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Inglés Teacher S Book Volumen 2
Inglés Teacher S Book Volumen 2
Inglés Teacher S Book Volumen 2
LU
teACHer’S Book
M
E
2
ENGLISH Gloria Caro Opazo
State Teacher of English,
Universidad de Chile. Department of
Philosophy and Education, Santiago, Chile
TEENS
IN MOTION 1 Primero
medio
INDEX VOLUME 2
Teacher´s Student´s
book book
Page Page
INDEX VOLUME 2 112
INTRODUCTION i
VOLUME 2
OPENING
Cross-curricular values (OATs) and attitudes 119
GETTING READY 120 92
Setting objectives 120 92
Do you remember? 120 93
MODULE 1 122 94
Entry slip 122 94
How ready are you? 122 94
LESSON 1 Inspiring artists 123 95
Preparing to read 123 95
Focusing on reading 123 96
DEVELOPMENT
VOLUME 2
Exit slip 132 107
SUBJECT CONNECTIONS: Drama 133 108
MODULE 2 134 110
Entry slip 134 110
How ready are you? 134 110
LESSON 4 Fashion and design 135 111
Preparing to read 135 111
Focusing on reading 135 112
After reading 137 114
Writing workshop: A museum website 137 115
Exit slip 138 116
LESSON 5 Mobile art 139 117
DEVELOPMENT
Preparing to listen 139 117
Focusing on listening 139 118
After listening 141 119
Speaking workshop: Talking about art preferences 141 119
Exit slip 142 120
LESSON 6 The sound of music 143 121
Preparing to read 143 121
Focusing on reading 144 122
After reading 145 124
Writing workshop: An article for a music magazine 145 124
Exit slip 146 125
SUBJECT CONNECTIONS: Social Studies-Technology 147 126
cLOsurE
OPENING
Cross-curricular values (OATs) and attitudes 176
GETTING READY 177 134
VOLUME 2
DEVELOPMENT
Preparing to listen 184 142
Focusing on listening 185 143
After listening 186 144
Writing workshop: Comparing cultures 186 144
Exit slip 187 145
LESSON 3 Traditions in a cookbook 188 146
Preparing to read 188 146
Focusing on reading 189 148
After reading 190 150
Speaking workshop: Presenting a recipe 191 151
Exit slip 191 151
SUBJECT CONNECTIONS: Language and Literature 192 152
VOLUME 2
Focusing on listening 194 156
After listening 195 157
Speaking workshop: Describing a traditional game 196 157
Exit slip 196 158
LESSON 5 Let´s celebrate 197 159
DEVELOPMENT
Preparing to read 197 159
Focusing on reading 197 160
After reading 198 162
Writing workshop: A web-magazine article 199 162
Exit slip 200 163
LESSON 6 Time-honored sports 201 164
Preparing to listen 201 164
Focusing on listening 203 165
After listening 204 166
Speaking workshop: Taking part in a sport debate 204 166
Exit slip 205 167
SUBJECT CONNECTIONS: Social studies 206 168
cLOsurE
PROJECT: A TV Program 208 170
SYNTHESIS AND REFLECTION 209 172
GLOSSARY 174
BIBLIOGRAPHY 176
COMPLEMENTARY DIGITAL RESOURCE 210
Methodological Guidance 210
TRANSCRIPTS 212
BACKGROUND INFORMATION 215
COMPLEMENTARY ACTIVITIES (photocopiable) 218
EXTRA TEST (photocopiable) 223
ANSWERS 226
Student´s book 226
Complementary activities 228
Extra Test 229
BIBLIOGRAPHY 230
Teens in Motion has been specially written to meet the requirements of the new
Curriculum for the 1st Year of Secondary Education and with the objective of
providing students with a textbook that will keep them motivated and engaged
when using it.
VOLUME 2
The contents in Teens in Motion have been organized in four units which have
been developed around key topics that have proved to be interesting for our
students and that were suggested by the Chilean Ministry of Education. They
range from serious subjects such as choosing a profession or learning about the
advantages of education and lifelong learning to more general topics such as
arts or traditions and celebrations around the world.
The contents in each unit have been organized according to the functions the
learners should be able to carry out in English and considering the development
of the four skills (which have been grouped in three main areas: Oral
Communication, Reading Comprehension and Written Expression. The students’
communicative competence is considered as the mastery of functions they need
to communicate across a range of situations.
This approach allows students to see language as a necessary tool, and
gives the grammatical and lexical content a clear purpose, so that “language
learning can result from creating the right kinds of interactional processes in the
classroom” (Richards, 2006).
Special emphasis has been placed on cross-curricular values (Objetivos
Fundamentales Transversales) and attitudes students should pay attention to
and develop as part of their everyday life.
i INTRODUCTION
At the same time, Teens in Motion has also focused on
developing the following aspects that are regarded as Use of information technology and
the main strands of the Chilean Curriculum: multimodal texts
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.
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
analyze a model and see how the the writing process is
The lessons have special sections to practice and
developed. It prepares them to work independently and
integrate reading, oral communication and writing skills.
produce their own pieces of writing.
In the section called Subject Connections, students are
• Assessment for learning
VOLUME 2
iii INTRODUCTION
COURSE DESCRIPTION
VOLUME 2
of the four language skills. The methodological proposal adopted by 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 2 UNIT 4
UNIT 1 UNIT 3
Keep on learning Respecting tra
Joy from work The arts ditions
OPENING OPENING
DEVELOPME DEVELOPME
6 UNIT 1 NT CLOSURE 90 UNIT 3 NT CLOSURE
that they
within the topic have
Unit overview Concerning the e and within the topic have Unit overview Concerning the the same time
VOLUME 1 UNIT
VOLUME 2 UNIT
Throughout the of jobs and work interview, introducin to apply the knowledg es expressions and of art,
outstanding people different art
topic has been
linked have awareness at and
variety of written
unit, students
will be exposed life. for a job, providing g oneself at a job interview, goals and objectives at guiding students in their own school experienc important contributi controversial artists, to other significant themes: learning goals
and objectives students’ social manifestations
to a applying In this unit, the
main learning education and learn that have made
of traditions, myths
and richness of cultural
and oral texts, jobs, descriptio tips for different
in the topic of information they ons in this area. genres, the role culture in the The main language appreciate the
explore different which will invite
ns of situations, unusual life. unit, students Throughout the media, drama, within the topic will be exposed
theme is presented
perspectives and them
situations where to meaningful topics jobs, and voluntary work, have been integrated and everyday for on- and oral texts,
will be exposed
to a variety of applied in this
of fashion, and
digital technolog
music been integrated ut the unit, students expressions.
all of them to show interest written field. ies invite been especially
in students’ lives. which will invite festivities. Througho and oral texts, which will the unit plan has assessment
2
lifelong learning.
4
90’ own life. actions in order Getting ready Picturing the To get involved to achieve goals.
Setting Objectives A To set personal Picturing the unit Set and do specific 90’ B topic of the unit. actions in order
learning g and relevant Setting To set personal unit Set and do specific cultures.
Do you remembe D goals related to Set and do specific A To set challengin goals. learning learning e about other
r? one´s own actions in order 90’ according to help. Objectives C goals related to Set and do specific To set personal Demonstrate knowledg ns.
reality. Ask for the teacher’s to achieve goals. Getting ready learning goals, Ask for the teacher’s one´s own actions in order 90’ A one´s own worldwide celebratio
goals related to
OPENING
10 information in job Identify descriptio 1. Improve your To write a summary. a text. of To infer informatio Revise and validate knowledge. 180’ 11 To d
ns of jobs and 4 ir- to form ir- to form antonyms n from predictions. 1. The power
of strategies to understan related to them. /short story.
12 advertisements. the text. occupations in learning To study prefix Recognize prefix pictures. Identify general the sun
12
an American Indian of a literary excerpt
Identify setting
DEVELOPMENT
COURSE DESCRIpTION iv
HOW TO CORRELATE THE COMPONENTS:
StUDent’S Book
Unit introduction
UNIT 3
The arts The topic of the unit is introduced with an engaging quote
In this unit you will...
read and listen to texts about different
forms of artistic expression and
people who have made important
contributions in this area.
convey ideas and opinions using words
You will also...
develop cultural awareness
and comprehension,
showing interest, respect and
tolerance for other cultures
What for?
To understand main ideas and
specific information in oral
and written texts about art,
different art expressions and
which is intended to activate student’s curiosity and interest.
and yours.
and expressions related to painting, contributions of outstanding
music, literature and other disciplines. show interest in on-going people in this area.
and independent learning
practice the pronunciation of vowel To develop communicative
as a way to make a valuable
skills to express ideas about art
Over to you
sounds, link ideas coherently and contribution to society.
make and the disciplines related to
connections with other subjects.
this topic.
To connect the topic and
content of the unit with other
subjects of the curriculum.
Getting ready
GETTING READY
Do you remember?
in the pictures (1 - 8).
Setting objectives
In this section, students are given different models of
es name of the art forms
Setting objectiv 1. p Identify and write the
a – c individually.
and answer questions 4
goals for this unit again 3
1. Read the list of learning 2
achieve? Why?
think are the easiest to
1
a. Which ones do you to accomplish? Why?
think are the most difficult to achieve them?
b. Which ones do you do you think you need
(content, vocabulary, attitudes)
Do you remember?
b.
g.
I can achieve it… c.
I can achieve it… h.
I can achieve it… d.
them to
use to describe a painting. Then, use
expressions you could
DEVELOPMENT CLOSURE
OPENING
DEVELOPMENT CLOSURE
OPENING
teACHer’S Book
Unit introduction
Over to you
An introduction with a scope and sequence plan, with the unit objectives,
assessment indicators (which states what is expected from students,
and what they are able to do), and the assessment instruments or rubrics
available (to help teachers gather information about students’ learning). OPENING
Page 91
Pages 91 - 93
180 min.
3
The unit overview includes a short description of each unit and its
objectives aloud BACKGROUND
VOLUME 2 UNIT
question What with the class. INFORMATION
for? refers to Remind them
each objective. what they will that the Marcel Proust,
be able to do (born July 10,
once they reach 1871, in Auteuil,
Over to you near Paris,
France; died November
Paris). French 18, 1922,
Draw students’ novelist, author
attention to the of À la recherche
objectives to your question How du
own life? and important are
to the categories these perdu - In Search temps
lessons. It justifies the choice and sequence of the tasks presented in the
Tell them that in the table. of Lost Time,
this table is the a seven-volume
to value the lesson space where novel based on
they will have Proust’s life told
they are to them. objectives at a personal level the opportunit
y and allegorical
psychologically
and say how ly.
important
Picturing the unit
p Invite students
at the bottom to look at the TEACHING WINDOW
of the page, and picture on page
90, read the quotation
120 UNIT 3
Getting ready
OPENING
Pages 132 - 135
Setting objectives
180 min.
Page 133
In this unit you
will…
Read the unit
objectives aloud BACKGROUND
question What with the class. INFORMATION
for? refers to Remind them
each objective. what they will that the Robert A. Heinlein
be able to do
once they reach
4
novelist
VOLUME 2 UNIT
Draw students’ and science fiction
attention to the
table. Tell them
that this table
questions and
to was often called writer. He
opportunity to is the space where the categories in the science fiction
“the dean of
value the lesson they will have writers”, and
important they objectives at a the he is one of the
are to them. Invite personal level most popular,
with a few classmate them to share and say how influential, and
s. and compare controversial
answers
Do you remember?
with the class. can ask
3. 39 You can
draw
pause after each this table on the board, play
speaker for students the recording
depending on to make notes with a
their
table on the board. level), and invite different students (once or twice,
to complete the 39 See transcript on
Answer page 212.
The activities proposed will help students activate and record their
Objective
Student 1 Reason TEACHING WINDOW
Student 2 Promoting OATs:
and civic responsibsocio-cultural
4. Give students ility
plenty of time dimension
choose those to review the
closest to their goals for each
they will be ready own interest and lesson and This could be a
previous knowledge.
to complete the reality. By doing great opportuni
ty
diagram with this, for students to
demonstrate
their personal
goals. knowledge of cultural
and show interest behaviors
about diverse in learning
cultural
manifestations
throughout
the country.
UNIT 4 177
AL RESO URCE
NTARY DIGIT
COmPLEmE
cal Guidance
Methodologi DIGITAL RESOURC
E7
COMPLEMENTARY nt Indicators
MODULE 1
MODULE 2
you start.
in the slip before
Entry slip the questions
- 109) and anwer
lesson (p. 95
will do in each Entry slip
Read what you
Answers
Questions Read what you
will do in each
you?
lesson (p. 111
What is new to
Modules 1 and 2
- 127) and anwer
Questions the questions
in the slip before
to you? Why? you start.
What is useful Answers
What is new to
you most? Why? you?
What interests
What is useful
to you? Why?
What interests
you most? Why?
to
es’ examples
your classmat
your webs. Add 2. p Use the informati
UNIT 3 MODULE 1
94
110 UNIT 3 MODULE 2
OPENiNg DEVELOPME
NT CLOSURE
Lessons 1 - 6
The Lessons 1 - 3 and 3 - 4 belong to the Development
Inspiring artists
section of each module.
LESSON 1
All units have six lessons that approach the unit topic from a
What for? of general ideas
te comprehension
To demonstra n in a text.
materials.
You will... work with unusual and explicit informatio properly.
DEVELOPmENT
preparing
to read
have ever seen
or heard about.
Look at
different perspective.
piece of art you
most unusual
talk about the
l art forms? 2
they represent traditiona
c. Do you think 1
3
4 It includes a communicative task to activate students’
motivation and relate the topic with their previous knowledge.
Each lesson includes special sections with simple and varied
correct.
e you think is
the alternativ
and 97. Circle
on pages 96
text and the pictures
2. Look at the
l art forms.
The text is about… c. four traditiona in art.
sial modern artists. materials used
d. four unusual
NT CLOSURE
OPENiNg DEVELOPME
Scene 1:
Drama
SUBJECT CONNECTIONS Down the
What for? script.
specific information in a
You will...
read a scene from a play
based on a children’s story.
of the text.
To identify general and
To complete a scene map.
and topic with other subjects
rabbit hole to
identify structure and features complete a scene map. To connect the content
identify specific information
perform a short scene
and
of a play.
of the curriculum. Wonderland
Name
109 and complete this
scene map.
Setting
The story is just as you
Rabbit: Who are you?
Alice: That’s not a very polite
remember it. Here is
school subjects.
Alice:
of the characters indicated? Very difficult to say.
a. How are the names the set and actions? Rabbit: Difficult to say.
include descriptions of it is you are late for...
b. How does the author Alice: If you don’t know what screen.)
to her as he exits behind
2. that now. Hello! (Waves
you mentioned in exercise Rabbit: No time for long low hall.)
of the characteristics She finds herself in a
3. G Find and underline examples Alice: Wait! (Alice follows Rabbit.
Alice: He’s gone. How very strange.
about the content. What is your name, child?
Answer these questions (No one answers.) Idiots!
4. Read the scene again. Queen: Who’s this?
the rabbit hole? Alice: Alice, so please
Your Majesty.
a. How did Alice enter the cards on the ground.)
in a hurry? these? (She indicates
b. Why was the rabbit Queen: And who are
a few old cards to me.
the rabbit? I know? They look like
c. What happened with Alice: How should
ask to do with Alice’s head?
d. What did the Queen Queen: Off with her
head!
Retrieved from http://www.havescripts
.com/
Adventures in Wonderland.
– An adaptation from Alice’s
and act the scene out in front of your Adapted from: Lokwood,
K. (n.d.) Alice’s Adventures
in the group, practice
5. G Assign a role to each student AlicesAdventures.html
MODULE 1 109
vote for the best performance. UNIT 3
classmates. As a class,
DEVELOPMENT CLOSURE
OPENiNg
DEVELOPMENT CLOSURE
OPENiNg
DEVELOPME
Modules 1 and 2
NT Pages 94 - 127
Page 94
Module 1
3
TEACHING WINDOW
VOLUME 2 UNIT
Give students Using goal-setti
a few minutes ng methods
them recognize to read what they
the content, skills will do in module Use goal-settin
and attitudes 1, g methods in your
they will develop. helping classroom so as
Entry slip to:
(5 minutes) Encourage learners
Make sure students specific, short-term to select
activate their ideas, themselves. goals for
and have them experience
answer
prerequisite language the questions before you s and impressions Emphasize goal
The two modules included in each unit are organized in the Opening-
then share names Curriculum Development for Supervision and
a few minutes
with the rest of to
2.
G Students share the class.
board for students and compare webs. Draw
to fill in with the the diagram of TEACHING WINDOW
names they come the
Possible answer up with.
Literature: writer, Promoting OATs:
literature teacher, novelist, poet, scriptwriter, playwright dimension moral
literature professor,
literary agent, essayist, , editor, publisher,
previous knowledge.
names. 1 again for them the
to write in the
corresponding
4. After they have
finished, make
alternative that students choose
best describes and
challenges. Encourage their feelings towards tick (✔) the
think what they them to give the future
can do to improve, honest answers and help
help in case they solve problems them
need, etc. they may have,
get
OPENiNg DEVELOPME
NT CLOSURE
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
Page 95
g artists
Lesson 1: Inspirin What for?
comprehension
of general ideas
and
Students will… work To demonstrate in a text.
about artists that explicit information oral exchanges properly.
read an article
3
180 min. in
To use language
VOLUME 2 UNIT
with unusual materials. about a topic.
identify characteris
tics of objects.
an To exchange information
questions about (OA: 7, 8, 9)
p If possible, show
and then give
students other
examples
to talk about their
own
them a few minutes at http://www.designyourway.net/
works of art
examples of unusualexperiences.
otos/
BACKGROUND
Picture 1: ice
INFORMATION
sculpture of
unidentified artist
in Tokyo,
Lessons plans for each section, together with the resources, activities and
the words and International Sand Portugal
a. Students use the pictures. pairs a
class; then, give
Festival in Algarve,
page 93 to describe with the
in the box aloud (2009)
b. Read the words a variety of answers. African mask
answer. Accept Picture 3: wooden
few minutes to
craft of Asian
Answer c. Wood. d. Stone. supporting Picture 4: stone
a. Ice. b. Sand. opinions, with monks.
to give their personal
Page 96
(140 minutes)
Development
reading and read
Focusing on students to listen
can be used for
NT CLOSURE
OPENiNg DEVELOPME
supporting the lesson plans. They also give extension ideas, background
information 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.
Page 108
SUBJECT CONNE
CTIONS Drama
90 min. Students will...
read a scene from
identify structure a play based on a children´s What for?
story.
identify specific and features of the text. To identify general
Pages 108 - 109 information and information in and specific
perform a short complete a scene a script.
scene of a play. map.
Subject Connection
To complete a
scene
To make connection map.
and other subjects s between the text
(OA: 7) of the curriculum
.
3
UNIT 3 MODULE 1
133
cal Guidance
AL RESO URCE
The tasks proposed allow students to practice what they have learned in
ns with other subjects. texts.
VOLUME 2 UNIT
the context of authentic multimodal texts related to the topic of the unit.
1. Before starting to rank these pieces in the
encourage them ideas. Then, invite to rank the missing
and check their in the list. Encourage students
watch the video are missing
2. Have students of art they think
other famous pieces own opinions.
according to their 3 the specific informatio
n required.
Screen: 2 and n in
OPENING
pROJECT
II Procedure writing, an extract of
A performance 1. As a whole class, brainstorm
alternatives for a skit (a
short piece of humorous
Project
of a sitcom, etc.).
a theatre play, a scene and that
that is easy to perform
listed, preferably one
one of the options you
2. As a group, choose
likes.
everybody in your group develop a plot that
I Preparation create characters, and
6. draft of your play. Invent a basic story line, conclusion. Do not make it too
G Work in groups of 4 to 3. Make a fi rst or even dramatic,
1.
in the file. action, and an interesting,
and fill in the information has an opening, middle
in the Procedure section it will be too much to learn by heart.
2. Read the instructions as
you start, read the
long, each character with their
Before say. Use the name of
action plan for the project. clearly what the characters or any other).
in the file, elaborate an 4. Write your script stating the model on page 109
3. With the information the areas that will be evaluated. each time. (You can follow
you know in advance lines following in sequence
rubric carefully so that
should act.
the way the characters
5. Describe scenes and or remove to polish it.
Ion FILe
A final group task that constitutes the end product of the unit
ProJeCt 3 PrePArAt on anything you can add
script as a group. Agree
6. Revise and edit the the rest of the
the necessary actors and
there should be one director, atmosphere and setting
up
7. Distribute roles. Remember (if any), creating the appropriate
costumes
group can help preparing
the stage. special attention to
Due date looking at the script. Pay
say all the lines without
learning process.
Task 8. Practice until you can
intonation and pronunciation.
Sources of information
have learned.
4 3
group…
Every member of the
for the skit.
choose the best alternative
actively contributed to
the assigned tasks.
carefully and completed
followed the instructions
and recommendations.
the others, offering suggestions
helped and supported
ideas respectfully.
listened to each other’s
and other cultural expressions.
and tolerance for own
showed comprehension
to society.
learning as a way to contribute
showed interest in independent
UNIT 3 129
DEVELOPMENT cLOsurE
OPENiNg
DEVELOPMENT cLOsurE
OPENiNg
128 UNIT 3
CLOSURE
UNIT 3 131
Engaging photocopiable
a brief cultural review (around
artistic expressions below and write
1. On your own, choose one of the 29 StUDent’S Book - UnIt 3 - PAGe
99 -
the four sections: 31 StUDent’S Book - UnIt 3 - PAGe
80 words). Remember to include eXerCISe 1 104 -
eXerCISe 1
and protagonists. Speaker:
Introduction: name of event / product
VOLUME 2 UNIT 3
Teacher’s Book.
necessary role to play, and they all a concert, to the cinema or simply
carry out their visit
duties in Riley’s neurological command friends and play our guitars.
each lesson.
Charmain from her family home, all
the way to the
Royal Mansion. Along the way, Charmain Claire: Her works are all about dots, loops,
first learns colors
how to do housework, then tries her and lights. Big dots, small dots, pink
hand at a spot dots,
. of magic... and last discovers she’s black dots. They represent her idea
not a very nice of
Review of person. infinity.
The House of Many Ways is a really Mickey: I’d rather stay home and
cool idea - play videogames!
imagine being able to travel to loads I got the new “Dragon master”.
of places (and
even times) without leaving your house! Claire: Mickey! We should at least try to come
up
The book is full of amazing characters. with something more exciting!
As you read
it, you never know who - or what! Mickey: How about getting a bite
- you’re going to to eat in that little
meet next. restaurant on the corner?
EXTRA TEST
ANSWERS
1. Read the text. Parts of some
exercise 1, b.
a. ice. b. sand. c. wood. d. stone. Yes / No Who is Banksy?
Information Prediction (✔) R1 R2 R3 I. He is perhaps the most famous,
each unit.
(2)
Teacher’s Book.
VI. Banksy has supposedly been
photographed a few times, but each
Writing workshop, exercise 1, photo appears to be that of a different
b person, so who knows?
Introduction: This story (...) around However, does it really matter who
the world. (first Banksy is? Is art about the
paragraph) artist (5)
Highlights: It’s an ideal story (...), ? The people who buy his art think
age group. that the person behind it does not
Additional information: And there
(...) with it! (third
really matter. It seems to
paragraph) support the statement: “Art, in the
end, is only about art.”
Critique: A heart-warming novel (...)
on reading. Adapted from: Joseph, C. (July 12,
(second paragraph) 2008). Graffiti artist Banksy unmasked
Retrieved June 6, 2016, from: http://www.dailymail.co.uk/femail/ ... as a former public schoolboy from
middle-class suburbia. Mail Online.
article-1034538/Graffiti-artist-Banksy-unmasked---publi
suburbia.html
Words the writer uses to express c-schoolboy-middle-class-
his / her opinion:
heart-warming, so good that, cool,
ideal, enjoyable,
recommended.
164 UNIT 3 EXTRA TEST
PHOTOCOPIABLE
UNIT 3 ANSWERS 167
CLOSURE
Pages 128 - 131
Page 128
Project
project: A
performance
3
VOLUME 2 UNIT
Students will…
180 min. role-play a job
interview. What for?
work in groups
to
talk about relevantcreate a multimodal project. To present oral
information creatively
world. information in multimodal resources. using
the working
Pages 128 - 129 show respect for To work responsibly
others’ ideas and a common goal, and collaborativ
opinions. showing respect ely towards
for others’ ideas and interest
and opinions.
I. Preparati (OA: 5, D)
on
1. G Help
form the groups.
classmates they Ideally, students
feel should TEACHING WINDOW
may be necessary comfortable with, but teacher’s work with
avoid disruptive to ensure a variety of styles intervention
Final task in which students apply what they have learned and develop
Go through all
behavior. and levels, and the steps of the
to project carefully,
2. Students go making sure
through the instruction students understan
complete the s in part II, Procedure d what they
Preparation file, , and are expected to
different members assigning roles do. Emphasize
of the group. and tasks to the the importance
of
3. Students defi
ne their personal responsibiassuming
rehearsals, making action plan, including research to the best of lities, working
should also read a video of their skit if applicable to be done,
their capacity,
collaborative skills.
sharing and supporting
the assessme , etc. They
that they know
what aspects
nt rubric at the
end of page 129 group, and respecting the
they should pay so contributions at everyone’s
Page 129 special attention all times.
to.
II. Procedur
e
1. You can share ASSESSMENT FOR
this LEARNING
brainstorm ideas: description of a skit with the Students need
to learn that
A class
quick little scenes skit is a small play or performan to help them most of the first
that are usually ce. Skits are attempts of
information.
normal script in brackets for information to
for what the characters stage directions, make revisions.
VOLUME 2
5. Students include say, etc.
the details suggested Set a range of
in the script.
formative
6. The whole assessment practices
group revises to
to improve it. the script, adding improve project
and removing outcomes and
elements increase students’
7. With the class, performance.
make a list of For this purpose,
can be adapted the necessary
to each skit. roles on the board; it
communicate and is useful to
Director: this
assessment criteriaanalyze the
OPENiNg DEVELOPMEN
T cLOsurE
III. Presentation
Negotiate with
for the groups
and correcting
.
to practice
of presentatio
and circulate
3
in groups, for
VOLUME 2 UNIT
make: videoed,
as you can.
help as much
ent and the provided
IV. Assessm and use the rubric and
into their groups ce. Encourage them to discuss
Students get they reach
their performan of opinion until
scale to evaluate
This stage provides students with the opportunity to synthesize and reflect
there are differences
negotiate when
a consensus.
Page 130
on what they have learned. It also allows them to evaluate their strengths
AND REFLECTION
SYNTHESIS What for?
autonomy in the
learning
Students will… To demonstrate
did in the unit. in terms of process. achieve goals,
recall what they the attempts to
they have learned To persevere in
45 min. recognize what attitudes. despite the difficulties.
content, skills and application of
future fields of (OA: B)
identify possible to their
learned, according
and weaknesses and to become aware of what and how they have
what they have goals.
Pages 130 - 131 personal learning
In this section, the tasks and instruments have been specially designed
each point refers such as: checklists, ng forms.
understand what student-led conferenci
and answer truthfully.
of time to reflect each other using
the same provide students
with
and evaluate nt discuss their
to work in pairs your own assessme opportunities to light of peer
4. Get students give each student in
if you want to self-assessment
criteria. Decide of their classmate
’s. t.
and teacher assessmen
besides or instead
J. H., Hearn, J. (2008).
T cLOsurE
OPENiNg DEVELOPMEN
COmPLEmE
NTARY DIGIT
AL RESO URCE
Methodologi
cal Guidance
3
Stage Time DIGITAL RESOURC
VOLUME 2 UNIT
Learning outcomes
/ Main tasks E7
45’ 3 To identify
relevant ideas Suggested Assessme
7 about unknown topics. Express feelings, nt Indicators
interpretations
To respond to the text. and opinions about
the text the content of
through short Make connectio
discussions. ns with other subjects.
Identify relevant
ideas in digital
Stage: Opening Identify cultural or on-line texts.
Screen: 1 elements in the
1. Before starting text.
the activity, elicit
encourage them students’ prior
to rank these pieces knowledge about
2. Have students in the order of the famous pieces
watch the video
OPENING
them
own opinions. in the list. Encourage to discuss in pairs or small
Stage: Developm students to rank groups
ent the missing pieces about
Screen: 2 and of art
3. Explain to students 3
They must drag that they have
the picture of the to watch the video again in
the video. piece of art to order
the correct location to identify the specific informatio
ENGLISH
1
performance based on the sum of to assess their
a full range of criteria own progress on a task or project.
listening comprehension.
Teachers can reuse these instruments
for various
activities.
BACKGROUND INFORmATION
BIBLIOGRAPHY
Background Information
GettInG reADy A practical
Christie (England, 1890 - 1976), Ernest Ur, P. (1988). Grammar practice activities:
Hemingway Press.
Page 93 Do you remember? exercise (USA, 1899 – 1961), Stephen King General content guide for teachers. Cambridge University
2 (USA, 1947 - ), J. K.
Rowling (England, 1965 - ), etc. Content and
Famous artists Coyle, D., Hood, P., & Marsh, D. (2010).
Assessment for learning
VOLUME 2 UNIT 3
Klett Sprachen.
Sculpture: Dance (ballet): language integrated learning. Ernst
Celce-Murcia, M., & McIntosh, L. (1991).
Chile: Malucha Solari (1920 - 2005), Teaching
Assessment Reform Group. (2002).
Chile: Rebeca Matte (1875 - 1929), Assessment
VOLUME 2 UNIT 3
Jorge Cáceres
Appendix
Juan Egenau (1927 - 2006), Osvaldo
- 1988), Matías Vial (1931 - ), Mario Jeldres (1929 - 2014), Rodrigo Guzmán Heinle Publishers.
Irarrázaval (1940 -), (1979 - ), classroom practice.
Miranda Bodenhöfer (1990 -), etc. activities. Cambridge:
Gaspar Galaz (1941 -), Iván Cabezón
(1955 -), etc. Dale, L. & Tanner, R. (2012). CLIL Black, P., Harrison, C., & Lee, C. (2004).
Working
Other: Donatello (Italy, 1386? - 1466), Anna Pavlova (Russia, 1881 – 1931),
Vaslav Nijinsky Cambridge University Press inside the black box: Assessment
for learning in the
Michelangelo (Russia, 1889 – 1950), Margot Fonteyn learning and
(Italy, 1475 - 1564), Gian Lorenzo
Bernini (Italy, 1598 - (England, 1919 Ellis, R. (2003). Task-based language classroom. Granada Learning.
Press
1680), Auguste Rodin (France, 1840 –1991), Rudolf Nuréyev (Russia, 1938 teaching. Oxford: Oxford University teaching
- 1917), Constantin Baryshnikov (Latvia, 1948 - ), Fernando
– 1993), Mikhail Pearson Black, P., & Wiliam, D. (2005). Changing
xi CLASSROOM LANGUAGE
Complete the table. 9 tUrn tAkInG AnD PerMISSIonS
Copy the instructions. (StUDentS)
Cross out the words you do not hear.
Can I talk to you after the class?
Discuss the ideas in your group.
Excuse me, can I say something?
VOLUME 2
Do Exercise 1.
Excuse me; can I leave the room for a minute?
Do not write in ink.
May I go to the bathroom?
Do not write in your book.
It’s your turn.
Fill in the blanks.
Sorry, it’s my turn.
Find examples in the text.
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.
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 and
VOLUME 2
or whether a student chooses to learn, is the practice self-regulatory instruction, the higher the likelihood that
of examining importance of the objectives. Once students will make significant gains in comprehension.
students are able to to understand the importance
Provide students with explicit instruction in
that unit tasks may have in their own life (present
comprehension strategies as a way to help them
or future), they will be open to acquiring the new
overcome difficulties in understanding written or
knowledge and skills that are presented to them.
oral texts.
