Professional Documents
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Inglés 2º Medio - Teacher S Book Volumen 1
Inglés 2º Medio - Teacher S Book Volumen 1
Inglés 2º Medio - Teacher S Book Volumen 1
VO
LU
M
E
1
ENGLISH
TEENS
IN MOTION 2
Segundo medio
M
E
1
ENGLISH Lina Mercedes
Alvarado Jantus
Teacher of English
Instituto Profesional Chileno - Británico
TEENS
IN MOTION 2 Segundo medio
INDEX VOLUME 1
Description of index
This Teacher´s Book is presented in two volumes which contain the
methodological suggestions for units 1 and 2, and 3 and 4 of the Student´s
Book respectively.
The general introduction to the Teacher´s Book and the general appendixes
in the final pages are replicated in both volumes identically.
VOLUME 1
2 INDEX VOLUME 1
Teacher´s book Page Student´s book Page
DEVELOPMENT
LESSON 1 Exploring global issues 16 11
Preparing to read 16 11
Focusing on reading 16 12
After reading 18 14
Speaking workshop: Talking about global issues 18 14
Exit slip 19 15
VOLUME 1
LESSON 2 What is globalization? 20 16
Preparing to listen 20 16
Focusing on listening 20 17
After listening 21 18
Writing workshop: Describing globalization 22 18
Exit slip 22 19
LESSON 3 Total globalization 23 20
Preparing to read 23 20
Focusing on reading 24 22
After reading 25 24
Writing workshop: Describing globalization 25 24
Exit slip 26 25
SUBJECT CONNECTIONS: History, Geography and Social Science 28 26
MODULE 2 29 28
Entry slip 29 28
How ready are you? 29 28
LESSON 4 Facing a global crisis 30 29
Preparing to listen 30 29
Focusing on listening 30 30
After listening 31 31
Speaking workshop: Proposing solutions 32 31
Exit slip 32 32
LESSON 5 Globalization and culture 33 33
Preparing to read 33 33
Focusing on reading 33 34
After reading 35 36
Speaking workshop: Describing my multicultural self 35 36
Exit slip 36 37
LESSON 6 Embracing diversity 37 38
Preparing to listen 37 38
Focusing on listening 37 39
After listening 38 40
Writing workshop: Expressing opinions and feeling about a topic 38 40
Exit slip 39 41
SUBJECT CONNECTIONS Language and Literature 41 42
CLOSURE
PROJECT Globalization 42 44
UNIT SYNTHESIS AND FINAL REFLECTION 45 46
INDEX VOLUME 1 3
Teacher´s book Page
COMPLEMENTARY DIGITAL RESOURCE 46
Methodological Guidance 46
ANSWERS 48
Student´s Book 48
Complementary Activities 51
Extra Test 1 51
ASSESSMENT GUIDELINE FOR EXTRA TEST 1 52
VOLUME 1
TRANSCRIPTS 53
COMPLEMENTARY ACTIVITIES 56
EXTRA TEST 1 61
BIBLIOGRAPHY AND ONLINE REFERENCES 63
4 INDEX VOLUME 1
Teacher´s book Page Student´s book Page
DEVELOPMENT
MODULE 2 91 70
Entry slip 91 70
How ready are you? 91 70
LESSON 4 Edutainment technology 92 71
Preparing to listen 92 71
Focusing on listening 92 72
VOLUME 1
After listening 94 73
Speaking workshop: Talking about videogames 94 73
Exit slip 94 74
LESSON 5 The hidden figures 95 75
Preparing to read 95 75
Focusing on reading 95 76
After reading 97 78
Speaking workshop: Talking about a remarkable woman 98 78
Exit slip 99 79
LESSON 6 140 characters at a time 100 80
Preparing to listen 100 80
Focusing on listening 100 81
After listening 102 82
Speaking workshop: Talking about a social networking service 102 82
Exit slip 103 83
SUBJECT CONNECTIONS Maths 104 84
CLOSURE
PROJECT ICT Report 106 86
UNIT SYNTHESIS AND FINAL REFLECTION 108 88
GLOSSARY 176
BIBLIOGRAPHY 179
INDEX VOLUME 1 5
INTRODUCTION
Teens in Motion has been specially written to meet carry out in English and considering the development of
the requirements of the new Curriculum for the 2st the four skills (which have been grouped in three main
Year of Secondary Education and with the objective of areas: Oral Communication, Reading Comprehension
providing students with a textbook that will keep them and Written Expression). The students’ communicative
motivated and engaged when using it. competence is considered as the mastery of functions
they need to communicate across a range of situations.
The contents in Teens in Motion have been organized
VOLUME 1
in four units which have been developed around key This approach allows students to see language as a
topics that have proved to be interesting for our students necessary tool, and gives the grammatical and lexical
and that were suggested by the Chilean Ministry of content a clear purpose, so that “language learning
Education. The topics are highly motivating, and mainly can result from creating the right kinds of interactional
focus on issues related with today’s world and student’s processes in the classroom” (Richards, 2006).
reality, such as globalization, the power of technology
Special emphasis has been placed on cross-curricular
and the advances in communication, social networking,
values (Objetivos Fundamentales Transversales) and
outstanding personalities from different cultures and
attitudes students should pay attention to and develop
sustainable development and renewable energies.
as part of their everyday life.
The contents in each unit have been organized
according to the functions the learners should be able to
i INTRODUCTION
At the same time, Teens in Motion has also focused on
Use of information technology and multimodal
developing the following aspects that are regarded as
texts
the main strands of the Chilean Curriculum:
Technology and multimodal communication are
Critical and creative thinking great tools that can really enhance the experience of
It is essential that students develop critical thinking learning a foreign language. Students who are used
abilities that will enable them to face 21st century to them, and know them well, are less dependent
demands. These require learners capable of on the teacher when searching for information or
analyzing, synthetizing and interpreting information, completing a task and become more autonomous
solving problems and also reflecting about their own learners. Technology also helps students cope with
VOLUME 1
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
The lessons have special sections to practice and analyze a model and see how the writing process is
integrate reading, oral communication and writing skills. developed. It prepares them to work independently
In the section called Subject Connections, students are and produce their own pieces of writing.
asked to connect and apply what they have learned • Assessment for learning
VOLUME 1
with other subjects or curricular topics. Ultimately, this Teens in Motion advocates the benefits of the
better enables students to achieve higher level critical assessment for learning, over the assessment of
thinking and collaborative skills. learning. Assessment for learning is used at the
Throughout the lessons, there are also activities that can beginning of an instructional period to check for
be used as embedded evaluation. A self-evaluation rubric student understanding. Diagnostic tools determine
is provided so as to promote students’ independence.
what students already know and where there are gaps
• Skills development and misconceptions. It also includes assessment as
Oral Communication: Listening is developed in a learning, where students reflect on and monitor their
process consisting of three stages (Preparing to listen, own progress. Assessment of learning is used towards
Focusing on listening, After listening). Speaking skills and at the end of the instruction period. Teachers
are approached from a process-oriented perspective, document students’ learning achievements through
considering oral practice as the initial stage that tasks that invite students to demonstrate their mastery
prepares students for independent practice. and knowledge of the course content.
Reading Comprehension: This skill is also presented The evaluation activities are not different from the
in a three–phase approach, with before, while and rest of the tasks proposed, and are aimed at providing
after reading activities. A variety of texts are presented evidence about what a student knows, understands and
to students throughout the units. With the help is able to do. The evaluation instruments consider: self-
of activities and strategies, students are guided to assessment, peer and teacher’s assessment.
comprehend, discuss and analyze the texts from a
critical perspective.
iii INTRODUCTION
COURSE DESCRIPTION
Teens in Motion consists of a Student’s Book, a Teacher’s Book (with a CD-
Rom) and a Complementary Digital Resource.
In these components, the contents have been organized in four units which,
in turn, contain two modules divided in three lessons that integrate the
practice of the four language skills. The methodological proposal adopted by
VOLUME 1
Teens in Motion is based on considering three stages in each unit and lesson:
Opening, Development and Closure.
Each unit is based on the topics suggested by the English syllabus and
provides students with the opportunity to focus on the fundamental values
and attitudes that are indicated.
The twelve Complementary Digital Resources that are included consist of
pedagogical tasks with the three-stage approach (Opening- Development-
Closure), which are designed to reinforce and improve the practice of the
learning objectives of each unit. The moment or stage in which the use
of this resource is suggested is clearly indicated in the Student’s and the
Teacher’s Book by this easily identifiable icon .
UNIT UNIT
Technology an ople Sustainable de
UNIT
1
Go global! 2
d its effects UNIT
3
Outstanding pe 4
velopment
DEVELOPME
NT CLOSURE 48 UNIT 2 DEVELOPME
NT CLOSURE 132 UNIT 4
OPENING OPENING
UNIT 1 UNIT 3
6 UNIT 1 Go global! OPENING
DEVELOPME
NT CLOSURE 90 UNIT 3 Outstanding peo OPENING
DEVELOPME
NT CLOSURE
ple
its effects elopment
Technology and Sustainable dev
Purpose of the Purpose of the
unit and guidin unit and guidin
In this unit, students thread g UNIT 2 In this unit, students thread g UNIT 4
and written texts are expected to and written texts are expected to
and also to express understand oral to and also to express understand oral
Concerning the Concerning the related with
1
VOLUME 2 UNIT
COURSE DESCRIPTION iv
HOW TO CORRELATE THE COMPONENTS:
STUDENT’S BOOK
Unit introduction
The topic of the unit is introduced with an engaging
quote which is intended to activate student’s curiosity
VOLUME 1
UNIT
and interest.
1 Go global!
In this unit you will…
read and listen to texts about globalization,
its advantages and disadvantages
main consequences.
and its
You will also…
develop cultural awareness
and comprehension of your
What for?
To understand main ideas and specifi
information in oral and written texts,
c
Picturing the Unit
The purpose of this activity is to engage them in the
own culture as well as of about
express ideas about this topic in an the advantages and disadvantages
different ones, showing of
effective and creative way. globalization and its main consequences.
interest, respect and
use different strategies to support tolerance. To develop communicative skills to
express
comprehension and express ideas ideas about the origin, advantages,
clearly. work collaboratively and
disadvantages and effects of globalization.
practice pronunciation of two-syllable creatively towards a
words, link ideas coherently and study common goal, showing To connect the topic of the unit with
other
areas of the curriculum.
interest is activated.
a. What is the first word that comes
to your mind when you look at them?
b. Are there any of the situations Why?
in the poster related to chile?
c. do you agree with the quotation?
Why? Why not? discuss.
Over to you
Read the list of objectives for this
unit. Then, tick (✔) and answer briefl
y, using the questions below as a
guide.
Why:
above to your own life? Very important
Important
not so important
not important at all
Over to you
"In the era of globalization, everything is
A problem in one part of the world will defi
interconnected.
Why:
does "globalization" play an important
part in your own life? Very important
Important
not so important
not important at all Students start the unit learning what is expected from
nitely impact on
other parts of the globe. (…)Therefore, collaborative
are essentially required."
efforts
Agus Harimurti Yudhoyono
Why:
do you think it is important to develop
and value collaborative work? Why?
“cultural awareness”
Why not?
Very important
Important
not so important
not important at all
them and reflecting on the importance of learning
6 UNIT 1
OPENING DEVELOPMENT CLOSURE
OPENING DEVELOPMENT CLOSURE
UNIT 1 7
objectives to their own lives.
OPENING
Getting ready
Setting objectives
In this section, students are given different models of
GETTING READY personalized goal setting practices. Different models
Do you remember?
Setting objectives
goals they set for the unit and write a learning plan.
a. What are your personal learning c.
easiest to achieve? Why? than in the real world.
b. Which ones do you think are the d. Teens spend more time in cyberspace
most difficult to accomplish? Why?
c. Which ones do you think are the
ideas in exercise 1.
their goal. Identify the strategies
they will use and 2. 20 Listen to the recording and check your
learning to reach
2. 19 Listen to how these students plan their
recording. If necessary, listen to
the difficulties they anticipate. best summarizes the ideas in the
3. In pairs, decide which of these paragraphs
for Unit 2, following the example
in the recording again.
for this unit? Draw up a learning plan
3. Which are your specific goals
the recording.
1.
My goals are:
Why? How can I achieve them?
The main difficulties
I can anticipate are:
UNIT 2 51
CLOSURE
50 UNIT 2
TEACHER’S BOOK
Unit introduction
Picturing the unit
Methodological suggestions to help students tackle a different communicative task
VOLUME 1
at the begining of each.
Special theory and didactic windows support the importance of the key elements OPENING Pages 6 - 9
180 min.
VOLUME 1 UNIT 1
Allow students to set personal goals
for the unit. To focus students’ attention
Draw a learning plan to accomplish
students’ personal goals. on a particular topic, teachers
In order to accomplish these purposes, can make questions and give a
it is important that students devote
time to each section before starting limited time to answer them. This
the unit.
Over to you
is a very effective technique to
Picturing the unit Pages 6 - 7
activate students’ interest and
curiosity, and also to motivate
Generating initial motivation
them to learn more about
Ask your students to look at the pictures the topic proposed. Use this
on page 6 carefully. Then, invite motivational strategy anytime
them to read the questions in exercise you introduce a new content or
1 and tell them you will give them
some time to think about their answers
An introduction with a scope and sequence plan, with the unit objectives,
and find a reason that supports their topic.
ideas (personal experiences, documentaries To ensure a positive outcome, ask
they have seen about the topic,
information they have read, etc.). questions that require developed
answers and explanations. Time
Then, invite them to get in groups limit is the factor that will allow
of 4 or 5 and discuss their ideas. Allow
answers in Spanish, if necessary, as students to focus their attention
the purpose of presenting the unit
mainly fostering students’ motivation topic is and avoid distractions.
and interest. To round off, you can
make
evaluation indicators (which states what is expected from students, and what
them anticipate what they will learn
during the unit. Source: Publishing team.
they are able to do), and the evaluation instruments or rubrics available (to help
will be able to do once they meet each they
objective. Clarify questions, if necessary.
As you read the points in the columns,
make sure you give equal importance
both language and attitudinal objectives. to TEACHING WINDOW
After that, draw their attention to Promoting students’ awareness
the question How important are these
objectives to your own life? and to the of instrumental values
rest of the questions. Do not forget
the main aim of this section is to teach that associated with the knowledge
students to personalize the unit goals
The unit overview includes a short description of each unit and its lessons. It
Setting students’ personal goals for for themselves and their
the unit. community.
Drawing a learning plan, identifying
strengths, weaknesses and possible Encourage the learners to apply
difficulties students may face.
their English proficiency in real-
The purpose of this section is to guide life situations.
students in setting their own goals
for the unit and designing a learning Source: Dörnyei, Z. (2013). Motivational strategies
plan that will help them to accomplish language classroom. Cambridge: Cambridge
in the
Univ. Press.
justifies the choice and sequence of the tasks presented in the lessons in order to 12 UNIT 1
OPENING DEVELOPMENT CLOSURE
Getting ready
BACKGROUND INFORMATION
Steve Jobs Biography
PLACE OF BIRTH: San Francisco,
Inventor (1955–2011) revolutionary products, which include
California
the iPod, iPhone and iPad, are now seen
Setting objectives
QUICK FACTS PLACE OF DEATH: Palo Alto, California as dictating the evolution of modern
NAME: Steve Jobs Steve Jobs was born in San Francisco, technology, with Jobs having left the
OCCUPATION: Inventor California, on February 24, 1955, company in 1985 and returning more
to two University of Wisconsin than a decade later. He died in 2011,
BIRTH DATE: February 24, 1955 graduate students who gave him up following a long battle with pancreatic
DEATH DATE: October 5, 2011 for adoption. Smart but directionless, cancer.
VOLUME 1 UNIT 2
Jobs experimented with different
Different models and extension activities are proposed to help students set
EDUCATION: Homestead High School, Source: Biography.com Editors. (2015) Steve
Jobs Biography.
Reed College pursuits before starting Apple Computer Retrieved from: http://www.biography.com/people/stev
e-
with Steve Wozniak in 1976. Apple’s jobs-9354805
Pages 50
personal objectives and design an appropriate learning plan according to their Setting objectives
Setting students’ personal goals for
Drawing a learning plan, identifying
difficulties students may face.
the unit.
strengths, weaknesses and possible
Setting personal objectives
Classroom activities that connect
students with their real world
ambitions and
aspirations help them enhance
their motivation and answer the
Do you remember?
For this reason, it is important that students perceive classroom
you take the time to model this new
behavior, telling them about the importance activities as important.
of goal setting practices and the
creation of a learning plan. Source: Marzano, R., & Pickering, D., & Heflebower,
T.
(2011). The highly engaged classroom. Bloomington,
IN:
1. 18 The recording will offer your Marzano Research Laboratory.
students a model that will guide them
when identifying personal goals.
The activities proposed will help students activate their previous knowledge. 2. 19 The speakers in the recording
achieve their goals.
3. Explain that, now that they know
how important these are to them,
like the students in the recording.
will talk about how they are planning
goals,
encourage them to reflect on the difficulties and
they can anticipate and the
strategies they could use to overcome
In each unit, these activities are different and based on examples provided by
possible problems. If necessary, play
the recording again, so that students
can have a model.
Walk around, taking notes of the students’
most important comments
and concerns.
literature and research, such as: Carousel Brainstorming, Two Minute Talks, Think- OPENING DEVELOPMENT CLOSURE
UNIT 2 71
Pair-Share, Talking Drawings, The First Word Walk Around Survey, Find someone
who, etc.
cal Guidance
Methodologi DIGITAL RESOURC
E1
nt Indicators
COMPLEMENTARY Suggested Assessme cation
/ Main tasks globalization, communi
Learning outcomes information about
Identify general
Stage Time demonstrate n. n in the texts.
1 To listen and and and informatio specific informatio
45’ of general ideas questions about of the text.
comprehension n in an audio-visual Ask and answer a current
about the content the texts with
1
ip between the
text about Globalizat Establish a relationsh
interest.
topic of global
think
the ones they
of globalizat ion and select
the topic
Stage: Opening of statements about to the topic and
to read a series
to students that they have video to confirm their answers. select some vocabulary related tion.
a
E2
DIGITAL RESOURC nt Indicators
COMPLEMENTARY Suggested Assessme s.
to jobs and profession
/ Main tasks information related al texts.
Learning outcomes n Identify specific about the content of multimod
Time explicit informatio and products of
a
Stage general ideas and Express opinions
To understand ion. related to practices
45’ 1 al text about globalizat to Identify elements
of an audio-visu details related
7 information and specific culture.
To identify specificopinions and actions.
3 people and their
B
the
D and then drag
country of origin,
products and their
Stage: Opening the origin of some places where they
audio extract aboutplaces on the map. activities with the
to listen to an
1. Ask students to their correspon
ding the images showing
photos of the products but now match
same audio extract,
to listen to the text.
DEVELOPMENT
E
DIGITAL RESOURC
UNIT 1 COMPLEMENTARY
46
MODULE 2
MODULE 1
Entry slip
Read what you
Questions
will do in each
lesson (p. 71
- 85) and answer
the questions
in the slip before
you start.
Modules 1 and 2
1. What is new Answers
to you?
you start.
in the slip, before2. What is useful to you? 1.
Entry slip 1, and answer
the questions Why?
of Module 3. What interests 2.
do in each lesson
are you?
How ready or groups.
disadvantages
Purposes
VOLUME 1
NT CLOSURE
OPENING DEVELOPME
UNIT 1 MODULE 1
10
Lessons 1 - 6
Lessons 1 - 3 and 4 - 6 belong to the Development
section of each module.
All units have six lessons that approach the unit topic
LESSON 5
Globalization and
culture
from a different perspective.
n.
What for? and specific informatio
ta
to read that represen
Preparing name of some
of the aspects
– 4) and write the
the pictures (1
1. teacher. 4
Check with your
group’s culture. 3
2
1
a list of 3 – 5
elements in your
notebook
motivation and relate the topic with their previous
culture? Write
are part of a group’s
knowledge.
in your list.
, do you think, aspects missing
2. What other aspects another pair’s list. Add any
it with in
and then compare are important
aspects that
to name cultural
center. Use the identity bubbles
line in the
name on the
3. Write your
you are.
defining who
to / different from
differences in
your classmates?
your descript
NT CLOSURE
OPENING DEVELOPME
raphy
History, Geog
Science
SUBJECT CONN
ECTIONS and Social To whom it may
concern,
in the world and
c information
of
the largest family
What for? nsion of main
ideas and specifi
family, represent requires the full
You will... OA 9: To demonstr
ate comprehe
connections We, the forests l situation that
specific informatio
n in a
of texts, making
interdisciplinary
about a critica
want to complain
a text.
read and identify different type
OA 13: To write y and Social Science, 7 , oA23).nsion.
th
s.
ational organization
global issue.
letter about a
Earth’ s land. By
by writing its ending. (History, geograph s and comprehe
react to the letter global awarenes
attention of intern
Subject Connection
in Social OA d: To develop of the
use what you
have learned nsion. used to cover half
to support comprehe
years ago, we ed.
Science classes
Ten thousand ’ family has vanish
third of the forests forests have
now, about one ry, our tropical
Preparing to read these question
s.
es of the past centu
In groups of three
or four, answer
Since the last decad cre’.
1.
a worldwide ‘massa
a. Why do people
chop down trees?
forests serve? can you mention
some causes been experiencing each year by human
s do you think in Science class. are logged
b. What purpose learned about
deforestation n hectares of forests the size of big
c. Think about
what you have Up to 16.9 millio an area of about half
words, forests of and it doesn’t seem
beings. In other
A section that includes special and challenging tasks to
and/or effects?
the last decades,
ed each day in
cities have vanish
group.
answers in your
compare your
Focusing on reading s a - d. Then on will stop.
on page 27 and
answer question
like this situati grow can never
1. Read the letter audience? to reproduce and
writer of the letter?
Who is the intended Why not? the speed for us You human beings
a. Who is the letter a global
issue? Why?
As you may know, killed.
NT CLOSURE
OPENING DEVELOPME
NT CLOSURE
OPENING DEVELOPME
UNIT 1 MODULE 1
26
Page 10
Modules 1 and 2
Module 1 EXTENSION ACTIVITY
Ask students to paraphrase the
Give students a few minutes to read objectives of the lessons with a
what they will do in each lesson in partner, each taking turns, and
Module 1, helping them identify the
content, skills and attitudes they
VOLUME 1 UNIT 1
will develop. using the frame:
“We are going to learn...
Entry slip (5 minutes) .”
Make sure students activate their ideas,
experiences and impressions by
answering the questions on the Entry
Slip, before you move on practicing
prerequisite language and vocabulary the
they need.
The two modules included in each unit are organized in the Opening-
the opportunity to reflect and
2. Individually, students may choose
and check (✔) the alternative that be aware of the global problems
describes their feelings towards the best that may / may not affect their
future tasks and challenges in Module
Encourage them to give honest answers 1. own life.
and help them think what they can
do to improve, solve problems, get
help in case they need, etc. Source: Publishing team.
VOLUME 1
OPENING DEVELOPMENT CLOSURE
UNIT 1 15
Lessons 1 - 6
The lesson plans have also been organized in three stages (Opening – Development
– Closure) and specify the estimated time and resources needed for each session:
CD tracks, assessment instruments, extension ideas, complementary activities or Page 33
180 min.
You will…
read an interview to a famous sociologist.
What for?
OA 9: To demonstrate comprehension
suggested websites to explore additonal resources related to the contents and topic
identify relevant and specific information. of general and specific
discuss the most important factors that information.
are part of your identity. OA 10: To demonstrate comprehension
of words that derive from
Pages 33 - 37 others.
study the use of prefixes im- and un-
OA 12: To select and use different strategies
comprehension. to support
VOLUME 1 UNIT 1
OA 5: To present information orally,
using sound / dʒ/ properly.
OA 6: To participate in oral exchanges,
using different strategies.
OA B: To develop cultural awareness
of each lesson.
and comprehension, showing
tolerance and respect for other cultures.
Lessons plans for each section, together with the resources, activities and evaluation
a clearer picture of a country’s relevant
cultural expressions.
Answers
1. flags 2. languages 3. Traditional
music 4. celebrations
2. You may guide students’ discussion
by asking them some of
these questions:
The Windows describe the theoretical background and research findings supporting OPENING DEVELOPMENT CLOSURE
UNIT 1 MODULE 2 LESSON 5 33
the lesson plans. They also give extension ideas, background information (useful
information about culture and language issues related to the topic of the units) and
suggestions to deal with frequent errors.
This icon indicates the moment in which the Complementary Digital
Resource may be used and the page where the methodological suggestions for
using it can be found.
Page 26
Subject Connection
aimed at allowing them to make connections are Web quest
and use what they know from
other subjects of the curriculum, in If it is possible, conduct a web
this case mainly from History, Geography
and Social Science. quest about Felix Finkbeiner.
Provide students with the list of
Preparing to read websites they can visit (see the
1. Give students time to discuss the questions list below) and encourage them
can about each one, sharing their experiences and say as much as they to find information about this
and opinions. Pay special young man, and then complete a
attention to question c. Ask them
the following questions that will help file like the one below.
them remember some key information
about deforestation: If Internet access is available
What is deforestation?
What are its main causes? at your school, give them some
Is it a problem? Why? time to visit the sites and
What can we do to stop it?
Different types of texts and tasks are presented to allow students to apply what
questions a – d in small groups. Pay com/index.php/biography/
special attention to students’ answers
questions c and d. to felix-finkbeiner/
http://edition.cnn.com/2011/
Answers LIVING/02/23/teenage.tree.
a. The letter was written by a tree for ambassador/
humans to read.
After reading Name Nationality
28 UNIT 1 MODULE 1
OPENING DEVELOPMENT CLOSURE
cal Guidance
Methodologi DIGITAL RESOURC
E4
COMPLEMENTARY nt Indicators
2
Suggested Assessme
VOLUME 1 UNIT
information.
/ Main tasks technology and
Learning outcomes information about n in the texts.
Stage Time Identify general specific informatio
To listen and demonstr
ate questions about of the text.
1 Ask and answer and periods
45’ of general
comprehension information about the content ical advances, cultures
Exchange opinions
ideas and explicit ip between technolog
The tasks proposed allow students to practice what they have learned in the
a relationsh
material about Establish
in audio-visual
information. of history.
technology and peoples that
the respective
match them with
ical advances and
Stage: Opening list of technolog After that,
that they have to read a ent of the next activities. place on the timeline.
1. Explain to studentsas a prediction for the developm to their correct
and drag them .
developed them, to read some inventionsto the information presented
activity, students have according
2. In this second a video and check their answers
think
they must watch advances they
the technological the next
ent ideas of their own, about class before moving on to
Stage: Developm with some whole
must write a list answers with the
students that they you check their again and
3. Explain to your communi cation. Make sure them to watch the video
have affected human 3. After that, invite
ideas in exercise
activity. and check their in the chart.
to watch the video happened in the years shown
4. Invite your students
about the events
that the last
take some notes them to watch
After that, invite
y and communications.
Stage: Closure about the topic .
of technolog
opinions and answers
Elicit students’ once more and answer the questions
The tasks also aim at triggering students’ intellectual and affective commitment
part of the video
E5
DIGITAL RESOURC nt Indicators
COMPLEMENTARY Suggested Assessme
a multimodal text.
/ Main tasks n presented in
with informatio
Learning outcomes Complete a text
Time explicit ical process.
Stage general ideas and about Identify a technolog .
To understand text
an audio-visual
PROJECT
ICT Report
1.
I
2. Read
Preparation
Work in groups of four.
materials
IV Evaluation the group’s performance, according to
reflect on your work and evaluate
After you have finished the presentations,
the following scale:
4 = excellent! / 3 = good / 2 = Satisfactory
/ 1 = needs improvement
have learned.
VOLUME 1
Score
The group…
86 UNIT 2
CLOSurE
UNIT SYNTHESIS
FINAL REFLECTION
Now that you have completed unit
1, check what you knew and how
you felt before starting each module.
1. Identify the main topics, skills,
contents and attitudes you developed
UNIT 2 89
K
E A C H E r’S BOO ES
t C
rESOur
trANSCrIPtS
I O N A L COMPLEMENtAry ACtIVItIES
AddIt
1. 18
STUDENT’S BOOK - UNIT 2 -
is: PAGE 50 - 21
earth Summit say. The issue for discussion EXERCISE 1 STUDENT’S BOOK - UNIT 2 -
a. Read what these delegates to an EXERCISE 1
PAGE 54 -
rise (the Greenhouse Effect) be solved? María: We´re Lucas and María from
How can the problem of global temperature Rancagua. Presenter: Good morning and welcome
We want to know more English to search
VOLUME 1 UNIT 2
for to another
information on the Internet because it´s edition of Technology Times! Today, we´re
VOLUME 1 UNIT 1
Student’s Book
shortage: (n) a situation when there
Page 9
is not enough of 1. Read the text. Answer questions
the things that are needed. a – c on a separate sheet of paper.
Getting ready sustainable: (adj)that involves the
use of natural
products and energy in a way that
1. a. Because he’s tired of eating foreign does not harm the
VOLUME 1 UNIT 1
c. At lunch.
When New York City hosted The World’s
d. From Argentina. Smart reading Fair
in 1964, Isaac Asimov- American scientist
e. Tacos and some sushi. I. c. Global food production. II. b. and
Climate change. author- took the opportunity to wonder
what the
CDR pendrive.
sanitation: the equipment and systems Purpose: to inform c. In what ways do you think Asimov’s
that keep places predictions were reflected in the year
clean, especially by removing human two technological devices that exist 2014? Explain your answers and mention
waste. now which correspond to the writer’s
predictions.
48 UNIT 1 ANSWERS
PHOTOCOPIABLE
UNIT 2 EXTRA TEST 2 123
CLOSURE Pages 86 - 87
Page 86 - 87
Project
What for?
VOLUME 1 UNIT 2
180 min.
work collaborativelyto create a OA6: To prepare and participate in oral
multimodal project about the presentations.
OA14: To write a variety of texts following
topic of the unit. the
OA15: To write texts with different purposes, steps of the writing process.
Pages 86 - 87 use what they have learned in OAD: To be able to work responsibly clearly and coherently.
other areas of the curriculum. and collaboratively towards a common
Estimated times: goal, showing respect for other ideas.
Preparation: 90’ OAE: To use ICT to obtain information
in an efficient and secure way.
Presentation and
Evaluation: 90’
Final task in which students apply what they have learned and develop
THEORY AND RESEARCH
Students need to learn that most of
the first attempts of a project do not Benefits of project work in
immediately result in high quality
work. For this reason, when guiding second and foreign language
students in project work, you should settings
establish a process to provide feedback
(teacher, peer, and self-assessment)
so that they use this valuable information When students work on group
to make revisions.
projects, they are placed in
situations which require them
collaborative skills.
I. Preparation
to use the target language in
1. Help form the groups. Remember authentic ways. By working
that teacher’s intervention is very
important at this stage as it is necessary in pairs or in teams, students
to ensure a variety of learning develop planning, organizing,
styles and levels among the members
of each group. and negotiation skills in order
Plan grouping carefully, so that you to perform their project tasks.
can make sure all students get the
most out of their collaborations.
Source: Tsiplakides, I., & Fragoulis, I. (2009).
Project-
Give groups time to work on their based learning in the teaching of English as
own in their planning and supervise language in Greek primary schools: From theory
a foreign
they complete it properly.
In this section, detailed instructions to help students work on the different projects
Product outline or diagram 15%
Product draft 25%
Final product 50%
VOLUME 1
II. Procedure
Each group must follow the instructions
carefully.
are provided.
Give groups time to discuss their ideas.
Remind students to take notes of the
most important points in
the discussion.
106 UNIT 2
OPENING DEVELOPMENT CLOSURE
This stage provides students with the opportunity to synthesize and reflect on what
recognize what they have learned in language learning.
To show a positive attitude towards
skills and attitudes. English for
of what they To recognize the advantages of learning
identify possible future fields of application
learning goals. future academic or working life.
VOLUME 1 UNIT 1
Pages 46 - 47 have learned, according to their personal
TEACHING WINDOW
Page 46
Student Self-assessment
they have learned. It also allows them to evaluate their strengths and weaknesses
examine the unit they have just finished,
1. Give students plenty of time to Always have in mind that
individually. students’ self-evaluations are
and then compare their conclusions
with deliberate efforts to elicit
2. Students complete the diagram students’ perspectives on their
or give them examples for each slot.
their classmates. Before starting, elicit own learning. Students may
let students exchange and share opinions reflect on progress towards a goal,
3. Be flexible as to when you could on effectiveness of strategies
and to become aware of what and how they have learned, and their feelings with their classmates.
