacy).
technology to obtain and create information.
They will also read and produce a variety of
Considering the learning outcomes and the suggested
multimodal texts and use different strategies to support
assessment indicators, the activities in each stage of the
comprehension and express ideas in a clear way.
unit have been specially designed for:
They will demonstrate knowledge about pronunciation
of sound /ʒ /, and about meaning of words related with
the topic of the unit.
OPENING
Activate and foster intrinsic motivation. A set of challenging questions invite students to discuss ideas in
pairs, in groups or as a class, using their creativity.
Develop metacognition. Students are guided to identify and set their own goals and to draw
up a learning plan for goal attainment.
DEVELOPMENT
Activate prior knowledge. The unit provides a space where students can keep record of their
previous ideas and knowledge that will help them make sense of
the new material.
Develop skills and strategies. Special process-oriented activities and strategies designed to help
students develop reading comprehension, written expression and
oral communication.
Evaluate for learning. Formative assessment activities have been embedded along the
unit and allow students to gather information about their learning
and track their progress.
Promote cross-curricular values and the attitudes of the unit. Topics discussed go beyond curricular subjects and help educate
well-rounded individuals.
CLOSURE
Evaluate for learning. A challenging final project allows students to use language to
accomplish a real task.
Develop metacognition. In the unit synthesis and final reflection, students synthesize what
they have learned, identify strengths and weaknesses, and formulate
remedial actions to face future difficulties in their learning process.
134 UNIT 3 INTRODUCTION

Cross-curricular values (OATs) and attitudes
All the OATs deserve special attention and are integrated along the units, but the ones in the chart are particularly
articulated with the Learning Outcomes and emphasized in the unit:
VOLUME 2 UNIT 3
OAT dimension Outcomes
Socio cultural and civic responsibility The objectives in this dimension aim at placing students in their
To appreciate life in society as an essential dimension of a person’s roles of citizens, accomplished with global concerns, with their
development. environment and with a high sense of social responsibility.
To recognize and enhance the equality of rights and opportunities. They also promote students’ ability to develop and show respect for
people’s opinions, cultures and lifestyles.
Cognitive and intellectual In this dimension, the objectives guide students in their process of
To identify, process and synthesize information from different knowing and understanding reality, and promote their ability to
sources; organize relevant information about a topic, review new analyze, research and set a position towards new situations and
perspectives. alternatives they may face.
To develop free, creative and critical thinking.
Information and communication technologies: These objectives guide students through the use of ICTs that solve
To search, access and process information from varied virtual needs of information, communication, expression and creation
sources and evaluate its quality and relevance. within the close educational and social environment.
To use applications to present, represent, analyze and model
information and situations. To communicate ideas and statements
and understand and solve problems efficiently and effectively,
taking advantage of multi-media elements (text, image, audio
and video).
Attitudes
OA B This objective aims at developing students’ tolerance and respect for
To develop cultural awareness and comprehension, showing other people’s ideas, culture and customs, recognizing everybody’s
interest, respect and tolerance for other cultures and recognizing achievements and contributions to knowledge and peace all over
their contributions. the world.
OA E The purpose of this objective is to help students use technology in
To use information and communications technology responsibly an effective and responsible way, recognizing the importance of
and effectively, acknowledging the value of other people’s work and copyright and of identifying reliable sources of information.
using reliable sources of information.
UNIT 3 INTRODUCTION 135

Unit Plan
Each activity in the lessons, that are part of the unit, has been especially designed to address the curricular
assessment indicators in the table that follows.
SECTION/LESSON Time Learning Outcomes / Main tasks Suggested Assessment Indicators

Introduction 45’ A Examine the learning Participate actively in class.
In this unit you will... outcomes for the unit. Plan concrete actions to achieve learning goals.
Evaluate the importance of
VOLUME 2 UNIT 3
Picturing the unit Persist in efforts to achieve goals.

the learning objectives for
Over to you
own life.
Get involved in the topic of
the unit.
OPENING
Getting ready 90’ C Set personal learning goals Set challenging and relevant learning goals.
Setting objectives related to one’s reality. Show a positive attitude towards learning English.
Do you remember? Activate prior knowledge. Recognize the importance of outstanding people’s
contributions and achievements.
B Set common goals.
D Accept the task with responsibility and carry it out on time.
Complementary 45’ To listen and demonstrate Establish relationships between the information of the text and
Digital Resource 7 comprehension of general a current topic.
ideas and explicit information Identify general and specific information in an audiovisual text.
in audio-visual material about
Identify key words and expressions related to the topic of
outstanding people
the unit.

MODULE 1
SECTION/
Time Learning Outcomes / Main tasks Suggested Assessment Indicators
LESSON
180’ 8 Read an article about some Compare information in the text.
9 inspirational leaders. Contribute interesting comments to the class.
10 Identify characteristics of good leaders. Identify the main idea of the text.
12 Write a short paragraph about an Set a purpose before reading.
inspirational leader.
14 Skim the text to get the general idea.
1. Born to lead
Express quantities.
VOLUME 2 UNIT 3
15 Scan the text to identify specific information.
B Connect the information in the text with other text and own life.
Express quantities using a few, little, few.
Organize ideas before writing.
Revise and edit texts.
Write coherently.
Correct spelling, punctuation and grammar mistakes.
Identify and describe outstanding people’s contributions.
180’ 1 Listen to a recording about a modern- Identify information related to an outstanding person and
2 day outstanding person. his / her contribution.
3 Identify main ideas and specific Make connections between the recording and the reality.
2. A Modern-day Folk Hero
information in the recording. Identify expressions and their meaning in the recording.
4
Link ideas. Identify type and purpose of the recording.
5
Give a short report about an Draw conclusions from the information in the recording.
8
outstanding person.
DEVELOPMENT
B Take notes of specific information.

Validate predictions.
Focus on speaker’s expressions to support comprehension.
Describe outstanding persons’ contributions.
Practice and revise oral presentations.
Self-evaluate performance.
Identify and describe outstanding people’s contributions.
180’ 1 Listen to a recording about remarkable Summarize relevant information in a recording.
3. British Presence in Chile
7 people. Make connections with other subjects (History).

8 Read an interview. Participate in discussions, evaluating information and opinions.
10 use strategies to Identify specific Express emphasis by using reflexive pronouns.
information in the text.
12 Summarize information in the text in oral form.
Acknowledge the importance of other
16 Make comments about the information in the text.
people’s achievements and legacy to
B our culture. Elaborate hypotheses on the content of the text.
Use thematic vocabulary.
Make connections with other subjects (History, Geography and
Social Science).
90’ 9 Read two texts about a remarkable Make connections with other subjects (Language and literature /
10 woman. Social Science).
Language and Literature –
SUBJECT CONNECTIONS:
11 Identify differences between fiction Read fiction and non-fiction texts independently.
and non-fiction texts. Use reference material to support comprehension.
7
Compare the information in both Analyze relevant information in a non-fiction text.
B
types of texts.
Identify main theme of a short story.
Social Science
E
Recognize a remarkable woman’s
Identify characteristics of main characters.
legacy.
Propose alternative solutions to the problem in the story.
Use key vocabulary and expressions to describe characters.
Identify elements of fiction and non-fiction texts.

MODULE 2
SECTION/
LESSON
180’ 1 listen to a recording about unknown Summarize specific information in the recording.
2 outstanding people. Identify and pronounce sounds / ʒ/ and /dʒ / correctly.
3 identify relevant and specific Use words from the recording to answer questions.
information.
4 Identify type and purpose of the recording.
ask and answer questions.
5 Make comments about the information in the recording.
acknowledge the role and legacy of
VOLUME 2 UNIT 3
6 Match speakers and their achievements.

unknown outstanding people.
7 Draw conclusions from the information in the recording.
obtain information using technology.
B Set a purpose for listening.
4. Unsung heroes
E Infer information.
Take notes of relevant information.
Use sounds / ʒ/ and /dʒ / correctly.
Present information orally, using vocabulary from the recording.
Connect ideas using despite, thus, yet, even though.
Make connections with the rest of the world and own life.
Self-evaluate and correct before speaking.
Connect ideas logically.
Propose remedial actions to improve.
Identify universal and / or fundamental values.
Use technology responsibly and ethically.
Present reliable information.
Use reliable sources of information.
DEVELOPMENT
180’ 10 • read an article about a group of brave • Identify and pronounce sound / ʒ/ correctly.
5 women. • Identify purpose of text and its characteristics.
5. Lessons from the past
6 • ask and answer questions. • Use key vocabulary and expressions to make comments on the text.
8 • study and use the indirect speech. • Discriminate between relevant and non-relevant information.
B • Recognize and describe other people’s achievements.
• Report what other people say.
• Participate in oral exchanges.
• Use models to present information.
• Identify mistakes and propose remedial actions to improve.
• Recognize gender bias or prejudice.
• Show interest for learning about important achievements.
180’ 1 • Listen to an interview. • Identify general information related to a remarkable person and his
3 • Match speakers and speech. achievements.
4 • Identify relevant and specific • Make comments on the topic of the recording.
13 information. • Identify speakers.
14 • Report about a remarkable initiative. • Draw conclusions.
6. A defender of peace
15 • Make connections with other subject • Use previous knowledge to support comprehension.
(History, Geography and Social • Make connections with the rest of the world and own life.
16
Science).
B • Make connections with other subjects: History and Social Science.
E • Inform what other people say.
• Write texts about global issues.
• Write texts following the steps of the writing process.
• Use punctuation marks appropriately when reporting what other
people say.
• Use correct spelling and grammar.
• Inform what other people say correctly.
• Identify and recognize other remarkable people’s legacy.
• Use quotation marks appropriately.

SECTION/ Time Learning Outcomes / Main tasks Suggested Assessment Indicators
LESSON
90’ 9 Read a piece of news. Identify general information related to remarkable women and
SUBJECT CONNECTIONS: 7 Learn about an important prize. their achievements.
8 Answer questions. Make connections with other subjects: Science.
B Make connections with other subject React to the text by participating in group discussions.
(Science). Report what other people say.
DEVELOPMENT
Use learned structures to express ideas appropriately.

Science
Evaluate information in the text.
VOLUME 2 UNIT 3
45’ To show comprehension of general Identify general and specific information in the texts related to the
Digital Resource 8
Complementary
ideas and explicit information in topic.

audio-visual material about Identify words and key expressions related to the topic.
outstanding people and their legacy. Identify frequently used expressions related to the topic of the unit.
Make comments about speaker’s points of view.
180’ 13 Work collaboratively to create a Create multimodal projects, individual or in groups.

15 webquest about a remarkable person. Follow instructions to complete a task.
B Write texts using multimodal resources.
C Work responsibly towards a common goal.
D Accomplish the assigned task on time.
CLOSURE
PROJECT
E Assign roles to complete a group work.

Show a positive attitude towards the task.
Acknowledge sources.
Show an ethic use of technology.
Use confident and real sources.
Reach an agreement to complete the task.
Respect everybody’s ideas and opinions.
45’ C Show a positive attitude towards Demonstrate autonomy in the learning process.
Unit Synthesis
own’s capacity to learn English as a Persevere in the attempts to achieve goals, despite the difficulties.
Reflection
way to make an important

and Final
Identify strengths and weaknesses.

contribution to society.
Focus on the weaknesses of the learning process.
45’ To understand general ideas and Classify relevant details from an audiovisual text.
Digital Resource 9
Complementary
explicit information of an audio-visual Identify words and key expressions related to the topic.
text about outstanding people and
Identify the sequence of events presented in a text.
their legacy.

OPENING Pages 90 - 93 180 min.
The activities on these pages have the following purposes:

TEACHING WINDOW
• Activate students’ motivation towards the topic of the unit.
• Allow students to recognize the importance of the learning goals for their Making the teaching materials
relevant for the students
own life.
• Allow students to set personal goals for the unit. If students fail to see the
VOLUME 2 UNIT 3
relationship between the

• Draw a learning plan to accomplish students’ personal goals.
activities and the world in which
In order to accomplish these purposes, it is important that students devote they live, the objective of the
time to each section, before starting the unit. activity is likely to be lost on
them. If students do not see
the relevance of a subject, the
Pages 90 – 91
teacher has, from the outset, a
Picturing the unit Page 91 major challenge. In conclusion,
teachers must relate the
Generating initial motivation subject matter to the everyday
experiences, interests and
Ask your students to look at the photographs on page 90, carefully. Invite backgrounds of the students.
them to read the questions and tell them you will give them some time to Source: Dornyei, Z. (2001). Motivational strategies in the
think about their answers and find a reason that supports their ideas (personal language classroom.
experiences, documentaries they have seen about these people, information
they have read, etc.).
Then, invite them to get in groups of 4 or 5 and discuss their ideas. Allow
answers in Spanish, if necessary, as the purpose of presenting the unit topic is
mainly fostering students’ motivation and interest. To round off, you can make
them anticipate what they will learn in the unit.
Over to you Page 91
Recognizing importance of learning goals
Present the unit objectives to your students, reading the learning goals in each
column, aloud. Explain to them that the question What for? refers to what they
will be able to do once they meet each objective. Clarify questions, if necessary.
As you read the points in the screens, make sure you give equal importance to
both language and attitudinal objectives.
Draw their attention to the question How important are these objectives to your
own life? and to the rest of the questions. Do not forget that the main aim of
this section is to teach students to personalize the unit goals so that they are
able to answer the question: Is this unit really important to me?
Tell them that, at this stage, they are expected to value the lesson objectives at
a personal level and say how important these are to them.
140 UNIT 3 OPENING DEVELOPMENT CLOSURE

Mother Teresa (1910 – 1997) Mandela was inaugurated as South Compassion and the patron saint
Mother Teresa was the founder of the Africa’s first black president. In 2009, of Tibet. Bodhisattvas are believed
Order of the Missionaries of Charity, Mandela’s birthday (July 18) was to be enlightened beings who have
a Roman Catholic congregation of declared “Mandela Day” to promote postponed their own nirvana and
women dedicated to helping the global peace and celebrate the South chosen to take rebirth in order to serve
poor. Considered one of the greatest African leader’s legacy. Mandela died at humanity.
humanitarians of the 20th century, his home in Johannesburg on December Source: http://www.dalailama.com/biography/a-brief-biography
VOLUME 2 UNIT 3
she was canonized as Saint Teresa of 5, 2013, at age 95.
Calcutta in 2016. Mahatma Gandhi (1869 – 1948)
Source: http://www.biography.com/people/nelson-mandela-
Born in 1910, in Skopje, Macedonia, 9397017#synopsis Mahatma Gandhi was the primary leader
Mother Teresa taught in India for 17 of India’s independence movement and
years before in 1946 she experienced Malala Yousafzai (1997) also the architect of a form of non-
her “call within a call” to devote violent civil disobedience that would
Malala Yousafzai was born on July
herself to caring for the sick and poor. influence the world.
12, 1997, in Mingora, Pakistan. As
Her order established a hospice; centers a child, she became an advocate for Born on October 2, 1869, in Porbandar,
for the blind, aged, and disabled; and a girls’ education, which resulted in the India, Mahatma Gandhi studied law
leper colony. In 1979 she received the Taliban issuing a death threat against and advocated for the civil rights
Nobel Peace Prize for her humanitarian her. On October 9, 2012, a gunman of Indians, both at home under
work. She died in September 1997 shot Malala when she was traveling British rule and in South Africa.
and was beatified in October 2003. home from school. She survived, and Gandhi became a leader of India’s
In December 2015, Pope Francis has continued to speak out on the independence movement, organizing
recognized a second miracle attributed importance of education. She was boycotts against British institutions in
to Mother Teresa, clearing the way for nominated for a Nobel Peace Prize in peaceful forms of civil disobedience. He
her to be canonized as Saint Teresa of 2013. In 2014, she was nominated was killed by a fanatic in 1948.
Calcutta on September 4, 2016. again and won, becoming the youngest Source: http://www.biography.com/people/mahatma-
Source: http://www.biography.com/people/mother-teresa-9504160
person to receive the Nobel Peace gandhi-9305898
Prize.
Nelson Mandela (1918 – 2013) Source: http://www.biography.com/people/malala- Rigoberta Menchu (1959)
yousafzai-21362253
Nelson Mandela became the first black Rigoberta Menchu Tum is a Guatemalan
president of South Africa in 1994, activist for native rights and winner of
Tenzin Gyatso, 14th Dalai Lama the 1992 Nobel Peace Prize. She rose to
serving until 1999. A symbol of global
(1935) fame in 1982 when she was the subject
peacemaking, he won the Nobel Peace
Prize in 1993. His Holiness the 14th Dalai Lama, Tenzin of a ghost-written autobiography, I,
Gyatso, describes himself as a simple Rigoberta Menchu. At the time, she was
Nelson Mandela was born on July Buddhist monk. He is the spiritual an activist living in France because
18, 1918, in Mvezo, Transkei, South leader of Tibet. He was born on Guatemala was very dangerous for
Africa. Becoming actively involved 6 July 1935, to a farming family, in a outspoken critics of the government.
in the anti-apartheid movement in small hamlet located in Taktser, Amdo, The book propelled her to international
his 20s, Mandela joined the African northeastern Tibet. At the very young fame in spite of later allegations that
National Congress in 1942. For 20 age of two, the child who was named much of it was exaggerated, inaccurate
years, he directed a campaign of Lhamo Dhondup at that time, was or even fabricated. She has kept a high
peaceful, nonviolent defiance against recognized as the reincarnation profile, continuing to work for native
the South African government and its of the previous 13th Dalai Lama, rights around the globe.
racist policies. In 1993, Mandela and Thubten Gyatso. Source: http://www.nobelprize.org/nobel_prizes/peace/
South African President F.W. de Klerk laureates/1992/tum-bio.html
were jointly awarded the Nobel Peace The Dalai Lamas are believed to be
Prize for their efforts to dismantle the manifestations of Avalokiteshvara
country’s apartheid system. In 1994, or Chenrezig, the Bodhisattva of
OPENING DEVELOPMENT CLOSURE UNIT 3 141

Martin Luther King (1929 – 1968) Aung San Suu Kyi (1945) John Quincy Adams (1767 – 1848)
Martin Luther King Jr. was a Baptist Aung San Suu Kyi is state counsellor of Born in Massachusetts on July 11,
minister and social activist, who led Myanmar and winner of the 1991 Nobel 1767, John Quincy Adams was the
the Civil Rights Movement in the United Prize for Peace. eldest son of President John Adams
States from the mid-1950s until his and the sixth president of the United
Aung San Suu Kyi was born in Yangon,
death by assassination in 1968. States. In his pre-presidential years,
Myanmar, in 1945. After years of living
Martin Luther King Jr. was born on and studying abroad, she returned Adams was one of America’s greatest
VOLUME 2 UNIT 3
January 15, 1929, in Atlanta, Georgia. home only to find widespread slaughter diplomats (formulating, among other
King, a Baptist minister and civil- of protesters rallying against the things, what became the Monroe
rights activist, had a seismic impact brutal rule of dictator U Ne Win. She Doctrine); in his post-presidential
on race relations in the United States, spoke out against him and initiated a years, he conducted a consistent
beginning in the mid-1950s. Among his nonviolent movement toward achieving and often dramatic fight against the
many efforts, King headed the Southern democracy and human rights. However, expansion of slavery. Though full
Christian Leadership Conference. in 1989, the government placed Suu of promise, his presidential years
Through his activism and inspirational Kyi under house arrest, and she spent were difficult. He died in 1848 in
speeches he played a pivotal role 15 years in custody. In 1991, her Washington, D.C.
in ending the legal segregation of ongoing efforts won her the Nobel Source: http://www.biography.com/people/john-quincy-
African-American citizens in the Prize for Peace, and she was finally adams-9175983
United States, as well as the creation released from house arrest in November
of the Civil Rights Act of 1964 and 2010 and subsequently held a seat in
the Voting Rights Act of 1965. King parliament for the National League
received the Nobel Peace Prize in for Democracy party until 2015. That
1964, among several other honors. He November, the NLD won a landslide
was assassinated in April 1968, and victory, giving them a majority control
continues to be remembered as one of of parliament and allowing them to
the most influential and inspirational select the country’s next president.
African-American leaders in history. In 2016, Suu Kyi’s was named the
Source: http://www.biography.com/people/martin-luther-king-jr-
state counsellor, a position above the
9365086#synopsis presidency that allows her to direct the
country’s affairs.
Source: http://www.biography.com/people/aung-san-suu-kyi-
9192617#synopsis

Pages 92
LEARNING WINDOW
GETTING READY Setting personal objectives
Setting objectives Classroom activities that
make connections to the real
Setting students’ personal goals for the unit world help generate a positive
Drawing a learning plan, identifying strengths, weaknesses and possible response to the question:
difficulties students may face Is this important? With this
understanding in mind, there
are three main ways a teacher
VOLUME 2 UNIT 3
Remember that the purpose of this section is to guide students in setting
their own goals for the unit and designing a learning plan that will help them can help students affirmatively
answer this emblematic question:
1. Connecting to students’ lives.
Remind them that this is the space where they will keep a record of their 2. Connecting to students’ life
learning goals. They do not need to use complete sentences if they decide to ambitions.
write their goals in English. If this is the case, you can encourage them to use 3. Encouraging application of
single words or simple phrases that are familiar to them. If you notice this task knowledge.
is too demanding to be tackled in English, you can let them write their goals In their personal lives, students
in Spanish. have many goals that relate to
learning more about a specific
For this reason, it is important that you take the time to model this new topic or becoming more skilled at
behavior, telling them about the importance of goal setting practices and a particular activity. Teachers can
learning plan creation. help students make connections
to these personal goals through
1. 30 The recording will offer your students a model that will guide them well-structured comparison tasks
when identifying personal goals. and analogical reasoning tasks.
Source: Marzano, R. J., & Pickering, D. J. (2011). The
2. 31 The speaker in the recording will talk about how he is planning to highly engaged classroom. Solution Tree Press. Retrieved
from: http://eclassroom.kdsi.org/eClassroom/epub/
achieve his goals. cp/100106/HEC_text_8-16-12.pdf
3. Explain that, now that they know the unit objectives and have examined
how important these are to them, they need to set their own personal goals,
like the student in the recording. Refer your students to the diagram and EXTENSION TIP
encourage them to reflect on the difficulties they can anticipate and the
Creating learning plans
strategies they could use to overcome possible problems. Play the recording
again, if necessary, so that students can have a model. Help students create their
learning plans. Suggest them to
Walk around taking notes of the students’ most important comments ask themselves:
and concerns. - How have I learned best in the
past? Can I use methods which
have worked well before?
- What learning methods and
activities are readily available
to me? (eg. learning on
your own - reading, online
resources; peer group)
- Are the strategies I have
chosen appropriate?
- How can these strategies be
incorporated into my personal
learning plan?
- What help will I need and who
will provide it?
Source: Publishing team.

Pages 93
EXTENSION ACTIVITY
Do you remember? To get students enganged to
Activating students’ previous knowledge their prior knowledge of the
content and topic of the unit,
Explain to your students that after they have drawn their learning plans, they you may want to replace the
will revise what they can do and know about the topic and contents, before activities on page 93 with a One
minute talk activity. Students
starting the unit. will have individual time to
Answers think of two questions about the
VOLUME 2 UNIT 3
people in the pictures. They will,

1. a. Marie Curie and Thomas Alva Edison are famous for their important then, pair up with a partner to
contributions in science and technology. Marie Curie discovered exchange information.
radioactivity and radium; T.A. Edison invented a lot of things that
Procedure:
changed the way of life, including: the phonograph, the light bulb, the
1. Group students into pairs.
motion picture camera, etc.
2. Inform students that each
b. Help students agree on the idea that both of them can be considered as of them will be asking and
outstanding, as they made important contributions and achievements. answering questions about
Besides, Marie Curie was one of the first women in receiving a the people, for one minute.
Nobel Prize. They will need to select
which student will begin. An
2. a. 32 This person’s achievements contributed to mass communication, easy way to do this is to say
science and technology. something like: “Find out
b. This person won a Noble Prize and made important contributions in whose birthday comes first in
a calendar year.” Then, tell
science. students that, “That person
3. a. Warsaw. b. 1847. c. Marie Curie. d. 1,000. e. accidentally gets to go second!”
3. Using a stop watch or other
timing device, tell students to
begin talking.
COMPLEMENTARY DIGITAL RESOURCE 4. At one minute, instruct
You may use the Complementary Digital Resource 7 to allow students to deal with students to stop. Then, it’s
authentic multimodal texts related to the topic of the unit, and that will enhance their turn to ask a question.
their motivation, interest and curiosity. The tasks proposed also aim at triggering
students’ intellectual and affective commitment to their learning process.
See the instructions to use this resource on page 184.

Page 94
THEORY AND RESEARCH
Module 1 How do goals affect
performance?
Give students a few minutes to read what they will do in each lesson in Remember there are four
VOLUME 2 UNIT 3
Module 1, helping them recognize the content, skills and attitudes they mechanisms by which goals
will develop. affect students’ performance:
They direct attention and
effort towards goal-relevant
Entry slip (5 minutes) activities.
Make sure students activate their ideas, experiences and impressions and ask They regulate the amount of
them to answer the questions, before you move on practicing the prerequisite effort to the difficulty level
required by the task.
language and vocabulary they need.
They encourage persistence
until the goal is accomplished.
How ready are you? (10 minutes) They promote the search for
relevant action plans or task
1. Start a general conversation about the most important and influential strategies.
people in history, before starting. Elicit students’ ideas about the reasons why
Source: Dornyei, Z. (2001). Motivational strategies in
they consider people as outstanding or influential. Then, make students write the language classroom.
names of influential people, according to the area in which they excelled.
2. In groups, students compare their ideas and add more examples to
their lists.
TEACHING WINDOW
3. Encourage students to discuss the main characteristics a good leader Promoting the OATs: Moral
may have. Ask them to identify if the people they mentioned can be dimension
considered as outstanding and why. Then invite some groups to share their Exercises 1, 2 and 3 provide
comments with the rest of the class. students with the opportunity
to reflect and appreciate the
4. After they have finished, students make students choose and check (✔) the achievements and contributions
alternative that best describes their feelings towards the future challenges. that each human being can make
to society. They also promote the
development of students’ ability
to make judgments about reality,
and recognize cultural and gender
diversity and richness.
OPENING DEVELOPMENT CLOSURE UNIT 3 MODULE 1 145

Page 95
Lesson 1: Born to lead

Students will… What for?
180 min. read an article about some OA 8: To use language appropriately when expressing quantities.
inspirational leaders. OA 9: To identify information and express opinions about the topic.
identify characteristics of good OA 10: To identify main ideas and specific information in the article.
leaders. OA 12: To use different strategies to support comprehension.
Pages 95 - 99 write a short paragraph about an OA 14: To write a paragraph according to the steps of the writing process.
VOLUME 2 UNIT 3
inspirational leader. OA 15: To express ideas and opinions coherently, using appropriate
study and use quantifiers: a few, few, connectors and correct spelling and punctuation.
a little, little. OA B: To demonstrate cultural awareness, showing respect and
recognizing the role of leaders and their most important contributions.
Every time you begin a lesson, read the name and the objectives aloud with
the class. Draw students’ attention to the What for? column and explain that it EXTENSION ACTIVITY
refers to what they will be able to do once they complete the tasks. After students finish activity
1.a, you can ask each pair to
Opening (30 minutes) choose 5 of the characteristics
in the boxes and rank them 1 – 5
(1=the most important / 1= the
Preparing to read least important.
1. The objective of the activities in this section is to allow students to Ask each pair to mention the
preview and recall what students know about the topic and pre-teach characteristic they ranked in the
expressions and vocabulary necessary to understand the text. first place and compare students’
ideas.
2. Encourage students to organize the ideas they discussed in exercise You may invite some students
1. Then, invite them to form groups of four (two pairs) and exchange their to show the results in a graph
opinions about leadership. and then share them with their
classmates using the following
3. Invite students to go to pages 96 – 97 and identify the people in the prompts:
pictures. Elicit students’ ideas about these outstanding people’s actions and % of the students considers
make them imagine what personal characteristics they shared. You may use that is the most
questions “a” and “b” to start a general conversation, taking some notes on important characteristic of a good
the board. leader.
Only the % of the class
Page 96 thinks...
Development (140 minutes) % of our classmates

believes that...
Focusing on reading
1. First, students read the article quickly, in order to confirm or correct their
ideas about the people. Suggest them to underline key words or expressions
that may help them identify the personal characteristics, or to take notes of
any word that comes to their mind as they read.
Personal characteristics in exercise 1, page 95, can be very useful.
Ask students to read the text again (twice, if necessary), this time focusing
on the specific information they have to identify in the Smart Reading
section.
146 UNIT 3 MODULE 1 LESSON 1 OPENING DEVELOPMENT CLOSURE

Key words TEACHING WINDOW
Remember to encourage students to use their dictionaries, so that they Importance of prior knowledge
can look up the meaning of the key words before they start to read: Before presenting new concepts,
destitute: with no money or possessions, poor, impoverished. teachers must activate students’
prior ideas and knowledge about
rule: to control and have authority over a country, a group of people, etc.
the topic they will work with.
blessed: holy, gracious.
spur(red): to encourage somebody to do or achieve something. This usually has positive effects
when the objective is to enhance
accolade(s): an honor given to someone for their work.
VOLUME 2 UNIT 3
comprehension, as students
stake: a thick wooden pole that someone was tied to and burnt in the can build a new mind web,
past, as a punishment. integrating what they already
know with the new concepts and
Strategy in mind information.
However, in some cases, this
• Skimming new information may create
• Scanning conflicts with students’ incorrect
conceptions or prior knowledge.
You may share the information in the Learning window box with your
students. Hence, activating and eliciting
students’ prior knowledge before
starting a new lesson becomes an
Smart reading essential stage and requires that
teachers devote enough time to
Explain that a useful technique is to read the questions carefully before
do this.
reading and identify the kind of information that is required. If you see
your students have rapidly incorporated the strategy, you can let them Source: Strangman, N. Hall, T. & Meyer, A. (2004)
Background knowledge with UDL. Wakefield, MA: National
work on their own. Center on Accessing the General Curriculum.
Again, you may suggest students to underline/circle/highlight key

words that provide the answers. LEARNING WINDOW
Answers Using the dictionary
a. venerable Remind students of these
b. non-violet; peaceful essential dictionary skills:
c. March on Washington DC organized by the African – American Civil Words appear in their singular
Rights Movement in 1963. form.
d. Calcutta, India Verbs appear in the bare
infinitive form.
e. A city boycott spurred by their refusal to give her seat to a white Context has to be taken into
passenger on a public bus. account at all times.
f. The English army.
Page 97 TEACHING WINDOW
Your analysis Promoting the OATs: socio-
cultural and civic responsibility
The questions in this section require that students go beyond the dimension
information they can find in the text and analyze deeply, identifying The reading activities provide a
differences and similarities among these people and their actions. good opportunity to talk about
the different roles that these
Possible answers:
people played and the importance
a. They both supported the idea of non-violent protest. of their actions.
b. They both fought for the African American Civil Rights. Going further, it is also a good
c. They were both canonized. moment to talk about the role
d. Yes, as both fought against the English. that some women have played and
e. Gandhi and Luther King were assassinated. Joan of Arc was burned. the reason why their actions are
less known by ordinary people.
OPENING DEVELOPMENT CLOSURE UNIT 3 MODULE 1 LESSON 1 147

Think critically
EVALUATION FOR LEARNING
The questions in this section are meant to provide students with an Notice that the questions in
opportunity to link the content and topic of the lesson or text to their the “Smart reading” and “Your
own experiences and lives. Make students reflect on the questions, first analysis” sections can be used
individually, and then invite them to share and compare ideas in as a quick assessment activity,
small groups. by using the evaluation
instruments in the appendix on
In this case, these questions provide a good opportunity to make page xvii.
students remember what they have learned about these people in
VOLUME 2 UNIT 3
their History classes, or in any other occasion, and then add more
information.
TEACHING WINDOW
Page 98
(A) little, (a) few without a
After reading noun
(A) little and (a) few can be
Work it out! Expressing quantity
used as pronouns, to substitute
Students can work in pairs to notice how quantity is expressed in each for a noun when it is obvious
sentence. Give them some time to read the examples and discover the use of from the context:
the quantifiers a few / few / little / a little. After that, she began to tell
them a little about her life in
You may add further information about these expressions, sharing the content Scotland, particularly her life
in the Background Information box with your students. with the Rosenblooms.
Don’t take all the strawberries.
Answers Just have a few. (Just have a
a. 1. iii 2. ii 3. i few strawberries).
b. i. (A) little and (a) few are quantifiers meaning some. Little and few have Little and few are not very
negative meanings. They are used to mean ‘not as much as may be common without a noun. They
expected or wished for’. are used in formal contexts:
ii. We use a little with singular uncountable nouns. We use a few with Little is known about his
plural countable nouns. upbringing and education.
iii. We use little with uncountable nouns. We use few with plural Few would be in favor of police
countable nouns. officers carrying weapons.
Writing workshop: Writing about inspirational leaders

As it is usual in this section, students will be guided to produce a short piece
writing following the steps of the writing process: EVALUATION FOR LEARNING
1. Organizing ideas Student self-assessment
a. Ask students to work in groups of 3 – 4 and agree on the name of an Positive feedback has been
outstanding leader. While the groups are involved in this activity, walk proved to be crucial in helping
around the room to make sure they choose different people so that they students develop accurate self-
can share their work. assessment of their personal
behaviors. Some students
b. Encourage the groups to write some pieces of information about the may have unrealistically
leader they chose. They may use the diagram provided to organize the high expectations of their
information in different categories. achievements and may show
Remind students that, at this stage, it is important to get their ideas down difficult behavior if they fail to
achieve their expected goals,
on paper, without worrying about mistakes. leading them to underestimate
the importance of their
performance.
Adapted from: http://www.edu.gov.on.ca/
eng/literacynumeracy/inspire/research/
studentselfassessment.pdf

Page 99
TEACHING WINDOW
2. Drafting Peer Editing
a. Help the groups to write sentences summarizing the information they Editing is the stage of the
collected in the diagram. writing process that gives a
piece of writing its polish and
b. Encourage students to express their personal opinion, as a group, about correctness. Students may
the person and the reasons for their admiration. correct spelling, punctuation,
3. Revising and grammar in preparation for
publication. Editing can be done
VOLUME 2 UNIT 3
Show students how to connect the sentences they wrote and how to arrange by the individual writer or with
the information into one or two paragraphs. Encourage them to review the the help of peers or teacher to
connectors they have learned and to use the texts on pages 96 – 97 as models. achieve correctness.
Make sure the groups include a final sentence expressing their opinions. Once students have been trained
to use editing symbols, they
4. Editing can use checklists to edit their
After the task is finished, each group joins another one, exchange their classmates. When students use a
checklist, they need to have been
pieces of writing and peer-edit them, using the symbols in the Editor’s
taught how to recognize all the
Marks box. areas on the page.
Invite groups to exchange the pieces of writing again and exchange Teachers should target specific
comments and suggestions in a respectful way. skills in the editing stage such as
capitalization of the first letter
For example: or commas in a series. Working
• You should pay more attention to …. (i.e.: begin each sentence with a capital on just one (or a couple) skill(s)
letter). prevents students from becoming
• You should check spelling of…. (i.e.: past tense of irregular verbs). overwhelmed.
• I would recommend... (i.e.: to add some words to make the text more Editing Ideas
attractive). Capitalization
Sentence
5. Publishing
Punctuation
a. Make students exchange copies of the final version of the texts and read Word Choice
about the leaders that the other groups wrote about. Verb/Noun Tense
Quotations
b. Ask them to put all the copies together to create an issue of a magazine Commas
about great leaders that changed history. They may also upload their texts Spelling
to the classroom blog, if they have one. Keep the magazine in a visible Organization
place of the classroom, easily available; you may also donate a copy to the Paragraphing
school library. Source: The Writing process and teachers - A Writing
Resource Guide. (n.d.) Orange County Public Schools
c. Devote enough time to allow students to reflect on their performance in Publications
the task.
Closure (10 minutes)

Exit slip
Students reflect on the work they have done in the lesson and keep a record of
their personal responses, which they can share with some of their classmates.

Page 100
Lesson 2: A Modern-day Folk Hero

180 min. listen to a recording about a OA 1: To demonstrate comprehension of general ideas in a recording.
modern-day outstanding person. OA 2: To identify key words and expressions.
identify main ideas and specific OA 3: To identify type and purpose of a recording.
information in the recording. OA 4: To use strategies to support comprehension.
Pages 100 - 103 link ideas. OA 5: To present information orally.
VOLUME 2 UNIT 3
give a short report about an OA 8: To link ideas using though.

outstanding person. OA B: To acknowledge the role and achievements of remarkable people
belonging to other cultures.

Read the name of the lesson and the learning outcomes aloud with the class.
Invite students to identify the relationship between the name of this lesson Malala Yousafzai
and the topic of the unit. (Children’s Activist, Women’s
Rights Activist (1997–)
In this lesson, students will listen to an excerpt from a famous actress and
As a young girl, Malala Yousafzai
women’s rights activist’s speech (Meryl Streep). It is especially important defied the Taliban in Pakistan
that you take the time to check or build students’ background knowledge, so and demanded that girls be
that they are able to overcome the natural difficulties that listening activities allowed to receive an education.
present. The recording in this lesson has a rich potential to work with both She was shot in the head by a
language and thinking skills and also to promote reflection on the OATs. Taliban gunman in 2012, but
survived and went on to receive
the Nobel Peace Prize.
Preparing to listen Malala Yousafzai was born on
1. Students begin activating or building their prior knowledge, finding July 12, 1997, in Mingora,
information about the girl in the drawing and the reasons she is famous Pakistan. As a child, she became
an advocate for girls’ education,
for. Ideally, students should find this information on the Internet. However,
which resulted in the Taliban
if Internet access is not available in your classroom, you can plan these issuing a death threat against
activities in advance and prepare some biographical material to take to class. her. On October 9, 2012, a
Ask students to work in pairs and give them enough copies of the biography. gunman shot Malala when she
Students read the material, complete the chart and then compare their was traveling home from school.
answers with other groups. She survived, and has continued
to speak out on the importance
Answers of education. She was nominated
Name Malala Yousafzai for a Nobel Peace Prize in 2013.
In 2014, she was nominated
Date/place of birth July, 12, 1997 / Mingora, Pakistan. again and won, becoming the
Education Khushal Public School (2012), Edgbaston High School. youngest person to receive the
Famous for Her struggle against Taliban regime advocating girls’ right to Nobel Peace Prize.
education. Source: Kettler, S. (2016). Malala Yousafzai Biography.
Awards Nobel Peace Prize, Sakharov Prize, and more. Retrieved from: http://www.biography.com/people/
malala-yousafzai-21362253
2. Now that students are familiar with the girl in the picture, invite them
to find information about the country where she was born. Draw students’
attention to the map and invite them to search for the information required.
To do so, you can share the information in the Background Information box
with the class.
If you have time, ask pairs to get in groups of four or six and check / discuss
the answers to the questions.

Answers
LEARNING WINDOW
a. It is located in Asia.
When students make predictions
b. The state religion in Pakistan is Islam, which is practiced by about 95–98% about the content of the
of the population. recording, they immediately
c. Possible answer: The status of women in Pakistan is one of systemic generate hypotheses about it
(type, purpose, scope, audience,
gender subordination. Almost all religious groups advocate subordination
etc.). These hypotheses provide
of women in Pakistan. Pakistan has a dual system of civil and Sharia a framework which enhances and
law. The Constitution of Pakistan recognizes equality between men and supports comprehension.
VOLUME 2 UNIT 3
women (Art. 25(2) states “There shall be no discrimination on the basis of
Source: Ahmed, R. (2015). Voices: Five essential listening
sex”) but also recognizes as valid Sharia law. Pakistani women of today do, skills for English learners. Retrieved from: https://www.
britishcouncil.org/voices-magazine/five-essential-listening-
however, enjoy a better status than in the past. skills-english-learners
Females are educated equally like Males in urban areas such as Lahore,
Islamabad and Karachi. However, in rural areas, the education rate is
substantially lower. Girls living in rural areas are encouraged not to go to
school because they are needed at home to do housework at a young age.
In most rural villages, secondary schooling simply does not exist for girls,
leaving them no choice but to prepare for marriage and do household
tasks.
3. Motivate students to speculate about the content of the recording they

will listen to. Encourage them to do so, based on the activities done and
using what they know or have learned. Do not check answers at this stage.
Women in Pakistan
Pakistan is the sixth most populous However, some improvements are also be no discrimination on the basis
country in the world, with a projected being made as Lahore has inaugurated of sex”) but also recognizes as valid
population of 188 million, of which its first service of lady traffic wardens Sharia law (Chapter 3A. – Federal
women constitute half the population. to manage the traffic and the country’s Shariat Court).
Pakistan has adopted a number of key most conservative province, Khyber Despite the improvement in Pakistan’s
international commitments to gender Pakhtunkhwa, is planning to increase literacy rate since its independence, the
equality and women’s human rights - the percentage of women in the police educational status of Pakistani women
the Beijing Platform for Action, the force. is among the lowest in the world.
Convention on the Elimination of all In moving towards realization of gender The literacy rate for urban women is
forms of Discrimination Against Women, equality and women’s empowerment, more than five times the rate for rural
the Millennium Declaration and the UN Women provides support to women. The literacy rate is still lower
Millennium Development Goals. Despite innovative initiatives that promote for women compared to men: the
these commitments, Pakistan’s ranking women’s human rights, with special literacy rate is 45.8% for females, while
for gender equality remains one of the focus on their economic security, for males it is 69.5% (aged 15 or older,
lowest in the world. political participation and freedom from data from 2015).
The status of women in Pakistan is one violence. Women in elite urban districts of
of systemic gender subordination even Even with these improvements, rampant Pakistan enjoy a far more privileged
though it varies considerably across domestic abuse and a high rate of child lifestyle than those living in rural tribal
classes, regions, and the rural/urban marriages and forced marriages still areas. Women in urbanized districts
divide due to uneven socioeconomic remain. Pakistan is currently one of the typically lead more elite lifestyles and
development and the impact of tribal, most dangerous countries in the world have more opportunities for education.
feudal, and capitalist social formations for women. Rural and tribal areas of Pakistan have
on women’s lives. an increasingly high rate of poverty and
Pakistan has a dual system of civil and
Almost all religious groups quite Sharia law. The Constitution of Pakistan alarmingly low literacy rates.
often misquote Quran and advocate recognizes equality between men and Source: UN Women in Pakistan.(n.d.) Retrieved from: http://
subordination of women in Pakistan. women (Art. 25(2) states “There shall asiapacific.unwomen.org/en/countries/pakistan

Page 101
Development (140 minutes) You may use the evaluation
instruments in the appendix
Focusing on listening on page xvii, to gather
information about students’
Strategy in mind
listening and / or critical
• Listening for gist thinking skills.
• Listening for details
VOLUME 2 UNIT 3
Smart listening TEACHING WINDOW

Explain students that, when listening to new words, they may try to Modeling the strategies
group them with other words used in a similar context. Mind maps are Explain to students that, when
good for this. listening, it is also possible
to get the ‘whole picture’ but
When listening for details, as soon as students get the file, invite them with one crucial difference:
to skim through the questions, underline the important words and information comes in a sequence.
decide what kind of detail they need to identify in the listening activity. And in that sequence of
information, there are content
33 LISTENING FILE: A Modern-day Folk Hero words (the nouns, adjectives and
verbs) that can help them form
Answers that picture. We often call this
General information “listening for gist”.
Type of recording: a speech For example, the words ‘food’,
Purpose: to persuade ‘friends’, ‘fun’, ‘park’ and ‘sunny
day’ have their own meanings,
Specific details but when heard in sequence, they
True or false? Write T or F. may help form the context of
i. F (Malala is a real girl). a picnic.
ii. F (she fights for girls’ right to education). Source: Ahmed, R. (2015). Voices: Five essential listening
skills for English learners. Retrieved from: https://www.
iii. F (she began fighting with words: she wrote a post on a blog). britishcouncil.org/voices-magazine/five-essential-listening-
skills-english-learners
Number the events in the correct sequence.
3 She founded the Malala Fund.
4 She won the Nobel Peace Prize.
2 She started giving speeches. EXTENSION ACTIVITY
1 She was told she could no longer go to school.
Find a short video with subtitles
What does the speaker mean? Circle. on a topic that interests
a. You can’t choose your position on this topic. students. Ask them to use the
b. You must advocate girls’ rights. title to help predict the content
and then listen out for the
Main conclusions content words. Then, invite them
a. She wants to make people aware of the situation of millions of girls who to go back, and listen again with
are not allowed to study. the subtitles. How much did they
understand the first time?
b. Any of these: it’s so hard to get things done, standing on the sidelines is
not an option, stand with Malala, learn how you can help

Think critically TEACHING WINDOW
Make text-to text connections Explaining grammar
Encourage students to remember any movie they have seen or any Grammar discovery
book they have read about this remarkable girl and her struggle. If they Remember teachers should not
haven’t, conduct a general conversation about girls’ right to education consider grammar as a ‘content’
in Chile and other countries of the world. to be taught, but rather, as
Make text-to-self connections a topic which students can
This question provides a good opportunity to talk about women’s rights communicate about, using the
VOLUME 2 UNIT 3
target language. In this way, a
in general. grammar discovery task doubles
up as a communicative task.
Page 102
Source: Ur, P. (2011). A course in language teaching:
After listening practice and theory. Cambridge: Cambridge University
Press.
Work it out! Linking ideas
To work with this section, explain to your students that they will have to
look at the sentences from the recording, read them carefully and analyze the BACKGROUND INFORMATION
differences among them, using questions a - c as a guide. Though
As you check answers, encourage students to explain how they were led to When it’s used at the end of
their conclusions, stressing that this is precisely what you are more interested a sentence, though means
in: knowing the way in which they were able to find their answers and approximately however, or
knowing why they think they are correct or wrong. “despite what I just said in the
sentence(s) before this one”.
Answers
When it’s used at the beginning
a. Despite what was said before. of a sentence, phrase, or clause,
b. In point a they are 2 sentences separated by a semicolon and a full stop. it can also mean “despite the
c. Even though / despite the fact. fact that”.
It’s used when someone wants to
Speaking workshop: Reporting about a remarkable person relate two ideas and also wants
the reader/listener to realize
Students will give a short report about a remarkable person, in pairs. that they appear to contradict
each other, but both parts
Remind students that the activity in this section is meant for them to produce a are true.
short piece of spoken language in front of their classmates, step by step. Source: Publishing team.
After finishing the task, make sure students exchange comments and
suggestions for improvement for each of the prompts provided, showing
support and respect for everyone’s ideas.
1. Preparing to speak
a. 34 Play the recording. Invite students to listen carefully, paying special
attention to the intonation of this model.
b. Encourage students to read the extract aloud to a partner. Advise them to
imitate the intonation and pronunciation of the recording they have
just heard.
Pages 103
c. In pairs, have students agree on a remarkable person they would like to
talk about and then collect information about him / her, following the
instructions in points i – iv.

2. Practicing
Once they have their reports ready, ask students to take turns to read it
aloud to their partners, in order to correct the mistakes. At this point, help While students are self-
students exchange ideas respectfully and focus on their strengths rather than evaluating their performance,
make sure they exchange
on their weaknesses. comments and suggestions for
3. Performing improvement. For example:
Invite your students to present their reports to their classmates. Next time…
- we could revise previous
You may use this rubric to gather information on students’ speaking skills,
VOLUME 2 UNIT 3
lessons to use the vocabulary

and then have a short conference with them. learned.
Criteria OK Needs - we should be more rigorous
Improvement when looking for information,
so as not to leave out
Information is clear. important facts.
Uses previously learnt and new vocabulary. - we could spend more time
Considers audience and purpose of report. repeating and imitating the
model or other examples.
Ideas are linked appropriately.
Imitates the intonation and pronunciation in the model.
4. Evaluating THEORY AND RESEARCH

Assign enough time to allow students to reflect on their performance, There is growing body of
using the prompts in the box. Before starting, lead a general conversation research on the role of
about the benefits of this self-evaluation and its results (such as collecting authentic materials on
FL teaching. Researchers
information to make learning decisions, identifying areas to improve, as the
and teachers increasingly
basis for a mark, etc.) acknowledged the need for
and usefulness of authentic
Closure (10 minutes) materials in the field of
language teaching.
Exit slip Empirical studies have
substantiated the positive
Make sure you devote enough time to allow students to reflect on their work
results taken by learners who
and keep a record of their responses individually. Then, they can share their have opportunities to interact
comments with a partner or in small groups. with and deal with authentic
texts. Studies revealed that
incorporating authentic
materials lead to aural language
development. In addition, it has
been concluded that exposure
to authentic materials would
lead to improving students’
listening comprehension
abilities and motivation.
Source: Sabet, M. K., & Mahsefat, H. (2012). The impact
of authentic listening materials on elementary EFL
learners’ listening skills. International Journal of Applied
Linguistics and English Literature, 1(4), 216-229.

Page 104
Lesson 3: British Presence in Chile

180 min. listen to a recording about remarkable OA 1: To demonstrate comprehension of general ideas of a recording.
people. OA 7: To react to texts in oral discussions, by making connections with
read an interview. other subjects.
use strategies to identify specific OA 10: To demonstrate comprehension of an informative text.
Pages 104 - 109 information in the text. OA 12: To use strategies to support comprehension.
VOLUME 2 UNIT 3
acknowledge the importance of other OA B: To develop cultural awareness by recognizing the role that
people’s achievements and legacy to people of other cultures played in the development of Chile.
our culture.
make connections with other subjects
(History, Geography and Social Science).
Opening (30 minutes) TEACHING WINDOW
Preparing to read Presenting Objectives to

the Class
Start the lesson reading the objectives in the table as a class. Once again, Concrete content objectives (that
explain that these are a more concrete and detailed specification of the identify what students should
unit objectives. know and be able to do) must
guide teaching and learning.
1. 35 Ask students to look at the pictures carefully and then match the
people with the corresponding piece of information in the recording. Typically, teachers do not
present objectives to students
Remind students to make use of what they have learned in other subjects consistently. As a result, students
of the curriculum, such as: History (in case of Lord Cochrane), Literature (in do not know what they are
case of Maria Graham), Science (in case of Charles Darwin) and Arts (in case supposed to learn. Teachers
of Thomas Somerscales). should do more than writing
the objectives on the board and
Answers reading them quickly to the class.
P1: c P2: d P3: b P4: a Getting students to think about
the objectives in depth is a
Page 105 teaching opportunity that should
not be wasted.
2. 35 Invite students to listen to the recording again. Check their answers Source: Dornyei, Z. (2001). Motivational Strategies in the
to exercise 1 while you play the recording (twice). Elicit the names of foreign Language Classroom. Cambridge: Cambridge University
Press.
people that have made remarkable contributions to the development
of Chile.
Answers
Science: Ch. Darwin; Literature: Maria Graham; Army: Lord Cochrane;
Painting: Thomas Somerscales
3. Monitor and give students the necessary support to exchange ideas in

exercise 3. Stress the importance of extending their ideas as much as they
can and provide justification for every point they mention.
Possible answer
a. All of them are British and lived in Chile. All of them participated actively
and made important contributions to the Chilean society.
b. Students’ own ideas and opinions.
4. Pay special attention to exercise 4. To work with this pre-reading strategy,
read the information in the boxes. In exercise 3, questions (a – b) are the
prompts that have been given to make students some specific features of
the texts on pages 106 – 107. The objective of this activity is to analyze the

text features in order to predict what the text will be about. Take your time to
model the target strategy doing the activity as a class and checking answers. THEORY AND RESEARCH
You can expect more autonomous work as your students continue to read Integrated activities
texts strategically throughout the course. It is necessary to introduce
innovative dimensions in
Page 106 knowledge, such as curricular
integration, in order to cope
Development (140 minutes) with daily demands and
challenges in today’s society.
Focusing on reading
VOLUME 2 UNIT 3
Monodisciplinary and
Remind students of the importance of reading ‘actively’. This means that they multidisciplinary education
will need to stop to think about what they know about the information that is proved to have no impact
mentioned as they go along the text. on today’s society. It is no
wonder that the integrated
You can guide their active reading by writing the following prompts on perspectives, namely the
the board: interdisciplinary perspectives
and especially the
• I have read about this in…
transdisciplinary ones have
• This name is familiar to me because… gained ground, since they:
• I already know about… provide epistemological
• This person was mentioned in… progress, allowing the
• We have already read about… in… establishment of connections
and interrelations between
1. Ask students to read the first two questions of the interview, only. Explain to
disciplines in a synthesizing
them that these first lines will enable them to confirm or correct their ideas and integrating manner;
in exercise 3, page 105. involve the construction of
conceptual and practical
2. Invite students to read the complete interview and then do the activities in broader schemata that are
the Smart Reading section. more flexible and transferable,
Before reading the interview in detail, motivate students to check the represent a strategy to boost
meaning of the key words, using their dictionaries, noticing how the words the capacity of active and
responsible involvement in
are used in the text, so as to decide the definitions that apply in each case.
learning approaches and
Key words innovative and creative
capacities.
Eyewitness: a person who has seen a crime, accident, event, etc., and Source: Bocoş, M., & Chiş, V. (Eds.). (2013).
can describe it afterwards. An Integrated Approach to Curricular Contents:
Particular Features for Primary Schools. Cambridge
Quote: a group of words or a short piece of writing taken from a book, Scholars Publishing. Retrieved from: http://www.
play, speech, etc. cambridgescholars.com/download/sample/57819
Ponder: to think about something carefully for a period of time;

consider.
Veneer: an outer appearance of a particular quality that hides the true BACKGROUND INFORMATION
nature of something; the surface of something. You may find additional
information on these people,
Strategy in mind and their contributions to
Chilean development here:
• Focusing on text features Thomas Somerscales:
Remember to discuss with the class how the text features and http://www.
organization may support their comprehension. The questions in the memoriachilena.cl/602/w3-
Smart Reading section will help develop this strategy. propertyvalue-151626.html
http://www.
artistasvisualeschilenos.cl/658/
w3-article-39982.html
Lord T. Cochrane:
http://www.memoriachilena.
cl/602/w3-article-726.html

Smart reading BACKGROUND INFORMATION
1. Explain to students that the questions in this section are meant Maria Graham
to help them practice the reading strategy and identify the main http://www.memoriachilena.
information in the interview. cl/602/w3-article-3603.html
Answers Charles Darwin

http://www.memoriachilena.
1. a. James Fowler. cl/602/w3-article-569.html
b. William Edmundson.
VOLUME 2 UNIT 3
c. Anyone who is a student of Latin America in general, and Chile
in particular.
d. Charles Darwin. EXTENSION ACTIVITY
e. In the Santiago Times. Encourage students to find more
f. William Edmundson (the interviewee). information on these people and
their role in Chilean history, and
2. a. He helped organized and lead the Chilean Navy. then share the information with
b. He studied natural life and the aborigines he met in Chile. their classmates.
c. She was one of the first people to write about Chile in English.
She described her experience during an earthquake.
Page 107 EXTENSION ACTIVITY
Your analysis Interdisciplinary connections
History and Social Science
The questions in this section invite students to get deeper into the text In groups, students may select
and analyze it with their own view. Explain that, in most cases, they a historical event related with
will not find the answers in the text, explicitly, but they will need to use Lord Cochrane. Encourage
information they know or have learned in other subjects. them to write a short narration
of the event and then share
Possible answers the information with their
a. Impressed, admired, astonished. He didn’t expect to find what classmates.
he saw. Arts / History
b. Probably, he meant that humans are all the same, and that culture Invite students to find a
is just a coat that covers every person’s skin. In essence, all human painting by T. Somerscales that
beings are similar. represents a historical event in
c. Because it was exactly what Charles Darwin wrote. When we want to Chile.
cite other person’s words, we use this punctuation mark (quotation Science
marks). Motivate students to find
information about Charles
d. They both experience an earthquake while staying in Chile.
Darwin’s presence in Chile, and
e. They both made observations about the effects of earthquakes draw a map showing the places
in Chile. he visited.
Literature / History
Think critically Encourage students to find the
title of other books that are set
Remember this section is aimed at providing students with an in the period in which Maria
opportunity to link the contents of the text to their own ideas and Graham lived in Chile (they can
experiences. Encourage them to reflect on the questions individually be in Spanish).
first and then invite them to share and compare ideas in small groups.

