All Ready Teachers Guide 2

Jimena Lizalde Fanny Riva Palacio Margarita Prieto Liliana Alcántara Angela Hewitt

Teacher’s Guide

English


English Teacher’s Guide

1


English Teacher’s Guide

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All Ready! Teacher’s Guide 2 Texto, diseño e ilustración D.R. © Macmillan Publishers, S.A. de C.V. 2012 Texto: Jimena Lizalde, Fanny Riva Palacio, Margarita Prieto, Liliana Alcántara, Angela Hewitt Formal Assessments: JoAnn Miller Macmillan es una marca registrada All Ready! es una marca marca registrada de Macmillan Macmillan Publishers, Publishers, S.A. de C.V. Primera edición 2012 Directora Editorial: Julie Kniveton Publisher: Andreina España Gerente de Operaciones Editoriales: Elisa Pecina Gerente de Diseño: Mónica Pérez Commissioning Editor: Adriana Alcalá Content Editors: Gael Ollivier, Catalina Hernández, Hilda Álvarez Editores: Nagchielli Rico, Nuria Villarreal Flores, Berenice Gómez, Diseñadores: Ana Castillo, Alejandro Flores,

Itzel López

www.grupomacmillan.com www.macmillan.com.mx www.macmillanenglish.com Miembro de la Cámara Nacional de la Industria Editorial Mexicana Registro Núm. 2275 Prohibida la reproducción o transmisión parcial o total de esta obra por cualquier medio o método o en cualquier forma electrónica o mecánica, incluso fotocopia, o sistema para recuperar información sin autorización por escrito de la editorial. Todos los derechos reservados conforme a la ley.

Concepto de portada: Alejandro Flores Diseño de portada: Alejandro Flores Concepto de diseño: Alejandro Flores, Berenice Gómez Diseño y formación: Black Blue, Victor Martínez, David Nieto

Impreso en México

Martínez, Margarita Torres, Ilustraciones: Félix León

2017 2016 2015 2014 2013 10 9 8 7 6 5 4 3 2 1

Ilustraciones Student Book: Tania Juárez, Félix León, Luis

Montiel, Antonio Rocha Fotografía de portada Student Book: Glow Images Fotografías Student Book: Glow Images p 19 (4); Photolibrary p 19 Ilustraciones Reader: A corazón abierto/Marcela Gómez, Marcos

Gónzalez, Alejandro Herrerías, Nora Millán, Manuel Molohua Fotografía de portada Reader: Photolibrary Digital pp 33, 33, 11 111 (3); Getty Images Images Fotografías Reader: Archivo Digital p 7 (2); Glow Images pp 33, 111 (2); Photolibrary pp 33, 85, 111; Photostock p 7 ISBN de la serie: 978-607-47 978-607-473-329-7 3-329-7 Teacher’s Guide 2 ISBN: 978-607-473-334-1 Class Audio CD2 ISBN: 978-607-473-340-2

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Macmillan Publishers, S.A. de C.V. Insurgentes Sur 1886 Col. Florida, CP 01030 México, D.F. Tel: (55) 5482 2200 [email protected]

Esta obra se terminó de imprimir en noviembre de 2013

Contents Introduction ………………………………………………………… page 5 Yearly Planner ……………………………………………………… page 11 Assessment Guidelines ……………....…………………………… page 21

Unit 1 …………………………………………………………………. page 23 Learning Environment 1 Social practice: Understand and convey information about goods and services. Specific activities: Offer and understand suggestions in order to purchase or sell a product. Learning Environment 2 Social practice: Read and understand different types of literary texts distinctive of English-speaking countries. Specific activities: Read fantasy literature and describe characters. Continuous and Global Assessment Chart …………………………………………………. page 48 Unit 2 …………………………………………………………………. page 49 Learning Environment 1 Social practice: Understand and write instructions. Specific activities: Understand and compose instructions about facing an environmental emergency. Learning Environment 2 Social practice: Interpret and convey information published in various media. Specific activities: Script dialogues and interventions for a silent short film. Continuous and Global Assessment Chart …………………………………………………. page 74 Unit 3 …………………………………………………………………. page 75 Learning Environment 1 Social practice: Participate in language games to work with specific linguistic aspects. Specific activities: Participate in language games in order to recognize rhythm, stress and intonation of sentences. Learning Environment 2 Social practice: Read and rewrite informative texts from a particular field. Specific activities: Rewrite information to explain how a machine or device works. Continuous and Global Assessment Chart …………………………………………………. page 100

Familiar and Community

Literary and Ludic

Formation and Academic

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Unit 4 …………………………………………………………………. page 101 Learning Environment 1 Social practice: Understand and incite oral exchanges regarding leisure situations. Specific activities: Share personal experiences in a conversation. Learning Environment 2 Social practice: Understand and express differences and similarities between cultural features from Mexico and English-speaking countries. Specific activities: Read short literary essays in order to compare cultural aspects from English-speaking countries and Mexico. Continuous and Global Assessment Chart …………………………………………………. page 126

Unit 5 …………………………………………………………………. page 127 Learning Environment 1 Social practice: Produce texts to participate in academic events. Specific activities: Write diverse points of view to participate in a round table. Learning Environment 2 Social practice: Interpret and convey instructions found in daily life. Specific activities: Provide and understand instructions for the performance of daily life activities. Continuous and Global Assessment Chart …………………………………………………. page 152

Glossary ………………………………………………….…………. page 153 Formal Assessments …………………..….……………………….. page 154 Audioscripts ……………………………………………………....... page 164 Answer Key for Reader Comprehension Questions ……..…. page 171 Answer Key for Self-Tests …………………………………………. page 173 Answer Key for Formal Assessments .…………………………... page 174 Bibliography for Teachers …………….…………………………. page 175 Tracklist ………………………………………………………......….. page 176

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Literary and Ludic


Introduction How All Ready! works Components in All Ready! 2

All Ready! is a brand new secondary school course which has been designed both as a stand-alone course and to follow on from the I’m Ready primary course. All Ready helps students consolidate their knowledge of English and the social practices developed in the previous stages of their education, and acquire new knowledge and skills to help them take their English to the next level.

For students

he aim of the All Ready! series is to expose students to a variety of real life communicative situations specifically selected to reflect the social practices of the English language. his approach is very much task-based. It does not simply rely on language analysis, but rather seeks to make learning meaningful by having students apply new language to the completion of tasks or the development of “products.” At the same time, this approach encourages students to not only develop their communication skills, but also the general learning skills or competencies they will need in life.

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n h • r • r n i • r l • l l • r m i h l

Te communicative focus of the All Ready! series is text-based. Students will work extensively on the production of oral and written texts with the intention of improving their knowledge of different text genres, and producing texts for specific communicative situations, that are both coherent and cohesive, and that follow grammar, punctuation, and spelling conventions. In addition to this, students will develop skills to allow them to re vise and repair their written and oral texts to help them deal with communication breakdowns. 7

B

Student Book Structure All Ready! 2 consists of five units, each one divided into two social learning environments. Each environment is made up of two lessons of 6 pages each, and a product. Te product is the final task to the lessons and aims for students to create a linguistic product that shows that they can perform the social practice and specific activities of the learning environment. Te product is done over three stages which have students plan, do, and share and are covered in 4 class periods. 7

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Te lessons themselves are divided into five stages of language development. Tese stages are not explicitly shown in the Student Book, but are clearly indicated in the eacher’s Guide: • • • •

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Stage 1: I know: Each lesson begins with an activity designed to activate students’ prior knowledge of the specific topic covered in the lesson. Stage 2: I build: Tis stage exposes students to the target language of each lesson in a realistic context with realistic activities. Stage 3: I think: Tis next stage focuses the students’ attention on the target language in an active way, helping them to notice patterns and formulate rules about correct usage. Stage 4: I practice: Tis penultimate stage gives the students the opportunity to test out their conclusions from the previous stage through a variety of controlled activities. Stage 5: I can: Finally, students are given the opportunity to apply and personalize their new language and knowledge in different contexts in order to produce their own language. StarDonaghey Mickey Rogers Yvonne Maruniak Paloma Varela AnnetteFlavel Frances Carmichael

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Each unit begins with an introductory spread which clearly sets out its activities, social practices, and aims so that students have a clear idea of what is expected of them. In addition, there is Glossary at the back of the book to supplement the lessons. e Product lessons that come at the end of each learning environment follow a similar format to the lessons themselves: Stage 1: I get ready: Students activate their schemata on the topic. Stage 2: I plan: e initial planning stage where students decide how to distribute tasks, required material, etc. Stage 3: I do: is consists of the specific activities needed to develop with the product. Stage 4: All ready to share: Students share their product with the class. It includes Check the Chart! or Useful Expressions boxes.

At the end of each product, there is an I learn table so students can self-assess their own performance throughout the product’s process.

Familiar and Community Environment

Literary and Ludic Environment

To further help guide both teachers and children through All Ready! 2, a series of icons and features visually indicate the different elements present in each lesson.

Icons: • Learning environment icons: ese show the learning environment that provides the learning context. Blue – Familiar and Community Environment Pink – Literary and Ludic Environment Yellow – Formation and Academic Environment • Listening icon: is indicates when there is audio support to accompany the activity. • Competencies icons: As previously mentioned, All Ready! places great emphasis in developing students’ competencies in tandem with their communication skills. e following icons appear alongside activities so that both teacher and students can see which competency is being promoted. Learn: Indicates activities which promote lifelong learning, learning autonomy, and learning strategies. Think: Indicates activities which develop critical thinking such as analyzing, categorizing, sequencing, and reflecting. Me: Indicates activities which help students understand themselves, their decision-making processes, and promote self-awareness. Collaborate: Indicates activities which involve cooperative work and develop effective communication and social skills. Act: Indicates activities which create a social and global awareness of the world today.

• Reader icon: is icon indicates when to use the Reader which accompanies the Student Book.

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• Glossary icon: is icon refers students to the Glossary at the back of the book and aids them in the learning of new words. e word and meaning will help them understand and remember the new words more effectively.

Formation and Academic Environment

00

Audio

Features: ere is a Glossary for each unit that gives meanings of key vocabulary items, helping students develop basic dictionary skills that promote autonomous learning. e Self-Test section provides an opportunity for students to reflect on their learning in each unit and what they can do with the language they have acquired. It includes an answer key. e Worksheet section consists mainly of graphic organizers and templates for the students to use during class. e teaching notes indicate when and how to use them. For more information, see the Helpful ideas for using All Ready! section on pages 8-9. e Verb list contains a list of irregular verbs found in the Student Books in their infinitive, simple past, and past participle forms. e Audioscript section contains scripts for all the listening activities covered in the Student Book. Refer students to this section whenever you want them to do different activities with the audioscript. e Bibliography for Students provides a list of reference materials for students to research and expand their knowledge on the topics seen in All Ready! Yearly Planner

Unit 1

Learning Environment 1

Teacher’s Guide Teaching notes

lessquickly;theleast…,themostquickly);adverbs:ofdegree

FamiliarandCommunity Socialpractice:Understandand conveyinformation about

(very,too,rather );sentence types: declarative,interr ogative, imperative,exclamative.

goodsandservices. Specificactivities:Offerandunderstandsuggestionsinorderto

Achievements:

purchaseorsella product. StructuresandSampleLanguage: verbs:modals( should,shall);

•Cananticipatecentralsenseandmainideasfromknownoral expressions.

verbforms:subjunctive:( shesuggestshebuy …);acoustic features:tone( courteous,serious, etc. ),rhythm,speed, intonation,pauses; connectors;adject ives:qualifying,

•Candistinguishmainideaswithinoralexchanges. •Canseekconfirmationin anoralexchange.

comparative,compound ( fifteen-minuteprocess, two-wheel vehicle);comparativestructures(as…as …;like;moreslowly,

Lesson 1 Class1

is guide provides step-by-step comprehensive teaching notes on how to cover the material in the Student Book. Each corresponding unit of the Teacher’s Guide is clearly sub-divided into learning environments, lessons, and even classes, so that the teacher knows exactly what to do and when to do it.

Class2

Lesson Stages

Student Book

I know I build

Activity 6 Activity 7 Activity 8 Activity 9

Class4

I can Lesson Stages

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8

I build

Class6

I think


Class7

I practice Class8

Class9

Class10

Learn

Pages7-19

C ollaborate

Student Book

I know

Product 1

Tink WhatShouldI Buy?

Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15

I practice

e lesson notes follow the previously mentioned five-stage language development plan. Similarly, product lessons are clearly based on the aforementioned four-stage plans. Both of these lesson types begin with a box which clearly sets out the lesson’s performance indicators and the required materials before the lessons begin, and the lesson notes contain key features like answer keys and competency icons.

Competencies Developed


I think

Class5

Reader

Activity 1

Class3

Lesson 2

•Canproduceexpressionstoargueor object. •Canadjusttone,rhythm,andintonationwhencomposing oraltexts.

Reader

Competencies Developed Act

Tink WhatShouldI Buy?

Pages7-19

I can Lesson Stages

Me

Catalogue of Goods

I get ready

Stage 1

I plan

Stage 2

I do

Stage 3

Allready to share

Tink Learn

Activity 13 Activity 14 Activity 15 Activity 16 Activity 17

Stage 4 I learn

Class11

Self-est:page 166 of the StudentBook

Class12

FormalAssessment:page 154 ofthe eacher'sGuide

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Other useful sections in the teaching notes include: Unit 1

Yearly Planner: Five two-page spreads, one for each unit, which clearly indicate what the teacher needs to cover in each cla ss period. It lists the Student Book activities, the chapters of the Reader, the competencies to be developed, and the stages covered in each lesson. Lead-in: is section begins every class and serves as a warmer activity to get the students involved and interested before the main p art of the lesson begins.

Class

Lead-in Choose two random objects inthe classroom which look completely different. Ask studentsto findas many similaritiesastheycan betweenthetwo objects.

Stage 1: I know 02 1 Listen to the conversations and number the pictures in the order you hear them. To activate previous knowledge, tell studentsabout the lastthingyoubought,whereyouboughtit,andwhether itwascheapor expensiv e.Thenask students these questions: Whatwas thelast thingyou bought? Where didyou buyit? Wasitexpensive? Allowdifferent students to tellyou aboutthe thingsthey bought. Ask studentsto opentheir StudentBooksto page 8 anddraw their attentionto the illustrations. Ask: Who arethey? Wherearethey? Whatare theygoing to buy? Elicitanswers. Tellstudentsthey willlistento different conversationsand thatyou wantthem to pay attention to allthe sounds they hear, to d i entify the place where the conversationsare taking place. Ask them toclose their eyes. Thenplaythe CDand pauseitafterthefirstconversati on.Ask: Whowas speaking?Aretheyfriends? Thiswillallowthemto distinguishtheattitudes ofspeakers andthe relationship betweenthem. Thenask : Whereare they? to distinguish sounds which allowthe identificationof the place where adialogueoccurs.Repeatfortheotherthree conversations.Thenexplain thatthey will listento the conversationsagain to number thepictures intheir

Reader box: is is a set of instructions on how to present and carry out the activities related to the Reader (indicated in the Student Bo ok by the Reader icon). ese boxes also give ideas for a variety of reading strategies. Alternative Activity box: is offers the teacher an alternative way to conduct an activity.

Lesson 1

Performance Indicators: – Activate previous knowledge. – Distinguish the attitudesof speakers andthe relationship between them. – Distinguish soundswhich allow the identification ofthe place where adialogue occurs. – Detectrhythm, speed, andintonation. – Choose wordrep ertoire relevantto asuggestion. – Formulate, accept, orreject suggestions. – Contextclues:sounds, turnsofparticipation, relationship betweenparticipants, attitudes, etc. – Acousticfeatures: tone, rhythm,speed, intonation, pauses. – Recognize subjectmatter, purpose, andintended audience. – Determine sequence ofenunciation: description. – Listento suggestions aboutthe purchase or sale of aproduct.

Student Book

p. 8-13

– Distinguish formsof expressing suggestions. – Adverbsofdegree. – Locate andcomprehend information. – Structure ofdialogu e:ope ning, body, andclosure. – Adjectives:qualif ying, comparative. – Comparative structures. – Formulate questionsand answersto understand adialogue. – Establish linguisticres ources to link the sentencesin asuggestion. – Connectors. – D etect expressionsto argue or object. – Foster courtesy withininterpersonal relationships. – Show assertivenessduring decision-making. Materials: – Reader, Audio CD – W hite sheetsofpaper

StudentBook sin the order they hear the conversations asthey listen. Play the CD. Have studentsexchange bookswitha classmateandexplaintheywilllistento the conversationsonce more to check their classmate’s answers. Ask them to mark the wrong answersin their classmate’sbooks , butnot to correct. Play the CD. Then have students returnthe books to their classmates to make the necessary corrections. Play the CDonce more ifitis necessaryfor students to correcttheiranswers. Listening to the conversationsmore thanonce willalso allowstudents todetect rhythm,speed, andintonation.

Answers: a 3; b 1; c 4; d 2

Alternative Activity: Have studentswork inpairs andchoose one of the situationsusing the illustrations intheir books onpage 8 asrefe rence. Ask them each to choose acharacter andto reproduce the conversation between the people inthe picture they chose. By doing this,studentswillchoosewordrepertoirerelevantto formulate, accept, or rejectsuggestions. Thenask for volunteersto cometo theclass andperform their conversation.Thiswill allowstudents todistinguish contextclues: sounds,turns ofparticipation,relationship between participants, attitudes, etc. Encourage studentsto emphasize these acoustic features: tone, rhythm, speed, intonation, pauses. Allow different studentsto come to the frontandpe rform the conversations. You canhave the rest ofthe class vote for the best performance. Time: 15 minutes

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Classroom Management box: is gives methodological or class management suggestions, designed to anticipate problems in the classroom and /or help the class run more smoothly in general. Remember: is feature prompts the teacher at the end of a class about the material required for the next class. Cultural Note box: is provides useful cultural information related to the subject being covered or the language being taught. Teacher’s Reflection Tool box: is, which appears at the end of each learning environment and lists the learning environment’s achievements in the form of can do statements, and it provides the teacher with an opportunity to reflect on what students have covered in class. Assessment tools: e Assessment Guidelines section at the beginning of the book offers a detailed explanation of the different types of assessment provided in All Ready! 2, including assessment rubrics. After each unit there are Continuous and Global Assessment Charts to record students’ progress, which are linked to the attitudes and values of the language and the social practices. Finally, at the end of this Teacher’s Guide, there are two-page Formal Assessments for each unit, which cover the students’ language knowledge and skills. Bibliography for Teachers: is is a list of reference materials for teachers. Glossary: is provides a comprehensive list of ELT terms used in the teacher’s notes or that are essential to the successful implementation of All Ready! 2. Audioscripts: A copy of all of the scripts for all listening activities is provided at the back of the Teacher’s Guide. Answer Keys: ere are answer keys for the Reader’s Comprehension Questions and the Formal Assessments.

Other resource material: Audio CD

e Audio CD contains the listening activities from the Student Bo ok. e recordings are read by both native and non-native English speakers. e tracks are indicated in both the Student Book and the Teacher’s Guide.

The Readers e All Ready! Readers are specifically designed to complement the Student Book. Given the text focus of All Ready! , the Readers are an essential tool to help students de velop their reading skills and text knowledge. e Readers consist of three main sections:

• Narrative texts ese are original fiction and provide opportunities for students to read and discuss stories related to cultural, literary, and everyday topics, with illustrations that are closely related to the text. • Informative texts ese are non-fiction texts that help students learn about the world around them. ey contain factual texts and support cross-curricular content.

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• Comprehension Questions and Glossary texts, followed by a glossary designed to help comprehension during the reading process.

Helpful ideas for using All Ready! 2 Developing Writing Skills All Ready! 2 focuses heavily on developing students’ text skills, both through their ability to understand different texts and to produce them. Students have begun to develop an understanding of different text types and are becoming aware of concepts such as purpose, structure, genre, and tone, both in their own language and in English. However, if this receptive understanding of written language is to become a productive ability, students will need the help, support, and guidance of their teachers. All Ready! 2 provide activities designed to improve and practice students’ writing skills, but there are a whole host of other activities available to the teacher which can be integrated into classroom activities to further develop students’ knowledge and abilities, many of which require little or no preparation.

At word level, drawing students’ attention to spelling patterns and strategies (i before e except after c; when to double consonants when adding -ed or -ing to verbs, etc.), provides students with the to ols to construct the basic building blocks of any text. It is also advisable to sensitize students to recognize different parts of speech (nouns, verbs, adverbs, etc) and their syntactic functions, as this will improve their accuracy. One simple but effective activity that can be include d in virtually any lesson is having students find examples of the part of speech being studied in each lesson, for example, prepositions. Another is helping students build word families for high frequency vocabulary which occurs in the lessons, for example, success (n) succeed (v) successful (adj), by having students come up with sentences for each different part of sp eech in the family. Similarly, there is an abundance of useful sentence-based activ ities available to the teacher; again, many require little extra work on the part of the teacher. Sentence dictations can be very useful in helping students understand the difference between what they hear and what they write, and can be done collaboratively (with pairs or groups of students comparing after each listening and peer correcting) so that the focus is on the students learning from each other. In a similar vein, giving students sentences from their written homework and having them work in groups to try and find and correct the mistakes can be a very useful sensitizing activity. To make things easier, the teacher can indicate where the mistakes are and focus on common “global” mistakes made by the students rather than using specific examples from individual students and risking potential embarrassment for the student concerned. With paragraph and complete text activities, once again, noticing exercises, such as identif ying all the linking words / phrases in a text can be very useful for building student text knowledge, and simple activities can be created by photocopying texts and deleting the linking words you want to practice. Similarly, giving students individual sentences from a text or paragraph an d having them work together to decide on a logical order can promote concepts such as how to produce coherent arguments or main ideas and supporting details.

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Moving on to creativity, it is often at the idea stage where students f all short with writing. Techniques such as brainstorming, using visual aids, collaborative and chain writing (where students take turns to wr ite sentences in a text) are all ways of making sure that students don’t get stuck on what to say. In addition, remember that while students may now be able to recognize certain text types, they probably still have very little experience in actually producing them. Make sure that they have the scaffolding they need by always having a model text so that students are clear on what they have to produce. e first few times the students are attempting a certain text type, text templates which clearly show the paragraph structure, with sentences prompts for students to complete ( In my opinion, …; etc.) provide students with a framework to “borrow” for future texts of their own. Remember that students learn quickly, but also forget quickly, and the best way to ingrain good writing practices in students’ minds is to do activities often so that they become second nature and can be applied by students outside the classroom.

Using Songs All Ready! 2 makes use of songs for a number of different reasons. Apart from the “typical” language focus exercises (complete the missing words, guess the new vocabulary from context, put the words or sentences in the correct order, listen and correct the mistakes, mime the actions, etc.), songs can provide a platform for a number of other language and competency-based activities. To begin with, songs can be used as a means of teaching values and provide contexts for looking at social issues, by having students reflect on the themes they cover, such as sadness, friendship, and family. In addition, songs can serve as a platform for speaking and writing exercises. Depending on the song, it may be possible for students to develop roleplays between the different characters in the song or for students to write additional verses or continue the “story”. ey can even be asked to write letters or e-mails to the people in the song, giving advice, or to rewrite the song into a story. e list goes on and on. One thing is certain, songs are an excellent way to engage students’ interest in English or in a specific topic, and with a little thought, can often be the vehicle for many interesting activities.

Graphic Organizers Graphic organizers, which are found in the Worksheet section of the Student Book, integrate visual and verbal elements of learning. ey benefit both left and right hemispheres of the brain, and are designed to help students organize and make sense of information and create a connection between different ideas through visual means. Graphic organizers can be used in all stages of the lesson, for instance, when brainstorming or when organizing information, and they can be used individually or in groups. ey are particularly useful in activities that require critical thinking skills and promote creativity by encouraging students to look at information in new ways. ey also promote learner autonomy by giving students the means to organize their newly acquired knowledge in ways which are meaningful to them.

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Yearly Planner

Unit 1


less quickly; the least …, the most quickly); adverbs: of degree


(very, too, rather ); sentence types: declarative, interrogative,

Social practice: Understand and convey information about

imperative, exclamative.

goods and services. Specific activities: Offer and understand suggestions in order to

Achievements:

purchase or sell a product.

• Can anticipate central sense and main ideas from known oral

Structures and Sample Language: verbs: modals ( should, shall);

expressions.

verb forms: subjunctive: ( she suggests he buy …); acoustic

• Can distinguish main ideas within oral exchanges.

features: tone (courteous, serious, etc.), rhythm, speed,

• Can seek confirmation in an oral exchange.

intonation, pauses; connectors; adjectives: qualifying,

• Can produce expressions to argue or object.

comparative, compound (fifteen-minute process, two-wheel

• Can adjust tone, rhythm, and intonation when composing

vehicle); comparative structures (as … as …; like; more slowly,

Lesson 1 Class 1

Class 2

Lesson Stages

I know I build

I think Class 3

I practice Class 4

I can Lesson 2

Lesson Stages

I know Class 5

I build

Class 6

I think Class 7

I practice Class 8

Product 1

Class 9

Class 10

I can

Lesson Stages

oral texts.

Student Book

Reader


Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9

ink What Should I Buy?

Learn

Pages 7-19


Collaborate

Student Book

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12

Reader


Act

ink What Should I Buy?

Pages 7-19

ink Learn


Me

Catalogue of Goods

I get ready

Stage 1

I plan

Stage 2

I do

Stage 3

All ready to share

Stage 4 I learn

Class 11

Self-Test: page 166 of the Student Book

Class 12

Formal Assessment: page 154 of the Teacher's Guide

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Unit 1 Learning Environment 2

Achievements:

Literary and Ludic

• Can use strategies to support the comprehension of

Social practice: Read and understand different types of

narratives.

literary texts distinctive of English-speaking countries.

• Can anticipate central sense and main ideas from some

Specific activities: Read fantasy literature and describe

details.

characters.

• Can distinguish between explicit and implicit information.

Structures and Sample Language: adjectives: qualifying; verb

• Can formulate and answer questions to distinguish and

tenses: past and present perfect; adverbs: of time (yet,

verify specific information.

already); verb forms: gerund, past participle; conditionals (if

• Can describe characteristics and abilities.

she were …, she would …); direct and indirect speech.

Lesson 3

Class 13

Class 14

Lesson Stages

Me

I build

Activity 2 Activity 3

Act

I think

Class 16

I can

Lesson Stages

I know Class 17

I build

Class 18

I think Class 19

I practice Class 20

I can

12

Lesson Stages

Class 21

I get ready I plan I do

Class 22

All ready to share

Class 23 Class 24


Activity 1

I practice

Product 2

Reader

I know

Class 15

Lesson 4

Student Book

Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Student Book

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13

ink The Five Joaquins

Learn

Pages 20-32 Act

Act

Reader


Collaborate ink The Five Joaquins

Pages 20-32


Learn

Learn Collaborate Act

Activity 18 Comic Book

Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: page 167 of the Student Book Formal Assessment: page 155 of the Teacher's Guide


Achievements:


• Can clarify the meaning of unknown terms in order to

Social practice: Understand and write instructions.

broaden and refine their vocabulary.

Specific activities: Understand and compose instructions

• Can understand and point out the order of the

about facing an environmental emergency.

components, useful information and main ideas of an

Structures and Sample Language: sentence types; adverbs: of

emergency manual.

time (for, since), of sequence (after, firstly, next); abbreviations

• Can write and classify sentences in order to create

( ASAP, S.O.S.); pronouns (who, whom, etc.) and relative

instructions sequences.

adverbs (how, why, when, where); prepositions (by, about,

• Can remove, add and / or edit an instruction manual.

for, in, into) and prepositive phrases (at the end of, in front of ).

Lesson 1 Class 25

Lesson Stages

I know

Activity 1

I build

Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14

Class 26

I think

Class 27

I practice Class 28

Lesson 2

I can Lesson Stages

I know Class 29

Class 30

I build

I think

Class 31

I practice

Class 32

I can

Product 1 Class 33

Student Book

Lesson Stages

I get ready


Me

ink What to Do in an Emergency

Pages 33-45

Learn Collaborate

Student Book

Reader


Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14

ink What to Do in an Emergency

Learn

Pages 33-45 Act

Act Instruction Manual

Stage 1

Class 35

Stage 2 Stage 3 Stage 4 I learn Self-Test: page 168 of the Student Book

Class 36


Class 34

I plan I do

Reader

All ready to share

13


Achievements:


• Can anticipate central sense and main ideas from

Social practice: Interpret and convey information

previous knowledge and non-verbal communication.

published in various media.

• Can compose expressions to produce oral exchanges.

Specific activities: Script dialogues and interventions for a

• Can provide examples to main ideas during an

silent short film.

oral exchange.

Structures and Sample Language: connectors; verbs: modals

• Can rephrase expressions produced during an

(would, could, need to).

Lesson 3 Class 37

oral exchange.

Lesson Stages

I know I build

Class 38

I think Class 39

I practice

Class 40

Lesson 4

I can

Lesson Stages

I know Class 41

Class 42

Class 43

Class 44

Product 2

I think

I practice

I can Lesson Stages



ink


Learn

Silent Story

Pages 46-58

Me


Collaborate Learn

Student Book

Reader



ink Silent Story

Pages 46-58

Collaborate Act

Activity 13 Activity 14 Activity 15

Collaborate Script

Class 47 Class 48


Class 46

I get ready I plan I do All ready to share

Reader

Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: page 169 of the Student Book

Class 45

14

I build

Student Book


Achievements:

Literary and Ludic

• Can distinguish the stress of specific parts of sentences.

Social practice: Participate in language games to work

• Can read and write sentences to practice rhythm,

with specific linguistic aspects.

intonation and stress.

Specific activities: Participate in language games in order

• Can contrast the stress of words, both on their own and

to recognize rhythm, stress and intonation of sentences.

within sentences.

Structures and Sample Language: sentence composition; punctuation: apostrophe (He didn‘t, I‘ve); upper and lower case letters; diphthongs: (oi, ou, au).

Lesson 1 Class 49

Lesson Stages I know I build

Class 50

I think

I practice Class 51

I can Class 52

Lesson 2 Class 53

Lesson Stages I know I build I think

Class 54

Class 55

Class 56

Product 1 Class 57

Class 58 Class 59 Class 60

I practice

I can

Lesson Stages I get ready I plan I do All ready to share

Student Book Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12

Reader

Tink Learn Let’s Communicate

Pages 59-71 Collaborate

Activity 13 Activity 14 Activity 15 Activity 16 Student Book

Collaborate

Reader



Competencies Developed Me

Tink Learn Let’s Communicate

Pages 59-71

Tink Learn


Collaborate Act Hangman Game

Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-est: page 170 of the Student Book Formal Assessment: page 158 of the eacher's Guide

15


phrasal verbs ( set upon, get about, etc.); adverbs: of the


sentence (too, either, etc.); syntactic features of the English

Social practice: Read and rewrite informative texts from a

language: split infinitive [to + word(s) + verb]

particular field. Specific activities: Rewrite information to explain how a

Achievements:

machine or device works.

• Can choose and paraphrase sentences.

Structures and Sample Language: comparatives (more

• Can organize and link main ideas and the information

slowly, less quickly, etc.), superlative adverbs (the least …,

which explains them, in a diagram.

the most quickly, etc.); verb forms: modals (can, could);

• Can rewrite sentences in order to give explanations.

connectives (in order to, so that, so/such … that); verbs:

Lesson 3 Class 61

Lesson Stages

I know I build

Class 62

I think

Class 63

I practice

Class 64

I can

Lesson 4

Lesson Stages

I know Class 65

Class 66

I think

Class 67

I practice

Class 68

I can

Product 2

Lesson Stages

Me Act ink Learn

Teen Geek

Pages 72-84

Collaborate

Student Book

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17


Reader


ink Teen Geek

Pages 72-84 Learn

Act

Poster about the Operation of a Machine

Class 71 Class 72


Class 70

I get ready I plan I do

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17

Reader

Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: page 171 of the Student Book

Class 69

16

I build

Student Book

All ready to share


time always, never, sometimes, etc.); connectors ( so, nor ).


Achievements:

Social practice: Understand and incite oral

• Can seek confirmation.

exchanges regarding leisure situations.

• Can enunciate personal experiences spontaneously.

Specific activities: Share personal experiences in a

• Can organize sentences in a sequence.

conversation.

• Can adapt verbal and non-verbal behaviors to a specific audience.

Structures and Sample Language: verbs: modals

• Can anticipate central sense and main ideas to sustain a conversation.

(would, used to), causative (have/get); adverbs: of

• Can use direct and indirect speech while sharing personal experiences.

Lesson 1

Lesson Stages

I know Class 73

I build

Class 74

I think

Class 75

I practice

Class 76

Lesson 2

I can

Lesson Stages

I know Class 77

I build

Class 78

I think

Class 79

I practice Class 80

Product 1 Class 81

Class 82 Class 83 Class 84

I can Lesson Stages I get ready I plan I do

All ready to share

Student Book

Reader

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18 Activity 19 Activity 20 Activity 21 Activity 22 Student Book

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18


ink

Learn

ink Sharing Our Lives Through Language

Pages 85-97 Learn

Collaborate

Reader


Me

ink Sharing Our Lives Through Language

Learn

Pages 85-97 ink

Collaborate

Autobiographical anecdote Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: page 172 of the Student Book Formal Assessment: page 160 of the Teacher's Guide

17


(good-looking, well-dressed); adverbs: of time (never, always,

Literary and Ludic

sometimes, often); nouns: irregular plurals

Social practice: Understand and express differences and similarities between cultural features from Mexico and English-

Achievements:

speaking countries.

• Can differentiate examples and explanations from

Specific activities: Read short literary essays in order to compare

• Can formulate and answer questions about literary essays.

Structures and Sample Language: antonyms; verb tenses:

• Can compare information, using antonyms.

progressive forms, past, present; adjectives: compound

• Can compose sentences to describe cultural aspects.

Lesson 3 Class 85

Lesson Stages

I know

I build Class 86

I think

Class 87

I practice

Class 88

I can Lesson 4

Lesson Stages

I know Class 89

I build

Class 90

I think

Class 91

I practice Class 92

Product 2

I can

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18 Activity 19 Activity 20



Learn

ink

Learn An Aussie in the Land of the Aztecs

ink

Pages 98-110

Learn

Me

Student Book

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10

Reader

Reader


ink

ink An Aussie in the Land of the Aztecs

Pages 98-110


Act

Class 95 Class 96


Class 94

Lesson Stages I get ready I plan I do

Student Book

Comparative Chart Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: page 173 of the Student Book

Class 93

18

main ideas.

cultural aspects from English-speaking countries and Mexico.

All ready to share


Achievements:


• Can use various strategies in order to point out information

Social practice: Produce texts to participate in academic events.

containing individual points of view. • Can select and organize information in order to write

Specific activities: Write diverse points of view to

sentences containing individual points of view.

participate in a round table.

• Can write paragraphs that express individual points of view.

Structures and Sample Language: synonyms; connectives

• Can solve doubts and provide feedback in order to edit

(because, if, unless, although, in spite of ); conditionals (If

individual points of view.

we were …, we would; If they do …, they will …).

Lesson 1

Lesson Stages

I know Class 97

I build

Class 98

Class 99

Class 100

Lesson 2

I think

I practice

I can

Lesson Stages

I know Class 101

I build

I think Class 102

I practice Class 103

Class 104

Product 1

I can

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18

Reader


ink

ink Learn

Know Your Rights!

Pages 111-123 ink Learn

Collaborate

Student Book

Reader


Act

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18 Activity 19

ink

Learn Know Your Rights!

Pages 111-123

Learn

Me Collaborate

Class 107

Round Table Discussion Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: page 174 of the Student Book

Class 108


Class 105

Class 106

Lesson Stages I get ready I plan I do

Student Book

All ready to share

19


( should, must); adverbs: manner; verb forms: imperative; connectors;


prepositions (in, to, at, on).

Social practice: Interpret and convey instructions

Achievements:

found in daily life.

• Can adjust volume intonation and tone to emphasize

Specific activities: Provide and understand instructions

or alter instructions.

for the performance of daily life activities.

• Can understand and request instruction to carry out an activity.

Structures and Sample Language: determiners: quantifiers

• Can compose sequences of enunciation to provide instructions.

( some, any, few) , articles (a, an, the); nouns: count and

• Can use linguistic resources to ensure the

non-count; verb tense: simple present; verbs: modals

comprehension of instructions. • Can produce instructions spontaneously.

Lesson 3

Lesson Stages

I know Class 109

I build Class 110

I think

Class 111

I practice

Class 112

Lesson 4

I can Lesson Stages

I know Class 113

I build

I think Class 114

Class 115

Class 116

Product 2 Class 117

I practice

I can Lesson Stages I get ready

I plan I do

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16

Reader


Act

ink Watch Out!

Learn

Pages 124-136 ink Learn Collaborate

Student Book

Reader


Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11

ink

ink Watch Out!

Pages 124-136

Learn

Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Collaborate Activity 17 Activity 18 Me Activity 19 Poster with Instructions to Carry Out Daily Life Activities Stage 1 Stage 2

Class 119

Stage 3 Stage 4 I learn Self-Test: page 175 of the Student Book

Class 120


Class 118

20

Student Book

All ready to share

Assessment Guidelines All Ready! 2 offers different types of assessment tools related to the learning process that are u sed to systematically gather evidence over time and in different ways.

Continuous and Global Assessment Charts. e chart at the end of unit is designed for both continuous and global assessment. Continuous assessment focuses on the student’s attitudes and values, on “learning to be” through the language. Global assessment focuses on the final outcome of the unit. Assess each social environment by making one photocopy per student and filling in each column with the assessment criteria provided in the chart.

Continuous Assessment Continuous assessment focuses on the student’s attitudes and values, on “learning to be” through the language. Global Assessment Global assessment focuses on the final outcome of the unit easily assess each social practice by using the assessment guidelines. Descriptions of the achievements for each learning environment (LE) are given at the beginning of each unit, and charts at the end of each unit allow you to keep a record of both student’s continuous progress and the global outcome of each one. T

4 8

Continuous and Global Assessment Chart

All Ready! 2 Unit 1

Continuous Assessment LE 1 Is aware of the use of language to promote, accept, and reject suggestions

.

Student's Name

Is confident when making decisions

Continuous Assessment LE 2

Understands and uses courtesy expressions when interacting with others

Realizes the part that imagination and creativity have when interpreting reality

Is aware of language and literature as a means to represent reality

Global Assessment Understands and conveys information about goods and services

Finds through literature pleasure and enjoyment in reading

Reads and understands different types of literary texts from different English-speaking countries

Formal Assessment Formal assessment is a means to provide both corrective and enrichment activities for students who nee d them. Use the tasks in each learning environment to assess student's comprehension of the newly acquired language. Photocopiable formal assessments are provided at the back of the Teacher’s Guide. ey cover a variety of evidences of students’ learning. Use them after students have completed the corresponding learning environments in each unit in order to check their understanding; allow adequate time for them to work on each assessment. e answer key is on page 174. Unit 1

Formal Assessment

Unit 1


Name:

1 They are playing soccer.

T

F

2 They are looking ata menu.

T

F

3 They want soda.

T

F

F

for False.