Page 47
1. Read the evaluation chart with the
understand what each point refers
whole class and make sure students
to. Encourage them to reflect carefully
used for reading, writing,
listening and speaking, on
perspectives of achieving future
goals or on lingering questions.
Self-evaluations encourage
students to monitor their own
and give honest answers. learning and learning needs and
In this section, the tasks and instruments have been specially designed to allow
ones who benefit from self-
assessment practices. According
to different investigations,
teachers can obtain the
following benefits if they
incorporate this reflective
practice into their instruction:
process and reflect on the results of their efforts. internalize instructional goals
and apply them to future
efforts.
Source: Rolheiser, C., & Ross, J.A. (2000).
evaluation – What do we know? Orbit, 30(4),
Student self-
33–36.
UNIT 1 45
OPENING DEVELOPMENT CLOSURE
In this stage, students are expected to developing their self-assessment skills and Methodologi
cal Guidance
COMPLEMENTARY
tasks
DIGITAL RESOURC
E1
Suggested Assessme
nt Indicators
globalization, communi
cation
outcomes / Main information about
Identify general
1
explicit informatio ion Exchange opinions information in
VOLUME 1 UNIT
ip between the
text about Globalizat Establish a relationsh
interest.
topic of global
think
the ones they
ion and select
the topic of globalizat
Stage: Opening of statements about to the topic and
to read a series
that they have to confirm their
answers. vocabulary related
1. Explain to students they must watch a video now select some pronunciation.
video again, but them aloud, in order to check
are true. After that, students they must watch the them to read
activity, tell . Encourage
OPENING
2. In this second to their corresponding sentences some
drag the words ion, then read
informatio n about globalizat they represent the
in-depth whether
Stage: Developm
ent video with more just heard, to decide
will watch a new the information they have
that now they to
3. Explain to students a chart, according presented. Encourage
classify them in gaps in the text
statements, and ion or not. ion and fill in the
concept of globalizat extract about globalizat
listen to an audio work with their partner’s.
students must
4. In this activity, to get in pairs and compare their Allow
our students or society or not.
you can use to assess students’ performance. reflect on and evaluate the quality
rather than a single numerical score. weaknesses in their work. Give copies
to students and
The evaluation instruments provided ask them to assess their own performance
here include: on a task or
Rubrics project.
Rating Scales Always give students time to revise
their work after
Cd-rom
improve teachers’ instruction while Set goals and assume responsibility
giving students the for their learning,
feedback they need to learn and grow. because they know what comprises
an optimal
These instruments can also be used performance and can strive to achieve
in peer assessment it.
and then used to provide feedback. Receive specific feedback about their
areas of strength
and weakness and about how to improve
A list of bibliographical
of Other Languages.
Guide to Teaching English to Speakers
England: Cambridge University Press.
Cambridge: Cambridge University Press. for the
English as a Second Marzano, R., & Simms, J. (2013). Vocabulary
Celce-Murcia, M. ed. (2013). Teaching Research
Cengage Learning. common core. Bloomington, IN: Marzano
or Foreign Language, 4 edition. Boston:
CDR pendrive.
th
preparation of the
Nation,
Macmillan.
in use. writing. London: Routledge.
Hancock, M. (2004). English pronunciation listening and
Nation, I. S. P. (2009). Teaching ESL/EFL
Cambridge: Cambridge University Press.
language teaching. speaking. New York: Routledge.
Harmer, J. (2011). The practice of English & learning.
Nunan, D. (2008). Second language teaching
Harlow: Pearson/Longman.
in the language Boston, MA: Heinle, Cengage Learning.
Hedge, T. (2010). Teaching and learning Teaching reading skills
Press. Nuttall, C. & Alderson, J. C. (2011).
classroom. Oxford: Oxford University
and Social in a foreign language. Oxford: Macmillan.
teaching guide.
Holliday, A. (1994). Appropriate Methodology Approaches and
Press. Richards, J. C. & Rodgers, T. S. (2009).
Context. England: Cambridge University Cambridge
Curriculums: Design methods in language teaching. Cambridge:
Jacobs, H.H. (2004). Interdisciplinary
Hawker Brownlow University Press.
and Implementation. Moorabbin, Vic.: W. A. (2010). Methodology in
Richards, J. C. & Renandya,
Education. practice. New
for teaching language teaching: An anthology of current
Jamison, L. (2011). Marvelous mini lessons
DE: International York: Cambridge University Press.
intermediate writing, grades 4-6. Newark, A guidebook for
Scrivener, J. (2011). Learning teaching:
Reading Association.
as an English language teachers. Oxford: Macmillan.
Jenkins, J. (2010). The phonology of English Children: Vocabulary
new norms, new Slattery, M. (2010). Oxford basics for
international language: New models, Press
activities. Oxford: Oxford University
goals. Oxford: Oxford University Press.
xi CLASSROOM LANGUAGE
Copy the instructions. 9 TURN TAKING AND PERMISSIONS
Cross out the words you do not hear. (STUDENTS)
Discuss the ideas in your group. Can I talk to you after the class?
Do Exercise 1. Excuse me, can I say something?
Do not write in ink. Excuse me; can I leave the room for a minute?
VOLUME 1
Do not write in your book. May I go to the bathroom?
Fill in the blanks. It’s your turn.
Find examples in the text. Sorry, it’s my turn.
Find out who wrote this poem.
Find the cognates in the text.
Go to the board.
Identify the best description.
Listen to the recording.
Listen.
Look.
Look at the pictures.
Look up these words in the dictionary.
Make a list.
Make a list of topics.
Make some notes.
Match the pictures.
Name three activities.
Open the window.
Open your books.
Pay attention, please.
Put the pictures in order.
Read the instructions.
Read the sentences.
Select the correct answer.
Silence, please.
Sit down.
Stand up.
Talk to your partner.
That’s all for today, thank you.
Work in groups of four.
Work in groups of three or four.
Work with your partner.
Write the sentences.
VOLUME 1
and behavior when learning and
information to make revisions.
2. identify strategies that improve their understanding
and skills. Throughout the duration of the project, evaluate
groups’ research notes, drafts and plans. You can
Essentially, students should be encouraged to identify decide on a range of formative assessment practices
their learning and performance strategies, provide to improve project outcomes and increase students’
feedback to themselves based on well-understood performance. For this purpose, it is useful to co-create
standards and criteria, and determine the next steps or criteria for project performance with your students
plans to enhance their performance. and then support them in using rubrics and models to
• Interdisciplinary connections comment on peer work.
The classroom should include space for learning • Synthesis and reflection
beyond subject boundaries, so that students can make These are two skills that are very necessary for 21st
connections between different areas of learning. Century learners. Students need time to think about
These connections can provide relevant, challenging what it was that they learned and combine it with
and enjoyable learning experiences and stimulating what they already know to make the meaning more
contexts to meet the varied needs of students. long-lasting.
• Evaluation for learning Make sure students have enough time to develop
Evaluation for learning is any evaluation for which these specific skills:
the first priority is to serve the purpose of promoting • to reflect and think about their learning,
students’ learning. It thus differs from evaluation
• to combine what they already know with what they
designed to serve the purposes of certifying 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 evaluating themselves and one another
and in modifying the teaching and learning activities
in which they are engaged. Such evaluation becomes
“formative evaluation”when the evidence is actually
used to adapt the teaching work to meet learning needs.
Skills Knowledge
Oral Communication Reading Comprehension Language functions
OA 1 OA 9 Express agreement / disagreement.
To demonstrate comprehension of general To demonstrate comprehension of general Describe actions that began in the past and
ideas and explicit information in oral texts ideas and explicit information in written texts still continue.
about globalization and communication. about globalization and communication. Express quantity.
OA 2 OA 10 Connect ideas using either..or/ neither…nor.
To identify key words and thematic To demonstrate comprehension of articles use of prefixes im- and un-.
vocabulary, link ideas using either …or / about global issues. formation of some compound words.
neither…nor.
OA 11 Vocabulary
Practice and pronounce sound / dʒ/ properly. To demonstrate comprehension of literary Globalization, anti-globalization, global issues,
OA 3 texts. I agree/disagree with, global warming, water/
To identify: food shortage, threat, population, available,
OA 12 growth, economic, goals, abroad, recently,
topic, relevant ideas, purpose of the text To select and use different strategies to
specific information and details lately
identify specific information in the text.
relationships between ideas Pronunciation
Written expression Pronounce compound words properly.
OA 4
To select and use strategies to support OA 13 Practice and pronounce sound / dʒ /
comprehension of texts. To write a short paragraph about properly.
globalization, and an imaginary ending to a
OA 5 text.
To present oral information creatively using
multimodal resources. OA 14
To write a variety of short texts using the
OA 6 steps of the writing process, according to a
To participate in dialogues and presentations, rubric.
using different strategies before, during and
after speaking. OA 15
To write using:
OA 7 connectors
To respond to the texts through short correct spelling of frequent words
discussions and conversations. proper punctuation (quotation marks)
OA 8 OA 16
To use language in oral presentations and Use language in written texts properly.
exchanges properly.
ATTITUDES
OA B: To develop cultural awareness or intercultural understanding, showing interest, respect, and tolerance towards other cultures and their
own, and value their contribution to knowledge.
OA D: To work responsibly and collaboratively towards a common goal showing respect for other people’s interests and ideas.
CROSS CURRICULAR VALUES (OFTs)
Emotional dimension (*)
Work and proactivity 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 1
Skills Knowledge
Oral Communication Reading Comprehension Language functions
Express suggestions and recommendations
OA 1 OA 9
using should / shouldn’t; ought / oughtn’t.
To demonstrate comprehension of general To demonstrate comprehension of general
ideas and explicit information in oral texts, ideas and explicit information in texts about Use as soon as / as a result to link
about communication and its effects. technology and its effects. instructions.
Express quantity: a large/small number.
OA 2 OA 10 Suffix in-: incomplete, inexpensive, etc.
To identify key words and thematic To demonstrate comprehension of internet
vocabulary and collocations. Use of sound /t/ articles, an interview and a technological Vocabulary
properly. process. Society, benefits, effects, development,
application, efficient, convenient, skills,
OA 3 OA 11 available, search engine, service, quality,
To identify: To demonstrate comprehension of a literary advantage, disadvantage, everyday life,
topic, relevant ideas, purpose of the text. excerpt. useful, privacy, streaming, social media,
specific information and details. device, item.
OA 12
relationships between ideas.
To select and use different strategies to Pronunciation: Identify and pronounce
OA 4 support comprehension. sounds /t/ and /d/ properly.
To select and use strategies to support
Written expression Punctuation: (quotation marks).
comprehension of texts.
OA 13
OA 5
To write short descriptive and narrative texts
To present oral information creatively using
about personal experiences with technology.
multimodal resources.
OA 14
OA 6
To write a set of instructions of a
To participate in dialogues and presentations,
technological process, using the steps of the
using different strategies before, during and
writing process, according to a rubric.
after speaking.
OA 15
OA 7
To write using:
To respond to the texts through short
connectors
discussions and conversations.
correct spelling of frequent words
OA 8 proper punctuation (quotation marks)
To use language in oral presentations and
OA 16
exchanges properly.
Use language in written texts properly.
ATTITUDES
OA A: To show a positive attitude towards themselves and their own capacity to learn English.
OA E: To use communication technologies with responsibility, in order to obtain information and create texts effectively and responsibly,
acknowledging authors’ copyright.
CROSS CURRICULAR VALUES (OFTs)
Cognitive and Intellectual dimension (*)
Information and communication technologies (TIC) 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.
OPENING
Activate and foster intrinsic motivation. A set of challenging questions invite students to discuss ideas in
pairs, in groups or as a class, using their creativity.
Develop metacognition. Students are guided to identify and set their own goals and to draw
up a learning plan for goal attainment.
DEVELOPMENT
Activate prior knowledge. The unit provides a space where students can keep record of their
previous ideas and knowledge that will help them make sense of
the new material.
Develop skills and strategies. Special process-oriented activities and strategies designed to help
students develop reading comprehension, written expression and
oral communication.
Evaluate for learning. Formative assessment activities have been embedded along the
unit and allow students to gather information about their learning
and track their progress.
Promote cross-curricular values and the attitudes of the unit. Topics discussed go beyond curricular subjects and help educate
well-rounded individuals.
CLOSURE
Evaluate for learning. A challenging final project allows students to use the language to
accomplish a real task.
Develop metacognition. In the unit synthesis and final reflection, students synthesize what
they have learned, identify strengths and weaknesses, and formulate
remedial actions to face future difficulties in their learning process.
6 UNIT 1 INTRODUCTION
Cross-curricular values (OATs) and attitudes
All the OATs deserve special attention and are integrated along the units, but the ones in the chart are particularly
articulated with the Learning Outcomes and emphasized in the unit:
VOLUME 1 UNIT 1
OAT dimension Outcomes
Socio cultural and civic responsibility The objectives in this dimension aim at placing students in their
To appreciate life in society as an essential dimension of a roles of citizens, accomplished with global concerns, with their
person’s development. environment and with a high sense of social responsibility.
To recognize and enhance the equality of rights and opportunities. They also promote students’ ability to develop and show respect for
people’s opinions, cultures and lifestyles.
Cognitive and intellectual In this dimension, the objectives guide students in their process of
To identify, process and synthesize information from different knowing and understanding reality, and promote their ability to
sources; organize relevant information about a topic, review analyze, research and set a position towards new situations and
new perspectives. alternatives they may face.
To develop free, creative and critical thinking.
Moral This dimension promotes the development of students’ ability to
To appreciate and value each human being and the diversity of all make judgments about reality, according to accepted universal
social and cultural expressions. human rights.
To recognize and appreciate cultural, religious and ethnic diversity.
Attitudes
OA B This objective aims at helping students recognize and appreciate
To develop cultural awareness, showing interest, respect and the value of different cultural expressions and ways of life, from the
tolerance for one’s and others’ cultures. perspective of human rights and gender equality.
OA D The purpose of this objective is to help students develop their
To work responsibly and collaboratively towards a common goal, ability to work in groups, organize tasks and accomplish common
showing respect for everybody’s ideas and opinions. goals while showing a positive attitude and responsibility towards
the tasks assigned.
UNIT 1 INTRODUCTION 7
Unit Plan
Each activity in the lessons that are part of the unit has been especially designed to address the curricular assessment
indicators in the chart that follows.
Getting ready 90’ C Set personal learning goals Set challenging and relevant learning goals.
Setting objectives D related to one’s reality. Show a positive attitude towards learning English.
Do you remember? Activate prior knowledge. Recognize the importance of learning English for future
academic or working life.
Set common goals.
Accept the task with responsibility and carry it out on time.
Complementary 45’ 1 Watch, listen and show Identify the origin of the word “Globalization” and check with a
Digital Resource 1 comprehension of an video.
audiovisual text about Discriminate ideas related to the concept of Globalization and
globalization and decide whether they are True or False.
telecommunications, their
Listen to an audiotext and complete ideas about globalization.
origins, advantages,
disadvantages and
consequences.
8 UNIT 1 INTRODUCTION
MODULE 1
SECTION/
Time Learning Outcomes / Main tasks Suggested Assessment Indicators
LESSON
180’ 5 Read and analyze information in an Evaluate and compare ideas and solutions to global issues.
6 article about global issues. Practice and revise oral presentations.
7 Use strategies to identify specific Pronounce compound words properly.
information in the text.
1. Exploring global issues
VOLUME 1 UNIT 1
D Relate the content of the text with own reality.
Use reference materials to support comprehension.
Identify key concepts and text organization.
Set a purpose before reading.
Confirm / correct predictions.
Re-read to localize specific information.
Identify and respect different opinions.
Reach an agreement after a discussion.
Show respect for everyone’s ideas.
180’ 1 Listen and identify main ideas in a Identify general information about globalization.
3 recording about globalization. Answer questions about specific information.
4 Identify specific information in a Make connections with own reality.
recording.
14 Identify key words and expressions related with globalization.
2. What is globlalization?
9 in a letter about a global issue. Read literary and fiction texts independently.
Social Science
13 React to the letter by writing its React to the text by writing an ending.
ending.
D Use the content learnt in Social Science to support comprehension.
Use what you have learned in Social Create and ending that integrates content from Social Science.
Science classes to support
comprehension. Share ideas and content from other curricular subjects.
Agree on common ideas after a discussion.
Accomplish a task.
UNIT 1 INTRODUCTION 9
MODULE 2
SECTION/
Time Learning Outcomes / Main tasks Suggested Assessment Indicators
LESSON
180’ 2 Listen and identify relevant ideas in a Identify key words and expressions.
3 recording about a global problem. Use some words and expressions from the recording.
4 Complete missing information. Identify and pronounce compound words and expressions properly.
4. Facing a global crisis
6 Identify key words and expressions Identify general ideas about unknown topics.
related with the topic. Identify type and purpose of the text.
7
Propose a list of actions. Identify problems and consequences.
VOLUME 1 UNIT 1
D
Identify a speaker’s attitude.
Make predictions before listening.
Use contextual clues to infer meaning.
Practice oral presentations.
Identify and keep a record of mistakes.
Participate and contribute ideas to a discussion.
Make group decisions after a discussion.
Suggest and propose ideas to solve a problem.
180’ 9 Read an interview to a famous Summarize general information of an interview.
10 sociologist. Use reference material to support comprehension.
Identify relevant and specific Contribute ideas to the class.
5. What is globlalization?
12
information. Connect the topic with own reality.
5
Discuss the most important factors Describe how specific information supports general idea of the text.
6
that are part of your identity. Set a purpose before reading.
B
Study the use of prefixes im- and un- Skim the text to get the main ideas.
Scan the text to localize specific details.
Practice and pronounce sound / dʒ/ properly.
DEVELOPMENT
15 Make connections between the topic and own reality and rest of
Make connections between the the world.
B recording and your own reality. Use previous knowledge to support comprehension.
Explore formation of some compound Identify origin of compound words.
words. Use compound words properly.
Write a short paragraph expressing Organize, revise and edit texts.
your opinion and feelings. identify and correct own mistakes.
Write to express opinions and feelings.
Use connectors to link ideas.
Use correct grammar, spelling and punctuation.
Identify and respect different ideas and opinions.
Identify own culture’s values.
90’ 11 Read and identify main information in Identify theme of poems.
SUBJECT CONNECTIONS:
Language and Literature
10 UNIT 1 INTRODUCTION
SECTION/
Time Learning Outcomes / Main tasks Suggested Assessment Indicators
LESSON
45’ 1 Analize and show comprehension of Listen to audio material and identify specific information.
Complementary Digital 3 multimodal texts related to the Watch a video and discriminate between advantages and
concept of globalization. disadvantages of globalization.
4
Resource 2
Evaluate and compare the advantages Ask and answer questions orally.
5
and disadvantages of globalization.
B
D
VOLUME 1 UNIT 1
180’ 5 Work collaboratively to prepare an Create multimodal projects, individually or in groups.
6 oral presentation. Follow instructions to complete a task.
13 Write texts about other subjects, creatively.
16 Write texts using multimodal resources.
D Practice and revise oral presentations.
PROJECT
own’s capacity to learn English as a Persevere in the attempts to achieve goals, despite the difficulties.
way to make an important
Identify strengths and weaknesses.
contribution to society.
Focus on the weaknesses of the learning process.
45’ 3 Analyze and show comprehension of Watch audiovisual material and compare different information about
Digital Resource 3
B
D To integrate and consolidate Watch audiovisual material and complete ideas about a specific
knowledge about globalization and topic.
its effects. Watch audiovisual material and relate information about the same
topic.
UNIT 1 INTRODUCTION 11
OPENING Pages 6 - 9 180 min.
Present the unit objectives to your students, reading the learning goals in each
column aloud. Explain to them that the question What for? refers to what they
will be able to do once they meet each objective. Clarify questions, if necessary.
As you read the points in the columns, make sure you give equal importance to TEACHING WINDOW
both language and attitudinal objectives.
Promoting students’ awareness
After that, draw their attention to the question How important are these of instrumental values
objectives to your own life? and to the rest of the questions. Do not forget that associated with the knowledge
the main aim of this section is to teach students to personalize the unit goals of English
so that they are able to answer the question: Is this unit really important to me? More specifically:
Regularly remind students that
Tell them that, at this stage, they are expected to value the lesson objectives at
the successful mastery of the
a personal level and say how important these are to them. English is instrumental to the
accomplishment of their valued
Page 8 goals.
Reiterate the role English plays
GETTING READY in the world, highlighting
its potential usefulness both
Setting objectives for themselves and their
Setting students’ personal goals for the unit. community.
Drawing a learning plan, identifying strengths, weaknesses and possible Encourage the learners to apply
their English proficiency in real-
difficulties students may face. life situations.
The purpose of this section is to guide students in setting their own goals Source: Dörnyei, Z. (2013). Motivational strategies in the
language classroom. Cambridge: Cambridge Univ. Press.
for the unit and designing a learning plan that will help them to accomplish
Tell them that this is the space where they will keep a record of their learning Help students set effective
objectives in order to improve the
goals. They do not need to use complete sentences if they decide to write their learning process. To be effective,
goals in English. If this is the case, you can encourage them to use single words or students’ goals should be:
simple phrases that are familiar to them. If you notice this task is too demanding
Specific
to be tackled in English, you can let them write their goals in Spanish. Measurable
VOLUME 1 UNIT 1
For this reason, it is important that you take the time to model this new Achievable
behavior, telling them about the importance of goal setting practices and Relevant and appropriate
learning plan creation. Source: Publishing team.
Exercise 1 10
The recording will offer your students a model that will guide them through
these new tasks. Once they hear it, ask them to discuss the questions and
share their opinions with the rest of the class.
LANGUAGE LEARNING WINDOW
Exercise 2 Creating learning plans
Explain that, now that they know the unit objectives and have examined how
Organization skills are worthwhile
important these are to them, they need to set their own personal goals, like the
life-long skills which will prepare
teen in the recording. Refer your students to the diagram and encourage them your students to face the
to reflect on the difficulties they can anticipate and the strategies they could use challenges of the real world.
to overcome possible problems. If necessary, play the recording in exercise 1 Teach your students to set goals
again so that your students can have a model. and organize a work plan before
Walk around, taking notes of the students’ most important comments and you start a new unit, and end the
process by reviewing what was
concerns.
accomplished toward meeting the
objectives. Helping students with
Page 9 organization is important, so
consider this as a key element in
Do you remember? your teaching.
Activating students’ previous knowledge Source: Payne, E., & Whittaker, L. (2006). Developing
essential study skills. Harlow: Prentice Hall.
Explain to your students that, after they have drawn their learning plans, they
will revise what they can do and know in English, before starting the unit.
1. Invite your students to open their books on page 9 and read the short
story, in silence. Make sure they understand the whole text. Provide them
with enough time to read it carefully. After they finish, ask them to discuss THEORY AND RESEARCH
questions a-f in pairs or small groups. Check orally.
Impact of questioning
Answers strategies
a. Because he’s tired of eating foreign food every day and wants to eat some Research has revealed the
local food for dinner. positive impact of questioning
b. A cup of tea and some cereals. strategies. When a student is
c. At lunch. answering a question, his or
d. From Argentina. her attention is fully focused
on the challenging task of
e. Tacos and some sushi. filling an information gap.
Source: Marzano, R. J., Pickering, D. J., & Pollock, J.
E. (2008). Classroom instruction that works: research-
based strategies for increasing student achievement.
Alexandria, Va: Association for Supervision and
Curriculum Development.
d. a contrast: but
3. Ask your students to read and discuss the questions in exercise 3,
considering their own views on different cultures. Give them some time and
then check orally.
4. This section allows students to decide whether they feel ready to face the
unit on their own of if they need some help. Invite them to check the slots
and provide them with help if necessary. Encourage them to go over page 9
again and review it with them in more depth, if necessary.
Page 10
EXTENSION ACTIVITY
Module 1 Ask students to paraphrase the
objectives of the lessons with a
Give students a few minutes to read what they will do in each lesson in partner, each taking turns, and
VOLUME 1 UNIT 1
Module 1, helping them identify the content, skills and attitudes they using the frame:
will develop. “We are going to learn...
.”
Entry slip (5 minutes)
Make sure students activate their ideas, experiences and impressions by
answering the questions on the Entry Slip, before you move on practicing the
prerequisite language and vocabulary they need.
1. Have students read the questions (a – c) and encourage them to use their Promoting the OATs: Socio
cultural and civic responsibility
creativity to explain and express the problems they can identify. You may
accept answers in Spanish if necessary. Exercise 1 provides students with
the opportunity to reflect and
be aware of the global problems
2. Individually, students may choose and check (✔) the alternative that best that may / may not affect their
describes their feelings towards the future tasks and challenges in Module 1. own life.
Encourage them to give honest answers and help them think what they can Source: Publishing team.
do to improve, solve problems, get help in case they need, etc.
Every time you begin a lesson, read the name and the objectives aloud with
THEORY AND RESEARCH
the class. Draw students’ attention to the What for? column and explain that it
refers to what they will be able to do once they complete the tasks. Teaching to ask good
questions
Opening (30 minutes) The impact of asking good
questions is meaningful in the
Preparing to read short and long term.
Asking good questions can:
1. The objective of this activity is that students recognize the different foster critical thinking skills
problems that affect the world nowadays. Make students look at the pictures boost self confidence
carefully and help them identify what the images are showing. Suggest enhance creativity
students to use their dictionaries to find words they don’t know or accept develop oral communication
Spanish, if it is necessary, to describe the problems. skills
encourage good listening
Encourage students to think about questions they would like to ask about
Source: Ananiadou, K., & Claro, M. (2009). 21st
each picture. century skills and competences for new millennium
learners in OECD countries. http://www.oecd.org/
Answers officialdocuments/publicdisplaydocumentpdf/?cote=e
du/wkp(2009)20&doclanguage=en
Picture 1: A child with a helmet in a war zone. Children living in war zones.
Picture 2: Water shortage. Millions of people live without enough water.
Picture 3: Icebergs that are melting. Global warming.
Picture 4: People leaving their homes / countries. Refugees and migrants.
2. Encourage students to give their opinion about the concept “global issue”
(as global is a cognate, they shouldn’t have problems with the meaning of
the expression).
LEARNING SKILLS WINDOW
Page 12 y 13
Using the dictionary
Development (140 minutes) Remind students of these
essential dictionary skills:
Focusing on reading Words appear in alphabetical
order.
1. Students read the first lines of text once, to confirm or correct their ideas in
Words normally appear in their
exercise 2, page 11. They can compare answers with a partner. singular form.
They should identify the definition and explanation of global issue easily: To find out the meaning of
expressions, it may be necessary
Answers to look up the individual words
“When we talk about a global issue we are usually referring to something and then work out the meaning
that affects a number of countries and populations. It is an issue that of the expression.
impacts upon or is important to the global community.” Context has to be taken into
account at all times.
Source: Publishing team.
VOLUME 1 UNIT 1
If not possible, get enough
concern: (n) a feeling of worry, especially one that is shared by many copies and make students work
people with their dictionaries.
sanitation: the equipment and systems that keep places clean,
especially by removing human waste.
shortage: (n) a situation when there is not enough of the things that
THEORY AND RESEARCH
are needed
sustainable: (adj)that involves the use of natural products and energy Reading Comprehension
Strategies
in a way that does not harm the environment
Research supports that
trade: (n) the activity of buying and selling or exchanging goods or the explicit instruction of
services between people or countries comprehension strategies
increases students’
Strategy in mind comprehension. Also, using
a repertoire of reading
Setting a purpose for reading comprehension strategies
enhances readers’ reasoning.
Here are a few prompts that will encourage purposeful reading: Explicit instruction typically
“Read until you get to the part where...” involves a multiple-step
“Read to find out...” process, during which teachers
gradually release responsibility
“Read up to the part where you find the answers.”
to students.
“Stop reading when you find out...”
Source: McLaughlin, M. (2012). Reading
“Read until you discover whether you weree right or not.” comprehension: What every teacher needs to know. The
Reading Teacher, 65(7), 432-440.
Smart reading
Highlight the importance of paying attention to the words that are
related to each subtitle. TEACHING WINDOW
Answers Text-to-self connections
I. c. Global food production; II. b. Climate change; III. h. Water When making text-to-self
shortage; IV. e. Ice shelf boundaries; V. d Globalization; VI. f. Cultural connections, students draw
diversity; VII. g. Sustainability of the planet; VIII. a. Children’s rights on their prior knowledge and
experiences to connect with the
text. To prompt students to make
Your analysis text-to-self connections, invite
them to reflect on the following
1. Explain that the questions and tasks in this section require that questions:
students read the text more carefully, in order to find the Chilean
What does this text remind
examples for each category. me of?
2. Make students rank the problems described, according to the Can I relate my own life to the
importance they assign to them. Invite some students to share their facts in the text?
comments with the rest of the class. Does anything in this text
remind me of anything in my
Answer own life?
Students’ own examples and ideas. Accept any coherent example as
Source: Harvey, S., & Goudvis, A. (2007). Strategies that
long as it corresponds to what it is required. work: Teaching comprehension for understanding and
engagement. Stenhouse Publishers.
VOLUME 1 UNIT 1
We should be more rigorous when making notes. Information is more
memorable when learning is
We could spend more time listening and repeating models of spoken generated by the learner.
language. It favors student engagement
and motivation.
Closure (10 minutes) It fosters development of
problem solving and critical
Exit slip thinking skills.
It fosters autonomous
Students reflect on the work they have done throughout the lesson and keep learning.
a record of their personal responses, which they can share with some of their Source: Thornsbury, S. (2011). Language Teaching
classmates. Encourage them to be as specific as possible about the difficulties Methodology. The Routledge Handbook of Applied
Linguistics, 185-199.
they think they will face in the future, and the measures they will take to
improve their performance.
TEACHING WINDOW
Involving students in self-assessment
By making learning goals explicit and involving students in
self-assessment, formative assessment can make students EVALUATION FOR LEARNING
become agents in their own learning, increasing their Student self-assessment
motivation, autonomy, metacognition, and learning. The term ‘student self-
By asking students to make their thinking public, formative assessment’ is used as an
probes can provide scaffolding that helps students confront “umbrella term”, which
their misconceptions, refine and deepen their understandings, encompasses:
and move to more sophisticated levels of expertise.
student self-assessment
Source: Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining student self-evaluation; and
twenty-first century skills. In Assessment and teaching of 21st century skills (pp. 17-66). Springer Netherlands.
student self-regulation or
self-monitoring.
THEORY AND RESEARCH In other words, the focus is on
the ability of the students to:
Grammar discovery
understand both learning
Peer feedback intentions and success criteria
Peer feedback is not the same thing as peer assessment. Peer use these criteria to judge
feedback occurs when students offer each other advice about what they have learned and
their work which incorporates reference to: what they still need to learn.
what has been done well in relation to the success criteria. reflect on the learning
what still needs to be done in order to achieve the success process to ascertain how they
criteria. learn best.
advice on how to achieve that improvement. act on feedback received from
their teacher and their peers.
Research suggests that peer feedback is most effective when set learning targets based on
students feel comfortable with each other and supported by what they still need to learn
their peers, respect each other’s opinions and feel able to take manage the organization of
risks and make mistakes. their learning.
Source: Black, P et al. 2003, Assessment for learning: Putting it into practice, Open University Press,
Maidenhead, England. Source: Publishing team.
Page 17
VOLUME 1 UNIT 1
Main ideas. Complete the sentences.
a. Concept Source: Anderson, n. J. (2005). l2 strategy
research. Handbook of research in second
Globalization is a process by which people, companies, and language teaching and learning (757-772).
governments all over the world can integrate and interact. Mahwah, NJ, Lawrence Erlbaum Associates.
b. Development
During the last three decades a large number of governments around
the world have been acquiring the systems of free markets and
maximizing their own potential and opportunities for international
business.
c. Factors
Technology has been one of the chief drivers behind globalization, and
has transformed the habits of both consumers and marketers.