Page 108
TEACHING WINDOW
After reading Keep it short
Work it out! Using reflexive pronouns Don’t spend too much time on
explaining. As soon as you’re
Remind students that the activities in this section are meant to help them fairly sure students have got the
discover a particular language item by themselves. So, guide and monitor their main idea, go on to practice in
work, but do not provide the answers. context. In most cases, keep the
explanation to less than five
Answer minutes.
VOLUME 2 UNIT 3
a. i b. ii Immediately after you’ve finished

explaining, go into a simple
Vocabulary in context practice activity. This doesn’t
have to be the traditional “gap-
The objective of this section is to build vocabulary through a variety of fill”; it can equally well be a
strategies that will help students acquire deeper knowledge of the new words brainstorm, requiring students
and expressions from the text. Each step in this vocabulary section corresponds to think of as many examples as
to a different strategy that has been organized according to the level of possible in a short time.
cognitive difficulty they demand. Source: Ur, P. (2011). A course in language teaching:
practice and theory. Cambridge: Cambridge University
Press.
Writing workshop Writing about a foreigner’s experience
in Chile
These activities will help students to develop their writing skills with the
support and scaffolding they need. In this section, your students will have the
opportunity to see a clear and simple model of the application of the writing
process.
Remember that teaching writing as a process rather than a product means that
the interest is not only focused on the aim of the task, but rather on the various
stages that are needed to put together a good piece of work. This approach
implies breaking this process into manageable chunks and taking the time to
deal with each step, one at a time.
TEACHING WINDOW
Reading strategies: Analyzing Give students a minute to skim the
text features article and notice how interviews
An effective pre-reading strategy are laid out on the page. Invite
is drawing students’ attention a few students to share out what
to the features that are applied they have noticed about the
consistently in a text. (Examples structure.
might include: bold type, questions, Ask them to look for and share
answers, and spaces between out the features (structural
questions and answers). features) they can see in the
Ask students what features they interview, listening for responses
are. Have them examine the things such as: questions, answers, short
about the interview text that stand paragraphs, bold print, quotes, etc.
out. Have students consider what Ask students to consider how these
an interview is. Ask for student’s features may help them read and
responses and listen for ideas such understand the text.
as: “One person asking another
Source: Analyzing Text Features. (n.d.) Retrieved from: http://
person questions about his/her comprehensionkatieweiers.weebly.com/strategy-1-analyzing-
work.” text-features.html

Closure (10 minutes) LEARNING WINDOW
Exit slip The writing process should be an

ongoing cycle in every writing
Make sure you devote enough time to allow students to reflect on their work classroom. Students should be
and keep a record of their personal responses. engaged in prewriting, drafting,
revising, editing, and publishing.
The process is not a linear step-
by-step sequence, but rather a
LEARNING WINDOW recursive process that students
VOLUME 2 UNIT 3
Vocabulary journals Students may be also required to pass through at different rates,
To help students explore the transact with these words they sometimes moving on and at
meanings of new words, they learn, using a variety of strategies other times revisiting earlier
may keep vocabulary journals. such as: finding synonyms / steps in the cycle. Students
These journals are a specific type opposites, writing sentences using who experience the process will
of learning log where students them, categorizing them, making learn skills which enable them
can record different ideas, notes, drawings, etc. to produce polished pieces of
images, examples and information Source: Griffiths, C. & Oxford, R. (2014). Twenty-first century writing.
landscape of language learning strategies. System, 43, 1-10.
about these new concepts. DOI: 10.1016/j.system.2013.12.009
Source: Jamison, L. (2009) Introducing the Writing
Process to Students
LEARNING WINDOW
Exit slips / cards
Remember that an essential
Exit cards are written responses component of the evaluating
to questions posed at the end stage is the feedback students
of a class or learning activity. exchange. Make sure they make
Students collect information comments and suggestions for
about their own learning, analyze improvement for each of the
what it reveals about their prompts provided.
progress towards the intended
learning goals and plan the next You may use the evaluation
steps in their learning. instruments in the appendix
on page xvii, to keep track
Source: Dann, R. (2002). Promoting assessment as
learning: Improving the learning process. London: and gather information about
Routledge Farmer. students’ writing and their
writing process skills.

Pages 110 - 111
SUBJECT CONNECTIONS Language and Literature – Social Science

Students will... What for?
90 min. read two texts about a remarkable woman. OA 10: To demonstrate comprehension of a non-fiction text.
identify differences between fiction and non- OA 11: To demonstrate comprehension of a fiction text.
fiction texts. OA 7: To react to texts by discussing their main features.
compare the information in both types of texts. OA B: To develop cultural awareness and recognize the
Pages 110 - 111 recognize a remarkable woman’s legacy. contribution that remarkable people have made to society.
VOLUME 2 UNIT 3
Opening (30 minutes) THEORY AND RESEARCH

In this section, students are expected to deal with twin-texts (fiction and Twin texts
non-fiction) about the same topic. The activities are meant for them to make Fictional and information texts
connections and use what they know from other subjects of the curriculum, in on the same topic are like two
this case from Language and Literature. parts of a whole picture. A
non-fiction text gives objective
Start the session writing the name Wangari Maathai on the board and factual information that is
eliciting students’ prior knowledge about this woman. If possible, ask them to important to know, but often
look for information on the Internet and take notes on the board. lacks feeling. Conversely, fiction
is subjective and includes
You may tackle this activity as a “literary circle”. Invite students to get in groups human emotion that the reader
of four and do the reading activities that involve the analysis of two different can interpret and relate to. By
types of texts, identifying the differences and similarities between them. incorporating reading from both
genres into the curriculum,
students will acquire a more
Development (40 minutes) well-rounded understanding of
the topic of study.
1. Invite students some time to read the short biography on page 110.
Teaching units of study
2. Then, have students read the extract of the short story. Then encourage that contain fictional and
each group to complete the file on a separate sheet of paper. information books on the same
topic can build knowledge,
Students can use a chart (like the one below) to analyze the elements in develop text-related vocabulary,
the story. and increase motivation
to explore the topic under
STORY SUMMARY SHEET
discussion. This use of both
Title fiction and non-fiction sources
to explore a theme is commonly
Author called “twin-text teaching”.
Focusing on a common theme
WHO?
WHEN? WHERE? helps students identify and
Who are the characters? understand the text structures
When does the story take Where do the events
How can you describe place? happen? of both fiction and expository
them? text.
Source: Soalt, J. (2005). Bringing together fictional
and informational texts to improve comprehension. The
WHAT? WHY? Reading Teacher, 58(7), 680-683.
HOW?
What are the most Is there a problem or
conflict? How is the problem or
important events in the
conflict solved?
story? Why?
160 UNIT 3 MODULE 1 OPENING DEVELOPMENT CLOSURE

Answers
TEACHING WINDOW
Fiction Elements Non-fiction elements Literary circles
Wangari Maathai was In literature circles, small groups
When Wangari grew the first... of students gather together to
Beginning, middle, up... Introduction, body, Wangari was born... discuss a piece of literature in
end One day… conclusion In 1976... depth. The discussion is guided
In the years to come... Wangari Maathai by students’ response to what
died on... they have read. You may hear
talk about events and characters
VOLUME 2 UNIT 3
Wangari works in the Details Wangari’s educational
Details in the book, the author’s craft, or
city background
Wangari Maathai
personal experiences related to
Character the story.
Wangari’s village in
Setting Unknown
Africa Students may play different roles
Title and author Won the Nobel Prize;
The woman’s children within a literary circle, such as:
Important facts studied and taught at
Problem and had no food the university; Discussion Director
solution Wangari gave her Guides the discussion and ensure
some seeds to eat that everyone in the circle
Title and author J.D. Napoli contributes.
Learn information Students’ own ideas
Interesting Students’ own ideas Word / passage collector
Common Elements Selects exciting, interesting, fun
or strange key words / passages
Character to read aloud.
Some facts
Connector
3. Once they have finished, ask each group to identify similarities and Connects the text to real life,
to other texts or to personal
differences in both texts. Remind them to pay attention to textual devices experiences.
and features, such as: language, visuals, text organization, etc.
Illustrator
Draws a picture, diagram or
Closure (20 minutes) sketch to help visualize the
content of the text.
Invite each group to share their comments and the answers to the questions in
Summarizer
exercise 3 with their classmates.
Prepares a brief summary of the
text.
To list key points of the text.
Character Analyzer
Discusses the main character
with the group.
Tells what the character says,
does, thinks.
Gives own interpretation of the
character.
Source: www.litcircles.org/Overview/overview.html
EXTENSION ACTIVITY
Invite students to get in groups
and talk about the solution
Mama Miti gave to the woman.
Ask them to reflect on the
situation, to think if it was wise
to do what she did, and then,
to propose their own solution to
the woman’s problem.

Page 112
EXTENSION ACTIVITY
Module 2 Ask students to paraphrase the
objectives of the lessons with a
Give students a few minutes to read what they will do in each lesson in partner, each taking a turn,
Module 1, helping them recognize the content, skills and attitudes they will using the frame:
develop. “We are going to learn...
”
Entry slip (5 minutes)
VOLUME 2 UNIT 3
Make sure students activate their ideas, experiences and impressions and
ask them to answer the questions before you start practicing the prerequisite EXTENSION ACTIVITY
language, vocabulary and background information they need, in order to start
Ask students to work in pairs
working on the next lessons. or in small groups. If possible,
motivate them to find other
How ready are you? (10 minutes) pictures of “anonymous heroes”
or to mention some examples
1. Use the pictures in exercise 1 to make students discover the topic that the from movies or TV series. This
module is going to develop. For most students, the pictures will represent activity can be done in Spanish,
ordinary people doing their jobs. Guide them to discover that each photo if students have difficulties
illustrates professions or tasks done to help other people or to make when speaking without direct
important contributions to society, such as volunteering, fighting fires or guidance.
teaching in rural areas. Remember that the main
objective at this stage is to
Answers engage them in the topic of the
Picture a: United Nations (NATO) soldiers helping in war zones; Picture b: next lessons.
firefighter near a forest fire; Picture c: volunteers cleaning polluted areas;
Picture d: teenager doing voluntary work in Africa; Picture e: teacher in a
rural school; Picture f: emergency team helping injured people.
TEACHING WINDOW
2. Continue with the questions. The previous discussion will help them Promoting the OATs: Socio-
express their ideas easily, in order to exchange opinions within the groups. cultural and civic dimension
3. Individually, students may choose and check (✔) the alternative that best The topic provides students with
a great opportunity to exchange
describes their feelings towards the future tasks and challenges in Module 2.
ideas about the important role
Encourage them to give honest answers and help them think what they can that unknown people play in
do to improve their performance; solve problems they may have, get help in society, and their contribution to
case they need it, etc. our lives.

Page 113
Lesson 4: Unsung heroes

180 min. listen and identify main ideas in a OA 1: To demonstrate comprehension of main ideas and specific
recording about unknown outstanding information in a recording.
people. OA 2: To identify and pronounce sounds / ʒ/ and /dʒ /
identify relevant and specific OA 3: To identify type and purpose of the recording.
Pages 113 - 116 information in the recording. OA 4: To use different strategies to support comprehension.
VOLUME 2 UNIT 3
ask and answer questions. OA 5: To present information orally.
acknowledge the role and legacy of OA 6: To participate in oral exchanges.
unknown outstanding people. OA B: To recognize and acknowledge the role and legacy of
obtain information using technology. unknown people.
OA E: To use information technologies effectively and responsibly
when looking for information.

The prediction strategy
Preparing to listen
Remember that the purpose of
1. Prepare students for the listening tasks so that they can get familiarized with the Pre-listening Activities is to
the text’s topic and its key vocabulary. Draw students’ attention to the word prepare students for listening,
unsung and elicit their ideas about the meaning of this expression. Invite to ensure student success, and
some students to explain the meaning aloud and then make them confirm to get students excited about
listening.
or correct their ideas using a dictionary.
Answers
Unsung means not noticed or praised for hard work, courage, or great
achievements.
Examples:
an unsung hero/heroine
Many of her achievements went unsung until after her death.
2. Invite students to find information, on the Internet, about the people

in the pictures. If not possible, you may share the information in the
Background information window.
Answers
Date of birth /
Name Nationality Profession
death
Eugene Lazowski 1913 - 2006 Polish doctor
Alice Catherine 1881 - 1975 American microbiologist
Evans
Mary Anning 1799 - 1847 English paleontologist
Lincoln Beachey 1887 - 1915 American stunt pilot
3. In pairs, students discuss the content of the recording they will listen to
and make predictions of the ideas they think will be mentioned.

Eugene Lazowski (1913 – 2006) Division of the Bureau of Animal world for important finds she made
Dr. Eugene Lazowski, also known as Industry. She was born in 1881 in Jurassic marine fossil beds in the
“the Polish Schindler”, is a hero of the in Neath, Pennsylvania, U.S.A. In cliffs along the English Channel, at
Holocaust who risked his life saving 1909 she received a B.S. degree in Lyme Regis in the county of Dorset
thousands of Jews in Poland. His focus bacteriology. In 1910 Evans started in Southwest England. Her findings
was on medical care, and during much working in the Dairy Division of the contributed to important changes in
of the conflict he worked for the Polish U.S. Department of Agriculture in scientific thinking about prehistoric life
VOLUME 2 UNIT 3
Red Cross in the town of Rozwadow. the field of bacteriology of milk and and the history of the Earth.
As a Catholic, Lazowski risked death cheese. In 1917 she demonstrated that Mary Anning found the fossils of
at the hands of the Nazis for helping raw milk could transmit a bacterium, prehistoric animals. She was not
his Jewish neighbors on multiple Bacillus abortus, which caused disease trained as a scientist, but her finds
occasions. in cattle and in humans. Evans changed science and her fossil-hunting
contracted this disease, brucellosis helped change the way people thought
In order to avoid having his Jewish (undulant fever), herself and suffered
neighbors and friends shipped off to about the world.
from it for seven years. She advocated
Nazi concentration camps, Lazowski pasteurization of milk to effectively Source: Who was Mary Anning? (n.d.) Retrieved from: http://www.
began experimenting with bacteria kill this disease-causing bacterium. bbc.co.uk/schools/primaryhistory/famouspeople/mary_anning/
injections. He discovered that if Her findings and recommendations
you inject someone with a vaccine were not taken seriously by other Lincoln Beachey (1887-1915)
containing dead Epidemic Typhus, scientists, partly because she was a Lincoln Beachey is widely regarded as
they will in fact test positive for the woman and she had no Ph.D. degree. America’s first great stunt pilot. He
disease. Although the patient would Eventually she succeeded and, in the earned his fame in such a dangerous
test positive, there would be no 1930’s pasteurization of milk became profession, but was actually very
adverse effects of the illness and if mandatory in the U.S. dairy industry. concerned with safe flying. In the
questioned the patient could in theory early days of aviation the tailspin was
fake the symptoms. Because the Nazis In 1928 she became the first woman
president of the Society of American a familiar flight emergency from which
knew that typhus was deadly they no one knew how to recover. Beachey,
would not bother deporting anyone Bacteriologists (now the American
Society for Microbiology). In 1934 determined to find a solution, climbed
to a concentration camp who tested his plane to 5,000 feet and forced the
positive. After injecting many Jews and the Woman’s Medical College of
Pennsylvania awarded her an honorary aircraft into a deadly spin. As the plane
non-Jews in the ghetto of Rozwadow plummeted earthward, he kicked the
and the surrounding area, the German degree in medicine and in 1936
she received honorary doctorate of rudder hard in the direction of the spin.
government quickly became alarmed Gradually, the plane slowed its spin
and ordered a quarantine of the area. science degrees from the University of
Wisconsin and from Wilson College in and leveled out. He tried his theory 11
This quarantine and the injections Chambersburg, Pennsylvania. From 1945 more times before he was satisfied with
saved over 8,000 people from to 1957 she was an honorary president the solution. While his aerial antics
deportation to the Nazi death camps, of the Inter-American Committee on appeared to scorn death, he studied
yet Eugene Lazowski remained humble Brucellosis. In 1975 she became an every accident in detail to learn its
about his role in the war until his honorary member of the American cause and remedy.
death. Society for Microbiology. Alice Evans He was a member of the Curtiss
Jews all over the world owe Mr. died September 5, 1975 in Alexandria, Exhibition Team and became their ace
Lazowski their gratitude for his service Virginia. pilot. In 1911 he made a breath-taking
to the Jewish community in Poland flight over Niagara Falls and through its
Source: Bois, D. (1996). Distinguished women of past and present.
during the Holocaust. Retrieved from: http://www.distinguishedwomen.com/biographies/ gorge, setting a world altitude record.
evans-a.html
Source: http://www.jewishvirtuallibrary.org/dr-eugene-lazowski He made the first inside loop in
America and later became a fanatical
Mary Anning (21 May 1799 – 9 March “looper”.
Alice Catherine Evans (1881-1975)
1847)
Alice Catherine Evans was the first Source: The National Aviation Hall of Fame - Lincoln Beachey (n.d.)
Mary Anning was an English fossil
woman scientist to have a permanent Retrieved from: http://www.nationalaviation.org/our-enshrinees/
collector, dealer, and paleontologist beachey-lincoln/
appointment in the U.S. Dairy
who became known around the

Page 114
Development (140 minutes)

Focusing on listening LEARNING WINDOW
Strategy in mind Effective note-taking
Effective note taking requires
• Making and checking predictions. that you register information
• Taking notes. quickly. To do this, good note
VOLUME 2 UNIT 3
takers DO NOT WRITE DOWN
Smart listening EVERY WORD or try to take notes
in neat sentences; instead, they
• Before listening, invite students to identify the main ideas, in order write only key words and phrases.
to confirm or correct their predictions about the recording. Remind In addition, good note takers use
students that identifying the type and purpose of a text can help them shorthand when they take notes.
anticipate the language that will be used. In other words, they use symbols
to represent words or ideas.
• Remember to recommend students to pay attention to relevant Source: Berman, M. (2003). Listening Strategy Guide.
information and take notes as they listen. Explain that they don’t DynEd International, Inc
need to transcribe the exact words or the complete text, just a few
words, in order to remember the most important information. See the
information in the Learning Window.
1. 36 Refer students to the predictions they made and then play the recording
to allow them to confirm or correct them.
2. 36 Play the recording again (twice). As they listen, students may fill in the
missing information in the file.
LISTENING FILE: unsung heroes

Answers
General information
Type of recording: a radio program
Topic: 2 outstanding men and 2 outstanding women
Specific details
Match the people and their achievements.
Eugene Lazowski Saved a lot of lives.
Alice Catherine Evans Advocated an important process.

Set a large number of world
Lincoln Beachey
records.
Mary Anning Made an important discovery.
Answers
a. By injecting dead typhus cells into them.
b. After it was confirmed by other scientists.
c. He was a stunt pilot.
d. She read as much scientific literature as she could and became a
renowned fossil-hunter.
Main conclusions
According to the content in the recording and your own judgment, are
these people outstanding? Complete the chart.
Students’ own answers

Think critically
Make text-to-world connections
Have students activate the personal knowledge of the world that will
allow them to make the necessary connections. Each student may know
a person who may be considered as an unsung hero or heroine.
Make text-to-self connections
Elicit students’ ideas about what a person needs to be considered as a
hero (heroine).
VOLUME 2 UNIT 3
Page 115 BACKGROUND INFORMATION
After listening Connectors

yet: is followed by a noun
Work it out! Connecting ideas phrase or a sentence.
‘The book is short but / yet
Remember that the activities in this section are aimed at helping students
interesting.’
discover a particular language function or item by themselves.
in spite of / despite: It is
Students analyze the sentence from the recording in pairs, focusing the placed at the beginning or in
attention on the highlighted words. the middle of the sentence.
‘He arrived on time despite / in
Answers spite of getting up late’.
2. - This allowed them to test positive for typhus regardless of being healthy. although / though/ even
- Alice Catherine Evans was a microbiologist who championed the though: are followed by a
pasteurization of milk, consequently saving countless lives. complete sentence. They can
- He pioneered aviation stunts and set a large number of records; however be placed at the beginning or
he remains practically unknown today. in the middle of the sentence.
- Although it was very difficult for a woman to fully participate in the If it is placed at the beginning
we need to use a comma after
scientific community of 19th-century Britain, she became a renowned
the clause.
fossil-hunter. ‘Although / though / even
though / in spite of the fact
Speaking workshop: Playing a role that the pupils had not studied,
they all passed their exams’.
Before starting, make students notice how they will be guided, step by
thus is an adverb (synonymous
step, to practice and perform a role play in which they will have to identify to “consequently”). It also has
a character. another meaning: “in this way”
1. Preparing to speak / “like this”. For example:
They have developed a new
a. 36 Ask students to listen to the recording again. Individually, have them technology, thus allowing them
choose one of the characters in the recording and take notes of the most to reduce costs.
relevant information related to him/her. Remind students to keep their
choice in secret.
b. Encourage students to find additional information on the character they
chose in order to be prepared to answer questions about him / her.
c. Motivate them to think of some questions about the outstanding
characters’ life and achievements, using the question words in
the bubbles.
2. Practicing
a. 37 Play the recording. Ask students to listen and repeat the lists of words,
paying special attention to the different pronunciation of English sounds /
ʒ/ and /dʒ /. Explain that English spelling is different from the orthographic
spelling of Spanish. Point out that the sound /dʒ / exists in Spanish and
that is the pronunciation of initial “ll” or “y” in Chilean Spanish.

Page 116
LEARNING WINDOW
b. 37 Play the second part of the recording. Give students enough time to English sounds / ʒ/ and /dʒ /
repeat and practice the dialogue. While they practice, encourage them to The sound /dʒ / commonly
notice the errors and offer supportive feedback to each other. appears in spelling as “j”
(July), “ge” (geography), “gi”
3. Performing (giraffe) or “dg” (bridge). It is a
Invite students to ask and answer questions about the characters in the combination of /d/ and /ʒ/.
recording. As they do it, you may use the evaluation instrument in the This consonant sound is very
VOLUME 2 UNIT 3
appendix on page xvii, to gather information on students’ oral skills. common in English and learning
to pronounce it correctly is an
4. Evaluating important step in the process
Each group self-evaluates their performance after finishing, using the of speaking English with a clear
prompts in the box. pronunciation.
The sound /ʒ/ occurs frequently
As usual, make sure students exchange supportive feedback, focusing on in words ending in –sure
their strengths and proposing remedial actions to improve their weaknesses. (measure, pleasure, leisure), in
rs+ion (version, excursion) or in
Closure (10 minutes) vowel +ion (confusion, decision).
As part of the vocabulary
Exit slip instruction, you can point out
that the suffix –ion is often used
Make sure you devote enough time to allow students to reflect on their work to form a noun from a verb.
and keep a record of their responses individually. Then, they can share their Source: Celce Murcia, M. (1996) Teaching Pronunciation:
comments with a partner or in small groups. a reference for teachers of English to speakers of other
languages. New York: Cambridge University Press.
TEACHING WINDOW EVALUATION FOR LEARNING

Attitudes towards Help and guide students
self-assessment exchange supportive feedback
Teachers should be cautious for each of the prompts
and observe the way in which provided. They should also make
students self-evaluate. When comments and suggestions for
they self-assess positively, they improvement.
are able to set higher goals for For example:
themselves and commit more We should use the model and
personal resources or effort to ideas from the recording.
achieve them. We should look for additional
Source: Rolheiser, C. & Ross, J.A. (2000). Student self- information.
evaluation- What do we know? Orbit, 30(4), 33-36.
We should use reliable sources
of information.
We should practice and correct
each other using ideas from
the lesson.
You may also use the
evaluation instrument in
the appendix on page xvii,
to gather information on
students’ oral skills.

Page 117
Lesson 5: Lessons from the past

180 min. read an article about a group of brave OA 10: To demonstrate comprehension of an informative text.
women. OA 5: To present information orally, pronouncing sound / ʒ/
ask and answer questions. appropriately.
study and use the indirect speech. OA 8: To report what other people said.
Pages 117 - 121 OA B: To recognize the role and legacy of a brave group of women.
VOLUME 2 UNIT 3

Preparing to read
Before starting the lesson, conduct a general conversation about women’s
right to vote (around the world and in Chile), eliciting students’ ideas and
background knowledge about this interesting and controversial topic. You may
share the information in the box.
1. In order to engage students in the topic of the lesson, ask them to
analyze the cut-outs and headlines of the old newspapers. Motivate them
to identify the date of each piece of news and the events they are related to.
Invite students to answer the questions in pairs.
Answers
a. They refer to events related to women’s struggle to achieve the right to
vote in Britain.
b. They were famous activists and part of the group known as suffragettes.
c. Suffragettes were members of women’s organizations in the late-19th and
early-20th centuries which advocated the extension of the “franchise”,
or the right to vote in public elections, to women. It particularly refers to
militants in the United Kingdom such as members of the Women’s Social
and Political Union (WSPU).
2. You may guide students’ discussion. Encourage them to reflect on
the importance that these events had in the students’ own life and the
development of modern democracies all over the world.
3. Again, have students reflect on the important of these women’s legacy and
take notes of some things they think they can teach us.

Suffragettes woman does, what might a lesser starve herself while serving time in
The Suffragettes wanted the right educated woman do? How can they Manchester’s Strangeways Prison. In
for women to vote. The movement possibly be given the right to vote? 1913, she stepped in front of a horse
for women to have the right to vote When Britain was plunged into World during the Epsom Derby and died of her
really started in 1897 when Millicent War One in August 1914, in a display injuries.
Fawcett founded the National Union of of patriotism, Emmeline Pankhurst Source: Biography.com Editors (n.d.) Emily Davison Biography- The
Women’s Suffrage. Fawcett’s progress instructed the Suffragettes to stop Biography.com website. Retrieved from: http://www.biography.com/
people/emily-davison-9268327
VOLUME 2 UNIT 3
was very slow. Most men in Parliament their campaign of violence and support
believed that women simply would not in every way the government and its
understand how Parliament worked war effort. The work done by women Emmeline Pankhurst (1858 – 1928)
and therefore should not take part in the First World War was to be vital Emmeline Pankhurst founded
in the electoral process. This left for Britain’s war effort. In 1918, the the Women’s Social and Political
many women angry and in 1903 the Representation of the People Act was Union, whose members—known as
Women’s Social and Political Union was passed by Parliament. suffragettes—fought to enfranchise
founded by Emmeline Pankhurst and women in the United Kingdom.
Source: Trueman, C. (2015) Suffragettes. The History Learning Site.
her daughters Christabel and Sylvia. Retrieved from: http://www.historylearningsite.co.uk/the-role-of- She was born in England in 1858.
The Union became better known as the british-women-in-the-twentieth-century/suffragettes/
In 1903, she founded the Women’s
Suffragettes.
Social and Political Union, which used
The most famous act associated with Emily Davison (1872 – 1913) militant tactics to agitate for women’s
the Suffragettes was at the June 1913 Born in London, England, on October suffrage. Pankhurst was imprisoned
Derby when Emily Wilding Davison 11, 1872, Emily Wilding Davison joined many times, but supported the war
threw herself under the King’s horse, the Women’s Social and Political Union effort after World War I broke out.
Anmer, as it rounded Tattenham Corner. in 1906, then quit her teaching job Parliament granted British women
She was killed and the Suffragettes had to work full-time for equal voting limited suffrage in 1918. Pankhurst
their first martyr. However, her actions rights. A militant member of the died in 1928, shortly before women
probably did more harm than good to British suffragette movement, Davison were given full voting rights.
the cause as she was a highly educated was jailed several times for protest-
Source: Biography.com Editors (n.d.) Emmeline Pankhurst
woman. Many men asked the simple related offenses and attempted to Biography- The Biography.com website. Retrieved from: http://www.
question – if this is what an educated biography.com/people/emmeline-pankhurst-9432764
TEACHING WINDOW
Reading Skill: Making, confirming, or 2. Define prediction as an educated predictions or to revise them. If
revising predictions guess, based on something that is revisions are necessary, ask students
Predicting is a reading comprehension true, and explain why it is important to correct their original predictions.
strategy that readers use to anticipate to predict the subject of a written 6. Give students time to confirm or
what comes next based on clues from piece before reading it. Also, explain revise the predictions they made.
the text and by using their prior that, as you read the piece and
learn more about its content, it is 7. When the entire article has been read
knowledge. Predictions help keep and the worksheets are complete,
readers focused and motivated, and it just as important to confirm that
your prediction is correct or revise hold a class discussion based on the
shows that they understand what they following questions:
are reading. your prediction, if it turns out to be
incorrect. Why is it important to make
You should model predictions by predictions before reading a text?
3. Have students predict the ideas and
thinking aloud. This is done when you What can a reader learn from
record their predictions and their
read a text to the class and talk about making predictions before reading?
reasons for making them.
your thinking process, in order to show Why is it important to confirm or
students how to make predictions. 4. Have students share their predictions revise predictions during reading?
with the class. What can a reader learn from
1. Review previously discussed reading
strategies with the class. Focus on 5. Read the article aloud to the confirming or revising predictions
the reasons why it is important to class (or have students take turns along the way?
remember to predict, summarize, reading). During the reading, pause
Source: Wilson, K. (n.d.) How to Make Predictions Based on
visualize, clarify, and question, in at certain predetermined points for Information from a Reading Selection. Retrieved from: http://
order to be a “good reader.” students, either to confirm their study.com/academy/lesson/how-to-make-predictions-based-on-
information-from-a-reading-selection.html

Page 118
Promoting the OATs: Socio-
Development (40 minutes) cultural and civic dimension
The topic in the article will
Focusing on reading allow students to reflect on the
difficulties that women may
1. Students read the article quickly. As they read, they confirm or correct their face in every aspect of life. It is
ideas in exercise 3, page 117. an important instance to help
students embrace the concept
2. Have students read the text again, this time more carefully. Then, ask them of being socially responsive and
VOLUME 2 UNIT 3
to complete the activities in the Smart Reading section. culturally sensitive.

Key words
When facing new words, remind students the essential dictionary skills
they have learned.
Squeeze (v): to press something firmly, especially from all sides in
order to change its shape, reduce its size, or remove liquid from it.
Grab: (v) to take hold of something or someone suddenly and roughly.
Wreath: (n) an arrangement of flowers and leaves in a circular shape,
used as a decoration or as a sign of respect and remembrance for a
person who has died.
Grant (v): to give or allow someone something, usually in an
official way.
Conceivable (adj): possible to imagine or to believe.
Outrage (n): a shocking, morally unacceptable, and usually
violent action. Notice that the activity in
the Smart Reading section
Effectual (adj): effective and successful. can be used as Evaluation for
Learning, as students may
Strategy in mind find specific information in
the text.
• Making predictions.
You may use the evaluation
• Identifying specific information instruments in the appendix
on page xvii, to gather
Smart reading information of students’
reading skills.
Answers
1. Find the following information in the article.
a. The Derby.
b. Anmer.
c. A fractured skull and internal bleeding.
d. 1928.
e. Daily Telegraph.
2. a. i b. i

Page 119
Your analysis
The questions in this section may require a second or third reading.
Accept any coherent idea, but help students discover the main message
of B. Brewster’s words (that there was no other solution than allowing
women to vote, as it was impossible to eliminate all the women in the
U.K.). When they finish, invite some students to share their conclusions
with the rest of the class or have them discuss the answers in small
VOLUME 2 UNIT 3
groups (3 – 4).
Answers
Students’ own ideas.
Think critically
These questions provide students with a great opportunity to discuss
and exchange ideas about the development of women’s right in Chile.
They are also a good way to connect the topic of the interview with
their own reality and learn from the suffragettes’ struggle.
Women’s rights in Chile
Women were granted the right to vote attributed to multiple reasons, all of government went through a strong
in municipal elections in 1931 and them signaling a society amidst an political crisis due to the Law of
obtained the right to vote in national evolutionary process, the appearance of Permanent Defense of Democracy,
elections on January 8, 1949, resulting new political actors and a system that dictated in July 1948, which declared
in their ability to vote under the same needed democratization without losing the Communist Party illegal. In the
equal conditions as men and increasing its characteristic order and stability. midst of multiple critics against the
women’s participation in politics. Though Chile was a pioneer in Latin government for its undemocratic
Women’s right to vote in Chile is a America, in other aspects related to conduct, the law of women’s suffrage
complex subject, rich in interpretations, women, as for allowing them to enter was approved after sleeping in Congress
and it permits to observe, from a universities in 1877, it stayed behind for almost ten years.
different viewpoint, the changes that in relation to their right to vote. This Source: Errázuriz, J. (2005) Discourses on women’s suffrage in
were produced in the Chilean society right was only approved fully in 1949, Chile 1865-1949. On-line version ISSN 0717-7194.Retrieved from:
http://socialsciences.scielo.org/scielo.php?script=sci_arttext&pid
at the end of the 19th and mid-20th under Radical Party president Gabriel =S0717-71942006000100002
centuries. This slow process can be González Videla’s government. His

Page 120
TEACHING WINDOW
After reading Good grammar explanations
Work it out! Reporting what other people say A good grammar explanation
needs to be:
Remember this section is meant to allow students to discover a particular True: providing a reliable
language feature by themselves. Guide, monitor and help them, but do not description of how the
give the answers. grammatical feature works in
context in speech and writing.
Answers
VOLUME 2 UNIT 3
Clear: in clear language, avoiding

2. a. ii. complicated grammatical terms.
b. Informing or reporting what someone else said.
Given in stages: the basic
c. Verbs tenses have been changed. rule provided first and later
4. a. When someone is quoting what another person said, he / she uses the exceptions or more complicated
direct speech, introducing the exact words between quotation marks. additions provided later.
b. When someone is reporting what another person said, he/she uses the indirect Simple: each bit of explanation
speech, introducing the report with: (someone) said/asked/told that… should be short and to the point,
c. Generally, when the original sentence is expressed in the Present Simple, it is without going into too much
detail.
reported in the Past Simple tense; when it is expressed in the Past Simple, it is
reported in the Past Perfect tense. Exemplified: illustrated
by simple examples of the
grammatical feature in full
sentences or phrases, showing
LEARNING WINDOW how the rule works in practice.
Source: Ur, P. (2011). A course in language teaching:
Good practice practice and theory. Cambridge: Cambridge University
Press.
Practice exercises have two main feature actively to understand
functions. and make meanings, to ‘say their
First, they simply provide more own thing’ and not just produce
opportunities for reading, hearing, some kind of pre-determined
saying and writing the grammar in text. There should be, at least, a
use. communicative task that elicits the
grammatical feature. Only through
Second, they give students engaging with tasks using the
experience of using the grammar target feature will students achieve
themselves successfully, and thus a feeling that they have made the
help them gradually ‘automatize’ grammar their own and be able to
their knowledge of it. use it to communicate and express
It’s important for students to have their own ideas.
opportunities to use the target Source: Publishing team.
LEARNING WINDOW
Vocabulary journals
To help students explore the Students may be also required to
meanings of new words, they transact with these words they
may keep vocabulary journals. learn, using a variety of strategies
These journals are a specific type such as: finding synonyms /
of learning log where students opposites, writing sentences using
can record different ideas, notes, them, categorizing them, making
images, examples and information drawings, etc.
about these new concepts. Source: Griffiths, C. & Oxford, R. (2014). Twenty-first century
landscape of language learning strategies. System, 43, 1-10.
DOI: 10.1016/j.system.2013.12.009

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TEACHING WINDOW
Speaking workshop: Reporting what people said. Sounds / ʒ/ and /ʃ/
Students will be guided, step by step, to ask and answer questions reporting Consonants in final position can
what other people said. differ in pronunciation from those
same consonants produced in
1. Preparing to speak isolation. If students are asked
a. 38 Play the recording. Tell students to listen and repeat the words, what the major difference in
imitating the pronunciation of the parts in bold in the model. sound is between two words,
they will most likely focus on the
VOLUME 2 UNIT 3
2. 39 Have students listen to the second part of the recording. This time ask voiced/voiceless distinction.
them to repeat the openings, imitating the intonation in the model.
However, it should be pointed
3. Practicing out that native speakers
discriminate words more on the
a. Copy the sentences i – iii on the board. Invite some students to report basis of vowel length than on
what the sentence says to their classmates. Copy the sentences in indirect the final consonant difference.
speech on the board, so that all students can identify the changes that Thus, learners need to practice
have been made. lengthening the vowel preceding
Answers voiced consonants such as / ʒ/
or /dʒ/ when they occur in final
i. “The Suffragettes had wanted the right for women to vote”. position.
ii. “There had always been speculation about Davison’s intentions.”
The sound / ʒ/ usually occurs,
iii. “Davidson’s bravery had been extraordinary.” in final position, in French
b. Motivate students to report what other people (a friend /relative/ borrowings, such as beige and
politician/TV star, etc.) said the day /week/month before. If necessary, ask rouge. One can appreciate the
them to write the exact words. Have them make the necessary changes to difference in vowel length by
comparing the words beige / ʒ/
transform the sentences into the indirect speech.
and fresh /ʃ/.
Ask them to practice reporting what the people said aloud. As they do so,
There are no minimal pairs for /
monitor their work correcting any pronunciation or intonation mistakes ʒ/ and /ʃ/. The different lists in
they could make. the recording serve to illustrate
4. Performing the difference between these
sounds.
Encourage students take turns to report what these people said to
their partners.
5. Evaluating
Using the prompts in the box, each pair should self-evaluate
aluate their performance. TEACHING WINDOW
Motivating speaking activities
The more learners use grammar
Exit slip successfully in different contexts,
the more they get used to ‘doing
It is important that you assign enough time to make students reflect on the it right’, and the more likely they
work they have done and keep a record of their personal responses. are, in the future, to use such
grammar on their own without
However, one very important point, at this stage, is to develop students’ consciously having to refer
ability to identify future difficulties and the possible actions they can take to to a rule every time. Interest,
overcome them. of course, is vitally important
for various reasons: to raise
motivation to engage with the
THEORY AND RESEARCH exercise, to promote enjoyment
of the learning process, and to
For learners who are studying English in a non-English-speaking setting, make sure that students maintain
it is very important to experience “real communicative situations”. attention and effort.
Meaningful activities on a personal level can be a step towards this
Source: Braddock, P. (2012). Motivating speaking
identification, which improves performance and generates interest. activities for lower levels. Retrieved from: http://www.
teachingenglish.org.uk/activities/motivating-speaking-
Source: Klippel, F. (1992) Keep Talking. Cambridge: Cambridge University Press activities-lower-levels

Page 122
Lesson 6: A defender of peace

180 min. listen to an interview. match speakers OA 1: To demonstrate comprehension of general and specific
and speech. information in a recording.
identify relevant and specific OA 3: To identify type, purpose and main ideas related with an
information. economic issue.
Pages 122 - 125 report about a remarkable initiative. OA 4: To use different strategies to support comprehension.
VOLUME 2 UNIT 3
make connections with other subjects OA 14: To write a summary following the steps of the writing process.
(History, - Geography and Social OA 15: To write a text using correct grammar, punctuation and spelling.
Science). OA 16: To inform what other people say.
OA E: To use communication technologies responsibly and effectively,
acknowledging sources of information and respecting people’s privacy.

Preparing to listen
Before starting the lesson, draw students’ attention to the man in the picture
in exercise 1. Elicit their ideas about him and the important work he has been
developing to eradicate poverty in his country.
1. If possible, have students find information on M. Yunus on the Internet. If

not possible, share the background information (in the window) with them.
You may also assign this task as homework and check the information orally
during the next class.
Answers
Name / Muhammad Yunus
Nationality Bangladeshi (He was born in Bangladesh).
Profession Ph.D. in Economics
Education He studied at Dhaka University in Bangladesh, then received a Fulbright
background scholarship to study economics at Vanderbilt University.
Assistant professor of economics at Middle Tennessee State University.
Main He has received numerous international awards for his ideas and
achievements endeavors, including the Mohamed Shabdeen Award for Science (1993),
Sri Lanka; Humanitarian Award (1993), CARE, USA; World Food Prize
(1994), World Food Prize Foundation, USA; lndependence Day Award
(1987), Bangladesh’s highest award; King Hussein Humanitarian
Leadership Award (2000), King Hussien Foundation, Jordan; Volvo
Environment Prize (2003), Volvo Environment Prize Foundation, Sweden;
Nikkei Asia Prize for Regional Growth (2004), Nihon Keizai Shimbun,
Japan; Franklin D. Roosevelt Freedom Award (2006), Roosevelt Institute
of The Netherlands; and the Seoul Peace Prize (2006), Seoul Peace Prize
Cultural Foundation, Seoul, Korea. He is a member of the board of the
United Nations Foundation.

2. / Have students answer the questions in pairs. Then, in groups of
3 – 4, they have to discuss the answers. At this point, it is particularly
important to make them remember what they have learned in History and
Social Science classes.
Possible answers
a. The Grameen Bank is a Nobel Peace Prize-winning microfinance
organization and community development bank founded in Bangladesh.
It makes small loans to the impoverished without requiring collateral.
VOLUME 2 UNIT 3
b. Because the institution focuses on lending money to poor people.
c. Grameen Foundation helps the world’s poorest people reach their full
potential, connecting their determination and skills with the resources
they need.
d. Students’ own interpretations.
3. Tell them to check (✔) and take notes of their ideas in their notebooks,
and invite some groups to express their predictions aloud. Write them on the
board, but do not check at this point.
Muhammad Yunus (1940)
Muhammad Yunus is a Bangladeshi has advanced to the forefront of (1993), Sri Lanka; Humanitarian
social entrepreneur, banker, economist, a burgeoning world movement Award (1993), CARE, USA; World
and civil society leader who was toward eradicating poverty through Food Prize (1994), World Food Prize
awarded the Nobel Peace Prize for microlending. Replicas of the Grameen Foundation, USA; lndependence Day
founding the Grameen Bank and Bank model operate in more than 100 Award (1987), Bangladesh’s highest
pioneering the concepts of microcredit countries worldwide. award; King Hussein Humanitarian
and microfinance. Professor Yunus studied at Dhaka Leadership Award (2000), King Hussien
Professor Muhammad Yunus established University in Bangladesh, then received Foundation, Jordan; Volvo Environment
the Grameen Bank in Bangladesh in a Fulbright scholarship to study Prize (2003), Volvo Environment Prize
1983, fueled by the belief that credit economics at Vanderbilt University. He Foundation, Sweden; Nikkei Asia Prize
is a fundamental human right. His received his Ph.D. in economics from for Regional Growth (2004), Nihon
objective was to help poor people Vanderbilt in 1969 and the following Keizai Shimbun, Japan; Franklin D.
escape from poverty by providing loans year became an assistant professor of Roosevelt Freedom Award (2006),
on terms suitable to them, and by economics at Middle Tennessee State Roosevelt Institute of The Netherlands;
teaching them a few sound financial University. Returning to Bangladesh, and the Seoul Peace Prize (2006), Seoul
principles so that they could help Yunus headed the economics Peace Prize Cultural Foundation, Seoul,
themselves. department at Chittagong University. Korea. He is a member of the board of
the United Nations Foundation.
From Dr. Yunus’ personal loan of Professor Yunus is the recipient of Source: The Nobel Prizes 2006, Editor Karl Grandin, [Nobel
small amounts of money to destitute numerous international awards for his Foundation], Stockholm, 2007. Retrieved from: http://www.
basketweavers in Bangladesh in ideas and endeavors, including the nobelprize.org/nobel_prizes/peace/laureates/2006/yunus-bio.html/
the mid-70s, the Grameen Bank Mohamed Shabdeen Award for Science

Page 123
EXTENSION ACTIVITY
Development (140 minutes) Listening and Goal-Setting
Focusing on listening Have your students reflect and
evaluate the effectiveness of
Strategy in mind their listening skills using the
following prompts:
• Making/confirming predictions I was successful in identifying...
• Using background knowledge
The most difficult aspect was...
VOLUME 2 UNIT 3
Then, ask them to set goals for a

Smart listening
future listening task:
• As students listen, have them confirm or correct their ideas. What I will do next time is...
• Remind them to use what they know about the topic in order to .
support comprehension.
TEACHING WINDOW
1. 40 Play the recording once. As students listen, they confirm or correct their
ideas in exercise 3, page 122. Class discussion
The questions in the “Think
Before listening to the recording again, lead a general conversation about critically section” provide
the usefulness of the strategy they used. You may help students by giving the an inestimable opportunity
prompts in the Extension Activity box. for students to engage in a
meaningful in-class discussion.
2. 40 Have students listen to the recording again (twice) and complete the
Class discussions can enhance
rest of the file. students’ understanding, add
context to academic content,
LISTENING FILE: A defender of peace broaden student perspectives,
highlight opposing viewpoints,
Answers reinforce knowledge, build
General information confidence, and support
Type of interview: telephone interview community in learning.
Purpose : to talk about Prof. Yunus expectations By hearing their peers’ thoughts,
students can identify with
Specific details each other in terms of past
Who says it? Write I (interviewer) or PY (Professor Yunus). experiences, perspectives, and
a. PY b. I c. I d. PY opinions.
Source: Williams, R. (2006), Communications as Cultural
Complete. Science. Journal of Communication, 24: 17–25. doi:
10.1111/j.1460-2466.1974.tb00385.x
a. 2006.
b. Poverty may be an intrusion into a peaceful life.
c. Women take good care of their children as their income increases. EXTENSION ACTIVITY
d. Poverty in the world is an artificial creation. Think critically presentations
e. We must give opportunities to poor people. Transform the section
Think Critically into an oral
Main conclusions presentation.
How has Prof. Yunus and the Grameen Bank…
Ask students to work in groups
a. affected poor people’s life? of three or four and present their
By providing them with opportunities to start their own businesses, to answers and the connections
continue their education, to have access to a better life. they made with the text.
b. empowered women? You may use the presentation
By focusing the loans on them. evaluation instrument in the
c. changed the traditional view of doing businesses? appendix on page xvii, to
By giving poor people access to the same opportunities than the rest of evaluate their work and the
the people. Think Critically rubric, to gather
information on students’ critical
thinking skills.

Think critically TEACHING WINDOW
Encourage students to think of similar examples of this initiative in Teaching Revising and Editing
their area or in Chile. Encourage them to use what they have learned in For the revising stage to work
other subjects and discuss the relationship between poverty and access well, students need to identify
to credit. which aspects of writing they can
tackle. For instance, start off by
Motivate students to express their opinions on Prof. Yunus initiative. working on a checklist with these
components:
This can be a difficult task to be accomplished in English, so you may
VOLUME 2 UNIT 3
allow students to use Spanish as the main objective of the activity is (a) Vocabulary: ask them to
that they can recall and use their prior knowledge on this topic. refer to the bank created in
the planning stage and check
Page 124
how much of it is present in
the output and make necessary
After listening changes.
(b) Sentential and Discourse
Work it out! Reporting what people say (continued) Grammar: ask them to look at
Remember that the activities in this section are aimed at providing students concords (subject-verb, noun-
with the opportunity to analyze and discover a particular language feature by adjective) whereas for discourse
grammar. you can instruct them
themselves.
to check tense and voice of
Help, guide and monitor their work, but do not provide the answers. the text.
In this case, the activities are aimed at reinforcing what they learned about (c) Inter Sentential Links
(cohesion): To help them notice
indirect speech. whether all the sentences are
Answers linked to each other and the text
has progression, ask them to look
1. a. DS b. RS c. DS d. RS
for referential markers (e.g. Prof.
2. a. In DS, the speaker’s exact words are reproduced Yunus =he) and the use of ‘the
b. quotation marks. definite article’.
c. First of all, MG welcomed Prof. Yunus to the interview. Prof. Yunus said (d) Macro Text Structure
that their objective was to help the family to get out of poverty. (coherence): remind them to
look at the “idea map” created
during the planning stage and
Writing workshop: Writing a summary of an interview check whether all the parts are
In this section, students will be guided, step by step, to produce a summary incorporated and if transition
of the interview they have listened to. between ideas is created. To
check for transition, draw their
1. Organizing ideas attention to linkers/connectors
according to the relationship
40 If necessary, play the recording again. Ask students to listen and then
between ideas, such as: addition
organize the main information in the interview into different categories. You (and), contrast (but), causal
may draw the boxes on the board and then invite some students to fill in the (as…so) and chronological
information they collected. markers (next, then).
Source: Krashen, S. (1995). Principles and practice in
2. Drafting second language acquisition. Prentice Hall Publication.
a. Encourage students to write full sentences about the content of the
interview. Remind them to use different reporting verbs and to pay special
attention to the changes needed.
b. Help students organize the sentences in paragraphs and to cover different
topics in each of them. For example, prizes Prof. Yunus received, his
opinion on women, future expectations, etc.
c. Remind students to include a final sentence, giving their personal opinion
about Prof. Yunus’ initiative, expressing the reason why they think it is /
isn’t a good idea, etc.

Page 125
3. Revising
As usual, students should devote enough time to revise and improve their
work in order to produce a polished piece of writing. They may use the
prompts in the list.
4. Editing
After they have revised the summary, students proofread it and correct
VOLUME 2 UNIT 3
grammar, spelling or punctuation mistakes.

5. Publishing
In the next class, each pair takes turn to read the summary aloud in front of
the class.
After they finish, ask students to self-evaluate their work following the
points in the box. Remind them of the importance of giving honest answers
and focusing on their strengths. However, you may emphasize that the
most important part of this task is to identify the difficulties and to suggest
remedial actions to improve them.

Exit slip
Make sure you devote the final part of the lesson to make students reflect
on their performance in the tasks and then discuss the results of the self-
evaluation in small groups and/or with the rest of the class.

Page 126
SUBJECT CONNECTIONS Science

90 min. read a piece of news. OA 9: To read and demonstrate comprehension of texts about
learn about an important prize. other subjects.
answer questions. OA 7: To react to the text by making connections with other
make connections with other subjects subjects.
Pages 126 - 127 (Science). OA 8: To report what other people say.
OA B: To develop cultural awareness, recognizing the role that
VOLUME 2 UNIT 3
women have played in the scientific development.
Opening (30 minutes) Promoting the OATs: Socio-

civic and moral dimension
The main objective of the activity in this section is to engage students by
Exercise 4 provides a good
reading a piece of news about an outstanding Chilean astronomer who opportunity to develop students’
received an important international prize. cultural awareness, acceptance
Before starting to read, elicit students’ knowledge about Chilean women who and respect towards everyone’s
origin and culture.
have been recognized by their achievements.
Source: Cross, K. P. (1999). Learning Is about Making
Connections. The Cross Papers Number 3. Retrieved from:
Focus on Chilean women that have had outstanding careers in the field http://files.eric.ed.gov/fulltext/ED432314.pdf
of Science.

1. Explain that they will read a piece of news and then answer some questions.
Answers
a. To support and honor women researchers at key moments in their careers.
b. In the 2017 edition, Chilean astronomer M. T. Ruiz was one of the women
awarded.
c. They come from each region of the world (Africa and the Arab States,
Asia-Pacific, Europe, Latin America and North America).
d. Each woman received an award of 100,000 € to commend their scientific
contributions in the fields of quantum physics, physical sciences and
astrophysics.
e. She received the award in Astrophysics, for her contributions to the study
of a variety of faint celestial objects hidden in the darkness of the universe.
2. a. Irina Bokova said that the prize was really a “call to action” (…) She added
that each laureate showed us that humanity as a whole could not prosper
with only 50% of its creative genius…
b. Jean-Paul Agon declared that only a shared, controlled science, at the
service of the world’s population, was able to meet the major challenges
of the 21st century, and that those researchers were the proof because they
were the ones that gave science all its greatness.
3. When students finish, tell them to join another pair and discuss the quote
from the article.

Invite some groups to share their answers with the rest of the class. As your
students can have some difficulties when using English, you may allow them
to use Spanish in this final section of the class.