(3 points, 1 each)

2 Listen to the conversation and answer the questions.

02


Name:

1 Listen to the conversation and circle T for True or

02

Formal Assessment

1 Read the story and answer the questions.

(3 points, 1 each)

1 What shoesdoes the second boy want?

.

2 Which are more expensive, Roadrunners or Rickie tennis shoes?

.

3 Where are Roadrunners made?

.

(6 points, 2 each)

My grandfather told me his father had met Joaquin Murrieta, the famous outlaw. One day when my grandfather was a boy he was taking care of his family’s sheep in the mountains. He was sitting under a tree watching the sheep when a man suddenly appeared. My grandfather looked at him and asked, “Where did you come from?” The man laughed and said he was thirsty. My grandfather offered him some water. When the man left, he told my grandfather never to be afraid of Joaquin Murrieta. He said Joaquin never forgot a favor. 1 What was his grandfather doing in themountains? . 2 What did Joaquin Murrieta want? .

3 Read the advertisements and complete the sentences.

(10 points, 2 each)

3 Why shouldn’t the grandfather be afraid of Joaquin Murrieta? .

Comet bike

Pegasus bike

19” speed bike Maximum speed up to 25 Km/hr Weight: 20kg Brand new. Only $2,500 Contact Beto Palacios 3546-4459

19”Mountain bike Maximum speed up to 45Km/hr Weight: 16kg Six months old. Only $2,600. Contact Pablo Suarez 6454-6698

2 Write the correct form of the verbs.

(8 points, 2 each)

Mary said she 1)

worried because she has two exams tomorrow. She (be)

wished that she could 2)

more. If I 3)

A: How much is the Pegasus?

(study)

B: It’s $2,600. It’s 1)

than the Comet and it’s

2)

Mary, I wouldn’t 4)

.

(expensive)

(old)

A: That’s right. The Pegasus is as 3)

(be)

to the movies tonight. (go)

3 Circle the correct words.

as the Comet.

(4 points, 1 each)

(tall)

B: It’s 4)

than the Comet too. I think it will go 5)

A: 1) Have / Had you ever been to the city?

than the Comet.

(light)

B: Yes, I have. We 2) had / have lived there for six months when we had to move because my

(fast)

father found a better job here. He 3) can’t / couldn’t find a job there. He 4) has / had looked 4 Write the correct phrases from the box.

:

A: 1) I suggest Let’s That’s a good idea Why don’t you

2)

_pp1

blond

write an advertisement.

A: 3)

you ask your father first.

_Formal Assessment.indd 1

girl

small

short .

2

/ 20 points)

.

Score: (

Photocopiable D.R. © MacmillanPublishers,S.A. de C.V., 2012. Only for teaching purposes.

_1

(2 points, 1 each) thin

1

.

Score: (

154

4 Describe this superhero. Use the words in the box.

sell your old bike, Andy?

B: Great. We can make some money.

B: 4)

A _T

for a job for months.

(4 points, 1 each)

/ 20 points)

Photocopiable D.R. © MacmillanPublishers,S.A. de C.V., 2012. Only for teaching purposes.

1

:

P

A _T

_pp1

_1

_Formal Assessment.indd 1

155

1

:

P

21

Self-Assessment (Self-Test and Can do Checklist) Encourage self-assessment, as it gives students an opportunity to reflect on their own learning and helps them understand that learning is a process. At the end of each learning environment, have students go to the Self-Test for that unit and learning environment, and have them answer the test. Check answers and take this opportunity to review any language or structures on page 173 of the Teacher's Guide. After the Self-Test, direct students to the unit opener and have them check the boxes for the Can do statements in that learning environment. It is also important to start the unit by showing students what objectives will be covered and

Product: I learn section Students can monitor their own progress after completing the product in this section. Remember that it is very important to guide students to build up self-awareness so that they are able to objectively assess their own performance. Ask students to evaluate their performance (teamwork, attitude, contributions, and self-esteem) in the development of the product. It will help them gain confidence in their own ability to learn, a sense of achievement, and self-esteem. Some students might be very harsh in their self-evaluation; be ready to give them positive feedback on this topic.

Reflection on Teaching Teachers are also given an opportunity to reflect on their teaching and on students’ achievement. Teacher’s Ref lection Tool My work in this social learning environment has facilitated the learning process of the class so students:

– Can anticipate central sense and main ideas from known oral expressions. – Can distinguish main ideas within oral exchanges. – Can seek confirmation in an oral exchange. – Can produce expressions to argue or object. – Can adjust tone, rhythm, and intonation when composing oral texts.

22

Unit 1 Learning Environment 1:

Learning Environment 2:


Literary and Ludic

Social Practice: Understand and convey information

Social Practice: Read and understand different

about goods and services.

types of literary texts distinctive of English-speaking countries.

Specific Activities: Offer and understand suggestions in order to purchase or sell a product.

Specific Activities: Read fantasy literature and describe characters.

Product: Catalogue of Goods Product: Comic Book At the end of this learning environment students will: At the end of this learning environment students will: predict message and main ideas from known conversation phrases. differentiate main ideas within conversations. confirm information during conversations. produce phrases to buy and sell products. speak softly and slowly or louder and faster when having a conversation.

•

use strategies to build comprehension of texts. recognize message and main ideas from details. differentiate between explicit and implicit information. ask and answer questions to differentiate and check information. talk about characteristics and abilities.

•

•

•

•

•

• •

•

•

23

Unit 1

Lesson 1

Performance Indicators: Activate previous knowledge. – Activate Distinguish the attitudes of speakers and the – Distinguish relationship between them. – Distinguish Distinguish sounds which allow the identification of the place where a dialogue occurs. – Detect Detect rhythm, speed, and intonation. – Choose Choose word repertoire relevant to a suggestion. – Formulate, Formulate, accept, or reject suggestions. – Context Context clues: sounds, turns of participation, relationship between participants, attitudes, etc. – Acoustic Acoustic features: tone, rhythm, speed, intonation, pauses. – Recognize Recognize subject matter, purpose, and intended audience. – Determine Determine sequence of enunciation: description. – Listen Listen to suggestions about the purchase or sale of a product.

Class

Lead-in Choose two random objects in the classroom which look completely different. Ask students to find as many similarities as they can between the two objects.

Stage 1: I know 1 Listen to the conversations and number the pictures in the order you hear them. To activate previous knowledge, tell students about the last thing you bought, where you bought it, and whether it was cheap or expensive. Then ask students these questions: What was the last thing you bought? Where Allow different students did you buy it? Was it expensive? it expensive? Allow to tell you about the things they bought. Ask students to open their Student Books to page p age 8 and draw their attention to the illustrations. Ask: Who are they? Where are they? What are they going to buy? Elicit answers. Tell students they will listen to different conversations and that you want them to pay attention to all the sounds they hear, to identify identify the place pl ace where the conversations are taking place. Ask them to close their eyes. Then play play the CD and pause it after the first conversation. Ask: Who was This will allow them to speaking? speakin g? Are Are they friends? friends? This distinguish the attitudes of speakers and the relationship between them. Then ask: Where are they? to to distinguish sounds which allow the identification of the place where a dialogue occurs. Repeat for the other three conversat conv ersations. ions. Then explain that they will listen to the conversations again to number the pictures in their 02

24

Student Book

p. 8-13

Distinguish forms of expressing suggestions. – Distinguish Adverbs of degree. – Adverbs Loc ate and comprehend information. – Locate – Structure Structure of dialogue: opening, body, and closure. – Adjectives: Adjectives: qualifying, comparative. – Comparative Comparative structures. – Formulate Formulate questions and answers to understand a dialogue. – Establish Establish linguistic resources to link the sentences in a suggestion. – Connectors. Connectors. – Detect Detect expressions to argue or object. – Foster Foster courtesy within interpersonal relationships. – Show Show assertiveness during decision-making.

Materials: – Reader, Reader, Audio CD – White White sheets of paper

Student Books in the order they hear the conversations as they listen. Play the CD. Have students exchange books with a classmate and explain they will listen to the conversations once more to check their classmate’s answers. Ask them to mark the wrong w rong answers in their classmate’s books, but not to correct. Play the CD. Then have students return the books to their classmates to make the necessary corrections. Play the CD once more if it is necessary for students to correct their answers. Listening to the conversations more than once once will also allow students to detect rhythm, speed, and intonation.

Answers: a 3; b 1; c 4; d 2

Alternative Activity: Have students work in pairs and choose one of the situations using the illustrations in their books on page 8 as reference. Ask them each to choose a character and to reproduce the conversation between the people in the picture they chose. By doing this, students will choose word repertoire relevant to formulate, accept, or reject suggestions. Then ask for volunteers volunt eers to come to to the class and perform their their conversation. This will allow students to distinguish context clues: sounds, turns of participation, relationship between participants, attitudes, etc. Encourage students to emphasize these acoustic features: tone, rhythm, speed, intonation, pauses. Allow different students to come to the front and perform the conversations. You You can have the rest of the class vote for the best performance. Time: 15 minutes

Reader

What Should I Buy?

p. 7-16

To activate previous knowledge, ask students the following questions:

emember Next class students will need: white sheets of paper. Class

Lead-in

How often do you go shopping? – How What products do you like buying? – What – Are Are fashion brands important to you when you buy? – What What factors do you take into account when you buy: price, where products are made, materials they are made of, etc.? – Do Do you buy things because “everyone” has them? – Do Do you look for information about products on the Internet before buying them? – Do Do you buy things online?

Ask for a volunteer to come to the front f ront of the class and think of a person, place, or thing. thing . The rest of the class has to guess the answer by taking turns asking yes/no questions only, until someone guesses correctly or until 20 yes/no questions have been asked. If after the 20 questions students have not guessed guesse d the word, the student at the front says what it was. If someone makes a mistake in forming a question, other students can help turn it into a proper question. Repeat Repe at with as many volunteers as time allows.

Ask students to open their Readers to page 7 and flick through the pages of Chapter 1, exploring the pictures. Have different students describe what they see. To recognize subject matter, purpose, and intended audience, ask the following: What do you think the text is about? Where can you find information like this? Who would read or look for this kind of information? Then draw their attention to the title of the story and ask again: Elicit answers. Then What do you think the text is about? Elicit ask students to get in pairs and to take turns reading the pages of the story. Have them refer to the Glossary when they find new words and to use their dictionaries if necessary. Walk around the class and monitor. Ask random pairs of students’ comprehension questions, to make sure they are following the reading. When most students have finished reading, ask for volunteers to say what the main ideas of the reading are and if they agree ag ree with them. Encourage the rest of the class to agree or disagree with the ideas and to say why. Then ask students to answer the Comprehension Questions individually. Make sure they understand all the questions. If necessary, go over the questions with the class before asking students to answer them, to clarify their meaning. Walk around the class and monitor. Then ask students to share and compare their answers with a classmate. Conduct a whole class check, reading the questions aloud and having different students read the answer to each of the questions. Ask if the rest of the class agrees or disagrees with the answers and to add relevant information if necessary. Then ask students to complete Activity 2. Go over the statements with the students, to make sure they all understand them. Then ask them to circle T or F or F individually. Walk Walk around the class, cla ss, monitoring and helping if necessary. Ask students to share and compare their answers with a classmate. Check answers as a whole class activity reading the statements aloud and having students say the answers in unison. Check answers in the Reader Answer Key on pages 171-172 on the Teacher's Teacher's Guide.

Stage 2: I build 2 Read the descriptions of these teenagers’ shopping habits. Circle T for for True or F for False. This activity allows students to determine sequence of enunciation. To To activate previous knowledge, ask students if they receive an allowance, how often they receive it and what they usually spend it on. Allow different students to answer. Ask students to open their Student Books to page 8 and explain that they are going to read the descriptions of some teenagers’ shopping habits. Ask for volunteers to read each of the descriptions and have the rest of the class follow the reading in their books. If no one volunteers, read the descriptions yourself. yoursel f. After each description, ask comprehension questions: What’s the teenager’s name? How old is he/she? Does he/she receive an allowance? Does he/she save save Elicit answers money? What does do es he/she like to buy? Elicit from students. Then go over the statements w ith the students, to make sure they all understand them and ask them to answer T answer T or or F F . Allow them to refer to the descriptions if necessary. Have students share and compare their answers with a classmate. Check answers as a whole class activity by reading the statements aloud and having students say the answers in unison. Answers: 1 F ; 2 T ; 3 T ; 4 T ; 5 T

Alternative Activity: Ask students to work in pairs to write the description of their partner’s partner ’s shopping shopping habits using the descriptions in their books on page 8 as a model. Ask them to interview each other to gather the necessary information for their descriptions and to write them down on a sheet she et of paper or in their notebooks. Allow time for students to do this. Walk around the class, monitor and help if necessary. Ask for volunteers to share their partner’s partner’s descriptions with the rest of the class. Time: 15 minutes

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3 Listen to the conversation and complete the information. In this activity, students will listen to suggestions about the purchase or sale of a product and allow them to distinguish forms of expressing suggestions. The conversation emphasizes the use of adverbs of degree. Have students turn to page 9 and draw their attention to the illustration. Ask: Where are they? What are they going Elicit answers. Then tell them they are going to to buy? Elicit listen to the conversation among the teenagers. A sk them to listen carefully first, for the main ideas, without writing. Play the CD. C D. Ask comprehension questions: What are the boys talking about? What are they going to buy? What are the girls going to buy? What buy? What are they Allow different going to do before making a decision? Allow students to give the answers and encourage the rest of the class to add relevant relev ant details or important information. Then tell students they are going to listen to the conversation again, and ask them to follow the reading in their books and complete the information as they listen. Play the CD. Ask students to share and compare their answers with a classmate. Check answers as a whole class activity by playing the CD once more, stopping after each answer for students to check or by reading the incomplete sentences aloud and having the students say the answers in unison. 03

Answers: 1 3,000; 2 two; 3 5,000; 4 impulsive; 5 bicycle; 6 jeans; 7 blouse 4 Answer the questions with Yes or No. Go over the questions with w ith the students to make sure they understand them. Ask students to answer the questions with Yes or No es or No,, individually. Then ask them to share and compare answers with a classmate. As a whole class activity check answers by having different students read the questions and answers . Have the rest of the class agree or disagree with the answers. Yes es Answers: 1 No; 2 No; 3 Yes; 4 Yes; 5 Y

Stage 3: I think 5 Listen again and complete the organizer with expressions from the conversation. This activity helps students develop thinking skills by having them locate and comprehend information and categorize it. It also allows them to recognize structure of dialogue: opening, body, and closure. Draw students’ attention to the organizer and elicit from them the kind of information the words opening , body, and closure refer to. Then explain they are going to listen to the conversation again and that they have to listen carefully for expressions they can include in each 03

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of the lines of the organizer. Ask them to follow the conversation by reading it from Activity 3 and to underline the expressions they can use as they listen to them. Play the CD. Allow time for students to write the expressions on the organizer. Then have them share and compare answers with a classmate. Check answers as a whole class activity by having different students read the expressions they wrote in each category, and havingg the rest of the class agree, disagree or add havin additional expressions.

Answers: Opening: Look at these bicycles, Pedro! How much money money do you have? Body: I suggest you get the titanium bicycle. Anita says that I should buy the Lucci jeans. Why don’t you get the less expensive jeans and a pretty blouse too? Closure: Let’s go to Manchester’s before we make a decision. They have clothing and bicycles there. That’s a good idea. When are we eating? emember Next class students will need: white sheets of paper paper.. Class

Lead-in Give each student a blank sheet she et of paper or ask them to use a blank page in their notebooks. Choose a random object e.g., a paper clip. Give students the name of the object or write it on the board. b oard. Then ask them to list as many uses as they can think of for the object, apart from its obvious one (attaching paper for a paper clip.) To make it more challenging, give students a limited amount of time to make their list. Then have different students read the uses they wrote for the object. Have the rest of the class agree or disagree with them.

6 Look at these phrases and underline the descriptive words. Circle the word(s) that show comparison. This activity emphasizes the use of adjectives: qualifying, comparative and comparative structures. Ask students to re-tell the main ideas of the conversation among the teenagers they listened to in the previous class. Then ask them to open their Student Books to page pa ge 10 and draw their attention to the phrases. Ask them to underline the descriptive word in each one (adjectives) and to circle the words that make comparison (as … as, more ...). If necessary, remind students that adjectives are words whose main role is to qualify a noun or noun phrase, giving more information about the object signified; and that comparative structures are used to compare the differences between two nouns. Answers: underlined: impulsive; lighter; resistant; circled: as impulsive as; lighter; more resistant than

7 Put the phrases under the correct heading. This activity helps students develop critical thinking skills by asking them to categorize phrases with comparative structures. Draw students’ attention to the headings and the examples in the table. Go over them with students and make sure they all understand them. Clarify if necessary. Then ask students to classify the phrases by putting them under the correct heading. Allow time for them to do this. Walk around the class and monitor. Ask students to share and compare answers with a classmate. Check answers as a whole class activity by having different students read the phrases they put under each of the headings. Have the rest of the class agree or disagree.

For adjectives that end in —e, only —r is added to the end of the adjective. For adjectives that end with a consonant + vowel + consonant, the last consonant is doubled.

expensive = more / less expensive nice = nicer safe = safer

My car is less expensive than my sister’s car.

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big = bigger hot = hotter

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The beach is nicer than that park. Airplanes are safer than cars. My house is bigger than my sister’s house. The summer is hotter than the winter.

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Answers: Comparing Two Things, Actions or People: Marcelo has been saving faster than Pedro. Marcelo is older than Sandra. Comparing Two Equal Things, Actions or People: Marcelo isn’t as impulsive as Pedro.

8 Complete the table. Draw students’ attention to the illustrations. Hold your book at the front of the class and point to the first pair of things. Ask: What are they? How are they different? Elicit new and old from students. Repeat with the next two pairs of things. Elicit expensive/cheap and big from students. Then draw their attention to the table and explain the rules for using comparative adjectives. Have students complete the table as you explain each of the rules. Refer students to the Glossary to clarify the meaning of words if necessar y. Rules to Form Comparative Adjectives As is used when there is no difference between the objects being compared. Than is usually used after the comparative adjective. —er is added to cold = Winter is colder the end of a colder than summer. one-syllable tall = Most basketball adjective taller players are taller than me. —er is added to the early = I came home end of an adjective earlier earlier than my with two syllables, happy = sister. if the word ends happier I am happier now in —y. than last year. More or less is used difficult = The last test was for adjectives that more / more difficult have two or more less than the test syllables, if the word difficult today. doesn’t end in —y. modern = Our generation more / is more modern less than our parents’ modern generation. •

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Answers: One Syllable Comparative Adjectives: newer than, taller than, bigger than; Two or More Syllables Comparative Adjectives: more careful than, more dangerous than, more interesting than; No Difference between Things or People: as nice as, as beautiful as, as difficult as

9 Complete the sentences using information from Activity 8. This activity promotes life-long learning strategies and autonomous learning by having students make conclusions about how language works and is used. Ask students to look back at the table in Activity 8 and to use the information in it to complete the sentences. Allow time for them to do this. Walk around the class, monitor and help if necessary. Have them share and compare their answers with a classmate and check answers as a whole class activity by reading the sentences aloud and having students say the answers in unison.

Answers: 1 Adjectives; 2 –er; 3 more; 4 than emember Next class students will need: white sheets of paper.

Lead-in

Class

Write five random words on the board: an adjective, a color, a place, a name, and a thing. Tell students the words are answers to questions and ask them to think of possible questions for each of the answers. You can have students write the questions on a blank sheet of paper or in their notebooks, or simply say the questions aloud. If you ask students to write the questions, have them share and compare answers with a classmate and then ask for volunteers to read their questions a loud. To make it more challenging, give students a limited amount of time to think of possible questions for each of the words.

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Stage 4: I practice 10 Listen to the conversation and complete it. This activity will allow students to identify language used to formulate questions and answers to understand a dialogue and to detect expressions to argue or object. The audioscript emphasizes the use of connectors to allow students to establish linguistic resources to link the sentences in a suggestion. Ask students to open their Student Books to page 12 and draw their attention to the illustration. Ask: What do you think the girls are going to do? Then tell them they are going to listen to the conversation among the girls. Ask them to listen carefully first, without reading or writing. Play the CD. Ask students what are the main idea s of the conversation among the girls. Allow different students to answer. Then tell students you are going to play the CD again and that this time they have to follow the conversation in their books and complete it as they listen. Play the CD. Then have students share and compare their answers with a classmate. Check answers as a whole class activity, reading each of the incomplete sentences aloud and having students say the answers in unison. Alternatively, have students listen again and look at the audioscript on page 184 of their Student Books to check answers. 04

Answers: 1 $450; 2 blouse; 3 jeans 11 Listen again and answer the questions. Tell students they are going to listen to the conversation again and that they have to answer the questions. Go over the questions with the students before playing the CD to make sure they all understand them. Clarify if necessary. Then play the CD and ask students to listen without writing. Once the recording is finished, give students time to answer the questions. Have them share and compare their answers with a classmate. C heck answers as a whole class activity by reading the questions aloud and having different students read their answers . Have the rest of the class agree or disagree, and to add any relevant details or information. 04

Answers: 1 How much is the blouse at Manchester ’s? 2 I’ll think about it. Let's get some food. I’m starving. 3 They’re talking about buying blouses and jeans. 4 Casual 12 Read the advertisements and complete the sentences. Ask students to work in pairs. Draw their attention to the advertisements and explain they are going to use the information in them to complete the sentences. Allow time for students to read the information and

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complete the sentences. Walk around the class monitoring and helping if necessary. Then have students share and compare their answers with another pair of students. Check answers as a whole class activity by asking for volunteers to read each of the sentences with the answers. Have the rest of the class agree or disagree.

Answers: 1 $1,500; cheaper than; 2 40 Km/hr, fast as; 3 17’’; 4 30 Km/hr; 5 $2,200, more expensive

Stage 5: I can 13 In pairs, take turns asking y our classmate questions about the two bicycles using the comparative adjectives in the boxes. This activity helps students develop collaboration skills and fosters courtesy within interpersonal relationships. Ask students to work in pairs and to decide who will be Student A and B. Then explain they have to take turns asking each other questions about the two bicycles using the adjectives in the boxes. Have them refer to Activity 12 if necessary. Allow time for students to do this . Walk around the class, monitor and help if necessary. Answers may vary.

14 Now use your answers to discuss which bicycle is the best to buy. Make suggestions to your classmate using comparative adjectives in the boxes in Activity 13. This activity helps students develop collaboration skills by having them make a decision together. It also allows students to show assertiveness during decision-making situations. It will also get them to choose word repertoire relevant to a suggestion and to formulate, accept, or reject suggestions. Explain that now they have to decide which bicycle is best to buy, based on the answers to the questions they asked in Activity 13. Have them use the example phrases as a model. Walk around the class, monitor and help if necessary. 15 In pairs, practice your conversation. This activity allows students to take on a speaker role to enact a dialogue with the help of a script and to seek the confirmation of information in a dialogue. Ask students to practice their conversation in pairs . Walk around the class, monitoring and making corrections if necessary. Then ask for volunteers to come to the front and perform their conversation. Have the rest of the class vote for the best performance.

Unit 1

Lesson 2

Performance indicators: – Activate previous knowledge. – Recognize subject matter, purpose and intended audience. – Select and adjust verbal and non-verbal behaviors targeted at a specific audience. – Comparative structures. – Distinguish attitude of speakers and the relationship between them. – Detect expressions to argue or object. – Identify function of pauses, rhythm, and intonation. – Recognize strategies to emphasize meaning. – Construct expressions to offer alternatives to suggestions.

Lead-in

Class

Say sentences or statements aloud and tell students to stand up if the statements are true for them. Possible sentences are: My name starts with E. I have a brother. I don’t like chocolate. You can change the instruction and say: Touch your nose if you agree with the statement or jump if you disagree.

Stage 1: I know 1 What kinds of products do you look at in catalogues? Make a list. To activate previous knowledge, write the word catalogue on the board and ask students what kinds of catalogues they know (print, online, for beauty products, shoes, clothes, furniture, etc.) To recognize subject matter, purpose, and intended audience, ask students who the different catalogues they are familiar with are aimed at (women, housewives, men, teenagers, etc.) and why they think companies promote the use of catalogues. Then ask them to open their Student Books to page 14 and draw their attention to the illustration. Ask: What kind of catalogue do you think it is? Allow different students to give ideas. Then draw their attention to the questions in the activity. Read them aloud and have different students say if they have ever bought a product through a catalogue, what they’ve bought, and the reasons why they have or have not bought products through catalogues. Answers may vary.

Student Book

p. 14-19

– Include relevant details and interesting information in a suggestion. – Employ strategies to emphasize meaning. – Verbs: modals (should, shall). – Come up with expressions to argue or object about the purchase or selling of products. – Verb forms: subjunctive. – Sentence types: declarative, interrogative, imperative, exclamative.

Materials: – Audio CD – White sheets of paper

Stage 2: I build 2 Listen and repeat the jazz chant. This activity will allow students to select and adjust verbal and non-verbal behaviors targeted at a specific audience. The chant emphasizes the use of comparative structures. Draw students’ attention to the illustration and ask for volunteers to describe it. To activate previous knowledge, ask students how many of them have a bicycle. Ask how many of them ride bikes to school. Ask them to describe their bicycles. Then ask them if they’ve ever heard jazz music and what they know about it. Then draw their attention to the title of the song. Have students brainstorm the names of two-wheel vehicles. Ask: What two-wheel vehicle is the chant about? Tell students they are going to listen to the jazz chant and ask them to follow it in their books. Play the CD. Check for any new vocabulary. Refer students to the Glossary to clarify the meaning of words if necessary. Ask comprehension questions: What kind of bicycle does the singer have now? What kind of bicycle does he want? Then tell students they are going to listen to the chant again and ask them to repeat it. Play the CD. Make sure all students are repeating. 05

Cultural Note Tell students that jazz is a musical tradition and style of music that originated at the beginning of the 20th century in African-American communities in the Southern United States from a confluence of African and European music traditions. From its early development until the present, jazz has incorporated music from 19th and 20th century American popular music. The word jazz (in early years also spelled jass) began as a West Coast slang term and was first used to refer to music in Chicago in about 1915.

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3 Read the chant again and circle T for True or F for False. Ask students to read the chant again and circle T or F . Walk around the class and monitor. Ask students to share and compare their answers with a classmate. Check answers as a whole class activity, reading the statements aloud and having students say the answers in unison. Answers: 1 T ; 2 T ; 3 T ; 4 F ; 5 T 4 Listen to the conversation and answer the questions. This activity will allow students to distinguish attitude of speakers and the relationship between them, detect expressions to argue or object, and identify function of pauses, rhythm, and intonation. Draw students’ attention to the illustration. Ask: Who are they? What are they talking about? Elicit answers. Then explain they are going to listen to the conversation between the pe ople in the illustration. Ask them to listen carefull y to determine the relationship between them and the main ideas of their conversation. Play the CD. Ask comprehension questions: What is the relationship between the speakers? What’s the name of the phone the son wants? Why does he want this phone? Is the father going to buy him the phone? Tell students they are going to listen to the conversation again and that they have to answer the questions as they listen. Go over the questions with students before playing the CD, to make sure they all understand the questions and the options. Clarify if necessary. Play the CD. Then ask students to share and compare their answers with a classmate. Check answers as a whole class activity by reading the questions and having students say the answer they chose for each in unison. 06

Answers: 1 b; 2 c; 3 a Class

Lead-in Ask for volunteers to come to the front of the class. Give the student at the front an adjective. Explain that they have to act it out for the rest of the class to guess it. No speaking allowed by the student doing the acting. Mix easy and difficult adjectives for students to act out.

Answers: Suggestions: I suggest you try the steak and potatoes, sir. May I suggest that you try a Caesar’s salad to go with that? Why: Why don’t we try something new? Let’s: Let’s just get a hamburger. Cultural Note There are a number of formulas used when making suggestions in English. Here are some of the most common: Why don’t you/we …? You/we could … Let’s … What about …? How about …? I suggest/May I suggest …

6 Look at the sentences and answer the questions. Have students look at the sentences and work in pairs to answer the questions. Allow time for them to do this. Walk around the class, monitor and help if necessary. Ask students to share and compare their answers with another pair of students. Then check answers as a whole class activity by reading the questions aloud and having different students give the answers to e ach of the questions. Have the rest of the class agree or disagree with the answers, but make sure they all finally agree with the correct answers.

Stage 3: I think

Answers: 1 One is a sentence, the other one is a question. 2 Yes, they are both suggestions. 3 Answers may vary; 4 Courteous

5 Listen to the conversation and write the suggestions you hear. To activate previous knowledge, write the word suggestions on the board. Elicit the meaning from students. Ask them when they ask for and make suggestions. Ask them who in their close circle of friends and family they go to when they need suggestions and

7 Underline the words that compare three or more things or people. Remind students that to compare three or more things or people we use the superlative form of adjectives. Go over the rules to form superlative adjectives with the students if necessary, or elicit the rules from them. Then ask them to look at the sentences and underline the

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why. Allow different students to answer the questions. Then ask them to open their Student Books to page 15 and draw their attention to the graphic organizer. Explain they are going to listen to a conversation and that they have to write the suggestions they hear. Before playing the CD, ask students what they think the conversation is going to be about, based on the image of the graphic organizer. Elicit answers. Then ask students to listen first, without writing, and to pay attention and listen for suggestions. Play the CD. Ask students how many suggestions they can remember from the conversation. Play the CD one more time, asking students to write the suggestions they hear in the correct place in the organizer as they listen. Ask students to share and compare answers with a classmate. Check answers as a whole class activity by asking students to read the suggestions they wrote aloud. Have the rest of the class agree or disagree.

words that compare three or more things or people. Have students share and compare their answers with a classmate. Check answers as a whole class activity by having volunteers say the words they underlined. Have the rest of the class agree or disagree. Rules to Form Superlative Adjectives Short Adjectives One-syllable adjectives Two-syllable adjectives ending in — y Normal rule: add — est Variation: if the adjective ends in — y, just change the y to —i Variation: if the adjective ends in — e, just add — st Variation: if the adjective ends in consonant, vowel, consonant, just double the last consonant Long Adjectives Two-syllable adjectives not ending in — y All adjectives of three or more syllables

Normal rule: use most

old, fast happy, easy old = the oldest happy = the happiest late = the latest big = the biggest modern, pleasant expensive, intellectual modern = the most modern expensive = the most expensive

Answers: 1 the largest; 2 the newest; 3 the most fantastic

Classroom Management: We can use superlative adjectives when talking about three or more things (not two things.) As with comparative adjectives, there are two ways to form superlative adjectives: Short Adjectives: add — est ; Long Adjectives: use most . We also usually add the at the beginning.

8 Look at the sentences below. Check ( 3) the ones which compare things and people and cross out (7) those which compare actions. Ask students to read the sentences and to identify which ones talk about and compare things and which ones talk about and compare actions. Ask: Which ones compare things? Elicit answers and ask students to check them. Then ask: Which ones compare two actions? Elicit answers and ask students to cross them out. Answers: check (3): 2, 4; cross out ( 7): 1, 3

Alternative Activity: Ask students to read the sentences on page 16 and identify the things and actions each one talks about (things: communication device, phone; actions: speak, think.) Then ask them to check the sentences which compare things and cross out those which compare actions. Have them share and compare answers with a classmate. Check answers as a whole class activity by having students read aloud the sentences they checked and the ones they crossed out. To guide students to reflect on their learning and consolidate it, ask them the following questions: Why did you organize the sentences like that? What do you think the purpose of this activity might be? What have you learned from this activity about comparative structures? Time: 15 minutes

emember Next class students will need: white sheets of paper.

Lead-in

Class

Divide the class in groups of four. Give each group a blank sheet of paper or have them work in their notebooks. Tell students you are going to give them a certain amount of time (2-3 minutes) to find an item within the classroom that begins with each letter of the alphabet, in order. Have them write down the names of the items on the sheet of paper or their notebooks. They cannot reuse an item more than once. At the end of the time given, ask each team how far they got (to which letter) and then go through the alphabet asking each team what they have for each letter. The team to go furthest in the alphabet wins.

9 Rewrite the sentences from Activity 8 under the correct heading. Add one of your own. This activity helps students develop thinking skills by asking them to categorize parts of text. As a quick review from the previous class, elicit from students examples of sentences that compare actions and things. Write some of the examples on the board. Then ask them to give examples of sentences that compare three or more things or people. Write some examples on the board. Ask students to look back at the sentences in Activity 8, and draw their attention to the headings in the table. Ask students to rewrite the s entences under the correct heading and to add one more sentence of their own to each. Allow time for them to do this . Walk around the class, monitor and help if necessary. Ask students to share and compare answers with a classmate. Then ask different students to say which of the sentences from Activity 8 they wrote under each heading and have the rest of the class agree or disagree.

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Then ask different students to read the additional sentence they wrote and to say under which heading they wrote it. Have the rest of the class agree or disagree.

Answers: Compare Things: It’s the most modern and complete communication device. It’s the cheapest phone of its kind. Compare Actions: Please speak more slowly. You need to think more carefully about this. 10 Complete the organizer. Graphic organizers are helpful for students because they visually represent abstract concepts such as ideas or feelings. Write the words short, shorter, shortest on the board. Ask students to look at them and elicit from them what they notice. Then draw students’ attention to the graphic organizer. Go over the headings with the students and elicit from them what the function of each part of speech is: adjectives qualify nouns or noun phrases; adverbs modify any part of speech other than a noun; the comparative form is used to compare two things; the superlative form is used to compare three or more things. If necessary, remind students how adverbs are formed. Then ask them to complete the organizer. Allow time for them to do this. Copy the headings of the organizer on the board in the form of a table. Ask students to share and compare their answers with a classmate and then ask for volunteers to come to the board and complete the table for the rest of the class to compare and check their answers.

Answers: 1 three; 2 -est; 3 most; 4 -ly; 5 more; 6 the most

Stage 4: I practice 12 Put the conversation in order. Ask students to work in pairs. Explain that they have to read the conversation and put it into the correct order. Allow time for students to do it. Walk around the class, monitoring. Have students share and compare their answers with another pair of students. Check answers orally as a whole class activity by calling out the numbers aloud and having different students read the corresponding sentence. Have the rest of the class agree or disagree. Then ask for volunteers to act out the conversation, reading it in the appropriate order. Answers: left column: 5, 1, 4, 6, 2; right column: 3, 8, 7, 9

Answers: Adjective Adverb

Comparative

Superlative

near

nearly

nearer

nearest

fast

fast

faster

fastest

light

lightly

lighter

lightest

slow

slowly

slower

slowest

Classroom Management: Most adverbs are formed by adding —ly to their corresponding adjectives. Examples are: kindly (kind), slowly (slow), hardly (hard), sweetly (sweet) etc. If the adjective ends in —y, replace it with —i and then add —ly. If the adjective ends in —able, —ible, or —le, replace the —e with —y. If the adjective ends in —ic, add —ally. Exception to the rule: fast = fast, which is both an adjective and an adverb.

11 Complete the table. This activity promotes the development of learning skills by having students create a written summary of information. Write on the board the words quick,

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quickly, more quickly, the most quickly. Ask students to look at them and elicit from them what they notice. If necessary, explain that to make a comparative of an adverb you add more to the adverb and to form the superlative of an adverb you add the most . Ask students to complete the rules, based on what they’ve learned from the previous activities. Allow them to refer to the activities if necessary. Then ask them to share and compare answers with a classmate. Check answers as a whole class activity orally by reading the sentences aloud and having students say the answers aloud in unison.

Class

Lead-in Simply ask students: What made you smile today? Then let them tell you about the things that have made them smile throughout the day.

13 Complete the conversation using words from the box. This activity allows students to recognize strategies to emphasize meaning. Go over the words in the box with students and elicit their meanings. Then draw their attention to the illustration and ask: What are they doing? Allow different students to give ideas. Then explain they are going to read the conversation and that they have to complete it using words from the box. Ask students to share and compare their answers with a classmate. Then have different students read each of the complete sentences. Have the rest of the class agree or disagree with the answers. Then ask for volunteers to come to the front and act out the conversation. You’ll need two volunteers to perform the dialogue. Answers: 1 catalogue; 2 accessories; 3 old bike; 4 give; 5 blouses; 6 jeans; 7 newer

Alternative Activity: Explain there are four types of

Alternative Activity: Introduce the use of the modal

sentences: the declarative sentence makes a statement; Today is a beautiful day. the interrogative sentence asks a question; Hello, How are you? the exclamatory sentence is a statement that shows strong emotion; and the imperative sentence gives a direction or a command; Pick up the trash! Ask students to identify these types of sentences in the conversation. Time: 5 minutes

verbs should and shall and the subjunctive form of verbs. Shall is used to indicate future action. It is most commonly used in sentences with I or we, and is often found in suggestions, such as Shall we go? Should is most commonly used to make recommendations and suggestions or to give advice. The subjunctive form is used to emphasize urgency or importance, or to make suggestions. It is used after certain expressions: I suggest that … Is it essential / important that … He / She / They recommended that …The subjunctive is formed with the simple form of the verb. The simple form is the infinitive without to. Ask students to come up with expressions to argue or object about the purchase or selling of products by using should, shall and the subjunctive when they write the possible alternatives to buy a different product in Activity 15 on page 19. E.g. I think you should buy ... Why don't you buy ...? Then ask them to get in pairs and take turns giving the interesting details about the different products and the possible alternatives to buy a different product that they wrote. Time: 15 minutes

Stage 5: I can 14 Give suggestions for buying or object to buying the products. This activity will allow students to construct expressions to offer alternatives to suggestions. Ask students to work in pairs. Explain that they have to choose one product and that they have to give three suggestions to buy or object to buying it. Draw their attention to the first illustration and the examples provided in it. Make sure they understand what they have to do. Then have them decide which one of them is going to give suggestions for buying the product and which one of them is going to object to buying it. Once students have decided their roles, give them time to think about their suggestions and objections. Then ask for volunteers to share them with the rest of the class. Have them tell the class which product they chose and to give the suggestions to buy it and the objections not to. Have the rest of the class agree or disagree with the suggestions and the objections and to add some others if possible. Repeat with other products and pairs of students. Answers may vary.

15 Invent detailed information about the products and offer alternative products to buy. This activity allows students to include relevant details and interesting information in a suggestion and to employ strategies to emphasize meaning. Draw students’ attention to the table and elicit from them the names of the products. Then draw their attention to the example. Explain that they have to invent detailed information about each of the products to make them look attractive and worth buying, and that then they have to offer alternatives to buy a different product, as shown in the example. Allow enough time for students to think about the information they want to include and to write it down in the spaces provided. Then ask for volunteers to share interesting details about each of the products, as well as possible alternatives to buy a different one. Have the rest of the class share any other interesting details or possible alternatives.

16 Write a conversation giving suggestions or objecting to the purchase of a product. In this activity students will come up with expressions to argue or object about the purchase or selling of products, Ask students to work in pairs. Draw students’ attention to the conversation and explain they will be completing it by giving suggestions or objecting to purchase a product, according to the cues provided. Allow time for students to complete the conversation. Then ask for volunteers to stand up and act out their conversations. Have the class vote for the conversation that included the best positive details, the best objecting details or the best possible alternative. Answers may vary.