Main conclusions
According to the recording...
a. Is it easy to define the term globalization? Yes x No
b. Is globalization beneficial? x Yes No
c. it is not easy to arrive to a conclusion on this concept x Yes No
How can you define globalization in your own words? Write a short
answer in your notebook. THEORY AND RESEARCH
Students’ own ideas. Listening comprehension
According to a recent research,
Page 18 both beginner-level elementary
school students and beginner-
After listening level university students of
Work it out!: Expressing quantity languages have commented
on the power of predictions
Ask students to analyze the sentences in pairs. Invite them to close their for successful listening, the
eyes and visualize images related to each sentence and then prompt them to importance of collaboration
compare their comments with a partner. The idea is to make them understand with a partner for monitoring,
how they visualize quantity in every sentence and examine if they can really and the confidence-building
count each expression in bold. Imagery will help students comprehend impact of this approach. It
has been also found that
quantifiers and, once they have formed concrete mental representations of this method, accompanied by
these expressions, it will be much easier for them to face the task related to teacher discussion, proved to be
countable and uncountable nouns and to draw conclusions. effective with young learners.
Answers Source: Vandergrift, L. (2007). Recent developments in
second and foreign language listening comprehension
Countable nouns: a large number of, many, a few research. Language teaching, 40(03), 191-210.
Uncountable nouns: little
these steps should be followed anytime they face a writing task, and are not own.
only meant at being used in the English class. Go straight on to practice
Immediately you’ve finished
After finishing the task, make sure students exchange comments and
explaining, go into a simple
suggestions for improvement for each of the prompts provided, showing practice activity. This doesn’t
support and respect for everyone’s ideas. have to be the traditional ‘gap-
fill’; it can equally well be a
Page 19 brainstorm, requiring students
to think of as many examples as
Closure (10 minutes) possible. The main point is to
elicit plenty of examples of the
Exit slip target grammar and help students
to feel that they are in control of
Make sure you devote enough time to allow students to reflect on their work
it, and can use it themselves to
and keep record of their responses, individually. Then, they can share their make meanings.
comments with a partner or in small groups.
Source: Ur, P. (2011). A course in language teaching:
practice and theory. Cambridge: Cambridge University
Press.
VOLUME 1 UNIT 1
Opening (30 minutes) TEACHING WINDOW
Student engagement, that is,
Preparing to read when or whether a student
Start the lesson reading the objectives in the chart, as a class. Once again, chooses to learn, is a necessary
explain that these are the Global Objectives stated at the beginning of the unit, condition for learning. Only
if students decide to make an
but approached in more depth.
effort to learn, they will be able
1. In pairs, students analyze the map of the world carefully and identify the to activate their metacognitive
location of the countries on it. If possible, prepare and project a transparency system and put it to work. A
or power point presentation and allow students to check their answers on key element in this process
is the practice of examining
the board. You can also get a map of the world from the Social Sciences importance. Once students
department. are able to understand the
Answers importance of classroom tasks in
their own life, they will be open
to acquire the new knowledge
and skills teachers are presenting
them with.
Source: Dornyei, Z. (2001). Motivational Strategies in the
Language Classroom. Cambridge: Cambridge University
Press.
Page 21
2. Ask students to look at the pictures and relate them with a concept in
the box.
Answers
EXTENSION ACTIVITY
Picture 1: large wasteland; Picture 2: energetic center of the world; Picture 3:
Ask students to share what they
fresh water reservoirs; Picture 4: lungs of the world.
know about the countries in the
3. Encourage students to locate the areas in the pictures in exercise 2, on the box with their classmates. You
may draw a chart on the board
map on page 20. Again, the use of a transparency or a big map on the board divided into: Country, Continent,
is a great idea to check the answers. Capital City, Language, Religion,
Answers Currency, and any other further
information.
1. - 2. Around Egypt. 3. Canada 4. England, Brazil.
VOLUME 1 UNIT 1
sources of energy, and to rule them. alternative between two or
c. To either give more political power to the United Nations, or to more meanings, context has
establish a new global government. to be taken into account at all
d. The countries decided to form a global government. times.
e. Students’ own answers. Source: Publishing Team
f. Students’ own ideas
Think critically
Remember this section is aimed at providing students with an
opportunity to link the contents of the text to their own ideas and
experiences. Encourage them to reflect on the questions individually TEACHING WINDOW
first and then invite them to share and compare ideas in small groups.
Vocabulary journals
Pages 24-25 To help students explore the
meanings of new words they
After reading encounter while reading, they
Vocabulary in context may keep vocabulary journals.
These journals are a specific type
1. Refer students to the story they have just read and encourage them to infer the of learning log where students
meaning of the words, considering the context in which they have been used. can record different ideas, image
Answers examples, notes and information
about the new words while they
a. i b. ii c. i d. i read.
Students may be able to respond
Work it out! Connecting alternatives and transact with the new words
they learn, using a variety of
Students analyze the sentences from the story, answer questions a and b
concepts and ideas through the
and then check with a partner. use of their own language in
Remember this section is aimed at helping students discover the use of a their vocabulary journals.
specific language structure by themselves, so guide and monitor their work but Source: Mc Carten, J. (2007) Teaching vocabulary.
don’t give the answers. Cambridge: Cambridge University Press
Answers
a. The words in bold link two alternatives
b. either … or connect two affirmative alternatives; neither … nor connect two
negative alternatives
VOLUME 1 UNIT 1
Word Context clues Inferred Meaning ✔/✘ Teaching grammar
Use simple terminology. Limit
this to the simple and most
“As I read the text, I´m going to read the words in the first column and then I will essential items. They are very
write down what clues help me infer the meaning in the second one. helpful when you’re explaining
In the third column, I will write the meaning I’m inferring. When I have a solid idea grammar but they don’t
of what the word means, I will keep a record in the fourth column. contribute much to the student’s
One of the reasons we write the word in a sentence is that if we can do that, we vocabulary. For less advanced
probably understand the meaning”. classes, try to teach as much
as you can without using the
Source: Frey, N., & Fisher, D. (2009). Learning words inside and out, grades 1–6: Vocabulary instruction that boosts achievement in all subject areas. grammar terminology.
Portsmouth, NH: Heinemann.
Source: Ur, P. (2015) Explaining grammar – Ten tips.
Retrieved from: https://www.cambridgeenglishteacher.org/
resource-details/1986/explaining-grammar-tips-consultant
LEARNING SKILLS WINDOW
The importance of revising
Revising is a key part of the writing process, as it gives students the opportunity to TEACHING WINDOW
reflect on what they have written (in terms of both form and content). Revision is Recognizing story structure
also closely related to critical reading, when students revise a piece of writing, they
In story structure instruction,
are able to reflect on whether its message matches its writing goal or not.
students learn to identify the
Source: Best Practices in the Teaching of Writing- Developing the Craft. Retrieved from: http://elementarypgms.sp.brevardschools.org/Home/ categories of content (characters,
Writing%20Documents/Developing%20The%20Craft.pdf
setting, events, problem,
resolution). Often, students
learn to recognize story structure
LEARNING SKILLS WINDOW
through the use of story maps.
Exit slips / cards Instruction in story structure
Exit cards are written responses to questions posed at the end of a class or learning improves students’ comprehension.
activity. Students collect information about their own learning, analyze what it Source: Adler, C. R. (2004). Seven strategies to teach
reveals about their progress towards the intended learning goals and plan the next students text comprehension. Reading Rockets, 3479,
1-5. Retrieved from: http://www.upperdarbysd.org/
steps in their learning. images/blog/1572/Seven-Strategies-to-Teach-Students-
Text-Comprehension--Rea.pdf
Source: Dann, R. (2002). Promoting assessment as learning: Improving the learning process. London: Routledge Farmer.
VOLUME 1 UNIT 1
Make sure students activate their ideas, experiences and impressions and have
a time line, etc.
them answer the questions before you move on to practice the pre-requisite
Web Quests are typically
language and vocabulary they need.
interdisciplinary and are also
inquiry-oriented. They require
How ready are you? (10 minutes) an engaging task or project and
use a predefined list of resources
1. The objective of exercise 1 is to make students explore the main topic of from the World Wide Web,
the unit by drawing their attention to specific environmental problems and primarily. They can incorporate
its consequences. Write the following prompt on the board and encourage cooperative or collaborative
them to use it as they speak: learning and provide scaffolding
for learners and guidance on
I think the picture of the … is related to the picture of the ... because both show the
cognitive and social skills.
problem of...
Source: March, T. (2004). New Needs. New Curriculum
Answers Educational Leadership, 61 (4), 42-47.
EXTENSION TIP
Encourage students to give more examples of connections between EXTENSION TIP
present situations (causes) and their effects on the environment
(effects), this time related to the area in which they live. Using analogies
Motivate them to show their examples in drawings or mini-posters Challenge your fastest students
using a cause effect type of visual organizer. to elaborate a set of analogies
that relate the concepts in the
Cause Effect pictures using the “_ is to _ as
_ is to_” format. Then ask them
to explain the analogies to
their classmates.
TEACHING WINDOW An example of analogy can be:
Using a lot of paper is to
Promoting the OATs: Socio cultural and civic responsibility
deforestation as ocean / water
Exercise 1 provides students with the opportunity to reflect and be pollution is to death of fish.
aware of global problems related with the environment that may /
(Using a lot of paper and ocean
may not affect their own life.
pollution are both causes.
Source: Publishing team. Deforestation and death of fish
are effects).
Source: Publishing team.
propose a list of actions. OA 7: React to oral texts by discussing the topic and proposing
solutions to a global problem.
OA D: To work responsibly and collaboratively towards a common goal.
Page 30
Smart listening
As students listen, they confirm or correct their previous ideas about
the recording. Remind students that identifying the type and purpose
of a text can help them anticipate the language that will be used.
Recommend students to pay attention to clues such as speakers’ tone,
accentuation and expressions to infer information.
1. 13 This activity has two purposes: check predictions and find general
information. Refer students to the predictions they made and then play the
recording to allow them to confirm or correct them.
VOLUME 1 UNIT 1
information in the pre-listening
Main topic: food global crisis stage.
The purpose of the Pre-listening
Specific details
Activities is to prepare students
Circle the correct alternative. for listening, to ensure student
a. The Secretary-General said the growing price of food has developed success, and to get students
into a global crisis. excited about listening. Pre-
b. The United Nations estimates about 100 million of the world’s poorest listening Activities should
people cannot afford to buy food. motivate students and answer
c. The meeting in Bern will also address the impact of climate change the questions, “Why are we
doing this?”
on food production and explore ways to help developing countries
adapt to these changes. Prediction, or looking ahead,
is a basic strategy for using
d. Critics argue that the cultivation of crops for bio-fuels is taking good
prior knowledge to understand
land away from food production and causing prices to rise . a text. The learner generates
e. The meeting is expected to come up with a plan of emergency a hypothesis about the type,
measures to solve the global food crisis. purpose, or scope of a text
to provide a framework for
Match. transacting with the text to
Rising food prices; global crisis; increasing poverty; food production; confirm comprehension.
developing countries; growing controversy; emergency measures
The skill of prediction depends
Main conclusions largely on one’s prior knowledge
What are three main consequences of the problem? of the world and of the
language, how much one knows
hunger, poverty, instability
about the speaker, and how
What is the spokesman’s attitude? How do you know it? much one knows about the
Pessimistic (we know it by the speaker’s tone and intonation) speaker’s intent. Thus the initial
stage of the training program
Think critically for developing the predictive
skill should concentrate on
Make text-to-world connections getting the students to become
To prompt students to make this type of connections, invite them to aware of their own prior
reflect on the following questions: knowledge and to use this prior
How does this relate to my own life? knowledge as their basis for
prediction and comprehension.
How is this recording similar to/different from things that happen in
the place where I live? Source: Vandergrift, L. (2007). Recent developments in
second and foreign language listening comprehension
Does anything in this recording remind me of anything in my own life? research. Language teaching, 40(03), 191-210.
Page 31
After listening
Work it out!: Multi-word verbs
Remember that the activities in this section are aimed at helping students
discover a particular language function or item by themselves.
In this activity, students will work in groups of three or four to propose or their own thinking. Reflection
some measures to solve the food crisis. must become intrinsic to learning
so that learning is not defined as
Before starting, make students notice how they will be guided, step by step, to an accumulation of information,
produce a short piece of spoken language related to the content of the lesson. but rather as the thoughtful
processing of information to
1. Preparing to speak produce, apply, and create
a. 14 Play the first part of the recording. Have students listen and then repeat knowledge.
each phrase, paying special attention to the intonation and pronunciation. Recent research shows that
b. 14 Students listen to the second part of the recording and repeat self-regulatory processes are
the expressions again, paying special attention to the intonation and teachable and can lead to
increases in students’ motivation
pronunciation. and achievement.
c. Students form small groups (3-4), and discuss some ideas to solve Self-regulated students focus
the problem of the food crisis. Remind them to use the expressions and on how they activate, alter, and
vocabulary from the recording. sustain specific learning practices
in social as well as solitary
Page 32 contexts. In an era when these
essential qualities for lifelong
2. Practicing learning are distressingly absent
a. Give students enough time to practice the measures they would like in many students, teaching self-
to propose, aloud, following the model in the previous section. regulated learning processes is
especially relevant.
b. While they practice, the members of the group notice the errors and offer
Source: Zimmerman, B. J. (2002). Becoming a self-
supportive feedback to each other. Make sure they express their ideas in a regulated learner: An overview. Theory into practice, 41(2),
respectful way. 64-70.
3. Performing
Have each group present their measures to the rest of the class orally. Make
all the students listen to the other groups’ ideas attentively.
EVALUATION FOR LEARNING
4. Evaluating Help and guide students
a. Each group self-evaluates the performance after finishing, using the exchange supportive feedback
prompts in the box. for each of the prompts
provided. They should
b. As usual, make sure the groups exchange supportive feedback, focusing on also make comments and
their strengths and proposing remedial actions to improve their weaknesses. suggestions for improvement.
For example:
Closure (10 minutes) We should prepare the task
carefully, using the models
Exit slip provided.
We should use the language,
Make sure you devote enough time to allow students to reflect on their work intonation and pronunciation
and keep a record of their personal responses. from the recording.
We should reflect more on
possible solutions.
Source: Publishing Team
VOLUME 1 UNIT 1
comprehension.
OA 5: To present information orally, using sound / dʒ/ properly.
OA 6: To participate in oral exchanges, using different strategies.
OA B: To develop cultural awareness and comprehension, showing
tolerance and respect for other cultures.
4. Have students form small groups (4 students) and discuss their cultural
differences and similarities.
Pages 34 - 35
Strategy in mind
Setting a purpose for reading
Identifying relevant information.
Smart reading
Answers
1. a. Globalization is an overwhelming world trend.
TEACHING WINDOW
b. Advocates of globalization say that globalization encourages
Setting a purpose for reading
cultural diversity.
There is little point in asking
c. Globalization opponents are afraid of the loss of culture students just to read a text;
globalization may cause. teachers need to give students
d. Travel, the internet and social networking. a reason to read. For example,
when native speakers read, they
e. Isabella Lynton’s main ideas on this topic are: the cultural
know what they are reading and
homogenization is probably a good thing, because it increases our why. As there are different kinds
sense of a shared culture. of reading, and the information
you may find in a text is really
Your analysis different, students need to be
given some purpose for their
The questions in this section may require a second or third reading. reading.
Accept any coherent idea, but help students discover the main points in This can simply be done through
the interview. the setting of gist questions,
which are general questions that
Answers
refer to the overall meaning of
a. Students’ own ideas. a text and are usually not too
b. She says culture is not a rigid set or forms or parameters that must difficult.
be strictly adhered to. She considers culture is a dynamic force Without setting a purpose,
for change; it is in a constant state of flux, influencing and being students may try and read all the
influenced by other world-views and expressive forms. text in detail, focusing on trying
to understand every word.
c. She is for globalization. She thinks that breaking down of cultural Source: Richards, J. (2008). Teaching Listening and
barriers is probably one of the few things that societies can do to Speaking from Theory to Practice. New York: Cambridge
University Press. http://www.finchpark.com/courses/tkt/
increase harmony among ever more heterogeneous peoples. Unit_07/Richards-Teaching-Listening-Speaking.pdf
VOLUME 1 UNIT 1
Page 36 have a clearer idea as to what
they need to reinforce.
After reading Source: Robertson, C. & Acklam , R. (2000) Action
Plan for Teachers – A guide to teaching English. BBC
Vocabulary in context World Learning. Retrieved from: http://www.bbc.co.uk/
worldservice/learningenglish
Draw students’ attention to the prefixes un- and im- in bold and then have
them focus on how the words change to form the opposite concepts.
PROMOTING THE OATS
Suggest students some visual organizers to categorize the words, such as: a
chart, a Venn diagram, a mind map, etc. Suggest the title “Prefixes” (for their Socio-cultural and civic
diagram) and encourage them to classify the particles according to their ending dimension
letter. Invite some pairs to draw their diagrams on the board and share their This activity allows students to
ideas with their classmates. highlight the multiple dimensions
of their identities and reflect on
how any identity facet shapes
Speaking workshop: Describing my multicultural self the way they view the world. It
is an important instance to help
Students will be guided, step by step, to produce a short oral description of the students embrace the concept of
cultural elements that have modeled their personalities. being culturally responsive and
1. Preparing to speak culturally sensitive.
Source: Publishing team.
a. 15 Play the recording. Have students listen and repeat the words, paying
special attention to the pronunciation of the sound / dʒ/.
THEORY AND RESEARCH
Page 37
Peer-feedback
b. 15 Play the second part of the recording. This time, have students repeat
Peer-feedback occurs when
the expressions, paying special attention to intonation and stress. students offer each other
c. Tell students to go back to page 33, exercise 3. They must use the advice about their work, which
information in the diagram to write some sentences, describing the main incorporates reference to:
What has been done well
features that are part of their culture (such as: origin of parents, country
What still needs to be done
of origin, grandparents’ culture and customs, language spoken at home, Advice on how to improve
religion, etc.)
Research suggests that peer
d. In their own words, students reflect on the effects of globalization on their feedback is most effective when
culture. You may talk about your personal experience or write this example students feel comfortable with
on the board: each other and supported by
their peers, respect each other’s
In my family, we used to eat/celebrate/watch/listen to/ etc. …, now we usually… opinions and feel able to take
2. Practicing risks and make mistakes.
Teachers should create an
In pairs, students rehearse each presentation and give feedback to
environment in which taking
each other. If possible, make them record the presentation and ask other risks is accepted and there are no
classmates to listen to it. “put-downs” from other students
when mistakes are made.
3. Performing Source: Black, Paul; Harrison, Chris; Lee, Clara;
Have students form groups of 6 to 8 and describe their multicultural Marshall, Bethan and William, Dylan (2003).
Assessment for Learning- putting it into practice.
self to their partners. Maidenhead, U.K.: Open university Press.
work they have done, and keep record of their personal responses. is associated with a very
positive kind of difficulty,
which increases motivation
rather than destroying it.
Experience an increase in
self-esteem.
Experience an improvement in
their learning, because they
come to know how and what
they learn.
Source: Dann, R. (2002) Promoting assessment as
learning: improving the learning process. London:
Routledge Farmer
VOLUME 1 UNIT 1
recording and their own reality. OA 15: To write a paragraph using connectors and correct grammar,
explore some compound words. spelling and punctuation.
write a short paragraph expressing their OA B: To develop cultural awareness and intercultural comprehension.
opinion and feelings.
Smart listening
As students listen, remind them to pay special attention to the
speakers’ intonation and stress, and make connections with their
feelings towards the topic.
1. 16 Play the recording once. As students listen, they confirm or correct their
ideas in exercise 3, page 38.
Follow the information in the Teaching window; before listening to the
recording again, lead a general conversation about the usefulness of the
strategy they used.
2. 16 Have students listen to the recording again (twice) and complete the
rest of the file.
After listening
Vocabulary in context
An important aspect of developing students’ robust vocabularies is teaching
them tools to unlock the meaning of unknown words. Help students discover
the process of Compounding, through which two or more words can join up to
make one.
Writing workshop: Expressing opinions and feelings about a topic
Students will work in groups of three or four and will write a short
paragraph, expressing their feelings towards cultural diversity.
VOLUME 1 UNIT 1
Have students discuss the answers to questions i – vi and then organize the It allows us to understand what
main ideas in a diagram. the speaker feels about what
he is saying and it helps us
2. Drafting
infer meanings, that is, we can
Ask students to write sentences summarizing their conclusions in the get more information from the
previous point. words than their bare common
meaning. A proper accent helps
3. Revising people understand you exactly as
The following questions can help students revise and re-examine their you want them to. Listeners will
writing: lose a great deal of information
if they only focus on hearing
Who is the audience and how does this audience affect my writing? and understanding the actual
Was this text easy or difficult to write? Why? words used, without grasping
What parts did I rework? the meaning conveyed by the
What elements helped me improve my writing? intonation.
What could I change? Source: Tomlinson, J., & Bott, L. (2013). How intonation
constrains pragmatic inference. In 35th Annual Conference
What do I expect the reader to read? of the Cognitive Science Society, Berlin, Germany.
Cognitive Science Society.
3. Editing
Encourage students to proofread their work using the Editing Marks in the box.
4. Publishing
As usual, each group presents their conclusions orally and then evaluates
another group’s work. Remember that an essential part of this stage is to
devote enough time to allow students exchange supportive feedback.
EXTENSION TIP
Closure (10 minutes)
Listening and Goal-Setting
Exit slip Have your students reflect and
evaluate the effectiveness of
Make sure you devote the final part of the lesson to make students reflect their listening skills using the
on their performance in the tasks and then discuss the results of the self- following prompts:
evaluation in small groups and/or with the rest of the class. I was successful in identifying
ideas.
What surprised me was
TEACHING WINDOW .
Culturally relevant teaching Then, ask them to set goals for
Good teaching can be maximized when it is a future listening task:
culturally relevant. This means that instruction What I will do next time is
should take cultural background into consideration. .
When teaching is culturally relevant, students are
able to reinforce their own cultural identity and,
at the same time, understand other realities under
broader perspectives.
Source Williams, R. (2006), Communications as Cultural Science. Journal of
Communication, 24: 17–25.
make their texts more interesting. templates, grids, and charts. Very
It is also possible to affect revising by often, students’ own vocabulary
asking students to consider their audience note-taking consists only of
and goals. writing translations of single
words in lists, but it can be much
Source: Graham, S., MacArthur, C. A., & Fitzgerald, J. (2013). Best practices
in writing instruction. New York, NY: The Guilford Press.
more varied than this, including
labeling pictures and diagrams,
charts and word webs, example
sentences, etc.
Source: McCarten, J. (2007). Teaching vocabulary:
EVALUATION FOR LEARNING Lessons from the corpus, lessons for the classroom.
Cambridge University Press. Retrieved from: http://faculty.
Motivate students to reflect on their mu.edu.sa/public/uploads/1384812704.714corpus.pdf
performance in the writing task, giving
them the following prompts:
I learned to … in written English.
I learned to use these expressions… THEORY AND RESEARCH
to…
I feel … about my writing skills. How to teach revising
You may also use the evaluation Research has revealed the
instruments in the appendix on page positive impact of revising
xvii, to gather information on students’ strategies in writing instruction
writing skills. (Graham, & Harris, 2007;
MacArthur, 2007). Some
effective revising strategies
students can use to revise their
writing are the following:
THEORY AND RESEARCH Explicit teaching. Explain the
Self-assessment revising process explicitly,
providing specific goals
Today it is well known that self- for the revision and clearly
assessment has been shown to impact identifying the target reader.
both increased student achievement Focus on clarity and detail.
and improved student behavior, as it Students should answer
fosters student involvement in their own questions such as:
learning. Is there anything that is
Evidence has shown that, when students difficult to understand?
get involved in the classroom assessment What vocabulary words could
processes, this can increase their I add to make my composition
engagement and motivation. clearer?
Guided practice and feedback.
Source: Ross, 2006 Ross, J. A. (2006). The reliability, validity, and
utility of self-assessment. Practical Assessment Research & Evaluation, Source: Graham, S., MacArthur, C. A., & Fitzgerald, J.
11(10), 1–13. Retrieved from: https://tspace.library.utoronto.ca/ (2013). Best practices in writing instruction. New York,
bitstream/1807/30005/1/The%20Reliability,%20Validity,%20and%20 NY: The Guilford Press.
Utility%20of%20Self-Assessment.pdf
VOLUME 1 UNIT 1
Opening (10 minutes)
LANGUAGE LEARNING WINDOW
1. Ask students to read the poems on page 43 quickly in order to identify Interdisciplinary connections
the following information to complete the chart.
The language learning
Answers experience is more interesting
Answers can vary, but they should show the following main ideas: and challenging when teachers
encourage students to make
Tone (Pessimistic / Author’s position interdisciplinary connections.
Theme / main concern
Optimistic / Neutral) (against / for) Together with enjoyment,
Poem I Existence of a single human race optimistic for instruction that fosters
interdisciplinary connections
Poem II Consequences of globalization pessimistic against offers a number of other
Poem III Fear for globalization Pessimistic or neutral against advantages:
Integration of the language
Development (40 minutes) processes of reading, writing,
listening, speaking, and
2. Students read the poems again, carefully, and then answer the questions. thinking.
Exposure to a variety of reading
Poem I and listening materials for
a. That human beings have a unique color of race. various purposes.
b. Café-au-lait (brown and white), as it combines all the colors of races. Students are encouraged to
c. To prejudice, intolerance, and bigotry. use prior knowledge to create
Poem II relationships among various
sources of information.
d. As a big, global city, with many small towns. Application of new learning
e. Imitation in meaningful and ‘real world’
Poem III contexts.
f. That globalization leads to misery. Enhancement of motivation
g. That it is better for people to be in their land. and participation in classroom
activities.
3. Encourage students to join another pair and discuss their ideas. Accept Source: Cross, K. P. (1999). Learning Is about Making
the use of Spanish if necessary. Connections. The Cross Papers Number 3. https://eric.
ed.gov/?id=ED432314
UNIT 1 MODULE 2 41
CLOSURE Pages 44 - 47
Page 44
Project: Globalization
Students will… What for?
VOLUME 1 UNIT 1
180 min. work collaboratively to create a OA 5: To present information creatively using multimodal resources.
multimodal project about the OA 6: To prepare and participate in oral presentations.
topic of the unit. OA 9: To demonstrate comprehension of multimodal texts.
use what they have learned in OA 13: To write multimedia texts with relevant information, in a creative way.
Pages 44 - 45 other areas of the curriculum. OA B: To develop cultural awareness, comprehension and tolerance for
Estimated times: everyone’s culture.
Preparation: 90’ OA D: To be able to work responsibly and collaboratively towards a
Presentation and common goal, showing respect for other ideas.
Evaluation: 90’
This final instance of evaluation will allow your students to be assessed within LEARNING WINDOW
the meaningful context of a project. In every unit, students will find a list The Effectiveness of
of different project options, each of which will present them with different Collaborative Learning
problems to solve and with specific products to develop. Results of research are confident
that collaborative methods
To work on their projects, students will start choosing their preferred options accomplish a good deal. Evidence
and making their project plans. in support of this hypothesis
Then, they will do group research, in order to develop their chosen product, to (that learning always occurs as
part of an interaction between
finally share their projects with the rest of the class. learner and environment or
between learner and peers)
I. Preparation
has been provided by many
1. Help form the groups. Teacher’s intervention is very important at researchers who have studied the
this stage and in the first project of the year, as it is necessary to ensure a collaborative learning process
variety of learning styles and levels among the members of each group. in detail. Studies confirm that
students often learn both skills
When creating groups, remember that a good team requires a mix of and content material more
skills. For this reason, encourage students to team up in heterogeneous effectively and efficiently when
groups, as this will allow them to learn from one another and expand they do so as part of a group.
social connections across the classroom. Plan grouping carefully so you Source: Smith, B. L., & MacGregor, J. T. (1992). What is
can make sure all students get the most out of their collaborations. Collaborative Learning. Retrieved from: http://uwf.edu/
dearle/Grad/Smit%20--%20collaborative%20Learning.pdf
The diagrams / tables students will find on the Preparation stage in the
Student’s Book will help them take relevant notes to plan their project.
Give groups time to work on their own in their planning and make sure
they complete it properly. If possible, make them expand their notes in
the diagrams by writing brief group reports of their plan and by handing
in lists of key language. In this way, you will teach your students to
develop problem-solving strategies and language for negotiation.
You may also want to evaluate the process of group project planning.
To do this, ask students to hand in pre-products such as project plans,
timetables, outlines, diagrams and drafts and consider them in the Final
II. Procedure
VOLUME 1 UNIT 1
Each group must follow the instructions of the project they chose carefully.
Give groups time to do some research on the topic they chose or let them
complete this task as homework.
Remind students to take notes of the information they collected.
Have each group organize the information in a diagram according to the
options in the instructions.
Help students create a poster or a PPP presentation, suggest them to add
some visuals and then prepare a short oral presentation.
III. Presentation
Assign a session (90’) to allow students to present their findings to their
classmates.
IV. Evaluation
After they have finished the presentations, each group reflects on its work
and evaluates the group performance according to the rubric provided.
You may also use the evaluation instrument related to Projects in the
appendix on page xvii.
In the Presentation and Evaluation stage, it is recommended that teachers
play two roles:
Evaluator Commentator
Assesses and analyzing Comments on students’ work and guides their reflection
groups’ project performance to help them:
(by using the suggested center their attention on what they learned during
rubric for each project or any the project,
other instrument you may develop a balanced picture of their strengths and
prefer). weaknesses,
offers suggestions to revise and improve the project.
skills in order to perform their project language use. Authentic activities From a motivational perspective,
tasks. refer to activities designed to develop projects are more meaningful
Many benefits of incorporating project students’ thinking and problem to students, increase interest,
work in second and foreign language solving skills which are important motivation to participate, and can
settings have been suggested: in out-of-schools contexts, and to promote learning (Brophy, 2004).
foster learning to learn (Brown et al, Another set of reported benefits
The process leading to the end-product 1993). Authentic activities are tasks pertains to the development of
of project-work provides opportunities with real world relevance and utility, problem-solving and higher order
for students to develop their “that integrate across the curriculum, critical thinking skills (Allen, 2004).
confidence and independence (Fried- that provide appropriate levels of These skills are very important, since
Booth, 2002). complexity, and that allow students to they are life-long, transferable skills
Students demonstrate increased self- select appropriate levels of difficulty to settings outside the classroom.
esteem, and positive attitudes toward or involvement” (Jonassen, 1991), According to Dornyei (2001:100-
learning (Stoller, 2006:27). as quoted in Herrington et al, 2003). 101), among other potential benefits,
Among other characteristics, authentic project work encourages motivation,
Students’ autonomy is enhanced
activities have real-world relevance, fosters group cohesiveness,
(Skehan, 1998), especially when
provide the opportunity for students increases expectancy of success in
they are actively engaged in project
to examine the task from different target language, achieves “a rare
planning (e.g. choice of topic).
perspectives, enhance collaboration synthesis of academic and social
A further frequently mentioned and reflection, and allow competing goals”, reduces anxiety, increases
benefit relates to students’ increased solutions and diversity of outcome the significance of effort relative to
social, cooperative skills, and group (Reeves et al, 2002). ability, and promotes effort-based
cohesiveness (Coleman, 1992; attributions.
In addition, project-based learning
Papagiannopoulos et al, 2000: 36-37).
provides opportunities for “the Source: Tsiplakides, I., & Fragoulis, I. (2009). Project-based learning
Improved language skills (Levine, natural integration of language skills” in the teaching of English as a foreign language in Greek primary
2004). Because students engage in schools: From theory to practice. English Language Teaching,
(Stoller, 2006:33). 2(3),113. http://files.eric.ed.gov/fulltext/EJ1083088.pdf
VOLUME 1 UNIT 1
Page 46
TEACHING WINDOW
1. Give students plenty of time to examine the unit they have just finished, Student Self-assessment
individually. Always have in mind that
students’ self-evaluations are
2. Students complete the diagram and then compare their conclusions with deliberate efforts to elicit
their classmates. Before starting, elicit or give them examples for each slot. students’ perspectives on their
own learning. Students may
3. Be flexible as to when you could let students exchange and share opinions reflect on progress towards a goal,
with their classmates. on effectiveness of strategies
used for reading, writing,
Page 47 listening and speaking, on
perspectives of achieving future
1. Read the evaluation chart with the whole class and make sure students goals or on lingering questions.
understand what each point refers to. Encourage them to reflect carefully
Self-evaluations encourage
and give honest answers. students to monitor their own
learning and learning needs and
2. Get students to work in pairs and evaluate each other, using the same
serve as an additional source of
criteria. Decide if you want to give each student your own assessment information on student learning.
besides or instead of their classmate’s.
Source: Publishing team.
Methodological Guidance
2. In this second activity, tell students they must watch the video again, but now select some vocabulary related to the topic and
drag the words to their corresponding sentences. Encourage them to read them aloud, in order to check pronunciation.