You may use the Complementary Digital Resource 8 to allow students to deal with
VOLUME 2 UNIT 3
authentic multimodal texts related with the topic of the unit that will enhance their
motivation, interest and curiosity. In this step, students are expected to deepen their
knowledge and practice the contents of the unit.
The tasks proposed also aim at triggering students’ intellectual and affective

Pages 128 - 129
Project: Learning about outstanding people

180 min.
VOLUME 2 UNIT 3
work collaboratively to create a OA 9: To demonstrate comprehension of digital texts about other subjects.
multimodal project about the topic OA 13: To write texts containing relevant information about other subjects.
of the unit. OA 14: To write a variety of texts with different purposes, clearly and
use what they have learned in coherently, using word a processor.
Pages 128 - 129 OA D: To be able to work responsibly and collaboratively towards a
other areas of the curriculum.
Estimated times: common goal, showing respect for other ideas.
Preparation: 90’ OA E: To use ICT to obtain information in an efficient and secure way.
Presentation and
Evaluation: 90’
This final instance of evaluation will allow your students to be assessed within
THEORY AND RESEARCH
the meaningful context of a project.
What is a task?
Students need to learn that most of the first attempts of a project do not A task is ‘a goal-oriented activity
immediately end up in high quality work. For this reason, when guiding in which learners use language
students in project work, you should establish a process to provide feedback to achieve a real outcome’.
(teacher, peer, and self-assessment) so that they use this valuable information The Longman Dictionary of
to make revisions. Applied Linguistics defines a
Evaluate groups’ research notes, drafts and plans. task as ‘any activity or action
which is carried out as the result
I. Preparation of processing or understanding
language (i.e., as a response).
Help form the groups. Remember that teacher’s intervention is very
According to many authors,
important at this stage, as it is necessary to ensure a variety of learning styles tasks provide a purpose for the
and levels among the members of each group. activity; they do not practice
Plan grouping carefully, so you can make sure all students get the most out language for its own sake.
of their collaborations. Another interpretation of tasks
is given by researchers, who
Give groups time to work on their own in their planning and make sure they describe tasks as ‘activities
complete it properly. which have meaning as their
primary focus. Success in the
You may also want to evaluate the process of group project planning. To do task is evaluated in terms of
this, ask students to hand in pre-products such as project plans, timetables, achievement of an outcome,
outlines, diagrams and drafts and consider them in the final evaluation using and tasks generally bear
the following scale: some resemblance to real-life
language use’. The value of tasks
Process evaluation is their similarity to the things
Project plan or timetable 10% people do in everyday life, and
that they have an outcome.
Product outline or diagram 15%
A result of a task focuses and
Product draft 25% defines what students have to
Final product 50% do. It can be a clear signal for
the teacher that the students
completed the task. And finally,
it provides a basis for feedback.
Source: Skehan, P.1996. Second Language acquisition
research and task-based instruction, in Willis, J. and
D. Willis. (Eds). Challenge and Change in Language
Teaching. Oxford: Heinemann.

II. Procedure
LEARNING WINDOW
Each group must follow the instructions carefully.
Learning through projects
• Give groups time to discuss their ideas.
Public exhibition or application
• Remind students to take notes of the most important points in of the project output is a
the discussion. tremendously powerful motivator
• Have each group prepare a “webquest” to be used with the rest of the for both students and teachers.
class, following the instructions carefully and finding examples in the web. Projects ignite a shared passion
Make sure they create their own quest; if necessary, assign the names of for learning in students and
they foster a wide range of skills
VOLUME 2 UNIT 3
remarkable people yourself, so that you avoid “copying and pasting”.

(such as time management,
• Help students revise and edit their work. Allow them to use dictionaries, collaboration and problem
textbooks or other on-line reliable source. solving) that students will need
in every aspect of life.
III. Presentation
Source: Stein, S. G. (1995). Equipped for the future:
Assign enough time (60 - 70 minutes) to allow the groups to exchange A customer-driven vision for adult literacy and lifelong
their quests and to do the activities designed by other groups. learning. DIANE Publishing.
You may also ask each group to evaluate their classmate’s work using the
Webquest rubric on page xxi.
IV. Evaluation
After they have finished the project, each group reflects on its work and
evaluates the group’s performance, according to the rubric provided.
You may also use evaluation instrument related to Projects, in the appendix
on page xvii.
Remember that, during the Presentation and Evaluation stage, it is
recommended that teachers play two roles:
Evaluator Commentator
Assesses and analyzes groups’ project Comments on students’ work and guides their
performance (by using the suggested reflection to help them:
rubric for each project or any other center their attention on what they learned
instrument you may prefer). during the project,
develop a balanced picture of their strengths
and weaknesses.
The teacher also offers suggestions to revise
and improve the project.

Page 130
UNIT SYNTHESIS AND FINAL REFLECTION

45 min.
recall what they did in the unit. To demonstrate autonomy in the learning process.
recognize what they have learned in terms of To show a positive attitude towards language learning.
content, skills and attitudes. To recognize the advantages of learning English for future
identify possible future fields of application of academic or working life.
what they have learned, according to their
Pages 130 - 131 personal learning goals.
VOLUME 2 UNIT 3
Page 130
THEORY AND RESEARCH
1. Give students plenty of time to examine the unit they have just finished, Becoming a self-regulated
individually. learner
2. Students complete the diagram and then compare their conclusions with Students who get specific and
proximal goals for themselves
their classmates. Before starting, elicit or give them examples for each slot.
display superior achievement
3. Be flexible as to when you could let students exchange and share opinions and perceptions of personal
efficacy.
with their classmates.
Research has shown that simply
Page 131 asking students to self-record
some aspect of their learning,
1. Read the evaluation chart with the class and make sure students understand often leads to “spontaneous
what each point refers to. Encourage them to reflect carefully and give improvements in functioning”.
honest answers. These effects imply that
students’ metacognitive
2. Get students to work in pairs and evaluate each other using the same awareness of particular aspects
criteria. Decide if you want to give each student your own assessment of their functioning could
enhance their self-control.
besides or instead of their classmate’s.
Source: Nicol, D.J. & Macfarlane-Dick, D. (2006).
Formative assessment and self-regulated learning: A
model and seven principles of good feedback practice.
COMPLEMENTARY DIGITAL RESOURCE Studies in higher education, 31 (2), 199 – 218.
You may finish the unit using the Complementary Digital Resource 9. It will allow
students to consolidate and practice what they have learned throughout the unit.

COMPLEMENtARy dIGItAL RESOURCE
Methodological Guidance

Stage Time Learning outcomes / Main tasks Suggested Assessment Indicators
45’ 1 To listen and demonstrate Establish relationships between the information of the text and a current topic.
VOLUME 2 UNIT 3
comprehension of general Identify general and specific information in an audiovisual text.

ideas and explicit information
Identify key words and expressions related to the topic of the unit.
in audio-visual material about
outstanding people.
Stage: Opening
1. In this activity, students must look at the pictures, identify the people and drag their names to the descriptions that best represent
their achievements. Encourage them to make comments on the people, stating if they have ever seen them before, etc. Check
OPENING
orally and on the board.

Stage: Development
2. In this activity, students must read the quotes and write down the name of who they think wrote them.
3. After they finish activity 2, students must check their answers, watching the video. Encourage your students to compare their
answers. Check orally and on the board.
Stage: Closure
4. In activity 4, students must listen to an audio extract taken from a famous speech by Martin L. King Jr, and complete the text.
5. In activity 5, invite your students to check their answers by watching the video provided.
6. In the final activity of this section, students must click on the literary resource they think the speaker (M. Luther King Jr.) is using
on his speech.

45’ 1 To show comprehension of general ideas and Identify general and specific information in the texts related to
7 explicit information in audio-visual material the topic.
about outstanding people and their legacy. Identify words and key expressions related to the topic.
3
B Identify frequently used expressions related to the topic of the unit.
E Make comments about speaker’s points of view.
Stage: Opening
1. In this activity, students must watch a video with a sequence of images of women who have been awarded the Nobel Prize. After
DEVELOPMENT
they watch it, they must click on the correct answer. Check with the whole class.
Stage: Development
2. In this activity, students must watch the video again but now listen and pay attention to the information requested in the chart,
to complete it. You can draw or project the chart on the board. Check orally. 3. In this activity, students must
3. In this activity, students must look at the photos of the laureates again, read the questions about them, and match the photos to
their corresponding questions, writing their number in the corresponding square.
4. In this activity, students must watch an extract of a speech by Malala Yousafzai and discuss about the solution Malala suggests to
end with the world’s poverty and social injustice. Encourage your students to give their own opinions about this topic.
5. In activity 5, students must watch the video again and complete the missing words in the text. Check orally and on the board.
Stage: Closure
6. In this activity, students must evaluate their own performance throughout the development of the digital resource, clicking on
the option that best represents how they feel about their work.
184 UNIT 3 COMPLEMENTARY DIGITAL RESOURCE

45’ 1 To understand general ideas and explicit information of Classify relevant details from an audiovisual text.
7 an audio-visual text about outstanding people and Identify words and key expressions related to the topic.
their legacy.
3 Identify the sequence of events presented in a text.
B
E
Stage: Opening
VOLUME 2 UNIT 3
1. In this activity, students must discuss and then make a list of ten people they consider influential or inspiring. After that, they must
watch the video and check if some of the names they thought of are mentioned in the audiovisual resource. Check with the
CLOSURE
whole class.
2. In this activity, students must watch the video again and then write the names of the characters related to the images. You can
check this on the board. Encourage your students to compare their answers with their partners.
Stage: Development
3. In this activity, students must watch the extract of a video and decide if the statements provided are true or false. Check on the
board.
4. In this activity, students must watch the video provided and click on the alternatives to complete the sentences. Encourage your
students to compare their answers with their partners.
Stage: Closure
5. In this activity, students must evaluate their own performance throughout the development of the digital resource, clicking on the
option that best represents how they feel about their work.
CDR (Complementary Digital Resource) Rubric

Exemplary Proficient Partially Proficient Needs improvement
CATEGORY Points
4 3 2 1
Key aspects (relevant Identified more than Identified between Identified fewer than Could not identify any
information, key words, five significant aspects three and five significant three significant aspects significant aspects of
purpose of tasks, in the resource. aspects in the resource. in the resource. the resource.
problems to be solved)
Fully understood. Understood the majority Understood a few Did not understand the
Ability to understand
of the instructions. instructions. instructions.
the instructions
Ability to deal with a Correctly answered at Correctly answered Correctly answered Unable to answer
variety of question least five questions of between three and five fewer than three questions.
types (closed or different types. questions of different questions that are the
multiple choice, true or types. same type.
false, and analytical or
evaluative questions.)
Used a large number of Used several original Rarely used original Did not use any original
Use of creative
original ideas and ideas and strategies to ideas to answer. ideas to answer.
thinking strategies
strategies to answer. answer.
Readily adapted Made changes with Hesitated to make Did not consider new
changes when new and some encouragement. changes when new and and relevant ideas and
Ability to react to
relevant ideas and new relevant ideas and information.
constructive feedback
information was information were
presented. presented.
All team members Assisted group/partner Finished individual task Contributed little to the
contributed equally to in the activity’s but did not assist group effort during the
Group/pair teamwork
the activity’s objective. objective. group/partner during activity.
the activity.
TOTAL POINTS
UNIT 3 COMPLEMENTARY DIGITAL RESOURCE 185

ANSWERS
Student’s Book b. i. (A) little and (a) few are quantifiers meaning
some. Little and few have negative meanings. They
Pages 93
are used to mean ‘not as much as may be expected or
Getting ready wished for’.
1. a. Marie Curie and Thomas Alva Edison are famous ii. We use a little with singular uncountable nouns.
We use a few with plural countable nouns.
VOLUME 2 UNIT 3
for their important contributions in science and

technology. Marie Curie discovered radioactivity iii. We use little with uncountable nouns. We use
and radium; T.A. Edison invented a lot of things few with plural countable nouns.
that changed the way of life, including: the
phonograph, the light bulb, the motion picture Page 100
camera, etc. Preparing to listen
b. Help students agree on the idea that both of
1. Name Malala Yousafzai
them can be considered as outstanding, as they
made important contributions and achievements. Date/place of July, 12, 1997 / Mingora, Pakistan
birth
Besides, Marie Curie was one of the first women
in receiving a Nobel Prize. Education Khushal Public School (2012), Edgbaston
High School
2. a. 32 This person’s achievements contributed to Famous for Her struggle against Taliban regime
mass communication, science and technology. advocating girls’ right to education
b. This person won a Noble Prize and made Awards Nobel Peace Prize, Sakharov Prize, and more.
important contributions in science.
2. a. It is located in Asia.
3. a. Warsaw. b. 1847. c. Marie Curie. d. 1,000.
b. The state religion in Pakistan is Islam, which is
e. accidentally
practiced by about 95–98% of the population.
Pages 96 c. Possible answer: The status of women in Pakistan
is one of systemic gender subordination. Almost all
Smart reading religious groups advocate subordination of women
a. venerable in Pakistan. Pakistan has a dual system of civil and
b. non-violet; peaceful Sharia law. The Constitution of Pakistan recognizes
c. March on Washington DC organized by the African – equality between men and women (Art. 25(2)
American Civil Rights Movement in 1963. states “There shall be no discrimination on the
d. Calcutta, India basis of sex”) but also recognizes as valid Sharia
e. A city boycott spurred by their refusal to give her seat law. Pakistani women of today do, however, enjoy a
to a white passenger on a public bus. better status than in the past.
f. The English army. Females are educated equally like Males in urban
Your analysis areas such as Lahore, Islamabad and Karachi.
a. They both supported the idea of non-violent protest. However, in rural areas, the education rate is
b. They both fought for the African American Civil substantially lower. Girls living in rural areas are
Rights. encouraged not to go to school because they are
c. They were both canonized. needed at home to do housework at a young age.
d. Yes, as both fought against the English. In most rural villages, secondary schooling simply
e. Gandhi and Luther King were assassinated. Joan of does not exist for girls, leaving them no choice but
Arc was burned. to prepare for marriage and do household tasks.
Page 98 Page 101
Work it out! Expressing quantity LISTENING FILE: A Modern-day Folk Hero

General information
a. 1. iii - 2. ii - 3. i
Type of recording: a speech
Purpose: to persuade
186 UNIT 3 ANSWERS

Specific details b. He studied natural life and the aborigines he met
True or false? Write T or F. in Chile.
i. F (Malala is a real girl). c. She was one of the first people to write about Chile
ii. F (she fights for girls’ right to education). in English. She described her experience during an
iii. F (she began fighting with words: she wrote a earthquake.
post on a blog).
Number the events in the correct sequence. Page 107
3 She founded the Malala Fund. Your analysis
4 She won the Nobel Peace Prize.
VOLUME 2 UNIT 3
2 She started giving speeches. a. Impressed, admired, astonished. He didn’t expect to
1 She was told she could no longer go to school. find what he saw.
b. Probably, he meant that humans are all the same, and
What does the speaker mean? Circle.
that culture is just a coat that covers every person’s
a. You can’t choose your position on this topic.
skin. In essence, all human beings are similar.
b. You must advocate girls’ rights.
c. Because it was exactly what Charles Darwin wrote.
Main conclusions
When we want to cite other person’s words, we use
a. She wants to make people aware of the situation of
this punctuation mark (quotation marks).
millions of girls who are not allowed to study.
d. They both experience an earthquake while staying in
b. Any of these: it’s so hard to get things done,
Chile.
standing on the sidelines is not an option, stand
e. They both made observations about the effects of
with Malala, learn how you can help.
earthquakes in Chile.
Page 102
Page 108
Work it out! Using reflexive pronouns
a. Despite what was said before.
b. In point a they are 2 sentences separated by a a. i; b. ii
semicolon and a full stop.
c. Even though / despite the fact. Pages 110 - 111
2. Fiction Elements Non-fiction elements
Page 104
Wangari
Preparing to read When Wangari
Maathai was the
Introduction, first...
1. P1: c; P2: d; P3: b; P4: a Beginning, grew up...
body, Wangari was
middle, One day...
conclusion born…
Page 105 end In the years to
In 1976...
come...
Wangari Maathai
2. Science: Ch. Darwin; Literature: Maria Graham; died on...
Army: Lord Cochrane; Painting: Thomas Somerscales Wangari’s
Wangari works in
Details Details educational
3. a. All of them are British and lived in Chile. All of the city
background
them participated actively and made important Unknown
contributions to the Chilean society. Title and
Wangari Maathai Won the Nobel
Character author
Wangari’s village Prize; studied and
b. Students’ own ideas and opinions. Setting
in Africa
Important
taught at the
facts
university;
Page 106
The woman’s
Smart reading Problem children had no
and food
1. 1. a. James Fowler. solution Wangari gave her
b. William Edmundson. some seeds to eat Learn Students’ own
c. Anyone who is a student of Latin America in information ideas
Title and
J.D. Napoli
general, and Chile in particular. author
d. Charles Darwin. Students’ own
Interesting
ideas
e. In the Santiago Times.
f. William Edmundson (the interviewee). Common Elements
Character
2. a. He helped organized and lead the Chilean Navy. Some facts
UNIT 3 ANSWERS 187

Page 112 Page 115
How ready are you? Work it out! Connecting ideas
1. Picture a: United Nations (NATO) soldiers helping 2. - This allowed them to test positive for typhus
in war zones; Picture b: firefighter near a forest fire; regardless of being healthy.
Picture c: volunteers cleaning polluted areas; Picture - Alice Catherine Evans was a microbiologist
d: teenager doing voluntary work in Africa; Picture e: who championed the pasteurization of milk,
teacher in a rural school; Picture f: emergency team consequently saving countless lives.
helping injured people. - He pioneered aviation stunts and set a large
VOLUME 2 UNIT 3
number of records; however he remains practically

Page 113 unknown today.
- Although it was very difficult for a woman to
Preparing to listen
fully participate in the scientific community of
1. Unsung means not noticed or praised for hard work, 19th-century Britain, she became a renowned
courage, or great achievements. fossil-hunter.
Examples: an unsung hero/heroine
Many of her achievements went unsung until after her Page 117
death.
1. a. They refer to events related to women’s struggle to
2. Date of achieve the right to vote in Britain.
Name Nationality Profession
birth / death b. They were famous activists and part of the group
Eugene Lazowski 1913 - 2006 Polish doctor known as suffragettes.
Alice Catherine 1881 - 1975 American microbiologist c. Suffragettes were members of women’s
Evans organizations in the late-19th and early-20th
Mary Anning 1799 - 1847 English paleontologist centuries which advocated the extension of the
“franchise”, or the right to vote in public elections,
Lincoln Beachey 1887 - 1915 American stunt pilot
to women. It particularly refers to militants in the
United Kingdom such as members of the Women’s
Page 114
Social and Political Union (WSPU).
LISTENING FILE: unsung heroes
General information Page 118
Type of recording: a radio program Smart reading
Topic: 2 outstanding men and 2 outstanding women
1. Find the following information in the article.
Specific details
a. The Derby. d. 1928.
Match the people and their achievements.
b. Anmer. e. Daily Telegraph.
Eugene Lazowski Saved a lot of lives. c. A fractured skull and internal bleeding.
Alice Catherine Evans Advocated an important process. 2. a. i; b. i
Lincoln Beachey Set a large number of world Page 119

records.
Your analysis
Mary Anning Made an important discovery.
Students’ own ideas.
Answers
a. By injecting dead typhus cells into them. Page 120
b. After it was confirmed by other scientists.
Work it out! Reporting what other people say
c. He was a stunt pilot.
d. She read as much scientific literature as she could 2. a. ii.
and became a renowned fossil-hunter. b. Informing or reporting what someone else said.
Main conclusions c. Verbs tenses have been changed.
According to the content in the recording and your 4. a. When someone is quoting what another person said,
own judgment, are these people outstanding? he / she uses the direct speech, introducing the exact
Complete the chart. words between quotation marks.
Students’ own answers
188 UNIT 3 ANSWERS

b. When someone is reporting what another person said, Specific details
he/she uses the indirect speech, introducing the report Who says it? Write I (interviewer) or PY (Professor
with: XX said/asked/told that… Yunus).
c. Generally, when the original sentence is expressed in a. PY b. I c. I d. PY
the Present Simple, it is reported in the Past Simple Complete.
tense; when it is expressed in the Past Simple, it is a. 2006.
reported in the Past Perfect tense. b. Poverty may be an intrusion into a peaceful life.
c. Women take good care of their children as their
Page 122 income increases.
VOLUME 2 UNIT 3
d. Poverty in the world is an artificial creation.
Preparing for listening
e. We must give opportunities to poor people.
1. Name / Muhammad Yunus Main conclusions
Nationality Bangladeshi (He was born in Bangladesh). How has Prof. Yunus and the Grameen Bank…
Profession Ph.D. in Economics a. affected poor people’s life?
Education He studied at Dhaka University in Bangladesh, By providing them with opportunities to start
background then received a Fulbright scholarship to study their own businesses, to continue their education,
economics at Vanderbilt University. to have access to a better life.
Assistant professor of economics at Middle b. empowered women?
Tennessee State University.
By focusing the loans on them.
Main He has received numerous international awards c. changed the traditional view of doing
achievements for his ideas and endeavors, including the
Mohamed Shabdeen Award for Science (1993), businesses?
Sri Lanka; Humanitarian Award (1993), CARE, By giving poor people access to the same
USA; World Food Prize (1994), World Food Prize opportunities than the rest of the people.
Foundation, USA; lndependence Day Award
(1987), Bangladesh’s highest award; King
Page 124
Hussein Humanitarian Leadership Award (2000),
King Hussien Foundation, Jordan; Volvo Work it out! Reporting what people say (continued)
Environment Prize (2003), Volvo Environment
Prize Foundation, Sweden; Nikkei Asia Prize for 1. a. DS; b. RS; c. DS; d. RS
Regional Growth (2004), Nihon Keizai Shimbun, 2. a. In DS, the speaker’s exact words are reproduced
Japan; Franklin D. Roosevelt Freedom Award
(2006), Roosevelt Institute of The Netherlands; b. quotation marks.
and the Seoul Peace Prize (2006), Seoul Peace c. First of all, MG welcomed Prof. Yunus to the
Prize Cultural Foundation, Seoul, Korea. He is a interview. Prof. Yunus said that their objective was
member of the board of the United Nations to help the family to get out of poverty.
Foundation.
2. a. The Grameen Bank is a Nobel Peace Prize Page 126

winning microfinance organization andcommunity 1. a. To support and honor women researchers at key
development bank founded in Bangladesh. It moments in their careers.
makes small loans to the impoverished without b. In the 2017 edition, Chilean astronomer M. T. Ruiz
requiring collateral. was one of the women awarded.
b. Because the institution focuses on lending money c. They come from each region of the world (Africa
to poor people. and the Arab States, Asia-Pacific, Europe, Latin
c. Grameen Foundation helps the world’s poorest America and North America).
people reach their full potential, connecting their d. Each woman received an award of 100,000 € to
determination and skills with the resources commend their scientific contributions in the
they need. fields of quantum physics, physical sciences and
d. Students’ own interpretations. astrophysics
e. She received the award in Astrophysics, for her
Page 123 contributions to the study of a variety of faint
LISTENING FILE: A defender of peace celestial objects hidden in the darkness of the
universe.
General information
Type of interview: telephone interview
Purpose : to talk about Prof. Yunus expectations
UNIT 3 ANSWERS 189

Complementary Activities In 1859 she wrote a small book called Notes on
Nursing, with a special section about taking care of
Exercise 3 babies. The book sold millions of copies all over
3. b. The woman in the painting is The Mona Lisa. the world.
The artist who painted it was Leonardo Da Vinci. In 1860, she opened St. Thomas’ Hospital, and
Name: Leonardo da Vinci within it, the Nightingale Training School for
Nurses, where she almost invented modern
Date of birth / death: 1452 - 1519
nursing as we know it today.
Profession(s): Inventor, painter, sculptor,
VOLUME 2 UNIT 3
architect, scientist, musician, mathematician, b. Students own ideas.

writer
2. a.
Achievements: Leonardo da Vinci did not
see a divide between science and art. He 3. a. Germany / 1879; b. played the piano; c. Nobel
viewed the two as intertwined disciplines Prize / 1921; d. theory of relativity.
rather than separate ones. He believed
studying science made him a better artist. 4. 1- b; 2-d; 3- c; 4 – a; 5 – e
His drawings of a fetus in utero, the heart
and vascular system, sex organs and other 5. Assign points (1 – 4) according to these criteria.
bone and muscular structures are some of
the first on human record. 4 Student can provide Practically no Correct spelling
da Vinci studied botany, geology, zoology, all the information grammar or and format.
hydraulics, aeronautics and physics. He required vocabulary
sketched his observations on loose sheets Student follows a mistakes.
wof papers. chronological order.
Art and science intersected perfectly in his 3 Student can provide Very few A few spelling
sketch of “Vitruvian Man,” which depicted a some of the grammar or mistakes and
male figure in two superimposed positions information required vocabulary slightly
with his arms and legs apart, inside both a Student can follow a mistakes. incorrect
chronological order. format.
square and a circle.
He painted The Last Supper and Mona Lisa. 2 Student can gather Some grammar Several spelling
only a few pieces of or vocabulary mistakes and
information mistakes rather incorrect
Student can’t follow format.
Extra Test 3 a chronological
order.
Exercise 1
1 Student can neither A lot of A lot of spelling
1. a. Name/ Nickname: Florence Nightingale, gather the grammar or mistakes and
The Lady with the Lamp information nor vocabulary incorrect
follow a mistakes. format.
Date of birth / death: May 12, 1820 / August 13, chronological order.
1910
Score
Studies: classical education, studies in
mathematics; languages: German, French, Italian
Profession: nurse, expert on hygiene
Achievements: figure of public admiration, thanks
to Nightingale, nursing came to be viewed as an
honorable vocation; during the Crimean War, she
and a team of nurses improved the unsanitary
conditions at a British base hospital, greatly
reducing the death count.
Interesting information: Queen Victoria
rewarded Florence’s work by presenting her with
an engraved pin that came to be known as the
“Nightingale Jewel” and by granting her a prize of
$250,000 from the British government.
190 UNIT 3 ANSWERS

ASSESSMENt GUIdELINE FOR EXtRA tESt 3
Task: Reading – Exercise 1

Criteria
Yes No Needs improvement
Student…
identifies the main ideas.
VOLUME 2 UNIT 3
organizes the information in a diagram.
gives personal opinion about the character in the text.
supports the opinion with information in the text.
Task: Listening – Exercises 2 – 3- 4

Criteria
Student…
identifies interviewee’s profession.
identifies 6 pieces of specific information.
recognizes the sequence of information.
Task: Writing – Exercise 5

Criteria
Student…
uses accurate punctuation.
uses capital letters to begin sentences and to start names.
uses a time line to organize information and writes a draft.
revises the text and adds details to improve it.
uses adequate vocabulary and connectors.
writes complete sentences that make sense.
writes most words correctly.
PHOTOCOPIABLE ASSESSMENT GUIDELINE FOR EXTRA TEST 3 191

tRANSCRIPtS
30 STUDENT’S BOOK - UNIT 3 - PAGE 92 - 33 STUDENT’S BOOK - UNIT 3 - PAGE 101 -

EXERCISE 1 EXERCISE 1
Felipe: Hi! I’m Felipe, from Valdivia. I want to become a Speaker: Let’s welcome a famous actress and women’s
journalist and my favorite topic is international rights advocate. Ladies and gentlemen…Meryl
VOLUME 2 UNIT 3
affairs. For this reason, I need to learn English to Streep! (applause)

understand articles and pieces of news from abroad. MS: Good evening. I’d like to talk about a modern-
I also want to learn about outstanding people’s lives. day folk hero. Countries and cultures around
the world have their own women warriors who,
31 STUDENT’S BOOK - UNIT 3 - PAGE 92 - whether real or mythological, inspire pride
EXERCISE 2 among their people.
Felipe: My plan is to use the Internet to listen to the news Today, when a story can go around the world
and read newspapers and magazines from all over in seconds, we have a shared hero — young
the world, so that I can learn English and stay Malala Yousafzai of Pakistan. At 11 years old,
updated at the same time. If I don’t understand the Taliban told her community that girls could
any words, I’ll ask my teacher for help or look no longer go to school. She did not pick up a
them up in a dictionary. weapon and run to battle; she blogged her story
for the BBC, though. When that wasn’t enough,
I think that dealing with authentic material can
she stood up in public and started giving
be difficult, but I’ll apply the strategies we’re using
speeches about her right to education.
at school in order to improve my comprehension.
One day, a man boarded a school bus carrying
Malala and her friends, asked “Who is
32 STUDENT’S BOOK - UNIT 3 - PAGE 93 - Malala?” and shot her in the head. At only 15
EXERCISE 2 years old, she was fighting for her life.
T.A. Edison: I was born in Ohio, the USA, in 1847. My It’s well known what happened next: Malala
mother taught me reading, writing and spent several months recovering from her
arithmetic. I can really define myself as an injuries, continued her campaign to see all girls
inventor. Throughout my life, I invented in school around the world, founded the Malala
more than 1,000 different things that Fund and became the youngest winner of the
changed the way people lived! Nobel Peace Prize.
My greatest inventions include the light Malala’s shooting did not end the war on
bulb, the phonograph, the motion-picture girls. Today more than 60 million girls around
camera, electric batteries… Ah! I also the world are still denied the chance to go to
improved the telephone! school, though.
How could I do that? Well… as I always As Malala often says, it’s so hard to get things
said: Genius is 1% inspiration and 99% done in this world. Her story is the story of
perspiration! millions of girls. Today, at this moment, a large
Marie Curie: I was born in Warsaw in 1867. I number of girls face societal rejection and
graduated from a Russian lyceum when physical harm for going to school. Standing on
I was 16 and won a gold medal. I did my the sidelines while children risk their lives to
first scientific work in 1890. I couldn’t go learn is not an option.
to university because I was a woman, so Stand with Malala for girls everywhere. Learn
in 1891 I went to Paris. I studied Math, how you can help all girls get the education
Physics and Chemistry and became they deserve.
the first female professor. I discovered Thank you very much.
radioactivity and radium by accident. In (aplausos)
1903, I received the Nobel Prize in Physics.
192 UNIT 3 TRANSCRIPTS

EXERCISE 1 EXERCISE 1
At 11 years old, the Taliban told her community that Announcer: People draw inspiration from many sources.
girls could no longer go to school. She did not pick up a There are many people who were not that
weapon and run to battle; she blogged her story for the “successful” if measured on the scale of
BBC, though. When that wasn’t enough, she stood up in quantitative judgments, but ask for the
public and started giving speeches about her right humanity to stare at them in awe. Today,
to education. we turn to four unsung heroes whose work
VOLUME 2 UNIT 3
and legacy shaped fundamental aspects of
One day, a man boarded a school bus carrying Malala
modern life.
and her friends, asked “Who is Malala?” and shot her
in the head. At only 15 years old, she was fighting for
her life. Speaker 1: Eugene Lazowski
It’s well known what happened next: Malala spent Doctor by profession, Eugene Lazowski
several months recovering from her injuries, continued saved 8,000 Jews during the Holocaust by
her campaign to see all girls in school around the world, injecting dead typhus cells into them. This
founded the Malala Fund and became the youngest allowed them to test positive for typhus
winner of the Nobel Peace Prize. despite being healthy. Germans were afraid
of the highly contagious disease and refused
to deport them to concentration camps.
35 STUDENT’S BOOK - UNIT 3 - PAGE 104 - Speaker 2: Alice Catherine Evans
EXERCISE 1 Alice Catherine Evans was a microbiologist
who championed the pasteurization of
a. He was an English marine painter. He is also milk, thus saving countless lives. She
considered a Chilean painter as he began his career was working at the U.S. Department of
there and many of his landscapes evoke the region. Agriculture at the time, but her work was
b. She was a British writer. After having spent a year in only taken seriously after it was confirmed
Chile, she wrote Journal of a Residence in Chile, being by other scientists.
one of the first persons to write about the young nation Speaker 3: Lincoln Beachey, also known as “Master
in the English language. Birdman”, “The man who owned the sky”
c. He was an English naturalist, geologist and biologist, and “The world’s greatest aviator.”He was
best known for his contributions to the science of known by many names and recognized by
evolution. In 1831, he embarked on a five-year survey sight by hundreds of thousands around
voyage around the world on the HMS Beagle. In 1859, the world in the pinnacle of his fame.
he published On the Origin of Species. He pioneered aviation stunts and set a
d. He was a British naval officer of the Royal Navy and large number of records; yet he remains
radical politician. He helped organize and lead the practically unknown today. His story is one
rebel navies of Chile and Brazil during their wars of of optimism, bravery, entrepreneurship and,
independence. While in charge of the Chilean Navy, he ultimately, deadly obsession.
also contributed to Peruvian Independence. Speaker 4: Mary Anning
British fossil collector and paleontologist
Mary Anning was only twelve years old
when she made her first seminal discovery!
While fossil-hunting on the cliffs of Lyme
Regis, England, she found the remains of
an ichthyosaur, a prehistoric reptile. Until
her landmark discovery, animal extinction
was believed to be impossible. Even though
it was very difficult for a woman to fully
participate in the scientific community
of 19th-century Britain, she read as much
UNIT 3 TRANSCRIPTS 193

scientific literature as she could and 39 STUDENT’S BOOK - UNIT 3 - PAGE 121 -
became a renowned fossil-hunter. Her work
EXERCISE 2
provoked a fundamental shift in scientific
thinking about prehistoric life in the early He said that… The witness reported that…
19th century. They declared that…
EXERCISE 1
VOLUME 2 UNIT 3
EXERCISE 2
MG: Hello, Professor Yunus?
MY: Yes, speaking.
measured leisure treasure pleasure
MG: Hello, thank you, my name’s Martha Grehsel, from
WKU 87. First of all, welcome to this interview. I’m
judgment jews inject contagious large so honored to talk to you.
MY: Thank you.
ii. MG: You won the Nobel Peace Prize in 2006. Why
A: Why are you considered an unsung hero? do you think you got it? I mean … What’s the
B: I saved a lot of people during the Holocaust. relationship between your work and world peace?
A: How did you do that? MY: Well, the Nobel is not the only peace prize I have
B: I injected dead typhus cells into them. got. I think I’ve won so many peace prizes because
A: Why did this save people? poverty is a threat, a threat to peace. When a
B: Because the Germans were afraid and didn’t send country is desperately poor and the neighbor is very
them to the concentration camps. rich, the people in the poor country will try to get
into the rich country and be involved in prosperity.
That may cause some problems.
38 STUDENT’S BOOK - UNIT 3 - PAGE 120 - MG: Microcredits have often been used for women.
EXERCISE 1 What is the connection between peace and giving
individual opportunities to women, particularly?
i. MY: Poverty, again. Women take good care of their
election extension intention opposition children as their income increases. Our objective is
organization representation speculation to help families get out of poverty, so if you bring
women into the picture, if you empower women, it
ii. happens faster.
MG: The prize brought greatly increased publicity for the
decision equation invasion
bank’s work. Ten years later, is there any particular
occasion television vision
message you would still like to get across?
MY: The one message that we’ve been trying to promote
all the time, is that poverty in the world is an
artificial creation.
MG: What do you mean, exactly?
MY: Poverty doesn’t belong to human civilization, and
we can change that, we can make people come
out of poverty and have the real state of affairs.
The only thing we have to do is to redesign our
institutions and policies.
MG: Does your work with the Grameen Bank give you
hope for the future?

MY: Oh yes, very much. We must give opportunities Prof. Wilson: After he died, other scientists proved that
to poor people, so that they can change their lives. he was right and today many researchers
They can do that if they have the right kind of are still working on his theories. Albert
institutional support. They’re not asking for charity, Einstein revolutionized science and helped
charity is no solution to poverty. All we do is to new scientists come into the atomic age!
lend money to the poor. That makes no change. Presenter: Thank you very much, Professor Wilson.
MG: Thank you very much indeed, sir. What are we going to talk about next…
MY: Thank you, Martha. (fade out…)
VOLUME 2 UNIT 3
41 TEACHER’S BOOK - UNIT 3 -
EXTRA TEST 3 - PAGE 201 - EXERCISE 2
Presenter: Good evening, ladies and gentlemen. This
is our section “People who changed our
lives”, with Professor Edward Wilson.
Good evening Professor Wilson.
Prof. Wilson: Good evening everybody.
Presenter: What are you going to talk about today?
Prof. Wilson: Well, today let’s talk a bit about a very
important scientist, perhaps the most
important one of the XX century.
Presenter: Are you talking about Albert Einstein?
Prof. Wilson: Exactly!
Presenter: What can you tell our audience about
him?
Prof. Wilson: He was born in Ulm, Germany, in 1879.
A curious fact is that, when he was a
little child, he found school very boring
and he often skipped classes to play his
violin!!!
Presenter: Did he want to become a musician?
Prof. Wilson: To be honest, I don’t know. Probably he
didn’t. His main concern was to learn
about the rules that govern the world. In
1921, he won the most famous prize in
Science, the Nobel Prize.
Presenter: Why was he so important? What made
him an outstanding character?
Prof. Wilson: His theories made him famous, but
unfortunately only few people could
understand him. He put his ideas together
in the theory of relativity, which is his
most famous theory.
Presenter: Have other scientists supported his work?

1. Follow the instructions and play the game.

a. Form teams of four students.
b. Appoint one student to be the monitor of the game.
c. Spin a pencil on the board below.
VOLUME 2 UNIT 3
d. When the pencil stops, say a sentence about the topic / person that the pencil is pointing at.
e. Assign points according to this scale:
Correct information and grammar structures= 3 points
Correct information / incorrect grammar structures= 2 points
Incorrect information / correct grammar structures= 1 point
Incorrect information / incorrect grammar structures= 0 points
f. Set a time limit of five minutes. The winner is the player who gets more points in that time.
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196 UNIT 3 COMPLEMENTARY ACTIVITIES PHOTOCOPIABLE

2. Follow the instructions. Elaborate an anthology of reports on historical events or characters.
a. Form groups of five to six students. In your group, brainstorm

important events or names of characters in history and take notes.
VOLUME 2 UNIT 3
(They can be national or international, modern or from ancient history).
b. Choose three events or names of people.
c. Plan a visit to the school library (do not solely rely on Internet sources).
Check out a variety of printed materials available in the library, such
as almanacs, atlases, AV catalogs, encyclopedias and dictionaries,
reports, magazines, newspapers, etc. Collect information on the event
/ character you chose.
d. distribute tasks among the members of the group: summarize the

information, type the report, add artwork, prepare the first draft,
correction, writing the final version, etc.
e. divide the report in such a way that you can distinguish: the
introduction (where you state the topic and the purpose of the report),
the development (where you present detailed information) and a
conclusion (where you summarize the ideas and close the report).
f. Add maps, pictures, photos and other graphic materials (such as:
attractive fonts, covers, etc.) to make the report more interesting.
g. Put together the reports prepared by all the groups and elaborate an
anthology. donate it to the library or display it in a visible place of
the classroom.
PHOTOCOPIABLE UNIT 3 COMPLEMENTARY ACTIVITIES 197

3. Solve the mystery.
a. read the text and discover who is talking.
The most famous woman

I’m old (about 500 years old, actually) but, according to many people,
I’m still beautiful. I’m called a work of art, a masterpiece, though
VOLUME 2 UNIT 3
there’s something about me that people still don’t really understand.

About a hundred years ago, I was stolen from my home, France
(which, incidentally, was not the country where I was painted in) but,
fortunately I was returned within a couple of years. I certainly didn’t
enjoy being moved around during that time, but I wasn’t damaged,
thankfully.
My creator was a man far ahead of his time; he was an outstanding
scientist, an artist, and engineer, and even an architect! Believe it or not,
he once designed (and named) a prototype for a form of air travel!
He was a very busy man indeed; in fact, it took him a long time to
create me, but it was all worth it in the end. I’m very famous now, and
so is he.
I’m known by two names, the first one is my first name and the other
one is my surname. I’m sure you know me, don’t you?
b. Find out who created this work of art, and any other interesting information about this remarkable person.
Complete the fact file below.
Paste a picture of the Name
person here.
Date of birth / death
Profession(s)
Achievements

4. Webquest: everyday heroes
The dictionary says that a hero is a person noted for feats of courage and nobility of purpose. Sometimes it
Introduction takes courage to possess character and to do the right thing. This activity will allow you examine the qualities
that make a hero and to investigate historical and every-day heroes.
Task You will be working in teams. There should be a team leader, who will organize the work and divide the
issues within each topic to make sure everything is covered and there is no overlap. Each member will be
responsible for working together to brainstorm characteristics of a hero and reach a consensus of a person
who fits those characteristics.
VOLUME 2 UNIT 3
Process 1. What makes a hero? Start by brainstorming some ideas of certain characteristics that a hero might have.
You should use some sort of graphic organizer and you need a hard copy of it, as you will be handing it
in with your finished product. Once you have several ideas in your organizer, you will need to agree on a
statement and write it down, stating what your group believes makes a hero.
2. Go over the following links and research people that have been defined as heroes. Take notes about their
lives and their heroic deeds and characteristics.
http://myhero.com/newswire/
http://historysheroes.e2bn.org/heroes/suggested
http://www.rootsweb.ancestry.com/~nwa/heroine.html
http://www.legendsofamerica.com/ah-heroindex.html
http://www.achievement.org/
3. Make sure you have the following information about your hero:
Time period in which he/she lived.
Location where he/she lived.
What job or work (role).
Events that happened in his/her life.
What problem or challenge he/she were trying to solve.
What outcome or end result he/she achieved.
A memorable quote from this hero.
What actions really got your attention.
What is your personal impression of your hero.
reasons you like this person and what about him/her inspired you.
4. Make a “Hero Card”. Using the link below, elaborate a hero card. Where it asks for a name, you may
indicate all group members in the space provided (initials, etc.) or give a name to the group. Then, follow
the steps, filling in the required information about your heroes and their life. Be careful to choose the
trading card template for a real person.
http://www.readwritethink.org/classroom-resources/student-interactives/trading-card-creator-30056.
html
5. Print the card about your chosen hero and present it to your classmates.
Evaluation The presentation will be evaluated with a common grade for group work and correct presentation will be
highly valued. rubric is as follows:
- Quality of information: 30 %
- Written Presentation: 30 %
- Conclusion, paragraph and use of language: 40%

EXtRA tESt 3
1. Read the text.

VOLUME 2 UNIT 3
200 UNIT 3 EXTRA TEST 3 PHOTOCOPIABLE

a. Complete the diagram below.
Studies
date of birth / death
Name / Nickname
VOLUME 2 UNIT 3
Profession
Achievements
Interesting
information
b. do you think Florence Nightingale can be considered a heroine? Why? Why not?
Write a two or three sentences expressing your opinion about this woman.
2. 41 Listen to the recording. Check (✔) the correct answer to complete the sentence.
The interviewee is…

a. a very famous scientist b. a university professor c. a famous economist
PHOTOCOPIABLE UNIT 3 EXTRA TEST 3 201

3. 41 Listen to the recording again. Complete the sentences.
a. The interviewee was born in in .

b. When he was a child, he often .
c. He won the in .
d. His most famous achievement is the .
41 Listen once more. Number the sentences in the order you hear them.
VOLUME 2 UNIT 3
4.
a. Only a few people could understand them.

b. He found school very boring.
c. He put his ideas together.
d. He often skipped classes.
e. He revolutionized science.
5. Write about an outstanding person you know well.
a. Think about important dates and facts of his / her life and then organize them in chronological order. Complete a
time line.
b. Use the information in the time line and write a short biography of the person you chose. Include information about
date, and place of birth and death (if possible), education background, profession, main achievements, and any
interesting information about him/her.
c. revise and edit the biography using a dictionary and one of the Editing Marks lists in the unit.
d. Write the final version of the description on a separate sheet of paper.
6. Ask your teacher to provide you with a rubric and evaluate your performance in each task. Then, interpret your
results according to the criteria below.
Great Good OK Needs improvement

(5 correct answers) (4 correct answers) (2 to 3 correct answers) (1 correct answer)
You are achieving the You are very well prepared. Your performance is satisfactory, You need to revise the contents
learning goals. You can easily achieve the but you can improve. revise the and practice more in order to
Keep on working hard! highest score by analyzing the mistakes you made and reinforce improve your performance in
few mistakes you made. the weakest areas. the next unit.

BIBLIOGRAPHy ANd ONLINE REFERENCES
General content Strangman, N. Hall, T. & Meyer, A. (2004) Background

knowledge with UDL. Wakefield, MA: National.
http://www.biography.com/people/ Center on Accessing the General Curriculum.
mother-teresa-9504160 Retrieved from: http://aem.cast.org/
http://www.biography.com/people/ Ur, P. (2011). A course in language teaching: practice and
nelson-mandela-9397017#synopsis
VOLUME 2 UNIT 3
theory. Cambridge: Cambridge University Press.
https://www.biography.com/people/ www.litcircles.org/Overview/overview.html
malala-yousafzai-21362253 Celce-Murcia, M., Brinton, D., & Goodwin, J. M.
http://www.dalailama.com/ (1996). Teaching pronunciation: a reference for teachers
biography/a-brief-biography of English to speakers of other languages. Cambridge:
https://www.biography.com/people/ Cambridge University Press.
mahatma-gandhi-9305898 Williams, R. (1974). Communications as cultural
http://www.nobelprize.org/nobel_prizes/peace/ science. Journal of Communication, 24(3), 17- 25.
laureates/1992/tum-bio.html doi:10.1111/j.1460-2466.1974.tb00385.x
http://www.biography.com/people/ Krashen, S. D. (1995). Principles and practice in second
martin-luther-king-jr-9365086#synopsis language acquisition. New York: Phoenix Elt.
http://www.biography.com/people/ Cross, K. P. (1999). Learning is About Making
aung-san-suu-kyi-9192617#synopsis Connections. the Cross Papers Number 3. League for
https://www.biography.com/people/ Innovation in the Community College.
john-quincy-adams-9175983 Stein, S. G. (1995). Equipped for the future: A customer-
http://asiapacific.unwomen.org/en/countries/pakistan driven vision for adult literacy and lifelong learning.
http://www.memoriachilena.cl/602/w3- DIANE Publishing.
propertyvalue-151626.html Nicol, D.J. & Macfarlane-Dick, D. (2006). Formative
http://www.artistasvisualeschilenos.cl/658/w3- assessment and self-regulated learning: A model and seven
article-39982.html principles of good feedback practice. Studies in higher
http://www.memoriachilena.cl/602/w3-article-726. education, 31 (2), 199 – 218.
html
http://www.jewishvirtuallibrary.org/ Language Skills
dr-eugene-lazowski
http://www.distinguishedwomen.com/biographies/ https://www.britishcouncil.org/voices-magazine/
evans-a.html five-essential-listening-skills-english-learners
http://www.bbc.co.uk/schools/primaryhistory/ http://comprehensionkatieweiers.weebly.com/
famouspeople/mary_anning/ strategy-1-analyzingtext-features.html
http://www.nationalaviation.org/our-enshrinees/ Soalt, J. (2005). Bringing together fictional and
beachey-lincoln/ informational texts to improve comprehension. The
http://www.historylearningsite.co.uk/the-role- Reading Teacher, 58(7), 680-683
of-british-women-in-the-twentieth-century/ Jamison, L. (2009) Introducing the Writing Process to
suffragettes/ Students
http://www.nobelprize.org/nobel_prizes/peace/ Sabet, M. K., & Mahsefat, H. (2012). The impact of
laureates/2006/yunus-bio.html/ authentic listening materials on elementary EFL
learners’ listening skills. International Journal of Applied
Learning Skills Linguistics and English Literature, 1(4), 216-229.
Dörnyei, Z. (2003). Motivational strategies in the Evaluation for learning

language classroom. Cambridge: Cambridge University
Press. http://www.edu.gov.on.ca/eng/literacynumeracy/
Marzano, R. J., Pickering, D. J., & Heflebower, T. inspire/research/studentselfassessment.pdf
(2011). The Highly Engaged Classroom. Bloomington, Dann, R. (2002). Promoting assessment as
IN: Marzano Research Laboratory. learning: improving the learning process. London:
RoutledgeFalmer.
UNIT 3 BIBLIOGRAPHY 203

UNIT
3 Outstanding people
"If your actions inspire others to dream more, learn

more, do more and become more, you are a leader."
John Quincy Adams

In this unit you will… You will also… What for?
read and listen to texts about outstanding develop cultural awareness To demonstrate comprehension of main
people and their legacy. and understanding. ideas and specific information in oral and
express ideas and opinions using words value own and other written texts about outstanding people’s lives
and expressions related to leadership and people’s cultures. and legacy.
its characteristics. use information and To develop communicative skills and
Practice pronunciation of sound / ʒ/, link communications technology strategies to express ideas about the topic of
ideas, report what other people say and effectively and responsibly. the unit.
express ideas clearly. value and acknowledge the To support comprehension by making
make connections with other subjects: importance of using reliable connections with other subjects of the
History, Geography and Social Science. sources of information. curriculum.
Picturing the unit

1. Look at the pictures on page 90 and discuss these questions. Then, exchange opinions with other classmates.
a. Who are the people in the pictures?
b. What do they have in common?
c. do you agree that they are all good leaders? Why? Why not?
Over to you
read the list of objectives for this unit. Then tick (✔) and answer briefly, using the questions as a guide.
Very important Not so important

How important are the objectives to your own life?
Important Not important at all
Why:
Are other people's actions important for you and your own Very important Not so important
actions?
Why:
What, do you think, are the most important characteristics a good leader should have? Why?

GETTING READY
Setting objectives
1. 30 Listen to a Chilean student talking about his personal motivation to learn English. Then read the list of
learning objectives on page 91 and answer questions a - c individually.
a. What are your personal learning goals for this unit? Why?
b. Which ones do you think are the easiest to achieve? Why?
c. Which ones do you think are the most difficult to accomplish? Why?
2. 31 Listen to how this student is planning to reach his goal. Identify the strategies he will use and the difficulties
he anticipates.
3. Which are your specific goals for this unit? Draw up a learning plan for Unit 3, following the example in
the recording.
My goals are: Why? How can I achieve them? The main difficulties I can
anticipate are:
1.
2.
3.

Do you remember?
1. Look at these pictures and the names. Answer these questions.

a. Why are these people famous? What are their main achievements?
b. Do you agree that they are both outstanding? Why? Why not?
Thomas A. Edison Marie Curie
2. 32 Listen to the recording. Complete the statements and then check with your partner.
a. This person’s achievements contributed to .
b. This person won a and made important contributions in .
3. In pairs, answer these questions with one word or number.

a. Where was Marie Curie born?
b. When was T.A. Edison born?
c. Who won the Nobel Prize?
d. How many inventions did T.A. Edison patent?
e. How were radioactivity and the radio discovered?
4. Check the slot that best describes how ready you are to start the unit.
I can… On my own With some help

understand the main ideas in the recording.
Identify speakers in the recording.
answer questions about specific information from the recording.
recognize people’s achievements and their importance to our lives.

MODULE 1
Entry slip
Read what you will do in each lesson (p. 95 – 109) and answer the questions in the slip before you start.
Questions Answers
1. What things interest you the most? 1.
2. What things are new to you? 2.
3. What things would you like to know? 3.
How ready are you?
1. Complete the bubbles with the name of outstanding people you know in each area. Work with your partner.
Science Politics
Religion
Arts
2. Join two other pairs and compare the names in the bubbles. Add your classmates’ examples to your diagram.
3. In your group, exchange information about the people you mentioned. Discuss the following questions.
a. Why do you consider these people as outstanding?
b. What personal characteristics do they share?
4. Use the rubric below to evaluate how ready you think you are to start this module. Tick (✔) the best alternative
and then comment with your partner.
I am completely ready to start. I am quite ready to start. I am barely ready to start. I am not ready to start.
I could even help my classmates. I think I may make a few mistakes. I think I need some help. I definitely need help.

LESSON 1 Born to lead
You will... What for?

read an article about some OA 8: To use language appropriately when expressing quantities.
inspirational leaders. OA 9: To identify information and express opinions about the topic.
identify characteristics of good OA 10: To identify main ideas and specific information in the article.
leaders. OA 12: To use different strategies to support comprehension.
write a short paragraph about OA 14: To write a paragraph according to the steps of the writing process.
an inspirational leader.
OA 15: To express ideas and opinions coherently, using appropriate connectors and correct
study and use quantifiers: a few, spelling and punctuation.
few, a little, little.
OA B: To demonstrate cultural awareness, showing respect and recognizing the role of
leaders and their most important contributions.
Preparing to read
1. Discuss these questions with your partner. Reach an agreement and take notes of your answers.
a. What are the characteristics of a good leader? Tick (✔) the concepts in the boxes.
authenticity charisma commitment confidence
courage engagement honesty humility
integrity motivation passion responsibility
b. According to your answer in activity a, do you think it is easy to find a good leader? Why? Why not?
c. What examples of good leaders can you mention?
d. What actions from their lives show any of the traits in activity a.?
2. Join another pair and exchange ideas and opinions.
3. Go to pages 96 and 97 and have a look at the pictures. Discuss these questions with your partner.
a. Do you think these people were good leaders? Why? Why not?
b. What characteristics of good leadership do you think they had? Choose one or two for each of them.

Focusing on reading
1. Read the text quickly to confirm or correct your predictions in exercise 3, page 95. Then read it again, this time
focusing on the activities in the Smart reading section.
Key words
destitute
rule
blessed
spurred
accolades
stake
People Who
Transformed the World
By Denise Chow
Strategy in mind
Powerful leaders have the ability to shape history, but only a few of them have the
Skimming
distinction of truly changing the world. Here are some people who did just that.
Read the text quickly with the
purpose of getting only the
main ideas.
Mahatma Gandhi (1869-1948)
Scanning Mohandas Karamchand Gandhi led the fight
Read the text, keeping in for Indian nationalism against British rule in the
mind what you are searching 1920s. His celebrated use of nonviolent protest
for. inspired similar movements in support of rights and
freedoms around the globe. “Mahatma,” which
means “venerable” in Sanskrit, was an honorific
name given to him in 1914, in South Africa.
Gandhi was assassinated on Jan. 30, 1948, at the age of 78. His birthday, Oct. 2, is
commemorated as a national holiday in India, and is celebrated worldwide as the
International Day of Nonviolence.
Smart reading Martin Luther King, Jr. (1929-1968)
1. Identify the following
Martin Luther King, Jr. was an American activist
information and write it in
your notebook.
and humanitarian who became the leader of
the African-American Civil Rights Movement.
a. English word for
“Mahatma”:
Similar to Gandhi, he became known for
advancing civil rights through nonviolent civil
b. Type of Gandhi’s and
Luther King’s protest:
disobedience.
c. Setting of Luther King’s In 1963, King helped organize the March on Washington, where he famously
most famous speech: delivered his iconic “I Have a Dream” speech.
d. Mother Teresa’s place of
King was assassinated on April 4, 1968, in Memphis, Tennessee. Before his
work:
death, in 1964, King received the Nobel Peace Prize. He was also awarded
e. Rosa Park’s main
the Presidential Medal of Freedom and the Congressional Gold Medal
achievement:
posthumously.
f. Joan of Arc’s main
enemies:

Your analysis
a. How were Gandhi and
Luther King similar?
Mother Teresa (1910-1997) b. How were Luther King and
Mother Teresa was an Albanian-born Roman Rosa Parks similar?
Catholic nun. In 1950, she founded the c. What characteristics did
Missionaries of Charity in Calcutta, India, and Mother Teresa and Joan of
Arc share?
cared for the destitute. At that time, few people
were concerned about poor, sick, orphaned d. Did Gandhi and Joan of Arc
lead similar fights? Why?
and dying people.
Why not?
Mother Teresa was awarded the Nobel Peace Prize in 1979. She died on Sept. e. How did most of these
5, 1997 at the age of 87. In 2003, she was made a saint and was given the title people end their lives?
Blessed Teresa of Calcutta.
Rosa Parks (1913–2005)

Rosa Parks was born on February 4, 1913,
in Tuskegee, Alabama and she was an
American Civil rights pioneer. Her refusal to
surrender her seat to a white passenger on a
Montgomery, Alabama, bus spurred a city-wide
boycott and other efforts to end segregation.
The city of Montgomery had little choice and
lifted the law requiring segregation on public Think critically
buses. Rosa Parks received many accolades Make text-to text
during her lifetime, including the NAACP’s connections
highest award. Have you ever read other
texts or watched any movies
Joan of Arc (c. 1412–1431) about these people?
Joan of Arc was a martyr, saint and military Are they similar to what the
leader who, acting under divine guidance, led text says about them? Why?
Why not?
the French army to victory over the English
during the Hundred Years’ War. Make text-to-self
connections
Joan of Arc, nicknamed “The Maid of
In your opinion, who best
Orléans,” was born in 1412 in Domrémy and
represents the ideal of a
she is a national heroine of France. At age “good leader”? Why?
18, she led the French army to victory over
the English at Orléans. A year later, she was
captured and burned at the stake as a heretic
by the English and their French collaborators. She was canonized as a Roman
Catholic saint more than 500 years later, on May 16, 1920.
Source: Chow, D. (2013) Influential leaders who transformed the world. Retrieved from: http://www.
livescience.com/41742-influential-leaders-who-transformed-the-world.html

After reading
Work it out! Expressing quantity

Notice these examples from the text. Answer the questions and check with your partner.
1. Powerful leaders have the ability to shape history, but only a few of them have the distinction of truly changing
the world.
2. At that time, few people were concerned about poor, sick, orphaned and dying people.
3. The city of Montgomery had little choice.
a. Replace the words in bold in the sentences above. Choose one of the expressions below.
i. not much / almost nothing
ii. not many / almost none
iii. some / a small number
b. Circle the correct alternative.
i. (A) little and (a) few are quantifiers meaning some / many. Little and few have positive / negative meanings.
They are used to mean ‘not as much as may be expected or wished for’.
ii. We use a little with singular countable / uncountable nouns. We use a few with plural countable /
uncountable nouns.
iii. We use little with countable / uncountable nouns. We use few with singular / plural countable nouns.
Writing workshop Writing about inspirational leaders
Work in groups (3 – 4).