Getting students involved in thinking about the
objectives is a teaching opportunity that should not Students should be able to assess how well they
be wasted. have accomplished the tasks, and to what extent
the use of strategies has helped them achieve better
• Setting objectives and creating learning plans comprehension.
Helping students with organization is important,
so consider this as a key element in your teaching. • Critical thinking
Organization skills are worthwhile life-long skills, which Critical thinking is the intellectually disciplined
will prepare students to face the challenges of the process of actively and skillfully conceptualizing,
real world. applying, analyzing, synthesizing, and/or assessment
information gathered from, or generated by,
Before you start a new unit, teach your students set
observation, experience, reflection, reasoning, or
their own goals and organize a work plan and end the
communication, as a guide to belief and action. In its
process by reviewing what was accomplished towards
exemplary form, it is based on universal intellectual
meeting the objectives.
values that transcend subject matter divisions:
• the importance of prior knowledge clarity, accuracy, precision, consistency, relevance,
sound evidence, good reasons, depth, breadth, and
The beliefs, life and academic experiences which
fairness. (Retrieved June 6, 2016, from: http://www.
students bring to the classroom are variables that
criticalthinking.org/pages/defining-critical-thinking/766)
influence what is learnt and how it is learnt. At times,
it is the case that prior knowledge has a positive effect The critical thinker processes his/her experiences
on learning as students are able to create a mental in the world interpreting, analyzing, assessment,
network of connections between the previous and the and making inferences about life, information and
new information. However, the opposite can also be knowledge.
given and the new knowledge can come to conflict
Students must develop and effectively apply critical-
with students´ preexisting misinformation. As a result,
thinking skills to their studies and to the decisions
activating prior knowledge before teaching a new unit
they make.
or lesson acquires key importance since learners´
preconceptions can lead to either failure or success in
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.
VOLUME 2
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
Self-assessment is defined as a process by which specific products to develop.
students: When guiding students in project work, you should
1. monitor and evaluate the quality of their thinking establish a process to provide feedback (teacher, peer,
and behavior when learning and and self-assessment) so that they use this valuable
2. identify strategies that improve their understanding information to make revisions.
and skills. Throughout the duration of the project, evaluate
Essentially, students should be encouraged to identify groups’ research notes, drafts and plans. You can
their learning and performance strategies, provide decide on a range of formative assessment practices
feedback to themselves based on well-understood to improve project outcomes and increase students’
standards and criteria, and determine the next steps performance. For this purpose, it is useful to co-create
or plans to enhance their performance. criteria for project performance with your students
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 connections between different areas of learning. These are two skills that are very necessary for 21st
These connections can provide relevant, challenging Century learners. Students need time to think about
and enjoyable learning experiences and stimulating what it was that they learned and combine it with
contexts to meet the varied needs of students. what they already know to make the meaning more
long-lasting.
• Assessment for learning
Make sure students have enough time to develop
Assessment for learning is any assessment for these specific skills:
which the first priority is to serve the purpose of
promoting students’ learning. It thus differs from • to reflect and think about their learning,
assessment designed to serve the purposes of • to combine what they already know with what they
certifying competence. are learning to make it easier to understand,
An assessment activity can help learning if it provides • when given time in class to reflect, to try to prove
information that teachers and their students can use what they learned.
as feedback in assessment themselves and one
another and in modifying the teaching and learning
activities in which they are engaged. Such assessment
becomes “formative assessment” when the evidence
is actually used to adapt the teaching work to meet
learning needs.
Unit 3
UNIT 3: THE ARTS
Time 38 class hours Topic Different artistic expressions; remarkable people related to the area
VOLUME 2
LEARNING OUTCOMES
Skills Knowledge
Oral Communication Reading Comprehension Language functions
OA1 OA9 To identify and describe objects in detail
To demonstrate comprehension of To demonstrate comprehension of To describe processes and actions in
general ideas and explicit information in general ideas and explicit which the subject is unknown, using
oral texts, about music, painting, information in texts about music, the Passive Voice.
literature, etc. painting, literature, etc. To describe past actions that continue
in the present using the Present Perfect
OA2 OA10
+ never / ever.
To identify key words and thematic To demonstrate comprehension of
To express predictions, necessity,
vocabulary, collocations, connectors (and expository texts.
promises and possibility.
last), short / long vocal sounds.
OA11 To express the frequency, degree and
OA3 To demonstrate comprehension of time in which actions happen
To identify: literary texts. To use frequent words and expressions,
topic, relevant ideas, purpose of the text synonyms and compound words.
OA12
specific information and details
To select and use different strategies To link ideas using and last
relationships between ideas
to support comprehension. To use suffixes –er; -ist
OA4 Written expression Vocabulary
To select and use strategies to support
OA13 composer, artist, writer, paintings,
comprehension of texts.
To write short descriptive and expressionism, cubism, piano, violin,
OA5 narrative texts. guitar, metal, wooden, wind/percussion/
To present oral information creatively OA14 string instruments, drums, harp, electric
using multimodal resources. To write a variety of short texts guitar, classical, rhythm and blues,
using the steps of the writing publishing company, publisher, editor,
OA6
process, according to a rubric. ballet dancer, ballet, theater, actors, stage,
To participate in dialogues and
novel, poem, work of art, literature,
presentations, using different strategies OA15 orchestra, conductor, script, scriptwriter,
before, during and after speaking. To write using: sculptor, watercolor, acrylic, technique,
OA7 connectors (and last) fond of, music hall, library, recordings,
To respond to the texts through short correct spelling of frequent words century, influence, museum
discussions and conversations. proper punctuation (apostrophe)
Pronunciation: short / long vocal
OA8 OA16 sounds (flute, beat/bit, sight, light, red, rap,
To use language in oral presentations and Use language in written texts rock)
exchanges properly. properly. Punctuation: apostrophe (I’ve never.)
ATTITUDES
OAB: To develop cultural awareness and comprehension showing interest, respect and tolerance for one’s and other cultures.
OAC: To show interest for on-going and independent learning as a way to contribute to society.
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.
VOLUME 2
world
LEARNING OUTCOMES
Skills Knowledge
Oral Communication Reading Comprehension Language functions
OA1 OA9 To identify and describe places
To demonstrate comprehension of general To demonstrate comprehension of To use frequent words and
ideas and explicit information in oral texts, general ideas and explicit information expressions, synonyms and
about traditions and celebrations. in texts about traditions and compound words. (chopstick,
celebrations. weekend, supernatural, moonlight,
OA2
shipwreck)
To identify key words and thematic OA10
vocabulary, collocations, connectors To demonstrate comprehension of To give essential and additional
(although), sound /ʃ/. expository texts. information using relative pronouns
(when, where, which).
OA3 OA11
To link ideas using although.
To identify: To demonstrate comprehension of
topic, relevant ideas, purpose of literary texts. To use suffix –ful (colorful,
the text wonderful, cheerful, successful)
OA12
specific information and details To use prefix dis- (disappoint,
To select and use different strategies
relationships between ideas disagree, dislike, disappear, disorder,
to support comprehension.
disrespectful)
OA4 Written expression
To select and use strategies to support Vocabulary
comprehension of texts. OA13 busy, crowded, full of people,
To write short descriptive and believe, belief, saint, local, really,
OA5 narrative texts. extremely, quite, amazing, event,
To present oral information creatively using
OA14 fasting, together, lanterns, delicious,
multimodal resources.
To write a variety of short texts using religious, features, characteristic,
OA6 the steps of the writing process, traditional, festivity, colorful,
To participate in dialogues and according to a rubric. wonderful, cheerful, disappoint,
presentations, using different strategies disappear, greetings, bow,
before, during and after speaking. OA15
To write using: handshake, hug, pat, harvest, mask,
OA7 connectors (although) carnival, handcraft, handmade, local
To respond to the texts through short correct spelling of frequent words people, immigrants, inheritance
discussions and conversations. proper punctuation (apostrophe) Pronunciation: sound /ʃn/
OA8 OA16 (celebration, location, destination,
To use language in oral presentations and Use language in written texts transportation, information,
exchanges properly. properly. description, imagination)
Punctuation: apostrophe
ATTITUDES
OA A: To show a positive attitude towards themselves and their own capacity to learn English.
OA B: To develop cultural awareness and comprehension showing interest, respect and tolerance for one’s and other cultures.
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
*
expressions and outstanding people that have made genres, the role of fashion, and digital technologies
important contributions in this area. Throughout the applied in this field.
unit, students will be exposed to a variety of written
Concerning the tasks, these are meant to and aim
and oral texts, which will invite them to explore different
at developing students’ creative and critical thinking
perspectives and situations where the theme is
towards different artistic perspectives.
presented.
Each activity in the unit plan has been especially
The connecting thread of the unit is represented by
designed to address the curricular assessment
the main topic and by the types of tasks students are
indicators in the table that follows.
expected to accomplish. In Unit 3, The arts, the main
Unit plan
VOLUME 2 UNIT 3
14 Make connections.
To use previous Link ideas expressing a sequence, using and last.
16 knowledge to anticipate
Organize ideas before writing.
the content of a recording.
Write a draft with the help of a model, the teacher or a
To study and use
classmate.
sequence connectors.
Revise, correct and edit drafts using a rubric.
To write a short cultural
review. Use connectors to express ideas coherently.
3. An artistic 180’ 2 To listen to a dialog about Set a purpose for listening.
night out 4 a night out. Infer information using phonological clues (tone,
6 To participate in intonation).
conversations about arts, Make connections.
8 culture and related Identify idioms or collocations related to art, music and
activities. literature.
To study suggestions and Use frequent words and expressions, synonyms and
recommendations. compound words.
Identify the difference between short and long vowels.
Pronounce short and long vowel sounds properly.
Participate in short discussions and conversations actively.
Practice and revise oral presentations.
Use specific vocabulary and language structures in oral
DEVELOPMENT
presentations.
Subject 90’ 11 To read a scene from a Make connections with other subjects: Drama.
connection: 5 play based on a children´s Identify main characters and specific information related
Drama story. to them.
6
To identify structure and Identify setting of a literary excerpt /short story.
features of the text. Describe protagonists’ characteristics from their actions.
To identify specific Summarize the plot of a story using visual organizers.
information and complete
a scene map.
To perform a short scene
of a play.
Module 2
4. Fashion and 180’ 10 To read and analyze a Infer information from contextual clues or visuals.
design 14 museum website. Identify key words and thematic vocabulary.
15 To continue studying the Identify general and specific information using skimming
Present Perfect. and scanning.
16
To write a text for a Identify specific information in digital texts or webpages.
museum website. Identify the structure of a text as an aid to
comprehension.
Make connections between the information in the text
and their own reality.
Use frequent words and expressions.
Identify references to events that began in the past and
continue in the present. (Present Perfect)
Organize ideas in a diagram before writing.
Write a draft with the help of a model, the teacher or a
classmate.
Revise, correct and edit drafts using a rubric.
Use correct punctuation.
To write a short article about a music Summarize relevant information using diagrams.
14 Identify key words and thematic vocabulary
genre.
related to music.
Identify general and specific information using
skimming and scanning.
Identify references to actions in which the subject
is unknown (Passive voice).
Organize ideas in a diagram before writing.
Write a draft with the help of a model, the teacher
or a classmate.
Revise, correct and edit drafts using a rubric.
Use correct punctuation.
Subject 90’ 1 To listen to a recording and identify Make connections with other subjects: Social
connection 2 geographical location of countries. Studies and Technology.
Social Studies- To relate images with previous Use visual aids and diagrams with key ideas.
3
Technology knowledge. Identify general and specific information.
Participate in short discussions and conversations
actively, expressing opinions.
Complementary 45’ To respond to the texts by Compare and contrast information about art in
digital resource comparing information. other countries and cultures.
8 (CDR) To identify specific information and Identify relevant ideas in digital texts about art.
relationships between ideas.
Project 180’ 5 To work collaboratively to prepare Create multimodal projects, individually or in groups.
A performance 6 and set a group performance. Paraphrase and follow instructions independently
to complete a task.
Write texts about other subjects, creatively.
Organize ideas in a diagram before writing.
Write a draft with the help of a model, the teacher
or a classmate.
Revise, correct and edit drafts using a rubric.
CLOSURE
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 set their own learning goals and to draw up a learning plan for goal
attainment.
VOLUME 2 UNIT 3
DEVELOPMENT
Activate prior knowledge: The unit provides a space where students can keep record of the 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: The formative assessment activities embedded in the unit allow students to gather information
about their learning and track their progress.
CLOSURE
Evaluate for learning: A challenging final project and the final synthesis allow students to recognize and apply what they
have learned.
Develop metacognition: Students synthesize what they have learned and formulate remedial actions to face future difficulties.
(*) All the OATs are integrated along the units, but these ones are particularly articulated with the Learning Outcomes
and emphasized in each unit.
Page 91
BACKGROUND INFORMATION
In this unit you will…
Marcel Proust, (born July 10,
Read the unit objectives aloud with the class. Remind them that the 1871, in Auteuil, near Paris,
VOLUME 2 UNIT 3
question What for? refers to what they will be able to do once they reach France; died November 18, 1922,
each objective. Paris). French novelist, author
of À la recherche du temps
Over to you
perdu - In Search of Lost Time,
Draw students’ attention to the question How important are these a seven-volume novel based on
objectives to your own life? and to the categories in the table. Proust’s life told psychologically
Tell them that this table is the space where they will have the opportunity and allegorically.
to value the lesson objectives at a personal level and say how important
they are to them.
TEACHING WINDOW
Picturing the unit
p Invite students to look at the picture on page 90, read the quotation Increasing students’ self-
at the bottom of the page, and discuss the questions, first in pairs and motivating capacity
then with other classmates. Accept the occasional use of Spanish, as the Raise students’ awareness of the
purpose of this section is mainly to foster students’ motivation importance of self-motivation.
and interest. Encourage students to adopt,
develop and apply self-
Page 92 motivating strategies.
Adapted from: Marzano, R., Pickering, D., Heflebower,
GETTING READY T., (2011). The Highly Engaged Classroom: The
Classroom Strategies Series. Bloomington, IN: Marzano
Setting objectives Research Laboratory
VOLUME 2 UNIT 3
middle, it was painted, the
checklist below. Write Yes or No. colors are vibrant, interesting,
Student can... Yes / No the style, it symbolizes, museum,
watercolor, technique.
identify relevant information
key words
purpose of tasks
problems to be solved
understand the instructions and deal with questions
closed or multiple choice
true or false
analytical
evaluative
incorporate changes when new and relevant ideas and new
information was presented
3. p Read the words and expressions in the box aloud with the class.
Ask them to say which of them they think could be used to describe a
picture. To help students prepare their descriptions, you can show them
this diagram:
In the foreground
In the
bottom
left-hand
corner At the bottom
Page 94
TEACHING WINDOW
Module 1 Using goal-setting methods
VOLUME 2 UNIT 3
3. G You can divide the class into four groups and assign each group
one of the areas of artistic occupations for them to find and share the
names of outstanding artists in each. You can ask them to draw the
diagram in exercise 1 again for them to write in the corresponding
names.
4. After they have finished, make students choose and tick (✔) the
alternative that best describes their feelings towards the future
challenges. Encourage them to give honest answers and help them
think what they can do to improve, solve problems they may have, get
help in case they need, etc.
VOLUME 2 UNIT 3
Pages 95 - 99 artist and his / her work. (OA: 7, 8, 9)
Read the name of the lesson and the lesson objectives aloud with the
class. Remind them that the question What for? refers to what they will be
able to do once they reach each objective.
2. Remind students that they are required to have a quick look at the text
and the pictures on the next two pages to make a prediction about
what the text is about. Their predictions will focus their attention when
they begin reading, providing a purpose for the second, more detailed
reading. Do not check answers at this stage.
Page 96
Development (140 minutes)
Focusing on reading
The recording of these texts can be used for students to listen and read
at the same time or for them to listen to once they have completed all the
reading tasks.
BACKGROUND INFORMATION
1. Students read the text once to find out if their prediction in exercise 2,
page 95, is correct. They can compare answers with a partner. See information on the artists
in the Background Information
Students read again, concentrating on the materials used by the artists Appendix on page 158.
in each case.
Cast (n.): an object made by pouring hot liquid into a container and leaving singular form.
it to become solid. To find out meaning of
Dung: solid waste from animals, especially cattle and horses; manure. expressions, it may be
necessary to look up the
Melt (v.): to turn from something solid into something soft or liquid, or to
cause something to do this. individual words and then
work out the meaning of the
Pole (n.): a long, thin stick of wood or metal, often used standing straight up
expression.
in the ground to support things.
Context has to be taken into
Sparrow: a small, grey-brown bird that is especially common in towns. account at all times.
Styrofoam: a type of polystyrene (= a light, usually white plastic used
especially for putting around delicate objects inside containers to protect
them from damage, or for putting around something to prevent it from
losing heat). ASSESSMENT FOR LEARNING
Strategy in mind Notice that the activity in
Your analysis can be used as
Read the advice with the class, encouraging close attention to Assessment for learning, as
details in the pictures. they apply what they have
read when giving reasons for
Smart reading their answers and find very
Remind students of the importance of taking the instructions specific information. Share this
for the activities into account in order to identify the specific information with the class.
information they are expected to find.
Answer
1. a. I. (Bob Marley). b. IV. (Canada). c. II. (Styrofoam). d. III. (Rome).
e. I. (London). f. III. (sparrow). g. IV. (stone, snow, ice sand, wood,
leaves). h. II. (concrete, plaster, rubber).
Page 97
Your analysis
Explain to students that this section requires them to read the
texts more carefully.
Answer
a. He uses elephant dung as a symbol of his African heritage.. TEACHING WINDOW
b. A song by reggae singer Bob Marley.
Promoting OATs: moral
c. The space around or inside objects and buildings.
dimension and socio-cultural
d. Concrete, plaster, rubber, styrofoam.
e. Since 1992.
and civic responsibility
f. Freedom, strength and femininity.
dimension
g. To make unique sculptures. The questions in the Think
h. Outdoors. critically section provide a good
opportunity to talk about the
Think critically importance of respecting every
art forms and expressions.
This section provides an opportunity for students to link the
contents of the lesson to their own ideas and experiences. Going further, it is also a good
Encourage them to reflect on the questions individually first and moment to start a conversation
then invite them to share and compare ideas in pairs or about the role and presence of
small groups. women in art.
VOLUME 2 UNIT 3
b. For and since. b. The Present Perfect
We use the Present Perfect
Vocabulary in context tense to talk about
unfinished actions that
1. p Ask students to read the phrases quickly, paying special attention started in the past and are
to the parts in green and blue. still true in the present.
2. p Give students time to answer the questions. Find more information on
Answer
this topic in the Background
a. The parts in blue represent objects (nouns). Information Appendix, on
page 158.
b. The parts in green represent characteristics (adjectives).
Adapted from: Birch, B. (2005). Learning and Teaching
3. G Students in the groups brainstorm characteristics to describe the English Grammar, K–12. White Plains, NY: Prentice Hall.
pictures in detail, using their bilingual dictionaries. Tell them to write
complete sentences. Check and correct their sentences as you walk
around the classroom and ask a few students to write their descriptions
ADDITIONAL ACTIVITY
Picture 1: Jake sent Marlene some beautiful and aromatic exotic flowers.
Have students write ten
Picture 2: We saw a documentary about a sweet and playful furry little different adjectives on pieces of
lion cub.
paper. They shuffle the papers
Picture 3: The artist made an amazing and delicate detailed sand castle. and then try to use as many of
Picture 4: I had a bowl of delicious ripe and colorful fresh fruit for breakfast. them as possible to describe the
pictures.
Page 99
Speaking workshop: Asking and answering questions
G Make students notice how they are guided, step by step, to produce
a short piece of spoken language, asking and answering questions, in
turns.
1. Preparing to speak
a. 29 Play the recording once through for students to relate written
form and pronunciation of the question words they will use. 29 See the transcript on page 154.
b. Individually, students reflect and write down five questions using the
question words provided to ask a partner about topics connected
with art or their personal life.
2. Practicing
G Students practice asking their questions with the help of all the
students in the group. If necessary, play the recording again.
language used.
useful information to make decisions for improvement, as the basis for a We should be more rigorous
mark, fully or part teacher –part student, etc. when making notes so as
You may use the checklist below to gather information on students’ not to leave out important
speaking skills. information.
We could spend extra time
Criteria Yes Needs improvement listening and repeating
models of spoken language.
Information is clear.
Adapted from: Black, P., Harrison, C., & Lee, C.
Uses previously learnt and new vocabulary. (2004). Working inside the black box: Assessment
for learning in the classroom. Granada Learning.
Considers audience, context and purpose.
Uses gap fillers appropriately.
Uses connectors.
WHAT DOES RESEARCH SAY?
Uses new language structures properly.
Promoting effort attributions
Closure (10 minutes) It is a dangerous practice to
place emphasis on ability in
Exit slip the classroom. Highlighting
the role of effort, instead,
Students reflect on the work they have done in the lesson and write their
facilitates future achievement
personal responses, which they can share with some of their classmates.
and everybody has an equal
chance to it. Making students
believe that higher levels
of effort in general offer
a possibility for success,
promotes their persistence in
spite of the inevitable failures
that accompany learning.
Adapted from: Marzano, R. J., Pickering, D.,
Pollock, J. (2011). Classroom Instruction that
Works: Research-based Strategies for Increasing
Student Achievement. Alexandria, VA: Association for
Supervision and Curriculum Development
VOLUME 2 UNIT 3
To use language in written texts properly.
Pages 100 - 103
(OA: 4, 6, 13, 14, 16)
1. 30 This activity has two purposes: check predictions and find general 30 See the transcript on page 154.
information. Refer students to the predictions they made in exercise 3,
page 100 and then play the recording for them to check. Then, draw
VOLUME 2 UNIT 3
their attention to the pictures and to the general information they are
expected to obtain. Explain that the letter R stands for review.
Answer
Yes / No
Information Prediction (✔) R1 R2 R3
a. Name of cultural event / product Yes Yes Yes
b. Name of reviewer No No No
c. Place where you can find the Yes No No
product / attend the event
d. Personal opinion of the reviewer No Yes Yes TEACHING WINDOW
2. Read the instructions and the alternative with the class to help students Promoting OATs: cognitive and
listen for details and anticipate information. intellectual dimension
Answer The questions in the Think
General information critically section give a
Cultural expression reviewed: good opportunity to start
Picture 1: R3. Picture 2: R1. Picture 3: R2. a conversation about the
Opinion expressed: importance of identifying,
R1: Ne. R2: P. R3: P. processing and synthesizing
Specific details information from different
Which review (1, 2, or 3) describes / mentions… sources, and analyze it critically.
a. R2. b. R1. c. R3. d. R1.
Match.
a. – ii. b. - iii. c. - i.
Main conclusions
Students can work in pairs to put together all the information they got
from the recording to answer the questions
Think critically
ASSESSMENT FOR LEARNING
This section provides an opportunity for students to link the
You may use the rubrics in
contents of the lesson to their own ideas and experiences.
the Appendix, on pages xviii
Encourage them to reflect on the questions individually first and
and xx, to gather information
then invite them to share and compare ideas in pairs or small
about students’ listening and /
groups.
or critical thinking skills.
Page 102
After listening
Work it out!: Linking ideas
Tell students to read the examples paying special attention to the parts in
bold to identify their purpose. You will find useful information on this topic
in Background Information Appendix, on page 158.
Answer
a. ii. To show the sequence of events.
VOLUME 2 UNIT 3
Answer prompts provided.
Introduction: name of event / product and protagonists For example:
Highlights: assessment of the strengths, weaknesses and notable We could have made better
features of the event or product use of the sections of a
Critique: brief report on the reviewer’s overall opinion review identified in the first
Additional information: details of event or product (such as: the running activity of the workshop.
length of a movie or a street address of an event) We could have made better
b. Read the instruction with the class. Then, students identify the four use of the definitions of the
sections described in exercise a, and use different colors to show different sections of a review
them in the text. to make sure all the required
Answer information was present.
Introduction: This story (...) around the world. (first paragraph) We should be more confident
Highlights: It’s an ideal story (...), age group. (last paragraph)
of our own points of view
and collect supporting
Additional information: And there (...) with it! (third paragraph) information.
Critique: A heart-warming novel (...) on reading. (second paragraph) A bit of research on the
Words the writer uses to express his / her opinion: heart-warming, so good event / product could
that, cool, ideal, enjoyable, recommended. have provided additional
information,
Page 103
You may use the rubrics in
c. Students agree on a cultural event or product they are all familiar with the Appendix, on page xxi,
and collect information and make notes about the points suggested. to gather information about
students´ writing and their
2. Drafting writing process skills.
Refer students to the model provided on page 102 and, if necessary, Adapted from: Nicol, D. J., & Macfarlane-Dick, D.
(2006). Formative Assessment and Self-regulated
provide copies of the transcript they worked with on page 101. Learning: A model and seven principles of good
feedback practice. Studies in higher education, 31
3. revising (2), 199-218.
Students organize their review into paragraphs, using appropriate
connectors of sequence and a variety of adjectives to express their
emotions and recommendations.
WHAT DOES RESEARCH SAY?
4. editing
Students check their work and indicate corrections using the Editor’s Research has shown the
marks suggested. The can exchange reviews with another group to benefits of encouraging learners
have a different point of view. to explain their failures by the
lack of effort and appropriate
5. Publishing strategies applied rather than
a. Students divide the review into three parts, one for each member of by their insufficient ability.
the group to rehearse and present to the rest of the class.
Adapted from: Marzano, R. J., Pickering, D.,
b. Students exchange reviews with a different group to evaluate their Pollock, J. (2011). Classroom Instruction that
Works: Research-based Strategies for Increasing
work and their performance. Student Achievement. Alexandria, VA: Association for
Supervision and Curriculum Development
Closure (10 minutes)
Exit slip
See Complementary Activity 1 on
Students reflect on the work they have done in the lesson and write their page 160.
personal responses, which they can share with some of their classmates.
preparing to listen
1. p 31 Give students enough time to read the message and the 31 See the transcript on page 154.
possible answers. Play the recording for them to connect the written
and spoken version of the replies. Then, tell them to get into pairs and
rehearse mini-dialogs to decide which would be correct.
Answer LEARNING SKILLS WINDOW
Only g. would be not be a good answer; all the rest are correct.
Aims of pre-listening tasks
2. p With the whole class, brainstorm names of activities related to Motivating students is a key
art that they can do and write them on the board. Then, students use task. To accomplish this,
them to talk in pairs and describe the frequency with which they do the personalization activities are
activities. very important. A pair work
Examples: workshop: crafts / jewellery / painting / sculpture, etc. discussion about the activities
exhibition: rock / classical / pop, etc. / concert / piano / guitar / clarinet, etc. related to art they often do,
class: attending or taking part in ballet / theater, etc. performances, etc. will bring them into the topic
and make them more willing to
3. Read the instructions and the expressions in the box with the class. listen.
Help them notice that the speakers are Irish, so their accent is different Adapted from: Marzano, R., Pickering, D., Heflebower,
and sometimes they use different words, for example, cinema instead of T., (2011). The Highly Engaged Classroom: The
Classroom Strategies Series. Bloomington, IN: Marzano
movies. Give students a few minutes to predict the activities in the box Research Laboratory
Mickey and Claire will be discussing, based on the characteristics of the
speakers mentioned. Do not check answers at this point.
Page 105
Development (140 minutes)
Focusing on listening
Remember to always have students read instructions and exercises before
doing them, so that they know what to focus their attention on.
Strategy in mind
Remind students that paying attention to intonation and stress
helps identify speakers’ moods and attitudes.
VOLUME 2 UNIT 3
that are necessary to enhance
Possible key words: tired; How about…? No , not the …; Let’s …; We comprehension beyond
could…; I’d rather…; We should…; etc. the classroom.
Adapted from: Ur, P. (1984). Teaching Listening
2. 32 Play the recording again twice for students to find the specific Comprehension. Cambridge University Press
details required.
Answer
General information BACKGROUND INFORMATION
Style and tone: b. Informal, friendly
See information on the artist
Main topic: b. Ideas for things to do
in the Background Information
Specific details Appendix on page 158.
Nationality of the artist whose show is on at the gallery: b. Japanese.
(You will find information about this artist in the Background Information
Appendix, on page 172).
Work of art created by the artist: c. (Her works are all about dots, loops,
colors and lights. Big dots, small dots, pink dots, black dots).
Mickey or Claire? a. Mickey. b. Claire. c. Claire. d. Claire.
Main conclusions
Students can work in pairs to discuss the answer to these questions and
reach consensus.
a. No. Claire wants to do different things while Mickey would like to stick
to his routine.
b. Because they are finally going to do all the things she suggested.
Think critically
This section provides an opportunity for students to link the
contents of the lesson to their own ideas and experiences.
Encourage them to reflect on the questions individually first and then
invite them to share and compare ideas in pairs or small groups.
Page 106
TEACHING WINDOW
After listening
Explaining grammar
Work it out! Expressing suggestions and recommendations
Go straight on to practice once
Give students a few minutes to analyze the examples and underline the you’ve finished explaining the
phrases that express suggestions and recommendations. Check answers language point. You may require
on the board. students to think of as many
Answer examples as possible.
How about going to the cinema? The main point is to elicit
Let’s do something different tonight. plenty of examples of the target
We should at least try to come up with something more exciting! language and help students feel
We could go to the new art gallery.
that they are in control of it.
Adapted from: Ur, P. (1996). A Course in Language
Speaking workshop: talking about a night out Teaching: Practice and Theory. Cambridge: Cambridge
University Press
Make students notice how they are guided, step by step, to produce a
short piece of spoken language, asking about a night out.
c. 33 Play the third part of the recording once through and then with
pauses after each opening for students to listen and repeat. Tell
students to work in pairs, turn the openings into complete sentences
and practice saying them.
34 See the transcript on page 155.
Page 107
2. Practicing ASSESSMENT FOR LEARNING
a. p 34 Play the recording twice for students to listen, read and Make sure students exchange
repeat the dialog; students repeat one of the characters first and comments and suggestions for
then the other. Then, they get into pairs to practice the conversation, improvement for each of the
taking turns to be each of the characters. prompts provided. For example:
My partner...
b. After practicing and correcting each other, students replace the parts
should listen and repeat
in red in the dialog with their own ideas and suggestions for a night
recordings of dialogs.
out.
positive comments and
c. Help and correct students’ performance as they practice their new suggestions are very helpful.
conversation. should try to sound more
3. Performing interested and enthusiastic.
should get help from the
G Help students form groups of four pairs to present their dialogs. teacher or from a good
4. Assessment student.
should listen and repeat
p Students work with their original partner again to evaluate each plenty of other dialogs.
other’s performance when role-playing the dialogue, using the prompts
in the box. Negotiate with them how the assessment will be used: as Remember you may use the
useful information to make decisions for improvement, as the basis for a rubrics in the Appendix,
mark, fully or part teacher –part student, etc. on page xxii, to gather
information about students´
oral performance and skills.
Closure (10 minutes)
Adapted from: Nicol, D. J., & Macfarlane-Dick, D.
Exit slip (2006). Formative Assessment and Self-regulated
Learning: A model and seven principles of good
Students reflect on the work they have done in the lesson and write their feedback practice. Studies in higher education, 31
(2), 199-218.
personal responses, which they can share with some of their classmates.
90 min.
Students will... What for?
read a scene from a play based on a children´s story. To identify general and specific
identify structure and features of the text. information in a script.
identify specific information and complete a scene map. To complete a scene map.
Pages 108 - 109 perform a short scene of a play. To make connections between the text
VOLUME 2 UNIT 3
and other subjects of the curriculum.
(OA: 7)
3. After they have finished, make students choose and tick (✔) the
alternative that best describes their feelings towards the future
challenges. Encourage them to give honest answers and help them
think what they can do to improve, solve problems they may have, get
help in case they need it, etc.
VOLUME 2 UNIT 3
and punctuation.
Pages 111 - 116 To use language in written texts properly.