17 Do you think you are a compulsive shopper or a responsible shopper? Allow time for each student to think about their answer. Ask for volunteers to stand up and give specific examples to support their answer. Answers may vary.

Answers may vary.

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Unit 1

Product 1 Catalogue of Goods

Performance indicators: – Select goods which will be included in the catalogue. – Design the catalogue’s format and illustrate its products. – Compose the suggestions about the products included in the catalogue.

Lead-in

Class

Divide white sheets of paper into four and cut out the squares. Give each student a blank square and explain they are going to write “fortune cookie messages” on them. Ask them to write short simple messages like: You will go to the cinema; You will meet a famous person; You will get three CDs for your birthday. Once students have written their messages, ask them to fold their papers and put them in the plastic bag. Shake the bag a little bit to mix all the messages. Then walk around the class having each student pick out a piece of paper. Make sure they don’t pick out the one the y wrote. If they do, allow them to put it back in the bag and take out a different one. Ask students to read their messages and share them with other classmates. Ask them if they think the prediction in the me ssage is likely to happen to them and why or why not.

Stage 1: I get ready 1 Work in groups of four or five students. Make a list of the selected products that you will include in your catalogue. Tell students they are going to design and illustrate a goods catalogue. Ask them to brainstorm different kinds of catalogues they know. Then ask them to get in groups of four or five students and to select the goods which will be included in the catalogue by making a list of the products they want to include in their catalogue, writing them in the spaces provided. Tell them they can write more products than spaces in their books if they want to.

Stage 2: I plan 2 Plan your catalogue’s format. Group the products by similarities and give each product a number and price. Ask students to group the products they listed in Activity 1 under the categories in the table in their books. Then ask them to give each product an identification number and to set a price for each of them. Allow time for students to develop this .

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Student Book

p. 20-21

– Practice the enunciation of suggestions, using the catalogue as a guide. – Present the catalogue to a previously selected audience.

3 Decide on the size and number of pages of your catalogue. Tell students they can make a four-page catalogue or an eight-page catalogue. Ask them to decide what number of pages is more appropriate for them to have, base d on the number of products they want to include in it. To decide on the size of their catalogues, explain to students they will fold horizontal sheets of paper or cardboard. Demonstrate how this will work by holding a blank sheet of paper or a piece of cardboard horizontally and folding it in half. Once students have decided the number of pages and size of their catalogues, tell them they can draw the products, photograph them and then stick the photos in their catalogue, cut them out from magazines and stick them in the catalogue or download the pictures from the Internet, print them and then stick them in the catalogue. Allow students time to decide how they want to go about illustrating their catalogue. They will illustrate their catalogues during the next class, so students need to decide who has time to find the images of the products on the Internet or take pictures of the products and print them. 4 What materials do you need? Once students have decided how they want to illustrate their catalogues, ask them to think about what materials they will need to design the catalogue’s format and illustrate its products. Have them write the list of materials in their books, in the spaces provided.

Stage 3: I do 5 Compose the suggestions about the products included in your catalogue. Tell students that for each of the products in their catalogues they have to compose at least one suggestion for buying it. Draw their attention to the example sentence in their books and tell them they can use it as a reference for the suggestions they are going to write. Guide students to choose one or two products each and write the suggestions for each of them, so that time is spent more effectively. Give them time to write their suggestions, and walk around the class, monitoring and helping if

necessary. Once students have finished, ask them to check each others’ suggestions for spelling and grammar. Have them check the chart to revise suggestions and comply with grammar, spelling, and punctuation conventions. emember Next class students will need: a plastic bag, white sheets of paper or white cardboard, colored pencils, colored markers, flip pens, scissors, glue, old magazines.

Then have students look back at the suggestions they wrote in Activity 5 and ask them to complete or improve them using the useful expressions in the box. Then give them time to write their suggestions for the products included in their catalogue. Once they have finished, explain they will present their catalogue to their classmates. Ask students to practice the enunciation of suggestions, using the catalogue as a guide. Encourage all students in the groups to participate and read suggestions from their catalogues.

Class

Lead-in

Ask students to stand up and hold hands forming a chain. The first and last students in the chain will only be holding one classmate’s hand. The rest of the students should be holding two classmate’s hands, one on each side. Explain that the object of this activity is to see how quickly they can “heart beat.” They pass the beat by squeezing the hand to the right after they receive it from the left. Have them start on your count of three and ask the last student in the chain to shout Done! when he receives the squeeze. To make it more challenging, time the activity and ask students to repeat and go faster every time.

Stage 4: All ready to share 6 Illustrate your catalogue. Write your own suggestions to present it. In this activity students will design the catalogue’s format and illustrate its products. They will also practice the enunciation of suggestions, using the catalogue as a guide. Ask students to work in the same groups as the previous class and explain that they will now put their catalogues together, illustrate them, and write their suggestions for each of the products. Remind students they had already decided the number of pages for their catalogue during the previous class and that they have to fold horizontal sheets of paper or cardboard to make their catalogues. Allow time for students to put their catalogue together. Then give them time to illustrate it or stick their photos or magazine cut-outs on it. Remind them to include the identification number for each of the products and their prices.

7 Present the catalogue at the front of the class and make suggestions about what to buy. Ask for volunteers to come to the front to present their catalogues to the rest of the class and to try to convince them to buy one of their products by enthusiastically reading the suggestions they wrote for each of the products. Ask students to look at the Useful Expressions box in their books before coming to the front to present the catalogue to a previously selected audience. Have the rest of the class listen and say if they’d buy any of the products from the group and why or why not. Repeat the presentation with as many groups as time allows.

I learn Ask students what they can do now that they couldn’t do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product. Then have them answer the I learn box. Explain that its purpose is to assess their performance while making the product in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.

Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:

– Can anticipate central sense and main ideas from known oral expressions. – Can distinguish main ideas within oral exchanges. – Can seek confirmation in an oral exchange. – Can produce expressions to argue or object. – Can adjust tone, rhythm, and intonation when composing oral texts.

To formally assess this learning environment go to page 154.

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Unit 1

Lesson 3

Performance Indicators: – Activate previous knowledge. – Clarify the meaning of the word with the use of a bilingual or English dictionary. – Read fantasy narratives. – Recognize events in paragraphs. – Identify elements in narrative: characters, events, narrator, etc. – Detect words and expressions used to describe characters’ physical features. – Use different comprehension strategies (e.g. re-reading, self-questioning, vocabulary, text arrangement, etc.) – Express personal reactions about a text. – Conditionals. – Distinguish implicit and explicit information.

Lead-in

p. 22-27

– Formulate and answer questions to determine characters’ abilities. – Direct and indirect speech. – Recognize actions used as names or as characteristics / qualities. – Determine subject matter, purpose, and intended audience. – Complete sentences based on the characters’ actions. – Form paragraphs from sentences. – Differences between British and American variants (-ise, -ize –ogue /-og –o, -our) – Homophones. Materials: – Audio CD – Pictures of people from magazines, white sheets of paper, and an empty bag

Class

Tell students they will be describing and guessing objects through sensory descriptions. Ask for a volunteer to come to the front of the class. Either assign an object to the student or allow him/her to select an object. This student must now give one sensory description of the object: I see something _____, or I taste something _____. The student will give five descriptions in total, one for each of the senses, and cannot say the name of the object. The rest of the class has to guess what the object is based on the sensory description of it.

Stage 1: I know 1 Imagine that you have superpowers. What are they? This activity promotes self-awareness and allows students to understand themselves better. To activate previous knowledge, elicit from students the names of superheroes and the superpowers they have. Write some examples on the board. Then have students imagine they have superpowers. Ask them what superpower they have and why they like them. Allow different students to share their ideas with the class . Answers may vary.

Alternative Activity: Have students imagine they have a superpower and decide which superpower they have. They can choose only one. Then ask them to conduct a quick class survey to find out which superpowers their

36

Student Book

classmates have chosen by asking them: What superpower do you have? Have them interview at least 10 of their classmates to find out what superpower they chose. Ask them to take notes of the superpowers their classmates mention on a blank sheet of paper or in their notebooks. Allow a couple of minutes for students to have the chance to interview at least 10 other students. Then ask students to analyze the results of their survey by saying which one is the most common superpower among the classmates they interviewed (the one that more classmates mentioned) and which one is the least common superpower (the one the least classmates mentioned.) Then have them conclude which ones are the most and least popular superpowers in the class. Time: 20 minutes

Stage 2: I build 2 Read the story and answer the questions. In this activity, students will read a fantasy narrative. Elicit the meaning of the word skateboard from students or ask them to clarify the meaning of the word with the use of a dictionary. Draw students’ attention to the title of the story and the illustration and ask them what they think the story is about. Allow different students to share their ideas with the class. Then ask students to get in pairs and to take turns reading the paragraphs of the story. Ask them to underline any new words they find and to try to guess their meaning from context. Write the words championship, dream, helmet, neighborhood, and trophy on the board. Ask students to refer to the

Glossary on page 157 at the back of their Student Books and look up the meaning of the words. Walk around the class as students read, monitoring and correcting pronunciation if necessary. Then ask them who the main character of the story is and ask students to describe him. Allow them to look back at the story to detect words and expressions used to describe characters’ physical features. By doing this, students will re-read the first paragraph of the story. Then ask them what the main event is in each paragraph of the story. Allow different students to answer and have the rest of the class agree or disagree. To identify elements in narrative, have students answer the questions. Allow time for them to do this, as you walk around the class and monitor. Ask students to share and compare their answers with another pair of students. Check answers as a whole class activity by reading the questions and having different students read their answers. Have the rest of the class agree or disagree with the answers. Then allow students to express personal reactions about a text by asking: What do you think about the story? Is there anything you can learn from the story? Did you like it? Why or why not? Allow different students to express their thoughts and opinions.

clause is formed with if + subject + simple past verb. The main clause is formed with the subject + would / could + verb. A second conditional sentence consists of two clauses, an if clause and a main clause. Draw students’ attention to the sentences and have them notice the two clauses. Then ask students to read the first sentence and ask them what it means by reading the two options. Have students write T for the option that expresses the correct meaning of the clause and F for the one that doesn’t. Repeat with the second sentence. By doing this, students will distinguish implicit and explicit information.

Answers: 1 a F , b T ; 2 a T , b F, 3 F emember Next class students will need: white sheets of paper and an empty bag.

Lead-in

Class

magic skateboard. 2 Answers may vary. 3 It’s a fantasy story. 4 George is the main character. 5 George was a 14-year-old boy who studied in middle school; “if my grandfather were here, he would be very proud of you,” he said. “I know he is,” said George smiling.

Ask for two volunteers to come to the front of the class. Student A begins to pantomime an action, for example brushing teeth. Student B asks: What are you doing? Student A must answer with an action that looks nothing like what he is doing, for example combing hair. Student B now begins to comb his hair. Now the cycle repeats, and Student A asks: What are you doing? The class watches until one of the following mistakes is made: a student takes too long to think of an action, or a student says the action that he is doing. When the students in front of the class make a mistake, they are sit down and replaced by another pair.

Cultural Note

Stage 3: I think

Reading for pleasure is an activity that is commonly taken for granted. Although many readers are initially interested in developing their reading skills for very practical reasons, teachers have an ideal opportunity to introduce their learners to a range of experiences, including fiction and non-fiction, travel writing, graphic novels, etc. Reading improves the way our brains actually work and opens our minds to acquire cultural knowledge about different places, traditions, languages, etc. Encourage students to read in English outside the classroom and promote extensive reading. Extensive reading is the free reading of books and other written material that is not too difficult or too easy. Extensive reading is sometimes called Free Voluntary Reading.

4 Circle the part of the sentence that expresses an unreal condition.

Answers: 1 The story is about a boy who found a

Elicit from students the use of the second conditional and how the clauses are formed. Then ask them to open their Student Books to page 23 and read the sentences. To formulate and answer questions to determine the unreal conditions, ask: Does George have healthy feet now? Can he run now? Does he have superpowers now? Elicit No from students. Explain that the fact George does not have healthy feet, can´t run and does not have superpowers makes each of the sentences unreal. Ask them to circle the part of the sentence that shows that the sentence is unreal. Point out that the if clause can come at the beginning or end of the sentence.

Answers: circled: 1 If George had healthy feet; 3 Look at these conditional sentences and write T for True and F for False.

2 if he could run; 3 If George had superpowers

Explain that the second conditional is a structure used for talking about situations or conditions in the present or the future which are not real or won’t happen. The If

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5 Complete the table. This activity helps students consolidate their learning by completing the table with their conclusion and noticing how language is used. Ask students to complete the rule in the table. Read the incomplete sentence and elicit the word conditional from them. Then draw their attention to the example in the table and the structure used to form the if clause and the main clause in conditional sentences. Ask them to look at other sentences in Activities 3 and 4 to confirm that the structure is followed in all cases. You can ask for volunteers to give additional examples of conditional sentences of their own, following the structures for if clause and main clause in the table. Answer: 1 conditional 6 Read the sentences and answer the question. This activity emphasizes the use of direct and indirect speech. Draw students’ attention to the information in column A. Ask them what they notice about the sentences. Make sure they are aware of the quotation marks and the fact that what the person says is quoted word for word. Explain that saying exactly what someone says is called direct speech. Then draw their attention to column B. Ask them what they notice about the sentences. Make sure they are aware there are no quotation marks and that the verbs are in the past. Explain that reporting what a person said is called indirect speech. Then have them answer the question. Answer: 1 B

Classroom Management: Saying exactly what someone has said is called direct speech (sometimes called quoted speech). What a person says appears within quotation marks (“...”) and should be word for word. Indirect speech (sometimes called reported speech,) doesn’t use quotation marks to enclose what the person said and it doesn’t have to be word for word. In reported speech the tense usually changes. This is because when we use reported speech, we are usually talking about a time in the past (because obviously the person who spoke originally spoke in the past.) The verbs therefore usually have to be in the past, too.

7 Write D for Direct speech and I for Indirect speech. Ask students to read the sentences and decide if they are direct or indirect speech. Allow time for them to do this. Walk around the class, monitoring. Ask them to share and compare answers with a classmate. Check answers as a whole class activity by reading each of the sentences and having the students say the ans wer for each in unison.

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Answers: 1 D; 2 I ; 3 D; 4 I

Alternative Activity: Divide white sheets of paper into four and cut out the pieces. Give a piece of paper to each student and ask them to write one sentence about their likes or dislikes, e.g., I like chocolate, or I don’t like coffee. Ask students to fold their papers and put them in the bag. Shake the bag a little bit so that all the papers will mix. Then walk around the class, having each student take out a piece of paper. Make sure they don’t take out their own. If they do, allow them to put it back in the bag and take out another one. Ask each student to read the sentence on their piece of paper. While they do it, write the following on the board: Someone wrote that he … Tell students that now they have to report the information in their papers by saying: Someone said that he + information from sentence; E.g., Someone wrote that he didn’t like coffee. Ask for volunteers to begin reporting the information on their papers. If no one volunteers, start with the first student on the right side of the room and have the student behind him continue, and so on. If a student makes a mistake, encourage the rest of the class to help them transform the sentence into a correct one. You can ask students to try to guess who wrote the sentences. Time: 20 minutes

8 Complete the table. This activity allows students to consolidate their learning by having them complete rules. Ask students to read and complete the rules. Have them refer to Activities 6 and 7 if necessary to help them reach conclusions. Then ask for volunteers to read the rules aloud and have the rest of the class agree or disagree. Answers: 1 report; 2 past

Classroom Management: Lifelong learning is the lifelong, voluntary, and self-motivated pursuit of knowledge for either personal or professional reasons. As such, it not only enhances social inclusion, active citizenship, and personal development, but also competitiveness and employability. The term recognizes that learning is not confined to childhood or the classroom, but takes place throughout life and in a range of situations. Learning can no longer be divided into a place and time to acquire knowledge (school) and a place and time to apply the knowledge acquired (the workplace.)

emember Next class students will need: pictures of people taken from magazines.

Lead-in

Class

Take two pictures of people and show them to the students. Explain that students are going to role play the two people having a conversation, in pairs . The topic is free but may be suggested by you (e.g. old person, young person talking about fashion). Ask for volunteers to come to the front and role play. play.

Stage 4: I practice 9 Read the story in Activity 2 and match the questions to the paragraphs that give the answers. In this activity, students will use different comprehension strategies and will recognize events in paragraphs. Ask students to go to page 22 and skim and scan the story in Activity 2. Allow time for them to do this and then ask: What is the main idea of the story? What are other key Allow different students to give answers. Then ask ideas? Allow them to come back to page 25 and read the questions. Have students match the questions to the paragraphs that give the answer. They can scan the story to check their answers. By doing this, students will formulate formulate and answer questions to determine characters’ abilities and actions. Have students share and compare their answers with a classmate. Check answers as a whole class activity by reading the questions aloud and having the class say the letter of the corresponding paragraph in unison.

Answers: 1 b; 2 c; 3 a

Classroom Management: Skimming is used to quickly identify the main ideas or other key ideas in a text. Scanning is a technique used to search for key words or specific information.

Alternative Activity: Write the words knew and new on the board. Explain that homophones are words which sound the same but differ in spelling. Ask students to think of other words that are homophones. If they can’t give other examples, here are some: s ea/ see; wood/would; right/write; steel/steal; witch/which; no/know. Then write the words flour and and flower on on the board. Ask: Are they homophones? Have Have students say the words aloud and decide if they are or not. Other possible examples for students to decide if they are homophones or not are: here, hair; poor, pour; lane, line . Time: 10 minutes

10 Write what you liked and didn’t like about The Magic Skateboard. Then Skateboard. Then share with a classmate. In this activity students will express personal reactions about a text. Have students reflect about The Magic like d Skateboard . Ask them to think about what they liked and didn’t like about the story and to write their ideas in the spaces provided. Allow time for them to do this. Walk around the class, monitoring and helping if necessary. Ask students to share and compare their answers with a classmate. Then ask a sk for volunteers to share their ideas with the rest of the class. Answers will vary. var y.

11 Read the text and complete the sentences below using reported speech. In this activity students will recognize actions used as names or as characteristics/qualities. characteristics/qualities. They will also be identifying elements in narrative narrative:: characters, events, narrator, etc. To activate previous knowledge, write the word comic on the board. Elicit its meaning from students. Ask them if they have ever read a comic book and which one. Allow different students to answer and tell the rest of the class about the comics they’ve read. Then draw students’ attention to the title of the story and ask them what they think it is going to be about. Draw their attention to the illustrations. To determine subject matter, purpose and intended audience, ask: What kind of text is this? Elicit the word comic from students. Ask them what a common topic in comics is (superheroes) and what kind of audience are comics are aimed at. Elicit answers. Then have students read the text in their book. Ask the following comprehension questions: What is the girl’s problem? What superpower does Superteen have? Elicit answers. Then ask them to complete the conversation using reported speech. By doing this, students will complete sentences based on the characters’ actions. Remind students that in reported speech the verb tense changes to the past if necessary. Ask them to share and compare answers with a classmate. To check answers, ask for two volunteers volunt eers to be Sandra and Mary and to read the conversation aloud. Have the rest of the class agree or disagree with the words used to complete the sentences. Answers: 1 was; 2 couldn’t; 3 would; 4 was; 5 was; 6 was

Cultural Note A comic is a graphic medium in which images convey a sequential narrative. The sequential nature of the pictures, and the predominance of pictures over words, distinguishes comics from picture books. Most comics combine words with images, often indicating speech in the form of word balloons. Words other than

39

dialogue, captions for example, usually expand upon the pictures. In 1837, The Adventures of Obadiah Oldbuck was published by Switzerland’s Rudolphe Töpffer and it is considered the earliest known comic book.

Stage 5: I can

12 Complete the sentences with would, or could, and the correct form of the verb. Draw students’ attention to the title of the story and the illustration. Elicit from students or explain the meaning of daydreaming if if necessary. Ask them what the girl is thinking about. Then draw their attention to the sentences and ask them what kind of sentences they are. Elicit conditional sentences from sentences from students. Remind them of the rules to form conditional sentences if necessary. Ask them to complete the sentences using the appropriate form of the verbs in parentheses. Allow time for them to do this. Walk around the class, monitoring. Then ask students to share and compare their answers with a classmate.

13 Read the story and complete the bubbles. In this activity students will read fantasy narratives. Have students open their Student Books to page 27. Draw their attention to the illustrations and have different students describe them. Ask them what they think the story is about. Have them get in pairs and read the story, one paragraph each student. Ask them to underline any new words they find and to use their dictionaries to clarify their meanings if necessary. Allow time for students to read the story and then ask the following comprehension questions: What is the girl’s name? Where did she live? What live? What was she always wishing for? What for? What was her neighbor’s neighbor’s name? Why was she special? Then explain that they have to complete the speech bubbles in the illustrations using information from the story, with what each of the characters is thinking or saying. By doing this, students will be using direct and indirect speech.

Answers: 1 were, would look; 2 were, would call;

Possible answers: 1 “If I had some money, I could

3 would,

called; 4 went, would ask

buy pretty prett y dresses. dresse s.” 2 Why are you sad? 3 Because my father is poor and couldn’t buy me things. things.

Alternative Activity: To practice the use of the second conditional, ask the students some of the following questions: What would you do if you met the president? What would you do if you saw the most handsome guy/ beautiful girl walk by the classroom? What would you do if you cou could ld speak speak perf perfect ect Eng Englis lish? h? What What would would you do ifif you you found fou nd a thous thousand and pesos on the the stree street? t? What What woul would d you you do if your best friend forgot your birthday? Allow birthday? Allow time for students to think of their answers and then ask for voluntee volu nteers rs to to share share thei theirr answer answerss with with the class. Ask as many questions as time allows, so different students get to share their ideas, participate, and practice the formation and use of the second conditional. Encourage students to use complete sentences when answering, so that they get to form both the if and and the main clause. clause. Time: 5 minutes

emember Next class students will need: pictures from magazines.

Lead-in

Class

Bring in pictures from magazines, postcards, etc. Volunteer Vo lunteer students choose a picture and make up a story about it. This can also be just a simple description if students are shy, and the rest of the class can help complement the story.

Cultural Note Write the words neighbor and and neighbour on on the board. Explain that there are a few differences between American and British English for the spelling of certain words. Most words ending in an unstressed —our in in British English (e.g., colour, flavour, honour, neighbour, in American English rumour, labour, humour) end humour) end in —or in (e.g., color, flavor, honor, neighbor, rumor, labor, humor ). ).

14 Some cultures believe in magic more than others. What are your country's beliefs about magic? Tell students that we consider magic as the art of altering things either by supernatural means or through knowledge of occult natural laws unknown to science. Elicit from students magic local customs or traditions they have in their locations. 15 Complete the sentences. In this activity students will complete sentences based on characters’ actions. Ask students to complete the sentences with the appropriate form of the verb in parenthesis. Have students share and compare their answers with a classmate. Answers: 1 could; 2 had, could; 3 would give; 4 wouldn’t

have; 5 was

16 Write an ending for the story. Have students write a possible ending for the story in the space provided.

40

Unit 1

Lesson 4

Performance Indicators: Activate previous knowledge. – Activate Listen to others’ opinions to recognize different – Listen interpretations. – Read Read fantasy narratives. – Identify Identify elements in narrative. – Recognize Recognize events in paragraphs. – Identify Identify letter groups in beginnings and endings of words. – Clarify Clarify the meaning of words with the use of a bilingual or English dictionary. dictionar y. – Express Express personal reactions about a text. – Form Form paragraphs from sentences. – Colophon: Colophon: publishing house, year, location, etc.

Lead-in

Class

Explain to students that they are going to tell someone to ask someone else to do something. By doing this, they will be practicing indirect requests. Give them an example: (Student A), please tell (Student B) to brush her teeth. Student teeth. Student A asks the question to Student B, who then performs the action. Then Student B makes a request to a third student and so on. Continue with a s many students as time allows.

Stage 1: I know 1 Do you prefer to read books or comics? Why? This activity allows students to develop introspective and self-reflective capacities. To activate previous knowledge, ask students what the differences are between a book and a comic. Allow different students to answer and have the rest of the class agree, disagree or add relevant information. Then ask: What do you prefer to By doing this, students read, books or comics and why? By will listen to others’ opinions to recognize different interpretations. Again, allow different students to express their opinions. Answers may vary.

Classroom Management: To help you identify identif y if your students have a strong intrapersonal intelligence, look for the following characteristics of this type of intelligence: good at analyzing their strengths and weaknesses, enjoyment in analyzing theories and ideas, excellent self-awareness, and clearly understand the basis for their own motivations and feelings.

Student Book

p. 28-33

Detect words and expressions used to describe – Detect characters’ physical features. Verb tenses: past and present perfect. – Verb – Adverbs: Adverbs: of time (yet, already). – Verb Verb forms: gerund. – Detect Detect words and expressions used to describe characters. – Describe Describe physical characteristics, abilities, and actions to discover characters.

Materials: – Reader Reader – White White sheets of paper, pictures from magazines, an empty bag, random school objects

2 What is your favorite book, comic, or movie? Talk about it. Ask students to get in pairs and tell each other what their favorite book, comic, or movie is and why. Allow time for them to discuss. Walk around the class, monitoring and correcting pronunciation if necessary. Then ask for volunteers volunt eers to share their their favorites favorites with the the class. Answers may vary.

Alternative Activity: Have students conduct a class survey to find out what is more popular among their classmates: books, comics, or movies. Ask students to interview at least 10 other classmates, asking questions like Do like Do you have have a favorite favorite book / comic comic / movie? Which Ask students to make notes of their classmates' one is it? Ask answers on a blank sheet of paper or in their notebooks. Then ask them to analyze the information they collected and decide what is more popular among the class. You can have them make a graph of the information, too, and display the graphs on the classroom walls. Time: 20 minutes

Reader

The Five Joaquins

p. 20-29

In this activity students will read a fantasy narrative. Ask students to open their Readers to page pa ge 20. Elicit from them what the title and author of the story are. Ask them to flick through the pages of the story and to tell what they think the story is about. Allow different students to express their ideas. Then ask them what characters they can identify through the pictures of the story. By doing this, students will identify elements in

41

narrative. Then ask for volunteers to read the text in each of the pages of the story and have the rest of the class follow the reading in their Readers. Ask comprehension questions after every page to make sure students are following the reading. If necessary, draw their attention to the Glossary at the bottom of the page to clarify the meaning of words. Then ask students to get in pairs and answer the comprehension questions. Allow time for them to do this. Walk around the class, monitor and help if necessary. Then have students share and compare their answers with another pair of students. Check answers as a whole class activity by reading the questions aloud and having different students read the answers to each of the questions. Have the rest of the class agree or disagree with the answers. Still working in pairs, ask students to continue with Activity 2 and circle the best option to complete the sentences. Allow time for them to do this. Walk around the class, monitoring. Have students share and compare answers with another pair of students. Check answers as a whole class activity by reading the first part of the sentences and having students say the option that completes it in unison.

Stage 2: I build 3 Number the paragraphs in the correct order. Ask for volunteers to retell the events of the story of The Five Joaquins. Have the rest of the class add important information or relevant details to reconstruct the story. Then ask them to read the paragraphs individually and silently. Ask them to recognize and underline the main events in each paragraph. Walk around the class as students read, monitoring and helping if necessa ry. Then ask them to number the paragraphs in the correct order. Have them share and compare their answers with a classmate. Check answers orally, as a whole class activity. Answers: a 2; b 3; c 1

Classroom Management: Sorting is any process of arranging items in some sequence and/or in different sets, and accordingly, it has two common, yet distinct meanings: 1. ordering: arranging items of the same kind, class, nature, etc. in some ordered sequence, 2. categorizing: grouping and labeling items with similar properties together (by sorts.)

4 Label the paragraphs in Activity 3 with the correct heading. Go over the headings with the students and make sure they understand them. Clarify if necessary. Then ask them to label each paragraph with the correct heading.

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Have them share and compare answers with a classmate. Check answers orally, as a whole class activity.

Answers: a Joaquín finds something unusual in the mountain. b Joaquin meets the ghost of his great grandfather. c Joaquín’s story may or may not be true.

Alternative Activity: To identify letter groups in beginnings and endings of words, write the words scale, skin, sled, smog, snap, spot, stove, and swan on the board. Explain that blends are two or three consonants that are blended together. Ask several volunteers to come to the board and circle the initial blends sc, sk , sl , sm, sn, sp, st , and sw. Encourage students to share their observations about the blends and ask: How are these blends the same and different? (The first letter is "s" in all the blends; the second letter varies.) Read the words, emphasizing the two consonant sounds heard in each blend. Have students read the words aloud. Then ask them to open their Reader to the story of The Five Joaquins and scan the text to underline all the words they can find that have these consonant blends. Have volunteers read aloud the words they underlined and have the rest of the class add others that are not mentioned. Time: 15 minutes

emember Next class students will need: white sheets of paper and pictures from magazines. Class

Lead-in Show students one of the pictures from magazine s you have and ask them to write down on a white sheet of paper or in their notebooks the first thought that crosses their minds when looking at the picture: what it reminds them of, how it makes them feel, anything that comes to their mind. Then ask for volunteers to share their thoughts with the rest of the class. Repeat with a couple more pictures.

5 Read the article and in pairs, share your opinion. This activity allows students to develop introspective and self-reflective capacities by having them express personal reactions about a text. Ask students to work in pairs and read the article on page 29 of their Student Books. Remind them they can refer to the Glossary at the back of their books to clarify the meaning of these words: abilities, adventure, balconies, citizens, earthquake and gold . Allow time for them to read. Walk around the class, monitoring and helping if necessary. When students finish reading, ask them to exchange opinions about the article with their partner. Then ask for volunteers to share their opinion with the rest of the

class. Allow different students to do this, so that students listen to others’ opinions to recognize different interpretations. Then read the questions aloud and allow different students to give answers. Have the rest of the class agree, disagree or complement the answers. Answers may vary.

Alternative Activity: For the development of writing skills and to have students form paragraphs from sentences, have students write a short paragraph with their opinion about the article on a separate sheet of paper. Then ask them to exchange papers with other classmates to share their opinions. Time: 10 minutes

Stage 3: I think 6 Label the book with the words. In this activity students will identify colophon: publishing house, year, location, etc. They will also develop thinking skills by analyzing and labeling. Draw students’ attention to Activity 6. Go over the information with the students. You can have volunteers read the information. Then ask them to label the book with the appropriate words. Allow time for students to do this. Walk around the class and monitor. Then have students share and compare answers with a classmate. Check answers as a whole class activity, holding up your book at the front of the class and pointing to it and having students say the corresponding labels in unison. Answers: clockwise from top: 1, 6, 7, 8, 5, 4, 3, 2 7 Underline the adjectives that qualify and describe. Remind students or elicit from them the use of adjectives. To detect words and expressions used to describe a character’s physical features, ask students to open their Student Books to page 30 and read the sentences first. Then ask them to underline the adjectives that qualify and describe. Allow time for them to do this. Then ask them to share and compare answers with a classmate. Check answers orally, as a whole class activity, by reading each of the sentences aloud and having different students say which words they underlined. Answers: 1 tall, strong, handsome; 2 chubby, long, curly; 3 tall, thin, blue; 4 many, nervous; 5 kind, beautiful 8 Complete the rule. Ask students to complete the rule and to say the word they used to complete it aloud and in unison.

Answer: 1 adjectives

Alternative Activity: To identify letter groups in beginnings and endings of words, ask students to think of words ending in —ank . Write them on the board. If they cannot think of any, write the following words on the board: tank, bank, thank . Then ask students to think of words ending in —xt . Some example words are: text , and next . Remind students that blends are two or three consonants that are blended together. Encourage students to share their observations about the blends and ask: How are these blends the same and different? Read the words, emphasizing the two consonant sounds heard in each blend. Have students read the words aloud. Then ask them to open their Student Books and go to the article on page 29 and scan the text to underline all the words they can find that have these consonant blends. Have volunteers read aloud the words they underlined and have the rest of the class add others that are not mentioned. Time: 15 minutes

Classroom Management: Phonics usually refers to a useful strategy in the learning and teaching of reading. It involves supporting learners to recognize basic letter-sound relationships in English words and to apply this knowledge in reading and spelling. Phonics mainly is about learning the basic letter-sound relationships. It involves the learning of pronunciation and spelling rules but not all English words follow spelling rules. To expand and reinforce junior secondary students’ phonics knowledge and skills, encourage them to read aloud texts with multi-syllabic words and to use accurate spelling in writing.

emember Next class students will need: an empty bag and random school objects. Class

Lead-in Put random objects into an empty bag. Give students three minutes to brainstorm all the adjectives they can remember from the top of their heads. Put the bag with the objects on a table in front of the class. Ask for a volunteer to come to the front of the class and pick out and object from the bag, but the rest of the class can not see what it is. He has to describe the object using as many adjectives as he can for the rest of the class to guess what it is. Repeat with other volunteers if time allows.

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9 Write present perfect or past perfect next to the sentences. This activity emphasizes the use of verb tenses: past and present perfect, and of adverbs or time. Ask students to open their Student Books to page 30 and draw their attention to the sentences and ask them what they notice about the verbs. Explain that we use the present perfect to indicate that something in the past is connected to something in the present, with a repeated activity before now, with for or since for an activity or action that starts in the past and continues into the present. When we speak in the past perfect, we are talking about at least two events in the past. We also use the past perfect to indicate actions that happen repeatedly in the past. Perfect tenses are formed by the appropriate tense of the verb to have plus the past participle of the verb. Ask students to look at the sentences again and to identify which ones are written in the present or past perfect. Allow time for them to do this. Walk around the class and monitor. Then ask students to share and compare their answers with a classmate. Check answers as a whole class activity, reading each of the sentences and having the students say the corresponding verb tense in unison. Answers: 1 present perfect; 2 past perfect; 3 present perfect; 4 present perfect; 5 past perfect 10 Complete the table. This activity consolidates learning by having students apply what they’ve previously learned and use it in a new and concrete situation to solve a problem that has a single or best answer. They will be concluding about the rules for verb tenses: past and present tenses. Ask students to go over the rules in the table and to complete them with the name of the appropriate verb tense. Check answers orally. Answers: 1 past perfect ; 2 present perfect

Alternative Activity: Write —ing on the board. Ask students what verb tenses use —ing endings (present and past progressive.) Explain when a verb ends in —ing , it may be a gerund or a present participle. It is important to understand that they are not the same. When we use a verb in —ing form more like a noun, it is usually a gerund: Fishing is fun. When we use a verb in —ing form more like a verb or an adjective, it is usually a present participle: Anthony is fishing. I have a boring teacher . Ask students to open their Readers to the story of The Five Joaquins, and to scan it for words ending in — ing . Then have them identify if the these words are used like nouns, verbs, or adjectives. Time: 10 minutes

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11 Underline the words that indicate the ability the subject has or had. This activity allows students to detect words and expressions used to describe character. Go over the sentences with the students and ask them to identify words that indicate ability. Have them underline the words and ask if the subject has or had each of the abilities. Ask them how they can tell the difference (use of can and could ). If necessary, explain that can is an auxiliary verb, a modal auxiliary verb. We use can to: talk about possibility and ability, make requests and ask for or give permission. The structure of can is: subject + can + main verb. The main verb is always the bare infinitive (infinitive without to.) Could is an auxiliary verb, a modal auxiliary verb. We use could to: talk about past possibility or ability and to make requests. The structure of could is: subject + could + main verb. The main verb is always the bare infinitive (infinitive without to.) Answers: 1 could fly ; 2 could jump; 3 could appear ; 4 can do; 5 can hear 12 Complete the sentences. This activity helps students consolidate life-long learning. Ask students to complete the sentences with the appropriate word. Check answers orally. Answers: 1 can; 2 could

Classroom Management: Learning during the 6-24 age group primarily takes place in educational institutions, from primary and secondary to tertiary levels. Family life, social organizations, religious institutions, and mass media can also play a role in non-formal and informal learning during this time. The objective of learning in this period is the holistic development of learners in five aspects, namely: physical, intellectual, social capacity, emotional and mental development.

Stage 4: I practice 13 Rewrite letter as if you were Joaquin Murrieta. Have students rewrite the letter in first person in the space provided in their books. Allow time for them to do this. Walk around the class and monitor. To check answers, ask for a volunteer to read the complete letter and have the rest of the class agree or disagree with the order of the paragraphs.

Answers: I have decided to never go back to mining. It is too painful for me. I have decided to bec ome an outlaw and rob the gold and silver that is transported from the mines to the banks in the cities. I am not interested in keeping the money, so I have begun to give it out to the poor people. Many people in California and Mexico have started calling me the Mexican Robin Hood.

Lead-in

Class

If you have a large class, divide it into two or three teams. Then say a word or a sentence, depending on the level, for the students to spell. Students should spell it correctly with not even one mistake. The team that has the most points is the winner.

14 Work in pairs. Describe the physical characteristics and abilities of these superheroes. This activity promotes the development of collaboration skills by having students work with a partner. Students will describe physical characteristics, abilities, and actions to discover characters. Draw students’ attention to the first illustration and the example conversation on page 32. Refer students to the Glossary to clarify the meaning of new words. Have them notice that the information to describe the superhero appears beside the illustration and that the idea is that they use it to have a short conversation about the superhero. Go over the example conversation on page 32 and explain how to take turns describing the physical characteristics and abilities of the superheroes, using the example conversation as a model and the cues provided in their books. Answers: 1 What does Zenda Zentry like? 2 She’s a short thin girl with large almond shaped green eyes. 3 Well she turns flies into fire, or ice. 4 It magically freezes things out.

Classroom Management: Interpersonal skills include the ability to read and manage the emotions, motivations, and behaviors of oneself and others during social interactions or in a social-interactive context. Collaboration means cooperative interaction between two or more individuals working together to solve problems, create novel products, or learn and master content.

15 Complete the interview using the correct form of the verb. Draw students’ attention to the illustration and elicit from students what is happening in it. Then have them read the

introduction to the activity (the interviewer’s first lines) and explain they have to complete the interview using the appropriate form of the verbs in parentheses. Have the rest of the class agree or disagree with the verb forms used.

Answers: 1 been; 2 had ; 3 rescued ; 4 saved ; 5 used ; 6 see 16 Write a conversation and act it out. Ask students to work in pairs. Explain that they are now going to interview the superhero Zenda from Activity 14. Have them choose which part to play. They will interview each other. Ask them to first think of the questions they want to ask the superhero. Allow them to use the information in Activity 14 and the interview in Activity 15 as references if necessary. Once they have written their questions, have them interview each other and write the conversation in the spaces provided. Answers may vary.

Cultural Note There are certain implicit rules that every interviewer has to follow: 1) Prepare your questions in advance. 2) Be prepared to e-mail your questions to the interviewee in advance. 3) Remember that the interview is about the interviewee, not about you. 4) Interact with the interviewee. 5) Use the interviewee’s responses to keep the interview on track. 6) Always thank the interviewee for his time when the interview is over.