1. Organizing the ideas
a. In your group, choose an inspirational leader you would like to write about (from Chile or from another country).
b. Write at least five pieces of information about this leader’s life in the graphic organizer below. Remember to use
what you’ve learned in other subjects and what you’ve read / heard about this person. Copy the organizer in
your notebook.
Personal characteristics
Reasons for leadership
Name
Contributions Things you admire

2. Drafting
a. Use your notes to write sentences summarizing the information about this leader.
b. Write a final sentence expressing your opinion and the reasons that make you admire this person.
3. Revising
Put the information together into one or two paragraphs, using connectors to link the ideas and the texts on
pages 96 – 97 as models. Remember to include your opinion about this leader.
Editor’s Marks
4. Editing Capital letter /
Lowercase
a. Join another group and exchange your work. Edit the other group’s paragraphs using the
Punctuation
list in the box.
Add a word
b. Share comments about your corrections and write the final version of the texts on a
separate piece of paper. Add a picture of the person. (If possible, use a word processor ss Check spelling
s
and print a copy per group.) Change place
5. Publishing I...
ions to
a. Exchange copies of your text with the rest of the class. Read contributed information and opin
about the leaders that inspire your classmates. the task.
b. Put all the texts together and create an issue of a magazine. If accepted all the ideas with respect.
my
possible, upload them to the class blog. shared supportive feedback with
c. Individually, evaluate your performance throughout the task. classmates.
recognized the role that important
ory.
leaders have played to change hist
Exit slip
Reflect on your performance in the tasks and tick (✔) the corresponding line. Discuss the results of your self-
evaluation in your group and/or with the teacher.
My performance What difficulties do I

anticipate for next lesson?
Outstanding.
I exceeded the objectives.
Very good.
How can I overcome those
I met the objectives. difficulties?
Satisfactory.
I met some of the objectives.

LESSON 2 A Modern-day Folk Hero

listen to a recording about a OA 1: To demonstrate comprehension of general ideas in a recording.
modern-day outstanding person. OA 2: To identify key words and expressions.
identify main ideas and specific OA 3: To identify type and purpose of a recording.
information in the recording. OA 4: To use strategies to support comprehension.
link ideas. OA 5: To present information orally.
give a short report about an OA 8: To link ideas using though.
outstanding person.
OA B: To acknowledge the role and achievements of remarkable people belonging to
other cultures.
Preparing to listen
1. Look at the girl in the picture. Use what you know or find information about her to complete the file.
Name
Date/place
of birth
Education
Famous for
Awards
2. Find and circle / highlight Malala’s homeland on

the map. Then look for information and answer
questions a – c.
a. In which continent is Malala’s country of origin located?
b. Which is (are) the country official religion(s)?
c. What do you know about women’s rights in
this country?
3. You are going to listen to a famous actress and women’s rights advocate. Based on the activities done so far,
predict the topic of the recording and two ideas you think she will mention. Take notes of your prediction in the
box below.
I think this famous woman will talk about...
She will mention:

1.
2.

Focusing on listening
1. 33 Listen to the recording. While you listen for the first time, check if the ideas in your list (exercise 3, page 100)
were mentioned.
2. 33 Listen again (twice). Fill in the missing information in the file.
Strategy in mind
LISTENING FILE: A Modern-day Folk Hero Listening for gist.
Listening for details.
General information
Type of recording:
a report a speech an interview
Purpose:
to entertain to inform to persuade

Smart listening
Specific details
While you listen, focus on the
True or false? Write T or F. sequence of content words
(nouns, adjectives and verbs)
The speaker is talking about a mythological hero. that can help you get the big
picture.
Malala fights for all children’s right to education.
When listening for details,
Malala began fighting with weapons. ignore anything that does not
sound relevant. In this way,
Number the events in the correct sequence. you will be able to narrow
down your search and get
She founded the “Malala Fund”. the details you need.
She won the Nobel Peace Prize.
She started giving speeches.
She was told she could no longer go to school.
What does the speaker mean? Circle. Think critically

a. “Standing on the sidelines while children risk their lives to learn is not an Make text-to text
option”. connections
You can / can’t choose your position on this topic. Have you seen or read other
texts about this remarkable
b. "Stand with Malala for girls everywhere". girl? Which one?
You must / mustn’t advocate girls’ rights. Make text-to-self
connections
Main conclusions
Apart from their right to
What does the speaker want from the audience? education, what other rights
should women around the
What expressions does the speaker use to convey her message? world advocate?

After listening

1. Notice these examples from the recording. Pay special attention to the word in bold.
- She did not pick up a weapon and run to battle; she blogged her story for the BBC, though.
- Malala’s shooting did not end the war on girls. Today, more than 60 million girls around the world are still denied
the chance to go to school, though.
2. Read these other examples and answer the questions.

- Though I don’t like pizza, I ate half of one today.
- Though the teacher has explained the exercise three times, I still don’t understand it.
a. What does the word in bold mean in each sentence?
b. Can you notice a difference between the sentences in Point 1 and the ones in Point 2?
c. What word / expression would you use to replace though in each sentence?
Speaking workshop Reporting about a remarkable person
Work in pairs. You will report orally on a remarkable person.

a. 34 Listen to the extract from the recording. Pay special attention to the expressions in bold.
At 11 years old, the Taliban told her community

that girls could no longer go to school. She
did not pick up a weapon and run to battle;
she blogged her story for the BBC, though.
When that wasn’t enough, she stood up in public
and started giving speeches about her right to
education.
One day, a man boarded a school bus carrying
Malala and her friends, asked “Who is Malala?”
and shot her in the head. At only 15 years old,
she was fighting for her life.
It’s well known what happened next: Malala
spent several months recovering from her
injuries, continued her campaign to see all
girls in school around the world, founded the
Malala Fund and became the youngest winner of
the Nobel Peace Prize.
b. Work with a partner. Take turns to repeat the extract, imitating the intonation in the model.

c. In pairs, choose a remarkable person you would like to talk about and collect information about him / her.
i. Organize the information you collected on a timeline.
ii. Write a brief paragraph (5 – 6 sentences) about this person’s life and his / her main achievements.
iii. Link the information using time and sequence expressions (follow or imitate the model in the speech).
iv. If possible, include a final message to end the report.
2. Practicing
a. Take turns to practice reading the report aloud and correct each other’s mistakes.
3. Performing
Divide the report into two parts and present it to your classmates. If possible, use visual aids to enhance
your presentation.
We…
prepared the report carefully.
4. Evaluating ds in
used the expressions and the wor
a. After you finish, self-evaluate your performance using the the lesson.
prompts in the list. imitated the pronunciation and the
b. Offer feedback and suggestions to each other, focusing on your intonation in the model.
strengths and making suggestions to improve your weaknesses. corrected each other with respect.
a
acknowledge the importance of
pers on’s acti ons and legacy.
remarkable
Exit slip

Outstanding.
Very good.
Satisfactory.

LESSON 3 British Presence in Chile

listen to a recording about remarkable people. OA 1: To demonstrate comprehension of general ideas of a recording.
read an interview. OA 7: To react to texts in oral discussions, by making connections with
use strategies to identify specific information in other subjects.
the text. OA 10: To demonstrate comprehension of an informative text.
acknowledge the importance of other people’s OA 12: To use strategies to support comprehension.
achievements and legacy to our culture. OA B: To develop cultural awareness by recognizing the role that people of
make connections with other subjects (History, other cultures played in the development of Chile.
Geography and Social Science).
Preparing to read
1. 35 Look at the people in pictures (1 – 4). Listen and match them with the corresponding piece of information
(a – d) in the recording.
1 2
Charles Darwin Lord Cochrane
3 4
Maria Graham Thomas Somerscales

2. 35 Listen again. Write the name of the people in exercise 1 in the corresponding bubble. Can you add names
of more remarkable foreigners in Chile?
Science Literature
Army Painting
3. You will read an interview with William Edmundson, author of A History of the British Presence in Chile. Before
starting, answer these questions.
a. What is the connection between the title of the book and exercises 1 and 2?
b. In your opinion, have British people contributed to the development of Chile? Why? Why not?
4. Take a quick look at the text on pages 106 and 107. Focus on the organization (title, headings, bullet points) and
other features (visuals). Then, develop activities a and b:
a. Think about what you already know about the topic and then think about other things you would like to learn
about it.
b. Write the information in the corresponding column of the table.
What do I know? What do I want to know?

Focusing on reading
1. Read the first two questions of the interview. Were your ideas in exercise 3, page 105, correct? Yes? No? Why?
2. Read the complete interview. Do the activities in the Smart Reading section.
Key words
eyewitness
quote
The
ponder
veneer mysterious
friendship
between
Strategy in mind Britain and
Focusing on text features
As you read, pay attention to
details such as: photos, bold
Chile
type, title, subtitle, captions,
etc. that may help you An interview with William Chilean history. The British were, in
understand better. Edmundson, author of A History general, eyewitnesses of events of great
of the British Presence in Chile importance in Chilean history.
By James Fowler, Santiago Times Q: Can you give us some examples?
In this interview with the Santiago WE: Well… let’s start with the war of
Smart reading Times, Edmundson talks about the independence. The Navy commanders
1. Read the interview again,
history of Anglo-Chilean relations. were all British. Look at the naval
carefully. Answer. list: they were all Scottish, Welsh and
Question: What do you think
English names, led by Lord Cochrane,
a. Who is the interviewer? will interest our readers about
the first admiral. Lord Cochrane
b. Who is the interviewee? your book?
arrived in Chile at the end of 1818 and
c. Who do you think may be WE: This is the first comprehensive helped organize and lead the Chilean
interested in a book like
and accurate history of the British Navy. There were a lot of courageous
this?
presence and legacy in Chile; I hope it British soldiers as well.
d. Who said “As naturalist in
will be held up as a reference for years
South America…”? Q: You also write about Darwin and
to come, for those who are students
e. Where was the interview the importance of Chile in his work...
of Latin America in general and
published?
Chile in particular. Readers can see WE: Darwin spent 17 months in what
f. Who is the man in the
by themselves that this book is really is now modern-day Chile. His "On
picture?
history of Chile. the Origin of the Species" begins with
2. Identify the main the quote “As a naturalist in South
contribution of these people Q: So you feel the British were an
America, I was much impressed by the
in the development of Chile. intrinsic part of the development
peoples that I met.” This is what he met
Lord Cochrane of Chile?
in Chile, nowhere else. The Fuegian
Charles Darwin WE: It is remarkable that Britain aborigines made him ponder on the
Maria Graham
or British visitors were present at species of mankind. They helped him
every important turn and twist of realize that culture was just a veneer

Your analysis
1. Answer these questions.
Use the information in the
text and what you learned in
other subjects.
a. How did C. Darwin feel
when he arrived in Chile?
Why?
over humanity. He noted by himself detailed eyewitness accounts by “a b. What did he mean when
that these people’s (savages, as he learned person” of an earthquake, it he said “culture is just a
calls them) could adopt manners and was published in London in 1823. Her veneer over humanity”?
customs, and learn other languages. description started a heated debate in c. Why is this part between
the Geological Society. Her observations quotation marks in the
Q: Do you mention any interview?
were later backed by Charles Darwin,
English women? d. Was M. Graham’s report
who had observed the same land rising
WE: You have the case of Maria during the earthquake which occurred on earthquakes well
Graham. She was the widow of an received in the academic
in Concepcion during his visit in 1835.
English captain and lived among world? Why? Why not?
In recognition of her services to Chile, e. What connection can you
Chileans for a whole year. “Journal of as she was one of the first persons identify between Maria
a residence in Chile” is a remarkable to write about Chile in the English Graham and Charles
work that shows her perception of the language, the Chilean government Darwin?
diverse aspects of the public and private appointed her “a friend of the nation”
life of Chilean society in the nineteenth 2. Exchange ideas in
in 2008. your group. Discuss your
century. As a historical source, it is a
Q: You speak with a lot of passion answers in exercise 1.
fundamental document that depicts
Chilean life during the first years about Chile…
of Independence. WE: I love the country. I wandered
In 1822, she experienced one of around yesterday, and everyone I talked
Think critically
Chile’s worst earthquakes in history, to in Santiago was very engaging. Very
Make text-to-world
and recorded its effects in detail in friendly, but very respectful.
connections
her book. As this was one of the first
Have you ever read about
these people? When?
Have you ever read or
heard about Journal of a
residence in Chile? If not,
find information about this
well-known book on the
internet.
Make text-to-self
connections
In what other areas, do
you think, have British
people had a remarkable
presence in Chile?
Has this situation
happened in other
countries in Latin
America? Where?

After reading
Work it out! Using reflexive pronouns
Notice these examples from the text. Pay special attention to the words in bold.
- Readers can see by themselves that this book is really history of Chile.
- He noted by himself that these people’s (savages, as he calls them) could adopt manners and customs, and learn
other languages.
1. Circle the correct alternative to complete the sentences. Check with your partner.
a. The words in bold refer to .
i. To the people/person who perform (s) the action.
ii. To the object which receives the result of the action.
b. We use these words to show .
i. that someone did something with help.
ii. that someone did something without any help.
Vocabulary in context
1. Read these sentences from the text. Pay special attention to the words in bold.
- There were a lot of courageous British soldiers as well.
- Journal of a residence in Chile is a remarkable work.
- As a historical source, it is a fundamental document that depicts Chilean life during the first years of
Independence.
- In recognition of her services to Chile, the Chilean government appointed her “a friend of the nation” in 2008.
2. Explain the meaning of the words in bold to your partner with your own ideas.
3. Find one or two synonyms to replace the words in bold in each sentence. Compare with your partner.
4. Write four sentences including the words in bold in point 1. Make sure you use them in the same context.
Writing workshop Writing about a foreigner’s experience in Chile
You will find information about a remarkable foreigner and his / her experiences in Chile.
1. Organizing ideas
a. Find information about foreign people who made important contributions to the country. You may visit these links:
http://www.memoriachilena.cl/602/w3-article-98123.html
http://www.memoriachilena.cl/602/w3-article-3316.html
b. Choose one person. Take some biographical notes about his / her life and organize them in chronological order.
You can use a time line or any other graphic organizer you prefer.
c. Take notes of the contribution or role that this person played in Chilean history.

2. Drafting
Write a short biographical report about the remarkable foreign person you chose. Use the information you collected
and the models in the text on pages 106 – 107.
Begin writing simple sentences and then put them into a paragraph, adding some connectors. Remember to include
information about this person’s contribution to Chilean life.
3. Revising
Revise the paragraph you wrote making sure that you have:
a. narrated the events in the chronological order. Editor’s Marks
b. used sequence connectors to link the ideas. Capital letter /
Lowercase
c. included details about this person’s area of expertise and main contributions.
Punctuation
Add a word
4. Editing
ss Check spelling
Check for grammar, spelling and punctuation mistakes. Use the Editor’s Marks in the box. s
Change place
5. Publishing
Write a final copy of your report exchange it with a partner. My partner…
d in the
Peer-evaluate your work following the prompts in the box. provided information as indicate
instructions.
presented the information in the
chronological order.
ideas.
used sequence markers to link the
life.
included details about the person’s
recognize the important role and
Chile.
contributions of foreign people in
Exit slip

Outstanding.
Very good.
Satisfactory.

SUBJECT CONNECTIONS Language and Literature –
Social Science
read two texts about a remarkable woman. OA 9: To read fiction and non-fiction texts independently.
identify differences between fiction and OA 10: To demonstrate comprehension of a non-fiction text.
non-fiction texts. OA 11: To demonstrate comprehension of a fiction text.
compare the information in both types OA 7: To react to texts by discussing their main features.
of texts. OA B: To develop cultural awareness and recognize the contribution that
recognize a remarkable woman’s legacy. remarkable people have made to society.
1. In your group, read these short texts. Make some comments about the differences you can see.
Wangari Maathai was the first African woman to win the Nobel Peace Prize. That was in 2004.
Wangari was born on April 1, 1940, in Nyeri, Kenya. At that time, girls
from rural Kenya rarely received an education, but Wangari studied
in the United States and in Germany. When she returned to Kenya,
she worked in veterinary medicine at the University of Nairobi and
became the first woman in central or eastern Africa to earn a PhD.
She taught at the university and became the head of the veterinary
medicine faculty. No woman had headed any department at any
university in Kenya before.
Wangari’s study of animals and nature made her a leader in the
fields of ecology, sustainable development, natural resources and
wildlife. In 1976, she started the Green Belt Movement, a national
organization to combat deforestation in Kenya. In 2002 the people
of Kenya elected her to their parliament. Two years later she was
awarded the Nobel Peace Prize.
In 1976 Wangari Maathai introduced the idea of planting trees for
peace to Kenyan citizens. Since then, the Green Belt Movement
has planted more than thirty million trees in Kenya and in other countries of Africa. The trees prevent soil erosion,
filter water and air, and provide firewood and food. The work has been done primarily by village women, who are
reclaiming their rights and responsibilities as keepers of the earth and caretakers of its future.
Wangari Maathai died on September 25, 2011, in Nairobi, Kenya.

Mama Miti (mother of trees)
(Extract)
When Wangari grew up, she worked in the city, but she always
remembered her roots. She planted trees in her backyard and sat
under them to refresh her body and spirit.
One day, a poor woman came from the western valley to see the
wise Wangari. Her children peeked out from behind her at the
smiling woman in bright blue cloth with squiggles all through it,
like tadpoles in a pool.
“I have too little food to feed my family”, said the poor woman.
“There is no longer a job for me in the timber mill, and I have no other
skills. What can I do?”
Wangari took the woman’s hands and turned them over. She
took the children’s hands, one by one. “These are strong hands.
Here are some seeds of the mubiru muiru tree. Plant them. Plant as
many as you can. Eat the berries.”
The woman and her children returned home and planted trees with their strong hands, one by one.
In the years to come, when flowering season was over, the family ate the shiny round fruits.
They shared with their neighbors, who carried home some seeds, planted them, and grew their own mubiru
muiru trees.
Adapted from: Napoli, D.J. (2010) Mama Miti: Wangari Maathai and the Trees of Kenya. New York: Simon & Schuster/Paula Wiseman Books
Glossary: Peek out (v.): to be just visible. Squiggles (n.): lines drawn or written in a careless way, with twists and curls in them. Tadpoles (n.): the larvas
of frogs and toads, living in water, having internal gills and a tail. Mill (n.): a small machine for grinding a substance into powder. Mubiru muiru (N.):
African word, a small tree with edible berries.
2. Read the texts above. Then, complete the files comparing the information in both texts.
Which text has these elements? Which text has these elements?
Interesting Introduction, body, conclusion

Details
Character Details
Setting Title and author
Beginning, middle, end Important facts
Problem and solution Information
Title and author
3. Discuss these questions.

a. How are these texts similar / different?
b. How can you identify a fiction text from a non-fiction text?

MODULE 2
Entry slip
Read what you will do in each lesson (p. 112 - 127) and answer the questions in the slip before you start.
Questions Answers
1. What is new to you? 1.
2. What is useful to you? Why? 2.
3. What interests you most? Why? 3.
How ready are you?
1. Have a look at the pictures. Discuss with your partner what you see in them.
a b c
d e f
2. Join another pair and answer these questions. Exchange ideas with your classmates.
a. What do the people in the pictures in exercise 1 have in common?
b. Do you think that all the people that make remarkable actions are famous or recognized?
c. How many unknown remarkable people do you know? Who are they?

LESSON 4 Unsung heroes

listen to a recording about OA 1: To demonstrate comprehension of main ideas and specific information in a recording.
unknown outstanding people. OA 2: To identify and pronounce sounds / ʒ/ and /dʒ /
identify relevant and specific OA 3: To identify type and purpose of the recording.
information. OA 4: To use different strategies to support comprehension.
ask and answer questions. OA 5: To present information orally.
acknowledge the role OA 6: To participate in oral exchanges.
and legacy of unknown
OA B: To recognize and acknowledge the role and legacy of unknown people.
outstanding people.
OA E: To use information technologies effectively and responsibly when looking for information.
obtain information using
technology.
Preparing to listen
1. Read the title of this lesson and answer the questions with your partner.
a. What do you think the title means? Explain it with your own words.
b. Look up the word “unsung” in the dictionary and confirm or correct your ideas.
2. Have a look at the pictures (1- 4) and read the names of the people. Use the Internet to find information about
them and complete the file below.
1 2 3 4
Eugene Lazowski Alice Catherine Evans Mary Anning Lincoln Beachey
Name Date of birth / death Nationality Profession
3. You will listen to a recording about the people in exercise 2. Before starting, anticipate the content, taking
some notes of five pieces of information that you think will be mentioned.

1. 36 Listen to the recording. As you listen, check your predictions in exercise 3, page 113.
2. 36 Listen to the recording again (twice). Focus on the parts of the recording that are relevant and complete the
missing information in the file.
Strategy in mind
LISTENING FILE: Unsung heroes Set a purpose for listening.
Taking notes.
General information
Type of recording:
a radio program a lecture an advertisement
Number of women/men mentioned.
outstanding men and outstanding women
Specific details
Smart listening
Match the people and their achievements. Before listening, focus on
a. Eugene Lazowski ___ Advocated an important process. your purpose before listening
to the recording (validate
b. Alice Catherine Evans ___ Made an important discovery. your previous ideas).
c. Lincoln Beachey ___ Saved a lot of lives. While listening, pay

attention to the parts of the
d. Mary Anning ___ Set a large number of records. recording that are relevant
and take notes.
Answer.
a. How did Dr. Lazowski save the Jews’ lives?
b. When was Alice Evans’ work taken seriously?
c. What was Lincoln’s Beadley first job?
d. How did Mary Anning become a renowned paleontologist?
Think critically
Main conclusions
Make text-to-world
According to the content in the recording and your own judgment, are connections
these people outstanding? Complete the chart. Do you know any unsung
heroes? Who is (was) he/
Name Yes/No Why? / Why not? she?
Eugene Lazowski Why is he/she an unsung
hero?
Alice Catherine Evans
Make text-to-self
Lincoln Beachey
connections
Mary Anning In your opinion, what makes
someone a “hero”?

After listening
Work it out! Connecting ideas

1. Read these sentences from the recording. Pay special attention to the highlighted words.
- This allowed them to test positive for typhus despite being healthy.
- Alice Catherine Evans was a microbiologist who championed the pasteurization of milk, thus saving
countless lives.
- He pioneered aviation stunts and set a large number of records; yet he remains practically unknown today.
- Even though it was very difficult for a woman to fully participate in the scientific community of 19th-century Britain,
she became a renowned fossil-hunter.
2. Choose an alternative (a – d) to replace each highlighted word in the sentences above.
a. however b. although c. regardless of d. consequently
3. In your notebook, write 4 new sentences using the words in exercise 1. Check with your teacher. Then, practice
them with your partner.
Speaking workshop Playing a role
Work in groups of four to six. You will ask and answer questions in order to identify a character.
a. 36 Listen to the recording again. Individually, choose one of the characters and take notes of the most relevant
information related to him/her (don’t tell your choice to your classmates).
b. What other things would you like to report about the character you chose? If possible, find additional information
about him/her. Be prepared to answer your classmates’ questions.
c. Think and write a set of questions to ask about your classmates’ characters. Use the question words in the
bubbles as a guide.
When…? How…? Where…? What…? Why…?
2. Practicing
a. 37 Listen and repeat these lists of words. Pay special attention to the pronunciation of the parts in color.
measured leisure treasure pleasure
judgment jews inject contagious large

b. 37 Listen to the recording. Pay attention to the intonation and pronunciation.
A: Why are you considered an unsung hero?

B: I saved a lot of people during the Holocaust.
A: How did you do that?
B: I injected dead typhus cells into them.
A: Why did this save people?
B: Because the Germans were afraid and didn’t send them to the concentration camps.
3. Performing Our group…

the
In your group, ask your classmates the questions you wrote in searched for information to answer
point 1, c. Answer their questions, playing the role of the character questions.
wed
you chose. practiced the questions and follo
the model.
used correct pronunciation and
4. Evaluating intonation.
Use the prompts in the box to evaluate the group’s performance. Give used reliable sources to find
honest answers focused on your strengths, but remember to agree on information.
a set of remedial actions for the areas you need to improve.
Exit slip

Outstanding.
Very good.
Satisfactory.

LESSON 5 Lessons from the past

read an article about a group of brave women. OA 10: To demonstrate comprehension of an informative text.
ask and answer questions. OA 5: To present information orally, pronouncing the sound /ʒ/ appropriately.
study and use the indirect speech. OA 8: To report what other people said.
OA B: To recognize the role and legacy of a brave group of women.
Preparing to read
1. Look at these pictures of old newspapers. Answer the questions with your partner.
Guardian
The Manchester
11 June 1913 The Suffragette Gaze
for women!
tte
First Martyr for votes
o
the militant suffragist wh 27
Emily Wilding Davison,
June 1912
ne Mrs. Pankhurst goes on
King’s horse on 4 Ju hunger strike
stepped out in front of the
ies four days later.
1913, died from her injur
10 November, 1918
Daily News
Woman’s act is passed
First Qualification of W
omen Act is passed in th
Commons allowing wo e House of
men to vote.
a. What do the headlines refer to?

b. Who were Emily Davison and Emmeline Pankhurst?
c. Who were the suffragettes? What was this group’s main achievement?
2. In groups, compare and discuss your answers.
3. Go to page 118 and read the title of the article. Based on what you have learned about the suffragette
movement, what are the lessons that these women can teach us today? Take some notes.

Focusing on reading
1. Read the article quickly. Were your ideas in exercise 3, p. 117 mentioned?
2. Read the text again, this time more carefully. Complete the activities in the Smart reading section.
Key words
squeeze Inspiring lessons that suffragettes
grab
wreath
grant
can teach women today
conceivable
outrage A century after the death of Emily Davison suffered a fractured skull
effectual
Davison at the Epsom Derby, and internal bleeding; she died four
the movement that gave votes to days later. Thousands of suffragettes
women still has much to teach those turned out on the London streets
continuing to fight for equality. dressed in white, bearing laurel
Strategy in mind
wreaths for her funeral. A century
Making predictions. By Kira Cochrane after, at the commemorative
Identifying specific
information. ceremony of this tragic event, one of
On 4th June 1913, Emily Wilding the speakers declared: “She died for
Davison traveled to Epsom Downs women; what can today’s women
to watch the Derby, carrying two learn from the suffragettes?”
suffrage flags – one rolled tight in
Smart reading The Suffragettes wanted the right for
her hand, the other wrapped around
1. Find the following women to vote. They were members
her body, hidden beneath her coat.
information in the article and of women’s organizations in the
write it in your notebook. She waited at Tattenham Corner
as the horses streamed past, then late-19th and early-20th centuries
a. Event that Emily Davison which advocated the extension of the
attended. squeezed through the railings and
made an apparent grab for the reins “franchise”, or the right to vote in
b. Name of the king’s horse. public elections, to women.
of the king’s horse, Anmer. In the
c. E. Davison’s injuries.
Manchester Guardian the next day, There has always been speculation
d. Year in which women’s
an eyewitness reported: “The horse about Davison’s intentions. The
vote was granted.
fell on the woman and kicked out return train ticket she was carrying,
e. Newspaper that
furiously”. for instance, offered evidence that
published a letter.
2. Answer.
a. Who gave a report of E.
Davison’s accident?
i. A spectator of the
event.
ii. One of the
suffragettes.
b. Who spoke to the
audience at the
commemorative
ceremony?
i. Not mentioned.
ii. One of E. Davison’s
descendants.

Your analysis
What can be interpreted from
Bertha Brewster’s words?
Discuss with your class.
she didn’t mean to die. But there’s continues. Nowadays, campaigners

no doubt she was prepared to make worldwide fight for equal political
dangerous sacrifices for women’s representation, freedom from sexual
rights. She had been imprisoned violence, control over their own
repeatedly for her suffrage work, bodies, and – ultimately – for that
had gone on hunger strike and been most basic, yet radical, demand:
force-fed numerous times. for women to be treated as human
beings.
After Davison’s death, the
suffragettes kept going. Despite The suffrage fight suggests women
Think critically
the opposition and immediate need to be represented by those who
Make text-to-world
consequences, the campaigners kept refuse to see any conceivable option
connections
up the pressure, re-energizing their but victory, women like the one Who were the women that
fight and passing the baton from who wrote to the Daily Telegraph fought for the same cause in
woman to woman. They were finally in 1913: “Sir, everyone seems to Chile? Find the name of three
granted the vote on the same terms agree upon the necessity of putting of them.
as men in 1928. a stop to Suffragist outrages; but Make text-to-self
no one seems certain how to do so. connections
Davison’s bravery was extraordinary.
There are two, and only two, ways in What lessons can these
A hundred years later, vote
which this can be done. Both will be women teach you?
for women has been won in
effectual. 1. Kill every woman in the
most countries – though not
United Kingdom. 2. Give women the
all – but the feminist revolution
vote. Yours truly, Bertha Brewster.”
Source: Cochrane, K. (2013) Nine inspiring lessons the suffragettes can teach feminists today. Retrieved from:
https://www.theguardian.com/world/2013/may/29/nine-lessons-suffragettes-feminists

After reading
Work it out! Reporting what other people say
1. Analyze these pairs of sentences.

a. i. In the Manchester Guardian the next day, an eyewitness reported: “The horse fell on the woman and
kicked out furiously”.
ii. At the commemorative ceremony of this tragic event, one of the speakers declared: “She died for women;
what can today’s women learn from the suffragettes?”
b. i. In the Manchester Guardian the next day, an eyewitness reported that the horse had fallen on the woman
and had kicked out furiously.
ii. At the commemorative ceremony of this tragic event, one of the speakers declared that E. Davison had died
for women and asked what women could learn from the suffragettes.
2. Answer.
a. What is the writer referring to in the first pair of sentences?
i. To what she said.
ii. To what someone else said.
b. What are the sentences in the second pair referring to?
c. What changes have been made in the second pair?
3. Analyze and study the changes in these sentences.

Direct Speech Reported Speech
He said: “I go to school every day.” He said (that) he went to school every day.
He said: “I went to school every day.” He said (that) he had gone to school every day.
He said: “I have gone to school every day.” He said (that) he had gone to school every day.
He said: “I am going to school every day.” He said (that) he was going to school every day.
He said: “I will go to school every day.” He said (that) he would go to school every day.
4. Complete.
a. When someone is quoting what another person said, he / she uses the speech, introducing
the exact words between .
b. When someone is reporting what another person said, he/she uses the speech,
introducing the report with: (someone) said/asked/told that…
c. Generally, when the original sentence is expressed in the Present Simple, it is reported in the ;
when it is expressed in the Past Simple, it is reported in the tense.
Speaking workshop Reporting what people said
Work in pairs. You will take turns to ask and answer questions reporting what other people said.
a. 38 Listen and repeat these lists of words. Pay special attention to the pronunciation of the parts in bold.
i. ii.
election extension intention opposition decision equation invasion
organization representation speculation occasion television vision

2. 39 Listen to the recording. Repeat the phrases paying special attention to intonation.
He said that… The witness reported that… They declared that…
3. Practicing
a. Individually, practice reporting what the article says. Make sure you make all the necessary changes in
each sentence.
i. “The Suffragettes wanted the right for women to vote.”
ii. “There has always been speculation about Davison’s intentions.”
iii. “Davidson’s bravery was extraordinary.”
b. Remember what a friend /a member of your family said yesterday and report two other examples of your own.
Write them on your notebook.
4. Performing
Report what the people said to your partner.
My partner…
the
made the necessary changes in
5. Evaluating sentences.
on.
After you finish, use the prompts in the box to peer-evaluate your used what we learned in the less
performance (Yes: ✔; No: ✘). followed the model of intonation
and
pronunciation.
.
could report what other people said
Exit slip

Outstanding.
Very good.
Satisfactory.

LESSON 6 A defender of peace

listen to an interview. OA 1: To demonstrate comprehension of general and specific information in a
match speakers and speech. recording.
identify relevant and specific information. OA 3: To identify type, purpose and main ideas related with an economic issue.
report about a remarkable initiative. OA 4: To use different strategies to support comprehension.
make connections with other subjects OA 14: To write a summary following the steps of the writing process.
(History, Geography and Social Science). OA 15: To write a text using correct grammar, punctuation and spelling.
OA 16: To inform what other people say.
Preparing to listen
1. Work in groups. Find information, on the web, about Muhammad Yunus and complete the chart below.
Name / Nationality
Profession
Education background
Main achievements
2. / Answer these questions. Compare answers with another pair.

a. Do you know what the Grameen Bank is? If not, find some information on the web.
b. Why is it called “the bank of the poor”?
c. How has the bank´s initiative changed the lives of poor people?
d. In your opinion, why did Prof. Yunus and the Grameen Bank won the Nobel Peace Prize?
3. You will listen to an interview to Professor M. Yunus. Tick (✔) the ideas that you think are true.
a. The Nobel Peace Prize is the only peace prize he has got.
b. Poverty is a threat to a country’s peace.
c. The Grameen Bank credits are exclusively for women.
d. Prof. Yunus thinks poverty belongs to human essence.
e. Poor people need charity.

1. 40 Listen to the recording once. Confirm or correct your ideas in exercise 3, page 122.
2. 40 Listen to the recording again (twice). Fill in the missing information in the file.
Strategy in mind
LISTENING FILE: A defender of peace Making/confirming
predictions.
Using background
General information
knowledge.
Type of interview:
Purpose :
Specific details
Who says it? Write I (interviewer) or Py (Professor Yunus).
a. : Poverty is a threat to the peace.

Smart listening
b. : The microcredits have often been used for women. While you listen, revise your
predictions and confirm or
c. : The prize brought greatly increased publicity for the bank’s work. correct your ideas.
Remember what you know
about the topic.
d. : Charity is no solution to poverty.
Complete.
a. Prof. Yunus won the Nobel Prize in .
b. may be an intrusion into a life.

Think critically
c. take good care of their children as their
Make text-to world
income . connections
What examples of this
d. in the world is an creation. initiative can you mention in
your neighborhood / city /
e. We must give to people. Chile?
In what way are “poverty”
Main conclusions and “access to credit”
related?
How has Prof. Yunus and the Grameen Bank…
Make text-to-self
a. affected poor people’s life? connections
b. empowered women? What do you think about
c. changed the traditional view of doing businesses? Prof. Yunus’ initiative?
What aspects would you
change or improve?

After listening
Work it out! Reporting what people say (continued)

1. Read these sentences. Write DS (direct speech) or RS (reported speech).
a. MG: “First of all, welcome to this interview.”
b. Prof. Yunus said poverty was a threat to peace.
c. Prof. Yunus: “Our objective is to help the family to get out of poverty.”
d. Marta Grehsel thanked Prof. Yunus for speaking to her.
2. Answer.
a. How did you identify DS and RS?
b. What textual features are used to show DS?
c. How can you report what Marta Grehsel and Prof. Yunus said?
Writing workshop Writing a summary of an interview
In pairs, you will summarize the main ideas in the interview.

1. Organizing ideas
a. 40 Organize the main information in the interview into a diagram. You may listen to the recording again (if
necessary) and use the headings in the boxes below.
Speakers Main topic Important ideas Final message / conclusion
2. Drafting
a. Write complete sentences reporting what each person said in the interview. Remember to make all the necessary
changes as a result of the use of the Reported Speech.
Use the verbs in the boxes to introduce the ideas.
ask answer inquire inform
tell say call think hope
b. Organize the sentences in paragraphs and decide the topics you will cover in each of them.
c. Write a final sentence giving your personal opinion about Prof. Yunus’ initiative, expressing the reason why you
think it is / isn’t a good idea.

3. Revising
a. Revise the summary you have just written. Remember these points:
i. Keep it simple; try to convey the main ideas that were expressed in the interview.
ii. Be careful when using the Reported Speech. Remember to use the past tense
to introduce the ideas.
Editor’s Marks
iii. Avoid repeating the same verb to report the content. Find other examples of
Capital letter /
reporting verbs. Lowercase
iv. Check the order and coherence of ideas and make sure they make sense. Punctuation
Add a word
4. Editing ss Check spelling
s
Proofread the summary of the interview using the Editor’s Marks in the box. Change place
5. Publishing
We…
Divide the text you wrote into two parts, one per student. Take turns to ram.
organized the information in a diag
read the summary aloud to your classmates.
discussed the structure of the
When you finish, evaluate your work following the points in the box. Give summary.
honest answers and focus on your strengths, but remember to suggest
used a variety of verbs.
remedial actions for the areas you need to improve. g
paid special attention when usin
Reported Spe ech .
checked grammar, spelling and
punctuation.
ut
included our personal opinion abo
the initiative.
Exit slip

Outstanding.
Very good.
Satisfactory.

SUBJECT CONNECTIONS Science
read a piece of news. OA 9: To read and demonstrate comprehension of texts about other subjects.
learn about an important prize. OA 7: To react to the text by making connections with other subjects.
answer questions. OA 8: To report what other people say.
make connections with other subject (Science). OA B: To develop cultural awareness, recognizing the role that women have
played in the scientific development.
1. Read the article and answer the questions.

a. What is the main purpose of this important prize?
b. What is the connection between the 2017 Edition and Chile?
c. Where are the awarded women from?
d. How much does each scientist receive? What for?
e. Why did Maria Teresa Ruiz receive this award?
2. Read the article again. Complete these sentences reporting what was said at the ceremony.
a. Irina Bokova said that
b. Jean-Paul Agon declared that
3. Form groups of 3 – 4 students. Compare your answers and exchange ideas.
150 years after Marie Curie’s birth, only 28% of researchers

are women and only 3% of Scientific Nobel Prizes are awarded
to them.
a. What do you think about the prize?

b. Do you think it is a real contribution to this problem? Why? Why not?
c. What are the reasons for this situation?

The 2017 L’Oréal-UNESCO For Women in
Science Awards
150 years after Marie Curie’s birth, only 28% of
researchers are women and only 3% of Scientific
Nobel Prizes are awarded to them. That is why,
for the past 19 years, the L’Oréal-UNESCO
For Women in Science program has worked to
honor and accompany women researchers at
key moments in their careers. Since the program
began, it has supported more than 2,700 young
women from 115 countries and celebrated 97
Laureates, at the peak of their careers, including
professors Elizabeth H. Blackburn and Ada Yonath,
who went on to win a Nobel Prize.
The Awards are presented every year to five
women, one from each world region (Africa
prosper with only 50% of its creative genius – this
and the Arab States, Asia-Pacific, Europe, Latin
is not right, and it’s not smart either (…)”, said
America and North America). Each scientist has
Irina Bokova in her message.
had a unique career path combining exceptional
talent, a deep commitment to her profession These 5 exceptional women are each contributing
and remarkable courage in a field still largely in their own way to change the world for the
dominated by men. better. From Latin America, Professor Maria Teresa
Ruiz from Chile was awarded. She is a Professor of
The 2017 edition of this award celebrated 5
the Department of Astronomy, at Universidad de
eminent women scientists and their excellence,
Chile. She received the award in Astrophysics, for
creativity and intelligence. Each woman received
her contributions to the study of a variety of faint
an award of 100,000€ to commend their scientific
celestial objects hidden in the darkness of
contributions in the fields of quantum physics,
the universe.
physical sciences and astrophysics.
Jean-Paul Agon, Chairman of the L’Oréal
The ceremony was opened by a message from
Foundation, highlighted the power of these
Irina Bokova, Director-General of UNESCO.
women scientists in his opening speech: “Only
“This is really a call to action, for every girl and a shared, controlled science, at the service of the
every woman to be empowered at every level – in world’s population, is able to meet the major
learning, in research, in administration and in challenges of the twenty-first century, and our
teaching, across all scientific fields. Each laureate researchers are the proof. They are the ones that
shows us that humanity as a whole cannot give science all its greatness”.

PROJECT
Learning about outstanding people
I Preparation
1. Work in groups of four.
2. Read the instructions in the Procedure section. Then fill in the information in the file.
3. According to your strengths and weaknesses, elaborate an action plan for the project. Before you start, read the
rubric carefully so that you know, in advance, the areas that will be evaluated.
PROJECT 1 PREPARATION FILE
Task Due date
Member: Task:
Member: Task:
Member: Task:
Materials

II Procedure
1. In your group, choose one outstanding person that made an important contribution to society (it could be from
any area or field: History, Science, Politics, Economy, Arts, Sports, etc.)
2. As a group, visit three websites related to the person you chose and write five or six questions to be answered
with the information in the sites. (Remember to take notes of the sources).
3. Go over two or three more sites and design a motivating activity to be solved with the information from the sites
(such as: a timeline, a short illustrated biography, a comic, etc.)
4. Create a final engaging activity to consolidate and synthesize all the information about the outstanding person
(such as: a crossword puzzle, a soup letter, a maze, etc.)
5. Put all the activities you designed and the sources of information you collected and elaborate a webquest. Make
a copy of the webquest.
III Presentation
Join another group and exchange the handouts of the webquest . Then, do the activities designed by the other group.
IV Evaluation
After you have finished the task, reflect on your work and evaluate the group’s performance (when elaborating and
doing the quests) according to the following scale:
4 = Excellent! / 3 = Good / 2 = Satisfactory / 1 = Needs improvement
The group… Score
had a positive attitude towards the chosen task.
worked collaboratively and responsibly towards the common goal.
completed the assigned work on time.
acknowledged the sources of information properly.
followed the instructions carefully and used what we know from other subjects.
developed awareness of the importance of using technology safely and efficiently, and consulting reliable sources in order
to obtain information.

UNIT SYNTHESIS
1. Now that you have completed Unit 3, check what you knew and how you felt before starting each module.
2. Identify the main topics, skills, contents and attitudes you developed in the unit and complete the chart. Compare
it with your partner’s chart expanding, correcting and adding new information and using what you learned along
the unit.
Topic / subtopics Content
Unit 3
Skills developed Strategies used
Attitudes
3. In pairs, reflect on how you think you will apply what you learned in the unit. Share your comments with
your classmates.

FINAL REFLECTION
1. Use markers: A= always, S= sometimes, N= never to evaluate your performance in the unit.
Area to evaluate Evaluation

taking control of the learning process Mine My teacher's / partner's
I stayed on task and completed additional language activities.

Supporting classmates Mine My teacher's / partner's
I tried to help my classmates when they struggled or hesitated.
I showed consideration and respect for myself and others.

Understanding directions Mine My teacher's / partner's
I engaged in activities quickly and by myself.
I watched and listened attentively to get instructions.

Vocabulary Mine My teacher's / partner's
I incorporated past and new vocabulary.
I asked the teacher to explain words I did not understand.

Writing Mine My teacher's / partner's
I followed models when I did writing tasks.

Speaking Mine My teacher's / partner's
I could give small oral presentations on the topic of the lessons.
I could engage in short dialogues imitating a model.

Comprehension (reading / listening) Mine My teacher's / partner's
I demonstrated comprehension of main ideas and supporting
information in the texts I read or listened to.
I focused on using appropriate or suggested strategies.
Critical thinking Mine My teacher's / partner's
My answers included supporting evidence from the text / lesson.
2. Ask your teacher or a partner to assess your performance. Complete the column My teacher’s/partner’s view.
Then, discuss your reflections in your group.
3. In your group, comment on the things you can do to improve your weak points in the future.

UNIT 4 Sustainable development
Purpose of the unit and guiding thread
In this unit, students are expected to understand oral words and about meaning of collocations related with
and written texts and also to express ideas, in written the topic of the unit.
and oral form, about sustainable development and its
VOLUME 2 UNIT 4
Concerning the tasks proposed, these are meant

effects spontaneously and creatively.
to develop students’ creative and critical thinking
To accomplish this, they will use functions, expressions towards different perspectives and aspects that are
and vocabulary connected with the main topics related with sustainable development and the future
(sustainable development, climate change, global of the environment. Finally, students are expected
warming, and alternative sources of energy). to make connections, develop critical thinking and
comprehension and also to develop cultural awareness
They will also read and produce a variety of
and also to demonstrate an efficient and responsible use
multimodal texts and use different strategies to support
of technology to obtain and create information.
comprehension and express ideas in a clear way.
Considering the learning outcomes and the suggested
They will demonstrate knowledge about pronunciation
assessment indicators, the activities in each stage of the
of initial sounds /sp /and /st/, intonation of compound
unit have been specially designed for:
OPENING
Activate and foster intrinsic motivation. A set of challenging questions invite students to discuss ideas in
pairs, in groups or as a class, using their creativity.
Develop metacognition. Students are guided to identify and set their own goals and to draw
up a learning plan for goal attainment.
DEVELOPMENT
Activate prior knowledge. The unit provides a space where students can keep record of their
previous ideas and knowledge that will help them make sense of
the new material.
Develop skills and strategies. Special process-oriented activities and strategies designed to help
students develop reading comprehension, written expression and
oral communication.
Evaluate for learning. Formative assessment activities have been embedded along the
unit and allow students to gather information about their learning
and track their progress.
Promote cross-curricular values and the attitudes of the unit. Topics discussed go beyond curricular subjects and help educate
well-rounded individuals.
CLOSURE
Evaluate for learning. A challenging final project allows students use the language to
accomplish a real task.
Develop metacognition. In the unit synthesis and final reflection students synthesize what
they have learned, identify strengths and weaknesses, and formulate
remedial actions to face future difficulties in their learning process.

Cross-curricular values (OATs) and attitudes
All the OATs deserve special attention and are integrated along the units, but the ones in the table are particularly
articulated with the Learning Outcomes and emphasized in the unit:
VOLUME 2 UNIT 4
OAT dimension Outcomes
Socio cultural and civic responsibility The objectives in this dimension aim at placing students in their
To appreciate life in society as an essential dimension of a person’s roles of citizens, accomplished with global concerns, with their
development. environment and with a high sense of social responsibility.
To recognize and enhance the equality of rights and opportunities. They also promote students’ ability to develop and show respect for
people’s opinions, cultures and lifestyles.
Cognitive and intellectual In this dimension, the objectives guide students in their process of
To identify, process and synthesize information from different knowing and understanding reality, and promote their ability to
sources; organize relevant information about a topic, review new analyze, research and set a position towards new situations and
perspectives. alternatives they may face.
To develop free, creative and critical thinking.
Proactive attitude and work These objectives guide students to work in groups responsibly,
To develop personal initiative and creativity in own life, at school building relationships based on cooperation and mutual confidence.
and in the community in order to contribute to the development of They are also aimed at helping students comprehend and value
the society. perseverance, discipline and fulfillment of duties on the one hand;
and on the other hand to value flexibility, innovation, acceptance of
advice and criticism as fundamental aspects in the accomplishment
of tasks.
Attitudes
OA C This objective aims at developing students’ ability to become
To show interest for on-going and independent learning as a way to independent and autonomous learners, recognizing the importance
contribute to society. of English for their future academic and working life.
OA D The purpose of this objective is to help students organize group
To work responsibly and collaboratively towards a common goal, tasks, set common goals and accomplish with the tasks assigned
showing respect and tolerance for everyone’s opinions. within a group, accepting everyone’s ideas and opinions.

Unit Plan
Each activity in the lessons, that is part of the unit, has been especially designed to address the curricular assessment
indicators in the table that follows.
SECTION/LESSON Time Learning Outcomes / Main tasks Suggested Assessment Indicators

Introduction 45’ B Develop cultural awareness Participate actively in class.
In this unit you will... and comprehension showing Plan concrete actions to achieve learning goals.
interest, respect and tolerance
VOLUME 2 UNIT 4
Over to you Persist in efforts to achieve goals.

for one’s and other cultures.
Picturing the unit
C Set personal learning goals Set challenging and relevant learning goals.
related to one’s reality. Show a positive attitude towards learning English.
Activate prior knowledge. Recognize the importance of outstanding people’s
contributions and achievements.
OPENING
Set common goals.

Accept the task with responsibility and carry it out on time.
Getting ready 90’ B
Setting objectives D
Do you remember?
Complementary 45’ 1 To listen and demonstrate Listen to a song and identify specific vocabulary and
Digital Resource 10 C comprehension of general information.
ideas and explicit information Make comments about important information extracted from
D
in audio-visual material about the text.
renewable energy and
Establish relationships between the information presented and
sustainable development.
a topic of current interest.
Play a game related to the main topic.

MODULE 1
SECTION/
LESSON
180’ 11 read three poems. Identify topic and purpose of poems.
12 identify words related to Identify main concern of authors.
5 environmental Set a purpose before reading.
issues. Skim the poems to get the general idea.
1. Are you aware?
6
recite a poem Scan the poems to identify specific information.
7
practice pronunciation of words Connect the information in the text with other texts and own life.
VOLUME 2 UNIT 4
C related to environment. Identify causes and effects related with the environment.
D Practice and revise oral presentations.
Self-correct and propose remedial actions.
Make coherent connections.
Correct spelling, punctuation and grammar mistakes.
Show a positive attitude towards learning English.
Complete the assigned tasks.
180’ 1 listen to a lecture about energy. Identify information related to sustainable development.
2 identify main ideas and specific Make connections between the recording and reality.
3 information in the recording. Identify expressions and their meaning in the recording.
practice pronunciation of words Identify relationships between ideas.
4
2. A Bright Future
beginning with /sp/ and /st/. Draw conclusions from the information in the recording.
5 conduct a short survey. Take notes of specific information.
6
Validate predictions.
8 Use words from the recording to express ideas. .
D Use sounds /sp/ and /st/ appropriately.
Practice and revise oral presentations.
DEVELOPMENT
Connect ideas logically.

Formulate questions.
Self-evaluate performance.
Write frequency of people’s actions.
180’ 6 read an article about the environment Practice and revise presentations.
7 use strategies to identify specific Self-correct mistakes.
8 information in the text. Propose remedial actions to improve.
3. Preventing climate change
talk about hypothetical situations. Make connections with other subjects.

9
study words related with the Use colloquial expressions to introduce ideas.
10 environment. Describe hypothetical situations.
12 discuss ideas about helping the Formulate questions or hypotheses.
C environment. Identify relevant information about other subjects.
Use reference material to support comprehension.
Contribute ideas and opinions.
Set a purpose before reading.
Identify text structure and features.
Identify and use key vocabulary related with the content of
the lesson.
Show autonomy in the learning process.
Share new information about a topic.
90’ 7 Read an informative text about Make connections with other subjects (Science and Math).
SUBJECT CONNECTIONS:
9 different types of energy. Use what they know to show information on a graph.
10 Complete a mind map. Use reference material to support comprehension.
Present information in a graph. Analyze relevant information in a non-fiction text.
12
Science -Math
Make connections with other subjects Use key vocabulary and expressions.
(Science / Math). Complete graphic organizers.
D
Participate in discussions, giving reasons, evaluating information
E and contributing ideas.

MODULE 2
SECTION/
LESSON
180’ 1 listen to a recording about alternative Identify specific information in the recording.
4. Putting the nature to work
2 sources of energy. Use words from the recording to answer questions.

3 identify relevant and specific Identify type and topic of the recording.
information. Make comments about the information in the recording.
4
identify connections between ideas. Match speakers and their achievements.
16 obtain information using technology. Draw conclusions from the information in the recording.
VOLUME 2 UNIT 4
E
Exchange ideas orally, using vocabulary from the recording.
Make connections with the rest of the world.
Connect ideas using unless / as a result.
Present reliable information.
Use reliable sources of information.
180’ 9 • read a scientific article about green Read scientific texts independently.
Technologygloblalization?
10 technology. Identify type of text and general ideas.

12 • identify general and specific Identify specific information.
5. Planet Saving
information. Identify relationships between ideas.

13
• analyze and study formation of Identify reference markers.
14 scientific words. Make connections with the world and other texts.
15 • write a short scientific article. Use specific vocabulary appropriately.
16 Follow the steps of the writing process.
Organize information in a diagram.
Connect ideas.
DEVELOPMENT
Show interest for learning about sustainable new technologies.

180’ 1 listen to a lecture. Identify general information related to a person’s carbon footprint.
2 identify relevant and specific Make comments on the topic of the recording.
3 information. Identify purpose of the recording.
show information on a graph. Draw conclusions.
4
report information. Use previous knowledge to support comprehension.
13
6. Using energy at home
Use previous knowledge to make predictions.

14
Set a purpose for listening.
15 Identify specific information.
16 Discriminate between correct and incorrect information.
C Show specific information on a graph.
D Make connections with other subjects: Science and Math.
React to the text by participating in group discussions.
Make a short oral report.
Practice and correct oral presentation.
Use learned structures to express ideas appropriately.
Evaluate information in the text.
Pronounce words properly.
Imitate the intonation and pronunciation in the model.
90’ 11 Read a short story. Identify theme, characters and conflict.
Identify theme, characters, plot and Use knowledge of other subjects to support comprehension.
Literature - History
12
conflict. Infer information using previous knowledge.
C
CONNECTIONS:
Infer information using previous React to the text by participating in discussions.