(OA: 10. 14, 15, 16)
Read the name of the lesson and the lesson objectives aloud with the
BACKGROUND INFORMATION
class. Remind them that the question What for? refers to what they will
be able to do once they reach each objective. Invite them to describe the Art in fashion
relationship between fashion and design and art. Picture 1: Fashion design based
on John Chamberlain’s colorful
opening (30 minutes) wrecks out of scrap metal and
old automobile parts.
preparing to read Picture 2: A dress made with
1. p Help students notice that in each square there are two pictures a fabric that reproduces the
and try to explain the connection between them and with the name of famous Marilyn, one of the
the lesson. Read the information in the window. mass-produced images created by
Pop-artist Andy Warhol.
Possible answer
Works of art have been used for the design of clothes. Picture 3: A colorful dress that
emulates the work of Bogotá-
2. p Read the questions with the class and elicit a definition of the based mural artist Stinkfish.
word fashion: a style that is popular at a particular time, especially in
clothes, hair, make-up, etc.; the business of making and / or selling
Picture 4: Striped suits that
clothes in new and different styles. Tell them to make notes of their recall the 1960s op art of Victor
answers. Vasarely.
You will find more information
3. p Give students time to write down as many words as possible on the artists and their styles
they associate with the word fashion. Then, they create their own word in the Background Information
maps or classification of the words. Appendix, on pages 158 and 159.
Page 112
Development (140 minutes) LEARNING SKILLS WINDOW
Using the dictionary
Focusing on reading
Remind students of these
1. Refer students to the notes they took when doing exercise 2, page 111. essential dictionary skills:
They use them to focus their reading in order to confirm or reject their Nouns normally appear in their
ideas. singular form and verbs appear
Before reading the article in more detail, invite students to check the in the Infinitive.
meaning of the key words using their dictionaries, noticing where the To find out meaning of
words appear in the text and whether the definitions apply. expressions, it may be
necessary to look up the
Disguise (v.): to give a new appearance to a person or thing, especially individual words and then
in order to hide its true form; to hide an opinion, a feeling, etc. work out the meaning of the
Breathtaking (adj.): extremely exciting, beautiful, or surprising expression.
Store (v.): to put or keep things in a special place for use in the future. Context has to be taken into
account at all times.
VOLUME 2 UNIT 3
classroom.
Method (n.): a way of doing something
Disguise (v.): hide, make something look like what it is not
Make up (n.): color creams, pencils, substances used on your face to make
you look better. LEARNING SKILLS WINDOW
Wear (n.): clothes of a particular type Vocabulary journals
2. p Students use the definitions they created in exercise 1 to find the To help students explore the
correct synonyms. meanings of the new words they
encounter while reading, they
Answer
desire – wish; method – manner; disguise – hide; makeup – cosmetics;
may keep vocabulary journals.
wear – clothing. These journals are a specific type
of learning log where students
3. p Students write their own examples and then share and compare can record different ideas,
with a partner. You can ask a few students to read their examples images, examples, notes and
aloud. information about the new words
they learn while reading.
Possible answer
a. A new computer, a bike, a nice room of my own, clothes, a tv set; better Students may be able to respond
marks in a school subject, a best friend, better relationships with and transact with the new words
somebody, etc. they learn using a variety of
b. How to do different things on your computer, how to tidy up your room concepts and ideas through the
quickly, how to finish homework quickly, how to persuade your parents to use of their own language in
let you do something, etc. their vocabulary journals.
c. Love, hatred, anger, nervousness, shyness, fear, stress, weakness, etc. Adapted from: Marzano, R. J. (2005). Building
d. Lip gloss, blush, mascara, eye shadow, eyeliner, eyebrow pencil, lipstick, Academic Vocabulary: Teacher’s Manual. Alexandria,
VA: Association for Supervision and Curriculum
etc. Development.
e. Menswear: jeans, t-shirt, shirt, jacket, trousers, coat, parka, sweatshirt, etc.
Womenswear: dress, skirt, blouse, tights, leggings, tank top, etc.
Page 115
Writing workshop: A museum website
Remind students that the writing task is carefully guided following the
steps of the writing process and a clear model has been provided in the
reading text, pages 112 - 113. Help them get into pairs and lead them
through the steps one by one, emphasizing the importance of making
notes of their ideas. Ask them to read the assessment prompts in Point
5 before they start working, so that they know what will be taken into
account at the moment of the final peer assessment.
b. Students use the table to enter what they already know and what improvement.
they need to find out, assigning each other tasks and responsibilities. For example:
c. Students collect the missing information and write down all their The information is interesting
sources. and complete: more research
is needed; could have
2. p Drafting followed the model more
Read the instructions and the information to be included in the website closely.
with the class. Draw their attention to the template provided, which they All the sources of information
have to copy into their notebooks and refer them to the model text on are acknowledged: other
pages 112 - 113. webpages, sites and authors
should be acknowledged,
Page 116 even if not following the
established formats.
3. revising
The webpage follows the
Students organize their information into paragraphs, using appropriate model provided: could have
connectors and a variety of adjectives to make their description more followed the model more
attractive. Refer them to the model text on pages 112 - 113 and help closely.
them notice these characteristics in that text. The content was revised and
edited: could have asked
4. editing
other students or the teacher
Students check their work and indicate corrections using the Editor’s to help correct.
marks suggested. They can exchange reviews with another pair to have All of the photographs,
a different point of view. graphics, sound and / or
5. Publishing
video enhance the content
and create interest: could
a. Students make their webpage as attractive as possible, including a have been more selective in
nice layout and visuals. the presentation of visuals;
b. Students share their webpage using the class blog, other social not all of them contribute to
networks, or, if neither of these alternatives is possible, a handmade create interest or illustrate
version displayed in the classroom. the points presented.
c. Students work together with another pair, exchange their work and Remember you may use the
evaluate it using the provided points. rubrics in the Appendix, on
d. Remind students of the importance of positive feedback and a page xxi, to keep track and
respectful attitude throughout the process. gather information about
students´ writing and their
Closure (10 minutes) writing process skills.
Adapted from: Nicol, D. J., & Macfarlane-Dick, D.
Exit slip (2006). Formative Assessment and Self-regulated
Learning: A model and seven principles of good
Students reflect on the work they have done in the lesson and write their feedback practice. Studies in higher education, 31
personal responses, which they can share with some of their classmates. (2), 199-218.
VOLUME 2 UNIT 3
preferences in connection with To express opinions about the use of new technology in art.
Pages 117 - 120 different art forms. (OA: 1, 3, 7, 8)
1. 35 This activity has two purposes: check predictions and find general
information. Refer students to the predictions they made in exercise 3,
35 See the transcript on page 155.
page 117 and then play the recording for them to check. Then, draw
their attention to the first point in the file and to the general information
they are expected to obtain. Explain that the letter R stands for
recording. LEARNING SKILLS WINDOW
Answer Taking notes
Predictions: c. A smartphone.
During a listening task, by taking
notes students evaluate what
Smart listening they comprehend.
Read this suggestion with the class and indicate it is useful to try Using this strategy, students are
and note special expressions used by the speakers that can show able to check on their progress
their opinion. while listening.
Answer When students take notes, they
General information are able to:
Type: check their understanding,
RI: Report. compare their understanding
RII: Personal experience with new information,
Purpose: identify sources of difficulty.
RI: Inform. Adapted from: Lazaraton, A. (2001). Teaching Oral
RII: Describe Skills. In M. Celce-Murcia (Ed.), Teaching English as a
Second or Foreign Language (pp. 103-115). Boston:
Specific details Heinle & Heinle.
Painting mentioned:
a. A country road in autumn colors. The water on the ground is so vivid
you actually think it is real.
ASSESSMENT FOR LEARNING
Topics mentioned: b., c. and d.
Remember you may use the
Main conclusions rubrics in the Appendix,
Students can work in pairs to decide on the general opinion of the
speakers. Both opinions are positive.
on page xviii, to gather
information about students´
listening comprehension
Think critically
and skills.
This section provides an opportunity for students to link the
contents of the lesson to their own ideas and experiences.
Encourage them to reflect on the questions individually first
and then invite them to share and compare ideas in pairs or
small groups.
VOLUME 2 UNIT 3
new one that indicates the doer of an action.
3. p Encourage students to add suffixes to the provided words and BACKGROUND INFORMATION
then check if the result is correct using a dictionary.
Suffixes –ist and -er
Answer
a. Pianist d. Novelist, writer The suffix –ist denotes a person
b. Composer e. Violinist who does a specified action or
c. Guitarist f. Dancer activity.
1. Preparing to speak
a. p Read the gapped conversation with the class and then give
pairs time to complete it using the picture clues as reference and
expressing their own preferences.
Page 120
2. Practicing
p Give students time to practice the conversation several times,
taking turns to be the two characters. If necessary, play the recording
again for students to listen and repeat. While practicing, ask students to
listening to their partners carefully so as to help and correct intonation
and pronunciation.
3. Performing
a. p Students bring pairs of pictures that illustrate different styles or
art forms to use as props in their conversations.
b. G Students get into groups of four to discuss the art forms in
their pictures. Encourage them to use the opening provided and the
model dialog in exercise 1 b.
c. Organize the presentations of the different dialogs in front of
the class.
For example:
Aspect Points prepared for the exercise very
carefully: could make better
Vocabulary use of models provided.
Uses learned expressions and words appropriately.
followed the instructions:
Fluency could make better use of
Presents information in coherent and fluent way, uses varied own ideas when following
connectors. instructions.
Pronunciation helped each other express our
Uses sounds correctly. preferences, showing respect
Speaking skills for our differences: should
Shows enthusiasm, clear articulation, proper volume and pauses. avoid feeling personally
Speaks clearly. attacked when criticized or
corrected.
Physical expressions
Communicates interest in the topic, keeps eye contact, conveys supported each other
confidence with posture and appearance. correcting our grammar,
vocabulary and
pronunciation: could invite
another classmate or
You may also use the Complementary Digital Resource 8 the teacher to help with
to allow students deal with authentic multimodal texts related to correction.
the topic of the unit that will enhance their motivation, interest used words, structures and
and curiosity. In this step, students are expected to deepen their ideas from the lesson: should
knowledge and practice the contents of the unit. The tasks proposed make better use of the
also aim at triggering students’ intellectual and affective commitment material already studied.
in their learning process. You may use the rubrics in
See the instructions to use this resource on page 152. the Appendix, on page xxii,
to gather information on
students’ oral skills.
Closure (10 minutes) Adapted from: Nicol, D. J., & Macfarlane-Dick, D.
(2006). Formative Assessment and Self-regulated
Learning: A model and seven principles of good
Exit slip feedback practice. Studies in higher education, 31
(2), 199-218.
Students reflect on the work they have done in the lesson and write their
personal responses, which they can share with some of their classmates.
VOLUME 2 UNIT 3
music genre. development, in written form.
Pages 121 - 125 To write using the steps of the writing process.
(OA: 9, 12, 13, 14)
preparing to read
1. p Examine the word map with the class and ask different students
to draw it on the board and enter the corresponding examples they
mentioned at the beginning of the lesson. Then, give them time to
complete it in pairs, with their own ideas and preferences. Check
answers on the map drawn on the board.
Possible answer
Professions: arranger, choir director, composer, conductor, drummer,
guitarist, jingle writer, lyricist, music teacher, pianist, singer, ____(instrument) LEARNING SKILLS WINDOW
player, etc.
K-W-L chart
Styles: afro-cuban, anarcho, blues, brass, Britpop, cabaret, children’s, classical,
country, dance, disco electronic, emo, folk, funk, fusion, glam, grunge, hip K-W-L (Ogle, 1986) is an
hop, jazz, latin, metal, opera, pop, popular, progressive, psychedelic, punk, instructional reading strategy
rap, reggae, religious, revival, rock, r&b, ska, soul, soundtrack, stage & screen, that is used to guide students
techno, traditional, thrash, etc. through a text. Students begin
Instruments: accordion, bagpipe, banjo, bass, bass drums, bassoon, bongo by brainstorming everything
drums, bugle, cajón, castanets, cello, clarinet, clavichord, flute, guitar, they Know about a topic. This
harmonica, harmonium, harp, horn, keyboard, lute, mandolin, marimba, information is recorded in the K
oboe, ocarina, organ, pan flute, piano, recorder, saxophone, triangle, column of a K-W-L chart. Then,
trombone, trumpet, tuba, ukulele, viola, violin, xylophone, etc. they fill in the W column with
Famous songs and famous people: students’ favorites. what they Want to know from
the text. Finally, after reading
2. G Give groups time to answer the questions. You can divide the the text, students complete the
class into three big groups and assign one question to each group. Ask L column with everything they
a few groups to share their answers. actually Learned.
3. Revise with students what a KWL chart is (Know, Want to know, Because K-W-L charts are graphic
Learned). Copy the chart on the board and elicit one example for the organizers they can help students
first column and one example for the second column. Then, give pairs organize information before,
time to add a few more ideas. Do not check answers at this point. during and after a unit or a lesson.
They can be used to engage
students in a new topic, activate
prior knowledge, share unit
objectives and monitor learning.
Strategy in mind
ASSESSMENT FOR LEARNING
Read the strategy with the class and ask them to find different
graphic organizers on this page and on others ( page 121 exercise Remember you may use the
1, page 108 exercise 1, etc.). rubrics in the Appendix, on
pages xix and xx, to keep
Smart reading track and gather information
about students´ reading
1. Remind students that a title summarizes the text it refers to. comprehension and skills.
Answer
a. Paragraph III; b. Paragraph IV; c. Paragraph I; d. Paragraph II.
2.
a. Reggae music.
Pop
b. Punk
Rock
VOLUME 2 UNIT 3
It started in the 1960’s in Jamaica. areas of learning.
It is a combination of ska and These connections, based upon
rocksteady music groupings of experiences and
outcomes from within and
across curriculum areas, can
provide relevant, challenging and
enjoyable learning experiences
and stimulating contexts to meet
2. Students copy what they did not know about reggae and the varied needs of students.
learned in this lesson in the third column of the chart on page
Adapted from: Dale, L. and Tanner, R. (2012). CLIL
121, exercise 3. Activities. Cambridge: Cambridge University Press
Think critically
This section provides an opportunity for students to link the
contents of the lesson to their own ideas and experiences.
Encourage them to reflect on the questions individually first and then
invite them to share and compare ideas in pairs or small groups.
Page 124
BACKGROUND INFORMATION
After reading
Describing actions in which
Work it out! Describing actions in which the subject is unknown the subject is unknown – The
p Give students a few minutes to analyze the examples and answer the Passive voice
questions individually; then, they compare answers in pairs. You may share Sentences in the Passive
the information in the window and in the appendix with the students. voice mention the thing or
Answer person receiving an action
a. We do not know. before mentioning the action
b. ii. The action itself. itself, and may omit the actor
altogether. You will find more
information on the Passive
Writing workshop: An article for a music magazine
Voice form and its uses in
G Remind students that the writing task is carefully guided following the the Background Information
steps of the writing process and a clear model has been provided in the Appendix, on page 159.
reading text, pages 122 - 123. Help them get into groups and lead them
through the steps one by one, emphasizing the importance of making Adapted from: Birch, B. (2005). Learning and Teaching
English Grammar, K–12. White Plains, NY: Prentice Hall.
notes of their ideas. Ask them to read the assessment prompts in Point
5 before they start working, so that they know what will be taken into
account at the moment of the final peer assessment.
1. organizing ideas
a. Refer students to the text on pages 122 - 123 and tell them to pay
attention to the titles they chose for each paragraph, to identify what
each of their paragraphs should contain.
b. Organize the distribution of musical genres among the groups; act as
a referee if more than one group wants to write about the same; also,
accept other sensible suggestions.
c. Tell students to time themselves carefully; for example, they can
devote five minutes to brainstorm and five minutes to organize
the information.
VOLUME 2 UNIT 3
opening (30 minutes)
TEACHING WINDOW
Read the name of the lesson and the lesson objectives aloud with the
To help students make
class. Remind them that the question What for? refers to what they will
connections with Social
be able to do once they reach each objective. Elicit an explanation of the
Studies, conduct exercise 3 as
expression travel virtually (to visit exotic, distant places almost anywhere
a webquest, providing students
on the planet using new virtual technology).
a list of websites they can
1. p Read the names of the countries in the box and the headings of visit and where they can find
the table (continents) with the class. Then, give students a few minutes the information they need to
to complete the task. Check answers orally. complete the chart. If internet
Answer is available, give them some
time to visit the websites and
Africa America Asia Europe Oceania research in pairs or small groups.
South Africa Mexico China England Australia You may evaluate students’
Egypt Brazil Vietnam France Fiji ability to deal with this type of
Kenya The USA India Italy New Zealand
Madagascar Chile Japan Holland Papua New
activity using the rubric on page
Somalia Argentina Taiwan Portugal Guinea xxii.
Samoa
2. p You can organize this activity as a competition; the first pair to
match all the countries and tourist attractions wins a prize.
Answer
Picture 1 – England. Picture 2 – India. Picture 3 – The USA. Picture 4 – China.
Picture 5 – Italy. Picture 6 – France. Picture 7 – Brazil. Picture 8 – Holland
Page 126
3. p Give students time to find information to complete the table.
Check answers asking different students to draw and complete the
table on the board.
Answer
Name of
Picture Location Description
spot
1 Big Ben Houses of The clock inside the tower was the
Parliament, world’s largest when it was installed
London in the middle of the nineteenth
century. The name Big Ben actually
refers to the clock’s hour bell.
2 The Taj Agra, India An immense mausoleum of white
Mahal marble, built between 1631 and 1648
by order of the Mughal emperor Shah
Jahan in memory of his favorite wife,
Mumtaz Mahal.
3 The Statue New York, The statue was a gift of friendship
of Liberty the USA from the people of France to the
United States and is recognized as a
universal symbol of freedom and
4. 37 Read the instructions and the alternatives with the class and then 37 See the transcript on page 156.
play the recording once or twice for students to choose the best options.
Answer
a. iii. b. ii.
ADDITIONAL ACTIVITY
5. 37 Play the recording again for students to write the names of the After students complete the
VOLUME 2 UNIT 3
countries mentioned. You can refer students to exercise 1 on page 126. discussion group activity in
Answer exercise 7, invite each group
England, Scotland, Italy, France, Switzerland and Portugal. to create a new question. Then
encourage them to split up
6. Read the gapped sentences aloud with the class and then play the and work with other groups to
recording with pauses for students to complete them. discuss their new questions.
Answer
a. For the past year, Bill has spent hundreds of hours travelling thousands
of miles.
b. When I was younger and single I traveled around Europe and other
countries across the world.
c. I am working on a series of those views I think are still iconic of their
countries, but not necessarily the most famous.
d. I simply pick a place name out of a hat and virtually walk around until I
find an inspiring view.
Page 128
project: A performance
VOLUME 2 UNIT 3
III. Presentation
Negotiate with students the type of presentation they are going to
make: videoed, in groups, for the whole class, to the school, etc., and
help as much as you can.
IV. Assessment
VOLUME 2 UNIT 3
Students get into their groups and use the rubric and the provided
scale to evaluate their performance. Encourage them to discuss and
negotiate when there are differences of opinion until they reach
a consensus.
Page 130
1. Give students plenty of time to examine the unit they have just finished; TEACHING WINDOW
they should do this individually.
Students’ self-assessment
2. Students should complete the table individually first, but be flexible as practices
to when you could let them exchange and share opinions with some of
To help students determine
their classmates. Elicit from them examples of what they should include
where they are now, you can:
in the first column (activities), in the second column (skills, language),
ensure they understand the
and in the third column (personal application of what they have learned
criteria for quality work, so
in real life or in future learning). Students share and compare tables with
that they are able to assess
a partner in order to include as much information as possible.
themselves as fairly and
accurately as possible.
Page 131 help students gradually assume
3. Read the assessment chart with the class and make sure students more responsibility for their
understand what each point refers to. It is essential to give them plenty own learning, as they practice
of time to reflect and answer truthfully. using self-assessment tools
such as: checklists, rubrics and
4. Get students to work in pairs and evaluate each other using the same student-led conferencing forms.
criteria. Decide if you want to give each student your own assessment provide students with
besides or instead of their classmate’s. opportunities to discuss their
self-assessment in light of peer
and teacher assessment.
Adapted from: McMillan, J. H., Hearn, J. (2008).
Student Self-assessment: The Key to Stronger Student
Motivation and Higher Achievement. Educational
Horizons, 87(1), 40-49. http://files.eric.ed.gov/fulltext/
EJ815370.pdf
Methodological Guidance
45’ 3 To identify relevant ideas Express feelings, interpretations and opinions about the content of
7 about unknown topics. the text.
To respond to the text Make connections with other subjects.
through short discussions. Identify relevant ideas in digital or on-line texts.
Identify cultural elements in the text.
Stage: Opening Screen: 1
1. Before starting the activity, elicit students’ prior knowledge about the famous pieces of art in the pictures. Then,
encourage them to rank these pieces in the order of importance they think they are ranked.
2. Have students watch the video and check their ideas. Then, invite them to discuss in pairs or small groups about
other famous pieces of art they think are missing in the list. Encourage students to rank the missing pieces of art
according to their own opinions.
OPENING
critical thinking. In this way, you will be dealing with and promoting the OAT related to cognitive and intellectual
dimension. Then, ask students to watch the video about five famous outstanding artists in this area.
Stage: Development Screen: 1 and 2
2. Two alternatives are possible in relation to this activity. You may ask students to first drag the expressions to the
correct location in the table and then check as they watch the video again; or you may ask students to watch the
video first and then complete the table.
3. Invite students to read the sentences in the boxes and predict the sequence in which mural paintings are made.
4. Have students check their predictions by watching the video.
Stage: Closure
5. Ask students to watch the video on Screen 1 again, if necessary. Then, motivate them to express their opinions
and exchange information about other famous artists related to this art expression.
VOLUME 2 UNIT 3
1. Begin the session by encouraging students to exchange ideas about the sentences on the screen. They may
predict their answers and then check as they watch the video.
2. Invite students to express their ideas and make their own ranking about famous painters. Then, have them
discuss their ideas in pairs, while they compare rankings.
CLOSURE
VOLUME 2 UNIT 3
33 StUDent’S Book - UnIt 3 - PAGe 106 - favorite painting by the famous artist David Hockney
eXerCISe 1.a is a country road in autumn colors. The water on
Speaker 1: the ground is so vivid you actually think it is real.
a. big dots small dots pink dots black dots The brushes within the app permit to easily create
different effects and textures. The app includes a
Speaker 2:
color wheel so you can easily find the right shade
b. pick – peak sit – seat pill – peel
you’re after. If you make a mistake or decide against
Speaker 1: your latest stroke you can quickly and easily undo
food – foot pool – pull fool – full or redo actions without having to paint over and
Speaker 3: recreate whole sections of your piece. You can easily
fox – fork dark – duck walk – wok tweet, email, save or print your finished work from
Speaker 1: the app. This means everyone will get to enjoy your
c. How about... latest piece of art.
What do you think of... Speaker 2:
Speaker 2: I started using a smartphone around 9 or 10 years
How do you feel about... ago. I carried it with me in my pocket when going
Let’s... on walks to the nearby woodlands. So if you carry
something around you might as well use it, and I
Speaker 3:
did! I began drawing and painting with a smartphone
I’d rather...
application like I never did in my life. I could do one
I don’t feel like...
painting a day. I painted as fast as possible – just
I’d love to
like Van Gogh did. In 2011, I had nearly a hundred
smartphone paintings, and I chose the best 51 for
my exhibition “The arrival of spring”. One of my
34 StUDent’S Book - UnIt 3 - PAGe 107 - favorite paintings from the collection is a canvas
eXerCISe 2.a which shows the country with water on the ground,
Glenn: So, how about going out tonight? but in the background, you can see that the land is
Sue: Sure, why not? What do you have in mind? already waking up to spring.
Glenn: I was thinking of a concert of some kind.
Sue: Ok, let’s look in the newspaper.
Glenn: There is a samba festival in the Arts Center. 36 StUDent’S Book - UnIt 3 - PAGe 120 -
Sue: Who’s playing? eXerCISe 1.b
Glenn: There’s a band from Brazil. Rhonda: What is your favorite art form?
Sue: I’m not sure it is my kind of music. Brandon: I much prefer painting.
Glenn: Well, then you come up with a suggestion. Rhonda: Which do you prefer, modern or traditional
Sue: We could go to the theater to see a good play. art?
Glenn: Fine with me. Let’s do it! Brandon: I think modern art is fantastic.
Rhonda: Do you think that the colors used in digital
paintings are more or less vivid than in
traditional paintings?
Brandon: They’re definitely more vivid.
Rhonda: Are digital artists better than traditional
ones?
VOLUME 2 UNIT 3
Sculpture: Chile: Malucha Solari (1920 - 2005), Jorge Cáceres
Chile: Rebeca Matte (1875 - 1929), Lily Garafulic (1914 (1923 - 1949), Patricio Bunster (1924 - 2006), Osvaldo
- 2012), Marta Colvin (1917 - 1995), Juan Egenau (1927 Jeldres (1929 - 2014), Rodrigo Guzmán (1979 - ),
- 1988), Matías Vial (1931 - ), Mario Irarrázaval (1940 -), Miranda Bodenhöfer (1990 -), etc.
Gaspar Galaz (1941 -), Iván Cabezón (1955 -), etc. Anna Pavlova (Russia, 1881 – 1931), Vaslav Nijinsky
Other: Donatello (Italy, 1386? - 1466), Michelangelo (Russia, 1889 – 1950), Margot Fonteyn (England, 1919
(Italy, 1475 - 1564), Gian Lorenzo Bernini (Italy, 1598 - –1991), Rudolf Nuréyev (Russia, 1938 – 1993), Mikhail
1680), Auguste Rodin (France, 1840 - 1917), Constantin Baryshnikov (Latvia, 1948 - ), Fernando Bujones (USA,
Brancusi (Romania, 1876 - 1957), Sylvia Shaw Judson 1955 – 2005), Misty Copeland (USA, 1982 - ), Iván
(USA, 1897 - 1978), Henry Moore (England, 1898 – Vasílev (Russia, 1989 - ), etc.
1986), etc.
movies – Directors:
Painting: Chile: Alejandro Jodorowsky (1929 - ), Raúl Ruiz (1941
Chile: Juan Francisco González (1854 - 1933), Roberto - 2011), Patricio Guzmán (1941 - ), Miguel Littín (1942
Matta ( 1912 - 2002), Nemesio Antúnez (1918 - 1993), - ), Silvio Caiozzi (1944 - ), Ignacio Agüero (1952 - ),
Gracia Barrios (1927 -), Claudio Bravo (1936 - 2011), Ricardo Larraín (1957 – 2016), Andrés Wood (1965 - ),
Carmen Aldunate (1940 -), Gonzalo Cienfuegos (Chile, Pedro Peirano (1971 - ), Álvaro Díaz (1972 - ), Marcela
1949 -), etc. Said (1972 - ), Alicia Scherson (1974 - ), Coca Gómez
Other: Leonardo Da Vinci (Italy, 1452 – 1519), (1975 - ), Pablo Larraín (1976 -), Sebastián Silva (1979
Rembrandt (Netherlands, 1606 – 1669), Jan Vermeer -), Matías Bize (1979 - ), etc.
(Netherlands, 1632 – 1675), Paul Cezanne (France, Other: Charles Chaplin (England, 1889 - 1977), Alfred
1839 - 1906) Claude Monet (France, 1840 – 1926), Hitchcock (USA, 1899 – 1980), Akira Kurosawa (Japan,
August Renoir (France, 1841–1919), Vincent Van Gogh 1910 – 1998), Ingmar Bergman (Sweden, 1918 – 2007),
(Netherlands, 1853 – 1890), Pablo Picasso (Spain, 1881 Stanley Kubrick (USA, 1928 – 1999), Woody Allen (USA,
– 1973), etc. 1935 - ), Martin Scorsese (USA, 1942 - ), George Lucas
(The USA, 1944, -), Steven Spielberg (USA, 1946 - ),
Theater - Playwrights:
James Cameron (USA, 1954 - ), Tim Burton (USA,
Chile: Antonio Acevedo Hernández (1886 - 1962),
1958), Peter Jackson (1961 - ), Quentin Tarantino (USA,
Pedro de la Barra (1912 - 1977), Isidora Aguirre (1919
1963 - ), Christopher Nolan (England, 1970, -), etc.
- 2011 ), Luis Alberto Heiremans (1928 - 1964), Jorge
Díaz (Chile, 1930 - 2007), Alejandro Sieveking (Santiago, Cartoon:
1934 - ), Marco Antonio de la Parra (Chile, 1952 -), etc. Chile: Nataniel Cox Méndez, Pug (1881-1908), Jorge
Other: William Shakespeare (England, 1564 - 1616), Délano, Coke (1895 - 1980), René Ríos, Pepo (1911 -
Jean-Baptiste Poquelin, Molière (France, 1622 - 1673), 2000),Percy Eaglehurst, Percy (1922 - 2013), Themo
Henrik Ibsen (Norway, 1828 - 1906), Oscar Wilde (1854 Lobos (1928 —2012), Renzo Pecchenino (Italia, 1934 -
– 1900) Anton Chejov (1860 - 1904) Samuel Beckett 1988), Guillermo Galindo, Malaimagen (1981 - ), etc.
(Ireland, 1906 –1989), Harold Pinter, (England, 1930 Other: Friz Freleng (USA, 1906 – 1995), Georges
- 2008) Prosper Remi, Hergé (Belgium, 1907 – 1983), Charles
M. Schulz (USA, 1922 – 2000), Joaquín Lavado, Quino
Literature – Writers:
(Argentina, 1932 - ), Jim Davis (USA, 1945), Mike Judge
Chile: Baldomero Lillo (1867 - 1903), Gabriela Mistral
(England, 1950 - ), Matt Groening (USA, 1954 - ), etc.
(1889 - 1957), Marcela Paz (1902 - 1985), Pablo
Neruda (1904 - 1973), Francisco Coloane (1910 - Graffiti:
2002), Oscar Castro (1910 - 1947), María Luisa Bombal Chile: Dasic Fernández; Nelson Rivas, Ceki; Julio
(1910 - 1980), Nicanor Parra (1914 - ), José Donoso Simón, etc.
(1925 - 1996), Isabel Allende (1942 - ), Hernán Rivera Other: Bansky (England)), Ricardo Cavolo, Obey (USA),
Letelier (1950 - ), Roberto Bolaño (1953 - 2003 ), etc. Suso 33 (Spain), Blu (Italy), Bihno Ribeiro (Brazil), Dúo
Other: Jane Austen (England, 1775 –1817), Edgar Allan Os Gemeos (Brazil), Jaz (Argentina), Nerf (Argentina),
Poe (USA, 1809 - 1849), Charles Dickens (England, Ever (Argentina), etc.
1812 - 1870) Mark Twain (USA, 1835 – 1910), Agatha
VOLUME 2 UNIT 3
Stinkfish’s work is created, primarily, by portraying He was recognized during his lifetime in Delft and The
a variety of random faces artistically. He chooses Hague, but his modest celebrity gave way to obscurity
intriguing photographs of strangers. Once these after his death. In the 19th century, Vermeer was
pictures are taken, he then selects the ones that will be rediscovered and, since that time, Vermeer’s reputation
used for wall art. has grown, and he is now acknowledged as one of the
Andy Warhol (August 6, 1928 – February 22, 1987) greatest painters of the Dutch Golden Age.
was an American artist who was a leading figure in Umberto Boccioni (1882 - 1916) was an influential
the visual art movement known as pop art. His works Italian painter and sculptor. He helped shape the
explore the relationship between artistic expression, revolutionary aesthetic of the Futurism movement
celebrity culture, and advertisements that flourished by as one of its principal figures. Despite his short
the 1960s. After a successful career as a commercial life, his approach to the dynamism of form and the
illustrator, Warhol became a renowned and sometimes deconstruction of solid mass guided artists long after
controversial artist. The Andy Warhol Museum in his his death. His works are held by many public art
native city, Pittsburgh, Pennsylvania, holds an extensive museums.
permanent collection of art and archives. It is the largest
museum in the United States dedicated to a single artist.