Stage 5: I can 17 Circle the correct word to complete the story. Ask students to read the story individually and silently and to complete it by circling the correct word in e ach case. Refer students to the Glossary if needed. Walk around the class, monitoring. Ask students to share and compare answers with a classmate. Check answers as a whole class activity, orally. Answers: 1 arrived; 2 had; 3 had; 4 had; 5 screamed 18 Answer the questions. Have students skim and scan the story once more to answer the questions. Allow time for them to do this. Walk around the class and monitor. Have students share and compare answers with a classmate. Check answers as a whole class activity by reading each of the questions aloud and having different students read their answers. Answers: 1 big and black; 2 tall and thin; 3 beautiful; 4 She could fly. 5 a fantasy

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Unit 1

Product 2 Comic Book

Performance indicators: – Select and read a fantasy narrative. – Determine the episode(s) to be related in the comic book. – Design a format for the comic book, defining spaces for dialogues and descriptions.

Lead-in

Class

Ask students to get in groups of four or five. Explain that they are going to think of and write down on a blank sheet of paper or in their notebooks, their top ten tips for a given topic. Possible topics are: What are your top ten tips for staying healthy and happy? Making and keeping friends? Getting good grades? Learning English? Give them a few minutes to come up with their top ten tips on a given topic. Then ask for volunteers to read their top ten tips on the given topic and have the entire class vote on the best top ten tips.

Stage 1: I get ready 1 Work in groups. Decide on the story you will read to make your comic book. Ask students to work in groups of four or five. Explain they are going to make a comic book based on a fantasy narrative. Draw attention to the book covers on page 34 of their Student Books and have them notice that each one corresponds to a different kind of fantasy narrative: science fiction, ghost stories, fairy tales, legends, and science fiction, respectively. Ask them if they know any stories with the characteristics and characters shown on the covers of the books. Elicit answers. Then ask students to decide if they want to invent a new story for their comic book or use one that has already been published. Give them some time to do this. Then ask them to decide which kind of fantasy story they want to write: science fiction, ghost story, fairy tale, monster story, legend, etc. Based on their decisions, tell them they have to select and read a fantasy narrative: either the one they are going to base their comic book on, or one of the same kind of fantasy narrative as the one they want to write. They can do this by going to the library or looking for a story on the Internet. Or, you could preselect a few stories from the library or the Internet and bring them to class for students to choose one and read it. Then ask them to think of the main ideas or key events they want to include in their story and the characters in it, and write them down on a separate sheet of paper or in their notebooks. Advise them not to make their story too long when they write it.

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Student Book

p. 34-35

– Adjust the information to write the dialogues . – Compose brief descriptions of the characters and the events. – Revise the writing of dialogues and descriptions in the corresponding spaces of the comic book and illustrate them.

Alternative Activity: Ask students to draw a concept map with the main ideas or key events of their story and the characters involved for them to have as reference when they write it. Time: 5 minutes

Classroom Management: Concept maps are a pictorial way of constructing knowledge and organizing information. They help the student convert and compress a lot of seemingly disjointed information into a structured, simple-to-read, graphic display. The resulting visual display conveys complex information in a simple-to-understand manner.

Stage 2: I plan 2 Decide on the number of pages your comic book will have. Ask students to use their notes or their concept maps to decide how many ideas or key events they want to include in every page of their comic book to guide their decision on the number of pages their comic book will have. Remind them that text in comic books is really short and that pictures and illustrations are the most important components in comic books. Explain that they will be creating their comic books from a template in the Worksheets section of their Student Books, on pages 176-177. Have them refer to the template so they get an idea of the amount of space they will have. If necessary, ask students to refer to the comic book pag es in the unit, to see how pages are divided and how spaces are divided between text and illustrations. 3 What materials do you need? Make a list. Have students think of the materials they will need to create and illustrate their comic books and to make the list in the space provided in their books. Tell them they can either draw or color the pictures themselves or they can cut out pictures and illustrations from magazines, or that they can download images and pictures from the Internet to stick them in their books. Students will

be illustrating their books during the next class, so they will have time to look for pictures and illustrations.

Stage 3: I do 4 Divide the story into episodes. Decide how much of the story you are going to tell on each page and on each panel. In this activity students will determine the episodes to be related in the comic book and will design a format for the comic book, defining spaces for dialogues and descriptions. Ask students to think about how they can divide their story into episodes and to decide how much of the story they are going to include on each page and each panel. emember Next class you’ll need: white sheets of paper, colored pencils or markers, flip pens, glue, pictures from magazines.

Lead-in

Class

Ask for a volunteer to come to the front of the class and stand facing the board. Draw a letter on the student’s back and make sure the rest of the class understands which letter it was. The student at the front has to write a word with the letter he felt. The cla ss gets to say if the letter and word are correct. Then the student at the front draws a letter on another student’s back and so on. Repeat with as many students as time allows.

5 Give brief descriptions for the characters and the events. In this activity students will adjust the information to write the dialogues and compose brief descriptions for the characters and the events. Ask students to work in the same groups as last class and decide what the characters in their comic book will look like plus give short descriptions of them and the events. They can write down their ideas on a separate sheet of paper or in their notebooks. 6 Go to the Worksheets section on pages 176-177 and use the template to design your comic book. Ask students to go to the Worksheets section on pages 176-177 and use the template to design their comic. They can also use white sheets of paper if they want to. Remind students that the narrative goes at the bottom of the panels and those illustrations can include speech bubbles with dialogues. A few sentences in the panels will give their comics the main idea, since they are going to combine them with illustrations.

7 Write the dialogues for each panel into speech bubbles and the narrative parts into captions. Then illustrate your comic. In this activity, students will revise the writing of dialogues and descriptions to comply with grammar, spelling, and punctuation conventions and incorporate the dialogues and descriptions in the corresponding spaces of the comic book and illustrate them. Have students write the dialogues and the narrative on a separate sheet of paper or in their notebooks before copying it into their comic book. Once students have written their drafts, have them refer to the chart to check their dialogues and narrative for grammar, spelling, or punctuation mistakes. Once they are sure the text is appropriately written, have them copy it into their comic book and illustrate it.

Stage 4: All ready to share 8 In groups, rehearse and present the dramatized reading of the comic book. In this activity students will rehearse the dramatized reading of comic books to revise comprehension. Have students rehearse the dramatized reading of the stor y. Then ask for volunteers to present the dramatized reading of the comic book to the rest of the class. You can have the class vote for the best story, the best dramatization, or the best illustrations.



– Can use strategies to support the comprehension of narratives. – Can anticipate central sense and main ideas from some details. – Can distinguish between explicit and implicit information. – Can formulate and answer questions to distinguish and verify specific information. – Can describe characteristics and abilities.


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Learning Environment 2 :



Social Practice: Understand and write instructions.

Social Practice: Interpret and convey information published in various media.

Specific Activities: Understand and compose instructions about facing an environmental emergency.

Specific Activities: Script dialogues and interventions for a silent short film.

Product: Instructions to face an environmental emergency

Product: Script for the dubbing of a silent short film

At the end of this environment students will: At the end of this environment students will: learn more words to increase my vocabulary. know the elements of an emergency manual. write instruction sequences. edit an instruction manual.

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anticipate main ideas. write expressions for a dialogue. include examples in a dialogue. use different words in a dialogue.

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Unit 2

Lesson 1

Performance Indicators: – Identify purpose and intended audience. – Select emergency manuals based on their graphic and text components. – Predict contents from graphic components. – Identify abbreviations and clarify the meaning of unknown terms to refine vocabulary. – Read emergency manuals. – Reflect on the use of images and / or illustrations. – Recognize text organization (e.g. the sequence of steps or instructions). – Identify specific language that is used to describe the steps to follow. – Observe the arrangement of text components.

Lead-in

Class

Write on the board the following heading: Natural Emergencies. Form groups of four. Ask students to write all the words they can think related to the heading. Have a volunteer from each group write the words on the board. Correct any spelling mistakes.

Stage 1: I know 1 Answer these questions. Ask students to open their Student Books to page 38. Direct their attention to the two signs. Ask them: What are these signs for? (to warn people in case of a fire, or an earthquake). Have students work in pairs . Ask them to take turns to discuss the questions. hen, ask them to join another pair and discuss their answers. Walk around the classroom and encourage students to use only English. Help them with any difficult vocabulary. Answers may vary .

Cultural Note It is very important to understand the emergency symbols. Tere is an international language of graphical symbols. Tere are different international symbols. For example: fire alarm call point, emergency exit, evacuation assembly point, general warning signs, etc. Graphical symbols are vital to give information when written words are not adequate. An international organization provides people all over the world with a coherent set of graphical symbols to help overcome language and other barriers. Tese symbols convey important messages about health and safety related warnings, prohibitions, and mandatory actions, among other things.

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Student Book

p. 38-43

– Anticipate the central sense based on the subject matter and activating previous knowledge. – Remove, add and / or change information to improve a text. – Arrange steps in a sequence according to the order of the procedure. – Language as a means to prevent and face problems. Materials: – Reader – Colored pencils or makers – en simple sentences about any emergency studied in previous classes. – en revision questions about previous classes or unit.

Reader

What to Do in an Emergency

p. 33-42

Ask students to open their Readers to page 33 and read the title to predict the contents of the text: What is the text going to be about? Have students flip through their Reader and look at the pictures. Select any page with images or pictures and ask students to describe them. Have students express their ideas freely. Help them with any difficult vocabulary. Ask students to read pages 33-42 silently. Have them underline the unknown words and elicit them. Help students infer the meaning of the words by explaining the steps: they have to read the paragraph, identify the unknown word, read the previous word and the word that is next to that word; identify the part of speech (identify if the word is a noun, adjective, adverb, verb, conjunction, etc.), think about the context and, finally, try to infer the meaning. Explain that, once they have decided on the meaning of the word, they can verify the meaning by checking their bilingual dictionaries. Once students have inferred the meaning of the words, ask them to read the text again and answer the following questions: What is the chapter about? (natural emergencies, emergency instruction manual). What is the first natural emergency the text talks about? (Earthquakes) What is the earthquake instruction manual for? (planning for an earthquake and what to do during an earthquake).

Classroom Management: Make sure you set the classroom rules in advance. his may help you to have control of your group, especially when your students work in pairs or groups. o set up the rules

you can involve your students to create them. o do so, you can form groups of three. Have each group come up with a list of characteristics of a good student. Give the groups 10 to 15 minutes to create their lists. hen bring together the groups to share and create a master list of the qualities of a good student. Finally, use those characteristics as the material for creating your class rules.

Lead-in

Class

hurricanes, home chemical emergencies; 4 An introduction and a list of abbreviations and symbols

2

Explain students that they are going to play Hangman. ell them they have to choose words related to natural and home chemical emergencies (earthquake, flood, hurricane, fire, etc.). Divide the class into pairs (A and B). Explain that the object of the game is to guess the word that their opponent has chosen before the body on the gallows is complete and they are hung. Ask A Players to select a word and write it down on a sheet of paper and to make sure B Players do not see it. hen, ask A players to write down a blank line for each letter of the word on a different sheet of paper. Ask them to draw a gallows (like an upside-down letter L) next to the blank lines, and to show this paper to B Players. Have B Players name different letters of the alphabet that may fill in the blanks. Explain that if a guess is correct, the letter is written in the appropriate blank(s). Explain that each time B Players guess a letter incorrectly, A Players will draw a part of the body onto the gallows (start with the head, then the body, arms, and legs). If B Players guess the word before their body is complete, they win the round and get a point. In the next round the players will switch roles.

Stage 2: I build 2 Read this information from an emergency procedures manual and answer the questions. Ask students to open their Student Books to page 38. Point to the text and ask students the following: What’s the text about? (It’s an emergency procedures manual). Ask them: Have you ever read a similar emergency procedures manual in your neighborhood, or school? o have students identify purpose and intended audience, identify information based on their graphic and text components, as well as predict contents from graphic components, have students read the information from an emergency procedures manual, and answer the questions. o check answers, have different students read the question and the answer. Correct any mistakes. Answers: 1 Everybody ; 2 By reading an emergency procedures manual; 3 Earthquakes, fire, floods and

Alternative Activity: Ask students to go around the school and find different symbols for emergencies. ell them to make a plan of their school and mark the emergency symbols. hen, have them compare their plans. As a follow-up activity you may have a class discussion about the emergency signs in their school. Have students discuss if they think those signs are enough in case of an emergency, or if they think it is necessary to include more signs. Ask students which signs would need to be included in this case (fire alarm call point, emergency exit, evacuation assembly point, etc.). Time: 15 minutes

Stage 3: I think 3 Read the excerpt in Activity 2 again and label with the words from the box. o identify abbreviations and clarify the meaning of unknown terms to refine vocabulary, write some abbreviations on the board: asap, EMS, E MT, ARC, IRC and elicit their meaning (as soon as possible, emergency medical service, emergency medical technician, American Red Cross, International Red Cross). o recognize text organization and identify abbreviations and clarify the meaning of unknown terms to refine vocabulary, explain students that they are going to read the excerpt in Activity 2 on page 38 again in their Student Book, and label it with words from the box. Remind students that this is an activity that they have to complete individually. It is important that they get used to analyzing the information before they complete the activity. his type of activity contributes to develop critical thinking and the only way students will do it is if you encourage them to think and reflect on the different aspects they are exposed to. When they finish, have students compare their answers with a partner before you check answers as a class. Answers: 1 title; 2 introduction; 3 symbols; 4 subtitle; 5 page number

4 Read this extract about an emergency and circle T for True or F for False. Go over the statements with the students. Make sure they understand the meaning of bullets, bold, italics. Clarify any doubt. o read emergency manuals, observe the arrangement of text components and reflect on the use of images and / or illustrations, students read the extract about an emergency and choose the correct option. Have volunteers read answers out loud to the rest of the class.

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Refer students to the Glossary to clarify the meaning of words.

Reader

What to Do in an Emergency p. 33-42

Answers: 1 T; 2 F; 3 F; 4 T; 5 T 5 Match the instructions to the pictures. Point to the pictures on page 39 in the Student Book and have students describe each of them. Go over the instructions with the students. Make sure they understand the meaning of flood, of flood, throw away, dirty flood water. hen, water. hen, have students match the instructions to the pictures. After that, ask them to compare their answers with a partner. Check answers as a class by asking the whole group to read the answers a nswers out loud. hen, have students discuss if they have ever been in a similar emergency and have them share their experience. Answers: 1 e; 2 f; 3 c; 4 a; 5 d; 6 b

Alternative Activity: Ask students to investigate about the last natural emergency or emergencies that have happened in their community. ell ell them to describe the emergency and to explain what happened to the population. Ask them: How them: How did help arrive? (Some neighbors / friends / firefighters came and rescued the people pe ople in danger.) Who helped your (he government / other people sent food, community? (he clothes and medicines to the community.) Ask students to make notes in their notebooks and bring some pictures about the natural emergency for the next class. Time: 20 minutes

6 Look at the instructions and pictures in Activity 5 again and answer the questions. Point to the pictures in Activity 5 on page 39 in the Student Book and have students describe them. Ask students how the text components are arranged. o have students identify specific language that is used to describe the steps to follow instructions and to observe the arrangement of text components, have them look at the instructions and pictures in Activity 5 and answer the questions. Walk around the classroom and give help where necessary. Have students compare their answers with a partner. Check answers as a class by asking volunteers to read the questions and answers out loud. Answers: 1 Because it is the title and it is important important information. 2 to emphasize their importance; 3 in case you; 4 that the statement is very strong; 5 sequence

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Ask students to open their Readers to page 33 and have them read the title silently. sile ntly. hen ask them what the text is about. Ask students to read the instructions and underline the words that determine the sequence of steps. Have them make a list of the words in their notebooks. After that, ask students to go to pages 40 and 42 to continue in the same manner. Once they have finished, ask students to compare their answers with a partner. Have Have some volunteers write their lists on the board. Make sure they all understand the importance of sequence words that help students to understand the order of the text. Have students turn to page 43 of their Readers Rea ders and look at the Comprehension Questions. Check Che ck answers in the Reader Answer Key on page 171 of the eacher’s Guide.

emember Next class you will need: ten simple sentences about any emergency studied in previous classes.

Lead-in

Class

3

Divide the class into two teams. Explain to your students that they are going to play The Sentence Game. Game. ell them that you are going to write half a sentence on the board and they are going to complete it. Write the first half of the sentences you prepared one by one. Have members of each team take turns to come up to the board, read a sentence each and complete it. he student who completes the sentence correctly gets a point for his team. Choose vocabulary seen in the previous classes since this may help students to practice language already learned.

7 Read the excerpts from the manual and write the meanings of the underlined words or phrases. Ask students to open their Student Books to page 40 and go over the instructions with them. Make sure they understand that they have to read the excerpts from the manual and then write the meanings of the underlined words or phrases by inferring the meaning of the words. Explain the steps to them. First, ask students to read the sentence and identify the words they want to infer the meaning of. hen, ask them to identify the part of speech (identify if the word is a noun, adjective, adverb, verb, conjunction, etc.). Next, have students read the words before and after the word they want w ant to infer the meaning of. hen have them analyze analy ze the context and decide on the meaning of the word. Finally, tell your

students that they can use their Glossary on page 158 to check their answers. Answers may vary .

8 In pairs, say how you knew the meaning of each word in Activity 7. Use the ideas in the sticky note. Divide the group into pairs. pa irs. To activate the central sense based on the subject matter and activating previous knowledge, have students complete the Activity 8 on page 41 in their Student Book. Walk around the classroom and listen to some of the students’ answers. This type of activity will help the students to reflect on their own learning process and the way they use different strategies. This may also contribute to help them become autonomous learners. Answers may vary .

Alternative Activity: Ask students to work in groups of four. Ask them to open their Readers Re aders to chapter 3 and have group members read one of the following pages each: 35, 37, 39, 41 (Earthquakes, Fire, Floods and Hurricanes, and Home Chemical Emergencies). Explain that each member of the group has to read his page, underline the words he does not know and a nd infer their meaning. Then, have group members check the meaning of the words in their dictionaries. After that, ask them to read their text again and make a couple of drawings to represent it. Finally, ask each member of the group to show his pictures to the other members and to explain what their page was about. (p. 35: Important information on planning for an earthquake; p. 37: Important information on planning for a fire emergency and three instructions instruc tions about what to do in case of a fire; p. 39: Important information on planning for a flood; p. 41: Important information on how to prevent home chemical emergencies.) Go around the classroom and give help where needed. Time: 15 minutes

9 Circle the best option. Ask students to read Activity 7 on page 40 in their Student Book again and ask them the following: What did you do to find the words in the dictionary? Which problems did you face when when looking up the words words in the Then, go over the statements with the dictionary? Then, students and have them circle the best option. Have different students read their answers to the rest of the group. Then, have students reflect on the way they looked up the words in their dictionaries. dictionaries . Ask them: Many What did you do? Which problems did you face? Many times some of the problems students face is that they

do not find some words. They may think those words are not in their dictionaries. However, sometimes this is a problem of not knowing how to be effective dictionary users. It is important to teach students how to use a bilingual dictionary because that will help them become autonomous learners. It would be advisable to devote some sessions to teach them different strategies on how to use the dictionary. The first activity you can have with your students on how to use their dictionaries, could be an activity designed especially to make learners understand how their dictionaries work and then help them to get used to the features of their dictionaries in order to get the most out of them. Explain that bilingual dictionaries are essential tools for foreign language learners. But using them correctly requires more than just looking up a word in one language and picking the first translation. In English, many words have more than one possible meaning me aning and sometimes this may be confusing for students. Students have to know first all the dictionary’s features, the parts of speech, pronunciation, translations, as well as examples. You can also explain to them that one of the most relevant differences between a dictionary written for native speakers of English and an d one written for language learners is that the definitions in the learners’ dictionary are written using restricted vocabulary. This may help learners to understand the meaning of the words. Remind students that one of the difficulties diff iculties when looking up a word is that in English the same word can be different parts of speech.

Answers: 1 don’t; 2 try

Stage 4: I practice 10 Read the instructions for another emergency and number them. Ask students to open their Student Books to page 42. To recognize the organization of an instructions manual, have them read the instructions and number them. Ask students to look at the pictures and rea d each of the statements. Elicit the connectors of sequence ( first, after that , etc.) and have students identify them. After that, ask students to number the instructions. Do not check the answers yet. 11 Check your answers with a partner and make any necessary corrections in your numbering. Collaborative activities are essential in the learning process. It is important that students understand that when they collaborate they learn more and they contribute to everybody’s learning process. With this type of activities students gain from everybody’s efforts. Students can recognize that all group members share a

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common objective, and realize that their performance is caused by themselves and by their group members. Collaborative activities promote student learning and academic achievement. his will increase student retention, will enhance student satisfaction with their learning experience, and will develop students’ social skills. hey will also promote students’ self-esteem. Ask students to work with a partner. Have them compare their answers on page 42 in their Student Book and make any necessary corrections. Walk around the classroom and make sure their answers are correct. his activity may help students to practice how to remove, add and / or change information to improve a text; as well as arrange steps in a sequence according to the order of the procedure.

Answers: a) 2; b) 4; c) 1; d) 3 emember Next class you will need: ten revision questions about previous classes or unit. Students will need: white paper, colored pencils or markers.

Lead-in

Class

4

Divide the class into two teams. teams . Explain students that they are going to play the Revision the Revision Football Game. Game. Divide each team into pairs. Ask students to look through the lesson and previous unit un it and to prepare 6-8 revision questions to ask the other team. Elicit or give examples of the kinds of questions they can ask related to the language: How language: How do you spell …? How do you say say … Have students get in English? What’s the opposite of …? Have ready the answers to the questions they the y prepare. Have your own set of revision questions ready, in case you need to help your students. Set a limit of five minutes and monitor the students carefully as they prepare and write their questions. Once they are ready, ask teams to take turns to “throw” a question to the other team. Each team “scores” a goal every time the other team can’t answer one of their questions.

Stage 5: I can 12 Look at the pictures from a different manual. Write the instructions in the box under the correct pictures. Ask students to open their Student Books to page 43 and direct their attention to the pictures. Have students describe each of them: What happened to the boy? What are they doing? Where are they? Do you think they Go over the are doing the right thing? Why? Why not? Go

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instructions in the box with the students and make sure they understand all of them. Ask students to go to their Glossary at the back of the book on page 158 if they have any vocabulary questions. Finally, have students write the instructions under the correct picture. Answers: a) Once the person’s person’s arm is raised, give a pain reliever like aspirin. b) Then, put an ice cube on the area of the sting to cool it. c) First, put a tourniquet on the arm or leg above the sting . d) Finally, take the the victim to the hospital . e) Next, raise the arm or leg above the heart .

13 Number the instructions in Activity 12 in the correct order. o arrange steps in a sequence se quence according to the order of the procedure, have students number the instructions in Activity 12 on page 43 in their Student Book. First, ask students to read the instructions. Next, have them look for any sequence word that may help them to understand the order of the sentences. And finally, f inally, have them number the instructions. Do not check the answers yet. 14 Compare your answers with a partner. Ask students to compare their answers with a partner on page 43 in their Student Book. Ask them to give arguments for their answers. Have students dec ide on the correct answer before making any changes. Walk around the classroom to make sure everybody has the correct answers. Finally, have some volunteers read the answers out loud for the rest of the class to check. Answers: a) 3; b) 4; c) 1; d) 5; e) 2

Alternative Activity Ask students to form groups of four and ask them about a similar situation: Have situation: Have you or a member of your family ever been in in a similar situation? If so, where where did it happen? What did you do? Ask students to discuss any information they know about natural emergencies in their community. ell ell the groups to select the best bes t information from each student and prepare a one-page instruction manual for the class. Explain that the manual is going to be very useful in case they face a similar situation. Have students put their page on a wall in their classroom. Finally, have students look at the manuals on the walls and vote for the best one. Time: 15 minutes

Unit 2

Lesson 2

Performance Indicators: – Broaden, explain and / or exemplify steps. – Read to revise punctuation and spelling conventions. – Verify the order in the sequence of sentences. – Write steps in simple and complex sentences. – Arrange steps in a sequence according to the order of the procedure. – Identify the purpose and the intended audience. – Select emergency manuals based on their graphic and text components. – Observe the arrangement of text components. – Recognize text organization (e.g. the sequence of steps or instructions.). – Identify specific language that is used to describe the steps to follow.

Lead-in

Class

Explain students that they are going to say a chant. A chant is the rhythmic speaking or singing of words or sounds often on one or two pitches called reciting songs. Elicit the words related to natural emergencies (earthquakes, fire, floods and hurricanes) and manmade emergencies (home chemical emergencies). Paste the flashcards or c utouts on the board in rows to show the order of the chant. Click your fingers and set up the rhythm of the chant. Repeat the chant with the students once or twice: Earthquake - earthquake - hurricane - floods; hurricanes - chemical emergencies - fire . his activity can help students to improve their pronunciation.

Stage: I know 1 Circle the things that you t hink could cause an emergency. Ask students to open their Student Books to page 44. Direct your student’s attention to the pictures. Point to each picture and elicit the names of the objects (gas heater, river, refrigerator, medicine, snake, bottles of water). Read the instructions along with the students and allow them to work individually. Elicit answers from different students. Have them explain how the things in the pictures can cause an emergency and the type of emergency. Also, have students explain how they think they can prevent the emergency. Answers may vary .

Student Book

p. 44-49

– Compose sentences. – Enlist words that determine the sequence of steps. – Recognize suffixes and prefixes. – Act in a supportive and responsible manner with the group and community. Materials: – Reader, Audio CD – A blank world map – Colored pencils or markers – Material from research about what communities or people can do to help cities of regions that have been affected or hit by a hurricane. – Flashcards or cutouts (earthquakes, fire, floods and hurricanes, and home chemical emergencies)

Reader

What to Do in an Emergency

p. 33-42

Divide the class into pairs. Ask students to open their Readers to page 33 and ask them to read pages 33-42 again. Ask students to make a multiple choice quiz about what to do in case of an emergency. Write an example on the board: 1 In case of an earthquake: a) use the elevators. b) go outside your house. c) pick safe places in every room in your house. Once students have finished writing their quizzes, have them exchange their quizzes with their partner. ell students to answer their partner’s quizzes and compare them. Walk around the class to help students to answer the quizzes.

Stage 2: I build 2 Listen to a recording of emergency instructions and answer the questions. Write on the board the following questions: What do you do in case of an emergency? Who do you call? Elicit answers from different students. Ask students to open their Student Books to page 44 and go over the questions as a class. Play the CD and ask students to answer them. Ask students to find key words that can help them answer the questions. You may have to play the CD more than once. Check answers as a class by asking different students to read the answers out loud. 08

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Answers: 1 a; 2 b; 3 a; 4 a; 5 a Cultural Note Every country in the world has a special emergency number. In the United States and Canada it is 911, in the United Kingdom it is 999, in Australia it is 000, in the countries of the European Union it is 112, in Mexico it is 080. Dialing those numbers is an immediate way to contact local emergency services (law enforcement, fire or medical). This emergency service is a team of professional men and women who are on call 24 hours a day, 7 days a week, 365 days a year. These people are trained to assist in getting emergency help to you as quickly as possible.

3 Listen again and complete the sentences with words from the box. Have students read the words in the box. Make su re they all understand that the words they are reading are sequence words. Explain that sequence words show the order in which events happen. Ask them to read the statements. Play the CD and ask students to complete the Activity 3 on page 45 in their Student Book. Check answers as a class by asking different students to read the answers out loud. Notice that in some cases, there is more than one possible answer. Alternatively, have students listen again and look at the audioscript on page 185 in their Student Books to check their answers. 08

Answers: 1 First; 2 Then; 3 Next; 4 Finally; 5 after that

Class

2

Lead-in Explain students that you are going to give them a series of instructions and ask them to perform the actions in the instructions. Explain that they can’t write down anything. Have students pay attention, memorize the instructions and then perform the actions. Give your students an example: First open your student’s book to page 53. Then, take out your pencil. Next, open your Readers to page 20. Finally, put your Student Book in your schoolbag.

Stage 3: I think 4 Read these two sentences and underline the subject and circle the verb. Write on the board the following two sentences: Some students like to study in the morning. John and George play basketball every afternoon. Have students copy the sentences in their notebooks and ask them to underline in yellow the subject or subjects and in green the verb or verbs. Make sure students understand that

these are examples of simple sentences, therefore, there is a subject, a verb, and each one expresses a complete thought. Now, write the following sentences on the board: When Linda handed in her homework, she forgot to give the teacher the last page. The teacher returned the homework after she noticed the mistake . Have students copy the sentences in their notebooks again a nd ask them to underline in yellow the subject or subjects and in green the verb or verbs. Do the same on the board and circle When and after . Ask students to compare these two last sentences with the previous ones and elicit the difference. Explain that the last two examples are complex sentences. Tell students that a complex sentence has an independent clause joined by one or more dependent clauses. A complex sentence always has a subordinator such as because, since, after, although, when or a relative pronoun such as that, who, or which. Ask students to open their Student Books to page 45 and direct their attention to the sentences. Have students underline the subject and circle the verb. Allow them to compare their answers with a partner. To check answers, have two students write the answers on the board.

Answers: 1 subject: you; verb: should put; 2 subject: You, your family; verb: should make, need to

5 Read these sentences and write S for Simple or C for Complex. Elicit some examples of simple and complex sentences similar to the examples from the previous activity and write them on the board. Have students work in groups of three and ask them to copy the sentences in their notebooks. Then have them underline the subjects and circle the verbs. Next, have students write if the sentences are simple or complex by writing an S for simple and a C for complex next to each one. Have them give reasons for their choices. Have some students do the activity on the board to check. After that, read the instructions out loud with your students and have them complete the Activity 5 on page 46 in their Student Book. Check answers as class by asking the whole group to read the answers out loud. Answers: 1 S; 2 C; 3 S; 4 C; 5 C; 6 S; 7 C; 8 C 6 Read the sentences in Activity 5 again and underline the words that connect two ideas in the complex sentences. Have students read the sentences in Activity 5 on page 46 in their Student Book again and underline the words that connect. To check answers, ask volunteers to read the sentence and say the word that links the two sentences. Answers: 2 before; 4 If; 5 If, first; 7 after; 8 When

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7 Complete the sentences with words from the box. Write on the board the following two sentences: Swedish is very difficult. If you study German, Swedish won’t be difficult to learn. Ask students which is a complex sentence and which is a simple sentence. Ask students how they can distinguish a complex from a simple sentence. hen, ask students to read the instructions and have them complete the sentences on page 46 in their Student Book. ell them to do this activity individually. It is important to make students understand that this type of activities will help them become autonomous learners. Some benefits of autonomy are transferable skills, confidence building, independence fostering, creativity support, and taking responsibility for their own learning. It also helps them to become actively engaged in their learning and to be prepared to consider different approaches to problem solving. Answers: 1 Simple; 2 Complex, connectors; 3 sequence

emember Next class students will need: a blank world map, colored pencils or markers. Ask students to investigate what communities or people can do to help cities of regions that have been affected or hit by a hurricane.

Lead-in

Class

3

Divide the class into two teams. Explain to students that they are going to participate in a writing-spelling contest. Make a list of words from this unit (e.g. hurricane, earthquake, fire, etc.) or from previous ones. Say a word. Ask each team to send a representative to the board to write it. Explain that if the word does not have any spelling mistakes, the team gets a point. he team with the most points at the end of the contest, is the winner.

Stage 4: I practice 8 Complete the tables with words from the box. Make sure all students understand what a complex and a simple sentence is before they read the instructions for this activity. Write on the board the following sentences: It is important to know what to do before an emergency happens. Plan a safe place outside for everyone to meet after you escape from a fire. When you are outside, go to your safe meeting place. Ask volunteers to go to the board and underline the connectors (what, after, when). Ask students to open their Student Books to page 47. hen, go over the words in the box with your students. Elicit the type of words: What are these

words? Make sure they all understand the difference between connectors and sequence words (a connector is a word that is used to join words or sentences, sequence words show the order in which ideas are presented). After that, ask students to complete the tables and ask volunteers to read the answers out loud to check as a class.

Answers: Sequence Words: First, Finally; Connectors: when, while, where, how, who

9 Combine the pairs of simple sentences to make complex sentences. Use the connectors in parentheses and the correct punctuation. Write the following on the board: When you are in a flood, try to stay calm. The teacher returned the homework after she noticed the error . Ask students to read both sentences and explain why in one sentence there is a comma in the middle, and why the second sentence does not have one. Make sure they understand that when a complex sentence begins with a subordinator (when, after, if ) a comma is required at the end of the dependent clause. When the independent clause begins the sentence with subordinators in the middle as in the second example, no comma is required. ell students that complex sentences help to broaden, explain and / or exemplify steps. Go over the instructions with the students a nd have them complete the activity. o check answers, ask different students at random to write the answers on the board. Ask students to read the sentences out loud in order to check punctuation and spelling conventions and verify the order in the sequence of sentences. Answers: 1 When you are in an emergency, try to stay calm. Try to stay calm when you are in an emergency. 2 After you escape from a fire, call the fire department. Call the fire department after you escape from a fire . 3 In an earthquake, do not try to leave the building while the building is moving . 4 If there is a flood, do not enter the water. Do not enter the water if there is a flood . 5 Read instruction manuals before an emergency happens. Before an emergency happens, read instruction manuals.

10 Complete the sentences with words from the box. Direct students attention to the words in the box. Ask them if they are connectors or sequence words (connectors). Have students complete the sentences with the words. Go around the classroom and give help where necessary. Now students should be able to complete the activity by themselves. If you detect that there are some students who do not understand the way the connectors are used, you should prepare some extra exercises and do a remedial class with the group.

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It would be a good idea to make the stronger students help the weaker students.

Answers: 1 and; 2 Before; 3 After; 4 If; 5 when; 6 If 11 Rewrite the instructions in Activity 10 in logical order. o write steps in simple and complex sentences, have students rewrite the instructions in Activity 10 on page 48 in their Student Book in a logical order. ell them to pay attention to punctuation and to the spelling of words. Ask students to complete the activity. Monitor and check their sentences and have them correct any mistakes. hen, ask some students to write the answers on the board for everybody to check. Answers: 1 If you live on the coast, you have to know what to do when a hurricane comes. 2 If you think a hurricane is approaching, listen to the radio for emergency instructions. 3 Before the hurricane arrives, put tape on your windows in the shape of an X to prevent glass explosions. 4 If the civil authorities order an evacuation in your area, never try to stay in your house. 5 Leave town or go to a designated shelter, and stay there during the hurricane. 6 After the hurricane ends, you can return to your house. Check carefully for structural or electrical damage.

12 Work in groups and discuss what communities or people can do to help cities or regions that have been affected or hit by a hurricane. Divide the class into groups of five students. Ask students to take out what they researched about this topic. Let them discuss and share their information. Ask them to write some sentences to review the information. It is important to make students understand that this type of activities will help them become autonomous learners, with all the benefits that this will represent for them. It is important that whenever you ask your students to do some investigation or complete an activity at home, you make sure they understand the instructions and know exactly what to do. Sometimes , students do not do the homework or do something different because they do not understand the instructions. It is worth taking five minutes before finishing your class to explain the homework. It is also important to make sure students know when the due date is. It is even better if you write it on the board and you have them copy it in their notebooks. Answers may vary .

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Alternative Activity: Ask students to investigate why and how hurricanes are formed and where they hit more frequently. Have students bring their investigation to class. Ask them to buy a world map and bring it for the next class and to bring colored pencils or markers. Make sure all your students have their world map and their investigation. Write the following instructions on the board: • Color the most affected areas by hurricanes in America red. (Color the areas around the Caribbean Sea and the Gulf of Mexico, red.) • Color the most affected areas by hurricanes in Europe blue. • Color the most affected areas by hurricanes in Africa green. (Color the areas in Africa near the Arabian Sea, green.) • Color the most affected areas by hurricanes in Asia purple. (Color the areas around the South China Sea, the Sea of Japan and the Bay of Bengal, purple.) • Color the most affected areas by hurricanes in Oceania orange. (Color the areas around the South Pacific Ocean, orange.) Once they have finished, ask students to compare the different continents and find out where hurricanes hit more frequently. Choose students at random to explain why they think those areas are more affected by hurricanes. hey may use the information in their investigation as cues to explain to the class. Time: 20 minutes

Cultural Note A prefix is a letter or group of letters added to the beginning of a word to make a new word: In the word unhappy, un- is a prefix added to happy. Un- is a Latin word for not . A suffix on the other hand is a letter or group of letters added to the end of a word to make another word. he suffix ness added to the end of the word happy creates the word happyness. A good knowledge of English prefixes and suffixes will help students increase their English vocabulary without constantly having to look up words in their dictionaries.

Lead-in

Class

4

Divide the class into large groups and ask the groups to sit in circles. Explain to your students that they are going to play Telephone. Whisper (as if it were a secret) an instruction to one student: Close the door and open the window. Explain and demonstrate that the student should whisper the instructions to the student next to

him clockwise, and so on around his circle. Ask students to make sure the instructions are kept as a secret until they get to the last student in their circle. Have the last student repeat the instructions out loud and then do the action or actions. If he does it correctly, the group shouts: Hurray!

Stage 5: I can 13 Match the parts of the instructions for what to do in case of a snake bite. Write sequence words or connectors in the blanks. Ask students the following questions: Have you ever been bitten by an animal? What did you do? Where were you? Who was with you? Elicit answers from different students. Ask students to open their Student Books to page 49. Have students read the parts of sentences and match them to give complete instructions. You can help them by eliciting the sequence words and writing them on the board (first, then, next, after that, finally). Then ask students to write the sequence words in the blank spaces to order the instructions. To check answers as a class, have students read the answers out loud and correct any mistakes together.

Answers: 1 If (d); 2 Next (a); 3 When (b); 4 Finally (e); 5

Then (c)

14 Write the sentences in Activity 13 under the corresponding illustrations. Ask students to look at the pictures and have different students describe each picture. Then, ask students to write the sentences in Activity 13 on page 49 in their Student Book under the correct picture. Allow students to compare their answers with a partner and ask them to correct their partner’s sentences. Explain to your students that the first step is to read the sentences and find the mistakes they might have. To train them to correct mistakes, write some incorrect sentences on the board: Before you are bitten by a snake, try to keep calm. Ask some students to come up and underline the mistakes. Have students correct them. After that, have students read their partner ’s sentences and correct them. Walk around the classroom and give help where necessary. Once they have finished correcting their partner’s sentences, ask students to exchange their Student Books and rewrite the sentences. Have students ask you if they have any doubts. Clarify any doubts. Peer review is an important element in the writing process. It encourages students to work collaboratively. It also makes them take an active role in the learning process. You have to train your students to correct their peer’s writing tasks. On the other hand, teachers should train students to read their own work critically. This may help them to make corrections and changes with or without guidance.

Cultural Note Answers: 1 When you are bitten by a snake, try to Ask students to work in groups of three. Ask them to think about the information available in their communities in case of a similar emergency: Is there an emergency phone number? Is there a local hospital where they can go? Is the hospital close or far from the houses? Then, have a whole-class session and find out students’ information.

keep calm. 2 If the bite is on your hand or arm, keep it below heart level . 3 Then, take off any rings or tight clothing near the bite because it might swell . 4 Next, make a splint to help immobilize the area of the bite . 5 Finally, get medical help ASAP because a snake bite is a serious emergency!