D Identify essential ideas in the story.
knowledge.
Show a positive attitude towards on-going and independent
SUBJECT
Make connections with other subjects

(Literature / History). learning.
Show respect for everyone’s opinions and ideas.

SECTION/
LESSON
45’ 1 To show comprehension of general Identify words and key expressions related to the topic.
Digital Resource 11
Complementary 3 ideas and explicit information in Identify general information in the texts related to the topic.
audio-visual material about renewable
C Identify frequently used expressions related to the topic of the unit.
energy and sustainable development.
D
VOLUME 2 UNIT 4
180’ 13 Work collaboratively to create and Create multimodal projects, individual or in groups.
15 conduct a survey about the use of Follow instructions to complete a task.
energy at home.
B Show the results of the survey using multimodal resources.
PROJECT
C Work responsibly towards a common goal.

D Accomplish the assigned task on time.
E Assign roles to complete a group work.
Show a positive attitude towards the task.
Reach an agreement to complete the task.
Respect everybody’s ideas and opinions.
45’ C Show a positive attitude towards Demonstrate autonomy in the learning process.
Unit Synthesis
own’s capacity to learn English, as a Persevere in the attempts to achieve goals, despite the difficulties.
Reflection
and Final
way to make an important

Identify strengths and weaknesses.
contribution to society.
CLOSURE
Focus on the weaknesses of the learning process.
45’ 1 To understand general ideas and Answer questions about the topic.
Complementary Digital Resource 12
7 explicit information of an audio-visual Identify words and key expressions related to the topic.
text about renewable energy and
C
To identify specific information and
D details related to renewable energy
and sustainable development.

OPENING Pages 132 - 135 180 min.
The activities on these pages have the following purposes:

TEACHING WINDOW
Activate students’ motivation towards the topic of the unit.
Allow students to recognize the importance of the learning goals for their Setting specific learner goals
own life. Goal-setting is basically a simple
planning process that can be
Allow students to set personal goals for the unit.
VOLUME 2 UNIT 4
learned relatively easily. The

Draw a learning plan to accomplish students’ personal goals. main point is to show students
In order to accomplish these purposes, it is important that students devote how to break down tasks and
time to each section before starting the unit. assignments into small steps,
how to assign deadlines to
these, and how to monitor their
Page 132 - 133 own progress. The following is
a straightforward template for
Picturing the unit Page 133
students with seven steps:
Generating initial motivation 1. Define your goal clearly.
2. Make a list of steps to reach
Ask your students to look at the photographs on page 132 carefully. Invite this goal.
them to read the questions and tell them you will give them some time to 3. Think of problems that might
think about their answers and find a reason that supports their ideas (personal come up that would interfere.
experiences, documentaries they have seen about environmental issues and 4. Think of solutions to these
their effects, information they have read, etc.). problems.
5. Set a timeline for reaching the
Then, invite them to get in groups of 4 or 5 and discuss their ideas. Allow goal.
answers in Spanish, if necessary, as the purpose of presenting the unit topic is 6. Evaluate your progress.
mainly fostering students’ motivation and interest. To round off, you can make 7. Reward yourself for
them anticipate what they will learn in the unit. accomplishments.
Source: Dörnyei, Z. (2013). Motivational strategies in the
Over to you Page 133 language classroom. Cambridge: Cambridge Univ. Press.
Recognizing importance of learning goals
Present the unit objectives to your students, reading the learning goals in each
column aloud. Explain to them that the question What for? refers to what they
will be able to do once they meet each objective. Clarify questions, if necessary.
As you read the points in the screens, make sure you give equal importance to
both language and attitudinal objectives.
Draw their attention to the question How important are these objectives to your
own life? and to the rest of the questions. Do not forget that the main aim of
this section is to teach students to personalize the unit goals so that they are
able to answer the question: Is this unit really important to me?
Tell them that, at this stage, they are expected to value the lesson objectives at
a personal level and say how important these are to them.

Ban Ki-moon
Ban Ki-moon was the eighth Secretary-General of the United Nations.
His priorities were to mobilize world leaders around a set of new
global challenges, from climate change and economic upheaval to
pandemics and increasing pressures involving food, energy and water.
He sought to be a bridge-builder, to give voice to the world’s poorest
and most vulnerable people, and to strengthen the Organization itself.
VOLUME 2 UNIT 4
Mr. Ban held office from the January 1st 2007 to December 31st 2016.
On June 21st 2011, he was unanimously re-elected by the General
Assembly for a second mandate.
One of the Secretary-General’s first major initiatives was the 2007
Climate Change Summit, followed by extensive diplomatic efforts
that have helped put the issue at the forefront of the global agenda.
Subsequent efforts to focus on the world’s main anti-poverty targets,
the Millennium Development Goals, have generated more than $60 LEARNING WINDOW
billion in pledges, with a special emphasis on Africa and the new Setting personal objectives
Global Strategy on Women’s and Children’s Health. At the height
Goal-setting techniques can
of the food, energy and economic crises in 2008, the Secretary-
also be used effectively with
General successfully appealed to the G20 for a $1 trillion financing
demotivated, reluctant students,
package for developing countries and took other steps to guide the
who have no general goals
international response and protect the vulnerable and poor.
whatsoever associated with
language learning (i.e. they don’t
particularly want to communicate
with L2 speakers, and can’t see
Page 134 any ways in which an L2 would
GETTING READY be useful for them in the future).
Goalsetting allows learners to
Setting objectives look at the tasks from these
learners’ point of view and
Setting students’ personal goals for the unit. create an immediate purpose
Drawing a learning plan, identifying strengths, weaknesses and possible that is valid in their eyes. This
difficulties students may face. can be, for example, taking on a
challenge, beating the teacher,
Remember that the purpose of this section is to guide students in setting beating a record, winning a game
their own goals for the unit and designing a learning plan that will help them or creating something concrete
for others to use or see.
Source: Dornyei, Z. (2001). Motivational strategies in the
Remind them that this is the space where they will keep a record of their language classroom.
learning goals. They do not need to use complete sentences if they decide to
write their goals in English. If this is the case, you can encourage them to use
single words or simple phrases that are familiar to them. If you notice this task EXTENSION ACTIVITY
is too demanding to be tackled in English, you can let them write their goals in Creating learning plans
Spanish. Remember students to ask
For this reason, it is important that you take the time to model this new themselves:
behavior, telling them about the importance of goal setting practices and How have I learnt best in the
past?
learning plan creation.
What learning methods and
1. 42 The recording will offer your students a model that will guide them in activities are readily available
identifying personal goals. to me? (eg. learning on
your own - reading, online
2. 43 The speakers in the recording will talk about how they are planning to resources; peer group)
achieve their goals. Are the strategies I have
chosen appropriate?
How will I know that I have
accomplished my goals?

3. Explain that, now that they know the unit objectives and have examined
how important these are to them, they need to set their own personal goals,
like the students in the recording. Refer your students to the diagram and
encourage them to reflect on the difficulties they can anticipate and the
strategies they could use to overcome possible problems. If necessary, play
the recording again, so that students can have a model.
Walk around taking notes of the students’ most important comments and
concerns.
VOLUME 2 UNIT 4
Page 135
Do you remember?
Activating students’ previous knowledge
Explain to your students that after they have drawn their learning plans, they
will revise what they can do and know about the topic and contents before
starting the unit.
1. Students will need to identify the environmental issues (or concerns)
illustrated in the pictures.
Answers
P1: ice caps of polar caskets are melting
P2: there are many cars all over the world, these increase smog and pollution
P3: people have cut down a lot of trees (deforestation)
P4: rivers and oceans have been polluted with waste and trash
P5: factories are producing acid rain
P6: whales and other sea animals are endangered
2. Explain to them that collocations are the ways in which certain words
go together.
Tell them that these ‘combination rules’ are arbitrary and depend on the
conventions of each language. To help them, give them an example with the
first word and ask them: Which of these words frequently follows “acid”? Elicit
that the answer is rain and let students continue with the rest of the words.
Answers
Acid rain: A precipitation that is unusually acidic, and can have harmful
effects on plants, animals and infrastructure.
Ozone layer: The region of the Earth’s stratosphere that absorbs most of
sun’s UV radiations.
Climate change: The average pattern of variation in temperature, humidity,
and other meteorological variables.
Global warming: The gradual increase in world temperatures caused by
polluting gases.
Endangered species: Birds/ plants species that may soon not exist because
there are very few now alive.
Greenhouse effect: The increase in the amount of carbon dioxide and other
gases in the atmosphere.
3. Students’ own ideas and opinions.
212 UNIT 4
4. This section allows students to decide whether they feel ready to face the
unit on their own of if they need some help. Invite them to check the slots THEORY AND RESEARCH
and provide them with help if necessary. Encourage them to go over page 9 The importance of
again and review it with them in more depth, if necessary. collocations
According to Hill (2000),
collocations should be given the
COMPLEMENTARY DIGITAL RESOURCE same emphasis in the language
classroom as individual words.
Complementary digital resource Poner esto en una ventana de RDC, por favor. Every time teachers introduce
You may use the Complementary Digital Resource 10 to allow students to deal with
VOLUME 2 UNIT 4
a new word, they should also
authentic multimodal texts related to the topic of the unit that will enhance their teach it along with its most
motivation, interest and curiosity. The tasks proposed also aim at triggering students’ common collocates. This is
intellectual and affective commitment in their learning process. especially relevant if the
See the instructions to use this resource on page 251. new words are less frequent
vocabulary.
Adapted from: Lewis, M. (2009). Teaching collocation:
further developments in the lexical approach. Hove:
Language Teaching Publ.
EXTENSION ACTIVITY
To engage students in their prior knowledge of the
content and topic of the unit, you may expand activity 2.
Ask students to complete the following table using the
information they collected.
Collocation Meaning Examples related
with your region/
city/town
Acid rain
Ozone layer
Climate change
Global warming
Endangered species
Greenhouse effect
UNIT 4 213
Page 136
EXTENSION ACTIVITY
Module 1 Ask students to paraphrase the
objectives of the lessons with a
Give students a few minutes to read what they will do in each lesson in Module partner, each taking turns, and
VOLUME 2 UNIT 4
1, helping them recognize the content, skills and attitudes they will develop. using the frame:
“We are going to learn
Entry slip (5 minutes) .”
Make sure students activate their ideas, experiences and impressions and have
them answer the questions before you move on practicing the prerequisite
language and vocabulary they need. TEACHING WINDOW
Promoting the OATs: Socio
How ready are you? (10 minutes) cultural and civic responsibility
1. Explain to students that the chart in exercise 1 illustrates different types of Exercise 1 provides students with
pollution, its causes and its main effects. Ask them to work in pairs and stop the opportunity to reflect and
on every type of pollution. Have them discuss what causes them and what be aware of the global problems
consequences they bring, before they complete the table. Point out that the that may / may not affect their
own life.
objective of this activity is to explore what they know about pollution, so
that they don’t worry about getting right or wrong answers. Source: Publishing team.
Possible Answers
Type of
Causes Effects
pollution
Air Most of the air pollution results from the Respiratory and heart
burning of fossil fuels, such as coal, oil, natural problems.
gas, and gasoline to produce electricity and Global warming.
power vehicles.
Water Around half of all ocean pollution is caused Death of aquatic (water)
by sewage and waste water, which is animals.
pumped into rivers, oceans, and lakes. Disruption of food-chains.
Diseases.
Destruction of ecosystems.
Land Deforestation and soil erosion. Loss of fertile land for
Agricultural activities. agriculture.
Mining activities. Change in climate patterns.
Overcrowded landfills. Imbalance in the rain cycle.
Industrialization. Effects on human health due
Construction activities. to toxic chemicals and
Nuclear waste. pesticides.
Sewage treatment. Loss of wildlife habitat and
natural environment.
Noise Industrialization (big machines which Hearing Problems.
produce large amount of noise). Health Issues.
Transportation (large number of vehicles on Sleeping Disorders.
roads, airplanes flying over houses,
underground trains)
Construction equipment which is too noisy.
Household gadgets (TV, mobile, mixer
grinder, pressure cooker, vacuum cleaners,
washing machine and dryer, cooler, air
conditioners are also contributors to the
amount of noise that is produced every day).

Light Artificial lights emitted above the horizon Excessive outdoor lighting
EXTENSION ACTIVITY
are likely to cause light pollution. has an adverse effect on
Excessive lighting. plants and animals also, apart Encourage students to reflect
from humans. on how the different types of
Bright lights may confuse pollution are affecting their
birds’ migratory paths. own life. Ask them to discuss in
Visual Billboards, open storage of trash, space Exposure to visual pollution groups, draw a conclusion and
debris, telephone towers, electric wires, may cause: distraction, eye then exchange opinions with
buildings and automobiles are forms of fatigue and loss of identity. another group.
visual pollution.
VOLUME 2 UNIT 4
Guide the reflection with the
Visual pollution generally refers to those
elements of the landscape that the following question:
community finds unattractive, including Which type(s) of pollution is(are)
badly maintained buildings, advertisements affecting your city/town the
(hoardings), business signs, telephone and most?
utility poles, weeds, garbage dumps and
litter.
Thermal Water released from Power, Manufacturing Decrease in DO (Dissolved
and Industrial plants. Oxygen) levels in water.
Soil Erosion. Increase of toxins into natural
bodies of water.
Deforestation.
Loss of Biodiversity.
Urban Paved Surfaces like roads and parking Ecological Impact.
lots can make water warmer. Effects in marine wildlife
Natural Causes like volcanoes and reproductive systems.
geothermal activity under the oceans Disrupts the stability of food
and seas. chain and alters the balance
of species composition.
Effects in migration of
species.
2. Encourage students to use their dictionaries (hard-copy or online). Be

prepared in advance to help them find positive and negative examples of
each concept. If necessary, they can write the examples in Spanish and then,
you can help them translate the ideas into English.
Answer
Renewable: forms of energy that can be produced as quickly as they are
used: such as wind and solar power.
Positive example: solar, wind, hydroelectric, biomass and geothermal
resources.
Negative example: fossil fuels like coal, oil and gas (which do not exist in
unrestricted supply).
Sustainable: causing little or no damage to the environment and therefore
able to continue for a long time.
Positive example: solar energy, wind energy, crop rotation, efficient water
fixtures green spaces.
Negative example: excessive agricultural cropping causing erosion,
degrading of forests, unplanned urbanization, causing ozone depletion, lack
of government water plan, causing contamination in ground water
3. After they have finished, make students choose and check (✔) the
alternative that best describes their feelings towards the future challenges.

Types of environmental pollution
Water Pollution skyscrapers that blocks a natural view; habitats, the use of pesticides and
Water pollution is the contamination of graffiti or carving on trees, rocks, or other farming chemicals, etc.
any body of water (lakes, groundwater, other natural landscapes; billboards, Land pollution is responsible for
oceans, etc.). Some examples of water litter, abandoned homes, and junkyards. damage done to natural habitat of
pollution include: raw sewage running Mostly, visual kinds of environmental animals, deforestation and damage
into lake or streams, industrial waste pollution are annoying and ugly, and done to natural resources.
VOLUME 2 UNIT 4
spills contaminating groundwater, etc. they affect the surrounding landscape

This kind of environmental pollution with the changes they cause. Light Pollution
is linked to health issues in humans, Light pollution is the use of improper
Air Pollution lighting of communities. Some
animals and plant-life. Air pollution is the contamination examples of what causes light pollution
Thermal Pollution of air by smoke and harmful gases, are: street lamps that shine light in all
Thermal pollution is the increase of mainly oxides of carbon, Sulphur, directions, extra, unnecessary lights
temperature caused by human activity. and nitrogen. Some examples of air around the home.
A few examples of this include: warmer pollution include: exhaust fumes from
water sources because of nearby vehicles, the burning of fossil fuels, Light pollution uses more energy and
manufacturing increase in temperatures such as coal, oil, or gas, harmful gases may affect human health and sleep
in areas with lots of concrete or from sprays, paint, etc. Air pollution is cycles.
vehicles, generally in cities. This type linked to asthma, allergies and other Noise Pollution
of pollution can cause aquatic life respiratory illnesses. Noise pollution is any loud sound
to suffer or die due to the increased Land Pollution that is either harmful or annoying to
temperature, and may affect plant-life Land pollution is the degradation of humans and animals. Some causes
in and around the area. the Earth’s surface caused by a misuse of noise pollution are: airplanes,
Visual Pollution of resources and improper disposal helicopters, and motor vehicles,
Visual pollution is any unattractive of waste. Some examples of land construction or demolition noise, etc.
visual damage to the nearby landscape. pollution include: litter found on the Noise pollution can increase humans’
Some examples of visual pollution are: side of roads, illegal dumping in natural and animals’ stress levels.
THEORY AND RESEARCH

TEACHING WINDOW
Goals of tasks
Increasing students’ motivation
The goals of a classroom task
Increase student motivation by promoting cooperation among may relate not just to language,
learners. but to other aspects of the
More specifically: learning process.
Set up tasks in which teams of learners are asked to work They can be sociocultural,
together towards the same goal. process oriented or cultural, as
Take into account team products and not just individual products well as communicative.
in your assessment. A goal of a communicative task,
Provide students with some `social training’ to learn how best to like exercise 1, is to establish
work in a team. and maintain interpersonal
relations and through this, to
Source: Dornyei, Z. (2001). Motivational strategies in the language classroom.
exchange information, ideas,
opinions, attitudes and feelings
and to get things done.
Additionally, sociocultural
goals aim at having some
understanding of the
everyday life patterns of their
contemporary age group in
the target language speech
community.
Source: Nunan, D. (2011).Task-based language
teaching. Cambridge: Cambridge University Press.

Page 137
Lesson 1: Are you aware?

180 min. read three poems. OA 11: To demonstrate comprehension of literary texts, identifying
identify words related to environmental theme, key words and concepts.
issues. OA 12: To use different strategies to support comprehension.
recite a poem. OA 5: To present information orally, being aware of audience
Pages 137 - 141 practice pronunciation of words related to and purpose.
VOLUME 2 UNIT 4
environment. OA 6: To participate in oral presentations, using different strategies.
OA 7: To react to the texts by making connections with the rest of
world and other texts.
OA D: To work responsibly and collaboratively towards a common
goal, showing respect for everybody’s opinions and ideas.
Every time you begin a lesson, read the name and the objectives aloud with TEACHING WINDOW
the class. Draw students’ attention to the What for? column and explain that it
Importance of prior knowledge
refers to what they will be able to do once they complete the tasks.
Remember that before presenting
new concepts, teachers must
Opening (30 minutes) activate students’ prior ideas
and knowledge about the topic
Preparing to read they will work with. Activating
and eliciting students’ prior
1. The objective of exercise 1 is to make students explore the main topic of knowledge before starting a new
the unit by drawing their attention to specific environmental problems and lesson becomes an essential
its consequences. Write the following prompt on the board and encourage stage and requires that teachers
them to use it as they speak: devote enough time to do this.
I think the picture of the … is related to the picture of the ... because both show the This usually have positive effects
to enhance comprehension as
problem of...
students can build a new mind
Then, students will need to discuss different questions related to the types of web integrating what they
pollution illustrated in the pictures. Ask them to continue working in pairs already know with the new
and read the questions as a class before they start discussing. concepts and information.
Source: Strangman, N. Hall, T. & Meyer, A. (2004)
Students can discuss the questions in this activity in Spanish and you can Background knowledge with UDL. Wakefield, MA: National
help them rephrase their ideas in English once you check their ideas as Center on Accessing the General Curriculum.
a class.
Encourage students to consider the cultural perspective of environmental
problems such as pollution. Ask them the following questions and invite
them to answer as a class:
How is pollution related to specific kinds of countries or cities?
In what way is pollution related to our historical context?
2. Students form groups of four – 6 and continue talking about
the pictures.
Motivate them to use their creativity to add more examples and think of
related problems.

Page 138

Focusing on reading
1. First, students read the poems quickly in order to identify the purpose of
the authors and their theme(s). Suggest them to underline key words or
expressions that may help them identify these aspects, or to take notes of
any word that comes to their mind as they read.
VOLUME 2 UNIT 4
LEARNING WINDOW
2. Have students read the poems again (twice, if necessary), this time focusing
on the specific information they have to identify in the Smart Reading section. Authentic materials in the
teaching of reading
Students benefit from the
Key words exposure to real language being
Remember to have students use their dictionaries to look up the used in a real context. Authentic
materials are highly motivating,
meaning of key words, before they start to read. giving a sense of achievement
Strife: violent or angry disagreement. when understood and encourage
Choke: to stop breathing because something is blocking your throat. further reading. They also
Doom: death, destruction, or any very bad situation that cannot be reflect the changes in the use
avoided. of language, there is a wide
variety of text types, they are
Heed: to pay attention to something, especially advice or a warning. also very versatile (they can be
used in different ways to promote
Strategy in mind different skills), and can be used
more than once.
Skimming
One of the main reasons for
Scanning using authentic materials in the
You may share the information in the Learning window box with your classroom is that, once outside
students. the “safe”, controlled language
learning environment, the learner
will not encounter the artificial
Smart reading
language of the classroom but
Explain that a useful technique is to read the questions carefully before the real world and language
how it is really used. The role of
reading and identify the kind of information that is required. If you see
the teacher is not to delude the
your students have rapidly incorporated the strategy, you can let them language learner but to prepare
work on their own. him, giving the awareness
Again, you may suggest students to underline/circle/highlight key and necessary skills so as to
understand how the language is
words that provide the answers. actually used.
Answers Authentic texts have been
1. a. i. Poem I: the destruction of the Earth defined as real-life texts, which
ii. Poem II: global warming; extinction of animal species were not written for pedagogic
iii. Poem III: pollution, animals losing their habitats purposes. They were therefore
written for native speakers
b. i. Poem I: to pay attention to the problem and raise awareness and contain “real” language.
ii. Poem II: to change things and protect the Earth from collapse They are materials that have
iii. Poem III: to stop using cars and buses and walk been produced to fulfil some
social purpose in the language
community, in contrast to
non-authentic texts that are
especially designed for language
learning purposes.
Source: Berardo, S. A. (2006). The use of authentic
materials in the teaching of reading. The reading matrix,
6(2).

Your analysis TEACHING WINDOW
Motivate students to use Venn diagrams to compare and contrast the Promoting the OATs: moral
three poems. dimension and socio-cultural
and civic responsibility
When they approach texts from a critical perspective, they become dimension
open-minded learners who achieve true learning and personal
The reading activities provide a
development.
good opportunity to talk about
Accept all students’ opinions as long as they are coherent and make the different way people find
sense. They may use Spanish if necessary, so as to express their ideas to transmit their feelings about
VOLUME 2 UNIT 4
clearly. different concerning situations
(in this case the destruction
of the Earth because of the
Think critically pollution and global warming).
The questions in this section are meant to provide students with an Source: Publishing team.
opportunity to link the content and topic of the lesson or text to their
own experiences and lives. Make students to reflect on the questions
individually first, and then invite them to share and compare ideas in
small groups.
To prompt students to make text-to-text connections, invite them to
reflect on the following questions: EVALUATION FOR LEARNING
What do these poems remind me of in other texts I´ve read? Notice that the questions in
How are these poems similar to other things I´ve read? the Smart reading and Your
How are they different from other things I´ve read? analysis sections can be used
as a quick assessment activity,
Have I read about this theme before? by using the evaluation
Students then make connections between the messages that the instrument in the appendix on
authors communicated in the texts and their own knowledge of the page xvii.
world. Encourage them to work in pairs and talk about what they know
about pollution and its consequences.
As the students answer these questions, point out the importance
of supporting their answers with details from the text, personal
experiences or related facts.
TEACHING WINDOW
Page 140 Conditional sentences
Conditional sentences are
After reading usually made up of two parts, a
Work it out! Expressing causes and effects conditional clause and a main
clause. The conditional clause
Guide your students to discover the use of the target structure. is the ‘if’ (or ‘when’) part of the
sentence and the main clause is
Explain to students that this structure is used when talking about possible the result, what happens.
actions and their results. The zero conditional is a form which expresses what
always happens if or when a certain action takes place.
Share the information in the Background information Window with your
students.
Challenge your students to work in groups of four and write their own
examples of causes and effects. Ask them to apply what they learned
and express some possible future effects for present causes related to
environmental issues.
Answers
a. Two c. If
b. Causes and effects d. Students’ own examples.

1. Conditional chain
TEACHING WINDOW
Invite your students to create a conditional chain of possible causes and
effects, repeating the result of previous examples expressed by the ”if Scaffolding speaking
clause”. Another useful tool for the
Some possible answers can be: appropriation of spoken language
If people don’t recycle, pollution; increases. is reading aloud. It has the
advantage of providing a
If pollution increases, we have; health problems. secure framework within which
If we have health problems, we..., (and so on). learners can focus on lower-
level features of speaking, such
VOLUME 2 UNIT 4
2. After that, invite them to create their own conditional chain, in pairs, and
as pronunciation, without the
present it to the rest of the class.
added pressure of having to
remember the next utterance.
Page 141 In this way, reading aloud is a
form of scaffolding but it should
Speaking workshop: Reciting a poem gradually be dismantled so that
As usual in this section, students will be guided to produce a short piece of learners have finally to cope on
spoken language (to recite a poem about the environment). their own without the security of
the written text.
1. Preparing to speak Source: Thornbury, S. (2005). How to teach speaking.
a. 44 Play the recording and have students listen to the poems Can we Longman.
understand? and Global warming, paying special attention to the intonation

and pronunciation.
b. 44 Play the recording again, making a pause after each line or verse.
Encourage your students to repeat aloud imitating the model.
2. Practicing
a. Students work in pairs and take turns to recite the poems aloud. Walk
around the classroom and monitor their work as they do it.
b. Make sure students correct each other with respect.
3. Performing
a. Each pair must choose a poem to be presented. (If all the students choose
the same poem, you may assign a poem at random to each pair).
b. Help students decide the best or most appropriate way to recite the poem
they chose.
c. Devote enough time to allow all the students to recite in front of their
classmates.
4. Evaluating
a. After the task is finished, have students evaluate another pair’s
performance following the prompts in the box.
b. Invite students to exchange comments and suggestions in a respectful way.
For example:
You should pay more attention to …. (i.e.: pronunciation of sound XX.)
You should practice …. (i.e.: the intonation of the model.)
I would recommend... (i.e.: to listen to the model again and pay attention
to XX.)

Exit slip
Students reflect on the work they have done in the lesson and keep a record of
their personal responses, which they can share with some of their classmates.

Page 142
Lesson 2: A bright future

180 min. listen to a lecture about energy. OA 1: To demonstrate comprehension of general ideas in a recording.
identify main ideas and specific OA 2: To identify key words and initial sounds /sp/ and /st/.
information in the recording. OA 3: To identify type and purpose of a recording.
practice pronunciation of words OA 4: To use strategies to support comprehension.
Pages 142 - 145 beginning with /sp/ and /st/. OA 5: To present information orally.
VOLUME 2 UNIT 4
conduct a short survey. OA 6: To practice and revise oral presentations.
OA 8: To ask about and describe frequency of actions.
OA D: To work responsibly and collaboratively towards a common goal.

Read the name of the lesson and the learning outcomes aloud with the class.
Invite students to identify the relationship between the name of this lesson
and the topic of the unit.
In this Lesson, students will listen to a lecture that deals with the topic of
renewable sources of energy, especially about solar energy. Remember it is
important to take the time to check or build students’ background knowledge
so that they are able to overcome the natural difficulties that listening activities
present. The recording in this lesson has a rich potential to work with both
language and thinking skills and also to promote reflection on the OATs
related with the socio cultural and civic dimension.
Preparing to listen
1. Let students examine the pictures one by one, describing what they see
and taking notes.
Answers
a. geothermal b. solar c. hydro d. tidal energy e. wind f. biomass EXTENSION ACTIVITY
If Internet connection is
2. The last step is to compare their comments on the pictures with key available at your school,
words in the definitions. motivate students to test their
Answers knowledge on Energy in the
Energy Quiz by clicking on this
P1: biomass energy P2: tidal energy P3: geothermal energy P4: wind energy link: http://www.solarschools.
P5: solar energy P6: hydro energy net/resources/pdf/Energy%20
Quiz.pdf Encourage them to
3. Motivate students to speculate about the content of the recording visit the site, if it is possible, as
they will listen to. Encourage them to do so, based on the activities done there are lots of fun activities to
and using what they know or have learned about the topic. Do not check complete, related to energy.
answers at this stage.

BACKGROUND INFORMATION LEARNING WINDOW
Renewable energy When students make predictions
about the content of the
Renewable energy is any source of energy that doesn’t consume the
recording, they immediately
finite resources of the Earth and can be easily and quickly replenished.
generate hypotheses about it
At present only a small proportion of the world’s energy needs come (type, purpose, scope, audience,
from alternative and renewable energy sources. etc.). These hypotheses provide
Advantages of Renewable Energy a framework which enhances and
it is renewable and therefore sustainable, so it will never run out. support comprehension.
VOLUME 2 UNIT 4
Its facilities generally require less maintenance than traditional Source: Ahmed, R. (2015). Voices: Five essential listening
generators. skills for English learners. Retrieved from: https://www.
It produces little or no waste products such as carbon dioxide or other britishcouncil.org/voices-magazine/five-essential-listening-
skills-english-learners
chemical pollutants, so it has minimal impact on the environment.
Renewable energy projects can bring economic benefits to many
regional areas.
Disadvantages of Renewable Energy
It is difficult to generate the quantities of electricity that are as large
as those produced by traditional fossil fuel generators.
It often relies on the weather for its source of power. Hydro
generators need rain to fill dams to supply flowing water. Wind
turbines need wind to turn the blades, and solar collectors need clear
skies and sunshine to collect heat and make electricity.
It is very expensive because it is a new technology and has an
extremely large capital cost.
Source: Brown. P. (n.d.). What is Energy. Retrieved June 02, 2017, from http://www.solarschools.net/resources/stuff/
what_is_energy.aspx
Page 143

44 Focusing on listening
Strategy in mind
Using previous knowledge to make predictions.
Taking notes of relevant information.
Smart listening
Remind students to use their prior knowledge of the topic to make and
validate predictions.
When taking notes of the most relevant information, ask your students
to fill in a “performance checklist for listening comprehension”, to get
the gist of the listening. Use this form:
Main
1st listening 2nd listening
Point
Speaker(s)
Audience
Topic

LISTENING FILE: A bright future
Answers
General information
Speakers:
teacher and students
✓ scientist and students
students
Means of communication:
VOLUME 2 UNIT 4
in person on TV ✓ on videoconference EVALUATION FOR LEARNING
General topic You may use the evaluation
hydro energy biomass energy ✓ sun energy instrument in the appendix
on page xvii, to gather
Specific details information about students’
a. Complete. listening and / or critical
thinking skills.
i. 85 percent of our energy ii. that they are non-renewable
iii. potential sources of clean energy iv. a clean and nonpolluting source
of power v. also cheap ways to trap solar energy.
TEACHING WINDOW
b. Identify the effects. Group interactions observation
Cause Effect When students work on group
i. Humans keep using fossil fuels. They will make them disappear. interaction activities, monitor
them for potential or developing
ii. We open our eyes. We can find valuable energy resources
everywhere.
problems. You can do this by
observing their interactions in
iii. Architects orient buildings to face People will save electricity and central heating. person.
the sun.
To do this, walk around the
iv. We use passive solar methods. We will save energy. classroom and observe the
c. Answer. interactions within each group.
i. In Nature. As you observe groups, pay
attention to language but also,
ii. The Sun’s rays. to the quality and quantity
iii. The Romans. of contributions from each
group member.
Main conclusions
According to the recording, using solar energy and solar-powered devices is a Source: Publishing team.
great solution to save energy.
Think critically EXTENSION ACTIVITY

Encourage students to reflect on the importance that energy has in Think critically presentations
their own culture and in other cultures they are familiar with. Guide the Transform the section THINK
reflection with the following questions: CRITICALLY into an oral
presentation.
What energy sources are used in your city/region/country?
Are people concerned about saving energy in your city/region/country? of three or four and present their
What do you know about other places? evaluation of the lecture, their
conclusions and the connections
Encourage students to work in pairs and talk about what they know they made with the text. Use the
about the types of energy that could be used in Chile. To make this evaluation instrument related to
activity more interactive, you can ask them to share their ideas with presentations, in the appendix
another pair of students closer to them and find out interesting on page xvii, to evaluate their
information. work and the Think Critically
rubric to gather information
on the students’ critical thinking
skills.

Pages 144 - 145
EXTENSION ACTIVITY
After listening Interactive Word Wall
Vocabulary in context Select a wall of your classroom
to display the new words
The objective of this section is to build vocabulary through a variety of carefully. To do this, you need to
strategies that will help students acquire a deeper knowledge of the new words make sure that it is at eye level
and expressions from the texts they listen and read. Students can work with and it is large enough to post
the words.
the activities in this section either in pairs or in groups of four or five.
VOLUME 2 UNIT 4
Motivate students to write

The process starts with a “noticing” strategy. At this point, you should the words in an oak tag or
encourage them to take notes of their impressions about the meaning of the paper in good handwriting.
target words and expressions. If necessary, students are allowed to check their When possible, incorporate the
ideas in their dictionaries. Interactive Word Wall strategy
as part of your vocabulary
After students have noticed the target words, they have to explain their instruction’s routine. Also,
meaning to a partner or to the rest of their group. Then, they complete the promote students to always use
sentences using the new words they have practiced. this strategy when they learn
new words or have difficulties
Answers remembering meaning.
a. tidal power b. biomass c. hydropower d. wind power e. solar
f. geothermal
Speaking workshop: Conducting a survey

Students will be guided step by step to conduct a short survey.
Introduce it as a task-based activity. Explain to students that they will conduct
a survey and draw some conclusions about the use of energy in their course.
Students must ask the questions provided to interview three classmates. Give
them enough time to work in this task, allow students to walk around the
room and take notes of the answers. Then, have them form groups and analyze
the answers in order to draw some conclusions.
a. 46 Play the recording. Invite students to listen carefully, paying special
attention to the pronunciation of the initial sounds /sp/ and /st/.
b. 46 Play the second part of the recording. Advise them to imitate the
intonation and pronunciation of the questions they have just listened.

2. Practicing
TEACHING WINDOW
In pairs, students take turns to practice saying the questions that they will
Providing input and guiding
have to ask in their survey. Give them enough time to repeat them until they
speaking planning
feel confident to ask the questions. As they work, diagnose possible problems
It is very important that teachers
faced by students who have difficulty in speaking, provide more opportunities
provide the necessary support
and time to practice, and also help them to articulate their answers. for every speaking task in the
classroom. Such support can
3. Performing
be given when teachers allow
a. Challenge students to conduct the survey, asking the questions they have learners to plan what to say and
VOLUME 2 UNIT 4
practiced to three classmates. Have they take notes of their classmates’ how to say it. To be effective and
answers. to lower students’ anxiety, this
preparation stage has to include:
b. When they finish, make students form groups and share their findings.
new language must be
4. Evaluating introduced and taught before
the task,
Assign enough time to allow students to reflect on their performance,
students need time to
using the prompts in the box. Before starting, lead a general conversation reorganize their developing
about the benefits of this self-evaluation and its results (such as collecting linguistic knowledge,
information to make learning decisions, identifying areas to improve, as the teachers must plan activities
basis for a mark, etc.) that activate existing linguistic
knowledge,
After finishing the task, make sure students exchange comments and before-speaking activities
suggestions for improvement for each of the prompts provided, showing should recycle specific language
support and respect for everyone’s ideas. items in order to ease the
processing load.
the preparation stage involves
Closure (10 minutes) scaffolding learning to meet the
demands of the speaking task.
Exit slip
Source: Terry, C. (2008). How to Teach Speaking in an EFL
Make sure you devote enough time to allow students to reflect on their work Class. In English Teaching Forum (Vol. 2, No. 1).
and keep a record of their responses individually. Then they can share their
comments with a partner or in small groups.

Page 146
Lesson 3: Preventing climate change

180 min. read an article about environment OA 6: To participate in oral exchanges using vocabulary related with
use strategies to identify specific the topic.
information in the text. OA 7: To react to texts in oral discussions, by making connections with
talk about hypothetical situations. other subjects.
Pages 146 -151 study words related with the OA 8: To describe hypothetical situations.
VOLUME 2 UNIT 4
environment. OA 9: To demonstrate comprehension of an informative text about a

discuss ideas about helping the topic of global interest.
environment. OA 12: To use strategies to support comprehension.
OA C: To show interest for on-going and independent learning as a
way to make an important contribution to society.
Opening (30 minutes) THEORY AND RESEARCH

Preparing to read Interdisciplinary connections
The classroom should include
Start the lesson reading the objectives in the table as a class. Once again, explain space for learning beyond
that these are a more concrete and detailed specification of the unit objectives. subject boundaries, so that
students can make connections
1. Have students read the sentences carefully and then identify the actions
between different areas of
that help take care of the environment. Remind students to make use of learning. These connections,
what they have learned in Science. based upon groups of
Answers experiences and outcomes from
within and across curriculum
b. d. e. are positive actions. areas, can provide relevant,
challenging and enjoyable
2. Have students identify the actions that are illustrated in the pictures. learning experiences and
Answers stimulating contexts to meet
the varied needs of students.
P1: d. (fixing things); P2: b (reusing plastic); P3: f (using chemical pesticides
Source: Cazden, C. B. (2001). The language of
and fertilizers); P4: a (throwing trash on the ground) teaching and learning. The language of teaching and
learning.Retrieved from: http://www.wou.edu/~girodm/
3. Introduce the topic of the text students are going to read with this foundations/cazden.pdf
brainstorming activity. Point out that, together with completing the list, they
should also say why they consider each idea as positive or negative for the
environment.
Give students enough time to answer, in Spanish if necessary, and share
relevant experiences, opinions and impressions. Then, check answers as a LEARNING WINDOW
class and write some interesting ideas on the board. The importance of prior
knowledge
Page 147 Prior knowledge has a positive
4. Elicit students’ previous knowledge about the differences between these effect on learning, as students
two concepts. Explain that understanding the relationship between weather are able to create a mental
network of connections between
and climate is an important first step to understanding larger-scale global the previous and the new
climate changes. information.
Answers Check for prior knowledge that
a. Climate b. weather can facilitate learning, possible
misconceptions, if any, and
5. In groups, students check their understanding of the concepts related teach students to constantly
with the text they are going to read, by answering the short quiz. contrast prior and new knowledge
throughout a unit or lesson.
Answers
a. i. b. ii. c. i. d. iii. e. i. f. ii.

Difference between weather and climate
The difference between weather and Weather is what is happening right now Many stations are in or near urban
climate is a measure of time. Weather is or likely to happen tomorrow or in the areas, which often experience warmer
what conditions of the atmosphere are very near future. temperatures than the surrounding
over a short period of time, and climate Climate, on the other hand, is rural land. This is due to the heat
is how the atmosphere “behaves” over the general weather conditions. absorbing properties of concrete and
relatively long periods of time. Meteorologists often point out that asphalt and the lack of shade and
VOLUME 2 UNIT 4
When atmospheric scientists describe “climate is what you expect and evaporative cooling from vegetation.
the “weather” at a particular time and weather is what you get.” This phenomenon is known as the
place or the “climate” of a particular “heat island effect.”
To investigate how climate may be Many weather stations have been
region, they describe the same sort of changing due to human influences,
characteristics: air temperature, type moved from rural locations to airports,
scientists use weather data from as far making it difficult to interpret and
and amount of cloudiness, type and back as the historical record goes, as
amount of precipitation, air pressure, compare measurements over time.
long as the data are accurate. Detailed
and wind speed and direction. daily weather data are collected Source: Henderson, S., Holman, S.R., & Mortensen, L.L. (1993).
Global climates–Past, present and future. Activities for integrated
Weather is the current atmospheric at surface meteorological stations science education. Washington, DC: Environmental Protection Agency
conditions, including temperature, (weather stations) throughout the (EPA/600/R-93/126).
rainfall, wind, and humidity at any world. However, several factors can
given place. All of these factors make limit the accuracy of the data. For
up what we think of as weather. example,
Pages 148 - 149

Focusing on reading
1. Have students read the text quickly, just to check if their ideas in exercise 3,
page 146, were mentioned.
2. Invite students to read the text again carefully and then do the activities in
the Smart Reading section.
Before reading the interview in detail, motivate students to check the
meaning of the key words using their dictionaries, noticing how the words
are used in the text, so as to decide the definitions that apply in each case.
Key words
Safekeeping (n.): protection from harm or loss.
Release (v.): to allow a substance to flow out from somewhere.
Threat (n.): a suggestion that something unpleasant or violent will
happen, especially if a particular action or order is not followed.
Strategy in mind
Setting a purpose for reading
Analyzing text features
Draw your students’ attention to the main text features such as title,
text type, introduction, pictures, etc. Elicit answers and write their ideas
on the board. Then, encourage them to use the information from this
analysis to answer the question.

Smart reading TEACHING WINDOW
1. Explain to students that the questions in this section are aimed at Reading strategies: Analyzing
helping them practice the reading strategy and identify the main text features
information in the brochure. These are useful tips to guide
Ask students to read the title of the text again. Tell them: So, the your students while analyzing the
text features:
main purpose of this text is to … and encourage them to complete
the statement. Tell them to underline the parts of the text that state Preview the title and other
this purpose literally (this information is in the first paragraph). headings.
VOLUME 2 UNIT 4
Look for a list of terms or

Answers vocabulary words.
1. I. Global Warming II. The Greenhouse Effect Find words set in special type,
such as italics or boldface.
2. i. d ii. a. iii. c. iv. b. Notice text that is set off in
3. Suggested answers: some way, such as quotation.
Follow the three R’s principle; Try other means of transportation; Examine visuals, such as photos
or drawings. They can help the
Switch off your computer; Avoid plastic; Turn off the lights
topic.
behind you
Source: Analyzing Text Features. (n.d.) Retrieved from:
http://comprehensionkatieweiers.weebly.com/strategy-1-
Your analysis analyzing-text-features.html
The questions in this section invite students to get deeper into the text
and analyze it with their own view. Explain that, in most cases, they
will not find the answers in the text, explicitly, but they will need to use
information they know or have learned in other subjects.
Possible answers
1. P I II
a. Causes of pollution and global Origin of greenhouse effect.
warming.
b. The Earth is getting hotter Burning fuels help increase the
Machines help increase pollution. greenhouse effect and get the Earth
warmer.
c. Human activities are burning too The fuels (used in cars, planes and all
much CO2. types of machines) burned with
carbon get deposited in the air and
mix with the oxygen people breathe.
2. III Get a reusable bottle and refill it.

III Go “vintage”; buy second hand clothes.
II Unplug electrical devices when you are not using them.
IV Use environmentally friendly products, detergent or shampoo.
I Get up early and benefit from the sunlight.

Think critically BACKGROUND INFORMATION
Remember this section is aimed at providing students with an Conditional sentences
opportunity to link the contents of the text to their own ideas and Conditional sentences are
experiences. Encourage them to reflect on the questions individually usually made up of two parts, a
first and then invite them to share and compare ideas in small groups. conditional clause and a main
clause. The conditional clause
Students should reflect on their own attitude towards the environment. is the ‘if’ (or ‘when’) part of the
Guide this activity in such a way that students really make a commitment sentence and the main clause is
to do something from their own realities and living their own lives. the result, what happens.
VOLUME 2 UNIT 4
The second conditional is like
Pages 150 - 151 the first conditional. We are still
thinking about the future. We
After reading are thinking about a particular
condition in the future, and the
Vocabulary in context result of this condition. But
there is not a real possibility
The vocabulary frame in this activity is an adaptation of the Frayer Model,
that this condition will happen.
which was designed to provide for a thorough understanding of new words.
We use the Past Simple tense to
In the original frame, students are asked to provide a definition, facts or talk about the future condition.
characteristics, examples, and non-examples. We use would + base verb to talk
Using any of these graphic organizers will lead students to a deeper about the future result.
understanding of a word and its relationship to their own lives. The important thing about the
second conditional is that there
is not a real possibility that the
Work it out! describing hypothetical situations
condition will happen.
Remind students that the activities in this section are meant to help them Source: Publishing team.
discover a particular language item by themselves. So, guide and monitor their
work, but do not provide the answers.
Answers
EXTENSION ACTIVITY
a. Two Conditional chain
b. In blue: If the greenhouse effect didn’t exist, If it (the greenhouse effect) was too Create a conditional chain of
much, If you had to leave your computer on, hypothetical situations and
In green: we would freeze, we would boil, you should use “sleep” or “hibernate” their effects. Use examples
mode to save power. that students give on their own
in Spanish, if necessary and
c. ii
translate them into English,
d. To describe imagined future situations and their probable results, we use asking students to repeat each
would / should + verb in the main clause to indicate an effect and the Past new sentence.
Simple tense in the If clause to show their conditions. If I were the Minister of the
Environment, I would …
If I …, people ….
If people …, we..., (and so
on).

Speaking Workshop:Debating actions to help the environment
THEORY AND RESEARCH
Before starting the task, explain what a debate is: a serious discussion of a
subject in which people take part following certain rules. Engaging strategies: friendly
controversy
In groups of 4-6, students will discuss and debate ideas that may help Teachers can use conflict in the
prevent climate change and global warming. classroom to enhance students’
engagement and achievement.
1. Preparing to speak.
When controversies emerge,
a. Have students look at the pictures and answer the questions below, they lead students to
VOLUME 2 UNIT 4
individually. Motivate them to write their answers down on paper, as this experience higher stages of
will be the basis for their arguments. cognitive and moral reasoning.
Source: Marzano, R. J., & Pickering, D. J. (2013). The
2. Practicing highly engaged classroom. Solution Tree Press.
a. 47 Make students listen to a conversation. Ask them to pay attention to

intonation, rhythm and pronunciation.
b. 47 Play the recording again. Invite students to repeat the lines, imitating
the model. LEARNING WINDOW
Exit slips / cards
3. Performing
Exit cards are written responses
a. In each group, students exchange ideas about the pictures in point to questions posed at the end
1. Encourage them to use the expressions in the box every time they of a class or learning activity.
introduce their opinions. Students collect information
about their own learning, analyze
While they discuss, walk around the room, monitoring their work and what it reveals about their
making sure they respect turn-taking and everybody’s ideas within progress towards the intended
the group. learning goals and plan the next
b. Encourage each group to agree on a list of ideas to help prevent steps in their learning.
climate change. Source: Dann, R. (2002). Promoting assessment as
learning: Improving the learning process. London:
Routledge Farmer.
4. Evaluating
Give students enough time to evaluate their performance using the prompts
provided. When they finish, invite some groups to share the actions they
discussed about with the rest of the class.

Exit slip
Make sure you devote enough time to allow students to reflect on their work
and keep a record of their personal responses.

Pages 152 - 153
SUBJECT CONNECTIONS Science - Maths

90 min. read an informative text about OA 9: To understand main ideas and specific information in a text about
different types of energy. types of energy.
complete a mind map. OA 10: To demonstrate comprehension of a non-fiction text.
present information in a graph. OA 12: To use different strategies to support comprehension.
Pages 152 - 153 make connections with other subjects OA D: To work responsibly and collaboratively towards a common goal.
(Science / Maths). OA E: To use communications technology responsibly and effectively to
VOLUME 2 UNIT 4
look for and create pieces of information.

LEARNING WINDOW
In this section, students are expected to deal with a scientific text. The activities
that are aimed at allowing them to make connections and use what they know Mind maps
from other subjects of the curriculum, in this case from Science and Math. Students can use mind maps to
support and improve reading
comprehension.
When they are used while
1. Invite students to read the text on page 153, individually. reading, they enable students
to structure and order the main
2. Encourage each pair to read the first part of the text again, carefully, and content of the text by creating
to show the information in a graph. Invite some pairs to draw their graphs visual representations of their
on the board to allow the rest to check their answers. understanding.
3. Students re-read the text again, if necessary. Then, they organize the Source: Publishing team
information in the mind map. Make sure you check this activity on the
board, with the whole class. Youi can use it as an instance of collective
participation, inviting students to the front to complete it themselves and
allowing active participation.
Answers
THEORY AND RESEARCH
Sources of energy
Sources of clean energy Interdisciplinary connections
Fossil fuels
In the United Kingdom,
85% of world’s Biomass power
energy
researchers are talking about
“deep” and “surface” learning
Oil Wind power
to distinguish between learning
Electricity that makes the connections that
Solar power
generation lead to deeper understanding
90 % of the world’s
transportation Geothermal power versus information which rests
on the surface, unassimilated.
Coal Hydropower
What these findings seem to
show is that students need
4. Once they have finished, ask students to answer the questions in pairs, first. time to talk, write, reflect and
Then, invite them to get in groups and discuss their answers. engage in activities that help
them make connections with
Answers what they already know in order
a. A catastrophic end to the oil age. to transform surface learning
b. We will generate electricity. into deep learning.
c. We will run out of energy soon. Adapted from: Cross, K. P. (1999). Learning is about
making connections. Mission Viejo, CA: League for
Innovation.

Invite each group to share their comments and the answers to the questions in
exercise 4 with their classmates.

Page 154
LEARNING WINDOW
Module 2 Word Clouds as an activating
strategy
Give students a few minutes to read what they will do in each lesson in Module Word clouds are a great way for
2, helping them recognize the content, skills and attitudes they will develop. students to distil and summarize
information. They help students
Entry slip (5 minutes) get to the crux of an issue,
sorting through important ideas
Make sure students activate their ideas, experiences and impressions and have and concepts quickly in order
VOLUME 2 UNIT 4
them answer the questions before you move on practicing the prerequisite to see what’s important. They
language, vocabulary and background information they need to start the are particularly useful for visual
second three lessons of the unit. learners.
Word clouds, also called tag
clouds or a weighted list, are a
How ready are you? (10 minutes) visual depiction of the frequency
1. You will need to create the conditions to engage your students in the tabulation of the words in any
module. selected written material, such as
lecture notes, a textbook chapter
Assign this section, therefore, an important part of your class time. or an internet site. Font size is
Challenge the students to find information on word clouds and to create one used to indicate frequency, so
related with sustainable development. Then, encourage them to present the the larger the font size, the more
word clouds, explaining their most important features. frequently a word is used.
Source: Miley, F. and Read, A. (2011). Using word clouds
2. In groups, students discuss the statements in the wheel. Read the to develop proactive learners. Journal of the Scholarship
of Teaching and Learning, Vol. 11, No. 2, pp. 91 – 110.
information on friendly controversy in the box. Make sure you encourage Retrieved from: file:///C:/Users/linam/Downloads/1820-
them to use expressions such as: I agree/don’t agree with – I completely agree/ 6599-1-PB.pdf
disagree – I don’t believe /think that – In my opinion/I’m not sure…but…, etc.
3. Individually, students may choose and tick (✔) the alternative that best
describes their feelings towards the future tasks and challenges in Module 2. TEACHING WINDOW
Encourage them to give honest answers and help them think what they can Using Word Clouds as an
do to improve; solve problems they may have, get help in case they need activating strategy
it, etc. The importance of tapping into
prior knowledge should never be
underestimated in the classroom,
because it helps students make
TEACHING WINDOW relevant connections to the new
Engagement strategies: Initiating friendly controversy information they will be learning.
Word clouds, then, can be used
Controversy can help teachers trigger students’ interest before starting a new to brainstorm words that students
lesson. Teachers should be careful when preparing these activities and plan think are relevant to a topic they
them in such a way that the generated discussions do not become too heated. are being introduced to.
For this purpose, the following interaction rules can be helpful to maintain a Source: Tumelty, S. (2015). 5 Ways To Use Word Clouds
positive and respectful classroom atmosphere: In The Classroom. Retrieved from: http://www.edudemic.
com/5-ways-use-word-cloud-generators-classroom/
Students should listen when others are talking and wait for their turn, even
if they are anxious to say something.
Students can criticize ideas but not people.
As other speak, students should try to listen and understand why their
partners think their opinion is accurate. EXTENSION ACTIVITY
When students state their opinion, they should provide evidence or reasons If you have Internet access, you
that support it. can suggest using the following
Source: Marzano, R. J., & Pickering, D. J. (2013). The highly engaged classroom. Solution Tree Press.
online word cloud creators:
Wordle
http://www.wordle.net/
TagCrowd
http://tagcrowd.com

Page 155
Lesson 4: Putting nature to work

180 min. listen to a recording about alternative OA 1: To demonstrate comprehension of main ideas and specific
sources of energy. information in a recording.
identify relevant and specific information. OA 2: To identify key words and expressions related with sustainable
identify connections between ideas. development.
Pages 155 - 159 obtain information using technology. OA 3: To identify type, purpose of the recording and connections
VOLUME 2 UNIT 4
between ideas.
OA 4: To use different strategies to support comprehension.
OA 16: To connect ideas using unless / as a result.
OA E: To use information technologies effectively and responsibly
when looking for information.

Preparing to listen
Remember that the purpose of
1. Prepare students for the listening tasks so that they can get familiarized with the Pre-listening Activities is to
the text’s topic and its key vocabulary. Have students look at the pictures prepare students for listening,
in the two rows and identify the connections between them. Guide them to ensure student success, and
to answer that they are the same home appliances and devices, but using to get students excited about
different sources of energy. They may also identify the types of energy that listening.
are shown: solar, wind, etc. Teachers should begin modeling
the strategy of making
2. In pairs, students discuss the content of the recording they will listen to predictions regularly with
and make predictions of the ideas they think will be mentioned. Read the students, and they should
information in the Teaching Window. continue using this strategy until
they have integrated the strategy
into their independent learning.
Page 156
The “think aloud” strategy is
Development (140 minutes) particularly helpful to model how
to make predictions.
Focusing on listening Think aloud, modeling the process
of predicting before reading:
Strategy in mind
“By looking at the pictures
Use textual features to support comprehension. and structure I am guessing or
Before listening, have students focus on the pictures of the Listening predicting the recording will
File to help understand the main topic. be about
and . When
Use previous knowledge. we use what we know to make
Help students identify the key words and vocabulary and make them a guess before we listen, it is
remember what they’ve learned about the topic in other subjects. called ‘predicting.’”
1. 48 Refer students to the predictions they made and then play the recording
to allow them to confirm or correct them.
2. 48 Play the recording again (twice). As they listen, students may fill in the
missing information in the file.