Warhol’s art used many types of media, including
Lesson 6: the sound of music
hand drawing, painting, printmaking, photography, silk Page 124 Work it out!
screening, sculpture, film, and music. He was also a
pioneer in computer-generated art using computers that Describing actions in which the subject is
were introduced in 1985, two years before his death. unknown – the Passive voice
Pop art is an art movement that emerged in the mid- Consider this sentence:
1950s in Britain and the late 1950s in the United The leaves were blown by the wind.
States, drawing inspiration from sources in popular The leaves receive the action of being blown. In the
and commercial culture such as advertising, Hollywood example, the agent is specified with the preposition
movies and pop music. Key pop artists include Andy by. However, the agent could have been left out of the
Warhol, Roy Lichtenstein, Richard Hamilton, Peter Blake sentence: The leaves were blown.
and David Hockney.
When is it proper to use the Passive voice?
Victor Vasarely (1906 - 1907) was a Hungarian-
French artist credited with having created the Op Art If you do not know who did the action; the agent is
movement. Vasarely’s paintings and sculpture unknown.
utilized geometrical shapes and colorful graphics to My camera was stolen from my locker at school.
create illusions of spatial depth on two-dimensional If you prefer the attention to be on the action and not
surfaces. Vasarely first enrolled in the Hungarian branch on the person doing it.
of the Bauhaus in Budapest in the late 1920s. After Many candles were lit at the memorial service by family
settling in Paris in 1930, Vasarely worked as a graphic and friends.
artist and developed his signature abstract aesthetic.
You are expressing a general truth that is applicable
Op art, also known as optical art, is a style of visual art to many.
that uses optical illusions. Op art works are abstract, Diets are made to be broken.
with many better known pieces created in black and
Form of the Passive voice
white. Typically, they give the viewer the impression
of movement, hidden images, flashing and vibrating Subject + Form of to be + Past Participle (3rd column of
patterns, or of swelling or warping. irregular verbs)
The verb to be expresses the tense (Present, Past,
Future, etc.) and forms the negative and interrogative
forms.
1. On your own, choose one of the artistic expressions below and write a brief cultural review (around
80 words). Remember to include the four sections:
Introduction: name of event / product and protagonists.
Highlights: assessment of the strengths, weaknesses and notable features of the event or product.
VOLUME 2 UNIT 3
Soccer 2016
Review of .
Art
VOLUME 2 UNIT 3
Forms Movements Occupations Events
3. Fill in the blanks of the conversation about an artistic night out using the phrases in the box below.
Then, check your work with your group and role-play the dialog.
The first picture shows... While the second picture shows... What I think is that...
I much prefer.... This art form makes me feel... As far as I know...
In my opinion,... It belongs to...
A B C
D e F
Introduction: Literature is born from the human need to tell stories about oneself or about others, or about the world
to better understand our existence. All stories, myths, fables and novels are, in fact, the result of this
wish and this basic need: they help us to live, to survive; they help children to grow up and develop.
VOLUME 2 UNIT 3
Task: In this project, you will have to re-write the famous story of Little Red Riding-Hood set in Roman
times (around 1000 words). You will have to include all the events of the original story but set during
the times of the Roman Empire. In order to do so, you will work in groups of 3 students and each of
you will be in charge of a different aspect of the project.
Process: 1. A short story is a brief work of fiction usually dealing with a few characters and a single event. On
your own, watch the following video and take down notes. Then, describe the 5 elements of a
short story to your partners.
• https://www.youtube.com/watch?v=VDmhl-SU5Yk
2. As a team, visit the following website and read the 11 tips on how to write a short story (Part 1)
carefully. Later, answer the questions below.
• http://www.wikihow.com/Write-a-Short-Story
a. What are the basics to a good short story? Explain each step briefly.
b. What should you do if you find it difficult to describe a character?
c. How many points of view to tell a story are there? Mention them.
d. What does Tip #10 say about time when writing?
3. Now, read the information on the following websites and pay attention to some characteristics of
everyday life in Roman society. Comment with your partners and fill in the chart with specific
details which includes this information:
• Family life • Housing and homes
• Clothing • Children and school
• Food and eating habits
• http://www.ducksters.com/history/ancient_rome_food_daily_life.php
• http://www.ancient-rome.biz/daily-life.html
• http://rome.mrdonn.org/clothing.html
• http://rome.mrdonn.org/countrylife.html
• http://rome.mrdonn.org/afternoon.html
• http://rome.mrdonn.org/school.html
4. Go over this website and scan the different versions of the short story. Choose one and read it
more carefully. You will use the events of this version as a model for your work.
• http://www.pitt.edu/~dash/type0333.html
5. Follow the steps of the writing process you have learned in class to write your version of Little
Red Riding Hood. As a reminder, have a quick look at the picture on the following website.
• https://blogs.longwood.edu/postonsn/investigating-a-writing-rule/
6. To round off your group work, publish your short story in a creative way. You may write the final
version in a handmade story book or comic, as a motion picture, as a Power Point presentation
with audio, etc. Be as creative as possible!
Assessment: The new version of the short story will be evaluated with a common grade for group work creativity
and good writing skills will be highly valued, too. Rubric is as follows:
• Creativity: 40%
• Quality of writing: 40%
• Use of historical facts: 20%
Conclusion: Above all, the project you have just prepared has allowed you to use your imagination and creativity
to a wide extent. It has also given you the opportunity to expand your knowledge on the history of
the Roman Empire and to develop your reading and writing skills.
1. Read the text. Parts of some sentences have been cut out (a - e). Place them back 5 points
in the correct positions in the text (1 - 5).
VOLUME 2 UNIT 3
Who is Banksy?
I. He is perhaps the most famous, or infamous, artist alive. To some,
he is a genius; to others, a vandal. Always controversial, he inspires
admiration and provokes outrage in equal measure.
II. Since Banksy made his name with his trademark stencil-style
‘guerrilla’ art on walls, subways, buses and other public spaces -
on walls in London, Brighton, and even on the West Bank barrier
separating Israel from Palestine - his works have sold for hundreds
of thousands of pounds.
III. He has dozens of celebrity collectors including Brad Pitt and
Christina Aguilera
(1) ! For example, Banksy’s painting of a
monkey wearing a sandwich board sold for £228,000. He has also
painted murals including a Mona Lisa with a rocket launcher – sold
for another outrageous amount.
IV. Yet his most provocative statement, and the one that generates
the most publicity, is the fact that Banksy’s true identity has always
been a jealously guarded secret,
(2) . Some myths have grown around him:
that his real name is Robin Banks; that before he became a painter
(3) ; that his parents don’t know what he does
and think that he is an unusually successful painter and decorator.
Then, there’s the suggestion that Banksy is actually a number of
artists or that he does not exist at all.
V. Such is the curiosity about Banksy that when the great man is
supposed to have thrown away a pizza box into a bin in Los
Angeles, (4) , with the seller suggesting that
the few anchovies left inside might have traces of his DNA! Trying
to establish just who the elusive Banksy is has proved as difficult as
predicting the location of his next work.
VI. Banksy has supposedly been photographed a few times, but each
photo appears to be that of a different person, so who knows?
However, does it really matter who Banksy is? Is art about the
artist (5) ? The people who buy his art think
that the person behind it does not really matter. It seems to
support the statement: “Art, in the end, is only about art.”
Adapted from: Joseph, C. (July 12, 2008). Graffiti artist Banksy unmasked ... as a former public schoolboy from middle-class suburbia. Mail Online.
Retrieved June 6, 2016, from: http://www.dailymail.co.uk/femail/article-1034538/Graffiti-artist-Banksy-unmasked---public-schoolboy-middle-class-
suburbia.html
VOLUME 2 UNIT 3
2. Read the text again and tick (✔) the paragraph where you can find this information. 6 points
Information I II III IV V VI
a. A truth about art.
b. Difficulty to prove Banksy´s identity.
c. Famous collectors and pricey paintings.
d. Invented information about Banksy.
e. People´s reaction to Banksy´s work.
f. Places he has painted.
3. Read the text once more and answer these questions. 4 points
5. 38 Listen again and write the name of the speaker, Dani or Jen. 4 points
6. 38 Listen once more and circle the word you hear. 5 points
Page 95 exercise 1
exercise 1, b. Yes / No
a. ice. b. sand. c. wood. d. stone. Information Prediction (✔) R1 R2 R3
VOLUME 2 UNIT 3
a. Name of cultural Yes Yes Yes
Page 96 event / product
exercise 2 b. Name of reviewer No No No
a. The text is about four controversial modern artists.
c. Place where you can Yes No No
I. Elephant dung. find the product /
II. Concrete, plaster, rubber, and styrofoam. attend the event
III. Bronze. d. Personal opinion of No Yes Yes
IV. Ice. the reviewer
Smart reading Listening file answer
1. a. I. (Bob Marley). b. IV. (Canada). c. II. (styrofoam). General information
d. III. (Rome). e. I. (London). f. III. (sparrow).
Cultural expression reviewed:
g. IV. (stone, snow, ice sand, wood, leaves).
Picture 1: R3. Picture 2: R1. Picture 3: R2.
h. II. (concrete, plaster, rubber).
Opinion expressed:
Page 98 R1: Ne. R2: P. R3: P.
Work it out! Specific details
a. ii. They all started in the past and continue in the Which review (1, 2, or 3) describes / mentions…
present. a. R2. b. R1. c. R3. d. R1.
b. For and since. Match.
a. - ii. b. - iii. c. - i.
Vocabulary in context
main conclusions
Exercise 2
Students can work in pairs to put together all the
a. The parts in blue represent objects (nouns). information they got from the recording to answer the
b. The parts in green represent characteristics questions
(adjectives).
Page 102
Page 100 Work it out!
exercise 1 a. ii. To show the sequence of events.
Picture 1 – An exhibition – Painting
Writing workshop, exercise 1, a
Picture 2 – A concert – Music
Introduction (iv); Highlights (i); Critique (iii); Additional
Picture 3 – A book fair – Literature information (ii)
Picture 4 – A movie viewing – Movies
Writing workshop, exercise 1, b
Introduction: This story (...) around the world. (first
paragraph)
Highlights: It’s an ideal story (...), age group.
Additional information: And there (...) with it! (third
paragraph)
Critique: A heart-warming novel (...) on reading.
(second paragraph)
Words the writer uses to express his / her opinion:
heart-warming, so good that, cool, ideal, enjoyable,
recommended.
Style and tone: b. Informal, friendly e. If all the children are over 5, they could pay
Main topic: b. Ideas for things to do £20.00.
f. Children 5 and under do not pay.
Specific details
Nationality of the artist whose show is on at the 2. a. Many people think that fashion is a method of
gallery: b. Japanese. clothing and wearing accessories that is used
Work of art created by the artist: c. (Her works are all to show or hide something about themselves.
about dots, loops, colors and lights. Big dots, small b. According to the fashion museum, fashion
dots, pink dots, black dots). statements can be expressed using your clothes,
Mickey or Claire? a. Mickey. b. Claire. c. Claire. accessories, shoes, hair, makeup, even your
d. Claire. cell phone.
main conclusions c. Fashion can be an art form.
Students can work in pairs to discuss the answer to
Page 114
these questions and reach a consensus.
Vocabulary in context
a. No. Claire wants to do different things while Mickey
would like to stick to his routine. 2. desire – wish; method – manner; disguise – hide;
b. Because they are finally going to do all the things makeup – cosmetics; wear – clothing.
she suggested.
Work it out!
Page 108 c. The sentences refer to actions that started in the past
exercise 1 and continue in the present.
Name: Down the rabbit hole to Wonderland d. No specific past expressions are used; the Present
Setting: The rabbit hole and a long corridor in the Perfect tense is used.
Queen’s palace
Page 118
Protagonists: Alice, the Rabbit, the Queen
exercise 1
Secondary characters: The cards
Predictions: c. A smartphone.
exercise 2
Listening file answer
a. In bold.
General information
b. In brackets, in a different color, in italics. Type:
exercise 3 RI: Report.
RII: Personal experience.
Characters: (Rabbit, Alice, The Queen)
Descriptions of the set: (She finds herself in a long low Purpose:
hall.) RI: Inform.
Actions: (Rabbit takes out his watch.), (Waves to her as RII: Describe.
he exits behind screen.), (Alice follows Rabbit.), (No one Specific details
answers.), (She indicates the cards on the ground.)
Painting mentioned:
exercise 4 a. A country road in autumn colors. The water on the
ground is so vivid you actually think it is real.
a. She was chasing the rabbit.
Topics mentioned: b., c. and d.
b. He was going to be late.
main conclusions
c. He left.
Speaker 1: a. Positive
d. She ordered to cut it off.
Speaker 2: a. Positive
VOLUME 2 UNIT 3
dedicated on October
d. Paragraph II.
28, 1886. It was
2. a. Reggae music. designated as a
National Monument in
b. Pop,
1924. It is located on
punk Liberty Island in New
rock. York Harbor.
c. Rags or ragged clothing. 4 The Great China It is a series of
Spanish term for “the king’s music. Wall of fortifications made of
China stone, brick, tamped
Page 124 earth, wood, and other
Work it out! materials, generally built
along an east-to-west
a. We do not know. line across the historical
b. ii. The action itself. northern borders of
China in part to protect
Page 126 the Chinese Empire
exercise 1 from intrusions by
various nomadic groups
Africa America Asia Europe Oceania or military incursions by
South Mexico China England Australia various warlike peoples.
Africa Brazil Vietnam France Fiji 5 The Rome, Italy It is the most famous
Egypt The USA India Italy New Colosseum monument to have
Kenya Chile Japan Holland Zealand survived from the
Madagascar Argentina Taiwan Portugal Papua New classical world. This
Somalia Guinea amphitheater was built
Samoa nearly two thousand
years ago for the
exercise 2 purpose of hosting
Picture 1 - England. Picture 2 - India. Picture 3 - The violent gladiator games
and other
USA. Picture 4 - China. Picture 5 - Italy. Picture 6 -
entertainment. Large
France. Picture 7 - Brazil. Picture 8 - Holland sections of the
exercise 3 Colosseum as it now
stands are not ancient
Name of at all, but the result of
Picture Location Description
spot restoration in the 19th
1 Big Ben Houses of The clock inside the century. Only 1/3 of the
Parliament, tower was the world’s original amphitheater
London largest when it was remains intact.
installed in the middle 6 The Eiffel Paris, It is on the Champs de
of the nineteenth Tower France Mars in Paris, France. It
century. The name Big was originally built as
Ben actually refers to the entrance arch for
the clock’s hour bell. the World’s Fair in 1889.
2 The Taj Agra, India An immense It is named after
Mahal mausoleum of white Gustave Eiffel, whose
marble, built between company was in charge
1631 and 1648 by order of the project.
of the Mughal emperor It is 320 meters high
Shah Jahan in memory and was the tallest man
of his favorite wife, made structure in the
Mumtaz Mahal. world for 41 years
VOLUME 2 UNIT 3
Celce-Murcia, M., & McIntosh, L. (1991). Teaching
English as a second or foreign language. Heinle & Assessment Reform Group. (2002). Assessment
Heinle Publishers. for learning: Research-based principles to guide
Dale, L. & Tanner, R. (2012). CLIL activities. Cambridge: classroom practice.
Cambridge University Press Black, P., Harrison, C., & Lee, C. (2004). Working
Ellis, R. (2003). Task-based language learning and inside the black box: Assessment for learning in the
teaching. Oxford: Oxford University Press classroom. Granada Learning.
Harmer, J. (2006). How to teach English. Pearson Black, P., & Wiliam, D. (2005). Changing teaching
Education India. through formative assessment: Research and practice.
Marzano, R. J., Pickering, D., & Pollock, J. (2011). CERI, 2005, 223-240.
Classroom Instruction that Works: Research-based Earl, L. (2003). Assessment as Learning: Using
Strategies for Increasing Student Achievement. Classroom Assessment to Maximize Student Learning.
Alexandria, VA: Association for Supervision and Corwin Press, INC
Curriculum Development
McMillan, J. H., Hearn, J. (2008). Student Self-
Marzano, R. J., Pickering, D., & Heflebower, T. (2011). assessment: The Key to Stronger Student Motivation
The highly engaged classroom. Marzano Research and Higher Achievement. Educational Horizons, 87(1),
Laboratory. 40-49. http://files.eric.ed.gov/fulltext/EJ815370.pdf
Marzano, R. J. (2005). Building Academic Vocabulary:
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative
Teacher’s Manual. Alexandria, VA: Association for
assessment and self‐regulated learning: A model and
Supervision and Curriculum Development.
seven principles of good feedback practice. Studies in
Stein, S. (1995). Equipped for the Future: A Customer- higher education, 31(2), 199-218.
driven Vision for Adult Literacy and Lifelong Learning.
Washington, DC: National Institute for Literacy. (ED 384
792) Webpages
https://hispano123.wordpress.com/2014/01/16/
Language skills connectors-first-later-after-that-next-then-finally/
Connectors: first, later, after that, next, then, finally.
Ahmed, R. (June 18, 2015). Voices: Five essential
listening skills for English learners. Retrieved from: https://www.grammarly.com/blog/how-to-use-the-
https://www.britishcouncil.org/voices-magazine/ passive-voice-correctly-2/?AT 3389=1
five-essential-listening-skills-english-learners How to use the passive voice correctly
Harvey, S. & Goudvis, A. (2007). Strategies that work:
Teaching comprehension for understanding and Cra resources
engagement. Stenhouse Publishers.
Atkinson, H. (2008). Pronunciación del inglés: Un
Lazaraton, A. (2001). Teaching oral skills. Teaching
resumen de los sonidos de la lengua inglesa. México
English as a second or foreign language, 3, 103-115.
Trillas.
Leograndis, D. (2012) Launching the Writing Workshop:
A Step-by- Step Guide in Photograph. NY: Scholastic Diccionario Oford compact: Español-Inglés, Inglés-
Español The pocket Oxford Spanish dictionary:
Pronunciation Tips- A Guide to Better Speaking.
Spanish-English, English-Spanish. Oxford: Oxford
Retrieved May 5, 2016, from http://www.
University Press. Diccionario
pronunciationtips.com/intonation2.htm
Ur, P. (1984). Teaching Listening Comprehension. Pocket: Español Inglés - English Spanish: más de
Cambridge University Press 57000 entradas y 100000 acepciones. México:
Larousse.
Forget, G. (2005). Larousse gramática inglesa
Language and structure comunicativa. Barcelona: Larousse.
Birch, B. (2005). Learning and Teaching English Murphy, R. (2009). English grammar in use. Cambridge:
Grammar, K–12. White Plains, NY: Prentice Hall. Cambridge University Press.
Over to you
Read the list of objectives for this unit. Then tick (✔) and answer briefly using the questions as a guide.
How important are the objectives to your own life?
How important is art in its different forms (music, literature, fashion, etc) to you?
Do you think we should value art as much as we value other things that give us pleasure? Yes/No. Why?
What connection can you make with the topics of Units 1 and 2? How are the arts linked to learning and
the working life?
Setting objectives
1. Read the list of learning goals for this unit again and answer questions a – c individually.
a. Which ones do you think are the easiest to achieve? Why?
b. Which ones do you think are the most difficult to accomplish? Why?
c. What specific knowledge (content, vocabulary, attitudes) do you think you need to achieve them?
3. According to your own interests and reality, identify and list some specific goals for you to
accomplish. Then, look at the example below and complete the diagram adding two personal goals.
describe an artwork
The main difficulty I can The main difficulty I can The main difficulty I can
anticipate is… anticipate is… anticipate is…
1 2 3 4
a. b. c. d.
5 6 7 8
e. f. g. h.
2. p Write the name of a famous person related to each area in exercise 1. Compare with
other pairs.
a. e.
b. f.
c. g.
d. h.
3. p Circle all the words and expressions you could use to describe a painting. Then, use them to
describe picture 2 or picture 8 to your partner.
at the bottom on the left vivid it shows in the background influence orchestra
on the right in the middle piano it was painted the colors are colorful interesting
Entry slip
Read what you will do in each lesson (p. 95 - 109) and anwer the questions in the slip before you start.
Questions Answers
Literature Music
Artistic occupations
Multi-media Art
2. G Join two other pairs and compare your webs. Add your classmates’ examples to
your diagram.
3. G Use what you know or look for information about one outstanding artist in each area. Write
and share their names with your classmates.
4. Now, 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 I am quite ready to start. I I am barely ready to start. I am not ready to start.
start. I could even help my may make a few mistakes. I will need some coaching. I will definitely need
classmates. coaching.
preparing to read
1. p In pairs, talk about the most unusual piece of art you have ever seen or heard about. Look at
the photos (1 - 4) and answer these questions.
a. What do the photos show?
b. What materials were used to create these works? Choose from the words in the box.
1 2
3 4
2. Look at the text and the pictures on pages 96 and 97. Circle the alternative you think is correct.
The text is about…
a. four controversial modern artists. c. four traditional art forms.
b. four famous works of modern art. d. four unusual materials used in art.
Inspiring artists
Strategy in mind
Identifying / inferring I.
information from
pictures. For many years, the famous artist
Look at the pictures
Chris Ofili has used elephant dung
and identify things that
help you think about the
in his paintings as a symbol of his
answers to the questions. African heritage.
One of his best-known works is his
No Woman No Cry, the title of one
Smart reading of Bob Marley’s songs.
1. Read the text carefully. The painting is a tribute to the family
Identify the paragraph in of Stephen Lawrence, a London
which these concepts teenager who was murdered by a
are mentioned. racist gang. The boy’s face can be
a. A very famous seen in each of the crying woman’s
reggae singer. tears. The painting stands on two
b. An American dried, varnished lumps of elephant
country. dung. A third is used as the pendant
of the necklace.
c. A new insulation
material.
II.
d. An ancient
empire.
English artist Rachel Whiteread creates
e. The capital city of elegant and poetic sculptures which
England. typically take the form of casts.
f. The name of a Since the late 1980’s, she has created
little animal. unusual sculptures of everyday domestic
g. Materials taken items. One of her most famous
from nature. sculptures was House- a concrete cast of
h. Some artificial
the inside of a town house.
materials. Rachel Whiteread has also used
materials like plaster, rubber, and
styrofoam to define the space around
or inside objects and buildings.
IV.
Since he was an art student, Andy Goldsworthy has worked with natural
materials to make unique sculptures. He usually works outdoors to create Think critically
structures out of stone, snow, ice sand, wood or leaves. A breath-taking but make Text-to-world
connections
temporary example of his work is the ice arch in the picture. He built it
one early winter morning in Canada- as the sun became warmer, the arch Do you think it is
important to respect
gradually melted and finally collapsed.
every art form? Why not?
In your opinion, are these
artists “inspiring”? Yes /
No. Why?
make Text-to-self
connections
Which of the art forms in
the text do you find the
most interesting? Why?
Have you met or heard
of any other artists
Created by: Publishing team. who work with unusual
materials?
p Analyze these examples from the text and answer the questions. Then, compare your answers
with your partner.
For many years, the famous artist Chris Ofili has used elephant dung in his paintings as a symbol of his
African heritage.
Since the late 1980’s, she has created unusual sculptures of everyday domestic items.
Since 1992, this artist has made a series of drawings and prints of birds.
Since he was an art student, Andy Goldsworthy has worked with natural materials to make unique
sculptures.
Vocabulary in context
1. p Analyze these phrases from the texts. Pay special attention to the parts in color.
two dried, varnished lumps everyday domestic items
elegant and poetic sculptures four-meter high bronze pole
natural materials unique sculptures early winter morning
3. G Look at the pictures (1 - 4). Use your dictionary to find words to describe them in detail.
1 2 3 4
2. Practicing
G Practice repeating the questions aloud in your group, imitating the pronunciation and intonation in
the recording. Correct each other’s mistakes.
3. Performing
a. G Choose three other classmates and interview them using the questions you prepared. Take
notes of their answers.
b. Return to your original group and share with them what you found out. Use the pattern in the bubble.
I…
has since / for . ns.
prepared and corrected my questio
He / she usually because . took notes of the answers.
He / she because . imitated the recording.
reported my findings.
ons
accepted my classmates’ correcti
4. evaluating
with respect.
After you finish, self-evaluate your work using the prompts in in
showed enthusiasm and interest
the box. the task.
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.
preparing to listen
1. p Identify the events in the pictures (1 - 4). What is the artistic expression related to each
of them?
1 2 3 4
a. b. c. d.
2. p G Answer these questions in pairs and then share your comments with other classmates.
a. How do you choose what movie to see, book to read or video game to play?
b. Do you ever read / listen to reviews? How much do they determine whether you will or will not
choose to experience something?
c. Where do you generally find reviews?
3. p You will listen to three cultural reviews. Before starting, tick (✔) the information you expect to
find in it. Do not complete the last column of the table yet.
Yes / No
Information Prediction (✔) R1 R2 R3
a. Name of cultural event / product Yes Yes Yes
b. Name of reviewer No No No
c. Place where you can find the product / attend the event Yes No No
d. Personal opinion of the reviewer No Yes Yes
30 Listen to the recording and check your predictions in exercise 3, Strategy in mind
1.
page 100. As you listen, complete the first point in the file. making and confirming
predictions
Using previous
2. 30 Listen to the recording again (twice), focusing your attention on knowledge to
anticipate the content
the parts of the recording that are relevant to complete the missing
information in the file.
Specific details
Which review (1, 2, or 3) describes / mentions...
It was first shown in Paris, then in the Museum of Modern Art in New York, and finally at the Museo
Reina Sofia in Spain.
Along the way, Charmain first learns how to do housework, then tries her hand at a spot of magic... and
last discovers she’s not a very nice person.
1. G organizing ideas
a. Before you start, match the name of the review sections in the box with the corresponding
definition (i - iv).
b. Read this review. Use a color code to highlight or underline each section and identify the words the
writer uses to express his / her personal opinion.
2. Drafting
Use your notes to write the first version of the review.
3. revising
Put the ideas together into two or three paragraphs, using connectors to introduce and link your ideas.
Remember to add words to express your opinion and recommendations. Follow the example.
Add a word
5. Publishing ss Check spelling
s
a. As a class, organize the cultural section of a TV Change place
or radio program. Assign a part of the review to
each member of the group and read the review
aloud in front of the class. If possible, record the
the group…
reviews and share them with your teacher and
ew.
classmates. organized the content of the revi
tion.
b. When you finish, exchange your review with included all the required informa
another group and evaluate each other’s work. stated and supported their opinion.
Use the prompts in the box. nt /
gave additional details of the eve
product reviewe d.
re
revised and edited the review befo
writing the final vers ion.
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.
preparing to listen
1. 31 p Listen to these expressions (a - j). What answer(s) would you give to the question in the
bubble? Why?
a. Not really, I’m a little tired.
b. Great idea!
c. I feel a little sick.
d. Why not? Do you feel like
going out tonight?
e. No way. Too busy.
f. How about tomorrow night?
g. Cool! I love going to the cinema!
h. I don’t feel like going out.
i. Fantastic! I’d love to do something.
j. I’d rather stay at home.
3. You will hear Mickey and Claire, two young Irish musicians, talking about different night-time
activities in Dublin. Based on the title of the lesson and considering their age and profession,
predict which activities in the box they will be discussing.
visiting friends going to the opera playing the guitar with friends
32 Listen to the recording and check your predictions in exercise 3, on Strategy in mind
1.
page 104. As you listen, complete the first points of the listening file. Using speakers’
intonation and stress
as help.
2. 32 Listen again twice. Identify the specific details of the conversation
and complete the rest of the file.
General information
Style and tone:
Specific details
Nationality of the artist whose show is on at the gallery.
a. b. c.
Think critically
Mickey or Claire? Write the name.
make Text-to-world
a. wants to go to the cinema. connections
What is the connection
b. suggests going to an art gallery. between the topic of the
recording and Chile?
c. describes the artist’s style.
make Text-to-self
d. decides where to go in the end. connections
Do you enjoy cultural
main conclusions activities? Why not?
What type of cultural
a. Do Mickey and Claire enjoy doing the same things?
activities do you
b. Why does she change her tone in the end? particularly enjoy?
b. 33 Listen and repeat these words, paying attention to the pronunciation of the vowel sounds. Can
you notice any difference in the pronunciation of each pair?
c. 33 Listen and repeat these openings. Imitate the intonation and stress.
How about... What do you think of... How do you feel about...
My partner...
3. G Performing
practiced the dialog imitating the
Join three other pairs and role-play the conversation recording.
in front of your classmates.
gave me supportive feedback.
sm.
role-played the dialog with enthusia
4. Evaluating used the correct language.
p After you finish, work in pairs again. Evaluate used the correct pronunciation and
each other’s participation using the prompts in intonation.
the box.
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.
1. p Read the text on page 109 and complete this scene map.
Name Setting
Scene 1
Protagonists
Secondary characters
2. G Work in groups of three. Analyze the text and answer the questions about the presentation
and organization of information.
a. How are the names of the characters indicated?
b. How does the author include descriptions of the set and actions?
4. Read the scene again. Answer these questions about the content.
a. How did Alice enter the rabbit hole?
b. Why was the rabbit in a hurry?
c. What happened with the rabbit?
d. What did the Queen ask to do with Alice’s head?
5. G Assign a role to each student in the group, practice and act the scene out in front of your
classmates. As a class, vote for the best performance.
Down the
rabbit hole to
Wonderland
The story is just as you remember it. Here is Alice meeting the White Rabbit.
Rabbit: Who are you?
Alice: That’s not a very polite way of introducing yourself.
Rabbit: Whatever are you doing in my rabbit hole? I suppose you’re going to say you fell from
the sky.
Alice: Well no, as a matter of fact I remember chasing a rabbit; he was running very fast
and saying...
Rabbit: Oh, my ears and whiskers!
Alice: Yes, exactly like that... and he had a pocket watch... (Rabbit takes out his watch.)
Rabbit: Like this one?
Alice: Yes. And he kept saying...
Rabbit: Oh dear, oh dear, I shall be too, too late! Well, good-bye.
Alice: I’m sure you mean hello. I only just got here.
Rabbit: Good-bye, hello, good-bye, hello...
Alice: I wish you’d make up your mind.
Rabbit: No time. No time for that. I’m going to be late!
Alice: Late for what?
Rabbit: Difficult to say. Very difficult to say.
Alice: If you don’t know what it is you are late for...
Rabbit: No time for that now. Hello! (Waves to her as he exits behind screen.)
Alice: Wait! (Alice follows Rabbit. She finds herself in a long low hall.)
Alice: He’s gone. How very strange.
Queen: Who’s this? (No one answers.) Idiots! What is your name, child?
Alice: Alice, so please Your Majesty.
Queen: And who are these? (She indicates the cards on the ground.)
Alice: How should I know? They look like a few old cards to me.
Queen: Off with her head!
Adapted from: Lokwood, K. (n.d.) Alice’s Adventures – An adaptation from Alice’s Adventures in Wonderland. Retrieved from http://www.havescripts.com/
AlicesAdventures.html
Entry slip
Read what you will do in each lesson (p. 111 - 127) and anwer the questions in the slip before you start.
Questions Answers
1 2 3 4
2. p Use the information you collected and your own ideas to complete these sentences. Then
check with another pair.
a. Contemporary Art can be defined as .
b. Artists express their .
c. The main point is .
3. Now, 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 I am quite ready to start. I I am barely ready to start. I am not ready to start.
start. I could even help my may make a few mistakes. I will need some coaching. I will definitely need
classmates. coaching.
preparing to read
1. p Look at the pairs of pictures (1 - 4) below. Identify the relationship between the two images in
each of them.
1 2
3 4
2. p Answer these questions and then share your opinions with another pair.
3. p Spend one minute writing down different words you associate with the word fashion. Share
your words with another pair and talk about them. Together, put the words into different categories.
http://www.fashionmuseum.co.uk
Vocabulary in context
1. p Read the sentences from the text. Explain the meaning of the words in red in your own
words to your partner.
a. Throughout times, clothing has expressed our desire for external beauty.
b. Most think it is a method of clothing and wearing accessories that is used to show or hide
something about themselves.
c. It can be used to disguise someone’s true self.
d. Fashion statements can be made with clothes, accessories, shoes, hair, makeup, even with your
cell phone.
e. The galleries have been completely re-designed in a series of themes including menswear and
womenswear.