Classroom Management: It is advisable to use a rubric (an instruction sentence about the specific criteria) when setting a writing task. With a rubric, students will know in advance the elements that you are going to take in consideration when correcting the task. There are different types of rubrics. However, the best thing to do is to create your own rubric, according to your students’ needs and write it on the board. In the rubric you can include grammar, vocabulary, coherence, or cohesion.

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Unit 2

Product 1 Instruction Manual

Performance Indicators: – Choose and read the instruction manual. – Choose an environmental emergency and look for information on how to face it. – Order the sequence of instructions and illustrate them. – Edit the instructions to write the final version of the instruction manual. – Agree on a design to display the instruction manuals in a bulletin board.

Lead-in

Class

1

Ask students to stand up. Explain that you are going to say an instruction and everybody has to perform the instruction. Say your instructions very fast. he student who makes a mistake has to sit down.

Stage 1: I get ready 1 Make a list of potential environmental emergencies in your area. Explain students that they are going to prepare an instruction manual to face an environmental emergency in their community. Ask students to open their Student Books to page 50 and write a list of potential environmental emergencies in their area. hen have them compare their lists w ith a partner. Ask some of the students to write environmental emergencies from their lists on the board. Have a whole-class discussion about their lists, and have them reach an agreement on the potential environmental emergencies in their area.

Stage 2: I plan 2 Work in groups and share your notes with your classmates. Divide the class in groups of four students. Ask students to share their lists with their classmates and make sure they all speak English. Encourage students to read their lists to their partners instead of only giving their partners their notebooks to read. 3 As a group, choose one of the emergencies and write notes about what to do. Have a whole-class discussion to choose one of the emergencies they mention on their lists. hen explain that each student has to look for information about what to do in case of the environmental emergency they have chosen.

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Student Book

p. 50-51

– Read to revise punctuation and spelling conventions. – Write steps in simple and complex sentences. – Draw instructions to confirm understanding. – Mark and solve questions. – Remove, add and / or change information to improve a text. – Write final version.

4 Find out more about what to do in the emergency and add information to your notes. Ask students where they can find the best sources of information for that type of information (governmental offices, international organizations, etc.). Explain that when your students are looking for material, they have to read the information first. hen, they have to select the most relevant points in the information, and make notes in their notebooks. Explain that it is not acceptable if they search for the data on the Internet and then simply copy and paste it on a document. Remind your students that they can use their dictionaries if they need to look up the meaning of unknown words. 5 Distribute in your group the actions to make the instruction manual. Ask students about an instruction manual: What are the parts of an instruction manual? Have them open their Reader and see the information on Chapter 3 about What to Do in an Emergency. Explain that they have to make a list of the actions they need to perform to make the instruction manual and then distribute those actions among their group. ell them that it is important to take into consideration everybody ’s skills when they decide who will perform the actions. Some students are good at writing, some others at drawing, and some others at collecting information. Students work better when they do an activity that they feel more confident at. 6 What materials do you need? Make a list. After they have distributed the actions, tell students they have to decide on the material they will need to make their instruction manual. emember Next class students will need: their notes, magazine or newspaper cutouts, glue, scissors, colored pencils or markers.

Lead-in

Class

2

Describe a picture in detail and ask your students to draw everything you say: There are many houses, most of the windows are broken … And there are … hen, have students name the natural emergency it represents. he student who guesses correctly, is the winner.

Stage 3: I do 7 Use your notes to write instructions for what to do if the emergency happens. Remember to use sequence words and connecting words when necessary. Have students work in the same groups from the previous class. Ask them to open their Student Books to page 51. hen, have them read the information they gathered for their instruction manual and decide which points are the most relevant. Ask them to include these points in their instruction manual. Have students write the information and tell them not to forget to use sequence words and connectors. Walk around the classroom and give help where necessary. Have students check spelling and punctuation. Check their sentences and make corrections if necessary. 8 Check and edit your instructions. o edit the instructions and to write the final version of the instruction manual, have students check their instructions. ell them that they have to read their information and decide if their steps are in the most logical order. hey have to check if the sequence words and connectors are correct; and if there are any spelling and grammar errors. Monitor and read their information. Clarify any grammar or spelling doubts. 9 Use the worksheet on page 178 in the Worksheets section to write the instructions and draw pictures. o agree on a design to display the instruction manuals in a bulletin b oard, ask students to open their Student Books to page 178 in the Worksheets section and have them write the instructions and draw the pictures. Allow them to use cutouts from ne wspapers or magazines. o teach students how to make drafts of their writing tasks you may do the following: Write a correct sentence on the board. hen write a similar sentence, but incorrect. hen, have students compare the correct and the incorrect sentences. It is important to keep in mind that when you read your students’ written work and you come across common mistakes, remedial work will then be necessary. You can prepare a special

session where you show the sentences with mistakes produced by the students and then ask students to correct them under your supervision.

Stage 4: All ready to share 10 Find out if you can put up your worksheets on the bulletin board for all the students to read. Explain to the class that they have to ask for the principal’s permission to display their worksheets on the bulletin board so all the students in the school can read them. It would be advisable that each working group chooses a representative. Explain that they have to show their principal their instruction manual and explain what it is for. Make sure students understand that they have to convince the principal that the information in the manual is relevant for the school community. I learn Ask students what they can do now that they could not do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product. hen have them answer the I learn box. Explain that its purpose is to assess their performance while making the product in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress. Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:

– Can clarify the meaning of unknown terms in order to broaden and refine their vocabulary. – Can understand and point out the order of the components, useful information and main ideas of an emergency manual. – Can write and classify sentences in order to create instruction sequences. – Can remove, add and / or edit an instruction manual.


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Unit 2

Lesson 3

Performance Indicators: – Recognize subject matter, purpose and intended audience. – Establish genre. – Establish settings where the actions take place. – Recognize non-verbal communication. – Recognize the relationship between scenarios, actions and sounds effects. – Determine the intention of actions. – Reflect emotions and experiences of people and their culture. – Recognize structure. – Formulate and write questions and answers to understand the contents. – Distinguish different characters. – Anticipate central sense and main ideas from previous knowledge and non-verbal communication. – Write dialogues and interventions. – Include examples, relevant details and interesting information in a dialogue intervention.

Lead-in

Class

Write on the board the following headings: Home / School / City / Town. Explain to the students that they have five minutes to write as many words as they can under the correct heading. ell them to start when you say: Go! and stop writing when you say: Stop! Find out who can write more words without any spelling mistakes.

Stage 1: I know 1 Look at the pictures and answer the questions. Ask students to open their Student Books to page 52. Direct the students’ attention to the pictures. Have them describe the actions and characters in each of the pictures. Encourage shy students to participate. Have two students read the questions out loud. Elicit a nswers from different students and help them with any difficulties in vocabulary. Answers: 1 In a park or the street ; 2 Answers may vary.

Student Book

p. 52-57

– Answer questions to describe motivations, hopes, aspirations and / or ambitions. – Clarify the name of unknown objects, actions or concepts with the help of a bilingual dictionary. – Adjust volume and speed. – Appreciate cultural expressions particular to English language. – Acknowledge values and behaviors particular of English-speaking countries. Materials: – Audio CD – 20 construction paper cards – White paper or construction paper – Colored pencils or markers – A list of ten review vocabulary words from previous lessons or units – 20 teacher-made word cards with vocabulary about movies from the lesson

Reader

Silent Story

p. 46-55

Ask students to open their Readers to page 46. Have students flip through the story and look at the pictures to predict what the text will be about. Listen to their opinions and write their predictions on the board. o teach students how to adjust volume and speed, read out loud with proper inflection and intonation, read page 46 out loud and have students read along with you. hen, divide the class into pairs. Have students read out loud Chapter 4. Ask them to take turns in their pairs to read a page each. Next, ask what the story is about and let students confirm if their predictions where right or wrong. Reading out loud helps students to practice pronunciation, rhythm, stress and intonation. It is useful because the more models of fluent reading the students hear, the better.

emember Next class you will need: 20 construction paper cards, a list of ten review vocabulary words from previous lessons or units.

Lead-in

Class

2

Prepare a list of ten review vocabulary words. You can take them from the Reader Glossary on pages 57-58. Write each of the words on two small cards. hat

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means writing the word twice, once on each card. Organize the cards in two sets of identical words. Divide the class into two teams. Give a set of words to each team. Call out a word. Have a student from each team stand up and run to the blackboard. Ask them to write a sentence using their word. he winner is the student who writes a correct sentence first.

Classroom Management: Recycling vocabulary in the class is very important. We cannot assume that once a new word has been taught, it has also been learned and will be remembered. o recycle vocabulary you can put cards with new vocabulary words on the board every week. Make sure you frequently substitute old vocabulary cards with new ones. Spend a few minutes reviewing vocabulary every class. Make a new vocabulary card for each new word. Write the new word on the front of the card and have the students draw something on the back of the card to help them remember.

Stage 2: I build 2 Listen to the conversations and match each conversation to the genre. Draw on the board a mind map. In the centre of it write the word: movie. Ask students to copy it in their notebooks. Ask them to write as many words related to movies as they can in the mind map. Elicit different movie genres from your students (action, horror, romance, comedy, drama, documentary, etc.). Ask some students to come up to the board to write them. Ask students to open their Student Books to page 52. o recognize subject matter, purpose and intended audience and establish genre, play the CD and ask students to match each conversation with the genre. You may have to play the CD more than once. Pause after each conversation to give students time to complete the activity. Remind students that it is not necessary to understand every single word from the CD. It is important to explain that successful comprehension is not total comprehension. his means, that students can be competent listeners even when they understand less than 100 percent of what is said. A student who tries to understand every single word that is said to him could be frustrated and this would have an impact on his motivation. Finally, have some volunteers read their answers out loud to check. 09

Cultural Note o help students appreciate cultural expressions from different countries, tell them how the movies industry developed. Many scientists and inventors observed the visual phenomenon that a series of individual pictures created the illusion of movement when they were set into motion. A number of simple optical toys and mechanical inventions related to motion and vision were developed in the nineteenth century. hese motion pictures were the precursors of the modern movies industry. he movies, as we know it today, run at a rate of 24 frames per second creating the illusion of movement. A frame-rate of less than 16 frames per second can only be seen as flashing images.

Stage 3: I think 3 Listen again and answer the questions. Call your students’ attention to the pictures in Activity 2. Have students describe them. Elicit details and ask questions similar to the following: Where are the people? What are they doing? Are they happy or sad? Help students with any difficult vocabulary. Use these pictures to introduce vocabulary they don’t know (haunted house, persecution, break up). Go over the instructions and the questions with your students. Explain that it is important to listen not only to the words, but also to the sounds. his may help them to understand and to have students establish settings where the actions take place, recognize non verbal communication, recognize the relationship between scenarios, actions and sound effects. Play the CD again and have students answer the questions. Check answers with the class. Ask different students to read the answers and say what clues helped them to identify each genre. 09

Answers: Conversation 1: 1 in a TV show; 2 Two friends are talking about people who are alike. 3 The laughter gives you a hint they are in a sit-com. Conversation 2: 1 In the street ; 2 Two men are chasing a car in the street . 3 The sounds tell you they are driving a car in the street . Conversation 3: 1 Probably inside a house; 2 A couple is having love problems. 3 They build the atmosphere of romance . Conversation 4: 1 In a haunted house; 2 Two teenagers enter a haunted house and they encounter something scary . 3 They make you imagine the scene and make it more explicit.

Answers: Conversation 1: d ; Conversation 2: a; Conversation 3: c ; Conversation 4: b

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4 Choose the correct completion for each sentence. Ask the students which movie genres they remember and write the names of the genres they mention on the board. One of the ways you can promote critical thinking is to ask questions to your students regularly, to explore different dimensions of their thinking: their reasoning, data interpretation, deductions, conclusions, and so on. o determine the intentions of actions and establish genre, have students choose the best option to complete the sentences. Allow students to compare their answers with a partner. Have them say what clues helped them identify each genre or refer them to the Glossary on page 159. Ask some volunteers to read their answers out loud. Answers: 1 a; 2 b; 3 a; 4 a

Reader

Silent Story

p. 46-55

Divide the class into groups of three or four students. Ask them to open their Readers to page 46 and elicit the name of the story (Silent Story). Have students choose one of the dialogues on pages 47, 48, or 49 and ask them to write more lines to add to the stories. Explain to your students that they are going to act out these dialogues. Have them assign the roles to the group members and then practice their dialogues. Suggest the inclusion of sound effects. Finally, ask your students to act out the dialogues in front of the class. Help students to check their writing and also with the oral part when they prepare their dialogues. Correct pronunciation mistakes, intonation, stress and rhythm. You may encourage them to invite students from other groups to see their performance.

5 Read the character descriptions and the lines from four scenes from a romantic movie. Write the names of the characters on the lines you think they say. Ask students to form groups of three. ell them they are going to talk about their favorite movies and their favorite characters. Demonstrate the activity by naming your preferences: My favorite movie is … My favorite character is … Next, read the instructions along with your students. Before they start answering the exercise, make sure they all understand what they have to do. o reflect emotions and experiences of people and their cultures, have students read the character descriptions and write the names of the characters on the appropriate lines. o check the answers, have

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different students read the dialogues and the answers. Correct any mistakes.

Answers: 1 Jason, Neil; 2 Neil, Susan, Molly; 3 Molly, Neil, Molly; 4 Susan, Jason

Alternative Activity: Divide the class in groups of four students. Assign the part of a different character from the scenes in Activity 5 to each group member. Have students rehearse the dialogue. Ask the different groups to act it out in front of the class. o answer questions to describe motivations, hopes, aspirations and / or ambitions, you can have another variation of this activity. Divide the class in pairs or groups of four. Give each student a character from Activity 5 in secret. Give yourself a character to model the activity and ask students to describe you: Can you describe me? Elicit answers from different students. Ask students to write a description of each of the characters from Activity 5. Go around the classroom and give help where necessary. hen, have them compare their descriptions with a partner. Have some students read a description of a character. Time: 15 minutes

Lead-in

Class

3

Divide the class in two teams. Explain to your students that they are going to play Character Charades. Ask students to think of a character from a famous movie. Have team members take turns to act out parts of the movie or lines from the character. Have both teams guess who the character is. ell your students they can only ask Yes / No questions, for example: Is he a man? Is she a woman? Is he young? Is she old? he team that guesses correctly asking the least number of questions is the winner.

6 Look at these scenes from a movie and number them in the correct order. o recognize the structure and sequence of movie clips, ask students to open their Student Books to page 54 and direct their attention to the pictures. Have students describe each picture. After that, ask them to number the scenes in the correct order. Check answers as a class. Have different students read the answers out loud. Answers: a 2; b 1; c 4; d 3

Alternative Activity: Ask students to work in pairs. Explain to them that each pair has to write a script using the pictures. Monitor and give help where

necessary. Correct any mistakes. hen, have different pairs act out their script in front of the class. Time: 15 minutes

Cultural Note o acknowledge what the structure of movies is, you can explain the structure of a movie to your students. he usual movie structure has three parts: beginning, middle and end . he author Syd Field mentioned that the movie structure is composed by three acts. Act I “the setup”, makes the first quarter of a screenplay. It contains what is called an “Inciting incident” and the “Plot point #1”. A “Plot point” is an event that changes the plot’s direction, leading to a new act on the screenplay. Act II “the confrontation”, makes the next two quarters of the movies. It has a “Midpoint” and the “Plot point #2”. Act III “the resolution”, makes the final quarter of the movies and has its climax.

7 Read the questions and match them to their function. Have students work in pairs. Ask them to take turns to ask and answer questions to describe motivations, hopes, aspirations and / or ambitions about the scenes from Activity 6. Give an example: How does the girl feel? Have students give as many details as they can. o formulate and write questions and answers to understand the contents, have students read the questions and match them with their function. Check answers with the class by asking different students at random to read the answers out loud. Answers: 1 c ; 2 c ; 3 a; 4 c ; 5 b 8 Work in pairs. Answer the questions above about the movie clips in Activity 6. Ask students to work in pairs. Have them read the movie clips in Activity 6 again. ell them that they have to answer the same questions from previous activity with the information from those movie clips. Ask some volunteers to read the answers to the rest of the class. It is important that after a speaking activity you give feedback. Feedback includes correcting students as well as offering them an assessment on how well they have done. he way we assess and correct students will depend not only on the kind of mistakes they make (and the reasons for them), but also on the type of activity the students are taking part in.

3 She could use an extinguisher to put out the f ire. 4 The oil in the pan has caught fire. 5 Answers may vary.

9 Complete the sentences with words from the box. Direct the students’ attention to the Reflection Box. Have students work individually and ask them to complete the sentences with words from the box. his type of activity is an opportunity for students to find out how well they have understood the new concepts. his is why it is very important that students complete the activity by themselves. Walk around the classroom and give help where needed. hen, have students compare their answers with a partner. Select students at random and ask them to read their answers out loud to check as a class. Answers: 1 what’s, ask, predict; 2 middle; 3 romance, horror, drama; 4 Characters

Stage 4: I practice 10 Read these sentences from the dialogues and write the genre of each one. Elicit different movie genres. Have students read each dialogue and write their genres. Have students read the answers out loud. Next, have students work in pairs to practice acting out the dialogues. Monitor and correct any pronunciation mistakes. o do so, you can model the word or words that students have mispronounced and then have them repeat several times. Answers: 1 action; 2 romance; 3 horror; 4 comedy

Alternative Activity: Ask students to work in pairs. Ask them to read the dialogues in Activity 10 and choose one of them. hen, ask students to w rite the rest of the story in form of a dialogue. Walk around the classroom and give help where necessary. Check the students’ new dialogues and correct any mistakes. Remember to give feedback to your students whenever you correct their writing tasks. his means, making suggestions, and indicating where improvements might me made for content, grammar, spelling and punctuation. After that, have your students choose a character from their dialogues to play his role. Ask students to practice in their pairs and to pay special attention to pronunciation, intonation and stress. Have the different pairs act out the dialogues in front of the class. Finally, have the class vote for the best dialogue. Time: 20 minutes

Answers: 1 The oil in the pan is going to get too hot . 2 A girl is cooking in the kitchen when her phone rings .

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11 Match the dialogues in Activity 5 with the movie scenes. o anticipate central sense and main ideas from previous knowledge and non-verbal communication, direct the students’ attention to the pictures. Have them describe each of the clips. Explain to your students that they have to match the dialogues in Activity 5 to the movie clips in this activity. Before they read the dialogues in Activity 5 again, ask them if they remember what those dialogues were about. Ask them to describe the actions in the clips, how many characters are involved, etc. Check answers with the class. Answers: 1 Dialogue 2; 2 Dialogue 1; 3 Dialogue 3; 4 Dialogue 4

emember Next class students will need: colored pencils or markers, white paper or white construction paper. You will need: 20 word cards with vocabulary about movies from previous lessons. Class 4

Lead-in

ell students they are going to play Picture Charades. Divide the class in teams of four students. Have a student pick up a card from the ones you prepared. Ask him to come up to the board to draw a picture that represents the word. Have the other members of his team try to guess the word and spell it correctly before one minute has passed. Ask the other teams to time the moment the card is picked, and stop the game after one minute has passed. If any of his teammates guesses the word and spells it correctly, their team gains a point and can continue picking up cards. If they don’t guess correctly, the next team gets the chance to play.

Stage 5: I can 12 Work in pairs. Read the summary of a movie and imagine one of the scenes. Draw the scene on the poster. Ask students to open their Student Books to page 57. Point to the picture and have students tell you where they see this type of information (at the movies or in movie reviews). Ask students to read the summary of a movie and explain that they have to draw a picture to represent it. o clarify the name of unknown objects, actions or concepts, ask students to check their bilingual dictionaries. ell them that when they come across a word that they don’t know and they consider essential to understand the text, they can look it up in their dictionaries. Remind students of the importance of reading all the word definitions and decide on the best definition according to the context. After they finish drawing, let them present their drawings to the class.

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13 Was it easy for you to draw the scene? What can you do to improve your artistic skills? Ask these questions to the class. Remind students that this type of activities create immediate reasons for using language in a fun way apart from developing visual observation, motor skills and cooperative skills. Art allows for personalization and the development of individual creative thinking skills. Answers may vary .

14 With your partner, write the dialogue for the scene you drew on the poster. Ask students to work in pairs. Explain to your students that they are going to write the dialogues for the scene they drew in Activity 12. First, ask students to make a mind map with the information from Activity 12. After that, have students use the information from the map to write the dialog ue. Elicit the first two sentences of the dialog ue and write them on the board as a model. Remind your students that they have to write the names of the characters too. Walk around the classroom and give help where necessary. Answers may vary .

15 Check your dialogue for errors. Rewrite it with any necessary corrections. Then act out the scene for your class. Monitor and help students to check their dialogues for mistakes. Explain to them that they have to take into consideration grammar, vocabulary, coherence or cohesion, spelling, and punctuation. Remind your students that they can use their dictionaries to check the spelling of words. Once they have corrected their mistakes, have students rewrite the dialogues. After that, have students practice to act out their dialogues in front of the class. Finally, have different pairs come up to the front to act out their dialogues. emember Next class you will need: a set of nine comprehension questions about the story in Chapter 4 of the Reader, Silent Story.

Unit 2

Lesson 4

Performance Indicators: – Organize sentences into sequences. – Recognize modal verbs. – Read dialogues out loud in order to adjust verbal and non-verbal communication and according to a specific audience. – Use linguistic resources to link sentences and / or reformulate expressions in a dialogue or intervention. – Suggest sentences to compose dialogues and interventions. – Include examples, relevant details and interesting information in a dialogue or intervention.

Lead-in

Class

Explain that your students are going to play Tic Tac Toe. Divide the class in two teams and ask students to choose if they are going to be noughts (0) or crosses ( ✗). Draw a grid of nine squares on the board and write a number from 1 to 9 on each square. Prepare your nine questions about the story in Chapter 4 of the Reader, Silent Story and set one question for each number. Have teams take turns to choose a number from the grid. Ask them to read the question corresponding to that number. Explain that students have to give a correct answer to the question to get a point for their team. Ask them to mark the number on the greed with a nought or a cross. Finally, make it clear that the team with three marks in a horizontal, vertical, or diagonal row wins the game.

Stage 1: I know 1 Say what emotion the mime artist is expressing in each picture. How did you know? Ask students to open their Student Books to page 58. Point to the pictures and have students say what emotion the mime artist is expressing in each picture. Elicit answers from different students. Have them say how they know which emotion is being expressed. Have different students give possible answers and then check answers as a class. Answers: sad; happy; excited; confused

Stage 2: I build

Student Book

p. 58-63

– Dub dialogues and interventions. – Acknowledge values and behaviors particular of English-speaking countries. Materials: – Reader, Audio CD – A movie, V program or documentary sequence – A DVD player or VHS player to play the movie. – Nine comprehension questions about the story in Chapter 4 of the Reader, Silent Story

Ask students to open their Student Books to page 58. Direct the students’ attention to the picture of Nick and ricia and have them describe it. Af ter that, go over the questions with the students and have them answer individually. Ask students to discuss their answers with a partner before you check the answers together as a class. Answers may vary .

Alternative Activity: Ask students to work in pairs. Explain to the students that they are going to lo ok at the picture again and invent a dialogue between the two characters. Go around the classroom and give help where necessary. ell the students that when they finish, they have to practice acting out the dialogue. hen, ask different pairs at random to act it out in front of the class. Time: 15 minutes

Reader

Silent Story

p. 46-55

Have students work in pairs. Ask them to take turns to read the conversation between Nick and ricia on pages 50-52 out loud. Have students choose the character whose lines they want to read. Ask students to open their Readers to page 50 and let them start their reading. Monitor and check pronunciation, volume and speed. When they are done for the first time, have them switch roles. Monitor and give help where needed.

2 Look at the picture and answer the questions. Ask students the title of the story in Chapter 4 of the Reader, Silent Story and elicit the story of the two main characters.

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3 Listen and check your ideas. o organize sentences into a sequence, play the CD and have students listen and check their answers from Activity 2. You may have to play the audio more than once. Elicit answers from different students. Listening activities might be difficult for many students. Listening is also a tiring activity because students have to listen to and interpret unfamiliar sounds, lexis and syntax for a period of time, at a pace set by someone else. 10

Answers: 1 Yes, they do. 2 He doesn’t understand why she was watching him. 3 She doesn’t understand why he was doing strange things.

4 Number the sentences from their conversation in the correct order. Ask general comprehension questions about the dialogue: Why is ricia watching him? What question did Nick ask Tricia? Go over the sentences from the dialogue with the students. Make sure they understand them. Next, ask students to read the whole dial ogue, and number the sentences in the correct order. Check answers together as a class by having a student write the answers on the board. After that, ask students to write the dialogue in the correct order in their notebooks. Have students work in pairs. Ask them to practice the dialogue. Go around the class and if you listen to common mistakes in pronunciation, intonation or stress, make some notes . Finally, have a whole-group feedback session. Model the correct question or answer and have students repeat.

Cultural Note An important factor to communicate better is to appreciate cultural expressions particular to English language. When we understand the other culture, we respect their differences and similarities. It is important to promote this among students. hey have to understand that even though we don’t agree with other people, we have to respect their ideas.

Lead-in

2

Divide the class in two teams. Explain students that they are going to participate in a mime contest. Ask team members to take turns to mime some actions, pretending they are mime artists. Ask the class to clap to each performance to vote for the best one. he team with the best performances is the winner.

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5 Look at these extracts from Tricia and Nick’s conversation and follow the instructions. Make sure students understand the difference between modal verbs. Write some of these examples and elicit what they are used for. Can is used to express ability (I can swim), opportunity (I can stay with my cousin in Cancun), request (Can I borrow your pencil?), permission (I can’t go out after 9 o’clock on weekdays), and to show possibility or impossibility (James can become a scientist). Have to is used to express certainty (he answer has to be correct), necessity, (he coffee has to be hot) and obligation (I have to pass the exam). Would expresses desire, polite requests and questions, opinion or hope, wish and regret (I would like to go to the cinema tonight). Should is used to make recommendations or give advice. It can also be used to express obligation as well as expectation (You should visit the museum). Ask students to open their Student Books to page 59. Ask them to read the extracts from ricia and Nick’s conversation. hen, have them read the instructions and complete the activity. ell them this activity should be done individually. Allow them plenty of time. Monitor and make sure everybody is answering the activity. Check answers with the class by eliciting the answers from different students. Answers: circle: 3 Can, 4 would , 5 want; underline: 1 could , 6 shouldn’t ; draw a square: 2 have to

Classroom Management: here are different ways to assess speaking projects. You can asses them individually, with interviews, oral presentations, questionnaires, demonstrations, and portfolios.

Answers: a 9; b 4; c 8; d 3; e 2; f 5; g 7; h 1; i 6

Class

Stage 3: I think

6 Read the dialogues that Tricia and Nick are inventing and match them with the pictures. Direct students’ attention to the pictures and ask them to describe each one. Have students pay special attention to face expressions and identify gestures: Look at his face. Is he happy or sad? Look at his hands. Does he look confused? Ask students to read the dialogues and match them with the pictures. Have the whole group read the answers out loud. Ask them to explain how they know which image corresponds to each dialogue: Which gestures helped you to choose the correct picture? Answers: a 3; b 1; c 4; d 2

Classroom Management: There are different kinds of portfolios: 1 work portfolios include course contents and final products of specific assignments; 2 presentation portfolios include the best assignments from students and are part of a presentation; 3 assessment portfolios include a testimony of what students learned during the course. Some of the advantages of using portfolios are that they help to make the students' learning progress and process visible and noticeable. They also add to the learners’ motivation and improve their ability to communicate in different languages. Portfolios help learners to reflect their objectives, their ways of learning and their success in language learning. They are efficient tools to plan the students’ learning and encourage students to learn autonomously. For speaking activities, you can record the performances of the students with a video camera, a cell phone or any other voice audio device. Keeping record of their speaking work will help students to follow their own performance and will motivate them to see their advance.

emember Next class you will need: a DVD or a cassette with a movie or a TV program or documentary sequence and a DVD player or VHS player.

Lead-in

Class

3

Select a movie, TV program or documentary sequence that shows a large number of objects, people or includes many actions. It shouldn’t be longer than three minutes. Allow students to view the segment once and ask them not to take any notes. Divide the class into groups of four or five students. Ask students to write a list of as many objects, people or actions from the scene as they can remember. Play the scene again using still frames to check the students’ items on their lists. Students will score one point for each correct item and lose one for any item on the list that is not in the scene.

Alternative Activity: Choose a segment of a movie. Make sure the segment has two or more different characters performing an action or some actions while they are talking. Play the sequence without any sound. Have students work in groups of three or four and a sk them to write a dialogue for the segment they saw. Then, have students act out their dialogues in front of the class. Time: 15 minutes

Reader

Silent Story

p. 46-55

Ask students to open their Readers to page 46. Divide the class into pairs. Ask students to read the story again and discuss with their partners the unfamiliar words, events or concepts. Have students use their dictionaries to look up unknown words. Walk around the classroom and give help where necessary. Then, ask students to go to the board and write all the unfamiliar words. Next, ask them to organize those words in lexical sets. A lexical set is a group of words with the same topic, function or form. Tell the students that there are different ways to organize their lexical sets. Write an example of a lexical set on the board: mime, Marcel Marceau, body language, silent . Have students turn to page 56 of their Readers and look at the Comprehension Questions. Check answers in the Reader Answer Key on pages 171-172 of the Teacher’s Guide.

Stage 4: I practice 7 Read this conversation that Tricia and Nick invented. Number the sentences in the correct order. Ask students to open their Student Books to page 60. Direct their attention to the picture. Ask students to guess the conversation: What do you think the children are talking about? Are they angry or happy? Are they friends? Where are they? Explain that this is a conversation that Tricia and Nick invented. Ask different students to read the sentences. After that, have students number the sentences in the correct order to form a dialogue. Have different students read the answers out loud to check answers as a class.

Answers: 6; 2; 5; 1; 7; 3; 4 8 Write down the conversation in Activity 7. Give each character a name. Have students read the sentences in Activity 7 again. Elicit the first and second sentences and write them on the board. Ask students to complete the conversation in their notebooks individually. Ask them to write a name for each character. Monitor and check any spelling mistakes. After they have finished, ask volunteers to read their conversations out loud. 9 Read the conversation with a partner. Remember that these speakers are children. Divide the class into pairs. Read the dialogues out loud in order to adjust verbal and non-verbal communication according to a specific audience (children). Then, have students read the conversation in pairs. Go around the classroom and correct any pronunciation, stress or

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intonation mistakes. If you detect any common pronunciation problems, have a whole-class feedback pronunciation session when students finish reading the dialogues. Model the sentences or phrases and have students repeat them several times.

10 What phrase is used to show respect and to avoid a problem or conflict? Read the conversation in Activity 7 again. Be sure to give the appropriate intonation to the whole conversation. Stress the sentences where the conflict is growing: You should give it to me! I don’t want to give it to you, and I don’t have to give it to you! Stress the expression that is used to show respect and how it should be pronounced: Would you please let me play with the ball? We could share it . Finish reading the conversation and ask students the question in the rubric. Elicit other examples of phrases to show respect and avoid a conflict: Would you please lend me your pen? Ask students in which situation they would use them.

or the feelings of others. Learning to interpret body language correctly can prevent misunderstandings. Body language can convince others to accept what we have to say. Interpreting body language will improve our successful interactions with everyone around us. Demonstrate the activity with one of the students . Go around the classroom and make sure they are using body language to act out the dialogue.

Classroom Management: The previous activity could be used as part of the students’ portfolio. You may ask students to record the dialogue. In a portfolio you can include different things, like CDs and DVDs. Decide in advance the assignments to be included. Make sure your students understand the assignments and establish deadlines. It is also important to explain to your students the criteria to grade the portfolios.

Cultural Note Answer: Would you please let me play with the ball? We could share it .

11 Complete the dialogue with the sentences in the box. Go over the sentences with your students. To use linguistic resources to link sentences, and / or formulate expressions in a dialogue or intervention, have students read the dialogue and complete it with the sentences in the box. There might be some words they don’t understand. Let students use their Glossary on page 159 and share their vocabulary words. If the whole class shares the same doubts, write their findings on the board for everyone to see. To check answers as a class, have the boys read part A and the girls read part B out loud.

Dubbing Automated dialogue replacement (ADR) is the name of the process of re-recording the original dialogue after filming. The reason for this is to obtain a cleaner and more intelligible dialogue track. In a conventional movie production there is a s ound mixer who records dialogue during filming. The actor is shown the specific scene with the original sound. Then, he will try to recreate the performance as closely as possible. The clip and sound will loop and the actor will repeatedly say the lines while watching the scene. The most suitable version will be the final version of the scene.

Class

Answers: Too bad. You missed a really good game.

Lead-in

What was the final score? I don’t want to miss the next game. When is the next game anyway? I don’t think I have to work on Saturday .

Explain to your students that they are going to play Sentence Hangman. Choose some sample sentences from this lesson in advance. Divide the class into two teams. Draw a gallows on the board. Write down a blank line for each word in the sentence you chose next to it. Write one or two words of the sentence on the corresponding spaces. Have teams take turns to guess words to complete the sentence. If a word is guesse d correctly, the teacher writes it in the appropriate blank. If a word mentioned is not part of the sentence, the teacher draws a part of the body onto the gallows (start with the head, then the body, arms, and le gs). The teams get a point for each word that they guess correctly. The game stops when the body in the gallows is completely drawn. The team with the most points wins the game.

12 Act out and say the dialogue (dub) with a partner. Use appropriate body language. Ask students if they know the meaning of dub. Elicit answers from different students. Divide the class into pairs and have students practice saying the dialog ue. After that, ask students to act out the dialogue in front of the class. Have them use appropriate body language. Next, ask students why body language is important and elicit answers from different students. The reason why body language is important is that it helps recognize the significance of non-verbal gestures and it can help us understand our own feelings

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4

Stage 5: I can 13 Look at the pictures of Nick and Tricia miming different situations. Match the pictures to the situations. Ask students to open their Student Books to page 62 and have them cover the text below the pictures. Point to the pictures and ask students to explain each scene: What is the scene about? Next, ask students to write in their notebooks a description for each scene. hen, explain to your students that they have to match the pictures to the situations below. Check answers together as a class. After that, ask students to compare the descriptions they wrote with the answers and find out how accurate they are. Answers: 1 b; 2 c; 3 d; 4 a 14 Choose one situation from Activity 13 and write the dialogue. Divide the class into pairs. Explain to your students that they are going to choose a situation from Activity 13 and write a dialogue to go with it. Give students some time to decide on the situation they want to write about. After that, ask students to make some notes. ell your students they may organize their notes as a spidergram or as a mind map. Once students have their notes organized, ask them to start writing the dialogue. Elicit an example of a short dialogue and write it on the board as a model. Walk around the class and give help where necessary. Ask students to exchange their dialogues and correct another pair’s dialogue. Next, have students give back the dialogues they corrected and check the corrections on their own dialogue. Ask them to rewrite it in their books. his activity may allow students to include examples, relevant detail, and interesting information in a dialogue. Before they do the next activity, have students read the dialogues out loud in pairs, in order to adjust verbal and non-verbal communication according to the audience.

Next, ask the teams’ representatives to act out their dialogues in front of the class. After all teams have participated, ask each team to write a secret vote in writing to decide on the best three performances and the best three dialogues. Time: 20 minutes

Alternative Activity: Project work Ask students to investigate about the dubbing industry in your country and to prepare a brief description of it. Explain that this information is to be included on a web page about the different industries in Mexico. Form groups of three or four students. Ask students to get information from different sources (Chambers of Commerce, Governmental Offices, etc.). Have students get the information, read it carefully, and select the most relevant points. Once they have gathere d all the information, ask students to decide on the information to include. Next, ask them to write their description. he description has to be short and the information relevant. Time: 20 minutes

Classroom Management: Projects may also be useful to assess students. Projects focus on applying, not giving, specific knowledge or skills. Projects also focus on improving student involvement and motivation in order to foster independent thinking, self-confidence, and social responsibility. When students are doing a project, they solve a practical problem over a period of several days or weeks.

Answers may vary .

15 In pairs, act out and dub the dialogue. Divide the class in teams of four. Explain to the students that they are going to take part in a competition and that they are going to act out and dub the dialogue. Have each team read their dialogues and decide which dialogue they are going to dub and who is going to act it out. Let students practice as much as possible. Go around the classroom and correct any pronunciation and intonation mistakes.

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Unit 2

Product 2 Script

Performance Indicators: – Select a silent short film. – Observe the scenes and choose one. – Suggest and compose the dialogues and / or the interventions of each character. – Organize in a text the dialogues and / or the interventions of the scene. – Revise that structure of dialogues and interventions complies with grammar, spelling, and punctuation conventions.

Lead-in

Class

Divide the class into two teams with the same amount of players. If there is an odd number of students in the class, ask a student to be the teacher's "helper". Line up the players and whisper a message (or have your helper whisper a message) to the first person of both teams. he game starts the moment both players know the message. Have each player whisper the message to the player behind him and so on, until the last player gets the message and says it out loud. Explain that the last player in the line who says the message first (correctly), gets a point for his team. If you want and if you have the time, ask the first student of each team to change to the last place in line and start the game over with the second student, now the first one in line.

Stage 1: I get ready 1 When you watch a movie, do you prefer to read subtitles or have it dubbed? Write the following questions on the board: When you watch a movie, do you prefer to read subtitles or have it dubbed? Why? When you were a child, did you use to watch movies with subtitles, or dubbed? Was it easier to understand the movie with subtitles or dubbed? Next, have students discuss the questions in groups of four. Ask them to give arguments for their answers. Walk around the class and make sure they are all speaking English. Have a speaker from each group share the conclusion of their discussion with the rest of the class.

Alternative Activity: Find out your students’ preferences. Ask students to make a class survey and find out how many students prefer to read subtitles and how many prefer to watch dubbed movies. Time: 10 minutes

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Student Book

p. 64-65

– Put together a script which contains the dialog ues and / or interventions corresponding to the scene of the short film. – Associate the writing with dialogues and / or interventions. – Practice the reading aloud of the script. – Carry out a dubbing. – Acknowledge values and behaviors particular of English-speaking countries.

Stage 2: I plan 2 Work in groups. Choose a movie or TV program that you have all seen. Then choose a scene. Write on the board the following headings: Movies / TV Programs. Explain to the students that they have to write down a list of movies and V programs they remember well. Ask them to write the names under the corresponding heading. It could be one of the most recent movies or V programs. Divide the class in groups of three or four students. Ask students to compare their lists and then choose one of the movies or V programs that all the members of their group have seen. 3 Complete the information form about the scene you chose. Once they have chosen a movie or a V program, ask students to choose a scene. After that, tell them to complete the chart with the information of the scene they have chosen. Go around and give help where necessary and make sure they are all completing the chart with the appropriate information. 4 Decide who in your group will take each role in the scene, who will be the director, and who will dub the scene. Next, ask each group to decide who will take a role in the scene, who will be the director, and who will dub the scene. 5 What materials do you need? Make a list. Finally, ask them to make a list of materials (clothes, objects for sound effects, props, etc.). emember Next class students will need: objects for sound effects, clothes and props to dub a silent movie.