Stage: Development
3. Explain to students that now they will watch a new video with more in-depth information about globalization, then read some
statements, and classify them in a chart, according to the information they have just heard, to decide whether they represent the
concept of globalization or not.
4. In this activity, students must listen to an audio extract about globalization and fill in the gaps in the text presented. Encourage
your students to get in pairs and compare their work with their partner’s.
Stage: Closure
Elicit students’ opinions and answers about the topic of globalization, whether they think it is beneficial for society or not. Allow
them to discuss in pairs and then check their answers with the whole class.
2. Then, ask students to listen to the same audio extract, but now match the images showing activities with the places where they
can be done, according to the audio text.
Stage: Development
3. Now, have students read some statements about globalization and predict whether they are advantages or disadvantages,
clicking on the corresponding letter.
4. In this activity, students have to watch a video and confirm their answers in exercise 3. Then, invite them to read the questions
and click on the alternative they think is correct.
5. In this activity, invite your students to listen to an audio extract about the specific effects of globalization and decide whether the
statements are true or false, clicking on the correct alternative.
Stage: Closure
6. In this activity, tell your students they have to self-evaluate their performance throughout the development of the CDR, clicking
on the option that best represents how they feel about their work.
VOLUME 1 UNIT 1
1. In this activity, explain to students that they must watch two videos and, after that, decide whether the statements are true or
false, clicking on the correct alternative. Encourage them to compare their answers with their partners.
2. In this activity, students must watch a video about the effects of globalization in today’s world, and complete some sentences
CLOSURE
with information extracted from the audiovisual material. Encourage your students to compare their answers with their partners
and then share them with the whole class.
Stage: Development
3. In this activity, tell your students that they must watch a video and identify and number the most critical areas in which
globalization will impact the world, writing the numbers themselves. You can check this activity with the whole class, using the
board and encourage them to justify their answers aloud.
4. In this activity, students have to drag the concepts to match them with their respective areas of impact. After that, they must
watch the video and check if their ideas were correct. Encourage them to try to explain why they made mistakes (in case they
did), so that they can be aware of their own learning process.
Stage: Closure
5. In this activity, tell your students they have to self-evaluate their performance throughout the development of the CDR, clicking
on the option that best represents how they feel about their work.
Ability to deal with a Correctly answered at Correctly answered Correctly answered Unable to answer
variety of question least five questions of between three and five fewer than three questions.
types (closed or different types. questions of different questions that are the
multiple choice, true or types. same type.
false, and analytical or
evaluative questions.)
Used a large number of Used several original Rarely used original Did not use any original
Use of creative
original ideas and ideas and strategies to ideas to answer. ideas to answer.
thinking strategies
strategies to answer. answer.
Readily adapted Made changes with Hesitated to make Did not consider new
changes when new and some encouragement. changes when new and and relevant ideas and
Ability to react to
relevant ideas and new relevant ideas and information.
constructive feedback
information was information were
presented. presented.
All team members Assisted group/partner Finished individual task Contributed little to the
contributed equally to in the activity’s but did not assist group effort during the
Group/pair teamwork
the activity’s objective. objective. group/partner during activity.
the activity.
TOTAL POINTS
and wants to eat some local food for dinner. trade: (n) the activity of buying and selling or exchanging
b. A cup of tea and some cereals. goods or services between people or countries.
c. At lunch. Smart reading
d. From Argentina.
e. Tacos and some sushi. I. c. Global food production. II. b. Climate change.
III. h. Water shortage. IV. e. Ice shelf boundaries.
2. a. two alternatives: or. c. an additional idea: too. V. d Globalization. VI. f. Cultural diversity.
b. a reason: because. d. a contrast: but. VII. g. Sustainability of the planet. VIII. a. Children’s
rights
Page 10
How ready are you? Page 14
48 UNIT 1 ANSWERS
Specific details Page 21
Main ideas. Complete the sentences.
2. Picture 1: large wasteland; Picture 2: energetic center
a. Concept
of the world; Picture 3: fresh water reservoirs; Picture
Globalization is a process by which people,
4: lungs of the world
companies, and governments all over the world
can integrate and interact. 3. 1. - 2. Around Egypt. 3. Canada 4. England, Brazil.
b. Development 4. Globalization is a process by which people,
During the last three decades a large number companies, and governments all over the world can
of governments around the world have integrate and interact.
VOLUME 1 UNIT 1
been acquiring the systems of free markets
and maximizing their own potential and Page 22 - 23
opportunities for international business. Focusing on reading
c. Factors
Smart reading
Technology has been one of the chief drivers
behind globalization, and has transformed the Name: Total Globalization
habits of both consumers and marketers. Genre: Science-Fiction
Setting: June 2076, United Nations World Energy
Main conclusions Summit
According to the recording... Theme: global energy problem
a. Is it easy to define the term globalization? Main characters: Canadian delegate, Egyptian delegate
No
b. Is globalization beneficial? Your analysis
Yes 1. a. The story depicts a future problem that may arise
c. it is not easy to arrive to a conclusion on this when the world oil resources end.
concept. b. The main problem is that the world needs to find
Yes alternative sources of energy, and to rule them.
How can you define globalization in your own c. To either give more political power to the United
words? Write a short answer in your notebook. Nations, or to establish a new global government.
d. he countries decided to form a global government.
Students’ own ideas.
e. Students’ own answers.
Page 18 f. Students’ own ideas
After listening Pages 24 - 25
Work it out!: Expressing quantity
After reading
Countable nouns: a large number of, many, a few
Uncountable nouns: little Vocabulary in context
1. a. i b. ii c. i d. i
Page 20 Work it out! Connecting alternatives
Preparing to read a. The words in bold link two alternatives.
b. either … or connect two affirmative alternatives;
1.
neither … nor connect two negative alternatives.
Page 26
Focusing on reading
1. a. The letter was written by a tree for humans to read.
After reading
1. b. c. d. are some consequences of deforestation.
UNIT 1 ANSWERS 49
Page 28 Page 31
How ready are you? After listening
1. a. Logs b. Polar bear c. Water shortage Work it out!: Multi-word verbs
d. Water pollution a. verbs b. two or more c. A prepositional verb is an
idiomatic expression that combines a verb and one or
Page 29
two prepositions to make a new verb with a new /
Preparing to listen different meaning.
VOLUME 1 UNIT 1
50 UNIT 1 ANSWERS
a. The reporter is in (ii.) West London. B A delegate from a ✘ Country’s ability to
b. At St Mary’s school, more than (iii.) twenty developing country support its population
languages are spoken C An delegate from a ✔ Country’s concern
c. It is one of the most multicultural schools in the country highly about environment
(ii.) city. concerned about protection
environment
2. Who said that? Write S (Sharon), G (Greg) or K
(Kendra). D A representative ✔ Principle of fairness
from a developed
a. K We are a lot more similar than different. country
b. S Today, we live surrounded by many other
VOLUME 1 UNIT 1
cultures. Exercise 2, activity b
c. G I always think other cultures are more 1-b 1-a
interesting.
d. S It’s fantastic walking out of your door and
seeing other cultures. Extra Test 1
e. G The world is becoming smaller.
f. K Differences make our world more interesting 1. Other
and diverse. Legends Gods and spirits cultural Celebrations
aspects
Main conclusions
Legends The Aymara believe The social The Carnival.
What are the speakers’ feelings on this topic? in the power of obligation
about the
Speaker Feeling Words used origin of spirits that live in to help
things, mountains, in the other
1 P a great thing, fantastic, . I’m glad such as sky, or in natural members
really interested, other cultures are more the wind, forces such as of the
2 P interesting, the culture of other people hail, lightning. community.
helps us mountains, Pachamama, the
and lakes. Earth
great opportunity, more interesting and
3 P Goddess. The god
diverse, more colorful individuals
Tunupa, the creator
of the universe. The
Page 42
Good Luck spirit,
1. Answers can vary, but they should show the known as Ekeko.
following main ideas: 2. a. The most sacred of their deities is Pachamama, the
Theme / main Tone (Pessimistic Author’s
Earth Goddess because she has the power to
concern / Optimistic / position make the soil fertile and ensure a good crop.
Neutral) (against / for) b. The Aymara celebrate Carnival dancing to drums
Poem Existence of a optimistic for and flutes in a week-long celebration.
I single human c. Because people think this spirit brings prosperity
race and grants wishes.
Poem Consequences pessimistic against
3. Students will express their own ideas. Make sure they
II of globalization
are coherent and well supported.
Poem Fear for Pessimistic or against
III globalization neutral 4. 17 a. years b. superstitions c. luck d. money
e. north f. four
5. 17 a. Sleeping with the head to the north causes
Complementary Activities
bad luck.
Exercise 1, activity b. b. Because only dead people lie with their head to the
Agree? Arguments for / north.
Speaker Identity ✔ / ✘ against environmental c. Because it has the same pronunciation as the word
protection death in Japanese.
A A representative ✔ Development of the
from a developing economy of his 6. Students will express their own ideas and describe a
country country superstition they know well.
UNIT 1 ANSWERS 51
ASSESSMENt GuIdELINE FOr EXtrA tESt 1
10 STUDENT’S BOOK - UNIT 1 - PAGE 8 - Prof Ramsey: Correct! It is easier to do business because
EXERCISE 1 of better transport, the Internet and more
trading between countries. It is also easier
Student A: Did you read the list of learning objectives?
to work in another country.
What’s your personal goal for this unit?
VOLUME 1 UNIT 1
Interviewer: How has this happened?
Student B: You know I want to become a journalist.
I’m very interested in writing texts about Prof Ramsey: During the last three decades a large
different topics. number of governments around the
world have been acquiring the systems
Student A: Did you find it difficult?
of free markets and maximizing
Student B: Yes, but I think I can achieve it by reading their potential and opportunities for
and following models of articles. international business.
Additionally, they have been working
11 STUDENT’S BOOK - UNIT 1 - PAGE 14 -
towards the elimination of limitations to
business and trade of goods and services
EXERCISE 1
across the world.
cultural diversity
Interviewer: Which are the most important factors
global issue behind this process?
globalization
Prof Ramsey: Well, there’s little doubt that technology
natural resources has been one of the chief drivers behind
sanitation globalization, and has transformed the
sustainable habits of both consumers and marketers.
water shortage Thanks to technology development, goods
are easily transferred from and received
by countries, and business deals, mergers,
12 STUDENT’S BOOK - UNIT 1 - PAGE 17 - and acquisitions have become a common
EXERCISE 1 thing in these days.
What is globalization? Interviewer: Now let me ask you a controversial
Interviewer: Professor Ramsey, can you explain what question, Prof. Ramsey. Is globalization a
is globalization? good or bad thing?
Prof Ramsey: Well, it’s hard to define the term Prof Ramsey: (laughing) Oh! That’s a difficult question
‘globalization’ briefly. It can be said that, to answer! As you know, there are always
globalization is a process by which people, two facets to a coin and globalization
companies, and governments all over the has many advantages but implies a
world can integrate and interact. few disadvantages too. I would like to
Interviewer: In other words, we can say that the world add that, even with equal advantages
has become smaller and is now a village – and disadvantages of globalization, it is
a global village. Isn’t it? hard to conclude if it is a joy or a main
problem to the world.
UNIT 1 TRANSCRIPTS 53
13 STUDENT’S BOOK - UNIT 1 - PAGE 30 - 14 STUDENT’S BOOK - UNIT 1 - PAGE 31 -
EXERCISE 1 EXERCISE 1
Reporter: The member states of the United Nations a. Growing crisis - rising prices - global crisis
are heading emergency talks aimed at - international community - food production -
tackling the growing crisis caused by rising developing countries - emergency measures
food prices around the world. b. We think that… In our opinion… We agree that…
At the opening session, the Secretary- We don’t think… In the future… We propose
General, said the growing price of food
VOLUME 1 UNIT 1
that…
has developed into a global crisis and the
meeting in Bern must find solutions to a
problem that is increasing hunger, poverty 15 STUDENT’S BOOK - UNIT 1 - PAGE 36 -
and instability in the world. EXERCISE 1
The United Nations estimates about 100 a. heterogeneous - homogeneity - indigenous - reject -
million of the world’s poorest people cannot religious - rigid
afford to buy food. The spokesman of the
b. Nowadays, … On the contrary, … Undoubtedly,
international organization expressed that
… It means that… It doesn’t mean …
most of these people are totally dependent
on food donations from the international
community.
Spokesman: “This kind of dramatic price increases can
also touch off instability, particularly in
poor countries” .
Reporter: The meeting in Bern will also
address the impact of climate change on
food production and explore ways to help
developing countries adapt to these changes.
The growing controversy over bio-fuels is
also on the agenda, as critics argue that the
cultivation of crops for bio-fuels is taking
good land away from food production and
causing prices to rise.
The U.N. meeting is expected to come up
with a plan of emergency measures to solve
the immediate global food crisis.
This is Elizabeth Klein reporting for KLW1
from the Swiss capital, Berna.
54 UNIT 1 TRANSCRIPTS
16 STUDENT’S BOOK - UNIT 1 - PAGE 39 - 17 TEACHER’S BOOK - UNIT 1 -
EXERCISE 1 EXTRA TEST 1 - PAGE 62 - EXERCISE 4
Reporter: Hello everyone. You’re listening Teen Talk CNY Speaker: Superstitions are beliefs handed down over
– Teen voices for good choices. the years. They vary from country to country
Today I’m in Southall Broadway in West according to cultural beliefs, but some
London. Here at St Mary’s School, more than superstitions are very similar from one country
20 languages are spoken. It’s one of the most to another.
multicultural schools in this city. In Japan, there are a lot of superstitions. There
VOLUME 1 UNIT 1
The United Kingdom is an ethnically diverse is a superstition about a white snake. People say
country with many different communities if someone finds a white snake, he will be lucky
that reflect the multicultural nature of Britain. in life. It’s an event of good omen; it is believed
What do the new generations say about it? that white snakes carry good luck. Some people
Sharon: Hi! My name is Sharon. I think put a picture of a white snake on the wall.
multiculturalism is everywhere today. Few Snakes are a symbol of money and wealth
of us today live in towns in which there are in Japan. Some people believe the snake is
people from only one culture. Today, we live an animal of God, so they never kill snakes.
surrounded by many other cultures. I think People say if you kill a snake, you will lose your
multiculturalism is a great thing. Walking money.
out of your door and seeing other cultures is There is also a superstition called “kita-
fantastic. This didn’t happen when our parents makura.” Kita means north, Makura means
were young. People didn’t understand other pillow. In Japan, only dead people lie with
cultures. I’m glad things are changing today. their head to the north. If you put your head
Greg: I’m Greg. I’m really interested in the culture to the north when you sleep, you will have bad
of other countries. I don’t know why, but luck. People can’t sleep with their heads to the
I always think other cultures are more north. It’s a bad omen. Most people believe this
interesting than my own culture. When I was superstition.
a little child, I used to think Americans and The last one is about the number four. There is
British had the same culture because they a superstition that four is an unlucky number
speak the same language. Now I know they because the number four has the identical
are very different people. Understanding the pronunciation as the word ‘death’, so most
culture of other people helps us all to get along. people tend to avoid it and most hotels don’t
The world is becoming smaller, so I think this use the number four.
has to happen.
Kendra: Hello! My name’s Kendra. Navigating through
different cultures is a great opportunity! I
can get along with all my classmates based
on values that we share as human beings
because in essence, we are a lot more similar
than different. However, the differences make
our world more interesting and diverse. By
embracing new cultural aspects, I think we
become more colorful individuals.
UNIT 1 TRANSCRIPTS 55
COMPLEMENtAry ACtIVItIES
1.
a. Read what these delegates to an earth Summit say. The issue for discussion is:
How can the problem of global temperature rise (the Greenhouse Effect) be solved?
VOLUME 1 UNIT 1
VOLUME 1 UNIT 1
d
high quality means of transport - famous football team - big airport -Opera House -
headquarters of multinational corporations - many fast-food restaurants - financial
centers - universities - advanced communication infrastructures - highways
VOLUME 1 UNIT 1
b. Read the texts (I – II) about two global cities and identify which cities they are. match the texts with a picture (1 – 2).
Then, write the name of each city above the corresponding picture.
1 2
a. It has as a population of more than 12,5 million and it is one of the most populated cities of the world.
Around 35 million people live in its metropolitan area. It is also one of the
most expensive cities of the world and one of the most powerful cities for the world’s economy.
It has a lot of banks, headquarters of important global companies and huge
shopping centers. Its Stock exchange is the second largest in the world.
The city has two main airports: narita and Haneda. There are a few and very beautiful parks.
The biggest one is east garden, near the Imperial Palace.
b. It is the capital of england and the United Kingdom and the most populated urban area in europe. The city
has around 7,5 million inhabitants, but 12 million live in the surrounding area.
It is home of the headquarters of the largest global companies and it has one of the most important financial
centers around the world. There are many historic buildings in the downtown area and it has the oldest and
most extensive subway network in the world.
The city has a variety of people, cultures and religions and it offers a lot of cultural and entertainment
activities.
It has four airports: Heathrow, gatwick, Stansted, and lutton.
There are many parks; the biggest one is very famous and is called Hyde Park.
VOLUME 1 UNIT 1
d. do you know another global city? look up some information on the internet, and complete the file. get a photo of
the city and stick it on the space provided below.
name
Population
Parks
Airports
means of transport
Within the past two decades, globalization has had a huge impact on the lives of women in developing
Introduction nations. many critics fear that globalization, in the sense of integration of a country into world society,
will exacerbate gender inequality.
VOLUME 1 UNIT 1
You will be working in teams. There should be a team leader, who will organize the work and divide the
issues within each topic, to make sure everything is covered and there is no overlap. However, all team
Task
members are responsible for presenting information in class. At the end of this, we will debate whether
you believe globalization has had positive or negative effects on women.
http://en.wikipedia.org/wiki/globalization
http://business.mapsofindia.com/globalization/history.html
a. What are 2 views on the history of globalization?
b. When did globalization begin according to Thomas Friedman’s definition?
c. When did globalization begin, according to Andre gunder’s definition?
d. What are the main phases of the development of globalization?
3. Based on the information you collected, set a position towards this topic.
a. Are you for or against globalization in relation to this issue? explain and support you position in a
short paragraph. do some additional Internet search for information on the issue, if necessary.
b. Report the class your position and listen to your classmates’ opinions. do you still support your
initial position? Why? Why not?
The presentation will be evaluated with common grade for group work and correct presentation will be
highly valued. Percentages are as it follows:
Evaluation - Quality of information: 30 %
- oral Presentation: 30 %
- conclusion, paragraph and use of language: 40%
1. Read the text. Then complete the graphic organizer with the main ideas.
VOLUME 1 UNIT 1
An important feature of the culture is the social obligation to help other members of the community.
Aymaras’
other aspects cultural
features celebrations
2. Read the text again, this time paying attention to specific details. Answer the questions.
a. Who is the most sacred god in Aymara’s mythology? Why?
6. In groups of three, talk about another superstition you know. Follow the pattern.
In there is a superstition about . People believe , because
.
7. Ask your teacher to provide you with a rubric and evaluate your performance in each task. Then, interpret your
results according to the criteria below.
Theory and research Harvey, S., & Goudvis, A. (2007). Strategies that
work: Teaching comprehension for understanding and
Ananiadou, K., & Claro, M. (2009). 21st century engagement. Stenhouse Publishers.
skills and competences for new millennium Graham, S., MacArthur, C. A., & Fitzgerald, J. (2013).
learners in OECD countries. http://www.oecd.org/ Best practices in writing instruction. New York, NY: The
VOLUME 1 UNIT 1
officialdocuments/publicdisplaydocumentpdf/?cote=e Guilford Press.
du/wkp(2009)20&doclanguage=en McLaughlin, M. (2012). Reading comprehension:
Hedge, T. (2014). Teaching and learning in the language What every teacher needs to know. The Reading
classroom. Oxford: Oxford University Press. Teacher, 65(7), 432-440.
March, T. (2004). New Needs. New Curriculum Nation, I. S. P. (2009). Teaching ESL/EFL Reading and
Educational Leadership, 61 (4), 42-47. writing. New York: Routledge.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2008). Payne, E., & Whittaker, L. (2006). Developing essential
Classroom instruction that works: research-based study skills. Harlow: Prentice Hall.
strategies for increasing student achievement. Alexandria, Thornsbury, S. (2011). Language Teaching
Va: Association for Supervision and Curriculum Methodology. The Routledge Handbook of Applied
Development. Linguistics, 185-199.
Tsiplakides, I., & Fragoulis, I. (2009). Project-based Ur, P. (2011). A course in language teaching: practice and
learning in the teaching of English as a foreign theory. Cambridge: Cambridge University Press.
language in Greek primary schools: From theory to Yunus, M. M., Salehi, H., & John, D. S. A. (2013).
practice. English Language Teaching, 2(3),113. http:// Using Visual Aids as a Motivational Tool in Enhancing
files.eric.ed.gov/fulltext/EJ1083088.pdf Students Interest in Reading Literary Texts. https://
Vandergrift, L. (2007). Recent developments in second arxiv.org/ftp/arxiv/papers/1305/1305.6360.pdf
and foreign language listening comprehension
research. Language teaching, 40(03), 191-210. Evaluation
Strategies Black, Paul; Harrison, Chris; Lee, Clara; Marshall,
Bethan and William, Dylan (2003). Assessment for
Anderson, N. J. (2005). Handbook of research in second Learning- putting it into practice. Maidenhead, U.K.:
language teaching and learning (757-772). Mahwah, NJ, Open university Press.
Lawrence Erlbaum Associates. Dann, R. (2002) Promoting assessment as learning:
Goudvis, A., & Harvey, S. (2000). Strategies that work: improving the learning process. London: Routledge
Teaching comprehension to enhance understanding. York, Farmer.
ME: Stenhouse. MacArthur, C. (2007). Best practices in teaching
Harvey, P. (2016). Word Clouds in the Classroom. evaluation and revision. In S. Graham, C. MacArthur,
http://edtech4learning.blogspot.cl/2016/09/word- & J. Fitzgerald (Eds.) Best practices in writing instruction.
clouds-in-classroom.html New York: Guilford.
Roen, D. H. (2002). Strategies for teaching first-year Rolheiser, C., & Ross, J.A. (2000). Student
composition. Urbana, IL: National Council of Teachers selfevaluation – What do we know? Orbit, 30(4),
of English. 33–36.
Ross, 2006 Ross, J. A. (2006). The reliability, validity,
Language skills and utility of self-assessment. Practical Assessment
Binkley, M., Erstad, O., Herman, J., Raizen, S., Research & Evaluation,11(10), 1–13. https://tspace.
Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). library.utoronto.ca/bitstream/1807/30005/1/The%20
Defining twenty-first century skills. In Assessment and Reliability,%20Validity,%20and%20Utility%20of%20
teaching of 21st century skills (pp. 17-66). Springer Self-Assessment.pdf
Netherlands. Zimmerman, B. J. (2002). Becoming a self regulated
Freeman, D., & Freeman, Y. (2006). Essential linguistics: learner: An overview. Theory into practice, 41(2), 64-70.
What you need to know to teach reading, ESL, spelling,
phonics, grammar. Portsmouth, NH: Heinemann.
UNIT 1 BIBLIOGRAPHY 63
UNIT
1 Go global!
Over to you
Read the list of objectives for this unit. Then, tick (✔) and answer briefly, using the questions below as a guide.
Why:
Why:
do you think it is important to develop “cultural awareness” Very important not so important
and value collaborative work? Why? Why not?
Important not important at all
Why:
Setting objectives
1. 10 Listen to some students talking about their learning goals. Then, read the list of learning objectives on page
7 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) would you need, in order achieve them?
2. Which are your specific goals for this unit? Draw up a learning plan for Unit 1, following the example in
the recording.
2.
3.
Living globally
a. Why is Sonia’s father so disappointed? d. Where did the mineral water come from?
b. What did he have in the morning? e. What does Sonia want to eat?
c. When did he eat Peruvian food?
2. discuss with your partner which of the highlighted words in the text introduce:
a. two alternatives b. a reason c. an additional idea? d. a contrast
4. Check the slot that best describes how ready you are to start the unit.
Entry slip
Read what you will do in each lesson of Module 1, and answer the questions in the slip, before you start.
Questions Answers
2. Use the rubric below to evaluate how ready you think you are to start this module. Tick (✔) the best alternative
and then comment with your partner.
I am completely ready to start. I am quite ready to start. I am barely ready to start. I am not ready to start.
I could even help my classmates. I think I may make a few mistakes. I think I need some help. I definitely need help.
Preparing to read
1. In pairs, complete the first two columns of the chart. Then, join two other pairs and discuss your ideas
with them.
Picture What situation/problem is this image What questions do you have about Rank (*)
showing? this image?
(*) You will complete this column at the end of the lesson.
Key words
boundaries
What is a Global Issue?
commodities
concern
sanitation
An “issue” is a matter of concern or of interest, and may have a political, social,
shortage
sustainable environmental or economic focus. An example of a political issue is, whether a
trade country becomes a republic. An example of a social issue might be how to reduce
violence on the streets.
Issues can also occur on different scales. They can be local or global, according to
the area that is affected.
When we talk about a global issue, we are usually referring to something that
affects a number of countries and populations. It is an issue that impacts upon or is
important to the global community.
Here are some examples of the most important global issues nowadays:
Strategy in mind I.
Setting a purpose for reading
International organizations predict that rising prices
for food commodities and increasing fuel prices will
lead to an increase in the numbers of hungry people in
developing countries over the next decades.
II.
I. V.
V.
II. VI.
Humans have traded goods and services since III. VII.
long before recorded history. However, during
IV. VIII.
the last decades, international trade has been
increasing significantly due to improved
transportation, communication and the integration
of country economies.
VI.
VIII.
Adapted from: Department of Education and Early Childhood Development (n.d.) What is a Global Issue?
Retrieved from: http://www.sev.asn.au/model-citizen/what-is-a-global-issue.html
Analyze these examples from the text and answer the questions. Then compare your answers with another pair.
1. over the past years, scientists have been noticing a rapid disintegration of ice shelves.
2. Humans have traded goods and services since long before recorded history.
3. during the last decades, international trade has been increasing significantly.
4. Indigenous peoples have inherited unique social, cultural, economic and political characteristics.
a. Which sentences emphasize the result of the action? Write RA on the line beside them.
b. Which sentences emphasize the duration or continuous course of the action? Write cA on the line beside them.
c. now, use the pictures below (1 – 4) to complete sentences i – iv, emphasizing the course of the actions that they
show. Take turns to read the sentences to your partner.
1 2
3 4
b. go back to page 11, exercise 1, and assign a score or rank to each issue (4 being most important and 0 representing least
important). In your notebook, write reasons for your ranking.
b. correct each other’s mistakes and agree on the most important global issues.
3. Performing
Join another pair and present your ideas to them. listen to their ideas and
agree on a new ranking of the most important global issues.
We…
4. Evaluating prepared our presentation.
in
After you finish, self-evaluate your work using the prompts in the list. Then, used the openings and the words
offer feedback and suggestions to each other, focusing on your strengths and the lesson.
setting personal goals to improve your weaknesses.
reached an agreement.
corrected each other with respect.
ely.
worked responsibly and collaborativ
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.
outstanding.
I exceeded the objectives.
Very good.
How can I overcome those
I met the objectives. difficulties?
Satisfactory.
I met some of the objectives.
Preparing to listen
1. In your opinion, what does globalization mean? With your partner, write a list of words that come to your mind
when you read / hear this word.
2. Form groups of three or four. Compare your lists and discuss these questions.
a. Is globalization a good or a bad thing? Why?
b. In what ways can you see the effects of globalization? give some examples.
3. You will hear a recording about globalization. Read the sentences below. Tick (✔) the ideas you think will
be mentioned.
a. It is very easy to define the term globalization.
b. Globalization means it is easier to do business.
c. Globalization means it is easy to migrate from one country to another.
d. Technology development has been an essential factor in this process.
e. Globalization has many advantages.
1. 12 Listen to the recording. As you listen, confirm or correct your ideas in exercise 3, p. 16.
2. 12 Listen to the recording again (twice). Focus on the parts of the recording that are relevant to complete the
missing information in the file.
Strategy in mind
LISTENING FILE: What is globalization? Setting a purpose for
listening.
Focusing attention on
General information
relevant information.
Type of recording:
Speakers:
Purpose:
Smart listening
to entertain to inform to persuade Before listening, think about
the topic of the recording
Specific details and try to remember familiar
words associated with it.
Main ideas. Complete the sentences.
While listening, pay
a. Concept attention to the parts of the
globalization is a by which , companies, and recording that are relevant to
your purpose.
, all over the world, can and .
b. Development
during the last , a large number of around the
world have been acquiring the systems of and maximizing
their own and opportunities for business.
c. Factors
Think critically
has been one of the chief drivers behind , Make text-to-world
connections
and has the economics of both consumers and .
can you mention any
Main conclusions positive or negative effect of
globalization? Which one?
According to the recording: Yes no
Make text-to-self
a. Is it easy to define the term globalization? connections
In your opinion, is
b. Is globalization beneficial?
globalization good or bad?
c. It is not easy to arrive to a conclusion on this concept. Why?
How can you define globalization, in your own words? Write a short
answer in your notebook.
Work in pairs or groups of three. You will write a short paragraph summarizing information about globalization.
1. Organizing ideas
a. Before you start, take notes of the main ideas you have learned about globalization. Use the diagram below.
Globalization
main factors
our opinion
b. Join another pair or group and compare your notes. Add any missing information to your diagram.
2. Drafting
Use your notes to write a short paragraph (7 to 8 sentences) about globalization. make sure you include a sentence
expressing your opinion about this topic.
Editor’s Marks
4. Editing capital letter /
lowercase
check for grammar, spelling and punctuation mistakes using the editor´s marks in the box, and
write the final version of your paragraph. Punctuation
Add a word
ss check spelling
5. Publishing s
change place
a. exchange your paragraph with another pair or group and evaluate
each other’s work using the prompts in the box.
b. discuss the result of the evaluation and offer supporting feedback The paragraph…
to each other. Remember to accept all the ideas and opinions is clear and well organized.
with respect. ired.
contains all the information requ
was revised carefully.
g the
was checked and corrected usin
Editing Marks in the list.
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.
outstanding.
I exceeded the objectives.
Very good.
How can I overcome those
I met the objectives. difficulties?
Satisfactory.
I met some of the objectives.
Preparing to read
1. Look at the map of the world carefully. Find the countries in the box on it and circle them, using different
color pencils.
a. energetic center of the world b. fresh water reservoirs c. “large wasteland” d. lungs of the world
1 2
3 4
3. Locate the areas in the pictures (1 – 4) in exercise 2 on the map on page 20.
Key words
spread
summit
Total Globalization
supported
At the beginning of the twenty first century, the economic crisis spread
wasteland
almost all over the world. In March 2075, the world oil resources were over
and people changed gasoline cars to electric means of transportation. They
were cheaper but much slower. Trucks could not move faster than fifty
kilometers per hour which made the process of logistics last about twice
longer than usual.
Strategy in mind
making predictions
completing a visual organizer In June 2076, the United Nations called the World Energy Summit. In the
opening, the delegate of the host country said: “The world is facing a serious
problem today, a problem which requires us to be united more than ever…
We face a crucial dilemma: we either give more political power to the United
Nations, or we establish a new global government.”
A few days later, the Canadian delegate spoke.“The region of the Middle East
is no longer the energetic center of the world.” She added: “Which energy is
more pure than solar energy? The huge desert of Sahara, which has been a
“large wasteland” till now, can become an important economic region and a
global government could control this area.”
Smart reading
Read the text carefully. Then
write the following in your
notebook:
name
genre
Setting
Theme
main characters
Vocabulary in context
1. Find the words below in the text and underline them. Then, in pairs, choose the correct meaning for each
word, according to the context in which they are used in the story. Check your answers with another pair.
a. Spread
i. to gradually affect or cover a larger area.
ii. to cover a surface with a thin layer of a soft food.
b. Summit
i. the top of a mountain.
ii. a meeting or series of meetings between leaders of two or more countries.
c. Supported
i. to be approved and helped to be successful.
ii. to be provided with money, food, shelter, or other things that someone needs in order to live.
d. Wasteland
i. an area of land that is empty or cannot be used.
ii. an area, situation, or time that is boring and has no interesting features.
Read and analyze these sentences from the story. Answer the questions and then check with your partner.
- We either give more political power to the United Nations, or we establish a new global government.