LISTENING FILE: putting nature to work
TEACHING WINDOW
Answers
Thinking aloud
General information Think aloud, modeling the
Type process of reflecting on
R I: an advertisement a lecture ✓ a piece of news predictions after reading.
R II: ✓ an advertisement a lecture a piece of news “My first prediction was…..
✓ Before listening the recording
R III: an advertisement a lecture a piece of news I predicted... Now that I am
VOLUME 2 UNIT 4
Topic finished listening, I think my

predictions were close/not close
a. Tick (✔) the correct alternative. to the real content because…
i. Protecting the Earth
ii. ✓ Renewable energy Source: Berman, M. (2003). Listening Strategy Guide.
DynEd International, Inc. http://englishvls.hunnu.edu.cn/
Downloads/LrnStrtg/str_002.pdf
Specific information
a. Tick (✔) the correct alternative.
R I: i. ✓ The future of renewable energy
ii. The decrease in the use of energy
R II: i. Why we should use solar panels
ii. ✓ Installing solar panels
R III: i. How fuels are used
ii. ✓ What renewable energy is
Main conclusions
a. Because of / due to worries about global warming.
b. To save money and help save the world.
c. The materials, industrial processes and construction equipment used to
create them may also generate waste and pollution.
Think critically
Remember the questions in this section are aimed at raising students’
awareness and allowing them to consider the cultural perspective of
environmental problems. You may add these questions to the discussion:
How is pollution related to the geographical / social situation of specific
cities or towns in Chile?
In what way is pollution related to our historical / geographical context?
Page 157
3. 48 Invite your students to listen to the audio text again and complete the
statements. Check orally and on the board.
RI:
i. Renewable energies are to increase in the USA by 2050.
ii. The cost will not be cheap in the foreseeable future.
RII:
i. Call 1-877-SUN-0123 or complete the on-line request form.
ii. The installation process will take 2-5 days.
RIII:
i. Renewable energy sources contribute approximately 29.3% of human
energy used worldwide.
ii. Fossil fuels such as oil, gas and coal are non-renewable energy sources.

After listening
Connectors showing cause and
Remember that the activities in this section are aimed at helping students effect
discover a particular language function or item by themselves. In English, we use several
different words to show cause
Students analyze the sentences from the recording in pairs, focusing the
and effect. Examples are: for,
attention on the highlighted words. because, as, since, therefore,
Answers hence, as a result, consequently,
VOLUME 2 UNIT 4
due to, because of, as a result
2. a. i. unless b. ii as a result of etc.
3. a. unless: except if; in any case other than How to use “unless”
b. as a result: therefore; accordingly Unless means the same as if...
not. Like if, unless is followed
Pages 158 - 159 by a present tense, a past tense,
or a past perfect tense (never
Writing workshop: Writing a piece of news by a conditional). Unless is used
instead of if...not in conditional
In groups of 3, students will be guided step by step to write a piece of
sentences of all types.
news related to renewable energy in Chile.
Examples:
Remind students that the writing task is carefully guided following the steps TYPE 2 CONDITIONAL: UNLESS +
of the writing process. Help them get into groups and lead them through the PAST TENSE
steps one by one, emphasizing the importance of making notes of their ideas With If, equivalent with Unless
while they follow the instructions. If he wasn’t very ill, he would be
at work. / Unless he was very ill,
Also, have them read the evaluation prompts in the box before they start he would be at work.
working, so that they know in advance the areas they must pay special I wouldn’t eat that food if I
attention to. wasn’t really hungry. / I wouldn’t
eat that food unless I was really
1. Organizing the ideas hungry.
a. Give your students enough time to analyze the piece of news provided She would be here by now if she
as a model. While they do it, ask them to identify the different sections in wasn’t stuck in traffic. / She
the article. In this activity, students should recall what they have learned would be here by now unless she
about this topic in their Language and Literature classes. was stuck in traffic.
Source: Sentence connectors showing cause and effect.
b. Ask students to discuss the purpose and topic of the piece of news in (2012, January 06). Retrieved June 02, 2017, from
their groups. Then invite some groups to share their answers with the rest https://www.englishgrammar.org/sentence-connectors-
showing-effect/
and check.
2. Drafting
a. Encourage each group to find a recent interesting fact or event related
with renewable energy in Chile. Have them take some notes of the most
important points about it.
b. With the information they collected, students write sentences. Remind
them that, at this stage, they should not care about mistakes but to put
their ideas down on paper.
3. Revising
a. Help students to put the sentences into paragraphs and write a short
piece of news in English, adding words and connectors to make the
paragraphs more interesting to read.

Make sure they include all the sections a news article contains (Headline,
byline, lead, body, conclusion) and that you cite the source of the piece EVALUATION FOR LEARNING
of news. Help and guide students
exchange supportive feedback
Read the background information box. for each of the prompts
Remind students that revising is a key part of the writing process as it provided. They should
gives writers the opportunity to reflect on what they have written (in also make comments and
suggestions for improvement.
terms of both form and content). Revision is also close to critical reading;
when students revise a piece of writing they are able to reflect on whether For example:
VOLUME 2 UNIT 4
its message matches the writing goal. We should use the model and
ideas from the recording.
4. Editing We should look for additional
Help students check and correct their drafts following the prompts in the information in dictionaries,
encyclopedias or the Internet.
Editor’s Marks list. At this stage, students should go carefully through their We should practice and
article line by line and discuss the ways to improve their writing. correct each other, using
ideas from the lesson.
5. Publishing
Each group takes turns to read the piece of news aloud and then evaluate
another group’s performance following the prompts provided.
TEACHING WINDOW
Have students make posters with their articles and display the posters in a
Attitudes towards
visible place of the classroom.
self-assessment
As usual, make sure students exchange supportive feedback, focusing on Results of research show
their strengths and proposing remedial actions to improve their weaknesses. substantial evidence that
formative assessment activities
relate positively to student
Closure (10 minutes) motivation and achievement.
In addition, self-assessment
Exit slip is a valuable skill in formative
Make sure you devote enough time to allow students to reflect on their work assessment as it enables students
and keep a record of their personal responses. to know how well they are
progressing in their knowledge
and skills.
Source: Rolheiser, C. & Ross, J.A. (2000). Student self-
evaluation- What do we know? Orbit, 30(4), 33-36.
The Elements of a News Article
The important information in a news article is highlighted by
the following elements:
Headline: It catches the reader’s eyes and sums up the story. It
is usually in larger font and often in bold.
Byline: This tells who wrote the article and sometimes gives
the journalist’s specialty.
Placeline: It tells where the story originated.
Lead: It gives the most important information very briefly
(usually who, what, when and where)
Body: It supplies additional information. It is divided into
small paragraphs.
Facts: Every news article includes simple, true statements about
what happened.
Quotations: These retell, word for word, what someone actually
said. Usually these quotations come from witnesses at the
scene, or experts on a subject.
Source: Parts of a News Report (n.d.) Retrieved from: http://schools.peelschools.org/sec/fletchersmeadow/
studentlife/OSSLTprep/Documents/Parts%20of%20a%20news%20rpeort.pdf

Pages 160 - 161
Lesson 5: Planet Saving Technology

180 min. read a scientific article about green OA 9: To demonstrate comprehension of a scientific text.
technology. OA 10: To demonstrate comprehension of an informative text by
identify general and specific information. identifying key words and expressions related with the topic.
analyze and study formation of scientific OA 12: To use strategies to support comprehension.
Pages 160 - 166 words. OA 13: To write texts about topics related with other subjects.
VOLUME 2 UNIT 4
write a short scientific article.
OA 14: To write texts following the steps of the writing process.
OA 15: To write texts using correct grammar, vocabulary,
and punctuation.
OA 16: To link ideas using appropriate connectors.
Opening (30 minutes) LEARNING WINDOW
Preparing to read Inferring meaning from

cognates
Before starting the lesson, conduct a general conversation about the Using cognates is a particularly
importance that technology plays in our everyday life, the advantages and powerful strategy for helping
disadvantages of using technology and how we can use technology to improve learners access in textual
the future of the environment. information and build reading
fluency, especially in the case
1. In order to engage students in the topic of the lesson, ask them to analyze of Spanish-speaking English
the questions and reflect. Invite students to answer the questions in pairs. language learners.
Cognates are those words
2. Invite your students to write a list of their favorite technological devices, that have similar spelling,
stating one good thing about them and one bad thing about them. Give an pronunciation, and meaning
example on the board, using your own favorite devices, and encourage them across languages. When students
to think of things that are familiar to them, such as devices in their houses, use this strategy, they are able
friend’s houses, in the street, etc. to use their native language as a
resource for learning.
3. Invite your students to look at the people talking, read what they are saying Source: August, D., Carlo, M., Dressler, C., & Snow, C.
and complete the sentences in the bubbles with the words provided. After (2005). The critical role of vocabulary development for
English language learners. Learning Disabilities Research
they finish, encourage them to identify the field of work of the people & Practice, 20(1), 50-57
depicted.
Answers
a. It’s quite efficient, but there are other dangers connected to it.
b. It represents a good alternative, but it may affect other systems.
c. They look so powerful and mysterious! Pity that this technology is still so
expensive!
4. You may help students identify what the speakers are talking about. It’s a
good idea to draw students’ attention to the reference markers in the speech
bubbles (it, it, they). Ask them to find the nouns these markers are referring
to (they= wind turbines, for instance).
Answers
P1: c. P2: a P3: b
5. Invite students to skim the text on pages 162 – 164 and identify all the
cognates. Then, have them look at the underlined words and work with
a partner to discuss the predictions it is possible to make about the text,
considering that they now understand part of the meaning. Encourage them
to take notes of their predictions and monitor as they read.

Pages 162 - 164
THEORY AND RESEARCH
Development (140 minutes) Using cognates for vocabulary
development
Focusing on reading
There have been several
Students read the article quickly. As they read, they confirm or correct their investigations of cognate
ideas in exercise 5, and identify the type of text they are reading. transfer in English reading
comprehension and vocabulary
Answers inferencing skills. The students
VOLUME 2 UNIT 4
b. iii who had been taught the

strategy were more successful in
2. Have students read the text again, this time more carefully. Then, ask them inferring meaning.
to complete the activities in the Smart Reading section. A review of the literature
suggests that (1) knowledge
Key words of the cognate relationships
that exist between Spanish and
When facing new words, remind students the essential dictionary skills English is a powerful example
they have learned. of positive transfer in that this
knowledge has been shown
depleted (adj.): reduced by a large amount so that there is no left. to facilitate English reading
scarce (adj.): if something is scarce, there is not very much of it. comprehension; (2) the extent
shortage (n.): a lack of something that you need or want. to which cognate relationships
dew (n.): the very small drops of water that form on the ground during are perceived is related to
the night. the degree of semantic,
orthographic, and phonological
dumping ground (n.): a place where things that are not wanted are
overlap they share; (3) English
got rid of. morphological analysis is
initially learned through
Strategy in mind cognates; and (4) the ability
to recognize cognates develops
Making predictions. with age.
Identifying specific information.
Source: August, D., Carlo, M., Dressler, C., & Snow,
C. (2005). The critical role of vocabulary development
for English language learners. Learning Disabilities
Smart reading Research & Practice, 20(1), 50-57.
Answers
1. I. b.; II. a.; III. c
2. a. i. Calculators EXTENSION ACTIVITY
ii. lighted road signs Challenge the students to find
iii. watches sentences in the text that mean
b. i. Solar cells the same as these:
ii. Solar power plants a. Although solar energy is quite
iii. desalination common, there are still some
iv. phytoremediation problems.
b. It was, in reality, a British
3. Text I: a. it: solar energy scientist who used solar
b. they: PV systems energy for the first time.
Text II: c. we: people c. If we have plenty of salty
d. it: desalination water, we can turn it into
Text III: e. it: the technique (phyto-remediation) fresh water.
f. they: the new technologies d. The technique has existed for
quite some time; however, it
has not been very effective.

Your analysis
The questions in this section may require a second or third reading. Notice that the activity in
Accept any coherent ideas, but help students discover the advantages Smart Reading section can
and disadvantages of each new technology. When they finish, invite be used as Evaluation for
some students to share their conclusions with the rest of the class Learning, as students may find
or have them discuss the answers in small groups (3 – 4). Draw the specific information in the
text.
chart provided below on the board, as an example to organize the
information. You may use the evaluation
VOLUME 2 UNIT 4
instrument in the appendix
Answers on page xvii, to gather
information of students’
NT Advantages Disadvantages
reading skills.
I Rays of sun are readily available The amount of sunlight is not constant
The sunlight depends on location, time of day,
time of year and weather conditions
Not available on a large-scale TEACHING WINDOW
II There are lots of salty water It is an expensive process Making, confirming, or revising
Plenty of freshwater supplies Not available on a large-scale predictions
can be made When the entire article has
III Vegetation is used to absorb Not available on a large-scale been read and the activities are
dangerous waste complete, hold a class discussion
based on the following questions:
Why is it important to make
Think critically predictions before reading
a text?
These questions provide students with a great opportunity to discuss What information do most
and exchange ideas about the development and application of these informational texts give the
new green technologies in Chile. reader to help him/her make
predictions before reading?
They are also a good way to connect the topic of the text to other texts What can a reader learn from
they may have read in their Science classes, and the way in which their making predictions before
prior knowledge helped them understand better. reading?
Why is it important to confirm
Pages 165 - 166 or revise predictions during
reading?
After reading What can a reader learn from
Vocabulary in context confirming or revising predictions
along the way?
Remember this is the section where students explore and learn new words
Source: Publishing team
and expressions that they find as they read and listen to different texts. This
section guides their vocabulary learning, inviting them to engage in a variety of
activities based on a set of vocabulary strategies. LEARNING WINDOW
Explain that many science vocabulary words use the same Greek and Latin Vocabulary Journals
roots. When you know these roots, you can figure out what a word means. Remember to encourage students
Answers to keep vocabulary journals.
These journals are a specific type
2. a. photo (photography), phyto (flora or plant life), bio (biology or organic of learning log where students
life). The prefixes have Greek and Latin roots. can record different ideas,
images, examples, notes, and
information about the new words
they learn while reading.

Writing workshop: Writing an article EXTENSION ACTIVITY
1. In pairs, students will be guided step by step to write a scientific article Have students complete a
about advantages and disadvantages of new planet saving technologies. concept/definition map like the
one below, to encourage them
As you go through the steps as a class, you should draw your students’ to reflect about word meanings,
attention to these aspects of the writing task: comprehensively.
1. Organizing ideas (Prewriting).
Word Prefix / suffix
Explain that good writers always start by listing the ideas that they will
VOLUME 2 UNIT 4
develop in their texts. These ideas can be organized into an outline or a

diagram. Help them to notice which ideas will be mentioned first and which Root word
will appear at the end. Also, let them discover how the main points are Meaning
related to further details, and how these ideas are located in the outline or
diagram. examples
2. Drafting
Make students notice how the outline or graphic organizer can be
transformed into a draft. Guide them to notice the key language that was TEACHING WINDOW
used in the model. Examining importance
Assign an important part of
3. Revising the class to this section. When
Have students notice the type of changes that can be applied to the draft. To teachers succeed in engaging
guide them, it is useful to ask them questions such as: their students, they help them
feel attracted to their work and,
Which word can be added/eliminated/replaced? Why? What for?
as a result, students are able to
4. Editing persist, despite facing obstacles.
Adapted from: Marzano, R., Pickering, D., & Heflebower,
At this point, it is useful to tell students to read the text they have read, T. (2011). The Highly Engaged Classroom: The Classroom
twice. In the first reading, they should pay attention to the structure of the Strategies Series. Bloomington, IN: Marzano Research
Laboratory
text in general and then, to the organization of every section in particular. In
the second reading, they should pay attention to any spelling, punctuation
or grammar mistake.
5. Publishing.
Now students should read the final version of the writing task carefully and
examine in what ways the composition has improved its language quality.
It is useful to lead this reflection as a class and guide students as much as
possible, using questions and prompts.

TEACHING WINDOW THEORY AND RESEARCH
Writing strategies A priority of teachers in
Graphic organizers as a pre-writing strategy the process orientation is
Graphic organizers may help students as they can be easily converted into to develop their students’
a draft. This strategy is especially effective when the organizers are created metacognitive awareness of
in groups because the discussion that is generated helps stimulate the their processes, that is to say,
production of ideas, and makes the task livelier and more enjoyable. their ability to reflect on the
The importance of revising strategies they use to write.
In addition to composing
VOLUME 2 UNIT 4
When students learn revising strategies, they learn about the characteristics
of good writing and acquire critical evaluation skills. and revising strategies, such
an orientation places great
Revising is a key part of the writing process as it gives students the emphasis on responses to
opportunity to reflect on what they have written (in terms of both form and writing. Response is crucial
content). Revision is also closely related to critical reading; when students in assisting learners to move
revise a piece of writing they are able to reflect on whether its message through the stages of the
matches its writing goal. writing process and various
Editing means of providing feedback are
When editing, students should go carefully through their composition line used, such as: teacher-student
by line. The idea is to make sure that each sentence, phrase and word is conferences, peer response, self
appropriate with respect to the main purpose of the writing task. - feedback, etc.
The following questions can help students to focus their attention on the Source: Hyland, K. (2003) Second Language Writing.
important aspects to consider at the editing stage: Cambridge: Cambridge University Press
- Have I used the same word too many times in one sentence or in the same
paragraph?
- Are any of my sentences hard to understand?
- Are your sentences grammatically correct?
- Is everything spelled correctly? THEORY AND RESEARCH
- Have I used punctuation marks correctly?
Assessment for Learning: Self-
Students should discuss these questions in pairs and find the ways to rewrite assessment validity Evidence
correct and improve their writing. about validity has shown that
Source: The Writing Process – A Writing Resource Guide. (n.d.) Orange County Public Schools Edition
self-assessments align with
those of students’ peers and
teachers, when students have
been explicitly taught how to
assess their work.
Source: Black, Paul; Harrison, Chris; Lee, Clara;
Marshall, Bethan and William, Dylan (2003).
Exit slip Assessment for Learning- putting it into practice.
Maidenhead, U.K.: Open university Press.
It is important that you assign enough time for making students reflect on the
work they have done and keep a record of their personal responses.
However, one very important point at this stage is to develop students’ ability
to identify future difficulties and the possible actions they can take to overcome TEACHING WINDOW
them. Self-assessment: How to help
students
Teachers should give feedback
that motivates students to
continue their learning. For
example, teachers can ask them
what they think, what helped
them, and how they dealt with
challenges; always focusing on
the positive.
Source: Rolheiser, C., & Ross, J.A. (2000). Student self-
evaluation – What do we know? Orbit, 30(4), 33 - 36.

Page 167
Lesson 6: Using energy at home

180 min. listen to a lecture. OA 1: To demonstrate comprehension of general and specific
identify relevant and specific information. information in a recording.
show information on a graph. OA 2: To identify key words and expressions related with the topic of
report information. the unit.
Pages 167 - 169 OA 3: To identify main ideas related with an environmental issue.
VOLUME 2 UNIT 4

OA 5: To pronounce English sounds properly.
OA 6: To participate in oral exchanges, using strategies.
Opening (30 minutes) BACKGROUND INFORMATION
Preparing to listen Carbon footprint

The carbon footprint is the
Before starting the lesson, start a general conversation about how much energy amount of carbon dioxide
students think they use every day, and how this can affect the environment. released into the atmosphere
as a result of the activities
1. If possible, tell your students to find information about the concept of a particular individual,
“carbon footprint” on the Internet. If it’s not possible, share the background organization, or community.
information in the box with them. Usually a carbon footprint is
You may also assign this task as homework and check the information orally calculated for the time period
the following class. of a year. The best way is to
calculate the carbon dioxide
2. / Have students answer the questions in pairs. Then, in groups of 3 – emissions based on the fuel
4, they discuss the answers. At this point, it is particularly important to make consumption.
them remember what they have learned in their Science classes. The carbon footprint is a very
powerful tool to understand the
3. Tell them to take notes of their ideas and invite some groups to express impact of personal behavior on
their predictions in a graph. Choose a couple and write them on the board, global warming. Most people
but do not check at this point. are shocked when they see the
amount of CO2 their activities
Page 168 create. If somebody personally
wants to contribute to stop
Development (140 minutes) global warming, the calculation
and constant monitoring of the
Focusing on listening personal carbon footprint is
essential.
Strategy in mind Retrieved and adapted from: http://timeforchange.org/
what-is-a-carbon-footprint-definition
Making predictions based on previous knowledge.
Setting a purpose for listening.
Remember students need to receive explicit instruction on listening
strategies. Listening strategies can help them develop both the ability
and the confidence that are necessary to handle communication
beyond the classroom.
Smart listening
While students listen, remind them to revise their predictions and
confirm or correct their ideas.

1. 49 Play the recording once. As students listen, they confirm or correct their LEARNING WINDOW
ideas in exercise 3, page 162.
Listening to disciplinary texts
Before listening to the recording again, lead a general conversation about Pre-listening becomes a
the usefulness of the strategy they used. You may help students by giving the critical phase when students
prompts in the Extension Activity box. have to listen texts about a
particular discipline. Teachers
2. 49 Have students listen to the recording again (twice) and fill in the need to prepare students for
missing information in the file. what they will hear and what
they are expected to do. To do
VOLUME 2 UNIT 4
LISTENING FILE: A bright future this, help students to bring to
consciousness their knowledge
Answers of the topic, their knowledge of
General information how information is organized
Purpose: to inform about the use of energy. in different texts, and also, any
relevant cultural information.
Specific details Adapted from: Underwood, M. (1989). Teaching listening.
Addison-Wesley Longman Ltd.
Complete.
a. One of the most important comforts of modern technology is the ability
to maintain the desired temperatures in our homes.
b. Almost half of the average home’s energy consumption corresponds to THEORY AND RESEARCH
heating.
Write T (true) or F (false) The purpose of the Pre-listening
a. F Activities is to prepare students
for listening, to ensure student
b. T
success, and to get students
c. T excited about listening.
d. T
Pre-Listening Activities should
Write the category (Heating, Lightning, Water heating, Other). motivate students and answer
the questions, “Why are we
Average home’s energy consumption doing this?”
lightning The skill of prediction depends
25% largely on one’s prior knowledge
of the world and of the
language, how much one knows
heating 47% 17% about the speaker, and how
water heating much one knows about the
speaker’s intent. Thus the initial
6%
stage of the training program

5%
for developing the predictive

keeping food
skill should concentrate on
cooling getting the students to become
aware of their own prior
Main conclusions knowledge and to use this prior
Help students draw conclusions from the information collected in the graph. knowledge as their basis for
prediction and comprehension.
Think critically Underwood (1989:30).
Source: Underwood, M. (1989). Teaching listening.
Encourage students to think about energy consumption in their area Addison-Wesley Longman Ltd.
or in Chile. Encourage them to use what they have learned in Science
and discuss the relationship between the use of energy and the
geographical location.
Motivate students to express personal commitment to reduce the
amount of energy they use and the carbon footprint they produce.

Page 169
EXTENSION ACTIVITY
After listening Listening and Goal-Setting
Reporting about the use of energy Have your students reflect and
evaluate the effectiveness of
In pairs, students will practice and give a short report about the use of their listening skills using the
energy at homes. following prompts:
Please note and explain that the activities in this workshop help students I was successful in identifying
practice structures and vocabulary to prepare and create the final project of ideas.
VOLUME 2 UNIT 4
the unit. The most difficult aspect was

.
Then, ask them to set goals for a
a. 50 Play the first part of the recording. Ask students to listen and repeat future listening task:
the words paying special attention to the pronunciation of the parts in
What I will do next time is
color. Read the notes in the Background Information Window. .
b. 50 Play the second part of the recording. Students listen and repeat the
extract, imitating the intonation.
TEACHING WINDOW
2. Practicing
Class discussion
a. In pairs, students practice reading the report aloud in turns. As they do
The questions in the “Think
it, monitor them and make sure they imitate the model in the recording
critically” section provides
and they take notes of their classmates’ mistakes. an inestimable opportunity
for students to engage in a
3. Performing
meaningful in-class discussion.
a. Make students get in groups of six. Each member of the group must read Class discussions can enhance
the report aloud. Invite students to listen to their classmates’ reports, students’ understanding, add
taking notes of the most common mistakes they make. context to academic content,
broaden student perspectives,
4. Evaluating highlight opposing viewpoints,
a. Each student must evaluate a member of his/her group following the reinforce knowledge, build
points in the box. Remember to make sure they offer respectful feedback, confidence, and support
community in learning.
always focusing on his/her classmates’ strengths. Invite the groups to
reflect on the results of the evaluation. As this is a preparatory task for the By hearing the thoughts of their
final project, it is important they exchange ideas of remedial actions for peers, student can identify with
each other in terms of past
the areas they need to improve.
experience, perspectives, and
opinions.
Source: Williams, R. (2006), Communications as Cultural
Science. Journal of Communication, 24: 17–25. doi:
10.1111/j.1460-2466.1974.tb00385.x
How to pronounce the ‘j sound’ /ʤ/
The ‘j sound’ /ʤ/ is voiced (the vocal cords vibrate during its production),
and is the counterpart to the unvoiced ‘ch sound’ /ʧ/.
To create the /ʤ/, air is briefly prevented from leaving the vocal tract when
the tip of the tongue presses against the back tooth ridge while the sides of
the tongue press against the upper side teeth. The sound is aspirated when
the air is released with friction (similar to the friction of a ‘zh sound’ /ʒ/).
English language learners often find it helpful to think of the /ʤ/ as
stopping the air similar to a ‘d sound’ /d/ (but with the tongue a bit further
back on the tooth ridge), and then releasing it with the friction of a /ʒ/.
Source: How to pronounce the ‘j sound’ /ʤ/. (n.d.) https://pronuncian.com/pronounce-j-sound
http://webcache.googleusercontent.com/search?q=cache:mAJk0FIjAgYJ:josotl.indiana.edu/article/
download/1820/1817+&cd=1&hl=es-419&ct=clnk&gl=cl

Closure (10 minutes) EXTENSION ACTIVITY
Exit slip Think critically presentations
Transform the section THINK
Make sure you devote the final part of the lesson to make students reflect
CRITICALLY into an oral
on their performance in the tasks and then discuss the results of the self- presentation.
evaluation in small groups and/or with the rest of the class.
of three or four and present their
answers and the connections
VOLUME 2 UNIT 4
they made with the text.
TEACHING WINDOW
You may use the evaluation
Group interactions observation instrument in the appendix on
When students work on group interaction page xvii, to evaluate their work
activities, monitor them for potential or and the Think Critically rubric
developing problems. You can do this by to gather information on the
observing their interactions in person. students’ critical thinking skills.
To do this, walk around the classroom and
observe the interactions within each group. As
you observe groups, pay attention to language,
but also, to the quality and quantity of LEARNING WINDOW
contributions from each group member. Grapheme interference
Source: Publishing team Students could mispronounce this
sound and produce the Spanish
counterparts for words that
have the spellings ‘j’, ‘ge’, ‘gi’ or
‘dg’. To avoid this problem, you
should take your time to explain
that English has a different
pronunciation for these particular
spellings and that English
learners must be conscious
about these differences as they
practice.
Source: Publishing team

Pages 170-171
SUBJECT CONNECTIONS Literature - History

90 min. read a short story. OA 11: To demonstrate comprehension of a narrative text.
identify theme, characters, plot and conflict. OA 12: To use different strategies to support comprehension.
infer information using previous knowledge. OA D: To work responsibly and collaboratively towards a
make connections with other subjects common goal.
Pages 170- 171 (Literature / History).
VOLUME 2 UNIT 4
Opening (30 minutes) Promoting the OATs: Socio-

civic and moral dimension
The main objective of the activity in this section is to engage students by The topic of the story provides
reading a short story related with the origin of environmental problems and a good opportunity to discuss
the harm human beings have produced to the Earth. the similar situations in Chile,
in places where dams have been
built, modifying the ecosystems
Development (50 minutes) and the life of original peoples.
1. Individually, students read the story, identifying the literary elements in it: Source: Publishing team.
theme, main characters and conflict. You may ask students to complete a
graphic organizer to show the elements of the story.
Answers
Theme: how white men (first settlers in North America) began to poison
the land.
Characters: the Chief, Ebb
Conflict: the white men wanted to build a dam on the Nissitissit, which is a
sacred river. The spirits are the guardians of the river and don’t want
the dam.
2. In their groups, students identify the information required and discuss
the main ideas in the story.
Answers
a. The Chief was the spirit of the Nissitissit River. The white men were the
first settlers that colonized the land and settled in the land where the
American aborigines had lived before. They were fighting because the
White men wanted to build a dam on the river.
b. The Chief is the witch of the Nissitissit.
c. It is the way in which the white men have been destroying the
environment with their way of life.
d. The story takes place in North America, in what is now the United States.
It is possible to infer this information from the Chief’s words and from
the name of the Nashua River (which is in Massachusetts). Read the
background information in the box.

Invite some groups to share their answers with the rest of the class. As the
students can have some difficulties to use English, you may allow them to use
Spanish in this final section of the class.

THEORY AND RESEARCH
Using literature in the EFL
The Nashua River class
The Nashua River meanders for about 90 km (55 mi) through a heavily Researchers agree that there
industrialized region in central Massachusetts and southern New Hampshire are four good reasons for using
before joining the Merrimack River near the town of Nashua, New Hampshire. authentic literature in the
For years the river was so badly polluted by paper mill effluents, printing school EFL class.
inks, municipal wastes, and agricultural runoff that it was virtually an open First, authentic literature
VOLUME 2 UNIT 4
sewer. It ran a different color every day, depending on what was being provides a motivating,
dumped into it. Great globs of toxic yellow-orange sludge often covered meaningful context for language
the surface. Foul smells drifted through nearby communities and dead fish learning, since students are
floated gently down the stream. naturally drawn to stories.
A Nashua River Clean-up Committee was formed (and later reorganized into Second, literature can
the Nashua Watershed Management Association to include land-use issues). contribute to language
Next, local, state, regional, and federal agencies were contacted to find out learning. It presents natural
about plans for the river and to identify relevant statutes and regulations. language, language at its finest,
An important weapon in this campaign was provided by the Massachusetts and can thus foster vocabulary
Clean Water Act, which provided for public hearings at which citizens could development in context. As
comment on water-quality standards. With a little community organizing and Collie and Slater (1987) have
publicity, hundreds of citizens were mobilized to attend hearings and voice pointed out, it stimulates oral
their demands for clean water. A reclassification of the river resulted in new language; it also provides an
stringent standards for pollution control and wastewater treatment. excellent medium for a top-
The end result was spectacularly successful. Six new wastewater treatment down approach to language
plants were built. A 2,400 ha (6,000 acre) greenway lines the riverbank teaching.
to protect the watershed and provide for public recreation. The river now Third, literature can promote
runs clean and clear; people once again use it for swimming, fishing, and academic literacy and thinking
boating. skills.
Source: Nashua River Watershed (n.d.) Retrieved from: http://www.mass.gov/eea/waste-mgnt-recycling/water-resources/preserving- Fourth, literature can function
water-resources/mass-watersheds/nashua-river-watershed.html
as a change agent: good
literature deals with some
aspects of the human condition,
and can thus contribute to the
COMPLEMENTARY DIGITAL RESOURCE emotional development of the
learner, and foster positive
You may use the Complementary Digital Resource 11 to allow students to deal with interpersonal and intercultural
authentic multimodal texts related with the topic of the unit that will enhance their attitudes.
motivation, interest and curiosity. In this step, students are expected to deepen their
knowledge and practice the contents of the unit. Source: Ghosn, I. (2002). Four good reasons to use
literature in primary school. ELT Journal Volume 56/2
The tasks proposed also aim at triggering students’ intellectual and affective April 2002 ©Oxford University Press

Pages 172 – 173
Project: A survey about energy

VOLUME 2 UNIT 4
work collaboratively to create a OA 5: To present information about the topic of the unit orally, using
180 min.
multimodal project about the multimodal resources to enhance the message creatively.
topic of the unit. OA 6: To participate in oral presentations using a variety of strategies to
use what they have learned in express ideas clearly and fluently.
Pages 172 - 173 other areas of the curriculum. OA 7: To make connections and use what they have learned in
Estimated times: other subjects.
Preparation: 90’ OA 8: To use language, vocabulary and structures appropriately.
Presentation and OA D: To be able to work responsibly and collaboratively towards a
Evaluation: 90’ common goal, showing respect for other ideas.
OA E: To use ICT to obtain information in an efficient and secure way.
This final instance of evaluation will allow your students to be assessed within
the meaningful context of a project.
Students need to learn that most the first attempts of a project do not
immediately result in high quality work. For this reason, when guiding
students in project work, you should establish a process to provide feedback
(teacher, peer, and self-assessment) so that they use this valuable information
to make revisions.
Evaluate groups’ research notes, drafts and plans.
I. Preparation
Help form the groups. Remember that teacher’s intervention is very
important at this stage as it is necessary to ensure a variety of learning styles
and levels among the members of each group.
Plan grouping carefully, so you can make sure all students get the most out
of their collaborations.
Give groups time to work on their own in their planning and supervise they
complete it properly.
You may also want to evaluate the process of group project planning. To do
this, ask students to hand in pre-products such as project plans, timetables,
outlines, diagrams and drafts and consider them in the final evaluation
using the following scale:
Process evaluation
Project plan or timetable 10%
Product outline or diagram 15%
Product draft 25%
Final product 50%

II. Procedure
THEORY AND RESEARCH
Each group must follow the instructions carefully.
Culturally relevant teaching
Give groups time to discuss their ideas and write correct questions to
analyze the use of energy at homes. Good teaching can be
maximized when it is culturally
Have each group prepare a copy of the questionnaire for each member of relevant. This means that
the group. Make sure they create their own questions. instruction should take cultural
Individually, each student must apply the survey to three relatives or background into consideration.
neighbors and bring the answers back. When teaching is culturally
VOLUME 2 UNIT 4
Help students analyze and evaluate all the information they collected and relevant, students are able
allow them to revise what they have learned about graphs in their Math to affirm their own cultural
classes. identity and, at the same time,
Each group must draw a large-size graph to show the results of the survey understand other realities under
and make a poster. broader perspectives (Williams,
2006).
III. Presentation Source: Van den Branden, K. (Ed.). (2006). Task-based
language education: From theory to practice. Ernst Klett
Assign enough time (60 - 70 minutes) to allow the groups to present the Sprachen.
results of their surveys orally.
After they have finished, as a class, compare the results of the surveys and
draw some general conclusions about the use of energy at homes. Follow TEACHING WINDOW
these prompts:
Task-based learning
We can say that... People usually... In general, people... Most of the people use... Language teachers should try to
We can conclude that... develop pedagogical tasks that
are as close to real-world tasks
IV. Evaluation as possible, in order to create
activities which are meaningful
After they have finished the project, each group reflects on its work and and relevant to students.
evaluates the group performance according to the rubric provided.
Examples of tasks that can be
You may also use the Project rubric on page xxiii. used in the classroom:
Remember that during the Presentation and Evaluation stage, it is Real-world: These activities are
recommended that teachers play two roles: communicative acts that students
achieve through language both
Evaluator Commentator in the world outside and in the
classroom.
Assesses and analyzing Comments on students’ work and guides their reflection
groups’ project performance to help them: Pedagogical tasks: These tasks
(by using the suggested center their attention on what they learned during the are carried out in the classroom.
rubric for each project or any project, Source: Nunan, D., & Carter, R. (Eds.). (2001). The
other instrument you may develop a balanced picture of their strengths and Cambridge guide to teaching English to speakers of other
prefer). weaknesses, languages. Ernst Klett Sprachen.
offers suggestions to revise and improve the project.

Pages 174 - 175
UNIT SYNTHESIS AND FINAL REFLECTION

45 min. recall what they did in the unit. OA A: To demonstrate autonomy in the learning process.
recognize what they have learned in terms OA C: To show a positive attitude towards language learning.
of content, skills and attitudes. OA D: To recognize the advantages of learning English for future
identify possible future fields of application academic or working life.
Pages 174 - 175 of what they have learned, according to
VOLUME 2 UNIT 4
their personal learning goals.
Page 174
THEORY AND RESEARCH
1. Give students plenty of time to examine the unit they have just finished,
For years, research has
individually. supported such arguments for
2. Students complete the diagram and then compare their conclusions with the application of formative
assessments. Formative
their classmates. Before starting, elicit or give them examples for each slot. assessment has been shown to
be highly effective in raising
3. Be flexible as to when you could let students exchange and share opinions
the level of student attainment,
with their classmates. increasing equity of student
outcomes, and improving
Page 175 students’ ability to learn.
1. Read the evaluation table with the class and make sure students understand The key difference between
what each point refers to. Encourage them to reflect carefully and give summative and formative
honest answers. assessment is that formative
assessment helps in active
2. Get students to work in pairs and evaluate each other, using the same learning rather than gauging
past learning.
criteria. Decide if you want to give each student your own assessment
besides or instead of their classmates’. When teachers assess student
learning for purely formative
purposes, there is no final
COMPLEMENTARY DIGITAL RESOURCE mark on the paper and no
summative grade in the grade
You may finish the unit using the Complementary Digital Resource 12. It will allow
book. Rather, assessment serves
students to consolidate and practice what they have learned throughout the unit.
as practice for students, just
See the instructions to use this resource on page 252. like a meaningful homework
assignment does.
Gathering, interpreting,
and acting on information
throughout the students’
learning process plays a critical
role in tracking successful and
unsuccessful patterns in both
teaching and learning.
Source: Chappuis, S., Chappuis, J., & Stiggins, R.
(2009). Supporting teachers. Educational leadership,
66(5), 56-60. http://www.studentachievement.org/
wp-content/uploads/Supporting-Teacher-Learning-
Teams_Ed-Leadership.pdf

COMPLEMENtARy dIGItAL RESOURCE
Methodological Guidance

45’ 1 To listen and demonstrate Listen to a song and identify specific vocabulary and information.
VOLUME 2 UNIT 4
comprehension of general Make comments about important information extracted from the text.
ideas and explicit information Establish relationships between the information presented and a topic of current
in audio-visual material about interest.
renewable energy and Play a game related to the main topic.
Stage: Opening
1. Invite your students to listen to the song (and watch the video) and then complete the lyrics, according to what they hear. You
OPENING
can encourage them to sing the song aloud after they finish. Check on the board with the whole class.
Stage: Development
2. In this activity, students must listen to the song again and then discuss the questions with their partners. Allow them to get in
groups and check one group at a time, if possible.
3. In this activity, students must listen to the second part of the song and click on the images mentioned. Check orally and on the
board.
Stage: Closure
4. Explain that this is a game. Tell your students to click on the words related to energy and sustainable development, so as to find
their way out of the maze. Check orally and on the board.

45’ 1 To show comprehension of general ideas and Identify words and key expressions related to the topic.
3 explicit information in audio-visual material Identify general information in the texts related to the topic.
about renewable energy and sustainable
C Identify frequently used expressions related to the topic of the unit.
development.
D
Stage: Opening
1. In this activity, students must watch a video related to sustainable development and number the sentences provided, in the
order in which they are mentioned in the text. Check orally and on the board.
DEVELOPMENT
2. In this activity, students must watch and listen to some extracts of the video in activity one, and complete the texts provided with
information from the audio text. Check orally and make sure your students show comprehension of the sentences they have just
completed. You can expand this activity by asking them their opinions about the new global goals.
Stage: Development
3. In this activity, students must drag the concepts to their respective barrel, deciding if they are related to renewable or non-
renewable resources.
4. In this activity, students must drag the concepts to their respective place in the chart, identifying their disadvantages. You can
expand this activity by asking them their opinions about the topic, if they still consider it’s worth using these types of energy,
despite their disadvantages. Check with the whole class.
Stage: Closure
UNIT 4 COMPLEMENTARY DIGITAL RESOURCE 251

45’ 1 To understand general ideas and explicit Answer questions about the topic.
7 information of an audio-visual text about Identify words and key expressions related to the topic.
renewable energy and sustainable development.
To identify specific information and details related
C
to renewable energy and sustainable
D development.
Stage: Opening
VOLUME 2 UNIT 4
1. In this activity, students must look at the map of the energy centrals in Chile and answer the questions provided. You can expand
this activity by asking them if they have ever visited any of the centrals and their opinion about the use of natural resources to
generate energy.
CLOSURE
2. In this activity, students must answer the quiz about renewable energies. You can allow your students to answer it in pairs. Check
with the whole class.
Stage: Development
3. In this activity, students must watch a video about the use of solar energy at home and complete a text with the information they
hear. You can expand this activity by asking them if they have ever seen this kind of energy in use (maybe calculators or phone
chargers), and say if they think it is useful or not. Check orally.
4. In this activity, students must look at a series of screenshots of a process and organize them in a logical order. After they finish,
they must watch the second part of the video they saw in exercise 3 and check their answers. Check orally and on the board.
Stage: Closure
CDR (Complementary Digital Resource) Rubric

Exemplary Proficient Partially Proficient Needs improvement
CATEGORY Points
4 3 2 1
Key aspects (relevant Identified more than Identified between Identified fewer than Could not identify any
information, key words, five significant aspects three and five significant three significant aspects significant aspects of
purpose of tasks, in the resource. aspects in the resource. in the resource. the resource.
problems to be solved)
Ability to Fully understood. Understood the majority Understood a few Did not understand the
understand of the instructions. instructions. instructions.
the instructions
Ability to deal with a Correctly answered at Correctly answered Correctly answered Unable to answer
variety of question least five questions of between three and five fewer than three questions.
types (closed or different types. questions of different questions that are the
multiple choice, true or types. same type.
false, and analytical or
evaluative questions.)
Used a large number of Used several original Rarely used original Did not use any original
Use of creative
original ideas and ideas and strategies to ideas to answer. ideas to answer.
thinking strategies
strategies to answer. answer.
Readily adapted Made changes with Hesitated to make Did not consider new
changes when new and some encouragement. changes when new and and relevant ideas and
Ability to react to
relevant ideas and new relevant ideas and information.
constructive feedback
information was information were
presented. presented.
All team members Assisted group/partner Finished individual task Contributed little to the
contributed equally to in the activity’s but did not assist group effort during the
Group/pair teamwork
the activity’s objective. objective. group/partner during activity.
the activity.
TOTAL POINTS
252 UNIT 4 COMPLEMENTARY DIGITAL RESOURCE

ANSWERS
Student’s Book Type of

Causes Effects
pollution
Page 135
Land Deforestation and soil Loss of fertile land
Getting ready erosion. for agriculture.
Agricultural activities. Change in climate
1. P1: ice caps of polar caskets are melting Mining activities. patterns.
VOLUME 2 UNIT 4
P2: there are many cars all over the world, these Overcrowded landfills. Imbalance in the
increase smog and pollution Industrialization. rain cycle.
Construction activities. Effects on human
P3: people have cut down a lot of trees Nuclear waste. health due to toxic
(deforestation) Sewage treatment. chemicals and
P4: rivers and oceans have been polluted with waste pesticides.
and trash Loss of wildlife
habitat and natural
P5: factories are producing acid rain environment.
P6: whales and other sea animals are endangered
Noise Industrialization (big Hearing Problems.
2. Acid rain: A precipitation that is unusually acidic, machines which produce Health Issues.
and can have harmful effects on plants, animals and large amount of noise). Sleeping Disorders.
Transportation (large
infrastructure. number of vehicles on
Ozone layer: The region of the Earth’s stratosphere roads, airplanes flying
that absorbs most of sun’s UV radiations. over houses,
underground trains)
Climate change: The average pattern of variation in
Construction equipment
temperature, humidity, and other meteorological which is too noisy.
variables. Household gadgets (TV,
Global warming: The gradual increase in world mobile, mixer grinder,
pressure cooker, vacuum
temperatures caused by polluting gases. cleaners, washing
Endangered species: Birds/ plants species that may machine and dryer,
soon not exist because there are very few now alive. cooler, air conditioners
Greenhouse effect: The increase in the amount of are also contributors to
the amount of noise that
carbon dioxide and other gases in the atmosphere. is produced every day).
Light Artificial lights emitted Excessive outdoor
Page 136
above the horizon are lighting has an
How ready are you? likely to cause light adverse effect on
pollution. plants and animals
1. Type of Excessive lighting. also, apart from
Causes Effects
pollution humans.
Air Most of the air pollution Respiratory and Bright lights may
results from the burning of heart problems. confuse birds’
fossil fuels, such as coal, oil, Global warming. migratory paths.
natural gas, and gasoline Visual Billboards, open storage Exposure to visual
to produce electricity and of trash, space debris, pollution may
power vehicles. telephone towers, electric cause: distraction,
Water Around half of all ocean Death of aquatic wires, buildings and eye fatigue and loss
pollution is caused by (water) animals. automobiles are forms of of identity.
sewage and waste water, Disruption of food- visual pollution.
which is pumped into chains. Visual pollution generally
rivers, oceans, and lakes. Diseases. refers to those elements
Destruction of of the landscape that the
ecosystems. community finds
unattractive, including
badly maintained
buildings, advertisements
(hoardings), business
signs, telephone and
utility poles, weeds,
garbage dumps and litter.
UNIT 4 ANSWERS 253

Type of Page 142
Causes Effects
pollution
Preparing to listen
Thermal Water released from Decrease in DO
Power, (Dissolved Oxygen) 1. a. geothermal b. solar c. hydro d. tidal energy
Manufacturing and levels in water. e. wind f. biomass
Industrial plants. Increase of toxins
into natural bodies 2. P1: biomass energy P2: tidal energy P3: geothermal
Soil Erosion. energy P4: wind energy P5: solar energy P6: hydro
of water.
Deforestation. Loss of Biodiversity. energy
Urban Paved Surfaces like Ecological Impact.
VOLUME 2 UNIT 4
roads and parking lots Effects in marine

can make water warmer. wildlife LISTENING FILE: A bright future
Natural Causes like reproductive General information
volcanoes and systems. Speakers:
geothermal activity under Disrupts the
stability of food teacher and students
the oceans and seas. ✓ scientist and students
chain and alters the
balance of species students
composition. Means of communication:
Effects in migration
of species. in person on TV ✓ on videoconference
General topic
2. Renewable: forms of energy that can be produced as hydro energy biomass energy ✓ sun
quickly as they are used: such as wind and solar power. energy
Positive example: solar, wind, hydroelectric, biomass Specific details
and geothermal resources. a. Complete.
Negative example: fossil fuels like coal, oil and gas i. 85 percent of our energy ii. that they are
(which do not exist in unrestricted supply) non-renewable
iii. potential sources of clean energy iv. a clean and
Sustainable: causing little or no damage to the
nonpolluting source of power
environment and therefore able to continue for a
v. also cheap ways to trap solar energy.
long time.
b. Identify the effects.
Positive example: solar energy, wind energy, crop
Cause Effect
rotation, efficient water fixtures green spaces.
i. Humans keep using fossil They will make them
Negative example: excessive agricultural cropping fuels. disappear.
causing erosion, degrading of forests, unplanned ii. We open our eyes. We can find valuable energy
urbanization, causing ozone depletion, lack of resources everywhere.
government water plan, causing contamination in iii. Architects orient People will save electricity and
ground water buildings to face the sun. central heating.
iv. We use passive solar We will save energy.
Page 138 methods.
Smart reading c. Answer.
i. In Nature.
1. a. i. Poem I: the destruction of the Earth
ii. The Sun’s rays.
ii. Poem II: global warming; extinction of animal species
iii. The Romans.
iii. Poem III: pollution, animals losing their habitats
Main conclusions
b. i. Poem I: to pay attention to the problem and
According to the recording, using solar energy and
raise awareness
solar-powered devices is a great solution to save
ii. Poem II: to change things and protect the Earth
energy.
from collapse
iii. Poem III: to stop using cars and buses and walk Pages 144 - 145
Page 140 Vocabulary in context

Work it out! Expressing causes and effects a. Tidal power b. biomass c. hydro power
d. wind power e. solar energy f. geothermal energy
a. Two c. If
b. Causes and effects d. Students’ own examples.
254 UNIT 4 ANSWERS

Page 146 Pages 150 - 151
Preparing to read Vocabulary in context
1. b. d. e. are positive actions. a. Two
2. P1: d. (fixing things); P2: b (reusing plastic); P3: b. In blue: If the greenhouse effect didn’t exist, If it (the
f (using chemical pesticides and fertilizers); P4: a greenhouse effect) was too much, If you had to leave your
(throwing trash on the ground) computer on,
4. a. Climate b. weather In green: we would freeze, we would boil, you should use
5. a. i. b. ii. c. i. d. iii. e. i. f. ii. “sleep” or “hibernate” mode to save power.
VOLUME 2 UNIT 4
c. ii
Work it out! Describing hypothetical situations d. To describe imagined future situations and their
a. Two probable results, we use would / should + verb in the
b. In blue: If the greenhouse effect didn’t exist, If it (the main clause to indicate an effect and the Past Simple
greenhouse effect) was too much, If you had to leave your tense in the If clause to show their conditions.
computer on,
Pages 152 - 153
In green: we would freeze, we would boil, you should use
“sleep” or “hibernate” mode to save power. 3. Sources of energy
Sources of clean energy
c. ii Fossil fuels
d. To describe imagined future situations and their 85% of world’s Biomass power
energy
probable results, we use would / should + verb in the
Oil Wind power
main clause to indicate an effect and the Past Simple
Electricity
tense in the If clause to show their conditions. Solar power
generation
90 % of the world’s
Pages 148 - 149 transportation Geothermal power
Coal Hydropower
Smart reading
1. 1. I. a. Global Warming II. c. The Greenhouse Effect
4. a. A catastrophic end to the oil age.
2. i. d ii. a. iii. c. iv. b. b. We will generate electricity.
3. Suggested answers: c. We will run out of energy soon.
Follow the three R’s principle; Try other means of
transportation; Switch off your computer; Avoid Page 156
plastic; Turn off the lights behind you
LISTENING FILE: putting nature to work
Your analysis General information
1. Type
P I II
R I: an advertisement a lecture ✓ a piece
a. Causes of pollution Origin of greenhouse effect. of news
and global warming.
R II: ✓ an advertisement a lecture a
b. The Earth is getting Burning fuels help increase the piece of news
hotter greenhouse effect and get the
Machines help Earth warmer. R III: an advertisement ✓ a lecture a
increase pollution. piece of news
c. Human activities are The fuels (used in cars, planes and Topic
burning too much all types of machines) burned with a. Tick (✔) the correct alternative.
CO2. carbon get deposited in the air and i. Protecting the Earth
mix with the oxygen people
breathe. ii. ✓ Renewable energy
Specific information
2. III Get a reusable bottle and refill it. a. Tick (✔) the correct alternative.
III Go “vintage”; buy second hand clothes. R I: i. ✓ The future of renewable energy
II Unplug electrical devices when you are not ii. The decrease in the use of energy
using them. R II: i. Why we should use solar panels
IV Use environmentally friendly products, detergent ii. ✓ Installing solar panels
or shampoo. R III: i. How fuels are used
I Get up early and benefit from the sunlight. ii. ✓ What renewable energy is
UNIT 4 ANSWERS 255

Main conclusions Pages 165 - 166
a. Because of / due to worries about global warming.
b. To save money and help save the world.
c. The materials, industrial processes and construction 2. a. photo (photography), phyto (flora or plant life), bio
equipment used to create them may also generate (biology or organic life). The prefixes have Greek and
waste and pollution. Latin roots.
Page 168
Page 157
LISTENING FILE: A bright future
VOLUME 2 UNIT 4

2. a. i. unless b. ii as a result General information
Purpose: to inform about the use of energy
3. unless: except if; in any case other than Specific details
As a result: therefore; accordingly
Complete.
a. One of the most important comforts of modern
Page 160
technology is the ability to maintain the desired
Preparing to read temperatures in our homes.
3. a. It’s quite efficient, but there are other dangers b. Almost half of the average home’s energy
connected to it. consumption corresponds to heating.
b. It represents a good alternative, but it may affect Write T (true) or F (false)
other systems. a. F b. T c. T d. T
c. They look so powerful and mysterious! Pity that Write the category (Heating, Lightning, Water
this technology is still so expensive! heating, Other).
Average home’s energy consumption
4. P1: c. P2: a. P3: b.
lightning
Pages 162 - 164 25%
Focusing on reading
heating 47% 17%
b. iii water heating
Smart reading
6%
5%
1. I. b. II. a. III. c.
2. a. i. Calculators ii. lighted road signs iii. watches keeping food
b. i. Solar cells ii. Solar power plants cooling
iii. desalination iv. phyto-remediation Main conclusions
3. Text I: a. it: solar energy b. they: PV systems Help students draw conclusions from the information
Text II: c. we: people d. it: desalination collected in the graph.
Text III: e. it: the technique (phyto-remediation)
f. they: the new technologies Pages 170 - 171
Your analysis 1. Theme: how white men (first settlers in North

America) began to poison the land.
NT Advantages Disadvantages Characters: the Chief, Ebb
I Rays of sun are readily The amount of sunlight is not Conflict: the white men wanted to build a dam on the
available constant Nissitissit, which is a sacred river
The sunlight depends on
location, time of day, time of 2. a. The Chief was the spirit of the Nissitissit River.
year and weather conditions The white men were the first settlers that colonized
Not available on a large-scale the land and settled in the land where the
II There are lots of salty water It is an expensive process American aborigines had lived before. They were
Plenty of freshwater Not available on a large-scale fighting because the White men wanted to build a
supplies can be made dam on the river.
III Vegetation is used to Not available on a large-scale b. The Chief is the witch of the Nissitissit.
absorb dangerous waste
256 UNIT 4 ANSWERS

c. It is the way in which the white men have been 4. Assign points according to these criteria.
destroying the environment with their way of life.
4 Student can provide Practically no Good
d. The story takes place in North America, in what all the information grammar, pronunciation,
is now the United States. It is possible to infer required and language or fluid speech, no
this information from the Chief’s words and provide solutions for vocabulary hesitation.
from the name of the Nashua River (which is in the environmental mistakes.
problems.
ound information
Massachusetts). Read the background
in the box. 3 Student can Very few A few
Accomplish the task, grammar , pronunciation
VOLUME 2 UNIT 4
providing most of language or mistakes,
the information vocabulary acceptable
Complementary Activities required. mistakes. pronunciation, a
minimum of
1. a. environment; b. atmosphere; c. deforestation; hesitation.
d. developed; e. developing; f. lifestyle; 2 Student can provide Some grammar, Some
g. environmentally friendly; h. carbon dioxide (CO2); only a few pieces of language or pronunciation
i. global warming; j. natural resources; k. recycle; information vocabulary mistakes, some
required. mistakes. hesitation.
l. standard of living
2. a. environment; b. standard of living; c. recycle; 1 Student can’t A lot of Speech affected
d. natural resources; e. global warming; provide any solution grammar, by
f. gas; g. standard of living; h. developing; for environmental language and pronunciation
problems. vocabulary mistakes, a lot
i. atmosphere; j. environmentally friendly; mistakes. of hesitation.
k. deforestation; l. developed
Score
3. a. Michael is the most optimistic; Rob is the most
pessimistic. 5. Assign points (1 – 4) according to these criteria.
b. Because he thinks the population is increasing the 4 Student can provide Practically no Correct
amount of energy they consume and the resources all the information grammar or spelling and
will be finished soon. required in the vocabulary format.
c. We’re going to run out of natural resources. paragraph. mistakes.
d. Industry, planes, cars, deforestation. Student follows all
the steps of the
e. By small things he means: recycle or drive cars that writing process.
pollute a bit less, or use fewer plastic bags.
3 Student can provide Very few A few spelling
some of the grammar or mistakes and
information vocabulary slightly
Extra Test 4 required in the mistakes. incorrect
paragraph. format.
1. a. Diamond is a company that wants to build an eco- Student follows all
friendly community called Sustainable City. the steps of the
writing process.
b. The community will include a school, a university,
a planetarium, a country club and a community 2 Student can gather Some grammar Several
only a few pieces of or vocabulary spelling
center with malls, and coffee shops. Also, the information in the mistakes mistakes and
community will have a ‘green belt’ with 20,000 paragraph. rather
trees, a long water canal, a solar park, and water Student follows incorrect
management system that will recycle 100 per cent some of the steps of format.
of waste water. the writing process.
c. Because it will be an example to be imitated in the 1 Student can neither A lot of grammar A lot of
rest of the world. gather the or vocabulary spelling
information mistakes. mistakes and
d. Dubai Municipality recently formed a special required nor follow incorrect
committee for sustainability to study other green the steps of the format.
initiatives. writing process.
e. Students’ own answers. Score
2. a.
3. a. vii b. ii c. i d. iv e. vi f. iii g. v
UNIT 4 ANSWERS 257

ASSESSMENt GUIdELINE FOR EXtRA tESt 4
Task: Reading – Exercises 1-2

Criteria
Student…
identifies the main ideas in the article.
VOLUME 2 UNIT 4
identifies and extracts specific information.

makes connections between the text and his/her own reality.
Task: Listening – Exercises 3-4

Criteria
Student…
identifies 7 pieces of specific information.
Task: Speaking – Exercise 5

Criteria
Student…
proposes at least 3 solutions to help solve an environmental
problem.
uses openings to introduce his/her ideas.
uses the second conditional to talk about an hypothetical
situation.
identifies one important environmental problem in his/her area.
Task: Writing – Exercise 5

Criteria
Student…
uses accurate punctuation.
uses capital letters to begin sentences and for names.
uses a time line to organize information and writes a draft.
revises the text and add details to improve it.
uses adequate vocabulary and connectors.
writes most words correctly.
258 ASSESSMENT GUIDELINE FOR EXTRA TEST 4 PHOTOCOPIABLE

tRANSCRIPtS
42 STUDENT’S BOOK - UNIT 4 - PAGE 134 - People don’t care about the world
EXERCISE 1 And it is so old!!!
Paola: We’re Paola and Alexis. We’re from the third I think if everyone teams up
region. We need to learn English because we The world will change and continue to bloom.
VOLUME 2 UNIT 4
would like to become members of Greenpeace or Less pollution will be better for us
any other environmental organization when we Stop driving our cars and let’s all get the bus,
finish school. We need to learn new vocabulary Or even better, let’s WALK!
and facts related to environmental issues and
ways to solve them in English.
45 STUDENT’S BOOK - UNIT 4 - PAGE 143 -
EXERCISE 1
Teacher: Good morning students. Thanks to present
technology, this morning we’ll speak with
EXERCISE 2
Professor Jenkins, the most famous researcher
Alexis: Our plan is to learn more English by using from the George Washington University, on a
different sources, such as: websites, newspapers, videoconference. Good morning Prof. Jenkins,
encyclopedias and also talk with a native and thank you for your time.
speaker of English to learn how to describe
Scientist: Good morning to all of you there.
environmental issues fully.
Teacher: Prof. Jenkins, Let’s talk about the future of
This could be the most difficult task, as we need
energy production. Today fossil fuels provide
to memorize a large specific vocabulary.
85 percent of our energy, but the problem is
they are nonrenewable. They take millions of
years to form and can only be used once. If
44 STUDENT’S BOOK - UNIT 4 - PAGE 141 - we don’t stop using them, they will disappear.
EXERCISE 1 What can you tell us about it?
I. Can we understand? Scientist: Well … we need to be very creative and start
That our ice caps are melting using alternative sources of energy! The good
And our earth will flood. news is that fossil fuels are not the exclusive
Animals will become extinct energy resource. Day after day, the sun
If we don’t pay attention shines, the wind blows, water flows, and trees
grow. All these are potential sources of clean
They’ll soon all be gone.
energy. I believe we can find valuable spare
In the close future energy resources everywhere if we just open
We’ll see polar bears floating our eyes. Ironically, all of these alternative
On fragments of ice. resources are tied to our distant past.
We wish to see change Student 1: Can you explain that Prof. Jenkins?
Strings hold the earth Scientist: One solution is out there just above our
From collapse: heads! Do you know that the sunlight that
Our environment. falls to Earth every hour can satisfy the
world’s energy demands for an entire year?
II. Global warming
Solar energy is a clean and nonpolluting
Every day I see it on the news
source of power. Throughout history, people
On my sofa, sitting confused have used the sun’s energy to perform simple
Every day I see polar bears rebelling tasks. The Romans heated their public baths
Looking for a new dwelling
All the pollution is amazing,

in Pompeii with black tiles that absorbed the 47 STUDENT’S BOOK - UNIT 4 - PAGE 151 -
sun’s rays. We can say that they were the EXERCISE 2
pioneers in using a green energy!
Student 1: What do you think we can do to help prevent
Student 2: Why don’t we use it?
climate change?
Scientist: The trick is learning how to get it at a cost
Student 2: Saving electricity and finding alternative
effective way. But there are simple ways to
sources of energy.
capture solar energy that require no special
equipment. For example, architects can take Student 3: I don’t think it’s easy to go green; nowadays
we depend a lot on machines that produce
VOLUME 2 UNIT 4
advantage of solar energy. If they orient

buildings to face the sun and they locate the pollution.
windows properly, they will save electricity Student 2: I don’t agree with that! In my opinion, there
and central heating. Passive solar methods are a lot of little things we can do to reduce
are also cheap ways to trap solar energy. greenhouse gases.
Student 3: What are the passive solar methods? Student 3: If you were an authority, what actions would
Scientist: They are some devices that convert sunlight you promote?
directly to electricity. It is possible to heat Student 2: I would definitely stop using plastic bags;
some buildings almost entirely by these they are toxic! I would also promote the use
means. bikes or walking more.
Teacher: Ok, we’ll continue speaking about the
importance of new green energies, but now we
must say goodbye to Professor Jenkins. Thank 48 STUDENT’S BOOK - UNIT 4 - PAGE 156 -
you so much Prof Jenkins for your valuable EXERCISE 1
information. Recording I:
Scientist: You’re welcome! Always a pleasure... (fade) News reporter: Bright future for renewable fuels in the
USA
Solar, wind and other renewable sources of energy are
46 STUDENT’S BOOK - UNIT 4 - PAGE 144 - expected to increase in the United States by 2050, due
EXERCISE 1 to worries about global warming from most countries
a. around the world. However, household consumers of
speak special spare spill spoil energy declare they would not use them in the foreseeable
students start stop step stay future unless the cost was considerable cheaper.
Experts predict that renewable energy, such as:
b. geothermal power, bio-fuels or tidal power will be used
Have you used any type of energy today? more and more in the future; as a result, the use of fossil
What types of energy do you usually use? fuels will be greatly challenged.
In winter / summer, what types of energy sources are most
Recording II:
widely used?
Advertisement reporter:
How often do you use fossil fuels? When?
Do you want to save money and help save the
Do you use passive solar methods at home? How?
environment?
Use renewable energy! Use our Solar Panels!
Ask for a free in-home evaluation. Call 1-877-SUN-0123
or complete the on-line request form.
One of our installer partners will conduct the in-home
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The installation process will take only 2 – 5 days. Our
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Call us or visit our website, www.sunpower.sp!