Class

Lead-in

2

Divide the class in groups of five or six students. Ask students to write a question related to a movie. Write an example on the board: Who is the main character in the movie …? Ask students not to show their questions to their partners but to take turns asking questions in their groups. he student who answers more questions in their group is the winner.

Stage 3: I do 6 Use the information in the form to write a script for the scene. o suggest and compose the dialog ues and / or the interventions of each character, and to associate the writing with dialogues and / or the interventions, have students work in the same groups of the previous class, to use the information in the form to write a script. Monitor and help students in case they need it. Explain to your students that they can use their dictionaries to look up the meaning of unknown words. 7 Check your grammar, spelling and punctuation and make any necessary changes. Rewrite your scene on a clean sheet of paper. o revise that structure of dialogues and interventions complies with grammar, spelling and punctuation conventions, have students check their dialogues. Ask groups to exchange their dialogues. hen, have students correct the dialogues from the other groups. Remind students that they have to read each sentence carefully and ask them to make the corrections very clearly when they find a mistake. Once students have finished correcting, ask them to give the dialogues back. hen, ask students to read the corrections and ask for clarification when necessary. After that, have students rewrite their dialogues on a clean sheet of paper. Walk around the classroom and give help where necessary. 8 Practice acting out and dubbing the scene. Have the different groups practice acting out their dialogues and dubbing the scenes. Help them with any pronunciation problems. Monitor and correct any pronunciation, intonation and stress mistakes.

Classroom Management: It is important to promote respect among your students. Explain to your students that it is imperative to listen carefully when other students are participating in the class. his is the root of mutual respect in the classroom. It is also very important to remind students not to criticize or judge other people. o keep control of the classroom, you must know what you want, what you expect from your students and you must communicate your expectations to them. Besides, you should have a system of rewards and consequences which are fairly and consistently carried out. Remember to always treat your students professionally and with respect. Never allow your anger at a student's misdeeds to ruin your good judgement. Keep in mind that good lesson planning is essential for good discipline.

I learn Ask students what they can do now that they couldn’t do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product. hen have them answer the I learn box. Explain that its purpose is to assess their performance while making the product in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress. Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:

– Can anticipate central sense and main ideas from previous knowledge and non-verbal communication. – Can compose expressions to produce oral exchanges. – Can provide examples to main ideas during an oral exchange. – Can rephrase expressions produced during an oral exchange.

Stage 4: All ready to share 9 Act out and dub the scene for your class. Ask the different groups to act out and dub the scenes in front of the class. Have students vote for the best dialogue. You may encourage them to invite students from other groups to see their performance.


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Literary and Ludic


Social Practice: Participate in language games to

Social Practice: Read and rewrite informative texts

work with specific linguistic aspects.

from a particular field.

Specific Activities: Participate in language games in

Social Activities: Rewrite information to explain

order to recognize rhythm, stress, and intonation of sentences.

how a machine or device works.

Product: Poster about the operation of Product: Hangman Game

a machine or device

At the end of his environment students will:

At the end of his environment students will:

distinguish the stress of specific parts of sentences. read and write sentences to practice rhythm, intonation, and stress. contrast the stress of words, both on their own and within sentences.

choose and paraphrase sentences. organize and link main ideas and information which explains them in a diagram. rewrite sentences in order to give explanations.

•

•

•

•

•

•

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Unit 3

Lesson 1

Performance Indicators: – Recognize subject matter, purpose, and intended audience. – Determine which graphic and text elements construct a word game. – Recognize the function of graphic and text components. – Define the number of words used in each sentence. – Identify participants and the role they play (e.g. coordinator, players, etcetera). – Determine the number of players and their turns to participate. – Recognize steps taken by a player and detect the order to follow.

Lead-in

Class

Welcome students to the classroom. Write the word games on the board and invite students to add the names of games, for example, Bingo, Concentration, etc. Invite them to use the first letters of the games to come up with a word, then create an acrostic puzzle. Make sure that all students have the opportunity to participate.

Stage 1: I know 1 What is the difference between these games? Ask students to open their Student Books to page 68. Students study the pictures and identify the games by their names. Write the names of the games on the board as they are mentioned: Crossword puzzle, Jigsaw puzzle, Hangman, Bingo, and Hopscotch, and briefly discuss how each game is played. Ask leading questions about each game, such as: What materials do you need to play? How many people can play? What are the basic rules of each game? Ask students to identify the differences between the games. They should use this information to make comparisons. Divide the class into nine groups and assign each group two games to compare using a Venn diagram. The game combinations are as follows: (1) Crossword puzzle - Hangman, (2) Crossword puzzle - Bingo, (3) Crossword puzzle - Hopscotch, (4) Jigsaw puzzle - Hangman, (5) Jigsaw puzzle - Bingo, (6) Jigsaw puzzle - Hopscotch, (7) Hangman - Bingo, (8) Hangman - Hopscotch, (9) Bingo - Hopscotch. Use the combination Crossword puzzle - Jigsaw puzzle to create a Venn diagram as an example for the groups to follow. Ask students to identify the similarities: can be played by one person, they are both

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Activity Book

p. 68-73

– Recognize rhythm, stress, and intonation in sentences. – Read a list of sentences out loud to practice rhythm, stress, and intonation. – Acoustic features and sentence composition. – Language as a means to assist in the enjoyment of schoolwork. – Language as a means to compete with respect. Materials: – Reader, Audio CD – Cards for the Syllable Ranking , a sticky note for each student

puzzles, etc. Then ask students to identify the differences: crosswords use words, have clues, you need a pen, etc.; jigsaws: have pieces, there aren’t any clues, etc. Once students have seen the example, give each group three minutes to make their diagrams. Each group then shares their diagram with another group. Answers may vary.

2 Which ones are language games? Ask students to identify which of the games from Activity 1 are language games. Elicit the answers: Bingo, Hangman, and Crossword puzzles. Elicit the similarities between them to determine which elements make up a language game (you must use verbal clues and words to solve them).

Reader

Let’s Communicate

p 59 - 62

To recognize the subject matter, purpose, and intended audience, read the title: Let’s Communicate and have students predict what the text is about. Instruct students to open their Readers to page 59 and encourage them to do a picture walk through the pages of Chapter 5. Encourage students to explore the glossary and ask them if the text is fiction or non-fiction. Once you have established that it is non-fiction, elicit whether it i s from a guidebook, an instruction manual, a textbook, a catalogue, or an extract from an encyclopedia. Students should come to the conclusion that it is an expository (non-fiction) text about effective communication, and it could be from a textbook or encyclopedia. Ask students what they think makes an effective communicator. Elicit several factors and encourage

students to look at the headings in bold in the Reader to help them with ideas : pronunciation, intonation, word, stress, rhythm, etc. Modeled reading: Read pages 59-63 out loud, using appropriate inflection, pauses, and tone. At the end of each page, ask questions so that students search for the answers in the text, for instance, What does the listener do? Do words in English have accents? What is the difference between content words and function words? Draw a large spidergram on the board with the word communication in the center. At the end of each section in the Reader, stop and add new information to the organizer. Shared reading: Ask students to work in pairs and take turns reading one or two pages out loud to each other. Encourage them to tell each other something new they learned from what they read at the end of their turn. Encourage students to look through the pictures on pages 63-68 and predict what will come next in the text.

Stage 2: I build 3 Read the rules of this game and answer the questions. Elicit the materials for Hangman; ask students if they already have them. Have Students open their Activity Books to pages 68-69 and read the text silently. Then ask them to work in pairs and Student A reads the step while Student B mimes it. Then they read it again, switching roles. Answers: 1 To complete a sentence; 2 two; 3 A player tries to guess a letter in the sentence, writes it in the correct position, and if the letter doesn’t appear the other player draws one element of the hanging figure and writes the letter in the letter bank. 4 A: Draws a hook, a row of dashes, writes the letter, draws one element of the hanging figure, completes the diagram. B: Guesses a letter in the sentence, continues and says another letter, completes the movie title. 5 five; 6 Answers may vary.

Class

Lead-in Ask students to open their Readers to page 63 and elicit their predictions from the previous day. Have students read the instructions for the three different pronunciation games mentioned on pages 63-68. To determine which elements make up language games, draw a large triple Venn diagram on the board and write the title of each game in one of the circles. Elicit that they are all language games and write that in the center intersection. Then elicit the materials (cards, gallows and dashes, mood cards) used in each one and the purpose.

Stage 3: I think 4 Label the graphic components of the game. Then answer the questions. To recognize the function of graphic and text components, have students label the diagram. Encourage them to label the graphic components individually an d to check their answers with a partner. Refer students to the Glossary on page 160 to clarify the meaning of words. Once they have both agreed on the correct labels, students should work together to answer the questions and work out the incomplete movie title. Check answers as a class by nominating students to share their responses. Students sharing ans wers should be asked to explain their conclusions in detail. Ask questions, for example, How did you come to the conclusion that there can only be six incorrect guesses? A volunteer can then come to the board and draw the body parts in sequence, counting them simultaneously, to demonstrate his / her thought process to the class . Repeat this process of asking the stronger students to elaborate on their answers for the movie title and the missing letters until everyone agrees and understands how they reached their conclusions. Answers: 1 Player A can guess six times incorrectly ; 2 Pirates of the Caribbe an; the letters ‘i’, ‘e’, and ‘a’ were missing.

5 Answer the questions. Ask volunteers to read the four questions out loud to the class. The first question asks the students to define the number of words used in the movie titles. Emphasize that each word is a different color and elicit the ans wer: five. The second question requires students to u se critical thinking to recall commonly used three letter words. If necessary, provide clues: one of the words begins with the letter ‘t’ . Give students two minutes to brainstorm the possibilities in groups of three and then share their words with the class. Students should recall from Activity 3 that at least two players are needed to play the game. Elicit alternative ways of playing the game with more than two players. Explain that almost every game has some strategy that can be used to the player’s advantage and Hangman is no exception. Part of the strategy in Hangman is to guess letters that are most frequently used, hoping they will be part of the answer. Ask your students which letters they think are the most commonly used. A leading question to help them would be to ask them what almost every word in the English language has: vowels. A few exceptions to this idea are the words fly, try, dry, etc. If time allows, students can try to think of other words that don’t use vowels, as this is a useful strategy for Player A to use when thinking of words to use for the game.

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Movie: Harry Potter and the Deathly Hallows

emember Next class you will need: the cards for the Syllable Ranking.

Answers: 1 there are five words in the title; 2 the words could be “the” and “and” ; 3 at least two players are needed ; 4 Answers may vary (vowels are good first guesses).

Cultural Note It is interesting to note that both English and Spanish share the same most commonly used letter, E. The five most frequent letters in English are: E, T, A, O, and I, followed by N. The three least frequent letters are: Z, Q, and X. The five most frequent letters in Spanish are: E, A, O, S, and R, followed by N. The three least frequent letters are: K, W, and X.

6 Complete the table. Ask students to use what they have learned so far and what they know about games in general to complete the text using the words provided in the word box. Share answers as a class. If time permits, ask students to choose their favorite game or sport and apply the principles of the text to explain the game they chose. If they choose soccer, for example, students explain that the objective of soccer is to score goals and review the basic rules of the game. They would elaborate that soccer is played in teams and that it is mostly for entertainment. Students can then find a partner who chose a different game and compare notes.

Answers: 1 objective, rules; 2 individually, teams; 3 fun 7 Circle the correct option. Ask students to work in groups of three and recall the definition of intonation. If necessary, refer them back to page 63 in the Reader to remember that intonation helps show the meaning of a word by using different tones while speaking. Instruct students to work with a partner to choos e the objective of each game. Check answers with the class.

Answers: 1 a; 2 b; 3 b; 4 a 8 Unscramble the sentences. Tell students to work in pairs to complete this exercise. If necessary, ask leading questions such as the following: Where do you find the rules? How many players do you need? What shouldn’t you forget? Once partners have finished answering, they should check their answers with another pair to verify their responses.

Answers: 1 The rules are written on the box. 2 Two or more players are needed. 3 Throw the dice and move the counters. 4 Don’t forget to have fun.

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Class

Lead-in

Play Letter Stop: In this variation of the game, students draw six columns: one for the letter of the alphabet, and the other five for words with two, three, four, five, six or more letters. Demonstrate how it is played by nominating a student who will call out Stop as you silently go over the letters of the alphabet. When they call out Stop, you say the letter of the alphabet, for instance, M . Students should try to write a word in each column. Give them one minute to write words, then nominate a student to run though the alphabet silently and another to call out Stop.

Stage 4: I practice 9 Listen to the rules of a game and number them in order. 11

2 letters

3 letters

4 letters

5 letters

M

me

men

made

model

mountain

D

do

did

done

dairy

different

Letter

6 or more letters

To recognize the steps taken by a player and detect the order to follow, tell students that they will listen to a recording of the rules of a game called Categories. Ask students to open their Student Books to page 71 and to silently read the ten steps listed for the game which are shown out of order. As the recording plays, students must recognize the steps taken by a player and detect the order they follow by numbering the steps in the order they hear them mentioned. At the end of the recording, call on a student at random to read the sentences out loud, in order. Alternatively, have students listen again and check their answers with the audioscript on page 186 in their Student Books.

Answers: 7, 6, 1, 4, 5, 2, 9, 3, 8

Reader

Let’s Communicate

p. 59-62

Have students turn to page 69 of their Readers and look at the Comprehension Questions. Check understanding and ask them to work in pairs and answer the questions. Ask students to share and compare their answers with another pair of students. Check answers as a whole class activity by reading the questions aloud and having different students read out their answers. Have the rest of the class agree or disagree. Check answers in the Reader Answer Key on page 172 of the Teacher’s Guide.

10 Listen to two people playing the game and underline the stressed words. Write the following four questions on the board: What is the capital of Australia? What is the official language of Australia? Is the city of Sydney in the North of Australia? Does it snow in Australia in the winter? (Canberra, English, no, no –respectively.) Just for fun, ask students if any of them know the answers to any of these questions. Write any correct response next to the question it corresponds to. Instruct students to answer in complete sentences. Inform students that they will listen to two fourteen year-old teens playing a quiz game. Explain that the teens are asking and answering questions for the quiz game, and they stress certain words and syllables that emphasize the information being asked / answered. It is important to note that even though some sounds are stressed, the language still sounds natural. When the recording has finished playing, confirm correct answers that were given for the trivia questions before listening to the recording again to clarify the missing answers. Then ask volunteers to come to the board and underline the stressed syllables in the questions and answers written there. Make sure that the class agrees with their classmates’ responses. 12

Answers: A: What is the capital of Canada? B: The capital of Canada is Ottawa. A: What is the official language of Canada? B: Canada has two official languages: English and French. A: Is the city of Vancouver in the North of Canada? B: No, it isn’t. It’s in the West Coast. A: Does it snow in Toronto in the winter? B: Yes, it does.

Stage 5: I can 11 Work in pairs. Complete the activity for Syllable Ranking. Prepare one card per student with one, two, or three syllable words. One syllable words: pledge, fudge, solve Two syllable words: orange, aspects, paper , social , creature Three syllable words: alternate, monitor , operate, energy, employee, Japanese, volunteer , Canadian, evaporate, conditioner , memorial Give each student a card and ask them to line up at the front of the class. Instruct students who think they have a word with three or more syllables to gather at one end and students who think they have a word with one syllable at the other end. The students in the

middle should have two syllable words. Now ask students to form circles according to the number of syllables in their words and look at the words of the other students in their group. They should determine if their word has more or fewer syllables and move to another group if necessary so that in the end the students are distributed in three circles according to the number of syllables the word on their card has. As each student’s word is read, they should comment on where they believe the stressed syllables are in their word. Once the class thinks they are correctly grouped, have them read the words off one by one. Make any necessary changes regarding the students’ placement or the stressed syllables as you monitor and check.

Answers: (listed from least to greatest number of syllables) one or two syllables: PLEDGE, FUDGE, SOLVE, ORange, ASpects, PAper, SOcial, CREAture; three or more syllables: ALternate, MOnitor, OPerate, Energy, emPLOyee, JapanESE, volunTEER, C anAdian, evAporate, conDItioner, meMORial

Note: EmploYEE is an alternate way of stressing the word.

12 Listen and check your answers. Once students return to their seats, have them open their Student Books to page 72 and record their answers. After writing their answers, students should listen to the recording to verify them. They should then compare their responses with a partner. 13

emember Next class each student will need: a sticky note. Class

Lead-in For this activity, you will need one sticky n ote per student. Write the name of a game on each note making sure they are the games mentioned in this lesson. Use a different game for each note. Place a sticky note on the back of each student. Play music or clap as students move around the classroom; when the music or clapping stops, they must work with the person next to them. The participants have to figure out what ga me is on their note by asking their partner three yes or no questions, for example, Is it played in teams? Is it a word game? Once the student’s questions have been asked and answered, they can make a guess as to which game it is. If the student is correct, they move the sticky note to their chest and become a “consultant” who then gives clues to those still trying to figure out their identities. If the student isn’t correct, they must find a new partner and repeat the process.

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13 Read the rules for this game and complete the sentences. Ask students to open their Student Books to page 73. Nominate students to read the rules of the game out loud to the class. Read the four opening statements and ask students to work with a partner to finish the statements using the information from the text. Answers: 1 … to guess a category; 2 … to listen to Player A’s clues in order to guess the category (must use complete sentences to guess the category); 3 in groups; 4 Answers may vary.

14 Make a list of categories to play the game. Remind students that language is also a means to assist in the enjoyment of schoolwork. As a class, brainstorm different categories that can be used to play the game and write them on the board. Use the ideas mentioned in the text and their opposites (things that fly vs. things that swim / movies for teenagers vs. movies for kids, etc.) Students should be encouraged to come up with unrelated categories as well, to make the game more challenging (activities for girls vs. activities for boys, clothing items, school supplies, etc.). Students should keep the categories they come up with a secret until they are paired with a partner, to give them an advantage over their opposing team.

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15 Work in pairs and write example sentences that fit each category. Working with the same partner from the Lead-in, students should use the list on the board to write example phrases that fit each categor y. For example, the category Animals that Swim might have sample phrases or sentences such as: animals with fins, animals with flippers, animals that live in the ocean, fish that you eat swimming, etc. Once students have finished, they should read their list of phrases out loud to check for comprehensibility and correct any mistakes in spelling or grammar. 16 Exchange cards with another pair and play Categories. Assign two pairs to play Categories together. Teams take turns saying single words: dolphin, whale, shrimp, humans, dogs, turtles, etc. until the other team guesses the category: Animals that Swim, or until they give up and ask for a new category. The team that can guess the most categories wins. Remind students to complete with respect.

Alternative Activity: Ask students to perform a “Game Day” where they can play Crossword puzzle, Jigsaw, Puzzle, Hangman, Bingo and Hopscotch. For this activity you will need students to form 5 teams and prepare the games for the rest of the class. This activity will take about 2 hours to be prepared and performed.

Unit 3

Lesson 2

Performance Indicators: – Distinguish stress of pronouns and / or contractions in sentences. – Recognize rhythm, stress, and intonation in sentences. – Guess, infer, and discover sentences to practice rhythm. – Read sentences out loud to practice rhythm, stress, and intonation. – Suggest and complete sentences. – Compose sentences. – Break up sentences to observe the difference in word stress, when forming a sentence and when isolated.

Lead-in

Class

Write the word communication on the board and explain that it is the topic for Lesson 2. Nominate a student and have him / her call out something related to the topic, for example, talking to a friend . The student can nominate another classmate who then says something they know about communication, for example, writing an e-mail . Students who have already mentioned something about the topic should not be nominated again. This activity is designed to activate prior knowledge but it can be recycled later in the lesson to check for understanding. Consider repeating this activity at the end of the lesson to review the concept.

Stage 1: I know 1 Look at these words for one minute. Work in pairs and say the words you can remember. Discuss strategies students use to remember words, for example, for remembering countries, state capitals, etc. Explain that they will have to remember some words, and they should use an appropriate strategy. Tell students to open their Student Books to page 74. Explain that after one minute they will b e asked to close their books and instructed to remember as many of the words from Activity 1 as possible. In order to be successful at doing this task, students should devise a strategy to remember the words. Set a timer for sixty seconds and tell students to use the strategy that they think will help them the most. When the timer set in the previous activity goes off, ask students to close their books and find a partner. As one student dictates the words, the other student can record them on a piece of paper. Once the first student has said all of the words he / she can remember, the partners should switch roles. After both students have had a chance to say all the words they can, have them

Activity Book

p. 74-79

– Dictate sentences. – Recognize sentence composition. – Punctuation: apostrophe. – Acoustic features. – Language as a means to participate in activities of common interest among students. Materials: – Reader, Audio CD – Timer, 10 sheets of different colored paper

open their books again to page 74 and compare the list written by their partners to the original list they had to memorize. Students should pay special attention to the words they couldn’t remember.

Classroom Management: Developing memory strategies will help students learn more effectively. Some strategies are: using visual images to illustrate words, or creating a story using specific words and they are are far more effective than simple repetition.

2 Do you have a good memory? What kinds of activities do you think help develop or improve your memory? Have students work in pairs and brainstorm activities that help develop or improve their memory, for instance, missing items types of games; finding differences in pictures, sets of words, or words that sound different; memory or concentrationgames; using different senses. Have students work in pairs or trios, and make a scrambled sentence game for three five-word sentences using strips of paper and writing one word on each strip. Have them exchange sentences with another group and put the sentences together. Then have them turn the strips face down and see if they can remember the sentences. Remind students that fun is an important element of learning.

Stage 2: I build 3 Read the extract and circle T for True and F for False. The word communication should still be written on the board. Underneath it, write the phrases Hint One, Hint Two, and Hint Three. Have students open their Student Books to page 74 and nominate students to take turns

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reading the text out loud. At the end of each parag raph, ask questions so that students search for the answers in the text, for instance, Why is pronunciation important? What is the first hint given? What are the second and third hints given? Verbally summarize each of the three hints as a class and write an example of each on the board (Hint 1: whatcha, Hint 2: gonna / wanna, Hint 3: I’ve / I’d, I’ll / can’t / won’t, don’t / haven’t ). Ask students to read the four questions and answer them together as a class, taking the time to find the information in the text that corresponds directly to the question. Note: Students might remember from Lesson 1 that t is the second most commonly used letter in the English language, but it is possible for a sound to be eliminated frequently when saying a word out loud.

Cultural Note A contraction is a word or phrase that has been shortened by dropping one or more letters. The word contraction comes from to contract, to squeeze together and it describes words that have been squeezed together (or made shorter) by omitting letters. In writing, an apostrophe takes the place of the missing letters. An apostrophe (’) looks like a curved comma that is placed after (not above) lowercase letters like a, e, m, or n. Contractions make conversations seem friendlier and more accessible. However, they are often not appropriate in formal written English. Sometimes contractions can be confused with homophones: your vs. you’re, or they’re vs. their .

4 Look at the table and notice which letters have been eliminated to make each contraction. Instruct students to open their Student Books to page 74. Read the contractions chorally and elicit examples of each one used in a sentence: I’ve been to Guadalajara. I’d like to travel more. I can’t stop laughing. I won’t watch TV tonight, etc. The context of the example is not as important as ensuring that students are using the contractions correctly. Write the examples on the board both in their full forms and contracted forms. Have students read them out loud chorally so that they may distinguish the stress of pronouns and / or contractions in the sentences. After discussing the examples, ask students to identify the letters that are eliminated from the f ull forms to form the contractions. Ask four volunteers to take turns coming to the board to draw a line through each letter that is eliminated in the contraction they are assigned, for example, I have. Make sure that students note the letters that are eliminated in their Student Books. Answers: ha, woul, no, ill

Ask students where they’d like to go for vacation if given the choice. Students should form complete sentences using either wanna or the contraction I’d and write their destination on a piece of paper ( I’d like to go to the Bahamas or I wanna go to Disneyworld ). Once they have all written their sentences the y should go around the room until they find someone who chose the same destination or a place close by. This is a fun way to find a partner for a class so that students aren’t always working with the same person.

5 Look at the table again and answer the questions. Look back at the board at the letters that have lines drawn through them. Ask students if they notice anything in particular that these letters have in common. Brainstorm ideas as a class and, if necessary, provide leading questions such as the following: Are the first letters eliminated? Are the last letters eliminated? Elicit the answer that the commonality shared among the eliminated letters is their position: affirmative contractions lose letters between the pronoun and the auxiliary, and negative contractions lose letters between the auxiliary and the negative particle. When question words are followed by is or are, the first letter of is or are is eliminated (what’s = what is). Now, ask students to address the two questions presented in the activity. Ask the class to work in groups of three to determine their answers. Once they have reached their conclusions, students should compare their answers with another group and discuss their responses. Monitor the class and provide individual help where necessary. Check answers as a class to confirm that everyone agrees on the same answers.

Cultural Note

Answers: Affirmative - The contraction takes place in

Answers: 1 T; 2 T; 3 T; 4 T emember Next class you will need: 10 sheets of different colored paper. Class

Lead-in

Wanna and gonna are frequently used in colloquial speech. These are the most frequent reduced forms; hafta (for have to) is the third most common.

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Stage 3: I think

the last word . Negative - The contraction takes place in the last two words.

6 Complete the sentences. Write the two sentences I LOVE dogs and I love DOGS on the board and ask a student to read them out loud using the different intonations as shown. Discuss b oth sentences and their different meanings. The first implies that the person speaking doesn’t just like dogs but LOVES them. The second implies that the person speaking only likes DOGS, not cats or any other animal / pet. After making this analysis, answer the first question from the activity as a class. Erase the board and write the two sentences I’ve been there and I haven’t been there on the board. Again, discuss both sentences and their differences. Elicit the answer that one is an affirmative statement and the other is negative. Ask students to use this information to answer the second question in their Student Books. Write the following three contractions on the board: I’ll , I’m, and I’d . Elicit and write the full forms of the contractions on the board: I will , I am, and I would . Ask students how many syllables there are in each of the three verbs that were contracted (one syllable) and answer the third question as a class. Ask students if a contraction can be made with only one word. Allow them to think about it with a partner for a moment and elicit the response that, no, contractions must have at least two words. Elicit the number of words represented by wanna (two) or gona (two). Finally, ask students to consider the last question with a partner. Encourage them to use the information from Activity 3 to help them reach the correct conclusion. Monitor conversations and check the answer as a class. Answers: stress, meaning, positive, one, two, eliminate 7 Match the contractions to the full words. Call three students to the front, and tell them they are going to form a contraction: each student represents a letter, and the letter that is eliminated has to crouch down, the other two remain standing. Say I’m, so the two students on the end remain standing and the one in the middle (representing the letter a) crouches down. Continue with four or five more contractions, calling different students to the front. Have students open their Student Books to page 76 and match the contractions to the full words. Then nominate individual students to answer each que stion, one by one. Once the class has the answers for the exercise, divide them into ten groups and assign each group a contraction from the list. To compose sentences, instruct each group to come up with at least three sentences using the contraction they were assigned. Elicit the number of words represented by wanna (two) or gonna (two). Monitor and provide individual help

when necessary. To dictate sentences, have two groups get together and dictate their sentences to each other, saying the full form while the others write down the contractions. Ask each team to write their best example sentence on a sheet of colored paper and put it up on the classroom wall. Have students walk around and read the sentences.

Answers: 1 f; 2 i; 3 b; 4 a; 5 e; 6 h; 7 d; 8 g; 9 c

Stage 4: I practice 8 Complete the sentences with some of the contractions from Activity 7. After seeing examples for each of the contractions in the last activity, students should complete the sentences in Activity 8 individually. Instruct them to refer back to the contractions from the last activity to fill in the blanks. When they have finished, tell students to switch Student Books with the person who sits next to them for a peer-review. Students then check the work of the other student for errors. Write the answers on the board as you review them so they can check for apostrophe placement, spelling, etc. Answers: 1 I’m; 2 didn’t; 3 What’s; 4 She’s; 5 isn’t; 6 There’s

Class

Lead-in Have students play Two Truths and a Lie. Ask them to write three statements using contractions on a pie ce of paper; two should be true statements and one should be false; for example: I’ve been to Egypt , I’m a Libra, and I’d like to have a pet iguana. When they have finished writing their statements, divide students into small groups. Students should take turns reading their statements out loud to their group, who then must determine which statement is the lie. Encourage students to write two statements that seem unlikely to make it more challenging to guess the lie!

9 Listen to the sentences and underline the part that is stressed. Then answer the questions. Write the following sentence twice on the board: I like him and I like him. Now read the first sentence out loud to the class using intonation as indicated: I like HIM. Elicit which word is being stressed (him) and underline it in the first sentence on the board. Next, read the second sentence out loud to the class using the new intonation indicated: I like him. Elicit which word is being stressed (I) and underline it in the second sentence on the board. Ask the class to read both sentences in chorus to practice rhythm, stress, and intonation. 14

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To guess, guess , infer, and discover sentences to practice rhythm, stress, and intonation, ask the class what the difference in meaning between the two statements is. Begin by analyzing the first statement. Try asking what is being clarified in the statement. Elicit the answer that the speaker likes one person in particular (out of several). Repeat the analysis for the second statement. Elicit the answer that the person who is making the statement is clarifying that she is the one who likes him. Divide the class into two teams and assign one the stressed subject (I), and the other the stressed object (HIM). Ask them to stand up when they hear the sentence stressed. Say the sentences several times, varying the stress. Incorporate I LIKE him (nobody stands). To recognize rhythm, stress , and intonation in sentences, and distinguish stress of pronouns and / or contractions in sentences, divide the class into six groups (for example, by rows). Write the sentence I sentence I don’t think she should get the scholarship scholarship on the board and explain that it can be stressed in different ways. Assign a stressed word to each group. Say the sentence, first stressing it in order and then in different ways, ways , and students stand when they hear their word stressed. To break up sentences to observe obser ve the difference in word stress when forming sentences and when i solated, write one word from the sentence on eight squares squ ares of paper, fold them, and pass them around to students in different parts of the classroom. Have students hand them to another classmate while you clap or play music. When the music or clapping stops, the students who have the folded papers must read out the isolated words. Then have them read out the full sentence on the board, stressing stressi ng their word. word. Repeat several times to have them notice the difference when reading words vs. reading the whole sentence. Tell students that they are going to hear a recording of a person saying this sentence several times, but stressing a different word each time so that the meaning of the sentence changes. Students must underline the word being stressed in each sentence so that they may observe the difference in word stress, both when forming a sentence and when isolated. Play the recording once so students write their answers in their Student Books. Play the recording a second time and point to the word being emphasized on the board so that students can listen to the change in intonation and check their answers. Finally, tell students to work in groups of three to answer the four questions presented below b elow the statements. Encourage them to use page 61 in the Reader for help. Check answers as a class.

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Answers: a) I; b) scholarship b) scholarship;; c) should c) should ; d) don’t; e) she;; f) get e) she f) get ; 1 Each 1 Each sentence has the same word order . 2 The meaning changes in each depending on the stressed word . 3 content words - think, get, scholarship; 4 function words words - I, I, don’t, she, should, the

10 Complete the sentences. Write the phrases content words and words and function function words on words on the board and ask a volunteer to recall what they saw in the Reader about the difference between the two types of words. Elicit the answer that if you remove the function f unction words from a sentence, you will still understand it, but if you remove remove the the content content words, words, you will will not understand understand it. Content words help us form a mental image, while function words help us make grammatically correct sentences. Summarize this idea by writing the word next to the phrase content words and essential next words and the word next to the phrase function phrase function words. non-essential next words. Tell students to complete the sentences in this activity about the general rules used for sentence stress. They should answer individually and check their answer with a partner. In case two students disagree on the answers, ask them to justify their answer using the information from the Reader and the Student Book until they can decide among themselves which answer is best. Monitor and provide help when necessary. Answers: 1 sentence, 2 stressed, 3 not stressed 11 Listen to these native speakers using contractions and say what the conversation is about. Work in pairs. Tell students to take a minute to study the pictures of the two people. Working with a partner par tner,, students should quickly discuss what they might be talking about and make their prediction. When the recording is over, elicit the predictions some pairs made. Did any of the pairs guess g uess correctly that the two teenagers were discussing their weekend plans and catching up since the last time they saw one another? 15

Answer: Ken and Tracy Tracy were discussing their weekend we ekend plans and Ken was talking about about her sister sister and brother brother..

12 Listen again to the conversation and complete what each person is doing. Test the students’ listening skills by asking them if they remember what each person mentioned in the recording was doing (or going to do). If they remember, have them jot down the answer. answer. Play the recording a second time to fill in the missing information that they don’t remember or didn’t hear the first time. Have students listen again and look at the audioscript on page 187 in their Student Books to check their answers. 15

Answers: Tracy: is going to a school dance; dance ; Ken: is at the beach; Jessica: beach; Jessica: is single; single; Chris: is is going going to Orlando to take an acting course; course; Peter: is Peter: is studying studying

To o practice fluency fluenc y and Alternative Activity: T pronunciation, ask students to listen to the conversation and repeat the lines. Have them repeat without reading. Time: 5 minutes

Lead-in

Class

Divide students into groups of four; have each ea ch group make eight squares of paper and write a different contraction on each one. The squares are placed face down and they take turns turning the one on top over and saying a sentence with the contraction. The student whose turn it is to say the sentence must stand and say it.

Stage 5: I can 13 Read the sentences and write the full form for each one. Call out either a contraction or the full ful l form, and have students respond chorally with either the full form or the contraction. Tell students to open their Student Books to page 78. Have them read the sentences and then write them out in full. Ask them to identify the ’s that is not a ’s that contraction (brother’s (brother’s is is a possessive). Answers: 1 I have not seen you in ages. 2 No, she is not. She is still single. 3 I’m going to the school dance. 4 Yup, she is now into acting. 5 acting. 5 Well, Well, it is my brother’s beach prom night party.

14 Read the sentences. Match the sentence to the meaning, based on the sentence stress. Point out that sometimes we stress particular words in a sentence to express a special meaning. For example, in I in I don’t think she should get the scholarship it scholarship it is pretty clear that the speaker thinks someone else should get it. Have students open their Activity Books to page 78 and, in pairs, read the sentences, stressing the words in bold. After each pair has read through the different sentences and has answered the ones they feel comfortable doing, analyze each sentence as a class. Erase the line under the whole sentence s entence and underline only the word don’t to analyze the second sentence. Ask leading questions such as What is the (do). ). If the sentence said I said I do think … … opposite of don’t? (do the person making the statement is clarifying his / her position as being positive rather than negative, so we

need the explanation that shows the speaker is clarifying that he / she is not positive. Have students continue the process of discussing possible answers as a class until they have all the answers. To read sentences out loud to practice rhythm, stress, and intonation, write the sentence on the board and divide the class into the same six groups as the previous day. Point to the word that should be stressed and the corresponding group stands up and says the sentence with the appropriate stress. Divide students into groups of four. Students make seven squares of paper with the sentences a – – g g , mix them up, and place them face down, and then take turns saying the sentence with the appropriate stress.

Answers: 1 e; 2 g 2 g ; 3 d ; 4 c ; 5 a; 6 f; 6 f; 7 b 15 Listen to the conversation and complete the sentences. Play the recording a final time for the class so that they can complete the dialogue with the correct correc t contractions. 15

Answers: haven’t; gonna do; We’re; We’re; That’s; doesn’t; He’ss gonna; he’s gonna; he’s He’ he’s

16 Act out the conversation. Remember to use the right stress and intonation. When they have finished with Activity 15, instruct students to read the dialogue out loud with their partner, switching between the roles of Ken and Tracy. Monitor the classroom and ask several volunteers to act out the dialogue for the rest of the class at the front of the room. Give students a few minutes to finish rehearsing and get them to take turns acting out the dialogue. Remind them that intonation is very important and enjoy the performances. 17 Are intonation and stress important in other languages? What else is it important to keep in mind when speaking to people from other countries or cultures? Have students discuss stress and intonation, comparing some common differences between English and their native language, and other languages, such as French or Russian. Elicit common pronunciation problems for English language learners, for instance, adding an e to words beginning with a consonant cluster with an -s sound (estudent). Encourage students to make a list of three things they will keep in mind when speaking English.

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Unit 3

Product 1 Hangman Game Student Book

Performance Indicators: Determine the number of teams, the players, and – Determine turns of participation. – Establish Establish rules for the Hangman game. – Propose Propose and select, secretly among the teams, a list of sentences with different rhythms, intonation, stress, and with / without contractions.

Lead-in

Class

Play a regular game of Hangman to get students thinking about the game. Choose words to review the previous two lessons and a nd to prepare students for the product. Examples might include the words intonation, stress, syllable, contractions, and rhythm.

Stage 1: I get ready 1 Check Check ( ) the the rules rules for Hangman. Instruct students to open their Student Books to page 80. Nominate a student to read the different rules listed and ask, W hich hich rules are specifically used for Hangman? Have students work in pairs and check the boxes that are for the Hangman game. Monitor and check. Ask students to put the rules in order order.. First, elicit how this game is different from the Word Hangman, and then, to establish rules for the Sentence Hangman game, elicit any missing rules. Ask students to refer back to page 68 in their Student Books to review the full rules of the game. Answers: Draw a gallows. Draw dashes for the words in a sentence. Use capital letters to indicate stress. You can guess the sentence even if you don’t have all the letters. Draw one element of the hanged man diagram. Write the letter in the correct position. Guess the complete words.

Stage 2: I plan 2 In groups, brainstorm six topics. To determine the number of teams , elicit the number of players for this game. Count the number of students in the class and divide by the number suggested by the students (limit it to two or three per group g roup at the most). Use that number to count off students until each one is assigned a number number.. Tell Tell the ones, twos, twos , threes, fours, fives, etc. to get together into their new groups. Each group will play against another group.

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p. 80-81

Write the sentences. – Write Revise the sentences comply with grammar, spelling, – Revise and punctuation conventions. – Read Read the sentences out loud at the end of each round to practice their intonation, rhythm, and stress.

In their groups, students then brainstorm six topics that they would like to use for the Hangman game. Examples could include: clothes, movies, food , games, sports, etc.

3 Select three topics. Have students choose three of the six topics and write them on the corresponding lines. 4 Brainstorm a list of words with different stress related to the topics. Mark the stressed syllables with capital letters. Have students look at the examples on page 80 and then brainstorm different words that relate to each topic and mark the stressed syllables with capital letters. Remind them to write down content words so that they can b e stressed in sentences to create different meanings: nouns, verbs, adjectives, adjectives, adverbs, adverbs, and prono pronouns. uns. Write Write the the parts of speech on the board so that they can refer back to them throughout the brainstorming process. 5 Write a list of contractions you can use. Students should also remember and use as many contractions as possible. Remind them that contractions can be used with different pronouns: I’ I’d, d, She’d, d, They’d They’d , etc. and both in the affirmative and the negative ( I’ve, ). Encourage them to look through previous I haven’t ). activities in the Student Book and in the Reader for additional help. 6 Write a list of sentences that have different rhythm, intonation, and stress. Be sure to include some contractions. Write the examples provided in this activity on the board to review with the students, clarifying the changes in meaning. To propose, select, and write secretly among the teams, a list of sentences with different rhythms, intonation, stress, and with / without contractions, students should write the sentences they will need to play the game using the topics, contractions, and stress the words they decided on earlier to use in the game.