2. Choose one synonym from the box to replace each word marked in red in point 1. Use a
hardcopy or online dictionary if necessary.
d. a piece of makeup.
Throughout times, clothing has expressed our desire for external beauty just like a painting, a sculpture or
a mural.
The galleries have been completely re-designed in a series of themes.
You will design and prepare a text for the website of a museum. (It can be a museum in your city /
region or any other type of museum you would like to visit).
1. organizing ideas
a. p With your partner, agree on what museum you will write about (Arts, Science, Technology,
Regional, etc.) If there isn’t a museum in your town / city / region, you can design a website for an
imaginary one.
b. Use the table below to take notes and organize the information.
1. What we already know 2. What we need to know 3. Where we can find information
c. Begin collecting information for column 3. Make sure you take notes of the sources.
2. Drafting
p Use the template below and the information you collected to write the first version of the website.
Remember to establish the following points.
Name of the museum
Type of exhibitions
Location
When it was established
Other information you think is important for visitors (opening time, ticket prices, how to get there,
facilities, etc.)
Remember that the information should be interesting to make visitors want to see the exhibits.
Check for grammar, spelling and punctuation mistakes using the Editor's marks Punctuation
in the box. Add a word
ss Check spelling
s
5. Publishing Change place
a. Write the final version of the text and design
an attractive layout to present the information
on the webpage, adding some visuals.
b. If possible, upload the webpage to the class The information is interesting and
blog. If not, share it via e-mail or other social complete.
networks with your classmates. All the sources of information are
c. Join another pair and peer-evaluate each acknowledged.
other´s work, using the prompts in the box. The webpage follows the model
(Yes: ✔ No: 8). provided.
ed.
d. When you finish, discuss the results of the The content was revised and edit
evaluation and offer supporting feedback to All the photographs, graphics, sou
nd
each other. the con tent and
and / or video enhance
Remember to accept all the ideas and opinions create interest.
with respect.
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.
preparing to listen
1. p In pairs, talk about the most unusual piece of art you have ever seen or heard about. Use
these questions as clues.
a. Is it a painting, a sculpture, a mural or other?
b. Why was it unusual?
c. Who is / was the artist?
2. p Look at the pictures below. One of them is painted in a style called realism and the other in a
style called futurism. Analyze them carefully and then exchange opinions with another pair using
expressions and adjectives from the boxes. Which one do you prefer?
Boccioni, U. (1911)
Vermeer, J. (1658) The street enters the
The Milkmaid [Oil on house [Oil on canvas]
canvas] Rijksmuseum, Sprengel Museum,
Amsterdam, Holland. Hanover, Germany.
3. You will hear two people talking about a new art form that involves a technological device.
Considering the title of the lesson, which of these do your think it is?
35 Listen to the recording and check your ideas in exercise 3 on page Key words
1.
117. As you listen, complete the first point in the file. Then, listen again stroke
woodlands
and complete the rest of the file.
texture
to draw
R II:
Purpose:
R I:
R II:
Smart listening
Specific details
While you listen, try
Painting mentioned (a, b or c). How do you know? to take notes of the
speakers’ expressions
that may help you
identify their purpose
and general opinions.
a. b. c. Think critically
make Text-to-world
Topics mentioned by speakers (S1, S2, or both?) connections
What do you think about
a. The name of a collection of paintings paintings done with an
artist’s own hands and
b. Characteristics of an artistic application paintings done using
some type of software?
c. A famous painter Do you think they are
both works of art?
d. A season of the year
make text-to-self
connections
main conclusions
If you could choose
General opinion of the application: a painting, would
you choose one by
Speaker 1: a. Positive b. Negative c. Neutral a classical painter
or one created on a
Speaker 2: a. Positive b. Negative c. Neutral smartphone? Why?
You will discuss the art form you prefer with your partner.
1. Preparing to speak
a. p Complete this conversation using your own ideas. Tick (✔) your preferences next to the
corresponding pictures.
2. Practicing
p Practice the conversation with your partner imitating intonation and pronunciation. Take turns to
be Rhonda and Brandon and then correct each other’s mistakes.
3. Performing
a. p Prepare a set of cut-outs that show different art forms or use an art book from the library. Each
of you will need at least one pair of pictures.
b. G Join another pair. Use your cut-outs to perform a dialog exchanging opinions about different
art forms. You may use the openings in the bubbles and the model in point 1.
We…
fully.
If you were a...what...? Why do you...? prepared for the exercise very care
followed the instructions.
helped each other express our
our
c. Watch your classmates’ performance. preferences, showing respect for
differences.
supported each other correcting
4. evaluating our grammar, vocabulary and
pronunciation.
p After you finish, use these points to self-evaluate s from
your performance. (Yes: ✔. No: 8). used words, structures and idea
the lesson.
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.
preparing to read
1. p In your notebook, make a word map for music on a sheet of paper. Show your map and share
the examples with your classmates.
Professions Styles
Music
Famous songs
3. p You are going to read an article about the history of reggae music. Before starting, complete
the first and second columns of the K-W-L chart with your ideas and questions.
The History of
Strategy in mind
Reggae Music
Using a graphic
organizer to summarize
and organize information
Smart reading
1. Identify the correct title
for each paragraph.
a. The reaggae
ambassador
b. Influencial music
c. How it all started
d. The origin of the
word
2. Complete the diagram
below with the following
information.
a. General topic.
By Matthew Hall
b. Three types of music
influenced by reggae
I. II.
c. Two different origins
of the word reggae Reggae music was first started The meaning of reggae refers
a. in the 1960’s in Jamaica. It to the ‘rags or ragged clothing’
is a combination of ska and worn by the musicians. Bob
rocksteady music, but the beat Marley, the most famous Reggae
b. is a slower tempo than regular artist, said that the word came
Jamaican music. It is easily from a Spanish term for “the
recognized by the guitar rhythm. king’s music”.
c.
Think critically
make Text-to-text
connections
Tell your partner about a
similar text you have read
about any other music
genre.
Where did you find it?
What was it about?
make Text-to-self
connections
If you could start a band,
what type of music would
Adapted from: Hall, M. (2012). The History of Reggae Music. Retrieved from: https://prezi.com/kxqm_r7ix56u/ you play? Why?
the-history-of-reggae-music/
If you could interview
Bob Marley, what three
questions would you ask
him? Why?
p Read the examples from the text and answer questions a and b. Then, check your conclusions
with your partner.
G Work in groups of four. You will write an article on the history of a music genre.
1. organizing ideas
a. Before you start, analyze the article on pages 122 and 123 again.
b. Choose a music genre from the box and one student to take notes. Every group should choose a
different genre, so be prepared to negotiate.
classical folk heavy metal jazz pop rap reggaeton rock funk indie trap
c. Brainstorm what you know about the genre and then organize the gathered information in some
meaningful way (for example, by dates).
d. Decide what tasks still need to be carried out, for example, investigate the topic using the internet or
the library, collect and classify pictures, etc.
e. Prepare a time line of the history of your chosen genre and plan your article by using all the
information you have gathered.
2. Drafting
a. Write the first draft of the article using the notes and the time line you prepared.
b. Decide how many paragraphs the article will have and choose one heading for each paragraph.
c. Finish the article with a conclusion: what was the reason you chose to write about this style? Why is
this style especially important for you?
Punctuation
4. editing
Add a word
Proofread your revised article using the Editor's marks in the box. ss
s Check spelling
Change place
5. Publishing
a. Write the final version of the article and illustrate it We…
with the visuals you gathered. the
analyzed the topic and organized
b. Put all the articles together and create an issue of information.
a music magazine. As a class, choose a catchy
divided the tasks before writing.
name for the magazine. le
discussed the structure of the artic
c. Donate the issue of the magazine to the school title and para grap h
and agreed on the
library so that other students can read about headings.
this topic. nts
used a time line to organize the eve
d. As a group, evaluate your work following the points in the correct sequen ce.
in the box. Remember to accept other students’ used expressions and structures
opinions with respect and showing interest in learned in the lesson.
becoming an independent learner. ,
checked and corrected grammar
mis take s.
spelling and punctuation
accepted other students’ opinions
with respect.
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.
1. p Write the name of the countries in the box in the corresponding column of the table.
Argentina Australia Brazil Chile China Egypt England Fiji France Holland Italy Japan
Kenya Madagascar Mexico New Guinea India Papua Portugal Samoa Somalia
South Africa Switzerland Taiwan the USA Vietnam New Zealand
2. p Match the countries in exercise 1 with the typical spots in these pictures. There are more
countries than spots.
1 2 3 4
5 6 7 8
4. 37 Listen to an artist explaining how he uses a technological tool. Identify the following
information:
a. Type: i. lecture ii. advertisement iii. interview iv. personal report
b. Speaker’s profession: i. designer ii. painter iii. digital painter
5. 37 Listen again. As you listen, write the name of the countries that are mentioned.
6. 37 Listen once more. Fill in the gaps in these sentences from the recording.
a. For the past , Bill has spent hundreds of traveling thousands
of miles.
b. When I was and single I traveled around and other countries
across the .
c. I am working on a series of those I think are still iconic of their ,
but not necessarily the .
d. I simply pick a out of a hat and virtually until I find an .
7. G In your group, discuss these questions. Then, share your ideas with other groups.
a. Why did Bill Godfried start using a technological tool? What for?
b. In what way has this tool helped him do his work?
c. Do you agree that this is an amazing alternative? Why? Why not?
d. What is the main characteristic of his new series of paintings?
I Preparation
1. G Work in groups of 4 to 6.
2. Read the instructions in the Procedure section and fill in the information in the file.
3. With the information in the file, 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.
Sources of information
Member: Task:
Member: Task:
Member: Task:
Materials
2. As a group, choose one of the options you listed, preferably one that is easy to perform and that
everybody in your group likes.
3. Make a first draft of your play. Invent a basic story line, create characters, and develop a plot that
has an opening, middle action, and an interesting, or even dramatic, conclusion. Do not make it too
long, as it will be too much to learn by heart.
4. Write your script stating clearly what the characters say. Use the name of each character with their
lines following in sequence each time. (You can follow the model on page 109 or any other).
6. Revise and edit the script as a group. Agree on anything you can add or remove to polish it.
7. Distribute roles. Remember there should be one director, the necessary actors and the rest of the
group can help preparing costumes (if any), creating the appropriate atmosphere and setting up
the stage.
8. Practice until you can say all the lines without looking at the script. Pay special attention to
intonation and pronunciation.
III Presentation
If possible, make a video of your skit. If not, present it to the other groups, to another class or to the
whole school!
IV Evaluation
After you have showed the video or performed the skit, reflect on the group’s work and evaluate your
performance. Tick (✔) the corresponding column according to the following scale:
4 = Excellent! / 3 = Good / 2 = Satisfactory / 1 = Needs improvement
showed comprehension and tolerance for own and other cultural expressions.
1. Now that you have completed the unit, 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 table. Compare it with your partner’s table expanding, correcting and adding new information
and using what you learned along the unit.
Lesson What did I do? What did I learn? How will I apply this learning?
Project
4. Ask your teacher or a partner to assess your performance and then discuss your reflections with
the rest of the class.
5. In pairs, comment on the things you can do to improve your weak points in the future.
festivities. Throughout the unit, students will be exposed appreciate the richness of cultural manifestations and
to a variety of written and oral texts, which will invite expressions.
them to explore different perspectives and situations
Each activity in the unit plan has been especially
where the theme is presented. In this unit, the topic of
designed to address the curricular assessment
traditions has been linked to other significant themes:
indicators in the table that follows.
an American legend, customs and traditions among
ethnic groups, traditional dishes, traditional games,
popular worldwide festivities and traditional sports, all of
them meaningful topics in students’ lives.
Unit plan
Getting ready 90’ A To set personal learning Set and do specific actions in order to achieve goals.
Setting B goals related to one´s own Demonstrate knowledge about other cultures.
Objectives reality. Identify and describe worldwide celebrations.
Do you To activate prior
remember? knowledge.
Complementary 45’ 2 To identify relevant ideas, Identify relevant ideas in digital texts about
digital resource 3 specific information and celebrations.
10 (CDR) details in audio-visual texts Identify cultural elements in the audiovisual text.
about celebrations around Identify key words and thematic vocabulary.
the world.
Module 1
1. The power of 180’ 11 To read and use different Infer information from contextual clues or visuals.
the sun 12 strategies to understand Identify main characters and specific information
an American Indian related to them.
13
legend. Identify setting of a literary excerpt /short story.
15 To identify the sequence of
DEVELOPMENT
VOLUME 2 UNIT 4
14 To use previous knowledge Infer information from contextual clues or visuals.
15 to anticipate the content of Set a purpose for listening.
A a recording. Infer information about speakers’ feelings or intentions
B To study and use using phonological clues.
intensifiers. Identify cultural elements in the recording.
To write a comparative Make connections between the text and one´s own
chart about the culture of reality.
different groups.
Organize ideas in a diagram before writing.
Revise, correct and edit drafts using a rubric.
Compare and contrast information about traditions and
celebrations in different ethnic groups.
Identify differences and similarities with other cultures.
Accept others’ advice.
3. Traditions in a 180’ 5 To read and analyze four Use visual aids and diagrams with key ideas.
cookbook 6 articles about traditional Participate actively in group discussions.
recipes. Identify type, purpose, and characteristics of a text.
8
To provide essential and Identify key words and thematic vocabulary related
9 additional information. to food.
10 To study and use cooking Make connections between the text and one´s own
12 verbs. reality and the rest of the world.
DEVELOPMENT
5. Let´s 180’ 7 To read and analyze three Participate in short discussions and conversations
celebrate 10 texts about traditional actively.
festivities. Set a purpose for reading.
11
To respond to the text Identify general and specific information.
12 through short discussions. Identify specific information about: traditions, myths,
15 To study and use prefix dis-. celebrations in Chile and other countries.
16 To write an article for a Identify the structure of a text as an aid to
A web-magazine. comprehension.
B Identify differences in types of texts related to traditions
and celebrations.
Identify descriptions of traditions and celebrations in
the text.
Make connections between the text, the world and
one´s own reality.
Use prefix dis–.
Use frequent words and expressions.
Describe traditions, celebrations and myths.
Organize ideas in a diagram before writing.
Use correct punctuation.
Ask for teacher’s help.
Demonstrate knowledge of other cultures.
6. Time-honored 180’ 1 To listen to sport Use visual aids and diagrams with key ideas.
DEVELOPMENT
VOLUME 2 UNIT 4
program about worldwide resources.
13
traditions. Write texts about other subjects.
A
Write a draft with the help of a model, the teacher or a
B classmate.
Practice and revise oral presentations.
CLOSURE
Considering the learning outcomes and the suggested assessment indicators, the activities in each stage of the unit
have been especially designed to:
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 set their own learning 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 the 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: The formative assessment activities embedded in the unit allow students to gather information
about their learning and track their progress.
CLOSURE
Evaluate for learning: A challenging final project and the final synthesis allow students to recognize and apply what they
have learned.
Develop metacognition: Students synthesize what they have learned and formulate remedial actions to face future
difficulties.
(*) All the OATs are integrated throughout the units, but these ones are particularly articulated with the Learning
Outcomes and emphasized in each unit.
Page 133
BACKGROUND INFORMATION
In this unit you will…
Robert A. Heinlein
Read the unit objectives aloud with the class. Remind them that the
VOLUME 2 UNIT 4
Robert Anson Heinlein (1907 –
question What for? refers to what they will be able to do once they reach
1988) was an American novelist
each objective.
and science fiction writer. He
Over to you was often called “the dean of
science fiction writers”, and
Draw students’ attention to the questions and to the categories in the
he is one of the most popular,
table. Tell them that this table is the space where they will have the
influential, and controversial
opportunity to value the lesson objectives at a personal level and say how
authors of “hard science
important they are to them. Invite them to share and compare answers
fiction”. He set a high standard
with a few classmates.
for science and engineering
Picturing the unit plausibility and helped to raise
p Invite students to look at the picture on page 132, read the quotation the genre’s standards of literary
at the bottom of the page, and discuss the questions, first in pairs and quality. He was the first science-
then with other classmates. Accept the occasional use of Spanish, as fiction writer to break into
the purpose of this section is mainly to foster students’ motivation and mainstream, general magazines
interest. such as The Saturday Evening
Post, in the late 1940s. He was
also among the first authors of
Page 134
bestselling, novel-length science
GETTING READY fiction in the modern, mass-
market era.
Setting objectives
1. Tell students that they have to answer the questions individually,
analyzing their personal points of view.
3. 39 You can draw this table on the board, play the recording with a
pause after each speaker for students to make notes (once or twice, 39 See transcript on page 212.
depending on their level), and invite different students to complete the
table on the board.
Answer TEACHING WINDOW
Objective Reason
Promoting OATs: socio-cultural
Student 1 and civic responsibility
Student 2 dimension
This could be a great opportunity
4. Give students plenty of time to review the goals for each lesson and for students to demonstrate
choose those closest to their own interest and reality. By doing this, knowledge of cultural behaviors
they will be ready to complete the diagram with their personal goals. and show interest in learning
about diverse cultural
manifestations throughout
the country.
Page 136
LEARNING SKILLS WINDOW
Module 1 Entry slips give students an
opportunity to review key
VOLUME 2 UNIT 4
Give students a few minutes to read what they will do in Module 1, helping ideas, consider essential details
them recognize the content, skills and attitudes they will develop. and summarize their thinking.
Students respond to a teacher
question that focuses on the
Entry slip (5 minutes) learning target of the lesson.
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.
BACKGROUND INFORMATION
You will find information on
the legends suggested in the
Additional activity in the
appendix on page 215.
Read the name of the lesson and the lesson objectives aloud with the TEACHING WINDOW
class. Remind them that the question What for? refers to what they will be
able to do once they reach each objective. Promoting OATs: socio-cultural
and civic responsibility
dimension
opening (30 minutes)
Again, this is a good opportunity
preparing to read for you to encourage students´
reflection and appreciation of
1. p Invite students to examine the pictures in exercise 2 and identify life in society as an essential
the region where the legend is from. Do not check answers yet.
dimension of a person´s
2. p Give students a few minutes to examine the pictures carefully to development. You may also
try and identify the characters using simple descriptions, for example, remind them of the present
a young Native American man being bullied, a young Native American importance to recognize and
woman and her baby, high mountains, etc. Accept all possible answers enhance the equality of rights
and correct only language. and opportunities for men and
women in all aspects of family,
social and cultural life.
Page 138
Development (140 minutes)
Focusing on reading ASSESSMENT FOR LEARNING
1. Students read the legend in order to check their predictions in exercises You may use the reading
1 and 2 on page 137. comprehension rubric on page
Answer xix to gather information on
1. North America: information provided by the pictures, the look of the students’ reading skills.
characters, the teepees.
2. Characters: the Sun; his son, Morning Star; Soatsaki, a beautiful girl who
lived on earth; Little Star, Morning Star and Soatsaki’s son; the Moon, the
Sun’s wife, Morning Star´s mother and Soatsaki’s mother-in-law.
Setting: the skies, the earth.
Key words
Before reading the legend, invite students to check the meaning of
the key words using their dictionaries, noticing where they appear
in the texts and whether the definitions apply.
Answer
Feather: one of the many soft, light things that cover a bird’s body,
consisting of a long, thin, central part with material like hairs along
each side.
Path: a route or track between one place and another, or the direction
in which something is moving.
Scar: a mark left on part of the body after an injury, such as a cut, that
has healed.
Teepee: a type of tent in the shape of a cone made from animal skins
that was the traditional shelter of some Native Americans.
VOLUME 2 UNIT 4
themes, characters, and stories
Answer can be found in many cultures.
1. a. The Sun. b. Soatsaki. c. Little Star Underlying all the myths is the
2. Picture 2 – Picture 5 – Picture 7 –Picture 1 – idea that spiritual forces can
Picture 4. - Picture 8 – Picture 9 - Picture 6 – Picture 3. be sensed through the natural
Picture 2: ... soon they had a son called Little Star. world—including clouds, winds,
Picture 5: She looked down and saw her old home, the green trees plants, and animals—that they
and fields, the wonderful flowers, the people of her tribe. She felt shape and sustain. Many stories
very sad. explain how the actions of gods,
Picture 7: He tied a rope around Soatsaki and her son and lowered heroes, and ancestors gave the
them down to earth. earth its present form.
Picture 1: ..., the other boys and girls in the tribe laughed at him
because of his scar.
Before the arrival of Europeans,
Native Americans did not use
Picture 4: When he came to the end of the world where the waters
meet the sky,... written languages; their myths
Picture 8: ...and at the end, the Sun was waiting for him. and legends were passed from
Picture 9: Take this magic flute. It will charm all who hear its music.
generation to generation in
oral form.
Picture 6: Little Star returned to earth and played the flute outside a
beautiful girl’s tent. Mythology, religion, history, and
Picture3: If you look up, you might see the teepees of their many ritual were not separate things
children shining in the Milky Way. for Native American peoples.
3. Students can do this activity in pairs. First, they try to identify the They were strands woven
five most important events in the legend and then they write them together in the various tales
in order, using the sequencing words suggested. and stories that defined peoples’
Possible answer identity and gave order and
First, Morning Star fell in love with Soatsaki, who lived on earth. His meaning to their lives.
father the Sun gave him permission to take her to the skies, but she
must never look down at the earth.
Next, Morning Star and Soatsaki lived happily and had a son, Little
Star. But one day, Soatsaki looked down at the earth and missed her
home, so she asked Morning Star to let her visit her people.
After that, they talked to the Sun; he was very angry, tied a rope
around Soatsaki and her son and lowered them down to earth. The
rope hurt Little Star’s face and left a terrible scar; the boys and girls
of the tribe made fun
of him.
Then, Little Star asked for his grandfather the Sun’s help. He couldn’t
remove the scar, but gave him a magic flute that made a beautiful
girl fall in love with him.
Finally, they decided to go back to the skies and live with his father,
Morning Star, his grandfather, the Sun, and his grandmother, the
Moon and their teepees and those of their children and
grandchildren form the Milky Way.
prefers tea
Possible answer
a. The events are totally unbelievable, fiction, but they try to explain a Although Mary usually prefers
natural event that is totally real. coffee, today she’s drinking tea.
b. He is lonely and he suffers bullying from the other boys and girls of
In the first example, we have
the tribe.
a simple contrast. There is no
c. He asks his grandfather for help.
reason why Peter should prefer
d. The formation of the Milky Way.
coffee just because Mary does.
Think critically In the second example, we have
something a little unexpected,
This section provides an opportunity for students to link the something slightly surprising.
contents of the lesson to their own ideas and experiences. Because Mary prefers coffee, we
Encourage them to reflect on the questions individually first and might expect her to be drinking
then invite them to share and compare ideas in pairs or small
coffee today, but no, she’s
groups.
decided to have tea instead.
Page 140 The second sentence is an
example of concession, when
After reading something unexpected happens
- Mary’s drinking tea today -
Vocabulary in context
even though we have conceded
1. p Ask students to read the example sentences paying special something else - that is to
attention to the words in purple. admit that something else is
true - that Mary usually prefers
2. Students answer the questions analyzing the examples. coffee.
Answer Note: with simple contrast,
a. They all end in the suffix –ful. we are usually comparing a
b. ii. With a lot of. similar aspect of two different
people, things or situations.
3. The opposite of the suffix –ful is the suffix –less = without. With concession, we are often
Examples:
contrasting two different
aspects of the same person,
-full = with careful, colorful, fearful, harmful, joyful, painful, plentiful, thing or situation.
a lot of powerful, skillful, etc.
There is not a big difference
-less = careless, endless, fearless, flavorless, harmless, motionless, between contrast and
without painless, powerless, priceless, shameless, weightless, etc. concession, and a lot of
examples express both
concession and contrast to
Work it out! Expressing contrast and concession varying degrees.
p Students read and analyze the sentences, paying special attention to Adapted from: Birch, B. (2005). Learning and Teaching
the words in bold, but and although, and then answer the questions. English Grammar, K–12. White Plains, NY: Prentice Hall.
Answer
a. Two.
b. With the words but and although
c. They express contrast and concession.
VOLUME 2 UNIT 4
Page 141
b. Help students brainstorm connectors they can use to make the
summary of the story. Connectors: although, and, because, but, so,
when, who, etc.
Help, check and correct students work as you walk around the
classroom.
4. Read the sentences in the bubbles aloud with the class and give them
a few minutes to decide which of the peoples in the previous exercises
they are related to. Do not check answers at this point.
Focusing on listening
Strategy in mind
Share the information in the methodology window with the class
and emphasize the importance of having a clear purpose in mind
every time they listen: check predictions, find general or specific
information, identify speakers, their moods and attitudes, etc.
VOLUME 2 UNIT 4
1. 41 Play the recording once for students to check their predictions in 41 See the transcript on page 212.
exercise 4, page 142.
Answer
a. Mapuche. b. Aymara. c. Rapa Nui.
TEACHING WINDOW
Smart listening Teaching Listening - strategies
for developing listening skills
Read this suggestion with the class and give them a few minutes
to revise the information they discussed in all the previous Listening strategies
activities. Listening strategies are
techniques or activities that
2. 41 Give students a few minutes to read the file so that they know contribute directly to the
what information they need to find when listening. comprehension and recall of
listening input. Listening
Answer
strategies can be classified by
General information
how the listener processes
Type of text: b. A conversation
the input.
Speakers: a. Teacher and students
Tone: b. Informal Top-down strategies are
listener based; the listener taps
into background knowledge
Smart listening
of the topic, the situation or
Read this suggestion with the class and indicate that key words in context, the type of text, and
this case could be those that appear in the activities the language. This background
knowledge activates a set of
Specific details expectations that help the
Speakers’ expressions. Play the recording once or twice for listener interpret what is heard
students to mark with a tick the expressions that appear and with a and anticipate what will come
cross those that do not appear. next. Top-down strategies
✔: a., b., d., e. 8: c., f., g. include:
Speakers’ tone and feelings. Tell students to concentrate on listening for the main idea
speakers’ tone of voice, emphasis, enthusiasm, etc. to identify the predicting
feelings they express and write the corresponding initial. Ask keener
drawing inferences
students to write down words or expressions that support the
feelings expressed. summarizing
a. M (Millaray) - boredom Bottom-up strategies are text
b. U (Uruchi) - indifference based; the listener relies on the
c. A (Ariki) - pride language in the message, that
is, the combination of sounds,
Traditions mentioned
a. Machi; b. Cult of the Pachamama; c. Body painting (tatoos)
words, and grammar that creates
meaning. Bottom-up strategies
Main conclusions include:
Tell students to answer these questions and then play the recording listening for specific details
once more, with pauses at the right places, for them to check their
recognizing cognates
answers.
recognizing word-order patterns
a. Ariki means King in Rapa Nui.
b. Millaray means Golden Flower in the Mapuche language. Adapted from: Ur, P. (1984). Teaching Listening
Comprehension. Cambridge University Press
c. Uruchi means Beloved son in Aymara.
Page 144
BACKGROUND INFORMATION
After listening
Intensifiers are adverbs
Work it out! Intensifiers or adverbial phrases that
Students read the examples and identify what the underlined words do: strengthen the meaning of other
make the meaning more intense. They can find more examples in texts expressions and show emphasis.
they have read, in their dictionaries or on the internet. Words that we commonly use as
intensifiers include: absolutely,
Writing workshop: Comparing cultures completely, extremely, highly,
rather, really, so, too, totally,
Remind students that the writing task is carefully guided following the utterly, very and at all (this one
steps of the writing process and a clear example is provided in the is a very common intensifier
listening text, Proud to be…. Help them get into groups of three or with negative expressions).
four and help them go through the steps one by one, emphasizing the
importance of making use of the activities they did in the lesson and Adapted from: Birch, B. (2005). Learning and Teaching
English Grammar, K–12. White Plains, NY: Prentice Hall.
brainstorming ideas to complete the missing parts of the article. Ask them
to read the assessment prompts in Point 5 before they start working, so
that they know what will be taken into account at the moment of the final
self-assessment.
1. organizing ideas
ADDITIONAL ACTIVITY
a. Help students complete the table.
Refer students to this link:
Possible answer
http://www.educarchile.cl/ech/
Original Cultural pro/app/detalle?ID=136336 to
Region
ethnic group aspects find information about the place
Aymara North: Arica, Parinacota, Tarapacá y Art in which each group lived and
Antofagasta their main social and cultural
Atacameño North: San Pedro de Atacama Dancing characteristics.
Colla North: Atacama Economy
Quechua North: Ollagüe
Festivals
Diaguita North: between rivers Copiapó and
Choapa
Language
Rapa-Nui Easter Island
Mapuche Metropolitan region and south: Araucanía, Music
región De Los Lagos, región de Los Ríos
and región del Bío-Bío. Religion
VOLUME 2 UNIT 4
for improvement.
b. Brainstorm sources where students can find information about For example:
original ethnic groups in Chile. Help them make up a list of reliable more careful distribution
internet sites where they can find information. They put all the of tasks within the group
information together. could give the members the
c. Students can use a table to list similarities and differences among the opportunity to do what they
original ethnic groups. are really interested in.
d. Students in each group decide the type of comparison they are careful monitoring and
going to make; one cultural aspect across all the groups or all the constant checking of progress
cultural aspects between two groups and write their paragraphs. can help keep pace and similar
Correct as you walk among the groups. commitment.
although roles and tasks
are distributed, it must
Page 145
be remembered that the
2. Drafting final product is everyone’s
a. Each group designs a chart with different headings of their own responsibility.
choice. more in-depth research,
using a variety of sources can
b. They copy the paragraphs they wrote in activity 1 d.
contribute to better results.
3. revising the help of a teacher or a
Brainstorm a list of connectors and intensifiers and write them on the students who know more can
board. be very useful.
could have tried out other
Connectors: while, whereas, on the one hand and on the other,
possibilities and then choose
similarly, however, in comparison, in contrast, although, both and
, etc.
the most appropriate; should
Intensifiers: absolutely, at all, completely, extremely, highly, rather, really,
consider the importance of
so, too, totally, utterly, very, etc.
attractive visual material to
support their presentation.
4. editing As usual, you may use the
a. First, students in each group take turns to check their work, using rubrics in the Appendix, on
the Editor’s marks provided, and then correct it as a group. page xxi, to gather information
b. Students prepare the final version of their work and add appropriate about students´ writings and
visuals. their writing process skills.
Adapted from: Nicol, D. J., & Macfarlane-Dick, D.
5. Publishing (2006). Formative Assessment and Self-regulated
a. Assign a place in the classroom for the display of works and Learning: A model and seven principles of good
feedback practice. Studies in higher education, 31
schedule the presentation of each group. Negotiate with them how (2), 199-218.
long they can take.
b. Students use the prompts provided to evaluate their work in
the group. Remind them to include additional suggestions for
improvement.