Recording III: 50 STUDENT’S BOOK - UNIT 4 - PAGE 169 -
Lecturer: EXERCISE 1
Renewable energy – energy resource that is replaced a. advantage - disadvantage - energy - technology -
rapidly by natural processes. Examples include solar, average - percentage
geothermal, wind and biomass energy. Renewable energy
b. Almost half of the average home’s energy consumption
sources contribute approximately 29.3% of human energy
corresponds to heating. Lighting and bulbs use nearly
used world-wide. While most renewable sources do
a quarter of energy requirements.
not produce pollution directly, the materials, industrial
VOLUME 2 UNIT 4
processes and construction equipment used to create them Another seventeen percent of energy is used for water
may generate waste and pollution. Fossil fuels such as oil, heating both for bathing and for washing our clothes.
gas and coal are non-renewable energy resources. Six percent is used for cooling our rooms in the
summer or in hot climates and five percent to keep our
food in perfect condition.
EXERCISE 1
51 TEACHER’S BOOK - UNIT 4 - EXTRA
Lecturer:
TEST 4 - PAGE 267 - EXERCISE 3
Using energy at home
Interviewer: Today, we have Christina Hynde and
The question is: how is energy used in homes? Sarah Montage with us. A few years ago,
We all use a lot of energy. At home, we use electricity these two 17 -year–olds became popular
to light our houses, cook our dinners, wash our clothes, in social networks with their video Save
power the TV sets, computers and game consoles. We use the Planet, Mr. President! In the video,
energy to heat water and keep our homes warm. they asked former President Obama to do
One of the most important comforts of modern technology something to stop pollution in the world.
is the ability to maintain the desired temperature in our Girls, how did you come up with that idea?
homes. We can keep our ovens, freezers, and heaters at Christina: We were really worried about
any temperature we choose, a luxury that wasn’t possible environmental problems.
100 years ago. Sarah: Yes, we had a big problem of waste
Keeping our homes comfortable uses a lot of energy. pollution because people were littering too
Almost half of the average home’s energy consumption much everywhere. We thought, “Hey, this
corresponds to heating. Lighting is also essential to a can’t be possible!
modern society. Lighting and bulbs use nearly a quarter Christina: Yeah, that was when we said “If people are
of energy requirements. not concerned about the real damage they
Another seventeen percent of energy is used for water cause to the Earth, we will have no future.
heating both for our own bathing and for washing our We need to find help from someone who
clothes. Six percent is used for cooling our rooms in the has the power to change things”
summer or in hot climates and five percent to keep our Interviewer: And how was it that you thought about
food in perfect condition. The amount of energy we use in ...The President of the USA!?
our homes mainly depends on the climate where we live
Sarah: We thought: “everyone uses Youtube,
and the devices we use.
Facebook and Twitter. What if we make a
Nowadays, it is possible to find more televisions and video and make it viral?” And that was it!
computers at homes. Additionally, the home electronics It worked!
market is constantly innovating, and new products such
Interviewer: Can you repeat some of the messages in
as game systems and rechargeable electronic devices are
your video now? Are they still applicable?
becoming integral to our modern lifestyle; as a result,
Christina: Sure!: “Help us protect the environment
appliances and electronics (including refrigerators) now
and save our planet. You can do it! Do
account for nearly one-third of all energy that we use in
small things. Tell people to throw garbage
homes.
inside of cans. Teach them to collect papers,
pick up litter, separate garbage and recycle.
Interviewer: Thank you very much, girls!

1. Match the words in the box with the definitions (a - l).
atmosphere carbon dioxide deforestation developed developing

environment environmentally friendly global warming lifestyle
natural resources recycle standard of living
VOLUME 2 UNIT 4
a. the natural world, including the land, water, air, plants and animals.
b. the mixture of gases around the Earth.
c. the process of removing the trees from an area of land.
d. economically advanced.
e. poor; without many industries.
f. the way someone lives; the things a person or group of people usually do.
g. designed not to harm the natural environment.
h. a gas that stops heat escaping from the atmosphere and causes the Earth’s temperature to rise.
i. the slow increase in the temperature of the Earth caused by increased amounts of greenhouse gases
in the atmosphere.
j. valuable substances such as wood and oil that exist in a country’s land and sea.
k. to change waste materials such as newspapers and bottles so they can be used again.
l. the type of life that a person has according to the amount of money they have.
2. Fill in the blanks with the words in Exercise 1.

a. It is important to take care of the .
b. Most people in Western Europe have a good .
c. We always all our bottles and waste paper.
d. Oil is one of our most important , but we’re using too much.
e. I think governments have to do something about .
f. Carbon dioxide is a .
g. Some people have a that is bad for the environment.
h. She has visited a lot of countries in Africa.
i. Oxygen is one of the gases in the Earth’s .
j. I ride a bicycle, because it’s more than driving a car.
k. People often talk about in the Amazon and other parts of the world.
l. The United States, Germany and France are all countries.

3. Work in groups of 4 and make a poster for an environmental campaign.
Imagine you are the organizer of a Save the Earth Campaign. Look at the pictures and give instructions saying
what to do and what not to do.
“Save the earth” campaign
VOLUME 2 UNIT 4
Save the earth, go green!

4. Read what these people say about the environment. Answer the questions (a - e).
Linda
Global warming shows us the effect that human beings are already having on the planet – it’s happening
because of all the greenhouse gases we put into the atmosphere from industry, planes and cars, and
because of other things like deforestation. Soon, millions of people will start leaving some parts of the
world because it will be impossible to live there anymore.
VOLUME 2 UNIT 4
Michael
If we want to be more environmentally friendly we can recycle or drive cars that pollute a bit less, or
even use fewer plastic bags. However, I really don’t know if these small things are going to be enough.
Rob
I don’t think there’s a solution to the global environmental crisis. The world’s population is now too high,
and the amount of energy being consumed is increasing all the time. It’s obvious that one day, soon,
we’re going to run out of natural resources.
a. Who is the most optimistic about the global environmental situation? Who is the most pessimistic?
b. Why does Rob believe there is no solution to the problem?
c. What does Rob think is going to happen soon?
d. Linda mentions four things that create extra greenhouse gases. What are they?
e. What does Michael mean by ‘small things’? In your opinion, are there any ‘bigger’ things people could do to help
the environment?
5. What would you do for the environment, if you were rich / famous / an important person?
Write sentences about these hypothetical situations, then read the sentences to your classmates and compare ideas.
Example: If I were president, I would eliminate plastic bags.

6. Webquest: everyday heroes
The Eden Project is a popular visitor attraction in Cornwall, England. Inside the two biomes are plants that
Introduction
are collected from many diverse climates and environments.
You will be working in teams. There should be a team leader, who will organize the work and divide the
Task issues within each topic to make sure everything is covered and there is no overlap. Each member will
responsible for working together to collect the information required.
1. Find out about a unique place for nature in Cornwall, UK. Click on www.edenproject.com, follow the links
VOLUME 2 UNIT 4
and then answer the questions.
a. Click on What’s it all about? at the top left of the homepage and read the mission statement.
How does the Eden Project communicate its story?
b. Click on News.
What items of news are shown today?
c. Click on Support us and then on Future plans.
What is Eden first chapter?
What is Eden next chapter?
d. Click on Learn with us.
Process What does the Eden Project offer?
e. Click on What’s it all about, then on Plants & gardens.
How many plants from around the world has the Eden Project planted?
f. Click on What’s it all about?, then on Climate and environment. What challenges has the project set
itself?
g. Go to the home site.
What are the most attractive up-coming events?
h. Continue browsing the website. read through other areas of the website (Education, Foundation, Arts,
Visiting, Children’s and Store) and find six more interesting facts about the Eden Project. Make notes.
2. Present the information you collected on a separate sheet of paper.
The presentation will be evaluated with common grade for group work and correct presentation will be
highly valued. rubric is as follows:
Evaluation Quality of information: 30 %
Written Presentation: 30 %
Conclusion, paragraph and use of language: 40%

EXtRA tESt 4
1. Read the article. Answer questions (a - e).
Dubai´s Sustainable City

VOLUME 2 UNIT 4
Diamond, the company behind Dubai’s Sustainable

City, wants to build eco-friendly communities in the
United Arab Emirates and export those projects to the
rest of the world.
Navid Abdalah, the general manager, said that if
the project is successfully implemented, it will play
a key role in establishing Dubai as one of the most
sustainable cities in the world by 2020. Speaking at
the Canadian University of Dubai, he said: “If the
Sustainable City project is successful, it will allow
people to see an example of how sustainable living can
benefit residents, communities and businesses, and that
it can be repeated all over the region and all over the
world”. If Abdalah’s predictions are right, the Government could get interested in building
other sustainable cities in the country.
The community will include a school, a university, a planetarium, a country club and a
community center with malls, and coffee shops. Also, the community will have a ‘green belt’
with 20,000 trees, a long water canal, a solar park, and water management system that will
be recycled 100 per cent of waste water.
Thanks to this innovative project, the Dubai Municipality recently formed a special
committee for sustainability to study other green initiatives.
“The biggest challenge here and in other countries is that the residents can benefit from
living in a green community. Our target is to keep the residents for a long time. Building
green doesn’t need to be expensive as it is possible to find ways to reduce costs to around
those of traditional construction”.
When people asked Navid Abdalah how this could be done, he said: “Investigate different
elements in the design. Investigate everything: from energy-saving, air conditioning units,
to the direction of the sun and the predominant wind direction.”
Source: Dubai steps up its green campaign with construction of “eco-friendly communities”. (2014). Albawaba Business. Retrieved
from http://www.albawaba.com/business/dubai-construction-557140
a. What is Diamond? Why do you think an article has been written about it?
b. Describe Diamond’s project.
c. Why is this project important for the future?
d. In what ways has the initiative affected Dubai’s community?
e. Do you think this project could be implemented in your city? Why?

2. Read the article again and check (√) the sentence that best summarizes the text.
a. This article talks about a company which has interesting and successful projects. It also gives information
about the interview to its general manager, who explained how they developed their last project.
b. This article talks about a company’s green initiative of building eco-friendly communities that promote
sustainable life in Dubai. In an interview to the general manager, he mentioned that the future success of this
project could be an example to be imitated in the rest of the world.
c. This article describes an interview to the general manager of a famous company. In this interview, the man
gives some useful tips to build a green community.
VOLUME 2 UNIT 4
3. 51 Christina Hynde and Sarah Montage were interviewed in a radio program. Listen to the interview and match
the phrases (a - g) and (i – vii).
a. Christina Hynde and Sarah Montage i. Because they wanted people to understand
b. If people are not concerned ii. We will have no future.
c. The girls came up with the idea iii. Could help them
d. People and children will get sick iv. Because the world will become a dirty and awful place.
e. The video says v. Became viral
f. The girls thought the President of USA vi. Pick up litter, separate garbage and recycle.
g. The video vii. Made a video called Save the Planet, Mr. President!
4. Think of one environmental problem that affects your area. What solutions would you propose to help if you were
the major/ environment minister / president? Tell your partner about the problem and your proposals to help.
You can follow the example.
Example: I think / I believe the problem of ... is... , because ...
I propose .... and ....
PHOTOCOPIABLE UNIT 4 EXTRA TEST 4 267

5. Write a short paragraph expressing predictions for the future of energy resources.
a. Think about any interesting information related to future predictions of energy resources (renewable and non-
renewable). Organize the information in a diagram.
VOLUME 2 UNIT 4
b. Use this information to write sentences. Then put the sentences together into a paragraph.
c. revise your first draft and make all the changes it needs.
d. Edit the paragraph using any of the Editing Marks list in the unit.
e. Write a final version of the paragraph in the space provided.
6. Ask your teacher to provide you with a rubric and evaluate your performance in each task. Then interpret your
results according to the criteria below.
Great Good OK Needs improvement

(5 correct answers) (4 correct answers) (2 to 3 correct answers) (1 correct answer)
You are achieving the You are very well prepared. Your performance is satisfactory, You need to revise the
learning goals. You can easily achieve the but you can improve. revise the contents and practice more
Keep on working hard! highest score by analyzing the mistakes you made and reinforce in order to improve your
few mistakes you made. the weakest areas. performance in the next unit.

BIBLIOGRAPHy ANd ONLINE REFERENCES
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The critical role of vocabulary development for English
Hyland, K. (2003) Second Language Writing.
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Practice, 20(1), 50-57.
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Nunan, D., & Carter, R. (Eds.). (2001). The Cambridge
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Sentence connectors showing cause and
ac1cf838553458776feed.pdf
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Terry, C. (2008). How to Teach Speaking in an EFL
Cross, K. P. (1999). Learning is about making connections.
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Ghosn, I. (2002). Four good reasons to use literature
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Thornbury, S. (2005). How to teach speaking. Longman.
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Underwood, M. (1989). Teaching listening. Addison-
Henderson, S., Holman, S.R., & Mortensen, L.L.
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How to pronounce the ‘j sound’ /ʤ/. (n.d.) https:// Black, Paul; Harrison, Chris; Lee, Clara; Marshall,
pronuncian.com/pronounce-j-sound Bethan and William, Dylan (2003). Assessment for
http://webcache.googleusercontent.com/searc Learning- putting it into practice. Maidenhead, U.K.:
h?q=cache:mAJk0FIjAgYJ:josotl.indiana.edu/ Open university Press.
article/download/1820/1817+&cd=1&hl=es- Dann, R. (2002). Promoting assessment as learning:
419&ct=clnk&gl=cl Improving the learning process. London: Routledge
Miley, F. and Read, A. (2011). Using word clouds to Farmer.
develop proactive learners. Journal of the Scholarship of Rolheiser, C. & Ross, J.A. (2000). Student
Teaching and Learning, Vol. 11, No. 2, pp. 91 – 110. selfevaluation-What do we know? Orbit, 30(4), 33-36.
Strangman, N. Hall, T. & Meyer, A. (2004) Background Parts of a News Report (n.d.).
knowledge with UDL. Wakefield, MA: National Center
on Accessing the General Curriculum.
Theory and reserch
Tumelty, S. (2015). 5 Ways To Use Word Clouds Lewis, M. (2009).Teaching collocation: further
In The Classroom. http://www.edudemic. developments in the lexical approach. Hove: Language
com/5-ways-use-word-cloud-generators-classroom/ Teaching Publ.
Williams, R. (2006), Communications as Cultural Marzano, R. J., & Pickering, D. J. (2013). Thehighly
Science. Journal of Communication, 24: 17–25. doi: engaged classroom. Solution Tree Press.
10.1111/j.1460-2466.1974.tb00385. Nunan, D. (2011). Task-based language teaching.
Cambridge: Cambridge University Press.
Strategies Van den Branden, K. (Ed.). (2006). Task-based language
Dörnyei, Z. (2013). Motivational strategies in the education: From theory to practice. Ernst Klett Sprachen.
language classroom. Cambridge: Cambridge Univ. Press. http://timeforchange.org/
what-is-a-carbon-footprint-definition
Language skills
Ahmed, R. (2015). Voices: Five essential
listening skills for English learners. https://
www.britishcouncil.org/voices-magazine/
five-essential-listening-skills-english-learners
UNIT 4 BIBLIOGRAPHY 269

UNIT
4 Sustainable development
“Climate change is destroying our path to sustainability. Ours is a

world of looming challenges and increasingly limited resources.
Sustainable development offers the best chance to adjust our course.”
Ban Ki-moon

In this unit you will… You will also… What for?
read and listen to texts about sustainable show interest for on-going and To demonstrate comprehension of
development, its advantages and independent learning. main ideas and specific information,
consequences. work responsibly and in oral and written texts, about
express ideas and opinions using words collaboratively towards a common sustainable development and
and expressions related to the topic of goal. alternative sources of energy.
the unit. use information and To develop communicative skills and
practice pronunciation of initial sounds /sp/ communications technology strategies in orden to express ideas
and /st/, accentuation of compound words, effectively and responsibly. about the topic of the unit.
link ideas and, talk about hypothetical demonstrate respect for To support comprehension by
situations. everybody’s ideas and opinions. making connections with other
make connections with other subjects. subjects of the curriculum.
Picturing the unit

1. Look at the pictures on page 132 and discuss these questions. Then, exchange opinions with other classmates.
a. What’s the impact of human beings on the environment?
b. Can we really stop climate change? How? If not, why not?
c. What planet are we leaving to our future generations?
Over to you
Read the list of objectives for this unit. Then tick (✔) and answer briefly, using the questions as a guide.
Very important Not so important

How important are the objectives to your own life?
Why:
How important are other people's lives and actions when Very important Not so important
making your own decisions?
Why:
How important do you think is to have role models or "leaders" Very important Not so important
of any kind?
Why:

GETTING READY
Setting objectives
1. 42 Listen to some Chilean students talking about their personal motivation to learn English. Then, read the list
of learning objectives on page 133 and answer questions a - c individually.
a. What are your personal learning goals for this unit? Why?
b. Which ones do you think are the easiest to achieve? Why?
c. Which ones do you think are the most difficult to accomplish? Why?
2. 43 Listen to how these students are planning to reach their goal. Identify the strategies they will use and the
difficulties they anticipate.
3. Which are your specific goals for this unit? Draw up a learning plan for Unit 4, following the example in
the recording.
My goals are: Why? How can I achieve them? The main difficulties I can
anticipate are:
1.
2.
3.

Do you remember?
1. Look at pictures 1 - 6. Explain, briefly, what environmental issues they show (if necessary, use a
bilingual dictionary).
1 2 3
4 5 6
2. Match the words in the boxes and form six collocations related to environment. Look up the meaning of each
collocation in a dictionary or encyclopedia.
acid climate greenhouse global endangered ozone
warming species rain layer change effect
3. Answer questions a and b. Then join another pair and check your answers.
a. Are humans to blame for global warming, or is it part of the natural evolution of the Earth?
b. What environmental issue is affecting your town / city/ area the most? Explain.
4. Check the slot that best describes how ready you are to start the unit.
I can… On my own With some help

form collocations related to the environment.
identify the meaning of collocations.
answer questions and make connections to my own reality.

MODULE 1
Entry slip
Read what you will do in each lesson (p. 136 – 153) on this module and answer the questions in the slip before you start.
Questions Answers
1. What things interest you most? 1.
2. What things are new to you? 2.
3. What things would you like to know? 3.
How ready are you?
1. Think about the types of pollution in the chart and complete the columns with your own ideas. Check and
compare with another group.
Type Causes Effects

Air pollution
Water pollution
Land pollution
Noise pollution
Light pollution
Visual pollution
Thermal pollution
2. In your group, explain in your own words the concepts ‘renewable’ and ‘sustainable’ and give positive and
negative examples of each of them. Check with your classmates.

LESSON 1 Are you aware?

read three poems. OA 11: To demonstrate comprehension of literary texts, identifying theme, key words and concepts.
identify words related to OA 12: To use different strategies to support comprehension.
environmental issues. OA 5: To present information orally, being aware of audience and purpose.
recite a poem. OA 6: To participate in oral presentations, using different strategies.
practice pronunciation OA 7: To react to the texts by making connections with the rest of the world and other texts.
of words related to OA d: To work responsibly and collaboratively towards a common goal, showing respect for
environment. everybody’s opinions and ideas.
Preparing to read
1. Make use of what you have learned in other subjects. Look at the pictures and answer questions a – d.
a b c
d e f
a. Do you see a relationship between any of the pictures? Discuss in pairs.

b. Can you identify a cause and an effect in each pair of the related pictures?
c. What are the effects of the different types of pollution on the people and on the environment? Complete the
diagram below in your notebook.
Problem/type of pollution Effects on the environment Effects on the people
2. Join another pair and exchange ideas and opinions.

Focusing on reading
1. Read these three poems related to environmental issues, very quickly, and answer these questions.
a. What is their purpose?
b. What are their themes?
2. Read the texts again. As you read, complete the activities in the Smart Reading section.
Key words
strife
choke Mother Earth
doom
heed This Mother Earth who gives us life
This Mother Earth heart filled with strife,
The sea once clean now choked with waste
The soil once pure and full of life
Broken bottles and pieces of glass
Old newspapers thrown on the grass
Pouring of concrete and tearing out trees
This is the environment that now surrounds us
Strategy in mind Poisons and insecticides sprayed on our food
Skimming Oceans spoiled with thick oil crude
Look at the texts quickly in All sea life destined to a slow awful doom
order to have a general idea These are the things we are to consume
of the type, purpose and
There has to be something that someone can do
content.
Like raise the awareness to those around you
Scanning
If we don’t heed the problem at hand
Read the text keeping in
mind the specific information Life will be at risk, the destruction of man.
you are searching for.
Smart reading
1. Answer in your notebook.
a. What are the authors
concerned about?
i. Poem I:
ii. Poem II:
iii. Poem III:
b. What do the authors

suggest to do?
i. Poem I:
ii. Poem II:
iii. Poem III:
Adapted from: Stults, S. & Isham, J. (2011). Poems about the environment. Retrieved from: http://www.
familyfriendpoems.com/poem/awareness-about-our-environment

Your analysis
Can we understand? a. What similarities /
differences can you find
among the poems?
That our ice caps are melting b. Are the authors’ tones
And our earth will flood. pessimistic, optimistic or
Animals will become extinct neutral?
If we don’t pay attention c. What is the general
They’ll soon all be gone. message of the poems?
In the close future d. Do you think they are a
We’ll see polar bears floating good way to convey the
On fragments of ice. authors’ messages? Which
We wish to see change other way would you use to
Strings hold the earth express the same ideas?
From collapse:
Our environment.
Global warming
Every day I see it on the news Think critically
On my sofa, sitting confused Make text-to text
Every day I see polar bears rebelling connections
Looking for a new dwelling Have you ever read
All the pollution is amazing, other poems about the
People don’t care about the world environment?
And it is so old!!! Did you like them? Why?
I think if everyone teams up Why not?
The world will change and continue to bloom. Make text-to-world
Less pollution will be better for us connections
Stop driving our cars and let’s all get the bus, Do you know any polluted
Or even better, let’s WALK! places in your area or region?
How do you feel about it?
What animals or plant
species are affected?
Adapted from: Och, M. & Gut, L. (n.d.) The poetry zone. Retrieved from: http://poetryzone.co.uk/
search/environment

After reading
Work it out! Expressing causes and effects

Notice these examples from the poems. Answer the questions and check with your partner.
If we don’t heed the problem at hand
Life will be at risk, the destruction of man.
If we don’t pay attention
They’ll soon all be gone.
If everyone teams up
The world will change and continue to bloom.
a. How many parts can you recognize in every sentence, in each example?
b. What do the examples express?
c. Which word is used to introduce the cause?
d. Follow the pattern in the examples and write two more examples of causes and effects (related to the environment).
i. If , we/they/ it .
ii. If , we/they/ it .
1. Create a "conditional chain". Follow the model and complete the chain.
a. If people don’t recycle, pollution increases.
b. If pollution increases, .
c. .
2. Now create your own conditional chain. Work with your partner.

Speaking workshop Reciting a poem
a. 44 Listen to the poems Can we understand? and Global warming (on page 139). Pay special attention to the
intonation and pronunciation.
b. 44 Listen again. Repeat after each line.
2. Practicing
a. Take turns to recite the poems aloud with your partner. As you do it, imitate the intonation and pronunciation in
the model.
b. Listen to your partner. Take notes of the most important mistakes you can identify and correct each other.
3. Performing
a. Choose one of the poems to be presented to your classmates.
b. Agree on a way to present the poem in pairs (e.g.: first/second part; a line/verse each one, etc.).
c. Recite the poem you chose in front of your classmates.
4. Evaluating
a. With your partner, evaluate another group’s performance using Our classmates…
el.
the prompts in the box. imitated the intonation in the mod
b. Share the result of the evaluation with the other pair and discuss used correct pronunciation.
takes.
some actions to take in the areas you need to improve. Remember practiced and corrected their mis
to exchange opinions accepting everyone’s ideas worked responsibly and collaborativ
ely.
with respect.
showed a positive attitude towards
the task.
Exit slip

Outstanding.
Very good.
Satisfactory.

LESSON 2 A bright future

listen to a lecture about energy. OA 1: To demonstrate comprehension of general ideas in a recording.
identify main ideas and specific OA 2: To identify key words and initial sounds /sp/ and /st/ .
information in the recording. OA 3: To identify type and purpose of a recording.
practice pronunciation of words OA 4: To use strategies to support comprehension.
beginning with /sp/ and /st/. OA 5: To present information orally.
conduct a short survey. OA 6: To practice and revise oral presentations.
OA 8: To ask about and describe frequency of actions.
OA d: To work responsibly and collaboratively towards a common goal.
Preparing to listen
1. Read the definitions (a – f) and find the names of the different types of energy. Use a dictionary or an
encyclopedia.
a. : it is the energy generated and stored in the Earth.
b. : it utilizes solar radiation; it converts it into useful heat or electricity.
c. : it is the energy created from flowing water, which can be captured and turned into electricity.
d. : it is the energy that is captured from moving water caused by tides.
e. : it is the energy converted into electricity by using wind turbines.
f. : it is any kind of energy that uses a biological organism (plant or animal) as its source.
2. Match the types of energy (a – f) in exercise 1 with the pictures below (1 – 6).
1 2 3
4 5 6
3. You are going to listen to a lecture about the future of energy production. Based on what you know about this
topic, check (✔) the ideas that are true.
a. We need to be very creative and find alternative sources of energy.
b. We can find valuable sources of energy everywhere.
c. Alternative sources of energy are related to our distant past.
d. Ancient civilizations were pioneers in using some types of green energy.

1. 45 Listen to the recording. While you listen for the first time, check your answers in exercise 3, page 142.
2. 45 Listen again (twice). Complete the activities in the Listening file.
Strategy in mind
LISTENING FILE: A bright future Using previous knowledge to
make predictions.
Taking notes of relevant
General information
information.
Speakers:
teacher and students scientist and students students

Means of communication:
in person on TV on videoconference
General topic Smart listening
Remember to use your prior
hydro energy biomass energy sun energy knowledge of the topic that
may help you check your
Specific details predictions.
a. Complete. Take notes of the most
relevant information to
i. Today fossil fuels represent . support your comprehension.
ii. The main problem is .
iii.There are a lot of .
iv. Solar energy is .
Think critically
v. Passive solar methods are . Make text-to text
connections
b. Identify the effects.
Are there any power plants
Cause Effect near your house/ in your
i. Humans keep using fossil fuels. region? If yes, what type of
energy do they produce?
ii. We open our eyes.
What are the main sources of
iii. Architects orient buildings to face the sun. energy in Chile?
iv. We use passive solar methods. What type of energy could
be the best for your region?
c. Answer. Why?
i. Where can we find alternative sources of energy? Make text-to-self
ii. What is a great clean and non-polluting source of energy? connections
What types of energy do you
iii.Who were the pioneers in using green energy? usually use?
Main conclusions Do you know anyone who is

already using solar energy?
a. Is solar energy a good idea? Why? Why not? Where? How?
b. What is the advantage of using solar-powered devices?

After listening
1. Explain the meaning of the different types of energy in your own words to your partner.
biomass hydro power geothermal tidal wind power solar
2. Use the words in point 1 to complete the sentences.

a. Chile could produce energy because it has a long coast and many beaches.
b Bamboo and corn are good sources of energy.
c. The reason for the interest in energy is that all rivers have a great potential capacity of
approximately 300000 megawatts.
d. is considered one of the purest energy sources.
e. In the Atacama Desert, in Chile, scientists are placing special emphasis on producing
energy.
f. Hot water and steam that lie deep inside the Earth can be used to generate energy
cleanly and efficiently.
Speaking workshop Conducting a survey
a. 46 Listen and repeat these words from the recording and other examples. Pay special attention to the
pronunciation of the initial sounds.
&speak &special &spare &spill
&spoil &students &start &stop
&step &stay

b. 46 Listen and repeat these questions in the bubbles.
Have you used some

type of energy today? In winter / summer, what
What types of energy types of energy sources
do you usually use? are most widely used?
How often do you use

fossil fuels? When? Do you use passive solar
methods at home? How?
2. Practicing
a. Take turns to practice asking the questions in point 1 with your partner.
I…
3. Performing prepared the task carefully.
the
a. Use the questions in point 1, b. to interview three classmates about used the questions and words in
their use of energy. Take notes of their answers. model.
b. Form groups of 3 to 4 students, share your findings and draw imitated the pronunciation and the
conclusions. intonation in the model.
wers.
took notes of my classmates’ ans
the
shared my findings and discussed
4. Evaluating results with respect.
g
After you finish, self-evaluate your performance using the prompts in recognized the importance of findin
the list. alternative sources of energy.
Exit slip

Outstanding.
Very good.
Satisfactory.

LESSON 3 Preventing climate change

read an article about the environment OA 6: To participate in oral exchanges using vocabulary related with the topic.
use strategies to identify specific information in OA 7: To react to texts in oral discussions, by making connections with other
the text. subjects.
talk about hypothetical situations. OA 8: To describe hypothetical situations.
study words related with the environment. OA 9: To demonstrate comprehension of an informative text about a topic of
discuss ideas about helping the environment. global interest.
OA 12: To use strategies to support comprehension.
OA C: To show interest for on-going and independent learning as a way to
make an important contribution to society.
Preparing to read
1. Which of these actions (a-f) help to protect the environment?
a. Throwing trash on the ground.
b. Reusing plastic and metals.
c. Buying products in containers that you can use only once.
d. Fixing things instead of throwing them away.
e. Reducing the amount of water we use.
f. Using chemical pesticides and fertilizers.
2. Which of the actions in exercise 1 are represented in pictures (1 – 4)? Write the corresponding letter.
1 2 3 4
3. Write a list of actions that, in your opinion, can be positive or negative for our environment. Check with
another pair.
Positive Negative

4. Which description (a or b) refers to weather and which one to climate? Write Weather or Climate in the
spaces provided.
a. describes what is happening outdoors in a given place at a given time. It is what happens from
minute to minute. can change a lot within a very short time. For example, it may rain for an hour
and then become sunny and clear.
b. describes the total of all conditions occurring over a period of years in a given place. This
includes the average conditions, regular sequences (like winter, spring, summer and fall) and special events (like
tornados and floods).
5. Choose the best answer (i. – iii) for each question (a – f).
b. What are some signs that the clim

ate is
clim ate? getting warmer?
a. Which of these is an example of
i. Summers are longer.
i. A hot summer.
ii. Glaciers are melting.
ii. A rainy day.
iii. There is not enough water in the
iii. A windy day. swimming pools.
greenhouse
c. Which of these activities sends d. How can you help slow global
warming?
gases into the atmosphere? i. Recycling.
i. Driving a car. ii. Saving energy.
ii. Using a bike. iii. Both.
iii. Walking.
e. What does CO2 stand for? f. What does the word deforestatio
n mea n?
i. Carbon dioxide. i. Planting new trees in desert area
s.
ii. Carbon monoxide. ii. The indiscriminate cutting of tree
s.
iii. Oxygen. iii. Cutting trees for heating.

Focusing on reading
1. Read the text quickly and check if your ideas on page 146 were mentioned.
2. Read the text again. Complete the activities in the Smart Reading section.
Key words
safekeeping
release
threat
Strategy in mind
Setting a purpose for The sun has got hotter. One day, it will be so hot that it will explode, but not
reading for another 5,000 million years. However, the Earth’s climate has got hotter
As you read the text, have
much faster than what can be explained by the sun making more heat
in mind the ideas you
mentioned in exercise 3,
page 149 .
Analyzing text features
As you read, look at the
pictures on page 149.
What little actions do they
show as tips to protect the
environment?
Smart reading
1. Write the headings (a – b) in
the spaces provided (I – III)
on page 148.
a. Global Warming
b. The Greenhouse Effect
2. Put the sentences (a – d)
back in the corresponding
gaps, on page 148.
a. For millions of years,
the planet has stored its
carbon in the form of coal
and oil.
b. All this carbon gets The planet is becoming a little warmer
deposited in the air every year. It is because of people who
c. That’s because the glass burn fuels with carbon (oil, gas and
in the greenhouse traps
coal which they use in cars, airplanes,
the heat from the sun.
d. And the reason seems to and so on);
be us –people- and our iv)
machines. mixed with the oxygen we all breathe,
3. Write an appropriate and so adding to our greenhouse
heading for each of the gas problem.
paragraphs provided (I – V)
on page 149.

Your analysis
1. Read the text on page
148 carefully and identify:
a. Problem described
b. Characteristics of problem
c. Reasons for problem
2. Read this list of

instructions (a – e.). Decide
where you would include
them in the text on
page 149.
a. Get a reusable
bottle and refill it.
b. Go “vintage”; buy
second hand clothes.
c. Unplug electrical
devices when you are not
using them.
d. Use environmentally
friendly products,
detergent or shampoo.
e. Get up early and
benefit from the sunlight.
Think critically
Make text-to-world
connections
Which of these instructions
would you recommend
people to follow in your city /
region / of Chile? Why?
Make text-to text
connections
Which of the instructions are
easy for you to follow? Why?
Which of them are difficult for
you to follow? Why?

After reading
1. Read these examples from the text. Pay special attention to the expressions in bold.
- Going green is easier than most people think.
- Try to use reusable or biodegradable bags when you go shopping.
- The most eco-friendly way to travel is by walking or riding a bike.
2. How would you define the expressions in bold in your own words? Tell your partner.
3. Find positive and negative examples to describe these words. Complete files for each concept.
Word Definition
Examples
Non-examples
Work it out! describing hypothetical situations
Notice these examples from the text. Answer the questions.
- If the “greenhouse effect” didn’t exist, we would freeze.

- If it was too much, we would boil!
- If you had to leave your computer on, you should use “sleep” or “hibernate” mode to save power.
a. How many parts do the sentences have?

b. Underline the different parts in the sentences. Follow the color code.
i. A condition ii. A probable result
c. What do the conditions refer to?
i. Real future situations ii. Imagined future situations
Speaking workshop Debating actions to help the environment
In groups of 4-6, you will discuss and debate ideas that may help prevent climate change and global warming.
a. Look at the pictures. Individually, answer the questions below.
- Which actions would you promote? Which actions would you ban? Why?
- What other actions help speed up climate change? Why?

2. Practicing
a. 47 Listen to a conversation among students. Pay attention to intonation, rhythm and pronunciation.
b. 47 Listen again. Repeat the lines imitating the model.
3. Performing
In your group, exchange ideas about the pictures in point 1. Use the expressions in the box to introduce your opinions
and remember to respect turn-taking and everybody’s ideas.
I completely totally fully agree (disagree)... I believe it’s right
wrong to... I don’t think... I’m not sure if...
4. Evaluating Our group…

practiced imitating the model.
a. Evaluate the group’s performance, using the prompts in the box.
exchanged ideas with respect.
b. Discuss some actions to take, in the areas you need to improve.
contributed ideas to help the
environment.
ons.
proposed a list of eco-friendly acti
worked responsibly to accomplish
the task.
Exit slip

Outstanding.
Very good.
Satisfactory.

SUBJECT CONNECTIONS Science - Maths
read an informative text about different types of OA 9: To understand main ideas and specific information in a text about
energy. types of energy.
complete a mind map. OA 10: To demonstrate comprehension of a non-fiction text.
present information in a graph. OA 12: To use different strategies to support comprehension.
make connections with other subjects (Science OA d: To work responsibly and collaboratively towards a common goal.
/ Maths). OA E: To use communications technology responsibly and effectively to look
for and create pieces of information.
1. Individually, read the text on page 153.
2. With your partner, read the first paragraph of the text again. Present the information about energy in your
notebook, using a graph (line, bar, pie, pictograph, etc.).
3. Read the text once more. Complete the mind map with the corresponding information. Then check with
your partner.
Sources of energy
Sources of clean energy
____ of world’s energy
___% of the world’s

transportation
Electricity
generation
4. Discuss these questions with your partner. Then join another group and compare your answers.
a. What do experts predict about the conservation of energy resources?
b. What will happen if we find enough thermal energy?
c. What will happen if we do not start using alternative sources of energy?

Are we running out of energy?
Today, fossil fuels provide 85 percent of our energy. Oil powers 90 percent of the world’s transportation,
and coal is the most popular fuel for generating electricity. But there are two huge problems.
Firstly, fossil fuels are non-renewable because they take millions of years to form and can only be used
once. If we keep using them, they will disappear. Secondly, when we burn fossil fuels, we produce
polluting gases that contribute to warming the Earth’s temperature.
The good news is that fossil fuels are not the exclusive energy resource.
Day after day, the sun shines, the wind blows, water flows, trees grow.
All these are potential sources of clean energy.
Biomass power
Biomass includes trees, grass, crops, agricultural waste, trash, garbage,
and sewage. Biomass used as fuel is called biofuel. Biofuel can generate
power and heat when it burns. It can also be converted into ethanol,
methanol, butane, or biodiesel.
Wind power
The current area of focus for wind power is the use of wind turbines
to generate electricity. The basics are simple; when the wind blows,
electricity is generated.
Solar power
Solar energy is one of the earliest energy resources used by humanity.
Now, after decades of development, solar electrical power is starting to
make a significant contribution to our growing energy needs.
The main obstacle is its cost. It is a simple method of generating
electricity, but it is incredibly expensive. However, it is called to become a
major energy resource in the near future.
Geothermal power
There is a massive thermal energy resource that lies beneath our feet.
If we dig deep into the earth at the right locations, we will find enough
thermal energy to generate electricity.
Hydropower
Hydropower energy resources have the potential to totally eliminate our
need for fossil fuels.
There are many ways to utilize water that are coming into use right now.
Energy is obtained with a simple water turbine connected to a generator.
Additionally, the electricity generated can be also used to produce
hydrogen or recharge hybrid car batteries.
Conservation
Having a lot of energy resources does not mean we can waste them.
Conservation and good management of natural resources will always be
essential to our survival. Experts predict a catastrophic end to the oil age
and, this time, they can be right. If we don’t look around for alternatives,
we will run out of energy soon.

MODULE 2
Entry slip
Read what you will do in each lesson (p. 154 - 171) and answer the questions in the slip, before you start.
Questions Answers
1. What is new to you? 1.
2. What is useful to you? Why? 2.
3. What interests you most? Why? 3.
How ready are you?
1. In pairs, surf the Internet to find information about Word Clouds.

a. Identify the different types, categories, and the visual appearances they have.
b. If possible, use an on-line tool to create a word cloud about any topic
related with sustainable development. If not, do it by yourself.
c. Present your word cloud to your classmates and explain:
i. what it shows.
ii. what topic or specific field it is related to.
iii. what important concepts it shows.
It does not matter if animals
One day, the Earth will be or plants become extinct;
2. Join another pair. How much do you completely destroyed by what matters is people.
agree with these statements? the actions of humans.
a. Spin a pencil on the discussion wheel.

b. Talk with your classmates about your
feelings towards the statement that
In the future, we will Going green is very
the pencil is pointing at. only use renewable difficult; using alternative
sources of energy. source of energy is
very expensive.
3. Use the rubric below to evaluate how ready you think you are to start this module. Check (✔) the best alternative

LESSON 4 Putting nature to work

listen to a recording about alternative OA 1: To demonstrate comprehension of main ideas and specific information in
sources of energy. a recording.
identify relevant and specific information. OA 2: To identify key words and expressions related with sustainable development.
identify connections between ideas. OA 3: To identify type, purpose of the recording and connections between ideas.
obtain information using technology. OA 4: To use different strategies to support comprehension.
OA 16: To connect ideas using unless / as a result.
OA E: To use information technologies effectively and responsibly when looking
for information.
Preparing to listen
1. Look at the pictures (1 – 8) in these two rows. Answer the questions.
1 2 3 4
5 6 7 8
a. How are the pictures similar / different?

b. What types of energy do the devices in the pictures use?
c. What other solar powered devices do you know? Find information and write a list.
2. You will listen to a recording about renewable sources of energy. Based on the title of the lesson and the
activities on this page, what types of energy do you think the recording will be about?

1. 48 Listen to the recording. As you listen, check your predictions in exercise 2, page 155.
2. 48 Listen to the recording again (twice). Focus on the parts of the recording that are relevant to complete the
missing information in the file.
Strategy in mind
LISTENING FILE: Putting nature to work Use textual features to
support comprehension.
Use previous knowledge.
General information
Type
R I: an advertisement a lecture a piece of news
R II: an advertisement a lecture a piece of news
R III: an advertisement a lecture a piece of news Smart listening

Before listening, focus on the
Topic pictures in the Listening file
a. Tick (✔)the correct alternative. to help understand the main
topic.
i. Protecting the Earth ii. Renewable energy While listening, identify the
key words and vocabulary
Specific information that are familiar to you.
Tick (✔) the correct alternative. Remember what you’ve
learned about the topic in
R I: i. The future of renewable energy other subjects.
ii. The decrease in the use of energy
R II: i. Why we should use solar panels
ii. Installing solar panels

Think critically
R III: i. How fuels are used Make text-to-world
connections
ii. What renewable energy is
Do you think the use of
Main conclusions renewable sources of energy
is to increase in Chile? Why?
a. Why are renewable energies expected to increase in the USA? Why not?
b. Why should you install solar panels at home? What types of renewable
c. What is the indirect effect of renewable energy sources on the energies are most likely to
environment? be used in your city/ region /
Chile? Why?

3. 48 Listen again and complete these statements.
RI.
i. Renewable energies are to increase in by .
ii. The cost will not be in the foreseeable .
RII.
iii. Call or complete the request form.
iv. The process will take .
RIII.
v. energy sources contribute approximately of human energy used worldwide.
vi. Fossil fuels such as , and are energy sources.
After listening

1. Read these sentences from the recording. Pay special attention to the highlighted words and expressions.
- Household consumers of energy declare they would not use them in the foreseeable future unless the cost was
considerable cheaper.
- Experts predict that renewable energy, such as: geothermal power, bio-fuels or tidal power will be used more and
more in the future. As a result, the use of fossil fuels will be greatly challenged.
2. Answer. Which word/expression is used…

a. to introduce the only situation in which something will take place or be true?
i. unless ii. as a result
b. to indicate a cause-and-effect relationship?
i. unless ii. as a result
3. Choose two alternatives from the boxes to replace each highlighted word/expression.
therefore except if in any case other than accordingly
a. unless: ,
b. as a result: ,
4. Find information about the topic of the lesson. Write two sentences using the words you have studied. Then
check with another pair and self-evaluate your work, following the prompts in the box.
a.
b.

Writing workshop Writing a piece of news
Work in groups of 3. You will write a piece of news related to renewable energy in Chile.
a. Analyze the piece of news below, identify the different sections.
b. Discuss the purpose and topic of the piece of news.
Surfing the waves
The increasing demand for power from the Chilean government’s consultant. According to
industry and the country’s unparalleled natural a study by the British Embassy in Chile, Chile
renewable resources have made of the Chilean has the greatest potential in the world for the
renewable market an attractive destination for development of wave energy and will have a
international investors. competitive marine energy market in coming
years. As a result, the Chilean government created
By Valery Dezem
the national Marine Energy Center, which was the
According to the International Renewable Energy first to be established in Latin America.
Agency Report on renewables energy in Latin
America, Chile is the only country in the region
with a pure renewable energy certificate system.
The country is succeeding in adding value to its
primary energy sources and it is expected that
Chile will become an exporter of electricity in the
near future. Additionally, by 2021 Chile expects
to interconnect its National Transmission System
with Peru, Ecuador and Colombia.
A renewable resource not prepared to be
thrown into the shade by solar energy is ocean
energy.“With its long coastline of over 4,000
Km, powerful waves and tidal currents, Chile
has 164 MW of potential capacity available
through marine energy resources,” declared a
2. Drafting
a. Find a recent interesting fact or event related with renewable energy in Chile and take some notes of the most
important points about it.
b. Put the ideas together in sentences.

3. Revising
Editor’s Marks
a. Put the sentences into paragraphs and write a short piece of news in English, adding words Capital letter /
and connectors to make the paragraphs more interesting to read. Lowercase
b. Make sure you include all the sections a news article contains (Headline, byline, lead, body, Punctuation
conclusion) and that you cite the source of the piece of news. Add a word
ss Check spelling
s
4. Editing Change place
a. Check grammar and spelling using the Editor’s Marks in the box and write the final copy of
the news article. Use a word processor or make a handwritten copy.
b. If possible, add some visuals.
5. Publishing The other group…

s from
a. Take turns to read the complete news item aloud to another group. used words, structures and idea
the lesson.
b. Evaluate each other’s work using the prompts in the box. in a
completed all the required elements
c. Paste all the articles on pieces of cardboard and display them on a news item.
visible place of the classroom.
checked spelling, grammar and
punctuation.
rmation.
used reliable sources to find info
Exit slip

Outstanding.
Very good.
Satisfactory.

LESSON 5 Planet Saving Technology

read a scientific article about OA 9: To demonstrate comprehension of a scientific text.
green technology. OA 10: To demonstrate comprehension of an informative text by identifying key words and
identify general and specific expressions related with the topic.
information. OA 12: To use strategies to support comprehension.
analyze and study formation OA 13: To write texts about topics related with other subjects.
of scientific words. OA 14: To write texts following the steps of the writing process.
write a short scientific article. OA 15: To write texts using correct grammar, vocabulary, and punctuation.
OA 16: To link ideas using appropriate connectors.
Preparing to read
1. Discuss these questions in your group. Then share your conclusions with the rest of the class, using the
openings in the box.
We think that…. In our opinion… We couldn’t …. We agree that…
a. What is the most important technological invention of all time?

b. What technological invention in your house could you not live without? Why?
c. How do you think technology affects the environment? Positively? Negatively? Why?
2. Write a short list of your favorite technological devices, stating one good thing about them and one bad thing
about them.

3. Read what these people are saying and complete their sentences with the words provided.
alternative efficient technology
They look so powerful and

It’s quite , It represents a good mysterious! Pity that
but there are other dangers , but it may this is
connected to it. affect other systems. still so expensive!
a. b. c.
4 Look at the pictures below and answer:

a. match the pictures (1 – 3) with the people in exercise 3 (a - c).
b. Identify what they are speaking about.
1 2 3
5. Look at the text on pages 162-164 quickly.

a. Circle / underline all the cognates.
b. Based on the cognates you identified, predict the general topic of each part.