7 Revise the sentences. To revise that the sentences comply with grammar, spelling, and punctuation conventions, have students exchange sentences and use the check list to see if the sentences contain the necessary information, if they are clear and easy to understand and if the words are spelled correctly, and if the grammar is correct.

Stage 4: All ready to share

8 You are going to work in pairs and play against another team. What materials will you need? Make a list. The last step before playing the game is for students to determine the number of teams, the players, and turns of participation. Make a tournament roster (a list which gives details of the order in which teams will participate) so that each team competes. There should be eliminations in each round until the two be st teams play each other for the Sentence Hangman Championship Title.

12 Go around and read your classmates’ sentences. Since not all teams will play each other, it is important for them to circulate the classroom to read the sentences that the other teams created.

Lead-in

Class

Write questions on small cards. Shuffle the cards and give each student one. They must read their question out loud and answer it in ten seconds. Then they walk to the front of the room and sit in a circle. This game will help students know something interesting about their classmates. Once they are all sitting on the floor, ask them to remember what their classmates said.

Stage 3: I do

11 Put the sentences up around the classroom. When the teams have finished playing, the sentences should be placed around the classroom in a prominent place for the other teams to see.


Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:

9 Play Sentence Hangman against a classmate from a different team. Tell students to open their Student Books to page 81. Use the roster created during the last class to begin the tournament. Teams will have to take turns fulfilling the roles of Player A (those who draw the dashes) and Player B (those who guess the sentences). Teams can either go back and forth until one team loses or play best of three, whichever time allows. Winning teams advance to the next rounds until the final two tea ms play for the Championship Title.

– Can distinguish the stress of specific parts of sentences. – Can read and write sentences to practice rhythm, intonation, and stress. – Can contrast the stress of words, both on their own and in sentences.

10 At the end of each round, read the sentence out loud with correct rhythm, stress, and intonation. At the end of each round, students read the sentences out loud to practice their intonation, rhythm, and stress. Students should try to describe the changes in meaning according to the changes in intonation.


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Unit 3

Lesson 3

Performance Indicators: – Recognize text organization. – Reflect on the use of images and / or illustrations. – Read texts. – Identify purpose and intended audience. – Clarify technical terms with the use of a bilingual dictionary. – Point out main ideas and information that broadens them. – Answer questions to confirm understanding (e.g. What is it? What is it for?, etc.).

Lead-in

Class

Ask students to stand up. Explain that you will call out an action that they have to mime. Examples of movements to call out are shooting a jump shot, running through tires, batting a baseball, serving a tennis ball, downhill skiing, spiking a volleyball, swinging a golf club, throwing a football, juggling a soccer ball, shooting an arrow, swimming underwater, dunking a basketball, etc.

Classroom Management: Neurons in the brain need oxygen in order to obtain energy. The brain consumes about 25% of the body’s oxygen intake, and classrooms are often closed, stuffy spaces. Physical activity helps bring oxygen to students’ brains af ter they have been sitting for long periods of time, and it will help students concentrate on the task at hand.

Stage 1: I know 1 What sports can you see in the pictures? Tell students to open their Student Books to page 82. Ask them to identify the sport shown in each picture and to name the equipment necessary to do each sport. Elicit the name of each sport and write it on the board: skateboarding , surfing , paragliding , and in-line skating . Refer students to the Glossary on page 161 to clarify the meaning of words. Write the name of the equipment next to each sport mentioned: skateboard , surfboard , harness, and rollerblades, respectively. Of course, it is essential to use the necessary protection, such as helmets and elbow and knee pads, when appropriate. After naming the sports shown in the photos, ask students to identify similar sports. Skateboarding and surfing are similar to snowboarding, paragliding is similar to parachuting, in-line skating is similar to roller-skating or skiing, etc.

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Student Book

p. 82-87

– Identify graphic resources used to explain the operation of a machine or device (e.g. numbers, panels, etc.). – Word repertoires suitable for this practice of language. – Comparative and superlative adverbs. – Connectives (so that, in order to, so, etc.). – Language as a means to have access to technological information. Materials: – Reader, Audio CD – A fork, a tissue, and a hair brush

Answers: Each picture is of a teen doing different activities: skateboarding, surfing, paragliding, and inline skating.

Cultural Note Skateboarding began in the late 1940s / early 1950s in California when surfers wanted something to ride on the streets. They began by putting roller skate wheels on the bottom of boards and eventually companies started producing the modern skateboards that we know today. Skateboarding can be a recreational activity, an art form, a job, or a method of transportation. Today there are nearly 20 million skaters in the world, with three-quarters of them being male.

2 Do you think you have the personality to do extreme sports? Why or why not? Ask students to work in groups of four and rank the sports they brainstormed in Activity 1 from the least to the most dangerous, and then discuss whether they would like to participate in the thrills and risks of any of these extreme sports. Explain that they must give reasons for wanting to participate or not, and that both are v alid.

Reader

Teen Geek

p. 72-81

To identify purpose and intended audience, read the title: Teen Geek and have students predict what the text is about. Explain that the word geek is used to describe an expert in technology. Instruct students to open their Readers to page 72 and encourage them to do a picture walk through the pages of Chapter 6. Elicit what the differences are between the skateboard on page 75 and page 80 (the first is a solar skateboard which uses modern technology; the second one has no wheels). To reflect on the use of images and / or illustrations,

ask them to discuss the other illustrations in pairs . Have students look at the pictures for recurring characters (the four friends); encourage them to predict the plot from the illustrations. Modeled reading: Read the first sentence of each paragraph on pages 72-76 out loud, using appropriate inflection, pauses, and tone. Pause, and have students read the rest of the paragraph and raise their hands as soon as they finish so you can continue with the next paragraph. At the end of each page, ask questions so that students search for the answers in the text, for instance, What is the YI Fair? What is the name of Kim’s middle school? How does he get to school? Write the four characters’ names at the top of the board and form four columns. At the end of each section in the Reader, stop and add new information to the characters mentioned to create profiles for each of them. Shared reading: Ask students to work in pairs and take turns reading the pages 77-81 out loud to each other. Encourage them to underline unknown vocabulary and to clarif y terms with the use of a bilingual dictionary. When they have finished reading, have students explain how the story ended. Students should also comment on the additional information they read in the last pages of the story that can be added to the character profiles on the board. To recognize text organization, draw a chain on the board and have students take turns writing the events inside the chain links: Kim meets his friends at school , he proposes registering for the Young Inventor’s Fair , they set up their stand , Arthur gives the demo, the Sen Skateboard wins, Kim proposes a new project .

see in each of the four pictures. Instruct the class to individually label the instruction with the appropriate picture. Have different students take turns reading out the instructions as the whole class mimes the actions.

Answers: First picture: To go down, lower your arms. Second picture: To go up, raise your arms. Third picture: To go less slowly, bend your knees. Fourth picture: To go more slowly, straighten your knees.

Stage 3: I think 4 Listen to Kim explaining to Arthur how to use the skateboard and number the instructions in Activity 3. Then answer the question. Instruct students to stand up. Call out the instructions and have students mime them. When you call out go higher, all the students in the classroom should raise their hands in the air. Shout out go faster and, with their hands still in the air, they should bend their knees . Students should only lower their hands when you say go lower and they should keep their knees bent until you say go slower . Try these commands in different sequences until the class gets the hang of each command and moves in unison. Play the audio so students listen to Kim explaining how to use the skateboard. Students number the instructions in the order they hear them. Check answers as a class when the recording has finished playing and discuss the question about how the illustrations help students understand the instructions. 16

Answers: 4, 1, 2, 3 Classroom Management: Visual literacy is a key element in building knowledge. Students should reflect on the role of the illustrator and how his / her imagination and techniques express the author’s message, and how the use of images and / or illustrations help explain all kinds of different information, from scientific facts to imaginary creatures, from main ideas to tiny details, etc.

Stage 2: I build 3 Write the instruction under each picture. Explain that the skateboard didn’t move all by itself. Arthur had to perform specific movements in order to control the height and speed of the board. Nominate students to read the instructions out loud to the cla ss. Then nominate different students to describe what they

emember Next class you will need: a fork, a tissue, and a hair brush (or similar items that are easily obtainable and have different purposes). Class

Lead-in Divide the class into groups of four, and explain that each member of the group is going to read the part of one of the characters. Have them open their Readers to page 75, and explain that, in their groups, they are going to read what each character says, using appropriate intonation and gestures. They will only read what is in quotation marks, not the text. For example, they do not read said Cole. Have students read the text silently and define who is speaking in each case. Then, in their groups, students read page 75 and the first three exchanges on page 76.

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Classroom Management: Readers’ Theater is an activity in which students read directly from scripts or dialogues in a text, to narrate a story or part of a story. Since it is a reading activity, students do not memorize their lines, but they are asked to use intonation and gestures that are appropriate for their character. Reader’s Theater is a fun, entertaining, easy, and dynamic way to build readers’ fluency.

5 Listen again to the conversation and answer the questions. Nominate students to take turns describing the four illustrations in the activity. Ask students to try to name the objects before listening to the recording. To clarify technical terms with the use of a dictionary, encourage them to look up the words in the Glossary on page 161. Play the recording and have students write the correct answer for each question. Check the first three answers as a class and discuss the last two questions as a group. Does most of the class have the same answers for the last two opinion questions? What is the general consensus among the class regarding Kim’s invention? How many students in the class would like to have one of his skateboards? Discuss the concept of foreshadowing, events that provide clues about what will happen next, and have students identify the foreshadowing in the audio (Arthur keeps talking about how he wants to go fast and Kim keeps warning him to take it easy). The foreshadowing clues lead us to believe that Arthur is going to fall because he is going too fast. 16

Answers: 1 Kim and Arthur are talking about Kim’s new skateboard. 2 A mind reading helmet, a skateboard without wheels, a sensor worn on the wrist and a solar panel on the skateboard. 3 The board is controlled with the helmet that interprets messages sent by your brain. 4 Answers may vary. 5 Answers may vary.

Alternative Activity: Have students prepare the conversation in teams and perform it from memory in front of the class. Time: 20 minutes

6 Read the examples. Then match the questions to the answers. To answer questions to confirm understanding, present the following items to the class: a fork, a tissue, and a hair brush. Hold up the fork and ask the cla ss: What is it? Elicit that it is a fork. Now ask the class: What is it used for? Elicit that it is used to eat. Now hold up the tissue and ask: What is it and what is it used for? Elicit that it is a tissue and that it is used to blow your nose.

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Finally, hold up the hair brush and ask the same two questions. Elicit that it is a hair brush and that it is used to brush your hair. Ask students to use some of their own objects and to ask these two questions to their classmates . Students then answer questions to confirm understanding (What is it? What is it for? / It is a pen. It is used for writing.) Students then answer the two questions in the activity and verify their answers with a classmate.

Answers: 1 b; 2 a 7 Read the sentences and check ( ) the best option. To point out main ideas and information that broadens them, write the following sentences on the board: In order to brush your hair, you need a hair brush; We use a fork to eat so that we don’t get our hands dirty; and Tissues are used for blowing your nose. Begin by asking the class if the underlined expressions are used for comparisons, to show purpose, or to contrast two things or ideas . Elicit the answer that they are used to show purpose. Next, circle the words that come immediately after the underlined expressions in each sentence (bru sh, we don’t get our hands dirty, blowing) and elicit if brush is a noun, a verb, an -ing form of the verb, or a sentence. Elicit the answer a verb and repeat the process for the other two sentences. Ask students to open their Student Books to page 84 and compare the examples on the board to the examples in their Student Book to verify and reinforce these concepts. Refer students to the Glossary on page 161 to clarify the meaning of words. They should check the best answer. Answers: 1 purpose; 2 verb or -ing verb; 3 a noun; 4 a verb or -ing verb

8 Read these sentences and circle the correct option. Then circle the word that goes after slower and more slowly. Write the following two statements on the board: He sneezed loudly. He then blew his nose even more loudly. Statements such as these are memorable and grab students’ attention. Underline the words loudly and more loudly and ask students to identify the difference between them. Ask what loudly describes and elicit the answer how he sneezed . Then ask what more loudly describes to elicit the difference in volume between his sneeze and his nose blowing . It compares one action to another. Tell students that these two words are adverbs. Write quietly, carefully, softly, happily, frequently, efficiently on the board and elicit the ending (-ly). Remind students that adverbs usually end in -ly, although there are a few exceptions: fast , hard , etc.

Run through a list of -ly adverbs and have students call out the comparative form, for example: softly (more softly), carefully (more carefully), etc. Then point out that the adverbs that do not end in - ly form the comparative with -er . Draw three columns on the board and write a list of adverbs in the middle column, and write a plus (+) sign above the right-hand column. Invite volunteers to write the comparative with more. Then write a minus (-) sign above the left-hand column and invite volunteers to write the comparative with less. Have students open their Student Books and read the three sentences in the activity and the statements that follow. Students then work individually to circle the word that makes the statement true. Students should then answer the questions and compare their responses with a partner. Check answers as a class. Finally, ask students to circle the words that appear after slower and more slowly. Monitor and check.

Answers: 1 the board; 2 adjective; 3 how fast the board moves; 4 slower; 5 adverbs, verbs

9 Use the words in the box to complete the sentences. Students should use the information from the previous activities to complete the sentences. Students work in pairs to decide the correct responses and then check their answers with another pair. Monitor and check each group’s answers. In their groups, have students write an example that demonstrates the rule shown in each sentence. Monitor and provide help when necessary. If time permits, ask groups to share some of their examples with the rest of the class. Answers: object, adverbs, purpose

Stage 4: I practice 10 Compare basketball players with soccer players. Write complete sentences. Write some of the answers from the lead-in on the board: Student A plays the guitar more loudly than Student B; Student B writes less quickly than Student A, etc. Ask students to identify each statement as positive or negative. Remind students that the positive comparisons use the word more and negative comparisons use the word less. Students must then use this information to fill in the missing words in order to write complete sentences using the information already provided. Have students work in pairs to complete the activity. Check answers as a class and ask if they agree with the final statements. Answers: 1 Basketball players play more energetically than soccer players. 2 Soccer players run more quickly than basketball players. 3 Basketball players run more slowly than soccer players. 4 Soccer players play less quietly than basketball players.

11 Put the pictures in order to show the instructions. Ask students who has used a blender, a microwave, and other common kitchen appliances, ask how they learned to operate them. Then ask students what they generally do when they use a new appliance: whether they read the instructions, ask someone who knows how to use it, or dive right in and start experimenting. Ask students if they have used an electric can opener. To identify graphic resources used to explain the operation of a machine or device, have students open their Student Books to page 86 and, in pairs, figure out the correct sequence of the instructions. Once they have numbered the pictures, they should compare their responses with a partner.

Class

Lead-in Call pairs up to the front of the class to play Charades. Whisper a statement that uses an adverb to compare the actions of the two students to both of them and have them act it out for the class to guess. For example, Student A walks less quickly than Student B. Student A then walks very slowly while Student B walks quickly. Divide the class into two teams and instruct them to use answers that employ the verb + more / less + adverb + than formula in order to earn a point. If necessary, write the formula on the board to help them form their answers. Play as long as necessary for the class to get the general idea of how to form these sentences. Some suggestions are: Play a guitar loudly; Ride a bike slowly; Whistle happily; Swim noisily; Write angrily; Jump slowly; Write slowly; Throw a ball energetically; etc.

12 Number the instructions and complete them, using in order to and so that . Ask students to recall what part of speech follows the phrases in order to (a verb) and so that (a noun). Refer students to the Glossary on page 161 to clarify the meaning of words. Instruct them to use this information to answer the blanks in the exercise. When they have finished filling in the blanks they should use the information from the previous exercise to place the steps in the correct order. Ask students to work individually and answer the activity. When most of the students have finished, ask for a volunteer to read the first step with the answer. Ask the class if they agree with the answer provided. If the answer is correct, nominate a different student to read the next step. If the answer is incorrect, discuss why and elicit the correct answer from another student. Check each of the answers using this process.

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Answers: In order to; 3 so that; 5 so that; 4 In order to; 1 In order to; 2 in order to

13 Look at the picture and answer the questions. Then write two sentences comparing it to a traditional device. Divide the class into small groups. Ask them to study the picture in Activity 13 for a minute and discuss what they think it is in their groups. Students should jot down notes and be prepared to explain their ideas. Ask students to invent a name for the object depicted, for example, FlowerPower and describe what its purpose is. Elicit different names and purposes from several of the groups. Then have students answer the questions in their Student Book. Monitor and check. To use comparisons as writing strategies, have students write two sentences comparing the solarpowered recharger to a traditional recharger. Remind them to use comparative adverbs. Answer: an artificial sunflower with a solar panel and

Have students read the text silently and define who is speaking in each case. Then, in their groups, students read page 75 and the first three exchanges on page 76. Elicit how their reading this time was compared to the previous one.

Stage 5: I can 15 Choose two instructions and illustrate them. Tell students to open their Student Books to page 87. Read the instructions out loud to the class and instruct them to individually choose a set of two instructions and illustrate them. The three sets would be 1 and 2, 3 and 4, or 5 and 6. The audio recording revealed that Arthur was telling Chris how to operate the skateboard, so consider asking students to turn to pages 72, 75, 77, and 78 in the Reader to look at the illustrations of what Chris looks like. Students would then draw Chris as the person using the skateboard in each illustration. She wears casual clothes (jeans, t-shirt and tennis shoes) and has dark hair, blue eyes, and always wears a baseball cap.

electrical outlets on the stem to recharge electrical devices. Answers may vary.

14 Listen to Arthur and Chris and put the instructions in order. Instruct students to listen to Arthur and Chris as Arthur tells Chris how to use Kim’s skateboard. Before playing the recording, review the six statements by reading them out loud as a class so that students know what to listen for. They should write the numbers 1 through 6 in the boxes in the order in which they hear them. Have students listen again and look at the audioscript on page 188 of their Student Books to check their answers. 17

Answers: 3, 6, 2, 5, 4, 1 Class

Lead-in Divide the class into groups of four, and explain that each member of the group is going to read the part of one of the characters. Have them open their Readers to page 75, and explain that, in their groups, they are going to read what each character says, using appropriate intonation and gestures. They will only read what is in quotation marks, not the text. For example, they do not read said Cole.

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16 Find two classmates that illustrated the other instructions and work as a group to describe how to use the skateboard. Once students have finished making their individual illustrations, have them stand up and move around the room looking for two students who illustrated the other sets. Among the three students, there should be six illustrations in total. Students orally describe each of the six different instructions using language to appreciate the usefulness of technologic progress. Monitor conversations. 17 In groups, compare the Sen Skateboard to a regular skateboard. When the groups have described how to use the Sen Skateboard, they should compare it to a regular skateboard. How are the two skateboards powered? Which skateboard seems more attractive? Which one would most likely cost more? Present questions to the students to consider during their discussions. Monitor the classroom to ensure students stay on task.

Unit 3

Lesson 4

Performance Indicators: – Identify graphic resources used to explain the operation of a machine or device. – Select information to explain how things work (using, for example: be able to). – Use a flow chart to order and link ideas and explanations. – Write main ideas. – Complete a flow chart with notes that explain main ideas. – Use comparisons as writing strategies. – Use graphic organizers to link illustrations and text. – Read to revise punctuation and spelling conventions. – Verify the order of sentence sequence. – Add, remove, and / or change information.

Lead-in

Class

Have students take out a sheet of paper and explain that they will have to listen closely and do exactly what you say. Have them close their eyes and keep them closed, and tell them that no questions are allowed. Instruct students to fold the paper in half and rip off a corner, fold it in half again, rip a corner off, fold in half a third time and rip a corner off. Students can now open their eyes and see that there are many different shapes of paper: although everyone followed the same steps they didn’t execute them exactly the same because the instructions were not detailed enough and there was no visual input. If time permits, the class can try the activity again, but this time with their eyes open and more detailed instructions (for example, fold the paper in half and rip the corner in your right hand along the fold). At the end of the second try, the shapes should be more similar. Ask the class what made the biggest difference between the first and second tries. Elicit that visual input was key as well as more explicit instructions.

Stage 1: I know 1 Look at these manuals. What do they have in common? Elicit what kind of instruction manuals or how-to books or videos students have read / looked at: for video games, for cars, for computers, exercise, for creating a web page, for using a smart phone, how to get along with your brother or sister (for laughs), how to make candles (or any other popular local crafts). Elicit whether they prefer reading a manual or watching a video. Ask students to open their Student Books to page 88. Write the word manual on the board. Elicit common characteristics: images, step-by-step instructions. Elicit

Student Book

p. 88-93

– Adjust language in accordance to the intended audience and purpose. – Write final version. – Verbs: phrasal verbs. – Verb forms: modals (can, could). – Language as a means to promote feedback as a fundamental aspect of the learning process. Materials: – Reader, Audio CD – Different types of bread cut into bite-sized pieces (wheat, white, rye, sourdough, banana, French, cinnamon, raisin, etc.), a blindfold

what each of the images is a manual for: a paper airplane, a recipe, and a videogame.

Classroom Management: Students learn in many different ways, by seeing, by listening, and by doing things. Although most students will favor one or two learning styles, it is important for teachers to incorporate all three learning styles to keep their class flowing smoothly. Visual learners are those who learn best by seeing things. They like quiet classrooms because background noise distracts them. They like charts, graphic organizers, and color. They use highlighters, and like to circle and underline words so they can see them more clearly. Auditory learners learn by hearing things. They find it easy to hear changes in pronunciation and stress. They like to read out loud, give oral reports, and they notice sound effects in movies. They follow verbal instruction better than written ones. Kinesthetic learners are those who are hands-on, they learn by doing things. They find it difficult to sit still, and are good at sports. They prefer to study with others and to manipulate materials. They also use highlighters, and like to circle and underline words , because this involves movement.

2 Which one do you think is easier to understand? Why? Ask students to look at the manuals one more time and decide which one seems easiest to understand. Take a class vote by calling of each manual by name and asking students to stand for the one they think is the easiest. After the vote, nominate a student who voted for the videogame manual and ask them to explain why they

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voted the way they did. Repeat this process for the recipe and the toy manuals as well, by nominating a student who voted for that particular manual and asking them to explain their choice. Discuss.

answers. Have the rest of the class agree or disagree. Check answers in the Reader Answer Key on page 171 of the Teacher’s Guide.

Answers may vary.

Cultural Note

Stage 2: I build

Different countries prepare other kinds of bread, with different types of f lour. Although most bread is made with wheat flour, rye bread is popular in some European countries. French bread is popularly known in Mexico as a baguette. Ancient cultures prepared flatbreads (the tortilla is a type of flatbread). Some breads are made for special occasions: Rosca de Reyes, Pan de Muerto. Mexico has an enormous variety of sweet breads. In general, fresh bread is prized for its aroma, texture, and appearance, and almost everyone has a favorite type of bread.

3 Read the description of a machine and answer the questions. Ask students to predict what product is being reviewed on the web page, and ask if any of them have ever made bread at home. Elicit the general idea about what steps are involved in making bread and how long it takes. Ask students why freshly baked bread tastes better than packaged bought bread and share responses. Elicit their favorite kind of bread: conchas, chilindrinas, cocoles, orejas, etc. Divide the class into pairs, assign each pair a word or phrase from the text, for instance, rye bread , freshly baked warm loaf , push-button control panel , crunchy, etc., and have students open their Student Book s to page 88 and skim the web page for specific words. Have them look for those words in their Glossary on page 161. As a group, discuss some of the phrases mentioned in the text and what some of the more specialized phrases mean: fruit-and-nut add-in signal bell, a viewing window, a removable lid, a nonstick baking pan, etc. Have students write the words in two columns : one for types of bread and ingredients, and the other for machine components. Read the text out loud to model correct pronunciation. Ask questions so that students have to review the text to find the answers, such as, What types of bread can this machine make? What are the special features of the machine? What does George have to say about the bread? Ask students to work in pairs and answer the questions on page 89, using complete sentences. Answers: 1 for baking bread; 2 bake several types of bread, cinnamon rolls, dinner rolls, etc.; 3 You couldn’t enjoy freshly baked bread without spending hours baking. 4 The opinions are positive.

Reader

Teen Geek

p. 72-81

Have students turn to page 82 of their Readers and look at the Comprehension Questions. Check understanding and ask them to work in pairs and answer the questions. Ask students to share and compare their answers with another pair of students. Tell students that feedback is fundamental aspect of the learning process. Check answers as a whole class activity by reading the questions aloud and having different students read out their

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Lead-in

Class

Bring in different types of bread cut into bite-sized pieces (wheat, white, rye, sourdough, banana, French, cinnamon raison, etc.) and a blindfold. Ask for a volunteer to come to the front of the room to try the different breads. The trick is he / she will be blindfolded and must guess which bread they are eating based on flavor only! This is a good activity to build vocabulary as you should write the names of the different breads on the board before beginning the tastings and review the characteristics of each of them. Let several students try tasting the bread blindfolded to see who has the best taste buds!

Stage 3: I think 4 Read the instructions and match them to the illustrations. Elicit the meaning of key words: plug , press, timer , dry ingredients, liquid ingredients, setting , flashing zeros. To identify graphic resources used to explain the operation of a machine or device, divide the class into groups of three or four. Have students take turns reading the instructions to one another and pointing to the illustration they think matches the instruction. Team members agree, or disagree and make corrections, in order to link the illustrations and the text. Check answers as a class. Answers: 1 c ; 2 e; 3 f ; 4 b; 5 a; 6 g ; 7 d

5 Complete the flow chart for the bread baking machine with information from Activity 4. Mix the flour and the ingredients.

Make the dough.

Put the dough in the machine.

Press the button to start it.

Your bread is ready!

Ask students What does an instruction manual explain? to elicit the steps or stages in using a machine, in other words, what you have to do first, next, and so on. Elicit the type of graphic organizer that best represents these steps: a spidergram, a flow chart , a Venn diagram, or a cycle. To select information to explain how things work and to use a flow chart in order to link ideas and explanations, and to use graphic organizers to link illustrations and text, have students open their Student Books to page 90, and elicit the type of organizer (a flowchart). Ask students to complete the flow chart. Monitor and check. Point out that the arrows show the direction of the process. Elicit what happens when a flow chart does not fit in a vertical (or horizontal) line (it snakes around on a page, from left to right, downwards, then right to left, etc.).

Answers: 1 Mix the flour and the ingredient s. 2 Make the dough. 3 Put the dough in the machine. 4 Press the button to start it . 5 Your bread is ready!

6 Look at the flow chart in Activity 5 and check ( ) the best definitions for it. Elicit what each organizer is used for, for example, a spidergram is used for brainstorming, a Venn diagram to compare and contrast, a cycle to show a series of events that are repeated, and a flow chart represents steps in a linear structure. Elicit other types of organizers and what they are used for. For instance, examples images with labels are diagrams of the body, or of the planets. Have students work in pairs, analyze the statements, and check the ones that define a flow chart. Have pairs get together to check their answers.

Answers: A flow chart shows steps for making something. A flow chart is a diagram that shows how steps in a process are connected.

7 Read the examples and answer the questions. Write the phrase I can… on the board and ask students to think about things they can do now that they couldn’t do when they were only two or three years old. Ask them to make a list using complete sentences and compare it with a partner. Examples: I can tie my shoes, I can read and write, I can get ready for school in the mornings, etc. Add the phrase I could … and ask students to make a list of things they could do back then that they can’t do now and compare with a partner. Examples: I could make a mess and not have to clean it up, I could take naps whenever I was tired, I could go to Kindergarten, etc. Throughout this activity partners should help one another by reading each other’s sentences to revise punctuation and spelling conventions. Tell students to look at the two statements in the activity and answer the questions individually. Monitor and provide help when necessar y.

Alternative Activity: Have students choose another process and create a flow chart. You can have some other examples on the board, such as, pizza, hamburger , etc. Time: 15 minutes

Answers: 1 can; 2 could 8 Circle T for True and F for False. Write the following verbs on the board: turn, count , wake, and elicit what each one means (turn: to make a circular movement; count: to say numbers, wake: to stop sleeping). Then write the following example on the board: Turn on the light. Explain that in this sentence turn does not mean to make a circular movement and explain that it is a phrasal verb. Point to the word turn and elicit the part of speech: verb. Point to the word on and elicit the part of speech (preposition) and the meaning (touching the top side of a surface). Help students conclude that most phrasal verbs consist of a verb and a preposition, that when they are placed together they take on a new meaning different from the meanings the two words have individually, so we can say that they ac t as one word. Add a second example to the board: Turn the light on. Explain that both of these examples have the same meaning so the phrasal verb is called a separable phrasal verb. Erase the board and write the sentence I ran into the wall . Ask students to identify the phrasal verb in the

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statement (ran into) and ask if it is separable or nonseparable. Ask the question: Can you say ‘ I ran the wall into’? Elicit the answer (no) and explain that when the phrasal verb cannot be separated it is known as a non separable phrasal verb. Ask students if they can think of any other phrasal verbs and share examples as a class. Finally, instruct students to use the information they just learned to correctly answer the three True or False statements about the examples from Activity 8. Students check answers with a classmate.

Answers: 1 T; 2 F; 3 F

Lead-in

Class

Play a game of Charades with the students. Divide the class into two or three teams. Teams nominate a person to act out the phrasal verb for them to guess. Whisper phrasal verbs in the student´s ear and have them act it out. Start with easy ones like turn on (they would then turn on the light until their team says turn on). Other phrasal verbs could include: throw away, put away, wake up, roll over, hang up, etc. The team with the most correct guesses wins.

Stage 4: I practice 9 Match the meanings of the phrasal verbs. Write the following phrasal verbs on the board: go on, put off, give back, come across, get over, hold on. Say a sentence with the synonym of each one: We can’t continue any more, Clara can’t delay studying for the test , etc. and ask students to guess the phrasal verb that can be used instead. Instruct students to open their Student Books to page 91. Write the phrasal verbs from the exercise on the left side of the board and ask for volunteers to go to the board to write a sentence using the phrasal verb. Examples: I put the milk in the refrigerator; I can count on you to tell the truth; I wake up early; Turn on the radio; Plug in the fan. Now that the class can see the phrasal verbs in context it should be easier for them to match them to their meanings. Ask them to work individually and check their answers with a partner. Now ask students to think of other phrasal verbs in teams / pairs. One easy way to do so is to encourage them to think of the opposite action shown in the examples. For instance, put in - take out , wake up - fall asleep, turn on - turn off , etc. Another method is to think of new prepositions using the same verb: put in, put away, put down, put up, put through, etc.

Cultural Note Just like contractions, phrasal verbs help language learners sound more natural. Phrasal verbs are fixed combinations; their meaning sometimes cannot be guessed from their parts. One might get the idea of take off from the example Clara took off her sweater , but not from The plane took off on time, or Put your pencils down vs. You’re always putting me down. Phrasal verbs are also grouped into separable and non-separable, for example, She put out the light vs. She put the light out . Phrasal verbs can frequently be introduced through an authentic text, which links them thematically.

Answers: 1 d; 2 c; 3 a; 4 b; 5 e 10 Complete the rules. Working with the same partner as in the previous exercise, instruct students to look back at the previous activities in order to complete the rules about expressing abilities and phrasal verbs. Encourage students to work independently but check answers as a class to provide feedback and clarify any doubts. Draw a line on the board that represents time. Write the word can at the right end of the line and the word could at the left end of the line. Ask students which time is represented by can. Elicit the answer the present and do the same for the word could . Elicit the answer the past and ask students to provide some examples of sentences using can and could . Review the rules for phrasal verbs by reading the rule aloud and pausing at the blank. Let students answer the blanks in chorus before finishing reading the rule. Answers: present, past , verbs, different 11 Read the sentences and add a time phrase from the box. Draw a horizontal line on the board. Write the word present on one side and past on the other. Call out the following time phrases from the box: before, nowadays, hundreds of years ago, these days, in the present day, these days, and many years ago and ask the students to identify the location of each phrase: hundreds of years ago, many years ago, before, today, nowadays, in the present day. Point out that some time phrases indicate different times and some indicate the same time. Have students read the sentences and decide whether they are about the present or the past and add a suitable time phrase. Answers may vary.

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12 Complete the sentences with can, can’t , could, or couldn’t . Remind students about the time difference indicated by can and could . Ask students to work with a partner to complete the sentences from the activity with the correct time phrase and verb. Check answers with the class.

15 Write the phrasal verbs from Activity 14. Then write S for Separable and N for Non-separable. Finally, write the phrase carried it out on the board and ask if the phrasal verb is separable or non-separable (separable). Remind students that if they can put the word it between the verb and the preposition, then it is separable. Instruct them to work with a partner to finish labeling the phrasal verbs as separable or nonseparable. Check answers as a class.

13 Write two more sentences with can and could comparing the past and the present. Have students work in pairs and choose a topic such as television, computers, cell phones, etc. and ask students to base their sentences on one of these topics, using can and could . Explain that we often use wither people or the pronoun one in generalizations: Many years ago, people / one could watch videos on VCRs (video cassette recorders). Nowadays one can watch them on highdefinition TVs. Encourage students to include the time expressions from the previous exercise to make their sentences more interesting. Ask students to get together with two other pairs who chose a different topic and share their sentences.

16 Work in pairs. Read the instructions for an electronic reader and organize them into steps. Write Steps 1-8 down the left side of the board. Ask for a volunteer to come to the board to write down the first step. The student should then write in the first space: Press the menu button. Ask another volunteer to write the second step on the board, and point out that the second sentence has two steps . Have students work in pairs and complete the steps in their Activity Books.

Answers may vary.

Answers: Class

Lead-in Play a game of Think of Five with the class. Have students form teams of six; they take turns thinking of a category and then they must all write down five words related to that category. The first person to have five words calls out Five, and everyone stops writing. They then compare lists; points are only given for original words. Some categories: phrasal verbs, types of bread , words used in instructions, contractions, words that are stressed on the last syllable, etc.

Stage 5: I can 14 Underline the phrasal verb and match it with the meaning. Call out the first part of the phrasal verb, for example, carry, and ask students to call out the preposition that follows: out . Repeat with the other phrasal verbs . Have students open their Activity Books to page 92 and ask for a volunteer to identify the phrasal verb in the first sentence, then have students underline the phrasal verbs in the other sentences. Once all of the phrasal verbs have been identified and underlined, have students match them to their corresponding meanings. Monitor and check.

Answers: 1 S ; 2 N ; 3 N ; 4 N ; 5 N ; 6 S

Step 1 Press the Menu button. Step 2 Navigate to “Settings” by moving the 5-way controller down. Step 3 Press the 5-way controller to select. Step 4 Select “view” next to “Wireless Settings” to display a list of detected wireless networks. Step 5 Connect to a network. Step 6 Enter the password (if required). Step 7 Choose “Submit”. Step 8 The reader will connect to the wireless network.

17 Complete the flow chart in the Worksheets section on page 179. To use graphic organizers to link illustrations and text, and to complete a flow chart with notes that explain main ideas, have students work in pairs and transfer the steps onto the flow chart on page 179. Elicit which format is easier to understand: the paragraph on page 93, or the flow chart. 18 How do you think electronic readers help the environment and the world? Have students get together in groups of three and discus the question. Do they use an electronic reader? Do they read longer texts on their computer / laptop? Will books ever disappear or stop being published? What will happen to libraries in the future? Encourage students to share their ideas with another group.

Answers: 1 c ; 2 e; 3 f ; 4 a; 5 d ; 6 b

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Unit 3

Product 2 Poster about the operation of a machine

Performance Indicators: – Choose a machine or device. – Search and select information from various sources. – Write the explanations about its operation. – Add illustrations to the explanations.

Lead-in

Class

Play the Price Game as a class. Before the game begins w rite each student’s name on a piece of paper and mix them up in a box. Randomly choose three contestants to start the game by drawing their names from the box. Have them go to the front and display a product, or its picture, and read the product description. Next, the three contestants each make a guess at how much the product costs. They should write their guess on a piece of paper without showing the other contestants the amount they have chosen. Give them one minute to think about their guesses. After the minute is up, have each contestant read their guess es out loud. Announce the real price. The closest guess, without going above the price, wins. The winner moves on to sit as a ‘finalist’ and another student comes in as the third contestant. This warm up will introduce students to new vocabulary, product descriptions, and characteristics which they will need for the product from this lesson.

Stage 1: I get ready 1 Which machines do you use at home? Instruct students to open their Student Books to page 94. Ask for volunteers to identify the machines shown in the four pictures (a washing machine, an iron, a hair dryer, and a cordless phone). Elicit other electrical devices that students have at home. Students should remember several from the lead-in. E xamples: coffeemaker , blender , computer (laptop), radio, television, curling iron, printer , toaster , juicer , etc.

Stage 2: I plan 2 Work in groups. Select a machine. Randomly select groups of three. To choose a machine or device, tell students to get together with their new

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Student Book

p. 94-95

– Edit the explanations and write a clean copy on a poster. Materials: – Ten products (or pictures of products) commonly found at home, and information about their prices

group members to choose one of the products from the previous activity or lead-in and sign-up for it, that is, to write the product they choose on a sheet of paper that is passed around to each group, so that groups don’t repeat the same product. This will ensure less repetition and more interest in the presentations.

3 Check ( ) the information you are going to include in the poster. Write the checklist from Activity 3 on the board and discuss it using a sample product that none of the group chose (to be fair). The class should provide information for each of the components listed on the board. For example, if the sample product is a coffeemaker, ask students what kind of instructions they need to include. Elicit a list of parts (filter, pot, brewer), necessary materials (ground coffee and water; disposable filter optional), and a step-by-step guide that explains how to load and program the machine to brew. Ask students what kind of graphic elements they might include for a coffee machine to show how to program the coffee machine to begin brewing early in the morning so that the coffee is ready as soon as you get out of bed. Discuss the different kinds of photos, illustrations, labels, and headings that are necessary to make the information clear. Have students open their Activity Books to page 94 and check the information they will include for the product they chose. Monitor and provide help when necessary. 4 Search for and select information for your poster. To search and select information from various sources, ask students to bring instruction manuals they have at home, or find information on the Internet, in the library, in magazines, newspapers, or any other source with relevant information. Once students have compiled enough information they should start to organize their ideas and discard the information they won’t need.

5 What materials will you need? Make a list.

8 Add illustrations to your poster.

Now that students know what information they want to convey, they should consider the materials they will need. Each group will create a poster with their product’s instructions so create a graphic organizer on the board beginning with the word poster . Students should volunteer ideas about what is needed to create a poster and you should write their suggestions on the board in an appropriate place on the graphic organizer. Examples: markers, pens, pencils, colored pencils, tape, scissors, a ruler, etc.

To add illustrations to the explanations, now that students have all the information and visual aids they need, they should assemble their poster and they must add illustrations to the explanations. Remind them that posters should be visually appealing and that it’s crucial to have a clear, legible title that quickly transmits the main idea to the audience.

6 Decide on the sequence of the instructions.

9 Display your chart for the class to read.

As a group, students should decide the order in which to present the instructions. Emphasize that instructions should be short, easy to understand, and written in complete sentences.

When teams have finished creating their posters, they should be shared with the rest of the class and displayed in a prominent place in the classroom.