- This global government should have neither more than one thousand nor less than five hundred members.
a. What do the words in bold link in each sentence? Tick (✔) an option.
i. additional options ii. alternatives iii. opposite options
b. Which words are used to connect…
i. affirmative options: / ii. negative options: /
You will summarize the story you have read and write a possible ending.
1. Organizing the ideas
a. copy the “sequence organizer” in your notebook and fill it to summarize the main events in the story. don’t
complete the last row of the chart yet.
Setting: Conflict:
Characters:
Event 1 Event 2 Event 3 Event 4
b. In your group, agree on some possible further events to continue the story. Fill in the last row of the chart with
your ideas.
3. Revising
Put the sentences together into different paragraphs, using connectors to express the sequence
Editor’s Marks
of events and link your ideas, adding words to make them more interesting to read. Use the
capital letter /
story as an example. lowercase
Punctuation
4. Editing Add a word
a. check for grammar, punctuation and spelling mistakes, using the editor´s marks in the list. ss check spelling
s
b. Write the final version of the summary, including the possible ending you agreed on. change place
5. Publishing
The group’s summary…
a. Read aloud the ending of the story you wrote, for the whole class
is clear and well organized.
to hear.
s in
includes connectors to link the idea
b. exchange summaries with another group and evaluate each other’s
each paragraph.
work using the prompts in the box. Remember to focus on the other g
group’s strengths and offer positive feedback and suggestions to includes a final paragraph narratin
further events.
improve their weaknesses.
has only a few / some spelling,
s.
punctuation and grammar mistake
Exit slip
Reflect on your performance and tick (✔) the corresponding line. Discuss the results of your self-evaluation in your
group and/or with your teacher.
outstanding.
I exceeded the objectives.
Very good.
How can I overcome those
I met the objectives. difficulties?
Satisfactory.
I met some of the objectives.
Preparing to read
1. In groups of three or four, answer these questions.
a. Why do people chop down trees?
b. What purposes do you think forests serve?
c. Think about what you have learned about deforestation in Science class. can you mention some causes
and/or effects?
Focusing on reading
1. Read the letter on page 27 and answer questions a - d. Then compare your answers in your group.
a. Who is the writer of the letter? Who is the intended audience?
b. Is the problem described in the letter a global issue? Why? Why not?
c. Which places in chile are being affected by this problem?
d. Which are the positive/negative effects of this problem in your town/city/area?
After reading
1. Which of these are consequences of damaging the forests? Tick (✔) the ideas that are true.
a. land surface is exposed to sunshine and rainstorms.
b. The loss of soil and its nutrients makes it hard for the forest to revive.
c. The culture and customs of indigenous tribes that live in the forests disappear.
d. many animals are forced to migrate or they just die.
e. The dwellings and food of some animals and plants are cleared out.
2. In the end, the tree says, ‘If this goes on…’ What do you think it wanted to say?
Write some ideas to finish the letter.
3. Join another group and take turns to read your endings aloud.
Entry slip
Read what you will do in each lesson of Module 2, and answer the questions in the slip before you start.
Questions Answers
1. Look at the pictures carefully. Match a picture (a-d) with a picture in the second row and explain the
connection between them to your partner.
a b c d
i ii iii iv
2. Discuss these questions in your group. Then agree on a general answer and share your ideas with the rest of
the class.
a. What made you link each pair of pictures?
b. In your opinion, are these pictures showing “global issues”? Why? Why not?
3. Use the rubric below to evaluate how ready you think you are to start this module. Tick (✔) the best alternative
and then comment with your partner.
I am completely ready to start. I am quite ready to start. I am barely ready to start. I am not ready to start.
I could even help my classmates. I think I may make a few mistakes. I think I need some help. I definitely need help.
Preparing to listen
1. Look at the pictures (1 – 6). In your opinion, which of the pictures are related to the concept “globalization”?
Why?
1 2 3
4 5 6
3. You are going to listen to a recording related to food. With your partner, make predictions about the type and
content of the recording.
1. 13 Listen to the recording, check your predictions and complete the first point in the file.
2. 13 Listen to the recording again (twice). As you listen, complete the rest of the file.
Strategy in mind
LISTENING FILE: Facing a global crisis making and checking
predictions.
Inferring information from
General information
contextual clues.
Type of recording:
Purpose:
Main topic:
Specific details
Circle the correct alternative.
a. The Secretary-general said the growing/decreasing price of food has
Smart listening
developed into a global crisis.
As you listen, confirm or
b. The United nations estimates about 100/10 million of the world’s correct your previous ideas
poorest people can/cannot afford to buy food. about the recording.
c. The meeting in Bern/Berlin will also address the impact of climate Pay attention to clues
change on food consumption/production and explore ways to help such as speakers’
developing/developed countries adapt to these changes. tone, accentuation and
expressions to infer
d. critics argue that the cultivation of crops for bio-fuels is taking good information.
land away from food production and causing prices to drop/rise.
e. The meeting is expected to come up/finish with a plan of emergency
measures to face / solve the global food crisis.
pessimistic / optimistic
Read these sentences from the recording, paying special attention to the words in bold. Then answer the
questions and check your answers with your partner.
- This kind of dramatic price increases can also touch off instability, particularly in poor countries.
- The cultivation of crops for bio-fuels is taking good land away from food production.
- The U.N. meeting is expected to come up with a plan of emergency measures.
You will work in groups of three or four to propose some measures to solve the food crisis.
1. Preparing to speak
a. 14 listen to these phrases, paying special attention to intonation and pronunciation.
c. Brainstorm and write some ideas to face and solve the food crisis. Use the expressions you practiced and the
vocabulary in the recording.
3. Performing
Take turns to present your emergency measures in front of the class, orally.
4. Evaluating
We…
a. evaluate the group’s performance after you finish. Use the prompts in dy
took the task seriously and everybo
the box.
contributed to it.
b. exchange supportive feedback, focusing on your strengths and on
used the correct language, intonati
proposing remedial actions to improve your weaknesses. and pronunciation.
e
reflected on and proposed possibl
solutions.
itive
corrected each other, giving pos
feedbac k and app reci atin g our
strengths and achievements.
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.
outstanding.
I exceeded the objectives.
Very good.
How can I overcome those
I met the objectives. difficulties?
Satisfactory.
I met some of the objectives.
Preparing to read
1. What is culture? Have a look at the pictures (1 – 4) and write the name of some of the aspects that represent a
group’s culture. Check with your teacher.
1 2 3 4
2. What other aspects, do you think, are part of a group’s culture? Write a list of 3 – 5 elements in your notebook
and then compare it with another pair’s list. Add any aspects missing in your list.
3. Write your name on the line in the center. Use the identity bubbles to name cultural aspects that are important in
defining who you are.
4. Form groups of four and discuss similarities and differences in your descriptions. Answer questions a and b.
a. In what aspects are you similar to / different from your classmates?
b. do you think globalization has enriched or affected your own culture? Why?
Key words
overwhelming
loss
advocates
reject
Does globalization
mean one
single culture?
By Adam Jones Isabella Lynton: In terms of
18 November 2017 science, technology and economic
development, globalization reflects
Nowadays, globalization is an somewhat the theory of convergence
overwhelming world trend, but those and hegemonic control, but in deeper
who oppose it are especially sensitive sense, it promotes cultural identity.
Strategy in mind about loss of culture. They view
Setting a purpose for reading globalization as homogenization. Q: Prominent critics disagree on
Identifying relevant that. They argue that globalization
information. On the contrary, advocates of has its own dominant culture,
globalization say that, instead of which tends to be homogenizing...
creating a single, boring global
village, the forces of globalization are Isabella Lynton: Well, first, people
actually encouraging the proliferation are not mere objects of cultural
of cultural diversity. influences. They can reject or
integrate culture. Surprisingly, I have
Famous sociologist Isabella Lynton observed that, in this new era of
shares her reflections about this globalization, people become much
current and controversial topic. more concerned about the richness
Q: Modern humans have created and particularity of their own culture.
many thousands of distinct Q: There are also inter-ethnic, inter-
cultures. Is globalization making cultural and inter-religious conflicts
Smart reading
the world more homogenous? in the world. It seems that people
1. Answer in your notebook.
Isabella Lynton: Undoubtedly, are protecting their cultural roots.
a. globalization is...
b. Advocates of the current era of globalization is Isabella Lynton: Globalization and
globalization say... having a homogenizing influence on cultural identity is hotly debated in
c. globalization opponents people. Many people think it may the academy. Indigenous peoples are
are afraid of... also produce an immeasurable loss of affirming and defending their cultural
d. What factors local culture, which in turn can lead and social identities in the new global
have accelerated to loss of identity. era. It makes the situation about
homogenization? globalization and cultural identity
Q: Does globalization mean
e. Isabella lynton’s main homogeneity? quite complex.
ideas on this topic are...
Vocabulary in context
1. Read sentences from the interview, paying special attention to the parts in bold. Do they have anything
in common?
- Undoubtedly, the current era of globalization is having a homogenizing influence on people.
- Many people think it may also produce an immeasurable loss of local culture.
- It is impossible to understand culture as a rigid set or forms or parameters…
- (…) the seemingly unstoppable and ever accelerating cultural homogenization around the world (…) is probably a
good thing …
2. In your own words, explain the meaning of the parts in bold to your partner.
3. Classify and organize the words in different categories. Draw a diagram or chart and compare it with
other pairs. Check with your teacher.
1. Preparing to speak
a. 15 listen and repeat these words. Pay special attention to the pronunciation of the parts in bold.
c. go back to page 33, exercise 3. Use the diagram you completed and write a short paragraph describing your
cultural roots and identity. mention the most important factors that are part of it.
d. Write a final sentence explaining how, in your opinion, globalization has affected your own culture.
2. Practicing
Rehearse your presentation with your partner and provide each other with feedback. If possible, record your
presentation and ask your partner to listen to it.
My classmate…
described his / her cultural roots.
3. Performing
explained how globalization affected
Form groups of 6 to 8 students. describe your multicultural self his / her identity.
to your partners. used correct pronunciation and
intonation.
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.
outstanding.
I exceeded the objectives.
Very good.
How can I overcome those
I met the objectives. difficulties?
Satisfactory.
I met some of the objectives.
Preparing to listen
1. Work in groups of three or four. Make a list of everyday actions that are manifestations of your own culture
(such as: the food you eat, the language you speak, the music you listen to, etc.). Complete the chart.
Music
2. In your group, discuss the meaning of the concept “multicultural”. Then, answer these questions.
a. How many different languages do students speak in your school?
b. do you or your classmates speak different languages at home and at school?
c. do you think you live in a multicultural area? Why? Why not?
3. You will listen to some teens expressing their feelings about multiculturalism. Do you think they like this concept?
Why? Why not?
1. 16 Listen to the recording and check your ideas on page 38, exercise 3. Complete the first point in the file.
2. 16 Listen to the recording again (twice). As you listen, complete the rest of the file.
Strategy in mind
LISTENING FILE: What is globalization? Focusing on intonation
pattern and stress.
General information
Main topic:
Purpose:
Speakers
Specific details
1. Circle the correct alternative. Smart listening
As you listen, pay attention to
a. The reporter is in .
the speakers’ intonation and
i. South london ii. West london iii. east london stress and make connections
with their feelings towards
b. At St mary’s school, more than languages are spoken. the topic.
i. ten ii. fifteen iii. twenty
Vocabulary in context
1. Read the sentences from the recording, paying special attention to the words in bold.
- This is our website Teentalkradio.org.
- Find us on your favorite social network.
- Hello everyone. You’re listening to Teen Talk CNY.
- I think multiculturalism is everywhere today.
Work in groups of three or four. You will write a short paragraph expressing your feelings towards cultural diversity.
1. Organizing ideas
a. In your group, discuss questions i. – vi.
i. How multicultural is your school and your town?
ii. Are your customs different from / similar to your classmates’ customs? Why?
iii. What reasons can you think of for moving to a new country?
iv. What difficulties do you think a migrant family would face in chile?
v. Would you like to live in a multicultural city / town?
vi. What are the advantages / disadvantages of living in a multicultural society?
b. Take some notes of the main ideas discussed. organize them in the diagram below. You can copy it onto your
notebook.
Advantages
Reasons
Our experience
difficulties
disadvantages
our feelings
3. Revising
Put the sentences together to create a paragraph, using connectors to link your ideas and adding words to make the
paragraph more attractive to read. You may use some of the ideas in the boxes.
Editor’s Marks
capital letter /
4. Editing lowercase
With your teacher’s help, proofread your revised draft using the editor´s marks in the box. Punctuation
Add a word
5. Publishing ss check spelling
s
a. As a group, present your conclusions to the class, orally. Use the text change place
you wrote as help.
b. Ask another group to evaluate your written work using the prompts The group…
in the box. Then, evaluate other groups’ work. organized the ideas in a diagram
.
c. exchange supportive feedback, focusing on the other group’s used the ideas to write the first draf
t.
strengths and offering some recommendations to improve into a
used connectors to put the ideas
their weaknesses.
paragraph.
corrected spelling, grammar and
punctuation mistakes.
showed cultural awareness and
comprehension.
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.
outstanding.
I exceeded the objectives.
Very good.
How can I overcome those
I met the objectives. difficulties?
Satisfactory.
I met some of the objectives.
1. Read the poems on page 43 quickly. Identify the following information and complete the chart.
2. Read the poems again, carefully. As you read, answer the following questions.
Poem I
a. What does the author have in mind?
Poem II
d. How does the author see the world?
e. What word does the author use to define our way of life?
Poem III
f. What is the author worried about?
3. Join another pair and discuss. Do you agree with the poems’ points of view? Why? Why not?
Global truth
Somehow it seems that the people are lost,
In a world with internet and international posts.
Globalization has come here to be,
But what if it all leads to misery.
What if some nations have come together,
To decide for the future of all lands forever.
People are people, we need to understand,
That it is better to be in our land.
Then we’ll be happy, then we’ll be free,
Of unhappy faces and of misery.
So let us join hands. Let’s fight for this cause.
It is a statement. And it is the truth.
Let’s come together. Let’s fight for our youth.
Adapted from: Grenness, J. (2016) Racism; Steen, P. (2015) Globalization; Makama, F. (2015) Globalization. Retrieved from: http://hellopoetry.com/words/69417/
globalization/poems/
2. Choose one of the projects on page 45 and read the instructions in the Procedure section. Then fill in the
information in the file.
3. According to your strengths and weaknesses, elaborate an action plan for the project. Before you start, read the
rubric carefully so that you know, in advance, the areas that will be evaluated.
Sources of information
member: Task:
member: Task:
member: Task:
materials
III Presentation
Present the information to your classmates, orally. Use the poster as a visual aid or show the Power Point
Presentation you prepared.
IV Evaluation
After you have finished the presentations, reflect on your work and evaluate the group’s performance, according to
the following scale:
4 = excellent! / 3 = good / 2 = Satisfactory / 1 = needs improvement
followed the instructions carefully and used what we know from other subjects.
showed cultural awareness and comprehension, and respect for other ideas.
Unit 1
Attitudes
2. In pairs, reflect on how you think you will apply what you have learned throughout the unit. Share your
comments with your classmates.
1. Use markers A= always, S= sometimes, N= never to evaluate your performance in the unit.
2. Ask your teacher or a partner to assess your performance. Complete the column My teacher's / partner’s view.
3. In your group, comment on the things you can do to improve your weaknesses in the future.
technology and its effects, effectively and creatively. the use of communications technology and its effects.
To accomplish this, they will use functions, expressions Finally, students are expected to make connections,
and vocabulary connected with the main topic develop critical thinking and comprehension and also
(Information and Communications Technology). They to develop a positive attitude towards themselves and
will also read and produce a variety of multimodal texts towards their ability to learn and to demonstrate an
and use different strategies to support comprehension efficient and responsible use of technology to obtain
and express ideas in a clear way. and create information.
They will demonstrate knowledge about pronunciation Considering the learning outcomes and the suggested
of initial sounds /d/ and /t/, and about meaning of assessment indicators, the activities in each stage of the
words related with the topic of the unit and that contain unit have been specially designed for:
the prefix in-.
OPENING
Activate and foster intrinsic motivation. A set of challenging questions invite students to discuss ideas in
pairs, in groups or as a class, using their creativity.
Develop metacognition. Students are guided to identify and set their own goals and to draw
up a learning plan for goal attainment.
DEVELOPMENT
Activate prior knowledge. The unit provides a space where students can keep record of their
previous ideas and knowledge that will help them make sense of
the new material.
Develop skills and strategies. Special process-oriented activities and strategies designed to help
students develop reading comprehension, written expression and
oral communication.
Evaluate for learning. Formative assessment activities have been embedded along the
unit and allow students to gather information about their learning
and track their progress.
Promote cross-curricular values and the attitudes of the unit. Topics discussed go beyond curricular subjects and help educate
well-rounded individuals.
CLOSURE
Evaluate for learning. A challenging final project allows students to use the language to
accomplish a real task.
Develop metacognition. In the unit synthesis and final reflection, students synthesize what
they have learned, identify strengths and weaknesses, and formulate
remedial actions to face future difficulties in their learning process.
64 UNIT 2 INTRODUCTION
Cross-curricular values (OATs) and attitudes
All the OATs deserve special attention and are integrated throughout the units, but the ones in the chart are
particularly articulated with the Learning Outcomes and emphasized in the unit:
VOLUME 1 UNIT 2
OAT dimension Outcomes
Socio cultural and civic responsibility The objectives in this dimension aim at placing students in their
To appreciate life in society as an essential dimension of a person’s roles of citizens, accomplished with global concerns, with their
development. environment and with a high sense of social responsibility.
To recognize and enhance equality of rights and opportunities. They also promote students’ ability to develop and show respect for
people’s opinions, cultures and lifestyles.
Cognitive and intellectual In this dimension, the objectives guide students in their process of
To identify, process and synthesize information from different knowing and understanding reality, and promote their ability to
sources; organize relevant information about a topic, review new analyze, research and set a position towards new situations and
perspectives. alternatives they may face.
To develop free, creative and critical thinking.
Information and communication technologies: These objectives guide students to utilize ICTs that solve needs of
To search, access and process information from varied virtual information, communication, expression and creation within the
sources and evaluate its quality and relevance. close educational and social environment.
To use applications to present, represent, analyze and model
information and situations, communicate ideas and statements,
understand and solve problems efficiently and effectively taking
advantage of the multi-media (text, image, audio and video).
Attitudes
OA A This objective aims at helping students recognize their capacities,
To show a positive attitude towards themselves and their own strengths and weaknesses in the learning process.
capacity to learn English.
OA E The purpose of this objective is to help students use technology in
To use information and communications technology responsibly an effective and responsible way, recognizing the importance of
and effectively, acknowledging the value of other people’s work and copyright and of identifying reliable sources of information.
using reliable sources of information.
UNIT 2 INTRODUCTION 65
Unit Plan
Each activity in the lessons that are part of the unit has been especially designed to address the curricular assessment
indicators in the chart that follows.
Setting objectives related to one’s reality. Show a positive attitude towards learning English.
Do you remember? Activate prior knowledge. Recognize the importance of learning English for future
academic or working life.
A Set common goals.
E Accept the task with responsibility and carry it out on time.
Complementary 45’ 1 Analize and show Predict the content of a video about technological advances
Digital Resource 4 7 comprehension of multimodal and their creators.
texts related to the Write a list with some of their own ideas about technological
development of technology advances.
and its effects on
Watch a video and take notes of the information presented.
communication and
information. Answer questions to show comprehension of a video.
66 UNIT 2 INTRODUCTION
MODULE 1
SECTION/
Time Learning Outcomes / Main tasks Suggested Assessment Indicators
LESSON
180’ 1 listen to a recording about Identify general information related with technology.
2 technological advances. Identify key words and expressions.
1. How it all began
VOLUME 1 UNIT 2
8 Validate predictions.
practice pronunciation of sound /t/.
E Describe advantages and disadvantages of a technological
advance.
Use sound /t/ properly.
Express quantity.
180’ 11 read and analyze a literature excerpt. Identify theme of a literary excerpt.
12 use strategies to identify specific Compare and contrast characters’ actions.
13 information in the text. Elaborate hypothesis.
14 identify literary elements. Infer characters’ actions.
2. Living screens
UNIT 2 INTRODUCTION 67
MODULE 2
SECTION/
Time Learning Outcomes / Main tasks Suggested Assessment Indicators
LESSON
180’ 1 Listen and identify main ideas in a Exchange comments on the content of the recording.
2 recording about edutainment Relate the content of the recording with a current topic of interest.
4. Edutainment technology
6
Talk about video games. Infer information.
8
Pronounce initial sound /d/ properly.
A Describe advantages / disadvantages of video games.
Practice and perform oral exchanges.
Use correct language and expressions.
Participate in class actively.
Formulate questions to clarify information.
180’ 9 Read an interview to a remarkable Identify different past events.
10 woman. Relate the content of the text with their own reality.
5. The hidden figures
5
recognize words with opposite Discuss and evaluate information from the recording.
6
meaning. Take notes of relevant information while listening.
7
talk about the evolution of a social Reflect on predictions and validate them.
E networking service. Present information using multimedia resources.
Make an oral presentation about an interesting topic related with
communications technology.
Participate in oral exchanges actively.
Make logical and coherent connections between ideas.
Participate in discussions, contributing ideas, expressing opinions
and evaluating information.
Evaluate the consequences of using an ICT application or service.
Present information from reliable sources.
Acknowledge sources of information.
90’ 9 read some interesting facts about ICT identify explicit information related with the topic of the unit.
SUBJECT CONNECTIONS:
16 (information and communications contribute comments and ideas to the class, using what they know
technology). from other areas of the curriculum (maths).
A
find out about figures related to the make calculations and find out figures related to the topic.
E
topic in the texts. solve problems related to the topic.
show the data on graphs. use graphs to show the data.
Maths
68 UNIT 2 INTRODUCTION
SECTION/
Time Learning Outcomes / Main tasks Suggested Assessment Indicators
LESSON
45’ 1 Analize and show comprehension of Identify general information in the texts, related to technology and
Digital Resource 5
Complementary 7 multimodal texts related to the inventions.
development of technology. Establish relationships between the information in the text and a
A
topic of global interest.
E
Identify key words and expressions.
VOLUME 1 UNIT 2
180’ 5 Work collaboratively to prepare an Create multimodal projects, individual or in groups.
6 oral presentation. Follow instructions to complete a task.
13 Write texts about other subjects creatively.
16 Write texts using multimodal resources.
PROJECT
Acknowledge sources.
Show an ethic use of technology.
Use confident and real sources.
45’ C Show a positive attitude towards Demonstrate autonomy in the learning process.
Unit Synthesis and
Final Reflection
own’s capacity to learn English as a Persevere in the attempts to achieve goals, despite the difficulties.
way to making an important
Identify strengths and weaknesses.
contribution to society.
Focus on the weaknesses of the learning process.
45’ P Analyze and show comprehension of Identify key words and expressions related to technology and
Complementary Digital
UNIT 2 INTRODUCTION 69
OPENING Pages 48 – 51 180 min.
Present the unit objectives to your students, reading the learning goals in each
column aloud. Explain to them that the question What for? refers to what they
will be able to do once they meet each objective. Clarify questions, if necessary.
As you read the points in the screens, make sure you give equal importance to
both language and attitudinal objectives.
Draw their attention to the question How important are these objectives to your
own life? and to the rest of the questions. Do not forget that the main aim of
this section is to teach students to personalize the unit goals so they are able to
answer the question: Is this unit really important to me?
Tell them that, at this stage, they are expected to value the lesson objectives at a
personal level and say how important these are to them.
VOLUME 1 UNIT 2
for adoption. Smart but directionless,
DEATH DATE: October 5, 2011 Source: Biography.com Editors. (2015) Steve Jobs Biography.
Jobs experimented with different
Retrieved from: http://www.biography.com/people/steve-
EDUCATION: Homestead High School, pursuits before starting Apple Computer jobs-9354805
Reed College with Steve Wozniak in 1976. Apple’s
Pages 50
LEARNING WINDOW
GETTING READY Setting personal objectives
Classroom activities that connect
Setting objectives students with their real world
Setting students’ personal goals for the unit. ambitions and
Drawing a learning plan, identifying strengths, weaknesses and possible aspirations help them enhance
difficulties students may face. their motivation and answer the
question: Is this
Remember that the purpose of this section is to guide students in setting their important? in a significant and
own goals for the unit and designing a learning plan that will help them to positive way.
accomplish their personal objectives. One clear message from the
research and theory on the
Remind them that this is the space where they will keep a record of their goal-directed nature of human
learning goals. They do not need to use full sentences if they decide to write behavior is that students are
their goals in English. If this is the case, you can encourage them to use single more likely to engage in school
words or simple phrases that are familiar to them. If you notice this task is too goals that are linked to their
demanding to be tackled in English, you can let them write their goals personal goals. These will
increase the probability that
in Spanish. students perceive classroom
For this reason, it is important that you take the time to model this new activities as important.
behavior, telling them about the importance of goal setting practices and the Source: Marzano, R., & Pickering, D., & Heflebower, T.
(2011). The highly engaged classroom. Bloomington, IN:
creation of a learning plan. Marzano Research Laboratory.
1. 18 The recording will offer your students a model that will guide them
when identifying personal goals.
2. 19 The speakers in the recording will talk about how they are planning to
achieve their goals.
3. Explain that, now that they know the unit objectives and have examined
how important these are to them, they need to set their own personal goals,
like the students in the recording. Refer your students to the diagram and
encourage them to reflect on the difficulties they can anticipate and the
strategies they could use to overcome possible problems. If necessary, play
the recording again, so that students can have a model.
Walk around, taking notes of the students’ most important comments
and concerns.
1: Reflect on successes,
4. b. Students are expected to offer advice using the modal verbs should / challenges, etc., from the
shouldn’t. previous unit.
What strengths do you want to
further develop?
COMPLEMENTARY DIGITAL RESOURCE
What weaknesses do you want
You may use the Complementary Digital Resource 4 to allow students to deal with to mitigate?
authentic multimodal texts, related to the topic of the unit, which will enhance their What specific skills do you
motivation, interest and curiosity. The tasks proposed also aim at triggering students’ want to work on?
intellectual and affective commitment throughout their learning process.
2: Write some learning goals for
See the instructions to use this resource on page 110. the next unit.
3: Prioritize your goals. Look
at the list and ask yourself,
“If I could only accomplish
EXTENSION ACTIVITY two things on this list, what
To get students engaged with the prior knowledge of the topic of would they be?”
the unit, you may want to replace the activity on page 51 with a 4: Come up with a preliminary
Think-Pair-Share activity. Students will have time to think about a plan for pursuing your
question related to the topic of study. They will, then, pair up with learning. Ask yourself:
a partner to share their thoughts. Finally, the pairs will select one How do you want to learn?
major idea to share with the entire class. What resources are available to
Think-Pair-Share you?
1. On the board, write a higher-level question related to the topic Can you connect with other
you are about to study. You may choose a question from the people who want to learn the
examples below: same thing?
- What jobs might require the use of technology? 5: Set specific concrete tasks to
- What are the advantages and disadvantages of using the be accomplished every day.
internet for research?
- Should everyone have access to the Internet? 6: At least once a week, review
and reflect upon both what
2. Group students into pairs. you’ve been learning and your
3. Pass out a Think-Pair-Share worksheet to each student or draw learning plan. Document your
the example on the board (a sheet of paper with three areas or reflections somehow--written
columns: Think / Pair / Share). in a blog post, record audio or
4. Give students 5 minutes to write down their individual thoughts video.
in the “Think” section of the worksheet. 7: Use your reflections on your
5. Then, in pairs, have groups share their individual thoughts. Pairs learning plan to change
should summarize their common thoughts in the “Pair” section course if necessary. Have
of their worksheet. you found another topic you
want to pursue? Do you feel
6. Finally, pairs choose one major idea to share with the entire your interest in your topic
class. This should be written in the “Share” section of their is waning? Do you need to
worksheet. change tactics? Refine your
plan as you go.
Page 52
THEORY AND RESEARCH
Module 1 How do goals affect
performance?
There are four mechanisms by
VOLUME 1 UNIT 2
Give students a few minutes to read what they will do in each lesson in
which goals affect the students’
Module 1, helping them recognize the content, skills and attitudes they will performance:
develop.
They direct attention and
effort towards goal-relevant
Entry slip (5 minutes) activities.
Make sure students activate their ideas, experiences and impressions and have They regulate the amount of
effort to the difficulty level
them answer the questions before you move on practicing the prerequisite required by the task.
language and vocabulary they need.
They encourage persistence
until the goal is accomplished.
How ready are you? (10 minutes) They promote the search for
relevant action plans or task
1. Before starting, lead a general conversation about technology and about
strategies.
the most important technological devices present in everyday life. Then have
students work in pairs and write a list of the devices they use. Source: Dörnyei, Z. (2001). Motivational strategies
in the language classroom. Cambridge: Cambridge
University Press.
2. In pairs, encourage students to classify the devices in their list. Motivate
them to explain the advantages and disadvantages of each device to the rest
of the class.
TEACHING WINDOW
3. After they have finished, students choose and check (✔) the alternative that Promoting the OATs:
best describes their feelings towards the future challenges. Information and
communication technologies
Exercises 1 and 2 provide
students with the opportunity to
reflect on and be aware of the
important role that technology
plays in our life and also on the
skills they need to develop, in
order to cope with the challenges
of their future academic or
working life.
Source: Publishing team.
practice pronunciation of initial sound /t/. OA 5: To present information orally, using initial sound /t/ properly.
OA 8: To express quantity.
OA E: To acknowledge the importance of using communication
technologies effectively and responsibly.
Every time you begin a lesson, read the name and the objectives aloud with
the class. Draw students’ attention to the What for? column and explain that it EXTENSION ACTIVITY
refers to what they will be able to do once they complete the tasks. Before students work on
exercises 1 and 2, prepare
a list of descriptions of the
Opening (30 minutes) technological advances in
exercise 1. Have students close
Preparing to listen their books. Ask them to work in
1. The objective of the activities in this section is to allow students to groups of 4 or 5 and tell them
you will read some descriptions
preview and recall what students know about the topic and pre-teach
of objects. Motivate the groups
expressions and vocabulary necessary to understand the recording. to guess the technological
Answers advances you describe.
Picture 1: desktop computer.
Picture 2: cellphones.
Picture 3: radio. TEACHING WINDOW
Picture 4: the Internet. Listening strategy: Making
predictions
2. Encourage students to organize the ideas they discussed in exercise The pre-listening phase prepares
1. Motivate them to complete a diagram or file for each of the pictures in students for both top-down and
exercise 1 and then share their comments with another pair. bottom-up processing through
activities involving activating
3. Invite your students to predict what they think will hear in the recording and prior knowledge, making
make some notes in the space provided. predictions, and reviewing key
vocabulary.
Page 54
The skill of prediction depends
Development (140 minutes) largely on one´s prior knowledge
of the world.
Focusing on listening Thus, the initial stage of a
training program for developing
Strategy in mind
the predictive skill should
Focusing attention concentrate on getting students
to become aware of their own
prior knowledge and to use this
Smart listening as their basis for prediction and
comprehension.
Point out that good listeners always focus their attention on the
information in the recorded material that is relevant to their purpose. Source: Richards, J. C. (2009). Teaching listening and
speaking. Cambridge: Cambridge University Press.
Stress the importance of note-taking.
VOLUME 1 UNIT 2
When did the Internet come
listening and identifying the kind of word that is missing. If you see your about?
students have rapidly incorporated the strategy, you can let them work on What is the Internet?
their own in the last two questions. When did the Internet become
available?
You can also invite students to underline key words and explain that these
2. Invite students to click on the
words will help them focus their attention on the segments (of the radio following link and find the
program) that provide the answers. answers. They may use their
smartphones, if possible (if
LISTENING FILE: Digital era there are only a few devices
in the class, assign a smart
Answers phone per group or use the
General information computer room).
Type of recording: a report https://www.internetsociety.
org/internet/what-
Purpose: to inform internet/history-internet/
brief-history-internet
Specific details
Main ideas. 3. Motivate students to share
their findings with the rest of
a. Fill in the blanks with one word the class.
i. Perhaps the greatest advance in technology was the invention of
computers.
ii. It can be traced back to almost two hundred years ago.
iii. Charles Babbage invented a machine as big as a train. TEACHING WINDOW
b. Identify Promoting the OATs:
Name of Charles Babbage’s machine: Difference Engine Information and communication
ii. Charles Babbage’s job: mathematics professor technologies
iii. Date in which first personal computer was created: 1981 The topic of the recording
iv. Reason for creating the Internet: to link university and government provides a great opportunity
research centers to start a general conversation
about the importance of using
c. What does the speaker mean? Circle the Internet with responsibility
a. ii. Can you repeat that? and evaluating the quality of the
b. ii. but equally important different sources of information
carefully.