Read the name of the lesson and the lesson objectives aloud with the
BACKGROUND INFORMATION
class. Remind them that the question What for? refers to what they will be
able to do once they reach each objective. Sushi
Sushi is a food preparation
opening (30 minutes) originally from Japan, consisting
of cooked vinegared rice
preparing to read combined with other ingredients
1. p G Give students enough time to examine the word map such as raw seafood, vegetables
individually and then tell them to get first in pairs and then in groups to and sometimes tropical fruits.
write as many words as possible in each category. Taco
Check answers copying and completing the word map on the board. A taco is a traditional Mexican
Possible answers dish made of a corn or wheat
tortilla folded or rolled around
Meat / fish: Beef: fillet, rump, sirloin, t-bone, ground beef, etc. Lamb: leg of a filling.
lamb, ribs;, etc. Pork: bacon, chops, ham, ribs, etc. Fish: salmon, cod, plaice,
haddock, trout, tuna, etc. Chicken: legs, thighs, wings, etc. Turkey. Seafood: Fish and chips
shrimp, clam, scallops, mussels, crab, etc. Fish n’ chips is a common
English take-away food. It is a
Fruit / vegetable: Fruit: apple, banana, cherries, grapefruit, orange,
hot dish that consists of fried
pineapple, melon, watermelon, plums, raspberries, strawberries,
blackberries, cranberries, grapes, kiwi, lemon, etc. Vegetables: artichoke, fish and hot chips.
avocado, beans, broccoli, cabbage, carrots, cauliflower, celery, chickpeas, Paella
corn, cucumber, green beans, green pepper, onion, peas, potatoes, Paella is a Spanish dish that
tomatoes, zucchini, etc. originated in the city of
Dishes: spaghetti, mashed potatoes, stew, soup, roast beef / chicken / Valencia. Its main ingredient is
turkey, sandwich, curry, soufflé, meatballs, kebabs, rice, salad, omelet, pizza, rice, The original recipe consists
casserole, French fries, hot dog, lasagna, macaroni and cheese, meatloaf, of white rice, green beans, meat
noodles, pancakes, poached / fried / boiled / scrambled eggs, quiche, taco, (chicken and rabbit), white
etc. beans, and snails.
Herbs / spices: Herbs: basil, bay leaves, cilantro / coriander, oregano, Pizza
parsley, rosemary, sage, tarragon, thyme, etc. Spices: Cayenne pepper, This popular dish— with tomato
cinnamon, cloves, cumin, curry, dill, garlic, nutmeg, salt, pepper, etc. sauce, cheese, and toppings —
Verbs: add, bake, beat, boil, carve, chop, combine, crush, cut, fry, grate, originated in Italy and became
grease, grill, knead, mix, measure, melt, mince, peel, pour, roast, sauté, popular in Spain, France,
scramble, slice, steam, stir, weigh, etc. England, and the United States
via Italian immigrants after
2. G Give students enough time to read and answer the questions in World War II.
their groups, Then, ask a few volunteers to share their answers with
the class. Feijoada
Feijoada is a typical dish which
originated in Portugal.
Page 147
It is a stew of beans with beef
3. p Students examine the pictures and identify where the dishes are and pork. In Brazil it usually has
from. black beans and always has a
Answer mixture of salted, smoked and
Picture 1 (sushi) – Japan. Picture 2 (tacos) – Mexico. Picture 3 (fish and fresh meats.
chips) – The UK. Picture 4 (paella) – Spain. Picture 5 (pizza) – Italy.
Picture 6 (feijoada) – Brazil.
VOLUME 2 UNIT 4
expressions appear in the texts and whether the definitions apply. 1. to inform, explain or
describe
Answer
2. to entertain
Flavor (n.): how food or drink tastes, or a particular taste itself
3. to persuade
Blend (v.): to mix or combine together 4. to enlighten or reveal an
Harvest (n.): the time of year when crops are cut and collected from important truth
the fields, or the activity of cutting and collecting them, or the crops
that are cut and collected Establishing intended audience
Wax (n.): a solid substance containing a lot of fat that becomes soft (readers) has to do with
and melts when warm identifying who or what type of
person would be interested in
Serving (n.): an amount of one type of food that is given to one person
the subject.
Pour (v.): to make a substance flow from a container, especially into
another container, by raising just one side of the container that the
substance is in
1. Read the instructions and the possible titles with the class. Remind
them that titles represent a very concise summary of the text they
precede. You can set this activity as a competition; the first students to
get the four titles right get a prize. TEACHING WINDOW
Answer
Text I - d. A Chilean spicy sauce. Text II - b. Polish colored Easter eggs. Promoting the OATs
Text III - a. Fish and chips: a national tradition. Text IV - c. Nikujaga, a special dish. Invite students to reflect on hte
relationship between culture
Strategy in mind and eating habits. Motivate
Analyze with the class what the suggested strategy consists of. them to consider in what
ways geographical or cultural
Smart reading aspects such as religion, level
of development, traditions and
Read the questions and the alternatives with the class and then
political factors can affect a
give them a few minutes to choose the best options.
nation’s diet and traditional food.
1. Students read the four texts to identify their purpose.
Answer
c. To describe.
2. Students read the four texts to identify their general topic.
Answer
a. International traditions associated with food.
3. Students read the four texts to identify their intended audience.
Answer
a. Students who are interested in different cultures.
Page 149
Your analysis
1. Students read the phrases carefully and place them in the
corresponding paragraph.
Answer
a. – III. Fish and chips. b. – I. Pebre. c. – IV. Nikujama.
d. – II. Pisanki.
2. Students match pictures and the corresponding verb. You can explain BACKGROUND INFORMATION
the difference between cut and chop, as they are practically synonyms: Relative pronouns
Chop means to cut into very small pieces, usually with a large blade.
A relative pronoun is one
Cut on its own gives you no information about how to cut. Recipes which is used to refer to nouns
usually say ‘cut into 1 cm cubes’ or ‘cut into fine slices’. mentioned previously, whether
Answer they are people, places, things,
Chop up – Picture 6. Mix - Picture 5. Cut - Picture 3. animals, or ideas. Relative
Fry - Picture 4. Pour - Picture 1. Boil - Picture 2. pronouns can be used to join
Boil: to heat a container, especially one used for cooking, until the liquid in it two clauses or two sentences.
starts to turn into a gas; to cook food by putting it in water that is boiling You will find more information
Chop (up): to cut something into pieces with an axe, knife, or other sharp on this topic in the Background
instrument Information Appendix, on
Cut: to break the surface of something, or to divide or make something page 216.
smaller, using a sharp tool, especially a knife
Adapted from: Birch, B. (2005). Learning and Teaching
Fry: to cook food in hot oil or fat English Grammar, K–12. White Plains, NY: Prentice Hall
Mix: to (cause different substances to) combine, so that the result cannot
easily be separated into its parts
Pour: to make a substance flow from a container, especially into another
container, by raising just one side of the container that the substance is in
VOLUME 2 UNIT 4
42 See the transcript on page 212.
words, to which they have to pay special attention when they listen
and repeat: the different vowel sounds and /tʃ - ʃ/. Play the recording
once or twice, with pauses.
cut - cat pour - poor chop - shop sauce - sows
/kʌt - kæt/ //pɔ:r - pɔ:r// /tʃɒp - ʃɒp/ //sɔ:s - soʊz/
VOLUME 2 UNIT 4
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. ADDITIONAL ACTIVITY
Give students a few minutes to read the objectives of each lesson, helping You may collect pictures of
them identify them and relating them to the tasks and attitude listed. different cultural expressions
from other cultures or ethnic
How ready are you? (10 minutes) groups, such as: people dancing
flamenco, a Jewish religious
1. p G Students can revise the previous lessons and list cultural ceremony, African people playing
elements of a country, first in pairs and then in groups of six,
traditional games, people
complementing their lists.
playing traditional instruments
Possible answer (bagpipes, zither, Andean
a. Language, art (literature, painting, sculpture, music, ballet, etc.), folk
dances, folk music, symbols (flag, coat of arms, national anthem), rules,
instruments, etc.), indigenous
manners, etiquette, lifestyle, cuisine, family structure, social structure, etc. art forms (masks, sculptures,
jewelry, etc.)
b. Encourage students to include examples they know of, that are near them.
Show the pictures to the
2. You may use the checklist below to evaluate students’ cultural students and tell them to try
knowledge and awareness. Tick (✔) the corresponding column. to describe the pictures in as
much detail as possible. Then,
they identify the cultural aspect
Statements Yes No
and the ethnic group they are
Identifies cultural elements of a country. related to.
Explains / describes relevant cultural manifestations
in Chile.
Gives meaningful examples of cultural manifestations.
Provides a balanced perspective on the topic.
Expresses ideas without personal bias.
Read the name of the lesson and the lesson objectives aloud with the
BACKGROUND INFORMATION
class. Remind them that the question What for? refers to what they will be
able to do once they reach each objective. Snakes and Ladders is an
ancient Indian board game. It
opening (30 minutes) is a simple race contest very
popular with young children.
preparing to listen The historic version had root
in morality lessons, where a
1. Read the names of games in the box with the class. Then give students player’s progression up the
time to examine the pictures and match them to the names. board represented a life journey
Answer complicated by virtues (ladders)
Picture 1 - Snakes and ladders. Picture 2 - Hopscotch. Picture 3 - Flying a kite. and vices (snakes).
Picture 4 - Spinning a top. Picture 5 - Chess. Picture 6 - Skipping a rope Hopscotch is a popular
2. Read the descriptions of games in the box with the class. Then give playground game in which
students time to match them to three of the games in the pictures. players toss a small object into
numbered spaces of a pattern
Answer
a. Picture 3: Flying a kite. b. Picture 5: Chess. c. Picture 6: Skipping a rope. of rectangles outlined on the
ground and then hop or jump
3. G Read the questions with the class and give students time to through the spaces to retrieve
answer the questions based on their own experiences. the object.
Answer
b. Hopscotch, flying a kite, spinning a top and skipping a rope are traditional
Chilean games, although they are all played in different parts of the world
too. ASSESSMENT FOR LEARNING
You may collect information on
Page 156
students’ listening skills using
Development (140 minutes) the rubric on page xviii.
Focusing on listening
Strategy in mind
Setting a purpose for listening.
Make sure students read the instructions and the incomplete file
so that they know what they have to listen for.
Using previous knowledge to identify specific information.
Suggest students have in front of them the names of games they
saw in the previous activities.
Smart listening
Emphasize the importance of previous knowledge when facing
a new text, either spoken or written. Tell students to answer the
questions and make notes that they can use while listening.
VOLUME 2 UNIT 4
Answer Greece: Statues. One player,
General information the leader stands, eyes covered,
Speakers country of origin in the center of a large, open
a. S2. b. S1. c. S4. d. S3. playing field. He/She starts to
Games mentioned count, at least to 10, but he/
a. S4. b. S1. c. S2. d. S3. she can go higher. The point
is that there’s no set ending
Specific information
number; only the leader knows
Spinning when he/she’ll stop and open
In which game… Oba Marbles Yut
a top her eyes. While he/she is
do you need a wooden or plastic ✔ ✔ counting, the other players
element? scatter around, never sure when
she’ll yell Agalmata! (That’s
do you draw a geometric shape on ✔ statue in Greek.) On this cue,
the ground?
players freeze, taking on poses
do you sing a song while playing? ✔ that mimic famous statues. The
do you form teams to play? ✔ leader tags any statues that are
moving -- they’re out -- then
must you knock over other player’s ✔
toys? tries to make the steady ones
laugh or move. The last player
do you show your ability at handling ✔ remaining composed is the
one object? winner and becomes the new
Main conclusions leader.
Students quickly identify how the speakers feel when talking about the Pakistan: Ounch Neech: You
traditional games in their country: pride.
need an outdoor space with lots
of obstacles like tree stumps, a
Think critically slide, a swing, rocks, or sturdy
make Text-to-world connections benches. The game begins with
Students can work in pairs or small groups to discuss the one child as the leader. He/
question and do some research. Then, they share information with she chooses either ounch (up)
the class. or neech (down). If he chooses
neech, then the ground is not
make Text-to-self connections safe; runners can be tagged
Students answer and discuss the question in small groups, out unless they are ounch, up
substantiating their answer. on something like a stump or
a rock. The opposite is true
Page 157
as well: If the leader chooses
After listening ounch, then the ground is safe
so everyone remains on terra
Vocabulary in context firma. The first person tagged
1. Tell different students to read the sentences aloud and ask them to becomes the leader for the next
mime the actions. round of the game.
You will find more information
2. Students can work in pairs to match the pictures and the sentences. about traditional games around
Answer the world in the appendix on
Picture 1 – Sentence c. Picture 2 – Sentence d. page 216.
Picture 3 – Sentence b. Picture 4 – Sentence a.
Created by the publishing team.
VOLUME 2 UNIT 4
Pages 159 - 163 (OA: 7, 10, 11, 12, 15, 16)
preparing to read
1. p Invite students to describe the pictures in detail. You can ask
the whole class to describe all the pictures or divide the class into six
groups and assign one picture to each; then, they share descriptions.
2. G Read the names of the celebrations with the class and then give
students a moment to match them with the corresponding pictures.
Answer ERROR ALERT
a. Picture 3. b. Picture 4. c. Picture 1. d. Picture 5. e. Picture 6. f. Picture 2. Revise with students how to
write and say dates in English.
3. p G Give students a few minutes to discuss the alternatives and
choose the one that best represents their point of view, giving reasons. In written American English, the
month of the date comes before
Page 160
the day and year.
Speaking the date
Development (140 minutes) We ask the date or about dates
in several ways. We can add
Focusing on reading the and of when we reply. (For
Key words example: October the 20th, or
the 20th of October).
Before reading the articles, invite students to check the meaning of
the key words using their dictionaries, noticing where the words and You will find more information
expressions appear in the texts and whether the definitions apply. on this topic in the appendix on
page 217.
Answer
Parade (n.): a large number of people walking or in vehicles, all going
in the same direction, usually as part of a public celebration of
something
Shoelace (n.): a thin string or strip of leather used to fasten shoes
Toothpaste (n): a substance that you put onto a toothbrush to clean
your teeth
Leprechaun (n.): (in old Irish stories) a magical creature in the shape
of a little old man who likes to cause trouble
Clover (n.): a small plant with three round leaves on each stem, often
fed to cows
Strategy in mind
Setting a purpose for listening.
Make sure students read the instructions in the activities so that
they know what they have to listen for.
VOLUME 2 UNIT 4
Festival: carnival, celebration, fest, festivity, fete (or fête), fiesta, gala, jubilee. disaffiliation, disagree,
disagreeable, disambiguate,
2. Students can use the words or their synonyms to fill in the blanks. disappear, disapproval,
Answer disarm, disarray, disarticulate,
a. party, event, get together, reception, celebration. disassemble, disassociate,
b. festivity, festival, celebration. disbelieve, discharge, disclaim,
c. celebrations, fiestas, festivals. disclose, discoloration
discomfort, disconnect,
3. G Students should be able to discover that the word has two discontent, discontinue,
meanings: discourage, discourteous,
the set of clothes typical of a particular country or period of history, or discover, discredit, disembark,
suitable for a particular activity. disenchant, disengage,
example: The dancers leading the procession were wearing colorful disfavor, disgrace, disgust,
costumes. dishonest, dishonor,
(also fancy-dress costume) a set of clothes worn in order to look like disillusion, disincentive,
someone or something else, especially for a party or as part of an disinfect, disinherit,
entertainment. disinhibition, disintegrate,
example: The children were dressed in Halloween costumes. disinterested, dislike,
dislocate, disloyal, dismantle,
dismount, disobedience,
Writing workshop: A web-magazine article disorder, disorganization,
G Remind students that the writing task is carefully guided following disoriented, dispassionate,
the steps of the writing process and a clear example is provided in the displace, displeased, disproof,
reading texts on pages 160 - 161. Help them get into groups and lead disproportional, disprove,
them through the steps one by one, emphasizing the importance of disqualification, disregard,
making notes of their ideas following the instructions. Also ask them to disrespectful, dissatisfaction,
read the assessment prompts in Point 5 before they start working, so dissimilitude, distrust.
that they know what will be taken into account at the moment of the final
assessment of their descriptions by classmates and the teacher.
1. organizing ideas
a. Brainstorm the name of a few special occasions we celebrate and
WHAT DOES RESEARCH SAY?
write them on the board. Then let students continue the list, adding Culturally relevant teaching
the required details. Good teaching can be
b. Monitor the selection of one celebration by the groups so that there maximized when it is culturally
is a wide variety. Students concentrate on their chosen occasion and relevant. This means that
add further details. instruction should take cultural
c. Students analyze the text on page 161 to identify the aspects background into consideration.
included in the description. When teaching is culturally
Answer relevant, students are able
Place - Date - Occasion - Origin - Motive - Form - One specific aspect in to affirm their own cultural
detail - Description of people, clothes, ornaments, traditions - identity and, at the same time,
Disadvantage(s) - Final conclusion. understand other realities under
d. Students prepare a list of vocabulary to use in the description that broader perspectives.
will make it vivid and appealing to all the senses.
Adapted from: Byram, M. (1997). Teaching and
Assessing Intercultural Communicative Competence.
Clevedon, UK: Multilingual Matters.
Draw students’ attention to the suggestions in a. and b. to guide their For example:
revision. provided information as
Revising is a key part of the writing process as it gives students the indicated in the instructions:
opportunity to reflect on what they have written (in terms of both form should read all the
and content). Revision is also closely related to critical reading; when instructions carefully and
students revise a piece of writing they are able to reflect on whether its make and use a checklist to
message matches its writing goal. make sure nothing is left out.
used varied vocabulary:
4. editing should make complete lists of
Help students check and correct their drafts taking it in turns to read nouns, verbs and adjectives,
and edit it within the group. with synonyms wherever
When editing, students should go carefully through their writing line by
possible.
line. The idea is to make sure that each sentence, phrase and word is checked for grammar, spelling
appropriate with respect to the main purpose of the writing task. and punctuation mistakes:
should ask the help of the
The following questions can help students focus their attention on the teacher or a classmate to
important aspects to consider at this stage: suggest further corrections
Have we used the same words too many times in the same and apply them.
paragraph?
Are any of the sentences hard to understand? presented the information
Are any of the sentences grammatically correct? in an organized and clear
Are there any spelling mistakes? manner: a map of events or
Are punctuation marks used correctly? aspects of the description can
help organize the information
Students should discuss these questions and find the ways to improve better.
their writing.
Adapted from: Nicol, D. J., & Macfarlane-Dick, D.
5. Publishing (2006). Formative Assessment and Self-regulated
Learning: A model and seven principles of good
a. Check that students add appropriate visuals to their description feedback practice. Studies in higher education, 31
before publication in the class website or blog. If technological tools (2), 199-218.
are not available, students prepare posters to be displayed around
the classroom.
b. Students in the groups evaluate their work using the prompts
provided.
VOLUME 2 UNIT 4
Pages 164 - 167 and participate in a debate.
3. Give students some time to find out about the most popular games in
the USA, Canada, Australia, New Zealand, South Africa, England and
its former colonies (India, Pakistan, etc.)
You can draw this file (without the information) on the board for them to
use to enter the information about each sport.
Famous England versus Australia once a year why they (eventually) like sports
contest or physical activity.
Personalization activities are
Country Ireland, New Zealand
very important. A pair or group-
Sport Rugby work discussion about the sports
N° of players Two teams of 15 players each they like to play or watch, and
why, will bring students into
Equipment A ball, an H-shaped goal, a ball similar to a volleyball ball the topic and make them more
Objective To score more goals than the opposite team willing to listen.
Famous The rugby world cup, played every four years Adapted from: Marzano, R., Pickering, D., Heflebower,
contest T., (2011). The Highly Engaged Classroom: The
Classroom Strategies Series. Bloomington, IN: Marzano
Research Laboratory
Country The United States
Sport Baseball
WHAT DOES RESEARCH SAY?
N° of players Two teams of 9 players each
Equipment A bat, a ball, gloves and safety equipment for some of the Interdisciplinary connections
players, a field called a diamond. Researchers are talking about
Objective To get home (the fourth and final of a series of safe points, ‘deep’ and ‘surface’ learning
called bases, a player must reach). to distinguish between
learning that makes the
Famous All-star game (annual midsummer classic)
contest connections that lead to
deeper understanding versus
information which rests on the
Country Canada surface, unassimilated.
Sport Ice hockey
What the findings of research
N° of players Two teams of 6 players each seem to show is that students
need time to talk, write, reflect
Equipment Ice-skates, helmets with visors, protection equipment
(mouth guard, shoulder pads, elbow pads, gloves, etc.), and engage in activities that
hockey sticks, a small rubber puck, a net. Venue: an ice rink, help them make connections
a hockey rink or arena. with what they already know
in order to transform surface
Objective To hit the puck into the opponent team’s net
learning into deep learning.
Famous Annual Ice Hockey World Championships
contest Adapted from: Dale, L. and Tanner, R. (2012). CLIL
Activities. Cambridge: Cambridge University Press
Country Australia
Sport Surfing
N° of players One (individual sport)
Equipment A fiber glass board, called a surfboard
Objective To ride the board on waves without falling off
Famous Annual ISA (International Surfing Association) World Surfing
contest Games
VOLUME 2 UNIT 4
1. 45 Read the instructions and the General information section of the
file with the class. Help them notice that for the second item they have 45 See the transcript on page 213.
to tick two sports. Play the recording once or twice for students to listen
and choose the best alternatives.
Smart listening TEACHING WINDOW
Read this section with the class and elicit examples of possible Before asking students to listen
ways of paraphrasing the phrases in the table. for specific information, tell
them to check the meaning
2. 45 Play the recording again for students to identify the required of these key words using a
specific information. dictionary.
Answer Pitch (n.): (US field) an area
General information painted with lines for playing
The commentaries are made… b. during the game. particular sports, especially
The commentaries are about: a. rugby and d. cricket. football
Specific information Perform (v.): to do an action or
Which commentary... piece of work
I II Tight (adj.): closely contested
is about an international game? ✔ ✔ Clap (v.): to make a short loud
mentions the weather? ✔ noise by hitting your hands
together
mentions the fans? ✔
Sail (v.): to move quickly, easily
talks about a traditional greeting? ✔
As always, students may choose
mentions the color of the players´ clothes? ✔ the meaning that is the most
tells us the number of spectators? ✔ appropriate for the context; you
can write the sentences where
Complete the statements.
the words appear on the board:
a. war dance. b. on their feet. c. white clothes. d. tight game.
You can see the teams in their
Main conclusions all white clothes against the
Students express their own impressions of the speakers’ tone and style
(enthusiastic, forceful, eager, jolly, animated, thrilled, etc.) and give their
green pitch.
personal opinion as to why they are that way (to keep listeners’ attention, The New Zealand All Blacks are
to transmit the spectators’ feelings, to give an accurate description of the getting ready to perform their
game, etc.). traditional greeting.
It looks like it is going to be a
Think critically very tight game.
This section provides an opportunity for students to link the 50 thousand people cheering and
contents of the lesson to their own ideas and experiences. clapping.
Encourage them to reflect on the questions individually first and
then invite them to share and compare ideas in pairs or small The ball is sailing through
groups. the air.
After listening
Vocabulary in context
Remind students of the definition and purpose of paraphrasing: WHAT DOES RESEARCH SAY?
paraphrasing is using your own words to express someone else’s Paraphrasing
message or ideas. In a paraphrase, the ideas and meaning of the original
Paraphrasing is a way to
source must be maintained, but the wording has to be your own.
VOLUME 2 UNIT 4
VOLUME 2 UNIT 4
cannot decide, they can toss a coin.
You can write the steps of a debate on the board and use it as a
checklist when the groups carry out their debates. Timing is an
important factor in the development of the presentations. ASSESSMENT FOR LEARNING
Remember the important role
3. G Performing that the students’ feedback
Distribute copies of the Oral presentation assessment rubric on page plays in the assessment stage.
xxii. Read it with the class and make sure they understand what each
For each of the prompts
criterion means and what elements will be taken into account. Decide
provided they make comments
how this assessment will take place: the whole class evaluates all
and suggestions for
the groups or different groups evaluate other groups, and give the
improvement.
corresponding instructions.
Organize the order in which the groups will present their debates, remind For example:
the class to listen carefully and respectfully and to take notes and prepare prepared for the task carefully
questions as they listen; make sure they keep to the times assigned. and followed the instructions:
careful monitoring and
The four members of the group sit in front of the class. constant checking of tasks
a. Pair A presents their for arguments for 2 minutes while pair B listens are necessary.
and prepares questions for them, which will represent counter-
presented good and clear
arguments to their statements. The audience listens and prepares
arguments for or against:
questions.
should make an extra effort
b. Pair B presents their against arguments for 2 minutes while pair A to substantiate arguments
listens and prepares questions for them, which will represent with sound reasons.
counter-arguments to their statements. The audience listens and
respected each other´s
prepares questions.
opinions and views: a better
c. Pair A and pair B organize their questions and counterarguments attitude and more supportive
and a summary of their position. The audience revises and organizes suggestions would be useful.
their questions for both pairs. Both pairs present their counter-
used correct grammar,
arguments; the audience asks their questions and the pairs answer.
appropriate vocabulary
Finally, each pair presents their summary and the debate is finished.
and comprehensible
The performing stage is repeated with all the groups in the class. pronunciation: could get
extra help from more capable
4. Assessment
classmates or from the
Give students time to complete the Oral presentation assessment teacher.
rubric first and then to evaluate their own work in their groups using the
prompts provided.
respected the times assigned:
rehearsals should include
time keeping.
Closure (10 minutes)
Adapted from: Nicol, D. J., & Macfarlane-Dick, D.
(2006). Formative Assessment and Self-regulated
Exit slip Learning: A model and seven principles of good
feedback practice. Studies in higher education, 31
Students reflect on the work they have done in the lesson and write their (2), 199-218.
personal responses, which they can share with some of their classmates.
Pages 168 - 169 compare and contrast family celebrations using a Venn diagram. (OA:9, 16, A, B)
VOLUME 2 UNIT 4
between two, three or more
http://www.novareinna.com/festive/atw.html#1 items. The intersection between
http://www.fathertimes.net/australiannewyear.htm (watch out for two circles corresponds to the
punctuation mistakes) area where the similarities are
listed, while the parts of each
Closure (10 minutes) circle that do not intersect can
contain the differences.
5. G Groups use the information they have about Chile, China Adapted from: Marzano, R. J., Pickering, D., Pollock, J.
and another country to draw and complete a Venn diagram in their (2011). Classroom Instruction that Works: Research-
notebooks. If necessary, you can draw the diagram on the board and based Strategies for Increasing Student Achievement.
write in a few examples. Alexandria, VA: Association for Supervision and
Curriculum Development
Page 170
project: A TV program
VOLUME 2 UNIT 4
I. Preparation
WHAT DOES RESEARCH SAY?
1. G Help form the groups. Teacher’s intervention may be
necessary to ensure a variety of styles and levels. Learning through projects
2. Students complete the Preparation file, assigning roles and tasks to Project-based learning’ refers to
the different members of the group. students designing, planning,
and carrying out an extended
3. Students define their action plan, including research and tasks to project that produces a
be done, rehearsals, recording of program if applicable, etc. publicly-exhibited output such
as a product, publication, or
Page 171 presentation.
II. Procedure It is related to enquiry-based
1. Give groups a little time to choose a country or Chilean original
learning (also known as
ethnic group and write down the information they can remember. inquiry-based learning), and
problem-based learning. The
2. Suggest using different sources of information. distinctive feature of project
3. Read this instruction with the class and help groups make and based learning is the publicly-
correct their script and choose the TV program format. exhibited output.
Recent research has shown that
4. Students write the final version of their script.
public exhibition of the project
5. Students rehearse their presentation. Correct pronunciation as you output is a tremendously
walk among the groups. powerful motivator for both
students and staff.
6. Organize the set for the TV program and a schedule of
presentations. Additionally, projects ignite a
shared passion for learning in
7. If equipment is available, students can record their presentation in
both students and staff; they
advance and present the video, instead of acting live.
foster a wide range of skills
III. Presentation (such as time management,
collaboration, and problem
Follow the schedule to present the TV programmes, live or recorded.
solving) that students will need
IV. Assessment at college, university, and in
the workplace; and they can be
G Students get into their groups and use the provided rubric to tailored to suit students with
evaluate their performance.
a wide range of abilities and
learning needs.
Adapted from: Stein, S. (1995). Equipped for the
Future: A Customer-driven Vision for Adult Literacy
and Lifelong Learning. Washington, DC: National
Institute for Literacy. (ED 384 792)
VOLUME 2 UNIT 4
what they have learned, according to their To recognize the advantages of learning English
Pages 172 - 173 personal learning goals. for future academic or working life.
(OA: A)
1. Give students plenty of time to examine the unit they have just finished;
they should do this individually. WHAT DOES RESEARCH SAY?
Becoming a self-regulated
2. Students should complete the table individually first. Elicit from them learner
examples what they should include in the first column (activities), in
the second column (skills, language), and in the third column (personal Students who set specific and
application of what they have learned in real life or in future learning). proximal goals for themselves
displayed superior achievement
and perceptions of personal
Page 173
efficacy.
3. Be flexible as to when you could let students exchange and share Research has shown that simply
opinions with some of their classmates. asking students to self-record
4. Read the assessment chart with the class and make sure students
some aspect of their learning,
understand what each point refers to. It is essential to give them plenty such as the completion of
of time to reflect and answer truthfully. assignments, often led to
“spontaneous” improvements in
5. Get students to work in pairs and evaluate each other using the same functioning.
criteria. Decide if you want to give each student your own assessment These effects, termed reactivity
besides or instead of their classmate’s. in the scientific literature,
implied that students’
Always have in mind that student self-assessment are deliberate efforts to
metacognitive (i.e., self)
elicit student perspectives on their own learning. Students may reflect on
awareness of particular aspects
progress toward a goal, on processes used for reading or writing, on new
of their functioning could
goals, or on lingering questions. Self-assessment encourage students to
enhance their self-control.
monitor their own learning and learning needs and serve as an additional
source of information on student learning. Of course, self-awareness is
often insufficient when a learner
lacks fundamental skills, but it
can produce a readiness that is
essential for personal change.
Adapted from: Zimmerman, B. (2002). Becoming
a Self-Regulated Learner. Theory Into Practice. 41,
64-70
Methodological Guidance
45’ 2 To identify relevant ideas, specific Identify relevant ideas in digital texts about celebrations.
3 information and details in audio-visual Identify cultural elements in the audio-visual text.
texts about celebrations around the world. Identify key words and thematic vocabulary.
Stage: Opening Screen: 1
1. Invite students to watch a video about interesting celebrations around the world. Then, ask them to identify the
relevant ideas to complete each statement.
2. Tell students to watch the video again if they need to and to identify the meaning of the phrases in the box.
Elicit students’ ideas about other interesting and curious celebrations in their region, or in other countries. This is
OPENING
the right moment to make students reflect and appreciate life in society as an essential dimension of a person´s
development. You should also encourage them to recognize and enhance the equality of rights and
opportunities for men and women in all aspects of family, social and cultural life. In this way, you will be
promoting the OAT of socio-cultural and civic responsibility dimension.
Stage: Development Screen: 2
3. Students continue developing the topic of traditions and customs around the world. This time, before watching,
ask them to have a look at the images of three curious celebrations and predict what each one will be about.
Have students watch the video and then complete each paragraph.
Stage: Closure
To finish this session, invite students to write a short paragraph about one of the strange or curious celebrations
they mentioned in activity 2, following the model in activity 3.
1. Before watching the video, elicit students’ ideas about different traditional Chilean dishes. Then, invite them to
watch and say if the sentences (a - e) are true or false, according to the information in the video.
Stage: Development Screen: 2 and 3
2. Explain to students that they will now watch a video about the preparation of another traditional Chilean dish.
3. Motivate students to watch the video and only then order the steps of the preparation in the correct sequence.
Stage: Closure
Round off the session by inviting students to work in pairs and write a set of simple steps for the preparation of any
dish they know well. Tell them that the steps should be in an incorrect sequence or order. Then, invite them to
exchange instructions with another pair and put the steps in the correct order, imitating the activity they have just
done. Through this activity, you will be promoting the OAT concerning the cognitive and intellectual dimension as
you will be fostering students´ development of free, creative and critical thinking.
VOLUME 2 UNIT 4
Stage: Opening
1. Elicit students’ ideas about the famous celebration in the video. Encourage them to compare celebrations of this
festivity between Italy and Chile, or any other country.
Stage: Development Screen: 1 and 2
CLOSURE
2. Ask students to watch the video and then complete the sentences with the words in the boxes.
3. This time, ask students to watch a video about another interesting celebration in Thailand and number the
sentences in the order they appear in the video.