Focusing on reading
1. Read the text quickly.
a. Were your predictions in exercise 5 correct?
b. What type of text is it?
i. An advertisement. ii. A brochure. iii. A scientific article.
2. Read the text again. Complete the activities in the Smart Reading section.
Key words
depleted
scarce
shortage Planet saving technology
dew
dumping grounds Technology is important in our
lives and, in times when the
Earth is getting warmer, the
ozone layer more depleted and
natural resources very scarce, it is
important to promote technology
that will make the world greener.
Some well-known “green”
technology includes wind turbines,
Strategy in mind recycled plastic and bio-fuels. Here
Making predictions based on are three more examples.
cognates
Identifying specific
information
I Solar energy can be converted into
electricity in two ways:
Solar energy is the solar radiation (sun
rays) that reaches the Earth. • Photovoltaic devices (PV devices), or
solar cells, change sunlight directly into
It can be converted into other forms
electricity.
of energy, such as heat and electricity.
PV systems are often used in remote
In fact, as far back as the 1830s, British locations that are not connected to
astronomers made use of a solar the electric grid.
thermal collector box to cook food They are also used to power watches,
during an expedition to Africa. calculators, and lighted road signs.
Smart reading
1. Choose one heading (a – d) Today, energy specialists suggest that
for each of the parts (I – III). the energy of the sun can have other
There is one extra heading uses, for example: converting it into
you do not need to use. thermal energy to heat water for use
a. Fresh from Salty Water in homes, buildings or swimming pools,
b. Making the Sun Work and to heat spaces such as the inside
for Us of greenhouses, homes and other
c. Natural Disposal of Toxic buildings.
Waste

Smart reading
2. Find and identify at least
• Solar power plants indirectly generate In some areas, salt water from the
2 more inventions or
electricity, when the heat from solar ocean –for instance- is already being
technologies of each type.
thermal collectors is used to heat a turned into fresh water for drinking.
fluid which produces steam; this steam a. Conventional
Chemists advise that we set up more inventions
is used to power generators.
desalination plants in areas where there i. Calculators
Even though the rays of the sun are is fresh water shortage, but a lot of salty
readily available, there are still some water. ii.
disadvantages. For example, the amount
Desalination, also known as distillation, iii.
of sunlight that reaches the Earth’s
is one of mankind’s earliest forms of
surface is not constant and depends on b. “Green” inventions
water treatment, and it is still a popular
location, time of day, time of year and i. Solar cells
solution throughout the world today.
weather conditions.
In ancient times, many civilizations used ii.
Today, electrical engineers recommend
this process on their ships and sea water
the installation of solar panels in areas iii.
was converted into drinking water!
with stable solar conditions, such as
In nature, distillation is a basic process 3. What do the words in
deserts and sunny areas.
responsible for the hydrologic cycle. The bold refer to?
sun causes water to evaporate from Text I: a. it:
surface sources such as: lakes, oceans
and streams. The water vapor eventually b. they:
comes in contact with cooler air, where
it re-condenses to form dew or rain. Text II: c. we:
This process can be imitated artificially
–and more rapidly- than in nature, using d. it:
II.
alternative sources of heating
Human beings and most animals cannot and cooling. Text III: e. it:
drink saline water, but saline water can
Provided that we have salty water f. hey:
be made into fresh water by a process
available, we can distil or desalinate it.
called desalination.
However, the main disadvantage is that
As long as we have lots of salty water,
it is still an expensive process.
plenty of fresh water supplies can
be made.
As the world’s population continues
to grow, shortages of fresh water will
occur more often, and not only in
certain locations.

Your analysis
1. What are the advantages
and disadvantages of each
III. Researchers at York University, in Britain,
new technology? Answer in
your notebook.
have identified bacteria living in the roots
Ecologists keep saying that we should
of certain trees; these bacteria produce
plant more forests to help us breathe
an enzyme that eats up residue from
better, and scientists add that we should
RDX, a chemical compound used by the
also plant forests to clean up toxic waste.
military and industry. The scientists are
That is the idea behind phytoremediation,
working on ways to genetically engineer
a type of technology that uses vegetation
the enzyme to increase the trees’ ability
to absorb dangerous waste from indus-
to absorb toxic waste.
trial plants and other polluters.
Meanwhile, a team of geneticists from the
The technique has been around for years,
University of Georgia has transplanted a
but, so far, it has not been very effective.
gene from bacteria that helps neutralize
However, there are new developments
mercury contamination into a common
that promise to make toxic dumping
flower. The result is a bio-remediation
grounds green in several ways.
system that smells nice too!
Even though these technologies are really
interesting, there is still a serious problem:
they are not available on a large scale.
Think critically
Make text-to-world
Could these new
technologies be applied
in Chile?
Where? Why?
Make text-to-text
connections
In what class did you learn
about these processes?
Did your previous knowledge
help you understand the
text?

After reading
1. Look at the words in the boxes. Infer their meaning analyzing the different parts in them.
photovoltaic phytoremediation bio-remediation
2. Answer.
a. Circle /highlight the prefixes : , ,
What do they mean?
b. What do the root words mean? ,
c. What language do the prefixes come from?
3. Read the text again and find four other scientific terms. Infer their meaning using what you’ve learned in
your Science classes. Complete the chart.
Word Prefix Root word Inferred meaning ✔/✘ Correct meaning
4. Join another pair and check your answers.
Writing workshop Writing an article
Work in pairs. You will write a scientific article about advantages and disadvantages of new planet
saving technologies.
a. Before you start, read the article on pages 162 – 164 again.
b. Underline the main pieces of information related with each new technology.
c. Revise the information you collected in the Your analysis section on page 164.
d. Complete a graphic organizer for each technology. Use the model below or any other you choose.
Disadvantages
Name
Short description of process
Advantages

2. Drafting
a. With the information you collected, write sentences summarizing the information about each of the new
technologies. Describe the process briefly, and explain the advantages and disadvantages of each.
b. Put the sentences together into three main paragraphs. Link your ideas using connectors, such as:
However Although Even though As a result On the other hand
3. Revising
Revise your work. Remember these points:
Editor’s Marks
i. Keep it simple. Where possible, use your own words, but use the specific scientific vocabulary
Capital letter /
to describe the processes. Lowercase
ii. Use reference markers (it, we, they, etc.) to avoid repetition of nouns. Punctuation
iii. Revise the tense you use and the concordance in number (singular or plural forms).
Add a word
iv. Remember not to write in the first person (I, we). ss
s Check spelling
Change place
4. Editing
As usual, proofread your article using the Editor’s Marks in the box.
Our classmates…
h.
organized the information in a grap
5. Publishing
h
linked the ideas in each paragrap
a. Write the final version of your article on a separate sheet of paper. If coherently.
possible, use a word processor and print a copy of it.
used scientific vocabulary and
b. Put the graphic organizer you completed, the first draft, the revised reference markers.
article and the final copy together and exchange all these elements checked and corrected spelling,
s.
with another pair. punctuation and grammar mistake
ing
c. Peer-evaluate your work following the prompts in the box. completed all the steps of the writ
d. Exchange comments and suggestions to improve with respect. process.
Exit slip

Outstanding.
Very good.
Satisfactory.

LESSON 6 Using energy at home

listen to a lecture. OA 1: To demonstrate comprehension of general and specific information
identify relevant and specific information. in a recording.
show information on a graph. OA 2: To identify key words and expressions related with the topic of the unit.
report information. OA 3: To identify main ideas related with an environmental issue.
OA 5: To pronounce English sounds properly.
OA 6: To participate in oral exchanges, using strategies.
Preparing to listen
1. Have you ever heard about the carbon footprint? Find information about this concept and write the definition
in the space provided.
2. / Answer these questions. Compare answers with another pair.

a. What are the most important factors which produce a carbon footprint?
b. Do you think your own carbon footprint is big or small? How could you reduce it?
c. Is it possible to reduce it to zero? Why? Why not?
3. You will listen to a recording about energy consumption in homes around the world. Before listening, predict
how this consumption is divided (in %, according to the different human activities that use energy). Show your
predictions in a graph, using your notebook.

1. 49 Listen to the recording once. Confirm or correct your ideas in exercise 3, page 167.
2. 49 Listen to the recording again (twice). Fill in the missing information in the file.
Strategy in mind
LISTENING FILE: Using energy at home Making predictions based on
previous knowledge
Setting a purpose for
General information
listening
Purpose:
Specific details
Complete.
a. One of the most important comforts of is the ability
to maintain the desired in our .
b. Almost the average home’s energy consumption Smart listening

corresponds to . While you listen, revise your
predictions and confirm or
Write T (true) or F (false) correct your ideas.
Remember what you know
a. At home, we only use energy to heat water and keep it warm. about the topic.
b. People use a lot of energy to keep their homes comfortable.
c. The amount of energy people use depends on where they live.
d. In the past, people used less energy.
Write the category (Heating, Lightning, Water heating, Other). Think critically
Average home’s energy consumption Make text-to world
connections
25%
Does energy consumption
in Chilean homes coincide
%
47
with the information in the

17%
recording?
If not, look for information
and find the differences.
6%
Make text-to-self
5%
connections
What could you do to reduce
the energy you use at home?
Main conclusions At school?
How is energy used in homes? What personal actions would
you take to reduce your
How easy or difficult is it for modern people to reduce the use carbon footprint?
of energy?

After listening
Reporting about the use of energy
You will practice and give a short report about the use of energy at homes.
a. 50 Listen and repeat the words. Pay special attention to the pronunciation of the parts in color.
advantage disadvantage energy technology average percentage
b. 50 Listen and repeat the extract of the recording. Pay special attention to intonation.
Almost half of the average home’s energy consumption corresponds to heating. Lighting and bulbs use nearly a quarter of
energy requirements.
Another seventeen percent of energy is used for water heating, both for bathing and for washing our clothes. Six percent
is used for cooling our rooms in the summer or in hot climates and five percent to keep our food in perfect condition.
2. Practicing
a. With your partner, practice reading the report aloud in turns. Imitate the model in the recording. Listen to your
classmates' reports.
3. Performing My classmate…
a. Get in groups of six. Read the report aloud within the group. practiced his/her reading aloud.
corrected his/her mistakes.
4. Evaluating pronounced words properly.
el.
a. When you finish, evaluate a student in your group, following the points imitated the intonation in the mod
in the box. Remember to give respectful feedback and focus on his/her the task.
worked responsibly to complete
strengths. Ask him / her to evaluate your report.
Exit slip

Outstanding.
Very good.
Satisfactory.

SUBJECT CONNECTIONS Literature - History
read a short story. OA 11: To demonstrate comprehension of a narrative text.
identify theme, characters, plot and conflict. OA 12: To use different strategies to support comprehension.
Iinfer information using previous knowledge. OA d: To work responsibly and collaboratively towards a
make connections with other subjects common goal.
(Literature / History).
1. Individually, read the text on pages 170 and 171. Identify the theme, main characters and conflict in the story.
The Nissitissit witch

Ebb and the Chief were near the end of the Nissitissit above the Nashua River.
They were talking with three white men. The white men wanted to enter the valley
and build a dam on the Nissitissit.
During his life on Earth, the Chief’s
English was poor.“No white men. River
sacred. Spirits say no.”
One of the white men turned to the
Chief.“I’ll show you what I think of your
spirits,” he said with disgust as he walked
to the bank of the river.
The Chief twisted his spear around and
knocked the white man out.
“Ebb, I am sorry”, the Chief said.“You
have seen enough death. Your soul is still
heavy with it, and you know how horrific
battles can be. But it has been deemed
that you have to witness this slaughter.”
As the Chief finished speaking, Ebb could
hear the sounds of a great battle. He
heard shots and screams. He listened to
the sounds of braves fighting and dying,
the sounds of women screaming, children
crying, and then silence - dead silence.
Glossary:
dam (n.): a wall built across a river that stops the river’s flow and collects the water, especially to
make a reservoir (= an artificial lake) that provides water for an area
deem(v.): to consider or judge something in a particular way
slaughter(n.): the killing of many people cruelly and unfairly, especially in a war

2. Answer these questions in your group. Then exchange ideas with the rest of the class.
a. Who was the Chief? Who were the white men? Why were they fighting?
b. Who is the witch of the Nissitissit?
c. What is the White Way?
d. Can you infer where this story takes place? (present country? continent?) How did you infer this information?
Then Ebb saw them. The Great White Horse appeared with the Chief sitting on top.
Ebb wanted to speak, but the spirit of the Chief told him to be quiet.
“Watch. Be still. This is very important.”
The Chief was fatally wounded and fell from the horse. The Great White Horse
was almost entirely red from the blood of the Chief and from its own wounds. The
western sky had dark clouds building, but all remained quiet when the mist started
rising from the river and moving towards the dying Chief and his injured horse.
Then suddenly, ghostly hands of many ancestors appeared from the mist, helping
the Chief and the horse towards the river. The white men watched, in horror. They
had never witnessed anything like this.
They saw how the spirits of the Nissitissit carried the horse to the edge of the river.
Right before the horse fell forward, the Chief faced the white men. With his last
breath, he proclaimed,“My spirit will not rest until I get revenge on you and the
sons of your sons. All will perish in the end. The land will have its revenge.”
The great horse staggered forward and fell into the river. The wind from the
coming storm hit swiftly, screaming in the white men’s ears. They ran towards the
spot where the horse had fallen. Although the river was only a few feet deep, the
men could not see the bodies. They raced back home, telling no one what had
happened, other than saying the Chief was dead. Later, they swore to tell no one
what had really happened, as their greed for the land was more powerful than
their fear of the spirits. The Nissitissit ran red for days as the blood of six thousand
years leached from the spot where the Chief had died. Already, The White Way was
beginning to poison the land.
Adapted from: Chaulk, R. (2008) Nissitissit witch. Retrieved from: https://www.goodreads.com/story/

show/27473-nissitissit-witch
Glossary:
mist (n.): thin fog produced by very small drops of water collecting in the air just above an area
of ground or water
Perish(v.): to die, especially in an accident or by being killed, or to be destroyed
Stagger(v.): to walk or move with difficulty as if you are going to fall
Leach(v.): to remove a chemical or mineral from something such as soil as a result of water
passing through it

PROJECT
A survey about energy
I Preparation
1. Work in groups of four.
2. Read the instructions in the Procedure section. Then fill in the information in the file.
3. According to your strengths and weaknesses, elaborate an action plan for the project. Before you start, read the
rubric carefully so that you know, in advance, the areas that will be evaluated.
PROJECT 1 PREPARATION FILE
Task Due date
Member: Task:
Member: Task:
Member: Task:
Materials

II Procedure
1. In your group, you will prepare and conduct a survey about the use of energy at home.
a. Use the prompts in the boxes and write five questions about the use of energy at home.
What type of energy do you...? What technological devices do you...?
How do you keep...? How often do you wash...? Do you usually...?
b. Write the questions on a separate sheet of paper. Prepare a copy of the questionnaire for each member of the
group.
2. Individually, ask the questions to the people in your family or neighbors (three) and take notes of their answers.
3. In your group, get all the answers together and write a short paragraph reporting the results of your survey and a
short conclusion.
4. Draw a graph to show the results of your findings. Paste the graph on a piece of cardboard and make a poster.
III Presentation
1. Appoint two members of the group to present the information to your classmates, orally.
2. Share the results with the rest of the class.
3. Compare the results and draw general conclusions.
IV Evaluation
After you have finished your presentation, reflect on your work and evaluate the group’s performance (when
formulating the questions, conducting the survey and reporting the results) according to the following scale:
4 = Excellent! / 3 = Good / 2 = Satisfactory / 1 = Needs improvement
The group… Score
had a positive attitude towards the assigned task.
contributed ideas and opinions.
completed the assigned work on time.
followed the instructions carefully and used what we know from other subjects.
developed awareness of the importance of working responsibly and collaboratively towards a common goal.
showed interest in developing independent learning.

UNIT SYNTHESIS
1. Now that you have completed Unit 4, check what you knew and how you felt before starting each module.
2. Identify the main topics, skills, contents and attitudes you developed in the unit and complete the diagram.
Compare it with your partner’s diagram, expanding, correcting and adding new information and using what you
learned along the unit.
Topic / subtopics Content
Unit 4
Skills developed Strategies used
Attitudes
3. In pairs, reflect on how you think you will apply what you learned in the unit. Share your comments with
your classmates.

FINAL REFLECTION
1. Individually, analyze and evaluate your performance in the unit and complete the column My view. Use these
markers: A= always, S= sometimes, N= never.
Area to evaluate Evaluation
taking control of the learning process Mine My teacher's / partner's
I stayed on task and completed additional language activities.

Supporting classmates Mine My teacher's / partner's
I tried to help my classmates when they struggled or hesitated.
I showed consideration and respect for myself and others.

Understanding directions Mine My teacher's / partner's
I engaged in activities quickly and by myself.
I watched and listened attentively to get instructions.

Vocabulary Mine My teacher's / partner's
I incorporated past and new vocabulary.
I asked the teacher to explain words I did not understand.

Writing Mine My teacher's / partner's
I followed models when I did writing tasks.

Speaking Mine My teacher's / partner's
I could give small oral presentations on the topic of the lessons.
I could engage in short dialogues imitating a model.

Comprehension (reading / listening) Mine My teacher's / partner's
I demonstrated comprehension of main ideas and supporting
information in the texts I read or listened to.
I focused on using appropriate or suggested strategies.
Critical thinking Mine My teacher's / partner's
My answers included supporting evidence from the text / lesson.
2. Ask your teacher or a partner to assess your performance. Complete the column My teacher's /partner’s view.
Then, discuss your reflections in your group.
3. In your group, comment on whatw you can do to improve your weak points in the future.

GLOSSARY
UNIT 1 LESSON 6
embrace: (v.) to accept or adopt willingly.
LESSON 1
ethnic: (n.) a member of an ethnic group or minority.
boundary(ies): (n.) a real or an imaginary line that marks the limits or
get along: (v.) to be on good terms; agree.
edges of something and separates it from other things or places.
surround: (v.) to enclose on all sides; encircle.
commodity(ies): (n.) a product or raw material that can be bought and
sold, especially between countries. SUBJECT CONNECTIONS
concern: (n.) a feeling of worry, especially one that is shared by many become: (v.) to come, change, or grow to be something specific.
people. café au lait: (n.) a light brown color.
sanitation: the equipment and systems that keep places clean, disenfranchise: (v.) to take away the right of (a citizen) to vote.
especially by removing human waste. persecute: (v.) to treat (someone) cruelly or unfairly, especially because
shortage: (n.) a situation when there is not enough of the things that are of religion, race, etc.
needed. prejudice: (n.) any opinion or feeling held before careful thought.
sustainable: (adj.) that involves the use of natural products and energy
in a way that does not harm the environment.
UNIT 2
trade: (n.) the activity of buying and selling or exchanging goods or
services between people or countries. LESSON 1
handset: (n.) a telephone having a mouthpiece and earpiece mounted at
LESSON 2
opposite ends of a handle.
brief: (n.) lasting or taking a short time.
store: (v.) to deposit in a place for keeping.
facets: (n.) aspect; side; part.
trace back: (v.) to follow the footprints, tracks, or traces of something or
mergers: (n.) any combination of two or more business enterprises into a
someone.
single enterprise.
trading: (v.) the act or process of buying, selling, or exchanging goods. LESSON 2
village: (n.) a small community or group of houses in an area outside a line: (n.) the words of an actor’s part in a drama, musical comedy, etc.
city, larger than a hamlet and usually smaller than a town. part: (n.) a role in a play or the lines that make up the role.
play: (n.) a dramatic composition; drama.
LESSON 3
script: (n.) the written words of a play, etc.
spread: (v.) open something that has been folded so that it covers a
larger area than before. LESSON 3
summit: (n.) an official meeting or series of meetings between the click: (v.) to press and release a mouse button rapidly, as to select an
leaders of two or more governments at which they discuss important icon.
matters. download: (v.) to transfer (software, data, character sets, etc.) from a
supported: (adj.) to be approved and helped to be successful. distant to a nearby computer, from a larger to a smaller computer, or
wasteland: (n.) an area of land that is empty or cannot be used. from a computer to a peripheral device.
drag: (v.) to pull (a graphic image) from one place to another on a
SUBJECT CONNECTIONS
computer monitor.
complain: (v.) to express dissatisfaction, resentment, pain, grief, etc.
share: (v.) to divide and distribute (something) in shares.
log: (v.) to cut (trees) into logs.
transfer: (v.) to move something from one place to another.
outrageous: (adj.) strongly offensive.
upload: (v.) to transfer (software, data, character sets, etc.) from a
vanish: (v.): to disappear quickly.
smaller to a larger computer.
LESSON 4
SUBJECT CONNECTIONS
head: (v.) to be in charge of something.
crystallization (n.) to (cause to) form into crystals; (cause to) assume
rising: (adj.) advancing, ascending, or mounting.
crystal-like form.
tackling: (v.): To work on something, in order to handle it or solve it.
decantation: (n.) to pour a liquid gently so as not to disturb the
LESSON 5 sediment.
advocate: (n.) a person who supports or speaks in favor of somebody or distillation: (n.) the volatilization or evaporation and subsequent
something. condensation of a liquid, as when water is boiled in a retort and the
loss: (n.) the state of no longer having something. steam is condensed in a cool receiver.
overwhelming: (adj.) very great or very strong; so powerful that you
cannot resist it or decide how to react.
reject: (v.) to refuse to accept or consider something.
176 GLOSSARY
LESSON 4 LESSON 3
fine motor skills: (n.) small movements (such as picking up small eyewitness: (n.) a person who has seen a crime, accident, event, etc.,
objects and holding a spoon) that use the small muscles of the fingers, and can describe it afterwards.
toes, wrists, lips, and tongue. ponder: (v.) to think about something carefully for a period of time;
purpose: (n.) the reason for which something exists or is done, made, etc. consider.
support: (v.) to uphold by showing one’s agreement with or faith in (a quote: (n.) a group of words or a short piece of writing taken from a
person, cause, etc.). book, play, speech, etc.
veneer: (n.) an outer appearance of a particular quality that hides the
LESSON 5
true nature of something; the surface of something.
boundary: (n.) a real or imaginary line that marks the limits or edges of
something and separates it from other things or places; a dividing line. SUBJECT CONNECTIONS
cutting-edge: (n.) the newest, most advanced stage in the development mill: (n.) a small machine for grinding a substance into powder.
of something. mubiru muiru: (n.) African word, a small tree with edible berries.
figure(s): (n.) a number representing a particular amount, especially one peek out: (v.) to be just visible.
given in official information. squiggles: (n.) lines drawn or written, in a careless way, with twists and
(n.) the shape of a person seen from a distance or not clearly. curls in them.
tadpoles: (n.) the larvas of frogs and toads, living in water, having
LESSON 6
internal gills and a tail.
brainchild: (n.) a product of one’s thinking or planning.
podcast: (n.) an audio file similar to a radio broadcast, which can be LESSON 4
downloaded and listened to on a computer, mp3 player, mobile phone, etc. champion: (v.) to defend or support (a cause, for example).
spread the word: (v.) share the information or news. judgment: (n.) an opinion, conclusion, or belief based on the
circumstances before one’s view.
SUBJECT CONNECTIONS
pinnacle: (n.) the highest point one can reach, as of success, power, etc.
average: (n.) a quantity, rating, or the like that represents or
remains: (n.) something that remains or is left traces of something.
approximates an arithmetic mean.
shape: (v.) to direct (one’s course, future, etc.).
exchange: (v.) to give and receive reciprocally; interchange.
research: (n.) careful patient study of a subject in order to discover or LESSON 5
revise facts, theories, principles, etc. conceivable: (adj.) possible to imagine or to believe.
effectual: (adj.) effective and successful.
grab: (v.) to take hold of something or someone suddenly and roughly.
UNIT 3
grant: (v.) to give or allow someone something, usually in an official way.
LESSON 1 outrage: (n.) a shocking, morally unacceptable, and usually violent
accolade(s): (n.) an honor given to someone for their work. action.
blessed: (adj.) holy, gracious. squeeze: (v.) to press something firmly, especially from all sides in order
destitute: (n.) with no money or possessions, poor, impoverished. to change its shape, reduce its size, or remove liquid from it.
rule: (v.) to control and have authority over a country, a group of people, etc. wreath: (n.) an arrangement of flowers and leaves in a circular shape,
spur(red): (v.) to encourage somebody to do or achieve something. used as a decoration or as a sign of respect and remembrance for a
stake: (n.) a thick wooden pole that someone was tied to and burnt in person who has died.
the past, as a punishment.
LESSON 6
LESSON 2 affairs: (n.) anything requiring action or effort; business.
blog: (v.) to write on an on-line journal, which is accessible to users of empower: (v.) to provide with ability; enable.
the internet. get across: (v.) to (cause to) be or become clearly understood.
pride: (n.) a becoming or dignified sense of what is due to oneself or threat: (n.) a sign or warning of trouble or danger.
one’s position or character; self-respect; self-esteem.
SUBJECT CONNECTIONS
rejection: (n.) the act of rejecting (refusing something or someone) or the
chairman: (n.) the officer in charge of running a meeting, etc., or the
state of being rejected.
head of a board or department.
sidelines: (n.) the place or circumstance in which one does not
commitment: (n.) a strong or firm belief shown by one’s actions; loyalty.
participate but simply observes.
commend: (v.) to present or mention as worthy of confidence, attention,
etc.; recommend.
researcher: (n.) someone who studies a subject carefully and patiently,
in order to discover or revise facts, theories, principles, etc.
GLOSSARY 177
UNIT 4 increase: (v.) to become greater, as in number, size, strength, or quality.
waste: (n.) something left over, esp. after some process has been
LESSON 1
performed and something more valuable removed.
choke: (v.) to stop breathing because something is blocking your throat.
doom: (n.) death, destruction, or any very bad situation that cannot be LESSON 5
avoided. depleted: (adj.) reduced by a large amount, so that there is nothing left.
heed: (v.) to pay attention to something, especially advice or a warning. dew: (n.) the very small drops of water that form on the ground during
strife: (n.) violent or angry disagreement. the night.
dumping ground: (n.) a place where things that are not wanted are got
LESSON 2
rid of.
source: (n.) any thing or place from which something comes, arises, or is
scarce: (adj.) if something is scarce; there is not very much of it.
obtained; origin.
shortage: (n.) a lack of something that you need or want.
spare: (n.) something extra to be used, for example, in case of
emergency. LESSON 6
tied: (v.) to be connected to something or obliged to do something. appliance: (n.) a device or machine used, especially at home, to carry
tiles: (n.) pieces of baked clay, used for various purposes, as in forming a out a specific function, as toasting bread or chilling food.
roof covering, etc. heat: (n.) the condition or quality of being hot.
trap: (v.) to catch something in a trap. luxury: (n.) a material object, service, etc., that brings physical comfort
or rich living, but is not a necessity of life.
LESSON 3
release: (v.) to allow a substance to flow out from somewhere. SUBJECT CONNECTIONS
safekeeping: (n.) protection from harm or loss. a reservoir: (n.) (an artificial lake) that provides water for an area.
threat: (n.) a suggestion that something unpleasant or violent will dam: (n.) a wall built across a river that stops the river’s flow and collects
happen, especially if a particular action or order is not followed. the water, especially to create energy.
deem: (v.) to consider or judge something in a particular way
SUBJECT CONNECTIONS
slaughter: (n.) the killing of many people cruelly and unfairly, especially
crops: (n.) the cultivated produce of the ground, while growing or when
in a war.
gathered.
dig: (v.) to break up and turn over earth, sand, etc., as with a shovel or
spade.
hybrid: (adj.) formed or made up of very different or unlike elements or
parts.
sewage: (n.) the waste matter that passes through sewers.
LESSON 4
foreseeable: (adj.) that can be sensed or known in advance.
household: (adj.) for use in the home, esp. for cooking, cleaning, or
laundering.
178 GLOSSARY
BIBLIOGRAPHY
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in second language teaching and learning, 485-502. Press.
Birch, B. (2005). Learning and teaching English grammar, K–12. White Brooke, H. (2008) Survive! New York: Oxford University Press.
Plains, NY: Prentice Hall. Brooke, H., Tiner, R. (2008) Mystery in London. New York: Oxford
Brown, H. D. (2001). Teaching by principles (2nd ed.). White Plains, University Press.
NY: Pearson. Burrows, P., Foster, M. (2008) Starman. New York: Oxford University Press.
Carless, David. Implementing task‐based learning with young learners. Casares, S., Inaraja, C. (2007) Apuntes de Inglés, ESO. Barcelona:
ELT journal 56.4 (2002): 389-396. Ediciones Parramón.
Carter, R., & Nunan, D. (Eds.). (2001). The Cambridge guide to teaching Clemen, G. (2008) The Ghost Ship of Bodega Bay. Genoa: Black Cat
English to speakers of other languages. Cambridge: Cambridge University Publishing.
Press. Dictionary of computing. (2008). Oxford: Oxford Univ. Press.
Celce-Murcia, M., & McIntosh, L. (1991). Teaching English as a second or Gascoine, J. (2008) The story of coffee. Barcelona: Vicens-Vives.
foreign language (p. 279-295). Heinle & Heinle Publishers. Helgesen, M., Brown, S., & Brown, S. (1994). Active listening: Building
Echevarria, J. J., Vogt, M., & Short, D. J. (2013). Making content skills for understanding. Cambridge: Cambridge University Press.
comprehensible for elementary English learners: The SIOP model. Pearson Johnston, O. (2001) Listening activities: photocopiable resource book
Higher Ed. (Book 1); European Language Institute. Recanati ELI [Stuttgart] [Klett].
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Johnston, O. (2001) Listening activities: photocopiable resource book
Oxford University Press. (Book 2); European Language Institute. Recanati ELI [Stuttgart] [Klett].
Harmer, J. (2006). How to teach English. Pearson Education India. Kemper, D., Sebranek, P., Meyer, V., Krenzke, C., Ross, M. (1998). All
Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching write: a student handbook for writing & learning. Wilmington, Mass. :
comprehension for understanding and engagement. Stenhouse Write Source.
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teaching and learning (Vol. 2). Routledge. Merrian-Webster Illustrated Spanish-English Student Dictionary. (2012)
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foreign language, 3, 103-115. Murphy, R. (2012). English grammar in use. Ernst Klett Sprachen.
Leograndis, D. (2012) Launching the Writing Workshop: A Step-by-Step Murphy y Oceano: R. (2003). New year called tet, a, guided reading
Guide in Photograph. NY: Scholastic. bookroom package grade 2, level j: with teacher notes. Place of
Marzano, R. J., & Kendall, J. S. (Eds.). (2007). The new taxonomy of publication not identified: Rigby Education.
educational objectives. Corwin Press. OCEANO. (1992). Oceano Pocket: Diccionario Inglés-Español, Español-
Marzano, R. J., Pickering, D., & Heflebower, T. (2011). The highly engaged Inglés. Oxford Dictionary of Computing. (2001) Oxford University Press,
classroom. Marzano Research Laboratory. USA.
Nation, I. S. (2001). Learning vocabulary in another language. Ernst Klett Troughton, J. (1996) The Chinese new year. Cambridge: Cambridge
Sprachen. University Press.
Nation, I. S. (2008). Teaching ESL/EFL reading and writing. Routledge. Verdugo, J. (2010) The origin of the Payachatas – A Legend from
Nation, I. S. P., & Newton, J. (2008). Teaching ESL/EFL listening and Northern Chile. Santiago de Chile: Amapola Editores.
speaking. Routledge.
Source: Bibliotecas Escolares CRA, UCE MINEDUC. Retrieved from: http://
Nation, I. S. P. (2001). Learning vocabulary in another language. www.bibliotecascra.cl/catalago_cra_lista?title=&fieldcategorialibcratid=157&s
Cambridge: Cambridge University Press. ort_by=totalcount&sort_order=DESC
Nuttall, C. (1996). Teaching reading skills in a foreign language.
Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912. WEBSITES
Peregoy, S.F. et al. (3rd ed.). (2005). Reading, Writing and Learning in ESL. http://www.readingrockets.org/
White Plains, NY: Addison Wesley Publishing Company. http://www.reading-tutors.com/
Ur, P. (1996). A course in language teaching: Practice and theory. http://www.readwritethink.org
Cambridge: Cambridge University Press. http://www.esl-lab.com/
Williams, J. (2005). Teaching writing in second and foreign language http://www.esl.about.com/cs/listening/
classrooms. Boston: McGraw-Hill. http://www.englishlistening.com
http://www.tolearnenglish.com
MINEDUC SCHOOL LIBRARIES (CRA) RESOURCES http://www.focusenglish.com/dialogues/conversation.html
Abate, F. R. (1997). The Oxford desk dictionary and thesaurus. Oxford http://www.antimoon.com/how/pronunc-soundsipa.htm
University Press, USA. http://www.manythings.org/voa/stories/
Atkinson, H. (2008) Pronunciación del inglés: un resumen de los sonidos http://www.americanliterature.com/twenty-great-american-short-stories
de la lengua inglesa. México: Trillas. http://www.timeforkids.com/
(2010). Kamshout and the fall. A selk'nam legend. Santiago de Chile: http://learnenglishteens.britishcouncil.org/
Amapola Editores.
BIBLIOGRAPHY 179
EVALUATION APPENDIX
Evaluation instruments Self- assessment
Is a process of formative assessment where students
These evaluation instruments are assessment tools reflect on and evaluate the quality of their work and
you can use to assess students’ performance. They their learning. They also judge the degree to which
are scoring guides that seek to evaluate students’ they reflect goals or criteria and identify strengths and
performance based on the sum of a full range of criteria weaknesses in their work. Give copies to students and
VOLUME 2
rather than a single numerical score. ask them to assess their own performance on a task or
The evaluation instruments provided here include: project.
Rubrics Always give students time to revise their work after
Rating Scales assessing themselves.
Self- assessment
Rubric
The instruments included in this section differ from Similar to rating scale, the rubric is a formative
traditional methods of assessment in that they examine evaluation which provides a student’s performance
students in the actual process of learning, clearly rating. It sets out clearly criteria and standards for
showing them how their work is being evaluated. They assessing different levels of performance and are used
communicate detailed explanations of what constitutes for grading student work. A rubric can also be known
excellence throughout a task and provide a clear as a global assessment scale and is helpful in assessing
teaching directive. student performance because learners:
These instruments are meant, above all, to inform and Set goals and assume responsibility for their learning,
improve teachers’ instruction while giving students the because they know what comprises an optimal
feedback they need to learn and grow. performance and can strive to achieve it.
These instruments can also be used in peer assessment Receive specific feedback about their areas of strength
and then used to provide feedback. and weakness and about how to improve their
performance.
Prior to assessment, the evaluation instruments can be
and teachers can monitor progress over a period of
used to communicate expectations of achivement to
instruction.
students. During the assessment phase, they are used to
easily score a subjective matter. Rating Scales
Indicates the degree of achievement of a student’s
After an instrument is scored, it should be given back to
knowledge, skills, and/or attitudes through a range of
students to communicate to them their grade and their
performance levels. Rating scales state the criteria and
provide three or four response selections to describe the
Students can use them to see the correlation between quality or frequency of student work.
effort and achievement. Sharing the instruments with
students is vital as the feedback empowers students to
critically evaluate their own performance.
Advantages of using a variety of evaluation
instruments
Teachers can increase the quality of their direct
instruction by providing focus, emphasis, and
attention to particular details as a model for students.
Students have explicit guidelines regarding teacher
expectations.
Students can use these instruments as a tool to
develop their abilities.
Teachers can reuse these instruments for various
activities.
xvii EVALUATION APPENDIX

Rubrics
1. Listening comprehension
Name: Lesson: Date

Skills Criteria Points
1 2 3 4
Understanding key events or facts. Understands 1 or 2 Understands some Understands many Understands most
events or key facts. of the events or events or key facts, events in sequence or
key facts. mainly in sequence. understands most key
VOLUME 2
facts.
Understanding details. Gets few or no Gets some important Gets many important Gets most important
important details. details. details. details and key
language.
Responding appropriately to Almost never. Sometimes. Most of the time. Nearly always.
features such as: laughter, silence,
etc., and / or accentuation,
intonation, and rhythm.
Answering questions. Answers questions Answers questions Answers questions Answers questions with
with incorrect with some with literal interpretation showing
information. misinterpretation. interpretation. higher level thinking.
Doing tasks. Provides limited Provides some Provides adequate Provides insightful
or no response response to teacher response to teacher response to teacher with
and requires with four with two or three one or no questions
many questions or five questions and questions and or prompts.
or prompts. prompts. prompts.
At the end of the session, the Answer factual Answer factual Summarize the Reveal the sequence of
listener is able to: questions on general questions on general beginning, middle, events, providing details
information. and specific and end of on dialog, and
information. the story. motivation of characters.
Total points
PHOTOCOPIABLE EVALUATION APPENDIX xviii

2. Reading comprehension
Name: Lesson: Date
Skills Criteria Points
1 2 3 4
1. Understands key Understanding one or Understanding some Understands many Understands most events in
events or facts. two events or key facts. of the events or key events or key facts, sequence or understands
facts. mainly in sequence. most key facts.
2. Understands Gets few or no Gets some important Gets many important Gets most important details
details. important details. details. details. and key language.
VOLUME 2
3. Identifies Identifies one or two Identifies one or two Identifies many topics or Identifies all characters or
characters or characters or topics characters or topics by characters by name in topics by specific name (Old
topics. using pronouns (he, generic name (boy, text (Ben, Giant). Ben Bailey).
she, it, they). girl, dog).
4. Answering Answers questions with Answers questions Answers questions with Answers questions with
questions. incorrect information. with some literal interpretation. interpretation showing
misinterpretation. higher level thinking.
5. Answering tasks. Provides limited or no Provides some Provides adequate Provides insightful
response and requires response to teacher response to teacher response to teacher with
many with four with two or three one
questions or five questions questions and prompts. or no questions
or prompts. and prompts. or prompts.
Total points
taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html
xix EVALUATION APPENDIX PHOTOCOPIABLE

3. Writing process rubric
Step 1 2 3 4 Points
Planning / Gets no or limited key Gets few key words / Gets numerous key words Gets numerous and detailed
Brainstorming words / ideas. ideas / ideas. key words / ideas.
Uses no or limited key Uses few key words / Uses most of key words / Uses all of key words/ ideas
words / ideas from ideas from planning ideas from planning from planning stage.
planning stage. stage. stage. Uses additional ideas.
Drafting Shows no organization Shows weak organization Most of first draft First draft is
and structure of first and structure of first draft. is organized. highly organized.
draft.
VOLUME 2
Revising Does not add, delete Add, deletes or rearranges Adds, deletes or Adds, deletes or rearranges
or rearrange ideas a few ideas from the rearranges adequate numerous adequate ideas
from the first draft. first draft. ideas from the first draft. from the first draft.
Details are not specific Few details are specific Most details are specific All details are specific
and clear. and clear. and clear. and clear.
Editing Does not correct Corrects some errors of: Corrects most of errors of: Corrects all the errors of:
errors of: spelling, spelling, punctuation, spelling, punctuation, spelling, punctuation,
punctuation, capitalization, and capitalization, and capitalization, and sentence
capitalization, and sentence structure. sentence structure. structure.
sentence structure.
Publishing Does not write the Writes part of the final Writes most of the final Writes the final copy in clear
final copy in clear copy in clear handwriting copy in clear handwriting handwriting or types it
handwriting nor types nor types it correctly on a or types it correctly on a correctly on a computer.
correctly on a computer. computer. Sentence fluency
computer. Sentence Sentence fluency is poor Sentence fluency is is strong.
fluency is poor. in most parts. strong in most parts.
Total points
4. Making connections
Dimension 4 3 2 1 Points
Text-to-self Without prompting, Without prompting, student With prompting, student With prompting, student
connections student can explain can explain connections can explain connections can explain connections
connections with own life with own life. However, they with own life that are with own life. However,
that are closely related to are vaguely related to the closely related to the text. they are vaguely related
the text. text. to the text.
Text-to-text Without prompting, Without prompting, student With prompting, student With prompting, student
Connections student can explain can explain connections can explain connections can explain connections
connections with other with other texts that are with other texts that are with other texts. However,
texts that are similar. vaguely similar to the text. very similar to the text. they are vaguely related
to the text.
Text-to-world Without prompting, Without prompting, student With prompting, student With prompting, student
connections student can explain can explain connections can explain connections can explain connections
connections with the with the world. However, with the world that are with the world. However,
world that are closely they are vaguely related to closely related to the text. they are vaguely related
related to the text. the text. to the text.
Total points
PHOTOCOPIABLE EVALUATION APPENDIX xx

5. Webquest
Criteria Accomplished (3 pts.) Developing (2 pts.) Beginning (1 pt.) Points
Quality of Excellent information, qualities Good information, qualities Information is not important,
information addressed for all aspects. addressed for several aspects. qualities are not addressed.
Good support provided. Minimal support provided. No support provided.
Digital All relevant ideas clearly identified Some relevant ideas identified. Few One relevant idea, few images, lacks
presentation with images. Creative. images. Neat and creative. creativity.
Comparison All important aspects considered in Some aspects considered in Irrelevant information, few aspects
comparison. Clear, complete comparison. Incomplete information. considered in comparison.
information.
VOLUME 2
Conclusion, Good organization, topic sentence Provides main idea and few Minimal or lacks organization,
paragraph and clear supporting details. supporting details. unclear main idea, no support.
and use of Few grammar and spelling mistakes. Some grammar and spelling A lot of grammar and spelling
language mistakes. mistakes.
Total points
Rating Scales
1. Use of reading strategies
Name: Unit / Lesson: Date:
Always Sometimes Never
1. I make predictions before I read.
2. I understand the message-the text makes sense to me.
3. I know when I am having trouble understanding the text.
4. I know the main idea of the text.
5. I understand the words in the text.
6. I understand the punctuation.
7. I know how to find different parts of the text (chapters, pages, beginning, middle, end).
8. I can pick out clues from the reading to help me make an interpretation.
9. I give my opinion-make a judgment-about the text.
10. I support my opinion with details from the text.
11. I know the difference between fact and opinion.
12. I can see similarities and differences between the texts I read.
13. I can make connections between the text and my own life.
14. I can make connections between the text and other subjects.
15. I can pick out words from the story that help me work out the setting.
xxi EVALUATION APPENDIX PHOTOCOPIABLE

2. Oral exchange
Student is able to… Yes Partially Points

talk briefly about a topic. 4 3 2 1
ask and answer questions to keep the 4 3 2 1
conversation going.
answer questions including information and 4 3 2 1
details.
use appropriate language expressions and 4 3 2 1
vocabulary.
VOLUME 2
imitate the model and use correct intonation and 4 3 2 1
pronunciation.
speak naturally without unnecessary pauses. 4 3 2 1
Total points
3. Oral presentation
Name Date
Indicators Excellent Good Satisfactory Unsatisfactory
Topic was covered deeply.
Presentation was well planned and coherent.
Presentation was practiced.
Relevant comments were included.
Opinions / conclusions were supported by reasons.
Visual aids were useful.
Teacher’s comments
Created by: Publishing team.
4. Writing
Name Lesson Date

Needs
Indicators Acceptable Good Excellent
improvement
Punctuation uses accurate punctuation.
Capitalization uses capital letters to begin sentences and for names.
uses graphic organizers and writes a draft.
Content / ideas
adds details to improve the text.
uses subject/verb agreement.
Language and vocabulary uses adequate vocabulary and connectors.
Spelling writes most words correctly.
Created by: Publishing team.
PHOTOCOPIABLE EVALUATION APPENDIX xxii

5. Project
Name(s): Date:
Needs
Process Satisfactory Excellent Points
Improvement
1. Has clear vision of final product. 1 2 3
2. Properly organized to complete project. 1 2 3
3. Managed time wisely. 1 2 3
4. Acquired needed knowledge base. 1 2 3
VOLUME 2
5. Communicated efforts with teacher. 1 2 3

Needs
Product (Project) Satisfactory Excellent Points
Improvement
1. Format. 1 2 3
2. Mechanics of speaking / writing. 1 2 3
3. Organization and structure. 1 2 3
4. Creativity. 1 2 3
5. Demonstrates knowledge. 1 2 3
Total:
Teacher’s comments:
Source: http://www.sdst.org/shs/library/resrub.html
xxiii EVALUATION APPENDIX PHOTOCOPIABLE

Assessment tools to evaluate attitudinal objectives
Rubrics
1. Self-evaluation of attitude towards learning (OA A)
OBJECTIVE A: To show a positive attitude towards themselves and their own capacity to learn English.
Aspects Excellent (4 pts) Good (3 pts) Satisfactory (2 pts) Unsatisfactory (1 pt) Points
Completing work I always complete work With few exceptions, I I usually complete work I frequently do not
expectations to the best of my ability, complete work to the to the best of my ability, complete work to the
VOLUME 2
within set guidelines best of my ability, within within set guidelines best of my ability, within
and on time. set guidelines and on and on time. set guidelines and on
I always work with care time. I usually work with care time.
and attention to detail. I generally work with and attention to detail. I rarely work with care
care and attention to and attention to detail.
detail.
Interest and I am always ready and I am ready and I am usually punctual, I am often late, not
enthusiasm motivated to learn by motivated to learn, ready and motivated to ready or motivated to
being punctual, usually attentive in class, learn, and sometimes learn and need constant
attentive in class, eagerly participating, curious, but sometimes reminders to be
eagerly participating, curious and distracted. attentive.
curious and contributing positively.
contributing positively.
Preparing for I always bring required With few exceptions I I usually bring required I frequently do not bring
lessons texts, materials, and bring required texts, texts, materials and required texts, materials
equipment to class. materials and equipment equipment to class. and equipment to class.
to class.
Total points:
2. Effective use of communication and information technology (OA E)

Area Strong Average Weak
Use of Helps clarify information, emphasizes Helps clarify part of the information, Does not clarify information, does not
visual aids important points, adds interest. emphasizes some of the important emphasize important points, does note
points. add interest.
Visual / Very creative, graphic elements Some graphic elements do not Lacks creativity, graphic elements do not
graphics effectively enhance understanding of contribute to understanding of contribute to understanding of concepts,
concepts, ideas and relationships. concepts, ideas and relationships. ideas and relationships.
Design All slides include: title, text, background Color, background and fonts styles, for Background, color and fonts style
color, appropriate fonts color and size. and sub headings are generally used decrease readability of text.
consistently.
Sources Sources and links are up to date, relevant There are some relevant sources and Sources are not relevant and poorly cited,
and links and properly cited. links, citation needs some editing. there are not links.
Evidence 3 sources cited, several links add to 2 sources cited, some links add to reader 1 or no sources cited, no links that add to
reader comprehension. comprehension. reader comprehension.
PHOTOCOPIABLE EVALUATION APPENDIX xxiv

Rating Scales
1. Cultural awareness and comprehension (OA B)
OBJECTIVE B: To develop cultural awareness and comprehension showing interest, respect and tolerance for one’s and other cultures.
Rating 1 2 3 4 5 6 7
Highly negative Negative Slightly negative Neutral Slightly positive Positive Highly positive
Criteria: Student demonstrates a attitude regarding… Points
Social
his / her interactions with individuals from different countries.
VOLUME 2
the benefits of interacting with people from different countries.

his / her participation in international or intercultural social experiences.
his / her interest in developing intercultural relationships.
his / her desire to participate in intercultural experiences in the future.
Cognitive
the way in which his / her thinking has changed as a result of exposure to different cultures.
his / her understanding how learning about specific topics can be enhanced when done in a different culture.
Sensitivity
the art of different cultures.
the music of different cultures.
the political systems or structures of different cultures.
the different art expressions of other cultures.
Self-awareness, taking perspective, empathy
the value of similarities and / or differences among cultures.
the need for tolerance toward different cultural practices, values or beliefs.
the need to provide comprehensive and balanced support for his / her conclusions regarding cultural differences and
similarities.
the fact that differences among people and cultures may be neither good nor bad.
manifestations that are culturally unfamiliar.
Total points:
2. Self - evaluation: Interest in on-going and independent learning (OA C)
Statements Yes Needs improvement

I set challenging and relevant long-term goals.
I demonstrated autonomy in the learning process.
I identified strengths and weaknesses of the learning process.
I focused on weaknesses of the learning process.
I showed a positive attitude towards language learning.
I recognized the advantages of learning English for future academic or working life.
I shared the new information about a familiar topic.
I deepened knowledge about a topic by consulting bibliography or reference material.
I showed confidence when consulting reference material.
xxv EVALUATION APPENDIX PHOTOCOPIABLE

3. Self-evaluation: Collaborative work (OA D)
Statements Always Usually Often Rarely

I accepted the task with responsibility and carry it out on time.
I set and accepted common goals.
I reached an agreement and come to a decision after a general conversation.
I prioritized and planned group tasks.
I discussed group problems with respect.
VOLUME 2
I offered solutions and alternatives to solve problems.
I participated actively in order to accomplish tasks.
I showed a positive attitude towards group tasks.
I contributed to maintaining a friendly and cooperative environment.
I completed the assigned tasks on time.
I showed respect for others’ opinions.
PHOTOCOPIABLE EVALUATION APPENDIX xxvi

GENERAL BIBLIOGRAPHY
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Education Inc. and principles in language teaching. New York: Oxford

Bouchard, M. (2005). Comprehension Strategies for English University Press.
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Carter, R. & Nunan, D. (eds.) (2001). The Cambridge learned. Oxford: Oxford University Press.
Guide to Teaching English to Speakers of Other Languages. Marsland, B. (2012). Lessons from nothing. Cambridge,
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Celce-Murcia, M. ed. (2013). Teaching English as a Second Marzano, R., & Simms, J. (2013). Vocabulary for the
or Foreign Language, 4th edition. Boston: Cengage Learning. common core. Bloomington, IN: Marzano Research.
Dale, L. and Tanner, R. (2012). CLIL activities. Cambridge: Laboratory.
Cambridge University Press. McCarten, J. (2007). Teaching vocabulary: Lessons
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Language Teaching. Oxford: Wiley- Blackwell. University Press. http://faculty.mu.edu.sa/public/
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Dudeney, G. (2000). The Internet and the Language use: Advanced. Cambridge: Cambridge University Press.
Classroom. Cambridge: Cambridge University Press. McDonough, J. (2004). Materials and methods in ELT.
Foster, Simone et al. (2002). Inside Out: Resource Pack. Oxford: Blackwell Pub.
Oxford: Macmillan Education. Mirzaei, A., & Domakani, M. R. (2010) The
Gascoigne, J. (2007). English Grammar Framework. Black Theory and Practice of Bringing Literature into
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teaching comprehension to enhance understanding. York, ME: Murphy, T. (1992). Music and Song. Oxford: Oxford
Stenhouse Publishers. University Press.
Gower, R., Phillips, D. & Walters, S. (2009). Teaching Nation, I. S. P. (2009). Learning vocabulary in another
practice: A handbook for teachers in training. Oxford: language. Cambridge: Cambridge University Press.
Macmillan. Nation, I. S. P. (2009). Teaching ESL/EFL reading and
Hancock, M. (2004). English pronunciation in use. writing. London: Routledge.
Cambridge: Cambridge University Press. Nation, I. S. P. (2009). Teaching ESL/EFL listening and
Harmer, J. (2011). The practice of English language teaching. speaking. New York: Routledge.
Harlow: Pearson/Longman. Nunan, D. (2008). Second language teaching & learning.
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Holliday, A. (1994). Appropriate Methodology and Social in a foreign language. Oxford: Macmillan.
Context. England: Cambridge University Press. Richards, J. C. & Rodgers, T. S. (2009). Approaches and
Jacobs, H.H. (2004). Interdisciplinary Curriculums: Design methods in language teaching. Cambridge: Cambridge
and Implementation. Moorabbin, Vic.: Hawker Brownlow University Press.
Education. Richards, J. C. & Renandya, W. A. (2010). Methodology in
Jamison, L. (2011). Marvelous mini lessons for teaching language teaching: An anthology of current practice. New
intermediate writing, grades 4-6. Newark, DE: International York: Cambridge University Press.
Reading Association. Scrivener, J. (2011). Learning teaching: A guidebook for
Jenkins, J. (2010). The phonology of English as an English language teachers. Oxford: Macmillan.
international language: New models, new norms, new Slattery, M. (2010). Oxford basics for Children: Vocabulary
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xxvii GENERAL BIBLIOGRAPHY

Stowe, C. (2005). Understanding Special Education: http://www.mathinenglish.com/index.php
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The Council of Europe. (2001). Common European
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Tomlinson, J., & Bott, L. (2013). How intonation Dictionaries
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Cognitive Science Society. Longman Dictionary of Contemporary English
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for language learning. Cambridge: Cambridge University Oxford University Press.
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Larousse, México (México).
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GENERAL BIBLIOGRAPHY xxviii

2018 © Ediciones Cal y Canto
English 2º medio, TEENS IN MOTION

Teacher´s Book - Volume 2
Nº de Inscripción: A-286103
ISBN: 978 956 339 234 0
Original text Lina Mercedes Alvarado Jantus

Teacher of English
Instituto Profesional Chileno - Británico
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TEACHER’S BOOK

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EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN

Bibliographical references that support the methodological proposal iii

Teacher´s book Page Student´s book Page

130 INDEX VOLUME 2

COMPLEMENTARY DIGITAL RESOURCE 184

INDEX VOLUME 2 131

Unit Plan 206

132 INDEX VOLUME 2

COMPLEMENTARY DIGITAL RESOURCE 251

EVALUATION APPENDIX xvii

INDEX VOLUME 2 133

Didactic and methodological proposal

Explicit teaching of learning strategies Assessment for learning

Bibliographical references that support the methodological proposal

is interconnected. “Technology is nothi “Climate change

and oral form,

and oral form,

about the concept

about outstand meaning of collocati

awareness and ons,

also work collabor compreh expressions and also to develop expressions

6 UNIT 1 134 UNIT 3

UNIT 2 INTRODUCTION UNIT 4 INTRODUCTION

The purpose of this activity is to engage them in the

unit in such a way as to ensure that their situational

Picturing the unit

Students start the unit learning what is expected from

"If your actions inspire others to dream more,

them and reflecting on the importance of learning

the strategies they will use and the

Look up the meaning of each

Students recall and check the previous knowledge

necessary to meet the learning objectives for the unit.

form collocations related to the environment.

be better prepared to face the new contents.

COMPLEMENTARY DIGITAL RESOURCE

Classroom practice with authentic multimodal texts

v HOW TO CORRELATE THE COMPONENTS

in this stage. The activities on these pages have

teachers gather information about students’ learning).

accomplish the learning objectives of each unit.

personal objectives and design an appropriate learning plan according to their

strengths and weaknesses.

COMPLEMENTARY DIGITAL RESOURCE COMPLEME

ideas and explicit

The tasks proposed aim at triggering students’ intellectual and affective

ent name of who they your students to

commitment in their learning process.

pay attention to students must

HOW TO CORRELATE THE COMPONENTS vi

Before you start

This is the opening section of each module, which

includes engaging and motivating activities to generate

students’ initial motivation and engagement.

people you mentionand then commen how ready you

The lessons have a lead-in section that introduces the

main objectives and their purpose.

It includes a communicative task to activate students’

motivation and relate the topic with their previous

varied communicative activities that focus on developing

group work activities, role-plays, and project work.