Main conclusions Source: Publishing team.
According to the recording...
a. The first portable handset was larger and heavier than today´s
smartphones.
b. No, because nowadays it is used by many people and with many
EVALUATION FOR LEARNING
different purposes, such as: entertainment, information, business
transactions, etc. The activities in the listening
section can be used as an
assessment by using the the
evaluation instruments in the
appendix on page xvii.
Page 56
2. Practicing
In pairs, students take turns to practice their presentations, using the
expressions in the bubbles and the vocabulary from the lesson. If necessary,
play the recording in the listening section (CD track 21) again to allow
students to imitate the pronunciation and intonation.
Motivate students to correct their mistakes in a supportive way.
3. Performing
Invite each pair to present their work to the rest of the class. Encourage the
use of visual aids, if possible.
VOLUME 1 UNIT 2
“We should be more rigorous when making notes”. student self-regulation or
“We could spend more time listening and repeating models of spoken self-monitoring.
language”. In other words, the focus is on
the ability of the students to:
Closure (10 minutes) understand both learning
intentions and success criteria
use these criteria to judge
Exit slip what they have learnt and
Students reflect on the work they have done in the lesson and keep a record of what they still need to learn
their personal responses, which they can share with some of their classmates. reflect on the learning
process to ascertain how they
learn best
act on feedback received from
THEORY AND RESEARCH their teacher and their peers
Peer feedback set learning targets based on
what they still need to learn
One of the ways in which students manage the organization of
internalize the characteristics of quality their learning
work is by evaluating the work of their
peers. However, if they are to offer helpful Adapted from: Clarke, S 2005, Formative assessment
in the secondary classroom, Hodder Murray, UK.
feedback, students must have a clear
understanding of what they are to look for
in their peers’ work.
For peer evaluation to work effectively, TEACHING WINDOW
the learning environment in the classroom
must be supportive. Students must feel Involving students in
comfortable and trust one another in self-assessment
order to provide honest and constructive The clear message from the
feedback. Instructors who use group work research on attribution theory
and peer assessment frequently can help (for example by Vispoel and
students develop trust, by getting them Austin, 1995) is that teachers
into small groups early in the semester must aim at inculcating the idea
and having them work in the same groups that success takes place because
throughout the term. This allows them to of unstable specific factors such
become more comfortable with each other as effort, rather than because
and leads to better peer feedback. of stable general factors such as
Source: Black, P et al. 2003, Assessment for learning: Putting it into ability.
practice, Open University Press, Maidenhead, England.
Source: Allal, L., & Lopez, L. M. (2005). Formative
assessment of learning: A review of publications in French.
Formative assessment: Improving learning in secondary
classrooms, 241-264. Paris: OECD Publishing.
VOLUME 1 UNIT 2
a professor who agrees to educate him. texts.
When his theft is discovered, he must run for his life. c. Plot. The series of related
Adapted from: About Ray Bradbury (2012, June). Ray Bradbury. Retrieved January 19, 2015 from
events that make up a story.
www.raybradbury.com/bio.html d. End. It is the resolution of
the story, when characters
To find information about the novel online, ask students problems are solved.
to visit this site:
Source: Publishing team.
Fahrenheit 451’s plot overview http://www.sparknotes.
com/lit/451/summary.html
LEARNING WINDOW
Pages 58 - 59 Literary webs
They are diagrams or
Development (140 minutes) brainstorming webs that help
students analyze stories or
Focusing on reading novels so that they can gain a
better understanding of literary
Strategy in mind
elements. A literary web helps
Visualizing students analyze the various
literary elements such as plot,
characterization, theme, etc. at
Smart reading play in any given novel or story.
By dissecting characters, setting,
• Tell them that visualizing is a useful strategy to comprehend literary plots and sequence of events,
texts. Explain that good readers create pictures in their minds while literary webs help students
they read and invite your students to read, stop and visualize as they learn about the composition of
understand the different events in the excerpt. narrative texts and get a better
understanding of a story as a
• To model this strategy, prompt students to purposefully picture the whole.
place, the characters and the events of the extract of the novel.
Source: Manoli, P., & Papadopoulou, M. (2012). Graphic
organizers as a reading strategy: Research findings and
1. Give students enough time to think about the characters and the setting of issues. Creative education, 3(03), 348.Retrieved from:
the novel, and draw those images in their notebooks. Then, encourage them http://file.scirp.org/Html/19813.html
to share and compare their drawings and examples with the rest of the class.
2. Students choose a scene from the excerpt and complete the graphic
organizer with the corresponding literary elements. You can guide them
by asking questions, such as: Where does the scene take place? When? Who
participates in this scene? What is the main conflict?
Answer
Name: Students’ own ideas.
Setting: Mildred and Guy’s living room.
Characters: Mildred and Guy
Conflict: Mildred’s addiction to wall-TV. She wants Guy to buy a fourth
wall-TV but he says they can’t afford it.
The main conflict is lack of communication between them.
TEACHING WINDOW
Modeling the strategy
Direct modeling of the active thought processes involved in
visualizing text is the first step. Begin reading a sentence or
a short paragraph aloud. As you read a short passage, describe
images you see in your mind.
After reading that quote, share with your students the images
you visualized as you read it.
When you finish sharing your thoughts, let students try the
same technique on their own. Offer the suggestions below:
“While I read, close your eyes and listen carefully. Stay alert
and think about what happens in the story. See if you can
imagine the scene the words describe. Pretend you are making a
movie; what would you see from behind the camera?
As you read, when you find describing words (adjectives) -- such
as hot, red, musty, or quiet -- use those words to help paint
pictures in your head.”
Source: Keene, E., & Zimmermann, S. (1997). Mosaic of thought: teaching comprehension in a reader’s
workshop. Portsmouth, NH: Heinemann.
VOLUME 1 UNIT 2
In this way, a grammar
conclusions, stressing that this is precisely what you are more interested in:
discovery task doubles up as a
knowing the way in which they were able to find their answers and knowing communicative task.
why they think they are correct or wrong.
Source: Ur, P. (2011). A course in language teaching:
Answers practice and theory. Cambridge: Cambridge University
Press.
1. a. ii b. i c. ii
Vocabulary in context
EXTENSION ACTIVITY
Invite your students to read the sentences taken from the text and focus on the
Challenge your students
words in bold and infer their meaning by their context. Encourage them to use
to advise Mildred and Guy.
their bilingual dictionaries, in case they cannot figure out the meaning. After Tell them: “So, if you really
that, invite them to explain the meaning of the words to their partners and understood this story and its
then choose a word in bold and write a couple of sentences, using the word as conflict, I’m sure you can give
a noun and a verb. Check on the board with the whole class. Mildred and Guy a piece of good
advice! What’s their problem?
What should they do?”
In order to make this activity
BACKGROUND KNOWLEDGE more lively and challenging,
Should / Ought to you can encourage students to
think of a conversation context
In most cases SHOULD and OUGHT TO are used
or situation in which they have
interchangeably today. However, there is a slight difference
a dialogue with the characters
in meaning.
and give them their advice. Give
SHOULD is used when we want to express our subjective them some time to write the
opinion. In other words, ‘what I think is best for you to do’. script of these conversations and
OUGHT TO is used when we want to express an objective then invite them to act out their
truth. In other words, ‘what is necessary, and cannot dialogues in small groups of
be avoided’. three in front of the class.
That’s why we usually use OUGHT TO when we are talking
about laws, duties and regulations.
Examples:
You should call your mother more often.
He should apologize before she stops talking to him.
They ought to follow the school’s policy, or they will
get expelled.
According to this road sign, they ought to stop here.
Notice that OUGHT is always followed by to + infinitive.
VOLUME 1 UNIT 2
process. OA 14: To write texts following the steps of the writing process.
OA 15: To use correct language in written texts.
OA 16: To connect ideas in a sentence / paragraph.
OA E: To use technology to create texts and/or images effectively
and responsibly, acknowledging copyright and respecting other
people’s privacy.
VOLUME 1 UNIT 2
to expect when reading. By
Before facing a new text, previewing ahead of time, they
help your students locate are establishing connections
the text’s main features, such and building their background
as: headings, sub-headings, knowledge. This will allow for
preface, paragraphs separated easier comprehension as
by spacing, bulleted lists, they read.
footnotes, illustrations, pictures,
Source: Analyzing Text Features. (n.d.) Retrieved from: http://
diagrams, charts, graphs, comprehensionkatieweiers.weebly.com/strategy-1-analyzing-
captions, italicized words or text-features.html
Page 64 - 65
Strategy in mind
Analyzing text features
Using prior knowledge
Discuss with the class how the text features and organization supported
their comprehension.
Have students ask themselves these questions as they read:
Do I know something about this topic?
How can I use my background knowledge to understand the text?
Have I ever done/read about this process in Spanish?
visual aid.
Answer
a. 4 b. 2 c. 1 d. 5 e. 3 f. 6
2. Students can work in pairs and find the related expressions in the EXTENSION ACTIVITY
text. When they identify the words, make sure they take notes of the Interdisciplinary connection:
new vocabulary in their notebook. Technology
The best connections students
Answer can make with technology
a. a movie b. to click c. at the bottom d. whole e. director, producer, involve its active use.
character, etc. f. pictures, music, clips, etc. g. credits. Encourage them to exploit and
apply what they know about
Your analysis technological devices and the
Web 2.0 technologies.
Critical thinking is an essential skill which will help students develop as
Ask students to work in groups
human beings and function effectively in the modern world.
of four. If possible, provide
The critical thinker processes his/her experiences in the world by them with a computer and
interpreting, analyzing, evaluating, and making inferences about life, Internet connection, follow the
information and previous knowledge. instructions and make their own
video.
Think critically Then, assign time to allow the
groups to present their movies to
Remember this section is aimed at providing students with an the rest of the class.
opportunity to link the contents of the text to their own ideas and This activity can be assigned as
experiences. Encourage them to reflect on the questions, individually homework, if Internet access
first, and then invite them to share and compare ideas in small groups. is not available in the school.
If this is the case, you can use
this part of the class to explain
TEACHING WINDOW students that they are going
Reading strategies: Making connections to make their own movie using
technology. Prompt them to plan
When students make authentic connections with the text they are reading,
their project, set deadlines and
they are able to gain a deeper understanding. For this reason, teachers need to
help them organize group work.
facilitate the conditions in which students can explore how a text can connect
to their lives (text-to-self connections), to another text they have read (text-
to-text connections), or to the world around them (text-to-world connections).
Source: Goudvis, A., & Harvey, S. (2000). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse.
VOLUME 1 UNIT 2
be very difficult and take a long
“As a result” is often used as a conjunctive adverbial phrase to indicate cause- time. It’s clearer and quicker
and-effect relationships; in this sense, it is a synonym of “therefore,”“hence,” to do it in Spanish, and then
“consequently,” “as a consequence,” and “accordingly.” save time that can be used to
As soon as is used to show that something happens immediately, i.e. ‘at the provide more examples in English
very moment another action is completed’, or ‘shortly after another action and start practicing the target
structure in context.
is completed’.
Source: Ur, P. (2011). A course in language teaching:
Answers practice and theory. Cambridge: Cambridge University
Press.
a. As soon as b. As a result
Vocabulary in context
Words related to technology EXTENSION ACTIVITY
The objective of this section is to build vocabulary through a variety of Illustrated words
strategies that will help students acquire deeper knowledge of the new words Ask your students to work in
and expressions from the text. Each step in this vocabulary section corresponds small groups of 2 or 3 and
to a different strategy that has been organized according to the level of choose a couple of verbs from
cognitive difficulty they demand. the list. Then, encourage them
to create signs to represent each
word (for instance, the word
Writing workshop: Writing a set of instructions upload could be illustrated by an
These activities will help students to develop their writing skills with the “upload” pointing arrow).
support and scaffolding they need. In this section, your students will have Assign a time limit for this
the opportunity to see a clear and simple model of the application of the activity and then ask different
writing process. groups to make cards with their
signs and show their work with
Remember that teaching writing as a process rather than a product means that other groups. Motivate your
the interest is not only focused on the aim of the task, but rather on the various students to guess the words as
stages that are needed to put together a good piece of work. This approach they see their partners’ signs.
implies breaking this process into manageable chunks and taking the time to
deal with each step, one at a time.
Source: Best Practices in the Teaching of Writing- Developing the Craft. Retrieved
from: http://elementarypgms.sp.brevardschools.org/Home/Writing%20Documents/
Developing%20The%20Craft.pdf
LEARNING WINDOW
Exit slips / cards
Exit cards are written responses
to questions posed at the end
of a class or learning activity.
Students collect information
about their own learning, analyze
what it reveals about their
progress towards the intended
learning goals and plan the next
steps in their learning.
Source: Dann, R. (2002). Promoting assessment as
learning: improving the learning process. London; New
York: RoutledgeFalmer.
VOLUME 1 UNIT 2
Opening (30 minutes) BACKGROUND INFORMATION
In this section, students are expected to deal with texts and activities that allow The distillation process
them to make connections and use what they know from other subjects of the Distillation is a process of
curriculum, in this case, from Science. separating the component or
substances from a liquid mixture
To accomplish this activity, you may need to do some research on the Internet by selective evaporation and
or ask students to bring a Science textbook. You may also exchange information condensation. It works when the
with a Science teacher in advance. liquids have different boiling
points. Distillation is commonly
used to separate ethanol - the
1. Start the session eliciting names of scientific processes that the students
alcohol in alcoholic drinks - from
have seen in their science classes. As they mention them, write the names of water.
the processes on the board.
This is the sequence of events in
2. Have students identify the processes in the pictures (1-3). distillation:
heating → evaporating →
Answer
cooling → condensing
a. distillation b. decantation c. crystallization.
Step 1 - water and ethanol
solution are heated.
Development (140 minutes) Step 2 - the ethanol evaporates
first, cools, then condenses.
3. In groups of 3-4, students recall information about the distillation
process and write a set of simple instructions to separate ethanol from water. Step 3 - the water left
evaporates, cools, then
a. Have students write two lists: one of verbs and one of nouns that are condenses.
related with this process.
The mixture is heated in a flask.
They may use an on-line dictionary or encyclopedia. Ethanol has a lower boiling point
b. After they finish the lists, ask students to organize the steps of the process than water, so it evaporates
in the correct sequence. They can use a diagram to do it. first. The ethanol vapor is then
cooled and condensed inside the
4. With the information in their notes, encourage students to write a set condenser to form a pure liquid.
of instructions following the model in lesson 3 (e.g.: using bullet points, text The thermometer shows the
layout and organization, etc.). Remind students the importance of using and boiling point of the pure ethanol
liquid. When all the ethanol has
acknowledging reliable sources of information.
evaporated from the solution,
5. Motivate students to revise their drafts as a group. Make sure each group the temperature rises and the
water evaporates.
accepts, all the ideas and suggestions and shows respect for everyone’s opinions.
Source: Distillation (n.d.) Retrieved from: http://www.bbc.
6. Ask students to proofread the instructions using a word processor tool co.uk/schools/gcsebitesize/science/edexcel_pre_2011/
oneearth/fuelsrev1.shtml
or any of the Editing Marks list in the book.
VOLUME 1 UNIT 2
Make sure students activate their ideas, experiences and impressions, and
invite them to answer the questions before you move on practicing the EXTENSION ACTIVITY
prerequisite language and vocabulary they need. Ask students to work in pairs
and motivate them to think
How ready are you? (10 minutes) of an innovative and fun idea
for a game. Give them five to
1. Use the pictures in exercise 1 to make students discover the topic that the seven minutes to discuss their
lesson is going to develop. For most teenagers at this level, games are a very ideas with their partner and
important part of their everyday lives. then encourage them to share
their innovation with the rest
If possible, share / invent some fun personal anecdotes related to games of the class. This activity can
with them. This technique will help you get their attention and interest and be done in Spanish, if students
will therefore result in a good start. have difficulties when speaking
without direct supervision.
Take the time to listen to their answers and write some of them on the board.
Remember that the main
Answers objective at this stage is to
Picture 1: strategy / war game; engage them in the topic of the
Picture 2: sports game (racing) next lessons.
Picture 3: virtual reality game;
Picture 4: puzzle game (Sudoku)
TEACHING WINDOW
2. Then, continue with the following question. This previous discussion will Promoting the OATs: Emotional
help them recall their ideas more easily in order to work with the visual and physical dimension
organizer in this activity. The topic provides students with
a great opportunity to exchange
3. Individually, students may choose and check (✔) the alternative that best ideas about advantages and
describes their feelings towards the future tasks and challenges in Module 2. disadvantages of playing video
Encourage them to give honest answers and help them think of what they games for long periods of time,
can do to improve, solve problems they may have, get help in case they need instead of doing physical or
some, etc. social activities.
Source: Publishing team.
Smart listening
As students listen, they confirm or correct their previous ideas about
the recording. Remind students that identifying the type and purpose
of a text can help them anticipate the language that will be used.
Recommend students to pay attention to relevant information and
take notes as they listen.
VOLUME 1 UNIT 2
General information
note takers use shorthand when
Type of recording: an interview they take notes. In other words,
Topic: advantages of edutainment software (playing video games) they use symbols to represent
Purpose: to discuss a new theory words or ideas.
Source: Publishing team.
Specific details
Main ideas. Complete the sentences.
a. A new theory says that a game is similar to a classroom.
b. Games can actually help cognitive development and have educational
benefits.
c. Children with genetic syndromes are very visual so they learn much
better from visual materials than from other learning styles. BACKGROUND INFORMATION
Infer. What does Dr. Evans mean? Blending
a. Ethan is an excellent Tekken 5 player, very aggressive. It is the process of creating a
b. Ethan has a lot of difficulties to sort in his life because of his disability. new word by combining the parts
of two different words, usually
Main conclusions the beginning of one word and
According to Dr Evans... the end of another. A blend is
a. Yes a word formed from parts of
two other words. These parts
b. Yes
are sometimes, but not always,
c. Yes morphemes.
Answer. Source: Yousefi, M. (2009). Word Formation Processes in
a. In both of them there are tools, objectives and obstacles. English. Retrieved from: http://www.translationdirectory.
com/articles/article1991.php
b. Positive. He says Ethan is a very good video gamer, very spontaneous
and creative, despite his disability.
Think critically
Make text-to-world connections
Have students activate the personal knowledge of the world that will
allow them to make the necessary connections. Each student may know
a person who may benefit from playing videogames or use any other
type of edutainment software.
Make text-to-self connections
To prompt students to make this type of connections, invite them to
reflect on the questions in the box.
For example:
Answer
We should prepare the task
a. Software that is designed to entertain as well as help educate at the same time. carefully, using the models
b. Education + entertainment. provided.
c. Infotainment, Spanglish, motel, camcorder. We should use the ideas from
the recording.
We should support our
Speaking workshop: Talking about videogames opinions.
Before starting, make students notice how they will be guided, step by step, to We should support and correct
each other, using ideas from
practice and perform a dialog about videogames in front of their classmates.
the lesson.
1. Preparing to speak You may also use the rubric on
a. Ask students to go back to the questions in the Think Critically page xxii to gather information
on students’ oral skills.
box on page 72 and discuss the answers in pairs. Invite them to make
some notes.
b. 25 Play the recording. Invite students to listen and then repeat the TEACHING WINDOW
words, paying special attention to the intonation and pronunciation.
Class Discussion
c. In pairs, students discuss their opinions about playing videogames. Class discussions can enhance
Remind them to use the expressions in the bubbles and the vocabulary student understanding, add
from the recording. context to academic content,
broaden student perspectives,
Page 74 highlight opposing viewpoints,
reinforce knowledge, build
2. Practicing confidence, and support
a. Give students enough time to practice the dialogue. While they practice, community in learning. By hearing
encourage them to notice the errors and offer supportive feedback to each the thoughts of their peers,
other. Make sure they express their ideas in a respectful way. students can identify with each
other, in terms of past experience,
3. Performing perspectives, and opinions.
Invite students to role-play their dialogues in front of the class. As they do The opportunities for meaningful
and engaging in-class discussion
it, you may use the rubric on page xxii to gather information on students’
may vary widely, depending on
oral skills. the subject matter and format of
the class.
4. Evaluating
Source: Ferris, D., & Tagg, T. (1996). Academic listening/
Each pair self-evaluates the performance after finishing, using the prompts speaking tasks for ESL students: Problems, suggestions,
and implications. Tesol Quarterly, 297-320. Retrieved
in the box. from: http://tesol.aua.am/tqd_2000/tqd_2000/tq_d2000/
As usual, make sure students exchange supportive feedback, focusing on Vol_30_2.pdf#page=106
VOLUME 1 UNIT 2
identify different past events OA 16: To narrate events that happened before others in the past.
OA E: To use communication technologies responsibly and effectively,
acknowledging sources of information and respecting people’s privacy.
Pages 76 - 77
Katherine Coleman Goble Johnson is step of hiring women for the tedious and electronic computer skills. Her calculations
an African-American physicist and precise work of measuring and calculating proved as critical to the success of the Apollo
mathematician who made contributions to the results of wind tunnel tests in 1935. Moon landing program and the start of
the United States’ aeronautics and space In a time before the electronic computers the Space Shuttle program, as they did to
programs with the early application of we know today, these women had the job those first steps on the country’s journey
digital electronic computers at NASA. title of “computer.” During World War II, into space.
Born on August 26 (Women’s Equality Day), the NACA expanded this effort to include From honorary doctorates to the 1967 NASA
1918, in the little town of White Sulphur African-American women. The NACA was Lunar Orbiter Spacecraft and Operations
Springs, West Virginia, Johnson was a so pleased with the results that, unlike team award (for pioneering work in the field
research mathematician, who by her own many organizations, they kept the women of navigation problems supporting the five
admission, was simply fascinated by numbers. computers at work after the war. By 1953 spacecraft that orbited and mapped the
By the time she was 10 years old, she was a the growing demands of early space moon in preparation for the Apollo program)
high school freshman--a truly amazing feat research meant there were openings for Katherine Johnson has led a life positively
in an era when school for African-Americans African-American computers at Langley littered with honors, and on Tuesday,
normally stopped at eighth grade. Her father Research Center’s Guidance and Navigation November 24, 2015, she received the nation’s
was determined that his bright little girl Department – and Katherine Johnson found highest civilian award, the Presidential Medal
would have a chance to meet her potential. the perfect place to put her extraordinary of Freedom, from President Barack H. Obama.
He drove his family 120 miles to Institute, mathematical skills to work. Source: Smith, Y. (2017). Katherine Johnson: The Girl Who Loved
West Virginia, where she could continue her As a computer, she calculated the trajectory
to Count. Retrieved from: https://www.nasa.gov/feature/katherine-
johnson-the-girl-who-loved-to-count You will also find additional
education through high school. Johnson’s for Alan Shepard, the first American in space. information on this topic on: http://www.space.com/35430-real-hidden-
academic performance proved her father’s Even after NASA began using electronic figures.html
decision was the right one: Katherine skipped computers, John Glenn requested that she
Key words
EVALUATION FOR LEARNING
When facing new words, remind students the essential dictionary skills Notice that the activity in
they have learned. Smart Reading section can be
figure(s): (n) a number representing a particular amount, used as Evaluation for Learning,
especially one given in official information. as students may find specific
(n) the shape of a person seen from a distance or information in the text.
not clearly. You may use the evaluation
boundary:(n) a real or imaginary line that marks the limits or edges of instruments in the appendix
on page xvii, to gather
something and separates it from other things or places; a
information about students’
dividing line. reading skills.
cutting-edge: (n) the newest, most advanced stage in the development
of something.
Strategy in mind
Scanning to find specific information
Formulate / answer questions as reading
VOLUME 1 UNIT 2
first American to orbit the Earth. answer questions in response
f. Presidential Medal of Freedom (2015). to text. Brief but frequent
g. a “new” maths to go from an elliptical to a parabolic orbit. opportunities for reflections
should accompany instruction
2. Students’ own ideas. Encourage questions that make them think with a new skill or strategy that
about the main social and political problems of the time, and also students are learning to apply to
connections with their own reality. make meaning from texts.
Source: Hartman, H. J. (2011). Developing students’
metacognitive knowledge and skills. Metacognition in
Your analysis learning and instruction: theory, research and practice,
33-68. Dordrecht, London: Springer.
The questions in this section may require a second or third reading.
Accept any coherent idea, but help students discover the main points
in the interview. When they finish, invite some students to share their LEARNING WINDOW
conclusions with the rest of the class or have them discuss the answers Scanning to find specific
in small groups (3 – 4). information
Scanning is the opposite of
Answers
skimming. Ask students to run
Students’ own ideas. their eyes over the reading again,
this time to pick out specific
Think critically information or words. They may
want to look for the dates of
These questions provide students with a great opportunity to discuss events, or the names of important
and exchange ideas about the advantages / disadvantages of being a characters. In some cases, they
woman and a scientist in Chile. may want to scan to identify
words they think are important to
They are also a good way to connect the topic of the interview with their the content but which they are
own reality, as Katherine Johnson’s final advice could be applied to any not familiar with. Tell them to list
student (female or male) who wants to achieve an academic goal. the words, but don’t look them up
at this point; they may be able to
Pages 78 guess meaning by the context as
they read.
After reading Source: Long & Macián (2005) Reading Strategies.
Boston: Heinle Cengage, 2005.
Work it out! Narrating past events
Remember this section will allow students to discover a particular language TEACHING WINDOW
feature by themselves. Guide, monitor and help them, but do not give them
the answers. Explaining grammar
As soon as you’ve finished
Answers explaining, go to a simple
a. The words highlighted in yellow express the idea that something occurred practice activity. Require students
before another action in the past. to think as many examples as
b. The words highlighted in green express actions that started and finished at a possible of the application of the
new structure; the main point is
specific time in the past.
to help students feel they are in
control of their learning.
Source: Ur, P. (2011). A course in language teaching:
practice and theory. Cambridge: Cambridge University
Press.
2. a. adjectives.
b. two. To make this activity more
c. Students’ own examples. challenging and game-like, set a
limit of one minute to do this.
4. Evaluating
Using the prompts in the box, each pair should evaluate another pair’s
performance. EXTENSION ACTIVITY
You may ask students to find
other examples of these types of
adjectives. Encourage them to
find compound adjectives related
with the topic of the unit, such
as: online, long lasting, up to
date, out of date, etc.
VOLUME 1 UNIT 2
Identifying tasks for TBL using a dictionary to look up missing
vocabulary, has shown to increase
Task-based teaching is about creating opportunities for production in speaking tasks.
meaning-focused language use.
Source: Blackmore, A. (2012). Motivating speaking
In other words, learners doing tasks will not just be activities for lower levels. Retrieved from: http://www.
speaking to practice a new structure (e.g. doing a drill or teachingenglish.org.uk/activities/motivating-speaking-
activities-lower-levels
enacting a dialogue or asking and answering questions
using the ‘new’ patterns or writing to display their
control of certain language items). These are primarily
form-focused activities, designed to practice language Promoting the OATs: Socio-
items that have been presented earlier; activities such as cultural and civic dimension
these are not tasks. This activity allows students to
Learners doing tasks (i.e. focusing on meanings) will be reflect on the difficulties that
making free use of whatever English they can recall to people (women in particular)
express the things that they really want to say or write who belong to a racial minority
in the process of achieving the task goal. may face in their life. It is an
important instance to help
Source: Willis, J. & Willis, D. (2012). Doing Task-based Teaching. Oxford: Oxford University Press
students embrace the concept
of being socially responsive
and culturally sensitive to all
minorities and cultures.
Source: Publishing team.
THEORY AND RESEARCH
Assessment for Learning
Assessment for learning should promote commitment
to learning goals and a shared understanding of the
criteria by which they are assessed.
For effective learning to take place, learners need to
understand what it is they are trying to achieve - and
want to achieve it. Understanding and commitment
follows when learners have some part in deciding goals
and identifying criteria for assessing progress.
Communicating assessment criteria involves discussing
them with learners, using terms that they can
understand, providing examples of how the criteria can
be met in practice and engaging learners in peer and
self-assessment.
Source: Black, P. et al. (2010). Assessment for learning: putting it into practice. Maidenhead, N.Y.:
Berkshire Open University Press.
talk about the evolution of a social OA 4: To use different strategies to support comprehension.
networking service. OA 5: To present information creatively, using correct language.
OA 6: To participate in oral exchanges using different strategies.
OA 7: To react to the texts by discussing main ideas.
OA E: To use communication technologies responsibly and effectively,
acknowledging sources of information and respecting people’s privacy.
VOLUME 1 UNIT 2
explicitly. This can be done by second and foreign language listening comprehension
making students analyze listening research. Language teaching, 40(03), 191-210.
tasks in terms of the information
gaps they present, and the listening
purposes that are set prior to listen.
VOLUME 1 UNIT 2
to introduce the ideas. useful expressions … to…
b. Monitor the groups while they rehearse the oral presentations. I think I can communicate…
c. If it is necessary, allow students to listen to track 27 again. Ask the groups I feel … about my
to identify and take notes of the most important mistakes they make. communication skills.
3. Performing
Devote enough time (15 – 20 minutes) to allow the groups to present their
reports. As they do it, you may gather information on students’ oral skills by THEORY AND RESEARCH
using the rubric on page 28. Self-assessment
Unfortunately, many teachers
4. Evaluating fear that, if student self-
After they finish, conduct a general discussion about the effectiveness and assessment cannot be used for
usefulness of the activity. Ask students how they felt and their opinions grading purposes, then they
about all the groups’ performances. Then, motivate them to vote for the most should not devote class time
interesting presentation. to teaching students how to
do it. On this respect, today
Make sure students express their opinions, showing respect for their it is well known that self-
classmates’ work. assessment has been shown to
impact both increased student
Closure (10 minutes) achievement and improved
student behavior, as it fosters
student involvement in their
Exit slip own learning.
Make sure you devote enough time to allow students to reflect on their work Evidence has shown that, when
and keep a record of their personal responses. students get involved in the
classroom assessment processes,
this can increase their
engagement and motivation.
Source: Ross, J. A. (2006). The reliability, validity,
and utility of self-assessment. Practical Assessment
Research & Evaluation
VOLUME 1 UNIT 2
the natural human tendency to
Fact 4: 6.000 hrs are uploaded every hour and 1.008.000 are uploaded pay attention to anything that is
every week. unexpected, suspenseful, or out
of the ordinary. Even if unusual
3. When students finish, tell them to join another group and compare their information is only tangentially
answers. Make sure they take notes of the mistakes they made (if this is the related to the content being
case) and the reasons (the mistakes can originate in misunderstanding of studied, it still helps elicit
texts or in errors in the calculations) why they were made. triggered situational interest and
can lead to maintained situational
interest.
Closure (10 minutes) Source: Marzano, R. J., Pickering, D., & Heflebower, T.
(2011). The highly engaged classroom. Marzano Research
Invite some groups to share their answers with the rest of the class and to Laboratory.
Page 86 - 87
180 min. work collaboratively to create a OA 6: To prepare and participate in oral presentations.
multimodal project about the OA 14: To write a variety of texts following the steps of the writing process.
topic of the unit. OA 15: To write texts with different purposes, clearly and coherently.
use what they have learned in OA D: To be able to work responsibly and collaboratively towards a
Pages 86 - 87 other areas of the curriculum. common goal, showing respect for other ideas.
Estimated times: OA E: To use ICT to obtain information in an efficient and secure way.
Preparation: 90’
Presentation and
Evaluation: 90’
This final instance of evaluation will allow your students to be assessed within
THEORY AND RESEARCH
the meaningful context of a project.
Benefits of project work in
Students need to learn that most of the first attempts of a project do not
second and foreign language
immediately result in high quality work. For this reason, when guiding settings
students in project work, you should establish a process to provide feedback
When students work on group
(teacher, peer, and self-assessment) so that they use this valuable information projects, they are placed in
to make revisions. situations which require them
to use the target language in
I. Preparation authentic ways. By working
1. Help form the groups. Remember that teacher’s intervention is very in pairs or in teams, students
important at this stage as it is necessary to ensure a variety of learning develop planning, organizing,
styles and levels among the members of each group. and negotiation skills in order
to perform their project tasks.