After watching the second video, encourage students to make comparisons between the celebrations in the
videos and Chile or any other country. This is a great moment to make students reflect on how important is to
develop their ability to identify, process and synthesize information from different sources; organize relevant
information about a topic and review new perspectives. You may also motivate them to appreciate life in society
as an essential dimension of a person´s development. In this way, you will be dealing with and promoting the
OATs related to students´ cognitive and intellectual dimension and to socio-cultural and civic responsibility
dimension.
Stage: Closure
4. Encourage students to solve the crossword puzzle. You may ask them to work in pairs first and then, organize a
class competition in order to make this activity more engaging.
39 StUDent’S Book - UnIt 4 - PAGe 134 - Ariki: For centuries our people have believed
eXerCISe 3 that tattoos make their skin sacred
and help them communicate with our
Francisco: When I finish school I would like to
ancestors, and it’s not just any kind of
VOLUME 2 UNIT 4
VOLUME 2 UNIT 4
handle the ball in different ways – with one arm, with Almost everybody plays this traditional game in...
both arms, with your arms behind you, standing on
one leg, or jumping. When you play this game, you
have lots of fun, especially when someone misses
the ball! 45 StUDent’S Book - UnIt 4 - PAGe 165 -
eXerCISe 1
Speaker 2:
Speaker 1:
All kids play this game in Turkey, where I live. Before
And live from the rugby stadium here in Wellington,
you begin, you draw a triangle on the ground. The
with you Jonathan Sparks. The All Blacks playing
size depends on the number of marbles you and
against South Africa. The players are running
your friends have. After you put all the marbles
onto the field! Ladies and gentlemen, the crowd is
into the triangle, you shoot your favorite marble at
shouting greeting their favorite teams. Yes! The New
the others so that you can win some marbles by
Zealand All Blacks are getting ready to perform their
throwing the others out of the triangle. The game
traditional greeting, the Haka. Just like before every
continues until all the marbles are gone.
international game the players are performing this
Speaker 3: traditional Maori war dance adopted by New Zealand
Almost everybody plays this traditional game in rugby teams. The fans in the tribunes are now all on
Venezuela. To play it, you need a special toy – a top their feet. This is incredible – 50 thousand people
– and at least two players. The aim of the game is cheering and clapping. And the game is about to
to knock over the other players’ tops with your top. start. The ball is in the air! And they are off!
The person whose top is spinning in the end is the
Speaker 2:
winner. The traditional top in Venezuela is made of
It is a lovely day today ladies and gentlemen here in
wood, but it can also be made of plastic. The top
Sussex. The sun is shining, the sky is blue – truly a
has a string that you have to roll up around the top
perfect day for the England versus Pakistan game.
before you throw it to the floor.
You can see the teams in their all white clothes
Speaker 4: against the green pitch. England is about to bat. Greg
Yut is a traditional game in Korea. We usually play Holland, the team captain is raising his arm and…
this game on New Year’s Day, when all of the family yes! The ball is sailing through the air. It will be hard
and relatives get together. You need four sticks, each for the Pakistani players to make their run. But wait…
one made of wood and about 15 centimeters in they got it! It is an incredible performance. It looks like
length. Before the game starts, players have to team it is going to be a very tight game. Whoever wins will
up. Then they draw a very simple game board on go into the finals. Once again, they are moving….
a white paper, with 7 small circles or points. To get
points players must throw the sticks to the ground
and see which side of the stick comes up.
Though it’s not very easy to learn the rules, almost 46 StUDent’S Book - UnIt 4 - PAGe 166 -
every people in Korea can because it is considered eXerCISe 1
a game of deep tradition. It is played in almost every Speaker 1: I agree with it one hundred percent.
social event and is commonly played at almost Speaker 2: I´d say the exact opposite.
any region of the world with a significant Korean Speaker 1: I´m afraid I don´t agree.
population. Speaker 2: I couldn´t agree more with it.
Speaker 1: I don´t think so.
Speaker 2: No doubt about it!
Speaker 1: That´s so true.
Speaker 2: It is absolutely right.
Speaker 1: That´s exactly how I feel.
Speaker 2: I´m not sure about that.
Lesson 1: the power of the sun According to tradition, the Yellow Emperor began ruling
in 2697 B.C. His long reign was said to be a golden
Page 136 age, and he was honored as a benevolent and wise
The legend of Popocatepetl and Iztaccíhuatl ruler. Before Huang-Di came to the throne, order and
VOLUME 2 UNIT 4
government were unknown in the world. He introduced
Thousands of years ago, it was common practice to systems of government and law to humankind, and he
subject neighboring towns. It was then that the chief of also invented music and the arts.
the Tlaxcaltecas, bitter enemies of the Aztecs, weary of
this terrible oppression, decided to fight for his people’s Legend says that the Yellow Emperor had four faces
freedom. that gazed out in four directions, allowing him to see
all that happened in the world. In addition, he could
The chief had a daughter named Iztaccihuatl: the communicate directly with the gods through his prayers
most beautiful of all the princesses, who loved young and sacrifices. When he traveled around his empire,
Popocatepetl, one of her father’s warriors. he rode in an ivory chariot pulled by dragons and an
Before leaving for war, Popocatepetl asked the chief for elephant.
the hand of Princess Iztaccihuatl. During Huang-Di’s reign, only one god challenged his
The father agreed, if he returned victorious from the battle. authority. The rebel god was aided by the emperor’s
The brave warrior accepted and departed. son Fei Lian, lord of the wind. They sent fogs and rain to
drown the imperial armies, but the emperor’s daughter
Soon afterward, a love rival of Popocatepetl told Ba (drought) dried up the rains and helped defeat the
Princess Iztaccihuatl that her beloved had died in rebels.
combat. Crushed by such tragedy, the princess died of
a broken heart. After ruling for many years, Huang-Di became tired
and weak. He allowed officials to make decisions for
Popocatepetl returned victorious to his people, hoping him and went to live in a simple hut in the courtyard
to find his beloved princess. Upon arrival, he received of his palace. Through fasting, prayer, and meditation,
the terrible news of her death. he discovered the tao, or way—a belief that leads to
Devastated by the news, he ordered a great tomb built an ideal state of being. The Yellow Emperor continued
under the sun, piling up ten hills together to form a huge to rule for many additional years, attempting to bring
mountain. He carried the dead princess in his arms, took a state of perfection to his realm. Upon his death he
her to the summit and laid her on the great mountain. rose into the heavens and became a Xian (or Hsien), an
The young warrior took a smoking torch and knelt in immortal.
front of his beloved to watch over her eternal sleep. Taken from: Yellow emperor (n.d.). Myths Encyclopedia - Myths and
Legends of the World. Retrieved June 8, 2016, from http://www.
From then on, they continue together, facing each other. mythencyclopedia.com/Wa-Z/Yellow-Emperor.html#ixzz4AzjEb2VO
Eventually the snow covered their bodies, forming two
majestic volcanoes that would remain joined till the end The legend of the trumpeter of Krakow
of time. Historically, the city of Krakow could be seen from
When the warrior Popocatepetl remembers his beloved, the tallest of the two towers of the Mariacki Church
his heart – that preserves the fire of eternal passion – of Saint Mary. In a little room at the top of the tower,
shakes and his torch smokes. That’s why, even today, a watchman stood guard over the city protecting it
the Popocatepetl volcano continues spewing fumaroles. from danger. If an emergency arose, he would blow his
Taken from: Orozco, C. November 3, 2015. The Legend of Popocatepetl
trumpet alerting the people.
& Iztaccíhuatl - A Love Story. Inside Mexico. Retrieved June 7, 2016, from In the 13th century, the brutal Tartars invaded the land,
https://www.inside-mexico.com/the-legend-of-popocatepetl-iztaccihuatl/
burning farms, plundering and killing. One night on his
watch, when most of the townspeople were in church,
The legend of Huang di, The Yellow emperor
the watchman noticed a group of Tartars approaching
In Chinese mythology, Huang-Di (the Yellow Emperor)
the city, intending to attack. He immediately blew a
was the most ancient of five legendary Chinese
loud, clear warning on his trumpet. The townspeople
emperors as well as a patron of Taoism, one of China’s
responded to the alert. The Tartars shot arrows at
main religions and philosophies. He was also a culture
the tower, but the watchman continued to sound the
hero, credited with civilizing the earth, teaching people
trumpet until he was struck in the throat by an arrow.
many skills, and inventing numerous useful items,
The enemy was forced out by the people, and the city
including the wheel, armor and weapons, ships, writing,
was saved, but the trumpeter died from his wound.
the compass, and coined money.
VOLUME 2 UNIT 4
The grand opening is on June 1st. The verb go here implies that we go somewhere to do
The date can be written in numbers only. this sport: go swimming.
Examples: 7/4/2016. Do is used with recreational activities and with
Sometimes the last two letters of the number as spoken individual, non-team sports or sports in which a ball is
can be used (th, rd, st, nd). Make sure students use not used, like martial arts, for example: do athletics, do
the correct letters corresponding to the ending of the karate.
ordinal numbers. Play is generally used with team sports and those
Examples: Today is September 7th. sports that need a ball or similar object (puck, disc,
With the exception of May and June, months can be shuttlecock, etc....). Also, those activities in which two
shortened as follows: Jan, Feb, Mar, Apr, Jul, Aug, people or teams compete against each other: play
Sept, Oct, Nov, Dec. football, play poker, play chess.
1. Match the greetings (a - h) to the corresponding pictures (1 - 8). Then, use the number clues in the
article to fill in the blanks.
a. kiss on the cheek e. stick out tongue
VOLUME 2 UNIT 4
b. hug f. handshake
c. high five g. nod
d. bow h. wai (palms pressed)
1 2 3 4
5 6 7 8
VOLUME 2 UNIT 4
Ratatouille
Ingredients:
2 large eggplants a small bunch of basil
4 small zucchinis 1 medium , peeled
and sliced
2 red or yellow
3 garlic cloves, peeled and crushed
4 large
1 tablespoon red wine vinegar
5 tablespoons olive oil
1 tablespoon
Method:
2. Score a small cross on the base of each tomato and then put
them into a bowl.
(c) water over the
tomatoes, leave for 20 seconds, then remove the water and
cover them with cold water. Leave to cool and then peel the
skin away. Quarter the tomatoes, take away the seeds with
a spoon, and then
3. Have a look at the different dishes learned throughout the unit, choose one and describe the
ingredients to your partner. He/she has to guess its name and provide at least 2 steps of the
process to make it. Take turns to play this guessing game.
VOLUME 2 UNIT 4
Chinese New Year Songkran or Water Festival
Introduction: Traveling has proved to be one of the best ways of learning about the cultural traits and language of
other countries. Traveling allows us to learn more in a more relaxed and easy way.
Task: In groups of 4, you will design a tourist brochure to visit London for a week, providing information
VOLUME 2 UNIT 4
about what to do, where to go and what to see every day of the trip, including cultural and leisure
activities.
Process: 1. On your own, visit these websites and answer the questions.
• https://www.londonpass.com/london-attractions/historic-london-buildings.html
• http://www.visitlondon.com/things-to-do/sightseeing/london-attraction/historic/historic-
houses-and-palaces?ref=mosaic#QSzStcsYlG0vUHZW.97
• http://www.10best.com/destinations/uk-england/london/attractions/historic-sites/
• http://www.londondrum.com/planner/10-most-historic-sites.php
a. Which are the most famous historical buildings in London? Why?
b. Mention 5 important palaces and 5 buildings and explain very briefly.
2. Go over the following websites. Find and write a list of the 10 best attractions to visit in London.
• http://www.visitlondon.com/things-to-do/openspace/best-parks-in-london?ref=mosaic#mUVH2
3k6kXzmwkjC.97
• http://www.visitlondon.com/things-to-do/openspace/accessible-outdoor-
places#xEvum6fbgjdDCgI2.97
• http://www.timeout.com/london/outdoor
• https://en.wikipedia.org/wiki/List_of_tallest_buildings_and_structures_in_London
• http://skyscrapercenter.com/city/london
3. Visit the following websites and read the information carefully. Answer the questions as a group.
• http://projectbritain.com/index/dailylife.htm
• http://projectbritain.com/food/index.htm
• http://projectbritain.com/curious/calendar.htm
• http://www.timeout.com/london/things-to-do/things-to-do-in-london-this-week
• http://londonist.com/things-to-do
• http://www.allinlondon.co.uk/thisweek/
a. What are the traditional customs people in London still keep?
b. In which social activities do you see them reflected?
c. Which are the unusual customs and traditions of the month? Are they part of the city cultural
events?
4. Classify the buildings, museums, parks and skyscrapers into 7 different groups according to their
location or closeness. Also, provide a means of transport to get to the different areas. Organize
the information in a table.
• https://travel.sygic.com/United-Kingdom/Greater-London/London/
• http://www.historvius.com/historic-sites-in-london/pl103
• http://www.aviewoncities.com/maps/london.htm
• https://tfl.gov.uk/maps/
5. Using all the information you have collected, create the one-week itinerary that will be the focus
of your tourist brochure.
• https://www.template.net/business/itinerary-templates/trip-itinerary-template/
• http://protravelblog.com/free-travel-itinerary-templates/
Assessment: The tourist brochure will be evaluated with common grade for group work creativity and good
presentation will be highly valued. Rubric is as follows:
• Creativity: 30% • Quality of presentation: 50% • Level of English: 20%
Conclusion: The project you have just finished has given you the opportunity to create and design a real product
for a tourist traveling to London. You have also been able to learn more about this world-famous
city: its culture, its attractions and its people.
1. Read the text. Then, match the words in the box to the pictures (1 - 5) on page 224. 6 points
Thanksgiving
VOLUME 2 UNIT 4
The purpose of Thanksgiving in Canada is
different than in the USA. Although the reasons
for giving thanks are different, many of the
customs are the same. Canadian Thanksgiving
was originally started to give thanks to God for
a bountiful harvest. This was when there were
lots of farmers that grew crops. Now, we give thanks for everything we
appreciate, but some farming families still give thanks for a good crop.
Harvest celebrations have been around a long time. Ever since the very first
harvest, about 2000 years ago, people have given thanks for a prosperous
bounty. The first formal Thanksgiving was in the year 1578. A man named
Martin Frobisher gave thanks for surviving his journey from England. He
also gave thanks for a place that is now called Newfoundland. In 1879, the
Canadian parliament declared November 6th a day of Thanksgiving and a
national holiday.
A big part of Thanksgiving is the feast, which
usually consists of potatoes, corn, sweet potatoes,
peas, gravy, stuffing, salads, buns and lots of other
great food. The main part of the feast is usually
the turkey. Other families might have ham, roast
beef, duck or chicken. The dessert that often
follows the feast is pumpkin pie. Other people may choose different
desserts and food depending on their customs and beliefs for which they
choose to give thanks.
The cornucopia has become a traditional symbol of this holiday because it is
commonly shown filled with grain, vegetables and fruit, the staple food that
settlers would give thanks for.
During Thanksgiving, families spend time
together and have fun. It is the perfect time to
appreciate all that we have. In many places, the
community celebrates Thanksgiving all together
with a tradition called “Fowl Supper”. The entire
community enjoys food prepared by the local
families in the basement of the local church.
Bountiful: (adj.) large in amount; generous. Bounty: (n.) reward. Bun: (n.) a small, sweet, usually round
cake. Gravy: (n.) a sauce made from meat, juices, liquid and flour. Cornucopia: (n.) a decorative object
shaped like an animal’s horn shown in art as full of fruits and flowers. Staple: (adj.) basic, standard.
1 2 3
VOLUME 2 UNIT 4
4 5 6
2. Read the text carefully and find this information in it. 8 points
a. The name of a man who traveled from England: .
b. The official date when Thanksgiving Day is: .
c. Three vegetables: , and .
d. Three birds that can be eaten: , and .
5 points
3. Read the text again and answer these questions.
a. What is the original purpose of Thanksgiving Day?
.
b. Who began this celebration in Canada?
.
c. What does the Thanksgiving feast usually consist of?
.
d. What is the traditional dessert?
.
e. What has become the traditional symbol of this holiday?
.
VOLUME 2 UNIT 4
c. What elements reinforce the scary atmosphere?
.
5. 47 Listen again and identify the animals that are mentioned in the recording. Circle 4 points
them.
Total score=
30 pts.
VOLUME 2 UNIT 4
d. - II. Pisanki. General information
Page 150 Speakers country of origin
a. S2. b. S1. c. S4. d. S3.
Work it out!
Games mentioned
a. They introduce additional information about the first
a. S4. b. S1. c. S2. d. S3.
part of the sentence.
Specific information
b. i. who. ii. that, which. iii. when. iv. that.
In which game… Oba Marbles Spinning Yut
Vocabulary in context
a top
2. Chop up - Picture 6. Mix - Picture 5. Cut - Picture
3. Fry - Picture 4. Pour - Picture 1. Boil - Picture 2. do you need a ✔ ✔
wooden or
3. a. Pour. b. boil. c. fry. d. Chop, cut, mix.
plastic element?
Page 152 do you draw a ✔
geometric shape
exercise 2
on the ground?
a. On Thanksgiving Day.
do you sing a song ✔
b. Tom, the turkey, Grandma, Grandpa, Fred, Terry and while playing?
the Pig.
do you form teams ✔
c. She has already mashed the potatoes and crammed to play?
the cranberries.
must you knock ✔
d. He has to prepare the turkey and chop off his head over other
first. player’s toys?
e. He thought he was going to be the guest of honor.
do you show your ✔
f. He asks him to chop off the turkey’s head. ability at
g. She starts giving him CPR (Cardiopulmonary handling one object?
resuscitation).
main conclusions
h. Because grandpa suggests having pork chops for
c. pride.
dinner instead of turkey.
exercise 3 Page 157
a. Two verbs related to cooking: mash, cram Vocabulary in context
b. Three words to name food: (three of these) yams, 2. Picture 1 - Sentence c. Picture 2 - Sentence d.
cranberries, freshly made bread, mashed potatoes,
Picture 3 - Sentence b. Picture 4 - Sentence a.
pork chops.
c. Two famous American presidents: Harry Truman and 3. a. Throw - send, direct, propel, toss, pitch, launch,
John Kennedy. shoot, fling, etc.
b. Shoot - throw, aim, send, blast, hurl, fling, etc.
Page 155 c. Knock over - bowl over, down, drop, floor, knock
exercise 1 down, fell, mow down, etc.
Picture 1 – Snakes and ladders. d. Team up - unite, link up, join forces, work / get / band
Picture 2 – Hopscotch. Picture 3 – Flying a kite. / come together, go partners, form groups, etc.
Picture 4 – Spinning a top. Picture 5 – Chess. Page 159
Picture 6 – Skipping a rope
exercise 2
exercise 2
a. Picture 3. b. Picture 4. c. Picture 1. d. Picture 5.
Picture 3: Flying a kite. b. Picture 5: Chess. c. e. Picture 6. f. Picture 2.
is about a celebration in a specific country? III celebration To wish for a lucky and prosperous
has a specific author? I, II coming year.
Decorations Lots of red
Page 161 Food Fish
your analysis Eating dinner with family, giving red
1. Text I: He made a list of his New Year’s resolutions. Traditional envelopes, setting off firecrackers,
activities wearing new clothes, setting up
Text II: She and her sister made costumes and went decorations.
out treat or tricking with their friends.
More Watching the CCTV Gala, sending and
Text III: He / She went to the Saint Patrick’s parade modern receiving instant message greetings,
in Dublin. activities giving and receiving cyber money gifts.
2. c. There are attractive celebrations all over the world.
Page 162
Complementary activities
Work it out! 1. a. 8; b. 3; c. 4; d. 1; e. 7; f. 2; g. 6; h. 5.
The prefix dis- is added at the beginning of a word to (2) handshake; (6) nod; (2) handshake; (8) kiss on the
mean ii. opposite to. cheek; (3) hug; (8) kiss on the cheek; (3) hug; (1) bow;
(1) bow; (7) stick out their tongue; (2) handshake.
Vocabulary in context
2. d. party, event, get together, reception, celebration. 2. Ingredients:
e. festivity, festival, celebration. 2 red or yellow peppers
f. celebrations, fiestas, festivals. 4 large tomatoes
1 medium onion
Page 165 1 tablespoon of sugar
Listening file answer Method:
General information a. cut the eggplants; b. chop; c. pour; d. chop;
The commentaries are made… b. during the game. e. tablespoons of olive oil; f. fry the zucchinis; g. fry;
The commentaries are about: a. rugby and d. cricket. h. mix the wine vinegar.
Specific information
Which commentary…
I II
is about an international game? ✔ ✔
mentions the weather? ✔
mentions the fans? ✔
talks about a traditional greeting? ✔
mentions the color of the players´ ✔
clothes?
tells us the number of spectators? ✔
Complete the statements.
a. war dance. b. on their feet. c. white clothes.
d. tight game.
VOLUME 2 UNIT 4
released to let know that
the town was safe; 3. a. To give thanks to God for a bountiful harvest.
nowadays, lanterns are b. Martin Frobisher.
decorated with wishes c. Turkey or ham, or roast beef, or duck, or chicken
and images relating to with potatoes, corn, sweet potatoes, peas, gravy,
the owner. stuffing, salads and buns.
2 Day of the Mexico holiday focused on d. Pumpkin pie.
Dead gatherings of family and e. The cornucopia.
friends to honor dead
friends and family 4. 47 a. A poem.
members; traditions: b. Halloween.
building private altars c. Ghosts, goblins, witches, haunted house, spider
called ofrendas, honoring webs, etc.
the deceased using 5. 47 bats, owl, scorpions, spiders.
sugar skulls, marigolds,
and their favorite foods 6. 47 a. witches; b. hear; c. might; d. wood.
and beverages, visiting
graves with those gifts.
3 Carnival of Brazil the largest parade in the
Rio de world held before Lent;
Janeiro samba dancers prepare
all year long: technique,
performance, costumes,
decorations; everything
is perfect and bigger
than their competitors’;
around 2 million people
per day on the streets.
4 St. Patrick´s Ireland cultural and religious
Day holiday on 17 March,
commemorating the
arrival of Christianity in
Ireland; involves public
parades and festivals and
the wearing of green
clothes or shamrocks;
Christians attend church
services and Lenten
restrictions on eating
and drinking alcohol are
lifted for the day.
Brown, H. D. (2001). Teaching by principles (2nd ed.). Teaching comprehension for understanding and
White Plains, NY: Pearson. engagement. Stenhouse Publishers.
Coyle, D., Hood, P., & Marsh, D. (2010). Content and Lazaraton, A. (2001). Teaching oral skills. Teaching
language integrated learning. Ernst Klett Sprachen. English as a second or foreign language, 3, 103-115.
Celce-Murcia, M., & McIntosh, L. (1991). Teaching Leograndis, D. (2012) Launching the Writing Workshop:
English as a second or foreign language. Heinle & A Step-by- Step Guide in Photograph. NY: Scholastic
Heinle Publishers. Pronunciation Tips- A Guide to Better Speaking.
Dale, L. and Tanner, R. (2012). CLIL activities. Retrieved May 5, 2016, from http://www.
Cambridge: Cambridge University Press pronunciationtips.com/intonation2.htm
Ellis, R. (2003). Task-based language learning and Ur, P. (1984). Teaching listening comprehension.
teaching. Oxford: Oxford University Press Cambridge University Press.
Harmer, J. (2006). How to teach English. Pearson
Education India.
Language and structure
Marzano, R. J., Pickering, D., Pollock, J. (2011).
Classroom Instruction that Works: Research-based Birch, B. (2005). Learning and Teaching English
Strategies for Increasing Student Achievement. Grammar, K–12. White Plains, NY: Prentice Hall.
Alexandria, VA: Association for Supervision and Ur, P. (1988). Grammar practice activities: A practical
Curriculum Development guide for teachers. Cambridge University Press.
Marzano, R. J., Pickering, D., & Heflebower, T. (2011).
The highly engaged classroom. Marzano Research
Laboratory. Assessment for learning
Marzano, R. J. (2005). Building Academic Vocabulary: Black, P., Harrison, C., & Lee, C. (2004). Working
Teacher’s Manual. inside the black box: Assessment for learning in the
Alexandria, VA: Association for Supervision and classroom. Granada Learning.
Curriculum Development.
Black, P., & Wiliam, D. (2005). Changing teaching
Stein, S. (1995). Equipped for the Future: A Customer-
through formative assessment: Research and practice.
driven Vision for Adult Literacy and Lifelong Learning.
CERI, 2005, 223-240.
Washington, DC: National Institute for Literacy.
(ED 384 792) Earl, L. (2003). Assessment as Learning: Using
Classroom Assessment to Maximize Student Learning.
Corwin Press, INC
Learning skills James, M. (2004). Assessment for Learning: What is it
and what does research say about it.
Brown, J. (2007) Feedback: the student perspective.
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative
Research in Post—Compulsory Education Vol. 12, No.1
assessment and self‐regulated learning: A model and
Retrieved from: http://www.assessmentforlearning.edu.
seven principles of good feedback practice. Studies in
au/professional_learning/student_self--‐
higher education, 31(2), 199-218.
Nesbit, P., and Burton, S., (2006), Student justice
perceptions following assessment feedback,
Assessment and Evaluation in Higher education, Vol 31
No 6.
Patton, A. (2012) Work that matters. The teacher’s
guide to Project--‐based--‐learning. Retrieved from:
http://www.innovationunit.org/sites/default/files/
Teacher’s%20Guide%20to%20Pr oject-based%20
Learning.pdf
Zimmerman, B. (2002). Becoming a Self-Regulated
Learner. Theory Into Practice
VOLUME 2 UNIT 4
collocations-do-play-or-go-withsports.
html (Collocations: do, play or go with sports and other
activities.)
http://www.gingersoftware.com/content/grammar-
rules/relative-pronouns/ (Relative Pronouns)
https://www.italki.com/question/274522 (Difference
between cut and chop)
http://study.com/academy/lesson/what-is-
paraphrasing-definition-examples-quiz.html (What is
Paraphrasing? - Definition & Examples)
http://www.educarchile.cl/ech/pro/app/
detalle?ID=185562 (Pueblos originarios de Chile.)
http://www.blackcat-cideb.com/english-catalogue/236-
story-of-coffeethe-9788853008299.html (The story of
coffee.)
http://www.educarchile.cl/ech/pro/app/home
Cra resources
Abate, F. R. (1997). The Oxford desk dictionary and
thesaurus. Oxford University Press, USA
Atkinson, H. (2008) Pronunciación del inglés: un
resumen de los sonidos de la lengua inglesa. México:
Trillas
Barrientos, F. (2011). Pueblos originarios de Chile.
Nativa Ediciones
Editors. (2013) Kamshout and the Fall- A selk’nam
legend. Amapola Editores
Editors. (2013) The Origin of the Payachatas- A legend
from Northern Chile. Amapola Editores
Forget, G. (2002). Gramática inglesa comunicativa.
Larousse, México (México).
Gascoigne, J. (n.d.) The story of coffee. Black Cat
Publishing
Kemper, D., Sebranek, P. , Meyer, V., Krenzke, C.,
Ross, M. (2005). Write source: Writing and Grammar.
Wilmington, Mass. : Write Source
Mc Carthy, M. (2002). English Vocabulary in Use.
Cambridge University Press
Ovalle, M. (2011). Juegos tradicionales. Editorial
Amanuta
Plath, O. (1986) Origen y folclor de los juegos en Chile.
Editorial Nascimento
Over to you
Read the list of objectives for this unit. Then tick (✔) and answer briefly using the questions as guide.
How important are the objectives to your own life?
How important are traditions to... you? your family? your region? your country?
Why and how, do you think, traditions contribute to “the development and happiness of mankind”?
How are the topics of the previous units connected to this one.
Setting objectives
1. Read the list of learning goals for this unit again and answer questions a - c individually.
a. Which ones do you think are the easiest to achieve? Why?
b. Which ones do you think are the most difficult to accomplish? Why?
c. What specific knowledge (content, vocabulary, attitudes) do you think you need to achieve them?
3. 39 Listen to these teens describing what they want to accomplish and why .
4. According to your own interests and reality, identify and list some specific goals for you to achieve.
Then complete the diagram.
The main difficulty I can The main difficulty I can The main difficulty I can
anticipate is… anticipate is… anticipate is…
1 2 3 4
5 6 7 8
2. p Answer these questions and then share your answers with your partner.
a. Which activities in exercise 1 are traditional in Chile?
b. Do you celebrate them with your family or in you region?
c. What other celebrations are traditional with your family or in your region?
Entry slip
Read what you will do in each lesson (p. 137 - 153) and anwer the questions in the slip before you start.
Questions Answers
Which, do you think, are the reasons why people created legends?
d. In 5 - 7 minutes, discuss the question, agree on answer and explain why you think your ideas make
sense.
e. Present your conclusions to the class and listen to the other groups’ ideas.
2. Now, 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 I am quite ready to start. I I am barely ready to start. I am not ready to start.
start. I could even help my may make a few mistakes. I will need some coaching. I will definitely need
classmates. coaching.
preparing to read
1. p You will read the legend The Power of the Sun. Based on the title and the pictures in exercise
2, make predictions about the region it is originally from and tick (✔) one alternative.
2. p Before starting to read, try to identify the characters and setting of the legend.
1 2 3
4 5 6
7 8 9
Strategy in mind
The power of the sun
Relating text and images
The Sun had a handsome son called Morning Star. He was a
Completing a sequence
young man and he was lonely. He wanted to marry a beautiful girl
map
called Soatsaki, but she lived on earth.
One day, Morning Star went to talk to his powerful father. ‘You can
marry Soatsaki and bring her to the skies,’ said the Sun, ‘but she
must never look down at the earth again. If she sees her people,
she will miss them and want to return to earth.’
Smart reading
So, Morning Star dressed in a colorful poncho, put a red feather in
1. Identify the three main
his hair, and went down to earth to find Soatsaki. She immediately
characters in the story.
fell in love with him, although Morning Star had warned her: “If
a. you marry me, you must say goodbye to your people forever.’
b. The young couple went back to the skies. At first they were
c. very happy and soon they had a son called Little Star. One day,
2. Number the pictures Soatsaki found a big pot boiling in the teepee.
(1 - 9) that illustrate ‘Do not move that pot,’ said her mother-in-law, the Moon. ‘If you
the events of the story do, something terrible will happen.’
(page 137) in the order
they happened. Then, Later that day, when the Moon had left, Soatsaki was filled with
underline a sentence curiosity and pushed the pot to one side with all her strength. She
in the text to describe looked down and saw her old home, the green trees and fields, the
each picture. wonderful flowers, the people of her tribe.
3. Complete this She felt very sad.
sequence map in your
notebook. (You can
When her husband came home she
use the sentences you said, ‘I miss my home. Please let
underlined.) me go back to visit my people.’
Then,...
Finally,...
Vocabulary in context
1. Read these sentences from the text. Pay special attention to the words in purple.
He wanted to marry a beautiful girl called Soatsaki.
One day, Morning Star went to talk to his powerful father.
Morning Star dressed in a colorful poncho and put a red feather in his hair.
I cannot remove that awful scar.
She looked down and saw the wonderful flowers.
2. Answer these questions. Then check with your partner.
a. What do the words in purple have in common?
b. What does the particle –ful mean when we add it to another word?
i. Similar to. ii. With a lot of. iii. Without.
3. Use a dictionary to find the opposite of this particle.
p Read and analyze these sentences. Answer the questions and then check with your partner.
He wanted to marry a beautiful girl called Soatsaki but she lived on earth.
Although he became a brave hunter, the other boys and girls in the tribe laughed at him.
You can marry Soatsaki and bring her to the skies, but she must never look down at the earth again.
She immediately fell in love with him, although Morning Star had warned her.
‘You are a brave young man,’ he said, ‘but I cannot remove that awful scar.
a. How many parts can you identify in each sentence?
b. How are these parts linked?
c. Which of the words in bold introduces a contrast?
d. Which one introduces a concession?
2. Practicing
a. 40 Listen and repeat these phrases. Pay special attention to the intonation and pronunciation.
b. p Practice reading the summary you prepared to your partner and listen to him / her. As
you read, imitate the intonation and stress of the expressions in point a. Correct each other's
mistakes.