Plan grouping carefully, so that you can make sure all students get the
Source: Tsiplakides, I., & Fragoulis, I. (2009). Project-
most out of their collaborations. based learning in the teaching of English as a foreign
language in Greek primary schools: From theory
Give groups time to work on their own in their planning and supervise to practice. English Language Teaching, 2(3), 113.
they complete it properly. Retrieved from: http://www.ccsenet.org/journal/index.
php/elt/article/viewFile/2739/3286.
You may also want to evaluate the process of group project planning.
To do this, ask students to hand in pre-products, such as project plans,
timetables, outlines, diagrams and drafts and consider them in the final
evaluation using the following scale:
Process evaluation
Project plan or timetable 10%
Product outline or diagram 15%
Product draft 25%
Final product 50%
II. Procedure
Each group must follow the instructions carefully.
Give groups time to discuss their ideas.
Remind students to take notes of the most important points in
the discussion.
VOLUME 1 UNIT 2
Appoint a student to write a list (if possible, using a word processor) of the and negotiation skills in order to
most interesting suggestions and give it to the School Headmaster. perform their project tasks.
Research evidence on project
IV. Evaluation learning shows that students
After they have finished the project, each group reflects on its work and identify project skills as very
evaluates the group performance according to the rubric provided. important for living successful lives.
You may also use the evaluation instruments related to Projects, in the Source: Stein, S. G. (1995). Equipped for the future:
a customer-driven vision for adult literacy and lifelong
appendix on page xvii. learning. Washington, DC: National Institute for Literacy.
Evaluator Commentator
Assesses and analyzes groups’ Comments on students’ work and guides their reflection
project performance (by to help them:
using the suggested rubric for center their attention on what they learned during the
each project or any other project,
instrument you may prefer). develop a balanced picture of their strengths and
weaknesses,
offers suggestions to revise and improve the project.
Methodological Guidance
VOLUME 1 UNIT 2
comprehension of general Ask and answer questions about specific information in the texts.
ideas and explicit information Exchange opinions about the content of the text.
in audio-visual material about Establish a relationship between technological advances, cultures and periods
technology and information. of history.
Stage: Opening
1. Explain to students that they have to read a list of technological advances and match them with the respective peoples that
developed them, as a prediction for the development of the next activities.
OPENING
2. In this second activity, students have to read some inventions and drag them to their correct place on the timeline. After that,
they must watch a video and check their answers according to the information presented.
Stage: Development
3. Explain to your students that they must write a list with some ideas of their own, about the technological advances they think
have affected human communication. Make sure you check their answers with the whole class before moving on to the next
activity.
4. Invite your students to watch the video and check their ideas in exercise 3. After that, invite them to watch the video again and
take some notes about the events that happened in the years shown in the chart.
Stage: Closure
Elicit students’ opinions and answers about the topic of technology and communications. After that, invite them to watch the last
part of the video once more and answer the questions.
1. In this activity, students must watch an animation about social media and is evolution, and complete a text with the information
CLOSURE
presented.
2. In this activity, students must watch an extract of a talk about the role of social media in our lives and answer some questions,
based on the information presented.
Stage: Development
3. In this activity, students must read some statements and predict which ones they think are correct, clicking on them. Then, they
must watch a video about videogames and their advantages and check their predictions.
Stage: Closure
4. In this activity, students must evaluate their own performance throughout the development of the digital resource, clicking on the
option that best represents how they feel about their work.
Fuente: http://www.uwstout.edu/soe/profdev/rubrics.cfm#website
VOLUME 1 UNIT 2
4. b. Students are expected to offer advice using the Picture 2: all of.
modal verbs should / shouldn’t. Picture 3: a large number of.
Pages 58 - 59
Page 53
1. Picture 1: desktop computer. Focusing on reading
Picture 2: cellphones. 2. Name: Students’ own ideas.
Picture 3: radio. Setting: Mildred and Guy’s living room.
Picture 4: the Internet. Characters: Mildred and Guy
Conflict: Mildred’s addiction to wall-TV. She wants
Page 54 Guy to buy a fourth wall-TV but he says they can’t
afford it.
LISTENING FILE: Digital era
The main conflict is lack of communication between
General information them.
Type of recording: a report
Purpose: to inform Page 60
Specific details
After reading
Main ideas.
a. Fill in the blanks with one word Work it out! Expressing suggestions and
i. Perhaps the greatest advance in technology recommendations
was the invention of computers. 1. a. ii b. i c. ii
ii. It can be traced back to almost two hundred
years ago. Pages 62
iii. Charles Babbage invented a machine as big as Preparing to read
a train.
2. Picture 1: a camera lens.
b. Identify
Picture 2: a pen scanner.
Name of Charles Babbage’s machine: Difference
Picture 3: a modern smartphone connected with a
Engine.
game pad.
ii. Charles Babbage’s job: mathematics
Picture 4: virtual reality glasses.
professor.
iii. Date in which first personal computer was
Page 66 - 67
created: 1981.
iv. Reason for creating the Internet: to link After reading
university and government research centers. Work it out! Connecting ideas
c. What does the speaker mean? Circle a. As soon as b. As a result
a. ii. Can you repeat that?
b. ii. but equally important. Pages 68 - 69
Main conclusions
According to the recording... 2. a. distillation. b. decantation. c. crystallization.
a. The first portable handset was larger and heavier
than today´s smartphones.
b. No, because nowadays it is used by many people
and with many different purposes, such as:
entertainment, information, business transactions,
etc.
VOLUME 1 UNIT 2
Specific details English as a native language.
Concept and purpose Fact 3: There are 6.8 billion people on earth; a
a. Twitter is the brainchild of a group of conservative estimate of the number of mobile
programmers who worked at a podcasting phone users is 4.0 billion; and our research
company in San Francisco. indicates that about 3.5 billion people own a
b. They were looking for a way to send text on their toothbrush.
cellphones and a way to reinvent an inefficient Fact 4: Every minute, 100 hours of video are
and dying company. uploaded on YouTube by individual users.
In numbers
2. Fact 2: 25% are native speakers of English.
a. 2006 iii. year in which the first
Fact 3: 58,8% have a cellphone and 51,4% have a
b. 200 million message was sent
toothbrush.
c. 460,000 v. people who use the application
Fact 4: 6.000 hrs are uploaded every hour and
d. 140 million vii. accounts that are opened
1.008.000 are uploaded every week.
e. 8 each day
f. 1 billion viii. tweets that are sent daily
g. 400 vi. people who worked in 2008
h. 140 i. tweets that are sent weekly Complementary Activities
iv. people who actually work for
the company 1. a.
ii. the maximum length for Context
Meaning
Dictionary
a message Word inferred
clues definition
by context
Main conclusions
sliding Students’ Students’ (adj.) that moves easily
How has the application changed… own ideas own ideas backwards and forwards on
a. the media? News stories arrive in tweets from an instrument or machine
people we follow. This allows everyone to create shots Students’ Students’ (n.) a photograph; a short
their own newspaper or newscast instantaneously. own ideas own ideas piece in a film in which there
b. politics? Political messages used to be highly is a single action or a short
controlled. Now the messengers, and hence the series of actions
messages, are more diffuse and diverse. gently Students’ Students’ (adv.) calmly, slightly, gradually;
c. business? Business can communicate real-time own ideas own ideas without force or strength
messages to the customers they want to reach. delay Students’ Students’ (n.) the situation in which you
When customers are unhappy with a product or own ideas own ideas have to wait longer than
expected for something to
service, they can spread the word quickly with a happen, or the time that you
few tweets. have to wait
VOLUME 1 UNIT 2
organizes the information in a diagram.
identifies 2 technological devices that existed in 2014.
supports the opinion with information in the text.
information on the Internet because it´s very going to learn about the most significant
difficult to understand it. It´s also difficult to technology advances of the last century,
understand user´s manuals of technological which had an impact on today´s world.
devices like tablets, video game consoles, etc. Hello, Mark!
Mark: Hi, Kate! You´re right! Perhaps the greatest
advance in technology was the invention of
19 STUDENT’S BOOK - UNIT 2 - PAGE 50 - computers. It can be traced back to almost
EXERCISE 2 two hundred years ago, when Charles
Lucas: We´re planning to learn more of English and Babbage, a mathematics professor, proposed
technology by memorizing new words and a machine called a Difference Engine.
asking our teacher about new things. Probably, Presenter: When was that, again?
it´ll be difficult for us to learn to describe Mark: Almost two hundred years ago, in 1822,
technological devices and processes. actually… Unbelievable, right? The
machine was large as a train and had a
stored program, could perform a small
20 STUDENT’S BOOK - UNIT 2 - PAGE 51 -
number of operations and print the results
EXERCISE 2
automatically. But personal computers as we
Interviewer: Like alcoholism or drug abuse, the use of know them today were introduced in 1981.
the Internet and social networks can be
And, well, this amazing device led to the
an addiction too. Researchers say that
creation of the Internet. In the 1960´s, it was
Internet addicts spend at least thirty to
conceived as a tool to link university and
forty hours online every week. They are
government research centers. Nowadays, the
worried particularly about young people
Internet is not owned or controlled by any
because the net is taking the place of sports
company, corporation, or nation. It connects
or games for many of them. Nowadays,
a large number of people in most countries
teens spend more time in cyberspace and
instantaneously through computers, fiber
social networks than in the real world
optics, satellites, and phone lines. And…
with friends and family. What can you say
last, but not least! In the year 1973, Dr.
about this, David?
Martin Cooper was the first person to make
David: Well…I think I began to be an Internet a call on a portable cellular phone. With the
addict about two or three years ago. Now help of a telecommunications company, he
I’m sixteen and I can’t get rid of this habit. invented the first portable handset, which
Interviewer: How much time do you spend on the web? was incredibly large and heavy compared to
David: These days, I am connected all day and I today´s smartphones.
play on-line games instead of exercising or Presenter: Thanks very much Mark! It´s been very
doing sports. interesting! And…dear audience, I expect all
Interviewer: Do you think your addiction may make of you back in three days… in Technology
you antisocial? Do you spend time with Times!
friends?
David: No! Not at all. I have lots of friends
on social networks. That is the main
problem…they are too much fun!
VOLUME 1 UNIT 2
EXERCISE 2 for the idea that games can actually
help cognitive development and have
Speaker 1:
educational benefits. What can you tell us
1. It is a sensitive electronic device for capturing images.
about that, Dr Evans?
It is small, light and has a big lens.
Dr Evans: It’s possible that children with genetic
Speaker 2:
syndromes have more to gain from
2. It is an optical device that reads a printed page and
“edutainment” software than they do from
converts it into a graphics image for the computer.
traditional teaching methods. They are very
Speaker 3: visual so they learn much better from visual
3. It is a specialized modern smart phone used to play materials than from other learning styles.
video games.
Interviewer: I’ve heard you began researching about it
Speaker 4: from your own experience. Is that correct?
4. It is a device that you wear over your eyes like a pair
Dr Evans: That’s right! My brother Ethan has a genetic
of goggles. They contain polarized lenses which show
disorder which often makes development of
two images, one per eye.
fine motor skills difficult. When we were still
school boys, we used to play a lot of Tekken
5 together. It’s a one-on-one martial arts
simulation. And I’m sure Ethan is the most
savage Tekken 5 player ever to put his fingers
on a console controller!
Interviewer: How have video games influenced your
relationship?
Dr Evans: Playing games with my brother made me
more conscious of his spontaneity, of his
ability of finding ways of solving problems,
and of his intellectual independence and
irreverence. Ethan has a mountain to
climb, but it’s one of the ways that he
shows himself not as a disabled person, but
one determined to build his own destiny.
1.
a. Read the text on the user’s manual carefully.
VOLUME 1 UNIT 2
Learn how to use your first digital camera
I Insert your storage memory card in the appropriate slot. If you forget
to insert it, you’ll get a “No Card” message.
III Turn the camera on by either an on-off switch or a sliding lens cover.
V Make sure your camera is set for automatic mode. Set the image
quality to the size image desired- HQ (high quality) or less (to take
more pictures on the same card).
VI Bring the camera up to your eye and look through the viewfinder.
Positioning the target mark in the center of the viewfinder on your
subject will ensure that it will be in focus.
VII Push the zoom lever toward W (wide angle) to shoot wide-angle shots
or push it toward T (telephoto) to zoom in.
VIII Press the shutter button half way down, gently, and confirm that the
green light next to the viewfinder is illuminated.
IX Press the shutter button all the way down. You’ll hear a beep when you
take a picture. Wait until the green light stops flashing before taking
another one. Remember, digital cameras have a slight delay that
traditional cameras don’t, since it takes a second to save the image to
your camera’s storage memory card.
X Turn off the camera. Your new photograph should appear on your
camera’s LCD screen.
Adapted from: Brooke, B. (n.d.). Step-by-step instructions for operating your first digital camera. Retrieved from:
http://bobbrooke.com/Digital%20Studio/stepbystepinstructions.htm
sliding
shots
gently
VOLUME 1 UNIT 2
delay
shutter button lens cover LCD screen memory card slot zoom lever on/off switch
iii. If not, do you think you can follow the instructions now? Why? Why not?
v. How were the instructions similar to / different from the ones in the text?
VOLUME 1 UNIT 2
2.
a. Fill in the blanks with words related with computers.
b. Write examples of IcT (Information and communications Technology) in the diagram. compare it with your
partner’s diagram.
At school
At home
(academic purposes)
(entertainment)
Modern Life
VOLUME 1 UNIT 2
When New York City hosted The World’s Fair
in 1964, Isaac Asimov- American scientist and
author- took the opportunity to wonder what the
world would look like in 50 years’ time.
In the article he wrote for The New York Times,
he imagined a world that we can partly recognize
today.
“Gadgetry will continue to relieve human beings of
tedious jobs. Kitchen units will be devised that will
prepare ‘auto-meals,’ will heat water and convert it
to coffee; will toast bread, and so on. People will be
able to order breakfasts the night before, to be ready
by a specific hour the next morning.”
“Communications will become sight-sound and you will see and hear the person you telephone. The screen will be
used to see the people you call and also for studying documents and photographs and reading passages from books.
“Men will continue to move away from nature to create an environment that will suit them better.
By 2014, electroluminescent panels will be in common use. Ceilings and walls will glow softly, and in a variety of
colors that will change at the touch of a push button.”
“Robots will not be very good or common in 2014, but they will be in existence.”
“The appliances of 2014 will have no electric cords, of course, for they will be powered by long- lived batteries
running on radioisotopes.”
“The world of A .D. 2014 will have few routine jobs that will be done better by some machines than human beings.
Human beings will become a race of machine operators.”
Adapted from: Coleman, D. (n.d.). Isaac Asimov ’s 1964 Predictions About What the World Will Look 50 Years Later. Open Culture. Retrieved from http://www.openculture.
com/2013/08/isaac-asimovs-1964-predictions-about-2014.html
a. The following points are mentioned in the text. make a graphic organizer that includes these four categories and
complete the diagram with the corresponding predictions Isaac Asimov made about the future.
c. In what ways do you think Asimov’s predictions were reflected in the year 2014? explain your answers and mention
two technological devices that exist now which correspond to the writer’s predictions.
c. now she has her own which is one of the few in the world that are
developing artificial intelligence.
VOLUME 1 UNIT 2
d. Shannon is the only one in this industry who works with purposes.
e. The robots remember personal details about students and can have friendly informal
they can also answer questions.
3. 29 Listen to the recording again. Circle the correct alternative to finish each sentence.
a. The recording mainly talks about
i. Shannon Richardson’s routine and family.
ii. Robots with artificial intelligence.
iii. Shannon’s master’s degree.
b. The purpose of the recording is
i. To describe a very special family.
ii. To discuss educational purposes.
iii. To inform about an interesting project related to technology.
c. This extract can be classified as:
i. A piece of news on recent technology advances
ii. An inventor’s biography
iii. A description of a process.
VOLUME 1 UNIT 2
c. Revise and edit your description using a dictionary and one of the editing marks lists in the unit.
d. Write the final version of the description on a separate sheet of paper.
6. Ask your teacher to provide you with a rubric and evaluate your performance in each task. Then, interpret your
results according to the criteria below.
VOLUME 1 UNIT 2
Goudvis, A., & Harvey, S. (2000). Strategies that work: classrooms, 241-264. Paris: OECD Publishing.
teaching comprehension to enhance understanding. York, Black, P. et al. (2010). Assessment for learning: putting
ME: Stenhouse Publishers. it into practice. Maidenhead, N.Y.: Berkshire Open
Jamison, L. (2011). Marvelous mini lessons for University Press.
teaching intermediate writing, grades 4-6. Newark, DE: Clarke, S. (2005). Formative assessment in the secondary
International Reading Association. classroom. London, UK: Hodder Murray.
Keene, E., & Zimmermann, S. (1997). Mosaic of Dann, R. (2002). Promoting assessment as learning:
thought: teaching comprehension in a reader’s workshop. improving the learning process. London; New York:
Portsmouth, NH: Heinemann. RoutledgeFalmer.
Long & Macián (2005). Reading Strategies. Boston: Rolheiser, C., & Ross, J.A. (2000). Student self-
Heinle Cengage. evaluation – What do we know?
Manoli, P., & Papadopoulou, M. (2012). Graphic Ross, J. A. (2006). The reliability, validity, and utility
organizers as a reading strategy: Research findings and of self-assessment. Practical Assessment Research &
issues. Creative education, 3(03), 348.Retrieved from: Evaluation.
http://file.scirp.org/Html/19813.html
Webpages
Mukhopadhyay, L. (2016). How can we teach the
process of writing in ESL classrooms? The English & https://learnenglishteens.britishcouncil.org/
Foreign Languages University, India. Retrieved from: http://a4esl.org/
https://www.academia.edu/28962825/How_can_we_ https://www.englishclub.com/
teach_the_process_of_writing_in_ESL_classrooms
http://www.esldiscussions.com/
Nation, I. S. P. (2009). Teaching ESL/EFL reading and
http://www.readingrockets.org/
writing. New York: Routledge.
http://www.reading-tutors.com/
Opening the Door: Teaching Students to Use
http://www.readwritethink.org
Visualization to Improve Comprehension (n.d.)
Retrieved from: http://www.educationworld.com/a_ http://www.esl-lab.com/
curr/profdev/profdev094.shtml http://www.englishlistening.com
Richards, J. C. (2009). Teaching listening and speaking. http://www.focusenglish.com/dialogues/conversation.
Cambridge: Cambridge University Press. html
Vandergrift, L. (2007). Recent developments in second
and foreign language listening comprehension
research. Language teaching, 40(03), 191-210.
Over to you
Read the list of objectives for this unit. Then tick (✔) and answer briefly, using the questions as a guide.
Why:
Is it important to you to reflect on the effects of technology in Very important Not so important
everyday life?
Important Not important at all
Why:
Do you agree it is crucial to value the importance of using Very important Not so important
reliable sources of information?
Important Not important at all
Why:
Setting objectives
1. 18 Listen to two Chilean students talking about learning English. Then, read the list of learning objectives on
page 49 and answer questions a – c, individually.
a. What are your personal learning goals for this unit? Why?
b. Which ones do you think are the easiest to achieve? Why?
c. Which ones do you think are the most difficult to accomplish? Why?
2. 19 Listen to how these students plan their learning to reach their goal. Identify the strategies they will use and
the difficulties they anticipate.
3. Which are your specific goals for this unit? Draw up a learning plan for Unit 2, following the example in
the recording.
My goals are: Why? How can I achieve them? The main difficulties
I can anticipate are:
1.
2.
3.
1. In your opinion, which of the following statements are true? Compare answers in your group.
a. The use of the Internet and social networks can become an addiction.
b. The Internet is taking the place of sports and games.
c. Social networks may lead to antisocial behavior.
d. Teens spend more time in cyberspace than in the real world.
3. In pairs, decide which of these paragraphs best summarizes the ideas in the recording. If necessary, listen to
the recording again.
4. Compare in which ways your own habits differ or are similar to David’s. Answer these questions.
a. do you consider yourself an Internet addict? Why? Why not?
b. What suggestion or advice can you offer david?
5. Tick (✔) the slot that best describes how ready you are to start the unit.
Entry slip
Read what you will do in each lesson (p. 53 - 69) and answer the questions in the slip before you start.
Questions Answers
2. Classify the devices in the corresponding column of the chart below (notice that some devices can go in more
than one category).
3. Use the rubric below to evaluate how ready you think you are to start this module. Tick (✔) the best alternative
and then comment with your partner.
I am completely ready to start. I am quite ready to start. I am barely ready to start. I am not ready to start. I
I could even help my classmates. I think I may make a few mistakes. I think I need some help. definitely need help.
Preparing to listen
1. Think about what you already know about technology. Have a look at pictures (a-d) and name the different
technological advances. In pairs, discuss their purpose and guess when they were invented.
a b c d
2. Choose one invention from exercise 1 and use it to complete the diagram below. You can copy the diagram
in your notebook. Then, compare with your partner.
Name
advantages disadvantages
3. You are going to listen to a recording about technological development. Think of what you know about this topic
and write a list of ideas you think will be included in it.
1. 21 Listen to the recording. While you listen for the first time, circle the words and expressions in your list
(exercise 3, page 53) that were mentioned.
Strategy in mind
LISTENING FILE: Digital era Focusing attention
General information
Type of recording:
of .
II. It can be traced back to almost hundred years ago.
b. Identify.
Think critically
I. name of charles Babbage’s machine: Make text-to-world
connections
II. charles Babbage’s job: How do you imagine life
without these technological
III. date in which the first personal computer was created:
advances?
IV. Reason for creating the Internet: Is Internet connection
available in your city / town /
c. What does the speaker mean? Circle. area? How useful is it? Why?
I. “When was that, again?” Make text-to-self
i. When was the event repeated? ii. Can you repeat that? connections
II. “And…last, but not least!” Which of the advances in the
recording are more useful for
i. but more important ii. but equally important you? Why?
What other useful advances /
Main conclusions devices can you mention?
a. What differences and / or similarities can you find between the first
portable cell phone and today’s smartphones?
b. Has the Internet been used for its original purposes? Yes? No? Why?
Notice these examples from the recording and answer the questions.
- The machine could perform a small number of operations.
- It connects a large number of people in most countries.
- I expect all of you in three days.
1. Preparing to speak
a. 22 listen to the recording. Pay special attention to the initial sound of the words.
two tool
b. 22 listen to these expressions from the recording. Repeat them, imitating the intonation in the model.
2. Practicing
a. Take turns to practice reading the presentation aloud.
3. Performing
Our classmates…
.
express your opinion in front of the class, using your own words. listen to the prepared the presentation carefully
other pairs. If possible, use visual aids to enhance your presentation. ds in
used the expressions and the wor
the lesson.
4. Evaluating imitated the pronunciation and the
intonation in the model.
a. After you finish, join another pair and “peer-evaluate” your
performance, using the prompts in the box next to this activity. corrected each other with respect.
recognized the importance of
b. Offer feedback and suggestions to each other, focusing on your strengths technology in everyday life.
and making suggestions to improve your weaknesses.
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.
Outstanding.
I exceeded the objectives.
Very good.
How can I overcome those
I met the objectives. difficulties?
Satisfactory.
I met some of the objectives.
Preparing to read
1. Have a look at the man in the photo. Find information about him, complete the file in pairs and exchange
information with your classmates.
Date of birth /
death
Nationality
Profession
Genre
Main works
Ray Bradbury
2. You are going to read and excerpt from the novel Farenheit 451 by Ray Bradbury.
a. Find information about this novel and complete the diagram. You can copy the diagram in your notebook.
b. Compare the information you found with your partner’s.
Key words
script
play
line
part
Farenheit 451
“What’s on this afternoon?” he asked tiredly.
Strategy in mind
Visualizing She didn’t look up from her script again.
To create mental pictures
while you read. These will
“Well, this is a play that comes on the wall-to-wall circuit in ten minutes.
eventually change, as you
keep on reading.
They mailed me my part this morning. I sent in some box-tops. They write
the script with one part missing. It’s a new idea. The home-maker, that’s me,
is the missing part. When it comes time for the missing lines, they all look at
me out of the three walls and I say the lines. ..-
Smart reading Here, for instance, the man says,“What do you think of this whole idea,
1. Read the text again Helen?’
carefully. As you read,
picture the place, people
And he looks at me sitting here center stage, see? And I say, I say --” She
and the events that are
described. paused and ran her finger under a line in the script.“I think that’s fine!’ And
then they go on with the play until he says,“Do you agree on that, Helen!’
a. draw a picture of what
you saw in your head and I say,“I sure do!’ Isn’t that fun, Guy?”
and write two sentences
describing the scene and He stood in the hall looking at her.
the atmosphere.
b. compare images and “It’s sure fun,” she said.
sentences in your group.
We ought to save up and get the fourth wall -TV. It’s only two thousand
characters: dollars.”
Conflict:
He realized there was a wall between him and Mildred. Literally not just
one, but so far, three! And very expensive too!
And all those uncles, aunts, cousins, nieces, nephews that usually lived in
those walls were in the center of the living-room. The “living-room” –what a
good label was that now!
No matter when he came in, the walls were always talking to Mildred.
Think critically
Make text-to text
connections
Have you ever read another
Adapted from: Bradbury, R. (1953). Farenheit 451. New York: Simon & Schuster (Ed.: June 2013)
novel by this author? If yes,
what was it about?
If not, find out what is
the common topic in Ray
Bradbury’s novels.
Notice these examples from the text and answer the questions. Then, compare your answers with
another pair.
We ought to save up and get the fourth wall -TV.
And I think you should consider me sometimes.
Vocabulary in context
1. Read these sentences from the text. Pay special attention to the words in bold.
Well, this is a play that comes on the wall-to-wall circuit in ten minutes.
They write the script with one part missing.
They all look at me out of the three walls and I say the lines.
2. Explain the meaning of the words in bold to your partner with your own ideas.
3. Each of the words in bold in point 1 can be either used as a noun or a verb. Choose one and write two
sentences using them in different functions.
Word: noun
verb
You will follow the steps and write a short experience related to addiction to technology (or invent one).
1. Organizing ideas
a. Think about a personal experience related to technology. Use the graphic organizer below to gather your ideas.
Conflict:
Falling actions
Rising actions
Problem: Solution:
3. Revising
a. Put the sentences together to form two or three short paragraphs, using connectors and sequence markers (first, next, then,
finally) to link the ideas.
b. After you finish, exchange stories with a partner and peer-evaluate your My partner…
nizer.
work, using the prompts in the list. Then, offer feedback and suggestions organized ideas in a graphic orga
the
to each other, focusing on your strengths and setting personal goals to wrote coherent sentences about
improve your weaknesses. topic.
used connectors and sequence
markers.
ect to
exchanged stories showing resp
their partner' s wor k.
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.
Outstanding.
I exceeded the objectives.
Very good.
How can I overcome those
I met the objectives. difficulties?
Satisfactory.
I met some of the objectives.
Preparing to read
1. Have a look at these pictures. Answer the questions, share your ideas with your partner and explain
your reasons.
i ii iii iv
2. 23 Listen to the recording and check your ideas. As you listen, take notes of the words that can help you find
the answers.
3. Discuss these questions in your group. Reach an agreement on the answers and then share your
conclusions with the rest of the class.
a. In your opinion, what is the best technological device invented? Why?
b. Do you use it? What do you use it for?
c. How often do you use it?
Things to do
Programs
computer
entertainment
5. Take a quick look at the text on pages 64 and 65. Focus on the organization (title, headings, bullet points) and
other features (visuals). Then, develop activities a and b:
a. Think about what you already know about the topic and then think about other things you would like to learn
about it.
b. Write the information in the corresponding column of the chart.
What do I know about video software? What do I want to learn about video software?
Key words
transfer drag
download share
click upload
Strategy in mind
AND…ACTION!
Analyzing text features
Using prior knowledge
Smart reading
1. number the steps in the Your favorite photos and songs on a video! Sounds good, doesn’t it?
correct order. Read all the steps below and learn how to make a video.
a. Add transitions
and drag them onto the
Storyboard.
Transfer your pictures and music to your computer and
b. click and drag all
the clips you selected I open a “Movie Maker” software. If you don’t have one, you
can download any version from the Internet.
onto the Storyboard.
“Timeline”.
f.
on the corner of the clip.
computer or to a CD/
DVD.
2. Find words in the text that Add video effects by clicking on “Video Effects” on the
mean the same as…
a. a film
IV left side of the window. Drag the effect you want and
put it on the star on the corner of the clip.
b. to use the mouse
c. the lowest part
d. entire Add transitions with the “View Video Transitions” from the left
e. jobs in a film
f. content V panel. Drag them onto the Storyboard, but put them in the
middle box. You can view the transitions by clicking on them
and watching them on the screen to the left.
g. the people who make
a movie
Notice these examples from the text. Then circle the correct alternative to answer the questions.
- Click on the “View Timeline”. As a result, you will see the timeline with the song, the title, the clips and the effects
and transitions.
- Click “Save” to your computer or to a DVD. As soon as you do that, your movie is ready.
Vocabulary in context
1. Find the words in the “Key Words box” on page 64. Underline the sentences containing them.
2. Explain the meaning of the words to your partner with your own ideas. Which words can be used in other
contexts apart from IT (Information Technology)?
3. Answer these questions. Then share and exchange examples with another pair.
a. What technological device can you use to transfer pictures and music?
b. Apart from music and videos, what other things can you download?
c. look around you. What elements in the classroom can be dragged?
d. What words in the “Key Words box” are opposites?
You will work in groups of 3 and write a set of instructions to download an application (app) to a smartphone.
1. Organizing the ideas
a. Brainstorm a list of the actions of the process. Take notes.
2. Drafting
Use the information in the diagram to write the first version of the set of instructions.
Editor’s Marks
3. Revising
Capital letter /
Revise your draft and improve or complete the information. Organize the instructions using Lowercase
bullet points and connectors to show the order of the actions. Use the text on pages 64 – 65 Punctuation
as an example.
Add a word
ss Check spelling
s
4. Editing
Change place
a. Check for grammar, punctuation and spelling mistakes using the
Editor´s Marks in the list.
b. Write the final version of the instructions. Type and print the text, The instructions…
adding some visuals to illustrate the actions. were clear and well organized.
the
included connectors and showed
actions in the correct orde r.
5. Publishing
included visual aids to enhance
a. Send your work by e-mail or exchange a copy of the instructions
comprehension.
with another group.
had only a few / some spelling,
b. Follow the other group’s instructions and download the application. s.
punctuation and grammar mistake
c. Evaluate your classmates’ work using the prompts in the box. encouraged a correct use of
technology.
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.
Outstanding.
I exceeded the objectives.
Very good.
How can I overcome those
I met the objectives. difficulties?
Satisfactory.
I met some of the objectives.
1. In your group, brainstorm the names of some scientific processes you have studied in your Science classes.
2. Identify the scientific processes in the pictures and match them to their names below. Check if you mentioned
them on your list in exercise 1.
a b c
3. Do you remember the steps of the distillation process? Describe it to your classmate next to you.
a. In your notebook, write a set of simple instructions to separate ethanol from water. Before starting, take notes of
some useful verbs and nouns that you may need to describe this process.
4. Use the information you collected to write the first draft of your set of instructions. If possible, use a word
processor. Remember to:
use the model in the previous lesson
organize the information according to the steps of the process
use reliable sources of information
6. If possible, use a word processor tool to proofread your text. If not, use any of the Editor´s Marks lists in
the book.
7. Attach the document to an e-mail and send it to the teacher and to the rest of your classmates. If this is not
possible, print a copy and publish it on the notice board or on a visible place in the classroom.
Entry slip
Read what you will do in each lesson (p. 71 - 85) and answer the questions in the slip before you start.
Questions Answers
1. Have a look at the pictures and identify the different video games. Then, answer these questions in pairs.
2. In groups of 3-4, complete the web diagram with ideas of your own. Then share and compare them with
other groups’.
Types Disadvantages
Video games
Advantages Purposes
3. Use the rubric below to evaluate how ready you think you are to start this module. Tick (✔) the best alternative
and then comment with your partner.
I am completely ready to start. I am quite ready to start. I am barely ready to start. I am not ready to start.
I could even help my classmates. I think I may make a few mistakes. I think I need some help. I definitely need help.
Preparing to listen
1. You are going to listen to a recording connected with these pictures (1 – 4). Have a look at them and complete
the chart below with your own words.
1 2 3
I think the recording will be about… The speakers may be… I think the connection among the
pictures is…
3. What do you think an “edutainment software” is? Take some notes and then explain the concept to
your partner.
1. 24 Listen to the recording. As you listen, confirm or correct your ideas in exercise 1, p. 71.
2. 24 Listen to the recording again (twice). Focus on the parts of the recording that are relevant to complete the
missing information in the file and take notes.
Strategy in mind
LISTENING FILE: Edutainment technology making predictions.
Taking notes.
General information
Type of recording:
Topic
Purpose:
Smart listening
to report a piece of news to discuss a new theory Before listening, think about
what you think you will listen
Specific details
and make predictions about
Main ideas. Complete the sentences. the content of the recording.
While listening, pay attention
a. A new says that a game is similar to a
to the parts of the recording
. that are relevant and take
notes. Validate (confirm) your
b. can actually help development predictions or formulate new
ones.
and have benefits.
c. Children with syndromes are very
so they learn much from visual
materials than from other .
Infer. What does Dr. Evans mean?
Think critically
a. Ethan is the most savage Tekken 5 player.
Make text-to-world
b. Ethan has a mountain to climb. connections
Do you know any person
Main conclusions
who may benefit from playing
According to Dr Evans… Yes No video games? Who?
Make text-to-self
a. Are video games useful?
connections
b. Has playing games helped Ethan? How often do you play video
games?
c. Have playing video games contributed to their relationship?
How does playing
Answer. videogames affect your own
a. How is a game similar to a classroom? Explain. life? Discuss this question
with the whole class.
b. Is Dr Evans expressing a positive of negative opinion of Ethan? Why?
1. Analyze this sentence taken from the recording, paying special attention to the word in bold. Then,
complete the task.
- Children with genetic syndromes have more to gain from “edutaintment” software than they do from traditional
teaching methods.
a. What does the word in bold mean?
b. What two words have contributed to this meaning?
+
c. Find other similar examples and write them down. check with your partner.
Work in pairs. You will perform a dialogue about videogames in front of your classmates.
1. Preparing to speak
a. go back to the questions in the “Think critically” box on page 72 and discuss the answers. Take some notes.
b. 25 listen to the recording. Repeat the words, paying special attention to the pronunciation of the initial sound.
decide destiny
2. Practicing
Practice the dialogue in pairs and correct each other’s mistakes.
We…
3. Performing
expressed our ideas clearly.
Role-play the dialogue in front of your classmates, exchanging your showed respect for each other’s
opinions on the advantages and disadvantages of playing video games. opinions.
used ideas from the recording.
4. Evaluating justified our opinions.
ive
After you finish, use the prompts in the box to self-evaluate your corrected each other in a support
way.
performance. (Yes: ✔; No: ✘)
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.
Outstanding.
I exceeded the objectives.
Very good.
How can I overcome those
I met the objectives. difficulties?
Satisfactory.
I met some of the objectives.
Preparing to read
1. Have a look at the pictures. Number them in the correct order, guessing the order in which computers evolved.
IMLAC PDS-1
Olivetti A5
Key words
figure(s)
boundary
cutting-edge Meet one of the
Strategy in mind
‘Hidden Figures’,
Scanning to find specific
information
Formulate / answer
the female
questions as reading
mathematicians
who helped
send Americans Former NASA mathematician
Katherine Johnson after receiving the
“I counted everything. I counted the 1953, there were openings for African-Ame-
Smart reading rican computers at Langley Research Center’s
1. Find the following steps to the road, the steps up to Guidance and Navigation Department – and
information in the text and church, the number of dishes and Katherine Johnson found the perfect place to
write it in your notebook. put her extraordinary mathematical skills to
a. The hidden figures:
silverware I washed … anything
work. Johnson played key roles in the flights
b. Nickname the girls were that could be counted, I did.” of astronauts Alan Shepard, the first American
given: in space, and John Glenn, the first American to
So said Katherine Johnson, recipient of the
c. Main contribution: 2015 National Medal of Freedom. orbit the Earth.
d. Place of work: Q: Was it difficult to work alongside white
Before they were machines based on silicon,
e. Famous people related colleagues while living in a segregated
to it:
“computers” were actually women — though
their colleagues would often refer to them as community?
f. Katherine Johnson’s Sometimes, but they had called us. We always
award:
“girls”.
did what we had to do.
g. Katherine Johnson’s main One of them was Katherine G. Johnson, a NASA
contribution: mathematician from NASA’s Langley Research Q: When you first started as a computer,
Center in Virginia. The center had taken the did you ever think you would help get the
2. What other things would first American, John Glenn, into orbit?
you like to ask to this unusual step of hiring women for the tedious
and precise work of measuring and calculating No, I was just excited to have challenging work
remarkable woman? Write
the questions in your the results of wind tunnel tests in 1935. By to do and smart people to work with.
notebook.
a. The words highlighted in yellow express the idea that something occurred after / before another action in the
past / present.
b. The words highlighted in green express actions that started / finished and continue / finished at a specific
time in the past.
Vocabulary in context
1. Read the sentences below. Explain the meaning of the parts in bold to your partner, using your own words.
- Did you think of it as cutting-edge maths at the time?
- John Glenn asked for “the girl” to check the numbers before he took his landmark flight into space.
2. Answer in pairs.
a. What is the function of the words in bold in each sentence?
b. How many parts do these words in bold have?
c. can you give other examples in which these words are used? Write two sentences in your notebook.
1. Preparing to speak
a. go back to Smart Reading box, point 2, on page 76 and revise the questions you wrote.
b. Which other things would you like to know about this remarkable woman? In pairs, write a set of questions (5 –
6) to be answered by Katherine Johnson. Use the question words in the bubbles as a guide.
2. Practicing
a. 26 listen and repeat these expressions. Pay special attention to the intonation and pronunciation.
b. In pairs, take turns to ask and answer the questions, playing the role of an interviewer and of Katherine
Johnson.
c. Rehearse the interview with your partner and give feedback to each other. If possible, record the interview and
ask another pair to listen to it.
Our classmates…
ns.
3. Performing wrote a set of interesting questio
the
Role-play the interview in front of your classmates. Try not to searched for information to answer
questions.
read anything.
d
practiced the interview and correcte
each other’s mistakes.
4. Evaluating used correct pronunciation and
Join another pair. Use the prompts in the box to peer-evaluate intonation.
your performance. used and acknowledged reliable
sources of information.
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.
outstanding.
I exceeded the objectives.
Very good.
How can I overcome those
I met the objectives. difficulties?
Satisfactory.
I met some of the objectives.
Preparing to listen
1. Circle the best definition for the word “application”, according to the title of the lesson and the topic
of the unit.
a. a formal written request for something such as a job, permission to do something or a place at a university.
b. the act of making a rule operate or become effective.
c. a program or software designed to do a particular job.
3. What are the most popular social networking applications used at the moment? Name at least three.
Number them according to “popularity” in your country.
.
.
.
1. 27 Listen to the recording once. Is the application mentioned here on your list in exercise 3?
2. 27 Listen to the recording again (twice). Fill in the missing information in the file.
Strategy in mind
LISTENING FILE: 140 Characters at a time Focusing attention
Taking notes
General information
Type of recording:
Topic:
.
Match
a. 2006 i. tweets that are sent weekly
b. 200 million ii. the maximum of characters for a message Think critically
c. 460,000 iii. year in which the first message was sent Make text-to world
connections
d. 140 million iv. people who actually work for the company
How do you imagine this
e. 8 v. people who use the application type of application will
f. 1 billion vi. people who worked in 2008 evolve?
g. 400 vii. accounts that are opened each day Has the application been
used in your town / city /
h. 140 viii. tweets that are sent daily area? What for?
Main conclusions How useful is it?
Answer in your notebook. How has the application changed... Make text-to-self
connections
a. the media?
do you, a friend or someone
b. politics? in your family usually use this
c. business? application? What for?
1. Read these sentences from the recording, paying special attention to the words in bold. Then answer the
questions with a partner.
- They were looking for a way to send text on their cellphones and a way to reinvent an inefficient and dying
company.
- When Jack Dorsey sent the first tweet on March 21, 2006, a communications revolution with inestimable effects
was born.
-
b. What does the prefix in- mean?
c. Circle the words that contain the prefix in-. How do you recognize them?
inadequate incompetent indication
inaugural incomplete indigenous
incapable inconvenient individual
incendiary incorporate inefficient
incident incorrect inevitable
include increase inexpensive
income incubate intelligent
In groups of three or four, prepare a multimedia presentation about the development and evolution
of a social network.
1. Preparing to speak
a. Choose a social network you usually use or one you know well. Search for information about its creation, evolution,
main facts, etc. and take notes. Follow the example in the recording (date of creation, relationship between
numbers and facts, present situation, etc.)
c. With the information you collected and the answers in point b, prepare a multimedia presentation (Power Point,
Prezi, Flash, etc.) about the social network you chose. If not possible, prepare an oral presentation supported
by visuals (pictures, a poster, illustrations, etc.)
b. Use the openings in the bubbles to introduce the ideas in each section.
c. Assign a section to each member of the group and practice, presenting your part within the group.
d. Take notes of the mistakes and correct them. If necessary, ask the teacher to play the recording again (track 27)
and imitate the model.
The groups…
.
3. Performing used reliable sources of information
Present your report to your classmates and listen to the other groups’ acknowledged all sources of
presentations. Use the multimedia presentation or other visuals to information.
ly.
enhance and support your presentation. presented the information creative
used correct language.
used technology correctly.
4. Evaluating
practiced and prepared the
a. As a class, evaluate the general result of the presentations. Use the presentation carefully.
prompts in the box as a guide. tes’
showed respect for their classma
b. Vote for the most interesting and creative presentation. work.
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.
outstanding.
I exceeded the objectives.
Very good.
How can I overcome those
I met the objectives. difficulties?
Satisfactory.
I met some of the objectives.
1. 28 Listen and complete the interesting facts about ICT (Information and Communications Technology). Check
with your partner.
Fact 1 Fact 2
Fact 3 Fact 4
The average year-old has spent hours playing video games, has exchanged
e-mails, instant and text messages and has spent hours on the mobile phone.
3. When you finish, join another group and compare your answers. Take notes of the mistakes and correct them.
2. Read the instructions in section II, carefully. Then fill in the information in the file.
3. According to your strengths and weaknesses, elaborate an action plan for the project. Before you start, read the
rubric on page 87 carefully so that you know, in advance, the areas that will be evaluated.
Sources of information
member: Task:
member: Task:
member: Task:
materials
II Procedure
1. In your group, discuss the effects and impact that using IcT (Information and communications Technology) has had
in your learning process.Use these questions as prompts:
How has technology impacted your learning at school? And out of school?
How do you think technology can help students learn better at school?
What would you recommend?
What suggestions can you give to help students use technology safely?
What technological resources do you think the school should incorporate to support the learning process?
a. Write a first draft of the letter, using the ideas in your discussion and the answers to the prompts. Follow the
model on page 27.
b. Revise, correct and edit the draft using a dictionary, a word processor or an English textbook. Remember to use
appropriate expressions to introduce your ideas and to consult and cite reliable sources of information.
c. Write the final version of the letter. Check that it contains all the required parts, according to letter format.
III Presentation
1. Appoint a member of the group to read the letter aloud in front of the class.
2. As a class, if possible, write a list of the most interesting suggestions and give a copy to the Headmaster.
IV Evaluation
After you have finished the presentations, reflect on your work and evaluate the group’s performance, according to
the following scale:
4 = Excellent! / 3 = Good / 2 = Satisfactory / 1 = Needs improvement
followed the instructions carefully and used what we know from other subjects.
developed awareness of the importance of using technology safely and efficiently, and consulting reliable sources in order
to obtain information.
2. Identify the main topics, skills, contents and attitudes you developed in the unit and complete the chart. Compare
it with your partner’s chart, expanding, correcting and adding new information and using what you learned along
the unit.
Attitudes
3. In pairs, reflect on how you think you will apply what you learned in the unit. Share your comments
with your classmates.
1. Use markers A= always, S= sometimes, N= never to evaluate your performance in the unit.
2. Ask your teacher or a partner to assess your performance. Complete the column My teacher’s / partner’s view.
Then, discuss your reflections in your group.
3. In your group, comment on the things you can do to improve your weak points in the future.
UNIT 1 LESSON 6
embrace: (v.) to accept or adopt willingly.
LESSON 1
ethnic: (n.) a member of an ethnic group or minority.
boundary(ies): (n.) a real or an imaginary line that marks the limits or
get along: (v.) to be on good terms; agree.
edges of something and separates it from other things or places.
surround: (v.) to enclose on all sides; encircle.
commodity(ies): (n.) a product or raw material that can be bought and
sold, especially between countries. SUBJECT CONNECTIONS
concern: (n.) a feeling of worry, especially one that is shared by many become: (v.) to come, change, or grow to be something specific.
people. café au lait: (n.) a light brown color.
sanitation: the equipment and systems that keep places clean, disenfranchise: (v.) to take away the right of (a citizen) to vote.
especially by removing human waste. persecute: (v.) to treat (someone) cruelly or unfairly, especially because
shortage: (n.) a situation when there is not enough of the things that are of religion, race, etc.
needed. prejudice: (n.) any opinion or feeling held before careful thought.
sustainable: (adj.) that involves the use of natural products and energy
in a way that does not harm the environment.
UNIT 2
trade: (n.) the activity of buying and selling or exchanging goods or
services between people or countries. LESSON 1
handset: (n.) a telephone having a mouthpiece and earpiece mounted at
LESSON 2
opposite ends of a handle.
brief: (n.) lasting or taking a short time.
store: (v.) to deposit in a place for keeping.
facets: (n.) aspect; side; part.
trace back: (v.) to follow the footprints, tracks, or traces of something or
mergers: (n.) any combination of two or more business enterprises into a
someone.
single enterprise.
trading: (v.) the act or process of buying, selling, or exchanging goods. LESSON 2
village: (n.) a small community or group of houses in an area outside a line: (n.) the words of an actor’s part in a drama, musical comedy, etc.
city, larger than a hamlet and usually smaller than a town. part: (n.) a role in a play or the lines that make up the role.
play: (n.) a dramatic composition; drama.
LESSON 3
script: (n.) the written words of a play, etc.
spread: (v.) open something that has been folded so that it covers a
larger area than before. LESSON 3
summit: (n.) an official meeting or series of meetings between the click: (v.) to press and release a mouse button rapidly, as to select an
leaders of two or more governments at which they discuss important icon.
matters. download: (v.) to transfer (software, data, character sets, etc.) from a
supported: (adj.) to be approved and helped to be successful. distant to a nearby computer, from a larger to a smaller computer, or
wasteland: (n.) an area of land that is empty or cannot be used. from a computer to a peripheral device.
drag: (v.) to pull (a graphic image) from one place to another on a
SUBJECT CONNECTIONS
computer monitor.
complain: (v.) to express dissatisfaction, resentment, pain, grief, etc.
share: (v.) to divide and distribute (something) in shares.
log: (v.) to cut (trees) into logs.
transfer: (v.) to move something from one place to another.
outrageous: (adj.) strongly offensive.
upload: (v.) to transfer (software, data, character sets, etc.) from a
vanish: (v.): to disappear quickly.
smaller to a larger computer.
LESSON 4
SUBJECT CONNECTIONS
head: (v.) to be in charge of something.
crystallization (n.) to (cause to) form into crystals; (cause to) assume
rising: (adj.) advancing, ascending, or mounting.
crystal-like form.
tackling: (v.): To work on something, in order to handle it or solve it.
decantation: (n.) to pour a liquid gently so as not to disturb the
LESSON 5 sediment.
advocate: (n.) a person who supports or speaks in favor of somebody or distillation: (n.) the volatilization or evaporation and subsequent
something. condensation of a liquid, as when water is boiled in a retort and the
loss: (n.) the state of no longer having something. steam is condensed in a cool receiver.
overwhelming: (adj.) very great or very strong; so powerful that you
cannot resist it or decide how to react.
reject: (v.) to refuse to accept or consider something.
176 GLOSSARY
LESSON 4 LESSON 3
fine motor skills: (n.) small movements (such as picking up small eyewitness: (n.) a person who has seen a crime, accident, event, etc.,
objects and holding a spoon) that use the small muscles of the fingers, and can describe it afterwards.
toes, wrists, lips, and tongue. ponder: (v.) to think about something carefully for a period of time;
purpose: (n.) the reason for which something exists or is done, made, etc. consider.
support: (v.) to uphold by showing one’s agreement with or faith in (a quote: (n.) a group of words or a short piece of writing taken from a
person, cause, etc.). book, play, speech, etc.
veneer: (n.) an outer appearance of a particular quality that hides the
LESSON 5
true nature of something; the surface of something.
boundary: (n.) a real or imaginary line that marks the limits or edges of
something and separates it from other things or places; a dividing line. SUBJECT CONNECTIONS
cutting-edge: (n.) the newest, most advanced stage in the development mill: (n.) a small machine for grinding a substance into powder.
of something. mubiru muiru: (n.) African word, a small tree with edible berries.
figure(s): (n.) a number representing a particular amount, especially one peek out: (v.) to be just visible.
given in official information. squiggles: (n.) lines drawn or written, in a careless way, with twists and
(n.) the shape of a person seen from a distance or not clearly. curls in them.
tadpoles: (n.) the larvas of frogs and toads, living in water, having
LESSON 6
internal gills and a tail.
brainchild: (n.) a product of one’s thinking or planning.
podcast: (n.) an audio file similar to a radio broadcast, which can be LESSON 4
downloaded and listened to on a computer, mp3 player, mobile phone, etc. champion: (v.) to defend or support (a cause, for example).
spread the word: (v.) share the information or news. judgment: (n.) an opinion, conclusion, or belief based on the
circumstances before one’s view.
SUBJECT CONNECTIONS
pinnacle: (n.) the highest point one can reach, as of success, power, etc.
average: (n.) a quantity, rating, or the like that represents or
remains: (n.) something that remains or is left traces of something.
approximates an arithmetic mean.
shape: (v.) to direct (one’s course, future, etc.).
exchange: (v.) to give and receive reciprocally; interchange.
research: (n.) careful patient study of a subject in order to discover or LESSON 5
revise facts, theories, principles, etc. conceivable: (adj.) possible to imagine or to believe.
effectual: (adj.) effective and successful.
grab: (v.) to take hold of something or someone suddenly and roughly.
UNIT 3
grant: (v.) to give or allow someone something, usually in an official way.
LESSON 1 outrage: (n.) a shocking, morally unacceptable, and usually violent
accolade(s): (n.) an honor given to someone for their work. action.
blessed: (adj.) holy, gracious. squeeze: (v.) to press something firmly, especially from all sides in order
destitute: (n.) with no money or possessions, poor, impoverished. to change its shape, reduce its size, or remove liquid from it.
rule: (v.) to control and have authority over a country, a group of people, etc. wreath: (n.) an arrangement of flowers and leaves in a circular shape,
spur(red): (v.) to encourage somebody to do or achieve something. used as a decoration or as a sign of respect and remembrance for a
stake: (n.) a thick wooden pole that someone was tied to and burnt in person who has died.
the past, as a punishment.
LESSON 6
LESSON 2 affairs: (n.) anything requiring action or effort; business.
blog: (v.) to write on an on-line journal, which is accessible to users of empower: (v.) to provide with ability; enable.
the internet. get across: (v.) to (cause to) be or become clearly understood.
pride: (n.) a becoming or dignified sense of what is due to oneself or threat: (n.) a sign or warning of trouble or danger.
one’s position or character; self-respect; self-esteem.
SUBJECT CONNECTIONS
rejection: (n.) the act of rejecting (refusing something or someone) or the
chairman: (n.) the officer in charge of running a meeting, etc., or the
state of being rejected.
head of a board or department.
sidelines: (n.) the place or circumstance in which one does not
commitment: (n.) a strong or firm belief shown by one’s actions; loyalty.
participate but simply observes.
commend: (v.) to present or mention as worthy of confidence, attention,
etc.; recommend.
researcher: (n.) someone who studies a subject carefully and patiently,
in order to discover or revise facts, theories, principles, etc.
GLOSSARY 177
UNIT 4 increase: (v.) to become greater, as in number, size, strength, or quality.
waste: (n.) something left over, esp. after some process has been
LESSON 1
performed and something more valuable removed.
choke: (v.) to stop breathing because something is blocking your throat.
doom: (n.) death, destruction, or any very bad situation that cannot be LESSON 5
avoided. depleted: (adj.) reduced by a large amount, so that there is nothing left.
heed: (v.) to pay attention to something, especially advice or a warning. dew: (n.) the very small drops of water that form on the ground during
strife: (n.) violent or angry disagreement. the night.
dumping ground: (n.) a place where things that are not wanted are got
LESSON 2
rid of.
source: (n.) any thing or place from which something comes, arises, or is
scarce: (adj.) if something is scarce; there is not very much of it.
obtained; origin.
shortage: (n.) a lack of something that you need or want.
spare: (n.) something extra to be used, for example, in case of
emergency. LESSON 6
tied: (v.) to be connected to something or obliged to do something. appliance: (n.) a device or machine used, especially at home, to carry
tiles: (n.) pieces of baked clay, used for various purposes, as in forming a out a specific function, as toasting bread or chilling food.
roof covering, etc. heat: (n.) the condition or quality of being hot.
trap: (v.) to catch something in a trap. luxury: (n.) a material object, service, etc., that brings physical comfort
or rich living, but is not a necessity of life.
LESSON 3
release: (v.) to allow a substance to flow out from somewhere. SUBJECT CONNECTIONS
safekeeping: (n.) protection from harm or loss. a reservoir: (n.) (an artificial lake) that provides water for an area.
threat: (n.) a suggestion that something unpleasant or violent will dam: (n.) a wall built across a river that stops the river’s flow and collects
happen, especially if a particular action or order is not followed. the water, especially to create energy.
deem: (v.) to consider or judge something in a particular way
SUBJECT CONNECTIONS
slaughter: (n.) the killing of many people cruelly and unfairly, especially
crops: (n.) the cultivated produce of the ground, while growing or when
in a war.
gathered.
dig: (v.) to break up and turn over earth, sand, etc., as with a shovel or
spade.
hybrid: (adj.) formed or made up of very different or unlike elements or
parts.
sewage: (n.) the waste matter that passes through sewers.
LESSON 4
foreseeable: (adj.) that can be sensed or known in advance.
household: (adj.) for use in the home, esp. for cooking, cleaning, or
laundering.
178 GLOSSARY
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BIBLIOGRAPHY 179
EVALUATION APPENDIX
Evaluation instruments Self- assessment
Is a process of formative assessment where students
These evaluation instruments are assessment tools reflect on and evaluate the quality of their work and
you can use to assess students’ performance. They their learning. They also judge the degree to which
are scoring guides that seek to evaluate students’ they reflect goals or criteria and identify strengths and
performance based on the sum of a full range of criteria weaknesses in their work. Give copies to students and
VOLUME 1
rather than a single numerical score. ask them to assess their own performance on a task or
The evaluation instruments provided here include: project.
Rubrics Always give students time to revise their work after
Rating Scales assessing themselves.
Self- assessment
Rubric
The instruments included in this section differ from Similar to rating scale, the rubric is a formative
traditional methods of assessment in that they examine evaluation which provides a student’s performance
students in the actual process of learning, clearly rating. It sets out clearly criteria and standards for
showing them how their work is being evaluated. They assessing different levels of performance and are used
communicate detailed explanations of what constitutes for grading student work. A rubric can also be known
excellence throughout a task and provide a clear as a global assessment scale and is helpful in assessing
teaching directive. student performance because learners:
These instruments are meant, above all, to inform and Set goals and assume responsibility for their learning,
improve teachers’ instruction while giving students the because they know what comprises an optimal
feedback they need to learn and grow. performance and can strive to achieve it.
These instruments can also be used in peer assessment Receive specific feedback about their areas of strength
and then used to provide feedback. and weakness and about how to improve their
performance.
Prior to assessment, the evaluation instruments can be
and teachers can monitor progress over a period of
used to communicate expectations of achivement to
instruction.
students. During the assessment phase, they are used to
easily score a subjective matter. Rating Scales
Indicates the degree of achievement of a student’s
After an instrument is scored, it should be given back to
knowledge, skills, and/or attitudes through a range of
students to communicate to them their grade and their
performance levels. Rating scales state the criteria and
strengths and weaknesses.
provide three or four response selections to describe the
Students can use them to see the correlation between quality or frequency of student work.
effort and achievement. Sharing the instruments with
students is vital as the feedback empowers students to
critically evaluate their own performance.
Advantages of using a variety of evaluation
instruments
Teachers can increase the quality of their direct
instruction by providing focus, emphasis, and
attention to particular details as a model for students.
Students have explicit guidelines regarding teacher
expectations.
Students can use these instruments as a tool to
develop their abilities.
Teachers can reuse these instruments for various
activities.
1. Listening comprehension
VOLUME 1
facts.
Understanding details. Gets few or no Gets some important Gets many important Gets most important
important details. details. details. details and key
language.
Responding appropriately to Almost never. Sometimes. Most of the time. Nearly always.
features such as: laughter, silence,
etc., and / or accentuation,
intonation, and rhythm.
Answering questions. Answers questions Answers questions Answers questions Answers questions with
with incorrect with some with literal interpretation showing
information. misinterpretation. interpretation. higher level thinking.
Doing tasks. Provides limited Provides some Provides adequate Provides insightful
or no response response to teacher response to teacher response to teacher with
and requires with four with two or three one or no questions
many questions or five questions and questions and or prompts.
or prompts. prompts. prompts.
At the end of the session, the Answer factual Answer factual Summarize the Reveal the sequence of
listener is able to: questions on general questions on general beginning, middle, events, providing details
information. and specific and end of on dialog, and
information. the story. motivation of characters.
Total points
3. Identifies Identifies one or two Identifies one or two Identifies many topics or Identifies all characters or
characters or characters or topics characters or topics by characters by name in topics by specific name (Old
topics. using pronouns (he, generic name (boy, text (Ben, Giant). Ben Bailey).
she, it, they). girl, dog).
4. Answering Answers questions with Answers questions Answers questions with Answers questions with
questions. incorrect information. with some literal interpretation. interpretation showing
misinterpretation. higher level thinking.
5. Answering tasks. Provides limited or no Provides some Provides adequate Provides insightful
response and requires response to teacher response to teacher response to teacher with
many with four with two or three one
questions or five questions questions and prompts. or no questions
or prompts. and prompts. or prompts.
Total points
taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html
Step 1 2 3 4 Points
Planning / Gets no or limited key Gets few key words / Gets numerous key words Gets numerous and detailed
Brainstorming words / ideas. ideas / ideas. key words / ideas.
Uses no or limited key Uses few key words / Uses most of key words / Uses all of key words/ ideas
words / ideas from ideas from planning ideas from planning from planning stage.
planning stage. stage. stage. Uses additional ideas.
Drafting Shows no organization Shows weak organization Most of first draft First draft is
and structure of first and structure of first draft. is organized. highly organized.
draft.
VOLUME 1
Revising Does not add, delete Add, deletes or rearranges Adds, deletes or Adds, deletes or rearranges
or rearrange ideas a few ideas from the rearranges adequate numerous adequate ideas
from the first draft. first draft. ideas from the first draft. from the first draft.
Details are not specific Few details are specific Most details are specific All details are specific
and clear. and clear. and clear. and clear.
Editing Does not correct Corrects some errors of: Corrects most of errors of: Corrects all the errors of:
errors of: spelling, spelling, punctuation, spelling, punctuation, spelling, punctuation,
punctuation, capitalization, and capitalization, and capitalization, and sentence
capitalization, and sentence structure. sentence structure. structure.
sentence structure.
Publishing Does not write the Writes part of the final Writes most of the final Writes the final copy in clear
final copy in clear copy in clear handwriting copy in clear handwriting handwriting or types it
handwriting nor types nor types it correctly on a or types it correctly on a correctly on a computer.
correctly on a computer. computer. Sentence fluency
computer. Sentence Sentence fluency is poor Sentence fluency is is strong.
fluency is poor. in most parts. strong in most parts.
Total points
4. Making connections
Dimension 4 3 2 1 Points
Text-to-self Without prompting, Without prompting, student With prompting, student With prompting, student
connections student can explain can explain connections can explain connections can explain connections
connections with own life with own life. However, they with own life that are with own life. However,
that are closely related to are vaguely related to the closely related to the text. they are vaguely related
the text. text. to the text.
Text-to-text Without prompting, Without prompting, student With prompting, student With prompting, student
Connections student can explain can explain connections can explain connections can explain connections
connections with other with other texts that are with other texts that are with other texts. However,
texts that are similar. vaguely similar to the text. very similar to the text. they are vaguely related
to the text.
Text-to-world Without prompting, Without prompting, student With prompting, student With prompting, student
connections student can explain can explain connections can explain connections can explain connections
connections with the with the world. However, with the world that are with the world. However,
world that are closely they are vaguely related to closely related to the text. they are vaguely related
related to the text. the text. to the text.
Total points
Conclusion, Good organization, topic sentence Provides main idea and few Minimal or lacks organization,
paragraph and clear supporting details. supporting details. unclear main idea, no support.
and use of Few grammar and spelling mistakes. Some grammar and spelling A lot of grammar and spelling
language mistakes. mistakes.
Total points
Rating Scales
1. Use of reading strategies
Name: Unit / Lesson: Date:
Always Sometimes Never
1. I make predictions before I read. 3 2 1
2. I understand the message-the text makes sense to me. 3 2 1
3. I know when I am having trouble understanding the text. 3 2 1
4. I know the main idea of the text. 3 2 1
5. I understand the words in the text. 3 2 1
6. I understand the punctuation. 3 2 1
7. I know how to find different parts of the text (chapters, pages, beginning, middle, end). 3 2 1
8. I can pick out clues from the reading to help me make an interpretation. 3 2 1
9. I give my opinion-make a judgment-about the text. 3 2 1
10. I support my opinion with details from the text. 3 2 1
11. I know the difference between fact and opinion. 3 2 1
12. I can see similarities and differences between the texts I read. 3 2 1
13. I can make connections between the text and my own life. 3 2 1
14. I can make connections between the text and other subjects. 3 2 1
15. I can pick out words from the story that help me work out the setting. 3 2 1
VOLUME 1
imitate the model and use correct intonation and 4 3 2 1
pronunciation.
speak naturally without unnecessary pauses. 4 3 2 1
Total points
3. Oral presentation
Name Date
Indicators Excellent Good Satisfactory Unsatisfactory
Topic was covered deeply.
Presentation was well planned and coherent.
Presentation was practiced.
Relevant comments were included.
Opinions / conclusions were supported by reasons.
Visual aids were useful.
Teacher’s comments
Created by: Publishing team.
4. Writing
Name(s): Date:
Needs
Process Satisfactory Excellent Points
Improvement
1. Has clear vision of final product. 1 2 3
2. Properly organized to complete project. 1 2 3
3. Managed time wisely. 1 2 3
4. Acquired needed knowledge base. 1 2 3
VOLUME 1
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 (4 pts) Good (3 pts) Satisfactory (2 pts) Unsatisfactory (1 pt) Points
Completing work I always complete work With few exceptions, I I usually complete work I frequently do not
expectations to the best of my ability, complete work to the to the best of my ability, complete work to the
VOLUME 1
within set guidelines best of my ability, within within set guidelines best of my ability, within
and on time. set guidelines and on and on time. set guidelines and on
I always work with care time. I usually work with care time.
and attention to detail. I generally work with and attention to detail. I rarely work with care
care and attention to and attention to detail.
detail.
Interest and I am always ready and I am ready and I am usually punctual, I am often late, not
enthusiasm motivated to learn by motivated to learn, ready and motivated to ready or motivated to
being punctual, usually attentive in class, learn, and sometimes learn and need constant
attentive in class, eagerly participating, curious, but sometimes reminders to be
eagerly participating, curious and distracted. attentive.
curious and contributing positively.
contributing positively.
Preparing for I always bring required With few exceptions I I usually bring required I frequently do not bring
lessons texts, materials, and bring required texts, texts, materials and required texts, materials
equipment to class. materials and equipment equipment to class. and equipment to class.
to class.
Total points:
OBJECTIVE B: To develop cultural awareness and comprehension showing interest, respect and tolerance for one’s and other cultures.
Rating 1 2 3 4 5 6 7
Highly negative Negative Slightly negative Neutral Slightly positive Positive Highly positive
Criteria: Student demonstrates a attitude regarding… Points
Social
his / her interactions with individuals from different countries.
VOLUME 1
VOLUME 1
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 1
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Audio CD
Recording Producer Rodrigo González Díaz, Profesor de Inglés
Recording Engineer Ignacio Arriagada Maia, Ingeniero en Sonido
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