3. Performing
G Retell your version of Little Star’s story to your group. As you do it, use the sequence map and the
images on page 137 to remember the most important events.
4. evaluating
a. p Choose a partner in your group and My partner…
y.
evaluate each other using the prompts in the box. retold the main events in the stor
nation.
b. G Share the results of the evaluation with used correct pronunciation and into
the events.
your group with respect and accepting everyone’s used adequate connectors to link
images.
opinion. Discuss some actions to take in the used the sequence map and the
areas you need to improve.
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.
preparing to listen
1. p Answer these questions (a - c). Then check with another pair.
a. Who lived in Chile before the Spanish arrived?
b. Who are the people in these pictures?
c. What are the names of their ethnic groups? Write their names under each picture.
1 2 3 4
a. b. c. d.
2. p Where are these ethnic groups from? Write the name or region number that corresponds to
each picture (1 - 4) in exercise 1.
a. b. c. d.
3. G Join another pair. Find out the name of one traditional celebration related to each of these
ethnic groups. Exchange and check the information with other groups.
4. p You will listen to people talking about their customs and traditions. Read the sentences in the
bubbles and predict which of the ethnic groups in exercise 1 they are related to.
41 Listen to the recording and check your predictions in exercise 4. Strategy in mind
1.
making predictions
Setting a purpose for
2. 41 Listen again (twice if necessary). As you listen, complete the missing listening
information in the file.
General information
c. A lecture
Think critically
make Text-to-world
connections
What traditions from
other cultures do you
a. b. c. know?
Where are they from?
main conclusions
make Self-to-text
Answer these questions. connections
a. What does the name Ariki mean? Which ethnic group do
you belong to?
b. What does the name Millaray mean? What are the group’s
most important
c. What does the name Uruchi mean?
traditions?
I think it’s quite important to know where you come I think it’s important to know where you come
from. from.
I really think that we ought to be proud of our origin. I think that we ought to be proud of our origin.
It’s been extremely important to us to look after It’s been important to us to look after both the
both the body and the soul body and the soul.
a. Study the sentences on the left. What do the underlined words do?
i. They make the meaning more general.
ii. They make the meaning more intense.
iii. They make the meaning clearer.
G Work in groups of three or four. You are going to research on different ethnic groups in Chile and
elaborate a comparative chart.
1. organizing ideas
a. Brainstorm everything you know about the different ethnic groups who live in Chile. Take notes and
organize them in a chart according to the geographical region they belong to.
b. Use the Internet, the library or ask your family and friends about the cultural aspects of these ethnic
groups (food, music, celebrations, dances, clothes, handcrafts, etc.)
c. Identify similarities and differences among the different ethnic groups.
d. Write paragraphs comparing the different cultural aspects. (You can choose to compare one single
cultural aspect in all the groups or to compare all the cultural aspects between two ethnic groups.)
3. revising
Revise the information you entered in the table. Check that you have used connectors to link the ideas
and intensifiers to make the meaning more intense.
Editor´s Marks
4. editing Capital letter /
Lowercase
a. Use the Editor’s marks in the box to check grammar, spelling and
punctuation. Punctuation
b. Copy the final version of your table on a piece of cardboard and collect visual Add a word
material to illustrate the cultural aspects you compared. ss Check spelling
s
Change place
5. Publishing
a. Display your comparative chart and explain it our group
in an oral presentation to the class.
demonstrated a positive and
topic.
b. As a group, evaluate your work following the enthusiastic attitude towards the
points in the box. Remember to discuss and prepared for the task with
exchange ideas with respect and accepting responsibility.
everyone’s opinions. ing for
supported each other when look
information.
ing
found out and compared interest
cultural asp ects .
checked for grammar, spelling and
punctuation mistakes.
presented the information in an
organized and clear manner.
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.
preparing to read
1. p G Fill in this word map with at least three words per category. Then join another pair and
add all the words you did not have to make your map as complete as possible. (A word in each
category is given to help you start.)
tomato
chicken
fruit / vegetable
meat / fish
dishes
Food vocabulary
spaghetti
herbs / spices
verbs
coriander
fry
1 2 3
4 5 6
Indic Ocean
Atlantic Ocean
Pacific Ocean
Mexico Brazil
Strategy in mind
Establishing purpose
and audience of a text
I.
Chileans eat pebre for any kind of occasion. There is a portion of this sauce
on every traditional restaurant table to eat with bread or sopaipillas The
sauce varies depending on the region of Chile and the household which
Smart reading it’s made in, but the basic ingredients are (a) .
1. What is the purpose of Making the sauce is easy. All you have to do is chop up all the ingredients
the four texts? into little bits, then mix well and place in the refrigerator for a few hours
a. To inform.
to let the flavors blend. Then take it out and enjoy your pebre with any
Chilean or foreign dish that you might wish. And I dare you not to love it!
b. To instruct.
c. To describe.
2. What is the general topic
of the texts?
a. International II.
traditions associated
with food. The pisanki derive from an ancient tradition when eggs, the symbol of
b. Dishes for special life, were thought to have magical properties and were thought to bring
occasions. a plentiful harvest and good health. The name pisanki comes from the
Polish word pisać, which means to write.
c. Special dishes for
cold days. The practice of coloring Easter eggs is very much alive in Poland today
and Polish people who live in other countries follow the tradition too.
3. Who is the audience of
the texts? There are several techniques for making pisanki including the use of wax
and other natural colorants.
a. Students who are
interested in different These eggs are exchanged among friends and relatives with good wishes.
cultures. Many people design eggs with the names of their friends written on them.
They exchange these decorated eggs with each other during their Easter
b. Students who
want to practice
visits along with their good wishes. All you need is (b)
English. and a lot of patience. So get started now!
c. Students at an
international cooking
school.
a. some potatoes,
any kind of fish, eggs
and flour and oil to fry
b. tomatoes,
coriander, garlic,
onion, olive oil,
vinegar, and ground
chili peppers
c. thin slices of beef,
potato, carrot and
onion, some sake
(Japanese alcohol)
III. mirin (a Japanese
seasoning), oil, sugar
Fish and chips! Freshly cooked, served with salt and vinegar, wrapped in and soy sauce
newspaper and eaten out-of-doors on a cold and wintry day - it simply d. a few eggs, some
cannot be beaten! Nothing can be more British than this traditional paints, a sharp object
dish. Simple ingredients: just (c) and we are for scraping and
ready to go. liquid wax
Nowadays, the British consume nearly 300 million servings of fish and
chips - that equates to six servings for every man, woman and child in
the country. There are now around 8,500 food shops across the UK that
serve fish and chips for breakfast, lunch and dinner. There is a saying
that states: “British people that live abroad miss their country as much
as they miss their fish and chips”.
IV.
Think critically
This dish is not served in restaurants in Japan; mothers usually cook it, make Text-to-world
and each family has its own version. Sometimes, even the ingredients connections
are different in each family. My mother prepares it with (d) . In what countries do
It is not difficult to cook Nikujaga, but it is not easy to make it taste people rely nearly
exclusively on fish? Why?
delicious. First, cut the vegetables. Next, fry the meat and vegetables in
oil. Then add sake and pour in water, mirin, and sugar. Boil this mixture Which country in South
America is famous for its
eight minutes. Add the soy sauce and boil again until the vegetables
cuisine?
become soft.
make Self-to-text
Next time you want to prepare a special dish, give it a try! connections
Which of the foreign
dishes do you find the
most attractive and would
like to eat? Why?
Polish people who live in other countries follow the tradition too.
There are now around 8,500 food shops across the UK that serve fish and chips.
The pisanki derive from an ancient tradition when eggs were thought to have magical properties.
The name Pisanki comes from the Polish word pisac, which means to write.
Vocabulary in context
1. Read the sentences from the text paying special attention to the underlined words.
All you have to do is chop up all the ingredients into little bits, then mix well and place in the
refrigerator for a few hours to let the flavors blend.
First, cut the vegetables. Next, fry the meat and vegetables in oil. Then add sake and pour in
water, mirin, and sugar. Boil this mixture eight minutes.
2. Match each underlined word in point 1 with the corresponding picture (1 - 6). Use a dictionary
if necessary.
1 2 3
4 5 6
G Work in small groups of three or four. You will present a recipe for a traditional Chilean dish.
1. Preparing to speak
a. 42 Listen and repeat these pairs of words. Pay special attention to the different pronunciation of
the parts in bold.
Fry the meat and vegetables in oil. Pour in water. Boil the mixture.
c. Find and copy the recipe of a traditional Chilean dish on a piece of cardboard. Get some pictures or
drawings to illustrate the ingredients and the instructions.
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.
1. p Read the title of the play and the narrator's lines on page 153. How much do you already
know about this traditional celebration? Make some notes in your notebook.
3. Read the text again. Find, underline, and then copy this information.
4. G Use the answers in exercise 2 to write a short summary of the play, creating a different ending
for the story.
Entry slip
Read what you will do in each lesson (p. 155 - 169) and anwer the questions in the slip before you start.
Questions Answers
2. Now, 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 I am quite ready to start. I I am barely ready to start. I am not ready to start.
start. I could even help my may make a few mistakes. I will need some coaching. I will definitely need
classmates. coaching.
preparing to listen
1. Look at the pictures and label each game. Use the names of the games in the box.
Hopscotch Chess Skipping a rope Snakes and ladders Flying a kite Spinning top
1 2 3
4 5 6
Smart listening
LIStenInG FILe: reviving traditional games Think about the topic of
the recording you are
going to listen to:
General information
Which words that you
Speakers’ country of origin (write S1, S2 , S3 or S4) already know come to
your mind in connection
a. Turkey c. Korea with this content?
b. Colombia d. Venezuela
a. Yut c. Marbles
Specific information
Vocabulary in context
1. Read these sentences from the recording and pay attention to the verbs in bold.
a. You take the ball and you throw it against the wall.
b. You shoot your favorite marble at the others so that…
c. The aim of the game is to knock over the other players´ tops.
d. Before the game starts, players have to team up.
3. G In your own words, find a synonym for each of the verbs and write them down. Then,
compare with your classmates and check with a dictionary.
a. c.
b. d.
This is one of the most... games. The object of the game is to...
There must be... players. Almost everybody plays this traditional game in...
d. p Choose one traditional game of your country or of any country around the world. Find basic
information about it and get some pictures to illustrate your presentation on a poster. Then, write a
brief description of it. Use the pattern as a guide.
2. Practicing
p With your partner, take turns to read the description
of the game and correct each other´s pronunciation.
We…
3. Performing prepared for the task carefully.
of
Divide the presentation in halves so that both of you imitated the intonation and stress
know in advance which part of the description to read the recording.
e the
aloud. Present the game to the rest of the class and used correct language to describ
show a poster with the pictures you collected. game.
used visual aids to present the
information.
4. Evaluating each
corrected and gave feedback to
p After you finish presenting, work in pairs again. other with resp ect.
Evaluate each other’s participation using the prompts our
showed interest in learning about
in the box. own culture.
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.
preparing to read
1. p Look at the pictures and discuss in pairs. Which activities are traditional in Chile? Do you
celebrate them with your family / in your region?
1 2 3
4 5 6
2. Match the celebrations with the pictures. Write the correct number in the spaces provided.
a. Christmas d. Halloween
b. National festivities e. Chinese New Year
c. Wedding party f. La Tirana festival
II
Kelly
To Cc Cco
Lisa
Subject Great time at Halloween! Friday, 31 October 2019 10.17 PM
Hi, Lisa.
How are you? Finally, it’s Halloween! Have you done anything
spooky today? Have you dressed up and gone trick or treating?
We’ve made some really awesome costumes. I’m a scary witch and
my sister Jenna’s a fairy. We have not visited all the houses in our
street yet and I can see other kids walking around with their bags of
goodies, so I’d better run or all the sweeties will be gone!
Love and kisses
Kelly, the scary witch
Submit A
Vocabulary in context
1. p Having in mind the definition of the words below, provide a synonym for each of them with
your partner.
celebration party festival
3. G Look up the meaning of the word costume and write it down. Compare with your
classmates.
G Work in small groups of three or four. You will write an article for a web-magazine describing
a celebration.
1. organizing the ideas
a. In your group, discuss the special occasions we usually celebrate. Make sure you talk about national
and international celebrations and festivals. Make a list of all the events on a slip of paper for the
group to use. Talk about the different events and say whether they are formal or informal occasions,
free or not, open to all or only a few.
b. Choose one from the list you have written and brainstorm more ideas about it.
c. Go back to page 161 and have a look at text III about St. Patrick’s Day celebration. What aspects
are included in the description? Make a list.
d. Think what the participants of the celebration can see, smell, hear, taste and feel and write a list with
words you will need for your description. Classify them into nouns, verbs and adjectives.
3. revising
Revise the information you included in the paragraphs.
a. Check that you have used connectors to link the ideas and strong adjectives to illustrate the scene
or moment.
b. Make sure that your initial sentences invite the reader to continue reading and
introduce the subject that is being described. Editor´s Marks
Capital letter /
c. Read the description aloud to check that it is complete, the message is clear Lowercase
and that it has all the necessary details.
Punctuation
Add a word
4. editing ss
s Check spelling
Use the Editor’s marks in the box to check grammar, spelling
Change place
and punctuation.
5. Publishing We…
d in the
a. Copy the final version of your description on the class provided information as indicate
website or blog and choose a picture to illustrate your instructions.
description. used varied vocabulary.
b. As a group, evaluate your work following the points in checked for grammar, spelling and
the box. Remember to discuss and exchange ideas punctuation mistakes.
with respect and accepting everyone’s opinions. presented the information in an
organized and clear manner.
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.
preparing to listen
1. p G In pairs or small groups, brainstorm on vocabulary related to sports and complete the
diagram. Write as many words as possible under each category.
Sports
2. Choose one sport from each category and fill in the gaps with the correct word for sports and
equipment.
a. To play , you will need .
b. To play , you will need .
c. To play , you will need .
d. To play , you will need .
3. G In your group, find information about the most popular games in English speaking countries
and then share the information you collected with your classmates.
a. rugby c. tennis
b. basketball d. cricket
Specific information
Which commentary…
I II
Vocabulary in context
1. p Have a look at these sentences from the recording. Paraphrase the expressions in red with
your partner.
a. All Blacks are getting ready to perform their traditional greeting.
b. Fifty thousand people cheering and clapping.
c. It looks like it is going to be a very tight game.
d. Whoever wins will go into the finals.
2. Choose three expressions in point 1 and use them to write meaningful sentences of your own.
a.
b.
c.
G Work in groups of four. You will talk about traditional but controversial sports.
1. Preparing to speak
a. 46 Listen to the in the bubbles and classify them in two groups. Copy the expressions in the
corresponding column in the table, according to what they express.
I agree with it one hundred percent. I´d say the exact opposite. I´m afraid I don´t agree.
I couldn´t agree more with it. I don´t think so. No doubt about it! That´s so true!
It is absolutely right. That´s exactly how I feel. I´m not sure about that.
Agreement Disagreement
b. 46 Listen again and repeat the expressions, paying special attention to the intonation.
2. p Practicing
a. Get together with your partner and discuss the pros or cons of the chosen sport. Write them down
and try to decide as many well-grounded reasons to support your position as possible. Anticipate
questions or counter-arguments the other groups can present and get ready to reply.
b. Practice reading the text aloud, in turns. Remember to use several of the expressions in point 1 a.
and b.
c. Decide which of you will speak first during the debate.
3. Performing
a. Present your ideas for / against that sport to the rest of the class (audience) in approximately
3 minutes. Then, be ready to answer the questions of the opposite pair.
b. Listen to the other pair presenting their statements
for / against the sport without interrupting. Then, be We…
ready to ask questions which are counter arguments
prepared for the task carefully and
to their statements for about 3 minutes. followed the instructions.
c. Later, be prepared to answer the audience´s presented good and clear argumen
ts
questions and defend your position against their for or aga inst .
claims and arguments.
respected each other´s opinions
and views.
4. Evaluating used correct grammar, appropriate
vocabulary and comprehensible
After the debate finishes, it is mainly the audience
pronunciation.
that will evaluate the work of the teams (using a rubric
respected the times assigned.
provided by the teacher). However, you as a group
evaluate yourselves using the prompts in the box.
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.
1. G Work in groups of three. Look at the list of celebrations below and discuss how people in your
country/region generally celebrate these occasions.
Christmas Birthdays National Day New Year
2. Read the short text about how people celebrate the Chinese New Year.
Date
Decorations
Food
Traditional activities
4. G In your group, find out how people celebrate New Year in another country. Follow the prompts
in the list and take notes.
When it is celebrated and for how long
Where it is celebrated
What decorations are used
What food is eaten
What music is played
Who is invited
Activities involved
5. G Fill in the Venn diagram with the information you collected. Add details about New Year
celebrations in Chile.
China
Chile
I Preparation
1. G Work in groups of 4.
2. Read the instructions in the procedure section and fill in the information in the file.
3. With the information in the file, 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.
Sources of information
Member: Task:
Member: Task:
Member: Task:
Materials
2. Do some research in the library and on the Internet to check and expand the information you
already have about your chosen country.
3. Choose the TV program format you would like to use (news program, tourism, documentary, etc.).
Then, make a brief script for it in which you will present the information of the chosen culture and
will demonstrate the recipe of a traditional dish.
4. Write the final version of the script, revising and editing it as a group. Don´t forget to include enough
roles for all the members of the group to speak.
5. Practice saying the script several times, paying special attention to intonation and pronunciation.
6. Arrange the TV set and get all the ingredients for the cooking section of the program.
III Presentation
Show your TV program to the rest of the class and your teacher.
IV Evaluation
After you finish presenting your work, reflect on it and evaluate the group performance. Tick (✔) the
corresponding column according to the following scale:
4= Excellent! / 3= Good / 2= Satisfactory / 1= Needs improvement
followed the instructions, distributed tasks and collected all the necessary information.
showed comprehension and tolerance for their own and other cultural expressions.
1. Now that you have completed the unit, check what you knew and how you felt before starting each
module.
2. Identify the main topics, skills, contents and attitudes you have developed in the unit and complete
the table. Compare it with your partner’s table expanding, correcting and adding new information
and using what you have learned along the unit.
Lesson What did I do? What did I learn? How will I apply this learning?
Project
4. Ask your teacher or a partner to assess your performance and then discuss your reflections with
the rest of the class.
5. In pairs, comment on the things you can do to improve your weak points in the future.
174
MODULE 1 LESSON 2 blend: (verb) to mix two or more things together completely
charming: (adjective) pleasant or attractive harvest: (noun) the time when crops are cut and collected
delightful: (adjective) very pleasant, attractive, or enjoyable from fields
moving: (adjective) causing strong feelings of sadness or wax: (noun) a solid substance that becomes soft when warm and
sympathy melts easily, often used to make candles
befriend: (verb) to be friendly to someone, especially someone serving: (noun) an amount of food for one person to eat
who needs support or help pour: (verb) to make a liquid flow from or into a container
SUBJECT CONNECTIONS SUBJECT CONNECTIONS
chase: (verb) to run after someone or something in order to pluck: (verb) to pull all the feathers out of a bird before cooking it
catch them chop: (verb) to cut something into small pieces
whiskers: (noun) long, stiff hairs that grows around the mouths engrossed: (adjective) giving all your attention to something
of animals such as cats spare sb’s life: (verb) to not kill someone
yarn: (noun) thread used for making cloth
MODULE 2 LESSON 4
disguise: (verb) to change your appearance/voice, etc. so that MODULE 2 LESSON 4
people cannot recognize you string: (noun) material consisting of threads of cotton, hemp, or
breathtaking: (adjective) very beautiful or surprising other material twisted together to form a thin length
store: (verb) to put something somewhere and not use it until board: (noun) a long, thin, flat piece of wood
you need it rope: (noun) very thick string made from twisted thread
skip: (verb) to jump over a rope while you or two other people
MODULE 2 LESSON 6
move it over and then under your body again and again
beat: (verb) to hit a person or animal hard many times
knock sth over: (verb) to hit something or someone so that
accomplishment: (noun) achievement; success in doing
something or a person falls down.
something good
shoot: (verb) to try to score points in sports such as football by
release: (verb) to make a record or film available for people to
hitting, kicking, or throwing the ball towards the goal
buy or see
propel: (verb) to make someone do an activity or be in a situation MODULE 2 LESSON 5
parade: (noun) a line of people or vehicles that moves through a
SUBJECT CONNECTIONS
public place as a way of celebrating an occasion
spot: (noun) a particular place or point
shoelace: (noun) a long, thin piece of material used to fasten
iconic: (adjective) very famous or popular, especially being
shoes
considered to represent particular opinions or a particular time
leprechaun: (noun) (in old Irish stories) a magical creature in the
shape of a little old man who likes to cause trouble
UNIT 4 clover: (noun) a small plant that has three round leaves and
round flowers
MODULE 1 LESSON 1
feather: (noun) one of the soft, light things that grow from and MODULE 2 LESSON 6
cover a bird's skin time-honored: (adjective) a tradition or way of doing things that
path: (noun) a long, narrow area of ground for people to has been used for a long time
walk along pitch: (verb) in baseball, to throw the ball towards the person
scar: (noun) a permanent mark left on the body from a cut or who is going to hit it
other injury clap: (verb) to hit your hands together, often repeatedly,
teepee: (noun) a type of tent in the shape of a cone made from especially in order to show that you enjoyed a performance
animal skins that was the traditional shelter of some Native sail: (verb) to move quickly through the air
Americans Source: Cambridge Learner’s Dictionary: Meanings & Definitions. (n.d.).
Retrieved June 08, 2016, from http://dictionary.cambridge.org/dictionary/
MODULE 1 LESSON 2 learner-english/
proud: (adjective) feeling very pleased about something you have
done, something you own, or someone you know
boredom: (noun) feeling weary and impatient because one is
unoccupied or lacks interest in one’s current activity
MODULE 1 LESSON 3
flavor: (noun) a particular quality or style that something has /
the taste of a particular type of food or drink
175
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Plains, NY: Pearson. taxonomy of educational objectives. Corwin Press.
Carless, David. Implementing task‐based learning with young Marzano, R. J., Pickering, D., & Heflebower, T. (2011). The
learners. ELT journal 56.4 (2002): 389-396. highly engaged classroom. Marzano Research Laboratory.
Carter, R., & Nunan, D. (Eds.). (2001). The Cambridge guide to Nation, I. S. (2001). Learning vocabulary in another language.
teaching English to speakers of other languages. Cambridge: Ernst Klett Sprachen.
Cambridge University Press
Nation, I. S. (2008). Teaching ESL/EFL reading and writing.
Celce-Murcia, M., & McIntosh, L. (1991). Teaching English as a Routledge.
second or foreign language (p. 279-295). Heinle & Heinle
Nation, I. S. P., & Newton, J. (2008). Teaching ESL/EFL listening
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Echevarria, J. J., Vogt, M., & Short, D. J. (2013). Making content
Nation, I. S. P. (2001). Learning vocabulary in another language.
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Cambridge: Cambridge University Press.
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Nuttall, C. (1996). Teaching reading skills in a foreign language.
Ellis, R. (2003). Task-based language learning and teaching.
Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912.
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Peregoy, S.F. et al. (3rd ed.). (2005). Reading, Writing and
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Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching
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Williams, J. (2005). Teaching writing in second and foreign
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MINEDUC SCHOOL LIBRARIES (CRA) RESOURCES Kemper, D., Sebranek, P. , Meyer, V., Krenzke, C., Ross, M.
(2005). Write source: Writing and Grammar. Wilmington, Mass. :
Abate, F. R. (1997). The Oxford desk dictionary and thesaurus.
Write Source
Oxford University Press, USA
Merrian-Webster Illustrated Spanish-English Student Dictionary.
Atkinson, H. (2008) Pronunciación del inglés: un resumen de
(2012) Springfield, MA: Merriam Webster
los sonidos de la lengua inglesa. México: Trillas
Murphy, R. (2012). English grammar in use. Ernst Klett
(2010). Kamshout and the fall. A selk'nam legend. Santiago de
Sprachen.
Chile: Amapola Editores
OCEANO. (1992). Oceano Pocket: Diccionario Inglés-Español,
Bassett, J. (2007) The phantom of the opera. Oxford: Oxford
Español-Inglés. Oxford Dictionary of Computing. (2001) Oxford
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University Press, USA
Brooke, H. (2008) Survive! New York: Oxford University Press
Troughton, J. (1996) The Chinese new year. Cambridge:
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Verdugo, J. (2010) The origin of the Payachatas – A Legend
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Barcelona: Ediciones Parramón.
Clemen, G. (2008) The Ghost Ship of Bodega Bay. Genoa: Black
Cat Publishing WEBSITES
Forget, G. (2002). Gramática inglesa comunicativa. Larousse, http://www.readingrockets.org/
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Helgesen, M., Brown, S., & Brown, S. (1994). Active listening:
Building skills for understanding. Cambridge: Cambridge http://www.englishlistening.com
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[Stuttgart] [Klett] http://www.antimoon.com/how/pronunc-soundsipa.htm
177
RUBRICS APPENDIX
Assessment instruments
Applying assessment instruments
These assessment instruments are assessment
tools you can use to measure students’ work. They Self- assessment
Give copies to students and ask them to assess their
VOLUME 2
VOLUME 2
Skills Criteria Points
1 2 3 4
Understanding key Understands 1 or 2 Understands some Understands many Understands most
events or facts. events or key facts. of the events or events or key facts, events in sequence or
key facts. mainly in sequence. understands most key
facts.
Understanding Gets few or no Gets some important Gets many important Gets most important
details. important details. details. details. details and key
language.
Responding Almost never. Sometimes. Most of the time. Nearly always.
appropriately to
features such as:
laughter, silence,
etc., and / or
accentuation,
intonation, and
rhythm.
Answering Answers questions Answers questions Answers questions Answers questions
questions. with incorrect with some with literal with interpretation
information. misinterpretation. interpretation. showing 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
and requires with four with two or three with one or no
many questions or five questions and questions and questions
or prompts. prompts. prompts. or prompts.
At the end of the Answer factual Answer factual Summarize the Reveal the sequence
session, the questions on general questions on general beginning, middle, of events, providing
listener is able to: information. and specific and end of details on dialog, and
information. the story. motivation
of characters.
Total points
VOLUME 2
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.
4. Making connections
Dimension 4 3 2 1
Text-to-self Without prompting, Without prompting, With prompting, With prompting, student
connections student can explain student can explain student can explain can explain connections
connections with own connections with own life. connections with own with own life. However,
life that are closely However, they are vaguely life that are closely they are vaguely related
related to the text. related to the text. related to the text. to the text.
Text-to-text Without prompting, Without prompting, With prompting, With prompting, student
Connections student can explain student can explain student can explain can explain connections
connections with other connections with other connections with with other texts. However,
texts that are similar. texts that are vaguely other texts that are they are vaguely related
similar to the text. very similar to the text. to the text.
Text-to-world Without prompting, Without prompting, With prompting, With prompting, student
connections student can explain student can explain student can explain can explain connections
connections with the connections with the connections with the with the world. However,
world that are closely world. However, they are world that are closely they are vaguely related
related to the text. vaguely related to the text. related to the text. to the text.
VOLUME 2
expressions and vocabulary.
imitate the model and use 4 3 2 1
correct intonation and
pronunciation.
speak naturally without 4 3 2 1
unnecessary pauses.
Suggestions for improvement:
8. oral presentation
ORAL PRESENTATION RUBRIC
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.
PROJECT
Name(s): Date:
Needs
Process Satisfactory Excellent Points
Improvement
1. Has clear vision of final product. 1,2,3 4,5 6,7
2. Properly organized to complete project. 1,2,3 4,5 6,7
VOLUME 2
Source: http://www.sdst.org/shs/library/resrub.html
OBJECTIVE A: To show a positive attitude towards themselves and their own capacity to learn English.
Aspects Excellent Good Satisfactory Unsatisfactory
Completing I always complete work With few exceptions, I I usually complete work I frequently do not
work to the best of my ability, complete work to the best to the best of my complete work to the best
expectations within set guidelines and of my ability, within set ability, within set of my ability, within set
VOLUME 2
on time. guidelines and on time. guidelines and on time. guidelines and on time.
I always work with care I generally work with care I usually work with care I rarely work with care and
and attention to detail. and attention to detail. and attention to detail. attention to detail.
Interest and I am always ready and I am ready and motivated I am usually punctual, I am often late, not ready
enthusiasm motivated to learn by to learn, usually attentive ready and motivated to or motivated to learn and
being punctual, attentive in class, eagerly learn, and sometimes need constant reminders
in class, eagerly participating, curious and curious, but sometimes to be attentive.
participating, curious and contributing positively. distracted.
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.
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.
VOLUME 2
Websites grammar-vocabulary/grammar-snacks
Dictionaries
oral communication Newbury House American English dictionary
http://www.esl-lab.com/index.htm
http://nhd.heinle.com/home.aspx
http://www.5minuteenglish.com/
Longman Dictionary of Contemporary English
http://www.learnenglishfeelgood.com/eslvideo/index. www.ldoceonline.com
html
Cambridge Advanced Learner’s Dictionary
http://www.biography.com/ http://dictionary.cambridge.org
http://www.manythings.org/listen/ Merriam Webster Dictionary/English-Spanish/
http://www.teachertube.com/ synonyms–antonyms/pronunciation
http://www.teachingenglish.org.uk/ www.merriam-webster.com
http://www.saberingles.com.ar/index.html Online Multilingual Dictionary www.wordreference.com
http://www.mansioningles.com/listening00.htm Diccionario de imágenes www.pdictionary.com
http://www.bbc.co.uk/worldservice/learningenglish/
general/sixminute/
Cra resources
reading Abate, F. R. (1997). The Oxford desk dictionary and
http://www.timeforkids.com/ thesaurus. Oxford University Press, USA
http://kids.nationalgeographic.com/kids/ Atkinson, H. (2008) Pronunciación del inglés: un
http://www.un.org/en/events/observances/days.shtml resumen de los sonidos de la lengua inglesa. México:
http://www.english-online.org.uk/theread.htm Trillas
Barrientos, F. (2011). Pueblos originarios de Chile.
http://www.factmonster.com/
Nativa Ediciones
http://www.biographyonline.net/
Forget, G. (2002). Gramática inglesa comunicativa.
http://learnenglish.britishcouncil.org/en/magazine/ Larousse, México (México).
tobacco Gascoigne, J. (n.d.) The story of coffee. Black Cat
http://www.saberingles.com.ar/index.html Publishing
Helgesen, M., Brown, S., & Brown, S. (1994). Active
Writing
listening: Building skills for understanding. Cambridge:
http://teacher.scholastic.com/writewit/mff/ Cambridge University Press.
http://www.quickanddirtytips.com/education Kemper, D., Sebranek, P. , Meyer, V., Krenzke, C.,
Interdisciplinary connections Ross, M. (2005). Write source: Writing and Grammar.
http://www.mathinenglish.com/index.php Wilmington, Mass. : Write Source
http://www.bbc.co.uk/arts/yourpaintings/ Mc Carthy, M. (2002). English Vocabulary in Use.
Cambridge University Press
Visual organizers Ovalle, M. (2011). Juegos tradicionales. Editorial
http://www.eduplace.com/graphicorganizer/spanish/ Amanuta
http://www.teach-nology.com/worksheets/graphic/ Plath, O. (1986) Origen y folclor de los juegos en Chile.
www2.scholastic.com/browse/article.jsp?id=2983: Editorial Nascimento
http://www.rubrics4teachers.com/writing.php Ross, M. (1998). All write: a student handbook for
writing & learning. Wilmington, Mass. : Write Source
technology (2013) Kamshout and the Fall- A selk’nam legend.
http://questgarden.com/ Amapola Editores
http://www.webquestuk.org.uk/ (2013) The Origin of the Payachatas- A legend from
Northern Chile. Amapola Editores
Audio CD:
Recording Producer Rodrigo González Díaz
Recording Engineer Ignacio Arriagada Maia
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