Lead-in

Stage 4: All ready to share

I learn

Class

Stage 3: I do

Ask students what they can do now that they couldn’t do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product. Then have them answer the I learn box. Explain that its purpose is to assess their performance while making the product in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.

7 Write notes to explain the information in the chart.

Teacher’s Reflection Tool

Play Charades with the students using Household Products as the theme. Divide the class into two or three teams. Teams then nominate a member to act out the product the teacher tells them. Whisper a product into the student’s ear and let them mime using the product. Someone acting out a hair dryer will run their fingers through their hair, turn their head upside down so their hair hangs down, etc. the team with the highest number of correct guesses wins.

To write the explanations about its operation, students should write notes and / or captions under illustrations and photos to explain the information that is being displayed as well as write the explanations about their product’s operation. Some diagrams are tricky to understand or interpret and may need clearer labeling, explanation, or elaboration. Ask students to consider these points as they create their posters. To edit the explanations and write a clean copy on a poster, when they have finished writing their notes they should edit the explanations and write a clean copy on a poster.

My work in this social learning environment has facilitated the learning process of the class so students:

– Can choose and paraphrase sentences. – Can organize and link main ideas and the information that explains them in a diagram. – Can rewrite sentences in order to give explanations.


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Literary and Ludic

Social practice: Understand and incite oral

Social practice: Understand and express differences

exchanges regarding leisure situations.

and similarities between cultural features from Mexico and English-speaking countries.

Specific activities: Share personal experiences in a conversation.

Specific activities: Read short literary essays in

Product: Autobiographical Anecdote

order to compare cultural aspects from Englishspeaking countries and Mexico.

At the end of this environment students will:

Product: Comparative Chart

be able to seek information. talk about personal experiences. order sentences. know how to use verbal and non-verbal language depending on who I talk to. understand the main idea to keep up a conversation. use direct and indirect speech to talk about my personal experiences.

•

At the end of this environment students will:

• • •

tell the difference between examples and explanations from main ideas. ask and answer questions about literary essays. use antonyms to compare information. make sentences to describe cultural aspects.

•

•

•

•

•

•

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Unit 4

Lesson 1

Performance indicators: – Revise personal experiences in a conversation working from context clues, with the teacher’s coordination. – Listen to personal experiences in a conversation (e.g. special occasions: anniversaries, birthdays, etc.). – Recognize non-verbal communication. – Clarify meaning of words from their context or by using an English dictionary. – Distinguish composition of expressions used to share personal experiences. – Identify the form of communication. – Anticipate central sense and main ideas.

Class

Lead-in

Greet the class, look at your watch and tell students: It’s four o’clock (give a wrong time); see if anybody reacts. Then tell them you said a white lie. Explain that white lies are minor lies which could be considered to be harmless. Ask: How many white lies have you told today? Look around and see their reactions. Elicit from students some white lies. Do not force participation. Ask students to get in pairs with the person next to them and discuss for a couple minutes what white lie they said and what its purpose was. This activity is aimed to activate students’ schemata on human communication.

Stage 1: I know 1 Write the information in the correct order. Ask students to open their Student Books to page 98. Discuss what kind of diagram they’re looking at (a timeline). Ask: Where can you find timelines, what are they used for? (museums, text books, etc., they are used to show events along a period of time). Get a volunteer to read the instructions. Model the activity and ask which date of those provided on the list is closer to today. Elicit the answer (yesterday). Then ask students to look at the four periods of time in their book and decide in which order they happened. Answers: 2; 4; 3; 1

Reader

Sharing Our Lives Through Language

p. 85-94

To anticipate the central sense and the main ideas of the reading, write the word communication on the

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Student Book

p. 98-103

– Understand central sense, main ideas and some details regarding personal experiences in a conversation, with the teacher’s guidance. – Recognize words used to link ideas. – Use expressions and linguistic resources to restore communication. – Organize sentences into a sequence. – Employ expressions to offer turns of speech. Materials: – Reader, Audio CD – A hat or a bag and small pieces of paper

board and ask students to brainstorm and take notes of all the possible concepts they can think of, related to it. Divide students into groups of three and ask them to organize their ideas into a spider map. Have two or three teams share with the class how they put the information together. Call students’ attention to the different ways people communicate: oral, written, through gestures, attitudes. Lead a small class discussion on which is the most important form of communication. Tell students to open their Readers to page 85. Ask them to look at the title and focus on the subtitle. and to speculate what the reading will be about. Elicit from the class what their ideas on the topic of the reading are. Students should find it easier to participate since they’ve brainstormed some ideas related to the topic. Remember that oral communication should always take place in an environment of respect for everyone’s opinions. Tell students that you will share the reading as a class. Ask them to underline any words they find difficult. Then, begin reading the introduction and when you have finished ask a volunteer to read the second paragraph. Appoint a different student to read each paragraph. When the class has reached the subtitle Writing , make a pause and clarify words that students haven’t understood so far. Write them on the board and ask students either to try to get the meaning from context or to look the words up in the Glossar y. This should take only a couple of minutes. Continue with the reading to the end of the text, and, once you’ve finished, repeat the process of going through the vocabulary. Then, have a brief discussion about the real need to have a cell phone. Ask: Is it real that people must be communicated all the time? Do you believe cell phone companies have made people depend on that need?

Read the seven comprehension questions on page 95 and ask students to answer them in pairs. Check answers in the Reader Answer Key on page 172 of the Teacher's Guide.

Cultural Note In the USA people use the term cell phone when referring to a portable telephone. In the UK, they are called mobile phones.

Stage 2: I build 2 Read the letter and answer the questions. Divide the class in groups of three. Ask students to open their Student Books to page 98 and take a look at the pictures. Ask them to predict the topic of the reading based on the images; this is intended to help students get a better understanding of the text by anticipating central sense and main ideas. Ask: Who do you think is having a birthday party? and discuss briefly. Then have a volunteer read the instructions and the three questions below. Draw students' attention to the format of the text to identify the form of communication being used. Elicit what kind of text it is (informal letter). Next, have two volunteers read the letter (each one a paragraph) out loud. This letter will help students revise personal experiences. Check comprehension by going through the questions below. Start by asking the answer to the f irst one: Who wrote the letter ?; verify students’ hypothesis made at the beginning of the activity. Ask students how they know who the author is. Insist on the fact that every piece of writing has a different format, and letters display the author’s name at the end. Direct students’ attention to the letters under the signature: XXOO. Can anyone tell you what that means? (hugs and kisses). Answers: 1 Serena’s grandmother (Grandma) ; 2 To wish Serena a happy birthday and to find out what she bought with the money. 3 She describes the type of cake and number of candles, she also mentions she never bought toys.

3 Look at this text and answer the questions. Ask students to look at the image: What is it? (an internet chat). Tell them to compare the expression used to say goodbye in the chat and the one used in the letter to Serena from Grandma. Help students notice the difference between the way a letter is composed and the way friends write in a chat. Which clues help you identify different types of texts? State that both written texts are ways to share personal experiences.

Ask students: Who likes to chat on the internet or smartphone? and lead a brief discussion about the pros and cons of virtual chatting vs actual face-to-face communication (on-site vs. long distance communication). Ask: What communication problems can you face when chatting? Bring students to the topic of the importance of collaboration with a speaker to achieve successful communication and the need to use expressions and linguistic resources to restore communication. When talking face-to-face there are more strategies available for speakers to achieve successful communication. Investigate the strategies students use to repair communication. For example, while chatting on the internet (long distance); what happens if someone takes too long to answer a message on the chat? You wonder if he has left the chartroom. Possible strategy to repair communication: Whenever someone has to interrupt a chat conversation for a moment, he lets the other person know by typing a short phrase like AFK , meaning, away from the keyboard . Have a volunteer read the activity’s instructions and the three questions below. Ask student’s to go quickly though them. Check answers as a class.

Answers: 1 About what Ben did last weekend. 2 Ben; 3 Chat conversation

Class

Lead-in Ask four volunteers to come to the front and form two teams. Tell them they are going to play Word Tennis using words related to forms of communication. This is a good idea to review the previous class. Give students a couple minutes to browse through the Reader in order to refresh vocabulary. One team starts by saying an activity, such as texting and the next team has to respond with an answer like painting in caves. The two teams go back and forth, saying one item at a time until one team can’t think of a word. After the first two groups play, call another four students to form two new teams of two and play again.

4 Listen and order the conversation. Have students look at the scrambled conversation and the pictures of the two girls. B efore playing the CD, ask students to read the sentences of the conversation in small groups. Can they make out the main idea? What are the girls talking about? The aim of this activity is to introduce students to the revision of personal experiences in a conversation with the teacher’s coordination. Help students use context clues and sentences types to understand the framework. Before asking students to number the conversations, start by reading the first line of the conversation (Sally: Hi, Becky! ) asking if they can guess the next line in the conversation. The answer is Hi, Sally! in the right column. 18

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That will be easy to guess because of the greeting. Make clear how the numbering of the conversation is supposed to be. The next (number 3) will be on the left column. Numbering the sentences will help students reflect on the sequence of enunciations (greeting, ideas, and farewell). Play the CD for students to number the conversation as they listen to it. Expect to play the recording up to two more times for students to complete and check their own answers.

Answers: Sally 5, 1, 3, 9, 11; Becky 4, 10, 8, 6, 2 5 Answer the questions with information from Activity 4. Divide the students in pairs. Read the questions out loud and give them a couple minutes to discuss the answers. Write on the board likes and dislikes. Elicit from student what these words mean and which is positive and which negative. Then, ask them how they would classify the personal experience they just listened to. Did the girl liked the movie or not? Ask your students if anyone has had a similar experience.

8 Read again the sentences in Activity 6 and circle T for True and F for False. Ask students to open their Student Books to page 100. Read the instructions out loud and a sk students to answer. Since they’ve already gone through the letter on page 98, they should be able to do this activity in a very short period of time. The sentence that might prove a bit more challenging is number three. You can ask students to go back to the letter on page 98 and underline used to and would. Then, read the sentences that use those verbs and help students reflect on how they describe habitual actions in the past. Answers: 1 T; 2 F; 3 T 9 Complete the sentences. Have a volunteer read the instructions and the f irst sentence. Help students distinguish the composition of expressions used to share personal experiences. Elicit the answer from students and let them answer on their own the rest of the sentences. When they have finished, check as a class. Answers: 1 sometimes, never; 2 used to; 3 past

Answers: 1 Becky and Sally; 2 They are friends. 3 Becky’s experience about going to the movies. 4 a negative experience

Stage 3: I think 6 Circle the words that express how often the activities were carried out. Ask students to read the sentences and tell you where they were taken from (Granma’s letter to Selena on page 98). Read the instructions and the first sentence emphasizing the word always. Elicit from students which word shows how often the strawberry cake was eaten in parties. Have students finish the activity on their own. Answers: 1 always; 2 used to; 3 sometimes; 4 sometimes; 5 never

7 Match the columns. Read the frequency words on the left column and explain that students must match them to their definitions in the other column. Have student match the two columns and when they have finished, check as a class. Ask a few volunteers to provide real life examples using these words. Answers: 1 c ; 2 b; 3 a

10 Look at the pictures and discuss which ones show a way to keep a conversation going on. Ask students to look at the pictures and analy ze them. Tell them to focus on the body language, like facial expression, arms, and hands positions. Guide students to recognize how these gestures, (non-verbal communication) together with the words, are used to help speakers convey ideas. Explain that non-verbal communication is a very important part of face-to-face communication. Showing a positive attitude towards the speaker will help communication flow. It is important to help student develop the skill to adapt verbal and non-verbal behaviors to a specific audience. Besides a correct attitude, it is also important to employ verbal expressions to keep a conversation going. Read the speech bubbles out loud and ask students which pictures use expressions to offer turns of speech and keep the conversation going. Ask them to explain their answers and think about the strategies they use in their first language to offer turns of speech. Answers: 1; 2; 5; 3; 6 ( Picture number 4 portrays a body gesture which shows lack of interest. )

Cultural Note Turn taking refers to the different intervention speakers make during a conversation. It is important that

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when to finish their turn in spoken discourse. Turn taking is marked throughout a conversation by different verbal and non-verbal signs.

11 Complete the organizer with information from Activity 10. Ask students to analyze the drawings on the organizer. Ask: Why do you think there’s a hand on the right and an open mouth on the left? What kind of sentences do we have on the right side? What kind on the left side? Have students complete the organizer (but not the labels on top). Refer students to the Glossary on page 162 to clarify the meaning of words. Advice them to go back to Activity 10 to find the answers. Answers: Uh-huh; Really?; Whose party did you go to?; What movie did you see?

Lead-in

Class

Ask students to open their Student Books to page 98. Ask: Do you remember who wrote this letter? Why did she write it? Divide the class into pairs. Ask students to underline all the verbs they can find in the letter. Then, tell them to read the text to each other, but they should not read the verbs, instead they have to say blip, as they do in television when someone says a bad word. Give students an example and read: I blip you blip a very Happy Birthday, my dear. I blip when I blip a girl … This activity will help students activate their reading speed when speaking.

12 Label the organizer with verbal and nonverbal strategies. Read the instruction and elicit from students which side of the organizer refers to verbal communication and which to non-verbal. Student will probably do this activity very fast, so ask them to brainstorm other types of non-verbal communication that show a person is listening and want to hear more of the story. Some ideas are: covering your mouth when something seems terrible; laughing, scratching your head, etc. Answers: 1 non-verbal; 2 verbal 13 Underline the question that helps you get more information (details). Have a volunteer read the instructions and ask students to focus on the left column of the organizer. Tell students that whenever we ask a question our intonation goes up. Stress the importance of formulating questions to clear any doubts, broaden information and confirm comprehension during a conversation. Elicit the answer from the class.

Answer: 2 14 Complete the sentences. In pairs, ask students to fill in the blanks with what they have just learned about keeping conversations going. Check answers as a class. Answers: 1 non-verbal ; 2 information emember Next class you will need: a hat or a bag and small pieces of paper, one for each student.

Stage 4: I practice 15 Order the conversation. Have students open their Student Books to page 102. Read the instructions and explain that this is a conversation that must be put in order. Get a volunteer to read the first speech bubble out loud. Then, ask another student to read the following one. Elicit what the main idea is (sharing experiences about vacations). In pairs, have students organize the sentences into a coherent sequence. Remind them about the natural parts of a conversation. Check answers as a class, and then have a pair of volunteers act out the conversation in the correct order. Answers: 1; 3; 6; 5; 2; 4; 7 16 Complete the sentences about the frequency of Selena’s grandmother activities. Write the word always on the board. Give a personal example with always: e.g., I always take the bus to work . Then write on the board the word sometimes and elicit an example from the students. Repeat the procedure with never . Ask students to fill in the blanks and then check answers as a class. Answers: 1 always, 2 sometimes, 3 never

Alternative Activity: To provide further practice for frequency words, you can play a game called Truth or Not . Divide the class into two teams. If space allows, ask students to form a line (one line per team). One by one the members of each team come to the front. Each one will say a sentence using sometimes, always, or never . For example: I never eat bananas. The contrary team has to guess if the sentence is True or False, but only one guess is allowed. A point is awarded for each correct answer. Time: 5 minutes

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17 Complete the text using phrases from the box. Read the words in the box. Remind students about useful expressions that help listeners show interest and carry on a conversation. Remind them that collaboration in a conversation is usually natural and often involves non-verbal language, like nodding, or looking at people in the eye. These strategies motivate the speaker to keep on sharing and to achieve successful communication. Ask students to work with a partner and complete the sentences. Then check answers as a class. Model the reading so students can detect the proper rhythm and intonation used. Instruct students to practice in pairs giving an adequate intonation to each expression. Answers: Really?; Oh no!; That’s good.

Lead-in

Class

Write on the board My favorite moment was when … This activity is intended to promote a spontaneou s sharing of personal experiences in a conversation, with the teacher’s coordination. Pass around the small pieces of paper and ask students to copy the sentence and finish it with their own favorite moment. A sk them to be concise because they do not have lots of space. Collect the pieces of paper in the hat or bag and mix them up, then ask a volunteer to pull one piece of paper out. Read what is says, and ask students to guess who wrote it. The person who guesses correctly can ask some follow-up questions to the owner of the paper. Only pull five or six pieces of paper out, do not read them all, but do make sure students ask follow-up questions to the persons who had their piece of paper drawn out of the hat or bag.

Stage 5: I can 19 Complete the conversation with follow-up questions. Before you start this activity, ask students if the y have had embarrassing or funny situations happen to them on their birthdays. If students do not share any thing, ask questions like: Has anybody thought it was your sister / brother’s birthday instead of yours? Have two people ever showed up with the same present? Then read the first conversation out loud with a volunteer. Elicit from the volunteer which word fits best in the blank. Ask students to complete the activity. Answers: 1 was; 2 did you; 3 was 20 Write the sentences with information about how you used to spend your weekends when you were younger. Ask your students to think about their childhood. Ask them: What was your favorite color when you were five years old? What was your favorite food? Try to think of your first memory, how far can you really remember? Is it a memory or are you influenced by anecdotes your parents share? Make sure they feel comfortable telling you their stories, it always helps if you share with them a little of your own memories. Give an example: I always walked to school because it was near my house. After a short time, ask students to complete the sentences in Activity 20. Answers may vary .

18 Underline the best option. Explain to students that they must complete the conversation by choosing the best option available. Ask students to look at the pictures, and then advise them to read the whole conversation, before doing this activity.

21 Work in pairs. Use the information in Activity 20 to tell your partner about your weekends. Divide the class into pairs. This activity is aimed to encourage students to share personal experiences. It is a good idea to be the first one to share, this gives students an idea of what you expect them to do and it also gives them a few seconds to insert themselves in their past. Monitor pairs as they compose sentences to share their personal experiences.

Answers: used to be; was; put; happened; caught;

Answers may vary .

started; evacuated; came; used to go.

Alternative Activity: If time allows, give a few minutes for students to act out the conversation in pairs and switch roles. You can also ask for volunteers to act it out in front of the class . Insist on the right intonation in questions. Time: 10 minutes

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22 Use follow-up questions to get more details. Remember to use verbal and non-verbal strategies to keep the conversation going. Exchange roles. Still in pairs, ask students to pause and instruct them to use follow-up questions to get more details. When learners are encouraged to talk about themselves it is easier for them to find the language to respond to the questions.

Unit 4

Lesson 2

Performance indicators: – Listen to experiences. – Include details to main ideas. – Share personal experiences in a conversation, with the teacher’s coordination. – Formulate questions to clear any doubts, broaden information and confirm comprehension. – Compose sentences to share personal experiences. – Convey personal experiences using direct and indirect speech.

Lead-in

Class

Write on the board a, e, i, o, u and read the vowels out loud; ask students to repeat after you. Spell your name in English and while you do so write it on the board. Ask students to take out a piece of paper and get in pairs to dictate to each other their names and last names. Give them a few minutes and then ask them to spell different words. It is very common for students to get the vowels mixed up (specially i - e). This activity will help students reinforce their knowledge about acoustic features of the vowels.

Stage 1: I know 1 Decode the message. Ask students: How many letters does the English alphabet have? (26, remind them we never count ch or ll in English). Then, ask them if they know which is the twelfth letter ( L), advice them not to write the alphabet down and just try to count in silence. Have students open their Student Books to page 104. Instruct them to look at Activity 1. Read the instruction and elicit from students what they are supposed to do. Ask: What is the chart for? What are you supposed to do with it? Explain that the chart gives a code to answer the activity. Suggest students to look for all the gaps that have number 12 and to fill them in with letter L. Give a couple minutes for students to finish answering and then ask a volunteer to reveal the hidden message to the class. Lead a brief discussion on how exactly we share our lives through language.

Student Book

p. 104-109

– Use strategies to emphasize meaning (e.g. rephrasing, adjusting volume and / or speed, negotiating meaning, etc.). – Start a conversation – Enunciate personal experiences spontaneously. Materials: – Reader, Audio CD – Colored pens and pencils

Stage 2: I build 2 Read the blog and answer the questions. Tell students to look at the text and picture and tell you what kind of text it is (an Internet blog). Do they know the celebrity portrayed on it? He is a famous English footballer (David Beckham). Ask students to look for the author of the text (Annie). Ask them: Do you think this is a special report, a piece of news, or some other kind of text? Instruct students to explain their answers. Explain that this text contains an anecdote. An anecdote is a short story that is usually amusing and portrays a real life experience. What do students think the anecdote will be about ? Ask students to read in silence and underline unknown words. Once they’ve finished, ask them to go back to the text and look again at the words they underlined. Ask them to erase the line under those words they can make out from context. The remaining unknown words can be looked up in the dictionary and then checked as a class. Verify that students understand the central sense, main ideas , and some details regarding personal experiences in a conversation. Focus on question number 3 and direct students' attention to the utterances written in brackets. Ask if anyone knows what this means (that a person’s words are being quoted). This form of speech is called direct speech because it is stating directly what someone said. Help students notice how we use the verb said before the quoted speech. The quotation marks meant that we are repeating the exact same words someone said.

Answers: 1 in a public place; 2 Annie was invited to a Answer: Language helps me share my life.

BBQ where she would meet David Beckham, she spoke with him for a while without realizing she was talking to a celebrity. 3 E.g., Beckham said “ Good-bye, it was nice talking to you.” 4 Answers may vary.

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Alternative Activity: Lead a brief discussion on anecdotes about meeting a celebrity. Encourage students to share personal experiences. What happened when they meet that famous person? Were they excited, surprised? Has anyone met a celebrity without recognizing him or her? Has anyone in the class met a famous footballer? Who would students like to meet the most? Remember that whenever we ask students to share personal experiences, we need to be extremely respectful. In such occasions, avoid heavy linguistic correction in order to foster a feeling of confidence and achievement in students while they are expressing themselves in a second language. Time: 10 minutes

4 Has something similar happened to you? How did you feel when it happened? The object of this activity is for students to enunciate personal experiences spontaneously. Ask students to share their anecdotes orally; they should not be writing anything at this stage of the class. Divide the class in small groups and instruct students to tell each other their anecdotes. Remind them about the elements of an anecdote. Students can choose which anecdote wa s the funniest, the scariest, the most unexpected, etc. in their group. If time allows, each group can chose one anecdote to share with the rest of the class . Answers may vary .

Lead-in 3 Listen to the story. How many parts are there to a personal anecdote? To anticipate the central sense and main ideas of a conversation, have students read silently the questions on this activity. Explain to student that these questions refer to the different parts of an anecdote. Give an example by analyzing Annie’s anecdote with this information. Ask: What’s the scene of Annie’s anecdote? Where was she? Who was she with? Elicit the answer from students, in this case, A community celebration (a BBQ) in a park and she was with a friend waiting for David Beckham to show up. Repeat procedure with the other questions. Ask students if they have any predictions about the anecdote. Point out that not having any context clues (images, headings, etc.) makes it difficult to anticipate meaning. Reinforce the idea that paying attention to contextual clues can help them increase their understanding of different texts. Have students turn to page 106 and look at the picture of the children in the swimming pool, tell them that picture is related to the anecdote they are going to listen to. Ask them if they can now make some predictions about the anecdote. Play the CD so that students can listen to the experience being told. Give a couple minutes for students to complete the information. Play the CD a second time and tell students to go to page 188 of their Student Books to read the audioscript; then check answers. 19

Class

Make a list of words that may be associated with colors: sky, grass, snow, love, hate, anger, happiness, fire, water, stop, go, coffee, sandwich, mayonnaise, ketchup, house, car, baby, etc. Bring the list to the class and write it on the board, make sure students understand the words. Then erase the information from the board. Explain to students that you are going to dictate some words but they cannot write them; instead they must draw or simply use a color so they can remember each word. Before you actually start the activity give them an example. Say: If I say apple you may simply draw a red circle, if I say banana you may draw a crooked yellow line. Start dictating the words, relatively fast. Then, when you have finished dictating, ask students to exchange their “notes” with the person sitting next to them and write what was dictated. Give them only a minute to do this; no talking is allowed. Ask students to check how well they could understand their partner’s coding. If students have any questions about how to spell a word, encourage them to look it up in the dictionary. Explain to students that matching a word with an image is a good learning strategy to retain new words. This activity is aimed to reinforce vocabulary through the use of clues, as well as triggering students’ imagination so they can organize information into smaller bits instead of memorizing huge lists of random words.

Stage 3: I think

Answers: 1 The main character was on a family vacation; he was in an hotel . 2 He couldn’t go into the pool because he was too young and his brother s were teasing him, so he tried to get past the security fence and his head got stuck. 3 Possible answer: Because he got himself trapped , and that was a highly unlikely thing to happen.

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5 Check (3) the phrases used to start an anecdote. The aim of this activity is to explore and ref lect on different ways to start a conversation related to an anecdote. Ask a volunteer to read out loud the instructions and the options below. Point out that the instructions say the phrases in plural, which means there is more than one option. Elicit from students which phrases are use d to

begin telling an anecdote and to give you an example of each one. The only phrase that is not customarily used to tell anecdotes is Once upon a time … which is an expression used to begin a fairytale or legend.

Have a volunteer read the second sentence on the right. Elicit what happened to the verb (going to changed to was). Explain that when the quotation marks were taken away, the form of speech changed to indirect , and the verb became past.

Answers: 1; 3; 4 Answers: Sentences on the left have quotation marks. Alternative Activity: Write on the board the following list of expressions to help students tell an anecdote. 1 Introducing the story: I’ll never forget … Did I ever tell you … 2 Specifying the people involved: My mother and I … I was with … 3 Giving details about what happened: I said … Suddenly …

7 Label the box in Activity 6 with direct and indirect speech. Ask students to discuss with the person sitting next to them which sentence in Activity 6 they believe is direct speech and which one is indirect speech. Ask students to share their answers. If necessary, go again through the explanation of how the version is change into past , and the elimination of the quotation marks. Ask s tudents to label the box. Answers: 1 Direct Speech; 2 Indirect Speech emember Next class students will need: colored pens and pencils.

8 Listen to the fragments and underline the words that are emphasized. Ask student if they remember what was done last class (discussing personal anecdotes). Have students open their Student Books to page 106 and ask a volunteer to read the instructions. Can they identify which anecdote these lines belong to? The first one comes from the David Beckham anecdote, and the second one from that of the boy on a family vacation. Explain you will play the CD and they need to pay attention to how the sentences are read. Some words will be emphasized. Ask: What does this means? Whyt do we emphasize words while speaking? Explain that it is important to use strategies to emphasize meaning when speaking. This means that we add a special feature to some words to stress their meaning. This stress helps our listener focus on important parts of our utterances. Some examples of these strategies are: rephrasing, adjusting volume and / or speed, negotiating meaning, etc. Now ask students to underline the emphasized words. Play the CD and check answers as a class. Discuss which strategies are used in each case . 20

4 Giving details about the place: (where) I was at … This happened at … 5 Giving time details about the time: Last week … A couple of years ago … It happened when … Practice the phrases by playing Crazy Stories. Divide the class in small groups and sit them in circles. If moving students around the classroom isn’t easy, the groups will be formed by each row of seats. Every group has to create a crazy anecdote. A member of the group starts the story by using one of the phrases and an idea of his own. Then, using another phrase, each student follows the idea with a new idea, and so on. This is lots of fun. Time: 20 minutes

6 Look at the sentences below. What is different? Ask students to look at the sentences for a minute. Then read the first sentence on the left , He said, “Goodbye, it was nice talking to you.” Make a gesture conveying that “Goodbye, it was nice talking to you,” has quotation marks. Then, read the first sentence on the right side without making any gesture. Ask: What is the difference between these two sentences? Point out that we use double quotation marks (“ ”) to enclose a direct quotation (what someone says).

Answers: 1 in front of me (speed adjustment); 2 Yes! (volume adjustment)

9 Circle the best option. Read out loud the instructions and read the three sentences below. Ask students to work in pairs and choose the best option. Tell them to prepare an explanation for each choice with their partner. Elicit the best option for number one. Ask: What would happen if our voice showed no emphasis when we

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speak? Allow students to give their opinions. Elicit the answer for number two and ask if they can think of any situation were emphasis helps understand better or if intonation changes the meaning of a sentence. Shifting the intonation of a sentence will definitely alter the message and it is a strategy commonly used by speakers to convey a different meaning.

Answers: sometimes; helps; is 10 Complete the table with words from the box. Ask students to look at the words in the box. Ask for volunteers to read the sentences, ignoring the blanks. Tell the class to use what they have seen in the lesson so far to answer the questions together. Dictate the statement to the class and pause at each blank until a student offers the correct answer. Answers: 1 direct, indirect; 2 quotation marks; 3 past

Stage 4: I practice Lead-in

Class

Greet the class and ask students to take out a piece of paper. Tell them to write a line about an interesting, exciting, or funny thing they’ve experienced, and one they haven’t. Divide the class in pairs. Each pair will take turns explaining the two experiences, but must not say which one is true and which one is not. The other student must guess. Ask one or two volunteers to share their experiences with the class; let students guess which one is true. Ask students how this experience would make them feel. Stress the importance of using oral interchanges as a way to exercise empathy. Explain that empathy refers to the ability to understand how someone fe els because you can imagine what it is to be like them.

11 Match the parts of the anecdote to the questions. Ask students to turn to page 105 to recall the information they analyzed about anecdotes in Activity 3. They should remember that it is important to define and understand the information having to do with when, where, who, why, and what . Have students turn to page 105 and ask four different volunteers to read the segments of the anecdote, one at a time. Monitor comprehension in each paragraph by asking a another student to paraphrase and explain what has just been said. Have students match the parts of the anecdote to the questions on the other column. Remind students it is important to think about those questions when sharing an anecdote, and including details to main ideas.

Answers: 1 a; 2 d; 3 c ; 4 b 12 Complete the sentences with direct and indirect speech. Elicit from students what is direct and indirect speech, and to provide an example. Give them a couple of minutes to answer the activity. Then, check as a class. Instruct volunteers to write their answers on the board. It is better to have students write complete sentence with the answers. Correct punctuation, capitalization, and spelling if needed. Make sure all the students understand when to use the past tense. Remind students that they have a verb list at the back of their Student Book which they can check in case of doubt or for self-study. Answers: 1 asked, Are; 2 was; 3 asked me, Does 13 Write the punctuation marks for these sentences. Ask students to read the text. Ask them if they notice something funny about it. Perhaps, they will first notice that the interrogation mark is missing. Ask: What other punctuation marks are missing? (periods, comas, and quotation marks) Then, give them a few minutes to write these punctuation marks. Copy the text on the board. Then, ask for a volunteer to write the missing punctuation marks on the board. Point out that quotations end with a punctuation mark (comma, period, exclamation, or interrogation mark). Answers: “Give me back my coin,” said my sister. I asked her if she was feeling OK. She looked at me and asked, “What’s wrong with you?”

14 Read the anecdote and decide what line best finished it (punch line). Ask students to open their Student Books to page 108 and look at the image; What do they think the anecdote will be about? Explain that they will read an anecdote in pairs and should choose what they think is the most suitable punch line for it. Explain that a punch line is a funny phrase. Tell students to be prepared to justify their choice. After they have read, ask students which is the best punch line. If the class seems to have chosen very differently it will be much better. Motivate students to defend their position in the most respectful way. Insist that they are not really arguing, they are simply having a conversation about something they disagree on. An import stage of conversational development is to emphasize that responses are the speaker’s responsibility and that the courteous answers are sometimes related to how much empathy we have for others. Answers may vary.

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Class

Lead-in Greet the class and write Writing Anecdotes on the board. Then, ask students to work with the person sitting behind them to brainstorm and write as ma ny words as they can, but only using the letters in the two words written on the board. The first two minutes they must do the activity without dictionaries, when the time is up they can take their dictionaries out and check spelling. You may, if you wish, change the two key words (Writing Anecdotes), but remember that any words you choose must have enough vowels so that students can come up with more words.

15 Read the text in Activity 14 with different emphasis. Model the activity by reading the text first in a very flat manner and then with different tone and emphasis. Ask students: Which reading sounded better and which was easier to understand? Encourage students to read this text with it different emphasis to make it sound better. Remind them that emphasis helps put forward meaning. Ask: How would you read the punch line to really make it sound funny? Ask students to read the conversations in pairs and give feedback to their partner.

17 Think of a funny or embarrassing situation you experienced and make notes based on these questions. In this activity, students will compose sentences to share personal experiences. Give students a couple minutes to think on an anecdote they want to share with the class. Tell them to think about all the details they will need to tell their anecdote. Tell them to make notes and write their sentences on a piece of paper or on their notebooks. 18 Work in pairs. Use the anecdote in Activity 16 as a model to tell your story to your classmate. Divide the class in pairs and ask students to share the anecdote they’ve brainstormed. It is important that they convey personal experiences using direct and indirect speech. The main point is to have students sharing their experiences and practicing their oral skills. Remind them that it is important that listeners confirm comprehension with non-verbal forms of communication like, nodding head; verbal saying phrases like yes, uh-huh and asking follow-up questions to get more details.

Stage 5: I can 16 Read the anecdote. Is it funny or embarrassing? Why? Have students open their Student Books to page 109. First ask them to read the anecdote individually and in silence. Then, tell students to act out the conversation so they can appreciate the different ways there are to collaborate in conversations in order to achieve successful communication. Ask students: How could this type of incident have been avoided? Formulate questions to clear any doubts, broaden information, and confirm comprehension. Elicit students’ ideas, and emphasize non-verbal forms of communication; remind them that looking at someone’s face and directly into the ey es is the best way to have a conversation. Encourage students to explore feelings of empathy that this anecdote might arise in them. Answers may vary.

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Unit 4

Product 1 Autobiographical Anecdote

Performance indicators: – Select some personal anecdote. – Compose the sentences to express the personal experiences. – Revise that the sentences are understood when spoken and listened to. – Organize the sentences into a text to put together an autobiographical event.

Lead in

Class

Tell students you will enact a "storm". The idea is to imitate the sound of falling rain. Begin by rubbing your hands together, making a swishy sound; ask students to do the same as you. Once everyone is doing the action, tell students to continue, but you start snapping your fingers rhythmically, with a nod tell groups of students to begin snapping their fingers at the same rhythm you are doing it, but not all should start snapping their fingers at the same time. When all the students are snapping their fingers, slap your hands on your lap as fast as you can, tell students to follow you. Next, little by little wind the storm down with the students mirroring your actions: slow down the slapping on your lap; snap your fingers, but little by little make it slower; rub your hands together slower and slower until everything is quiet. This activity should prepare students to start working in the product in a relaxed mood.

Stage 1: I get ready 1 Write the date of these events in your life. Ask students to open their Student Books to page 110 and look at the timeline. Have students think about the events in their lives that are written in the time line and to reflect about other import things that were happening around the same time. Ask them to complete the year in the required date on the boxes. Ask if there’s someone who’s timeline is not organized in the correct order and to explain why. Tell students that everybody has a story to tell, people influence us and we influence people in many different ways. This project is intended to share personal stories we’ve lived, that are amusing, funny and interesting. The stories in our lives are a very important part of who we are.

Stage 2: I plan 2 Get in teams. Group students by making them realize some of the things they share in common, like their zodiac sign,

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Student Book

p. 110-111

– Practice the enunciation of the autobiographical anecdote. – Establish the turns of participation. – Have conversations about autobiographical anecdotes.

birth month, favorite color, etc. Keep in mind that working with different classmates provides students with the option of getting to know each other better, widening their social circle, and showing more empathy to each other in the future.

3 Select some personal anecdotes. Ask students to think of two funny or interesting experiences they’ve had. In order to do this they might need some “memory triggers”, these are things that set off our memory in a strong way; they can be songs, smells, or images. Tell them to think about things and places of their past. Allow a couple of minutes for them to think in silence and find the experiences they want to share. When they have chosen their anecdotes, ask students to share it brief ly with their partner. Tell them to observe their partner’s body language to see which one is more interesting. 4 What materials do you need? Make a list. Once students have decided which anecdote they will be writing and talking about, tell them to think about the things they may need: pictures, a timeline, souvenirs, drawings, etc. Some student may say that they only need a pen and paper, this is also acceptable.

Stage 3: I do 5 Compose sentences to express your personal experience. Use used to or would for past habits and simple past for past events. Have students write sentences about their anecdote. Elicit some examples of the use of used to and would for past habits and simple past for past events. If necessary, go back to the beginning of the unit in the Student Book and review Activity 2 (Selena’s Granma birthday memories). 6 Organize your sentences into a text. Check that the sequence of events in your autobiographical event is correct. To begin writing their anecdote, ask students to structure their paragraphs in a way that the sentence

holding the main idea is the first one, and the rest of the sentences give the complementary details. Remind students that their anecdotes should include enough information to answer the questions who, what, where, when, and why. Walk around the class offering help, but do not stop to check work unless asked to. Remind students that the punch line is the sentence that states why an anecdote is funny. Ask students to exchange their text with a classmate and to proofread it and give him or her feedback.

7 Practice in your team how to say your autobiographical anecdote. As they finish, tell students to practice telling their anecdote in pairs, without reading the text they wrote. Try to keep a distance when students are practicing (unless they call for your advice), so they don’t feel too intimidated by your “supervision”. Remind students that emphasis on words and body language is very important to make themselves correctly understood. 8 Revise that sentences are understood when spoken and listened to. Tell students to give each other feedback on how easy it was to understand the anecdotes. Peer evaluation is extremely powerful and makes students aware of their strengths and weakness as language learners, and it promotes learning autonomy. Students are not usually accustomed to giving feedback to each other so it is very important to stress the positive aspect of pe er evaluation, as a means of helping each other, instead as a way of judging or criticizing.

Lead in

Class

Greet the class and stand in front of them. Tell them to stand up too. Ask students to follow your instructions. Stand in front of the class and perform the following actions as you say them out loud: Look to the left without moving your head. Move your body to the right (without moving your head). Look up. Look down. Roll your eyes. Touch your ear with your left shoulder. Touch your ear with your right shoulder. Stick out your tongue. Touch your nose to your tongue. Sit down. This brief exercise routine is intended to relax students and prepare them to start, using facial expressions, and non-verbal language to tell their anecdotes.

Stage 4: All ready to share 9 Establish turns to share your anecdotes. Ask students to sit in alphabetical order according to their first name and then divide the class in groups of four. The idea is that students work with different classmates. Have students establish the turns to share their anecdotes in their group. 10 Share your anecdote with different teams. Tell students to share their anecdotes in their groups according to the established turns. Remind them to g ive feedback and emphasize empathy. 11 Discuss the anecdotes. Ask your classmates follow-up questions to get more details. Instruct students to ask follow up questions to get more details and get to know better their classmates thought their anecdotes.


Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so children:

– Can seek confirmation. – Can enunciate personal experiences spontaneously. – Can organize sentences in a sequence. – Can adapt verbal and non-verbal behaviors to a specific audience. – Can anticipate central sense and main ideas to sustain a conversation. – Can use direct and indirect speech while sharing personal experiences.

To fomally assess this learning environment go to page 160.

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Unit 4

Lesson 3

Performance indicators: – Revise short literary essays about cultural aspects of English speaking countries (e.g. dressing codes, food, etcetera) with the teacher’s supervision. – Select texts from their index. – Detect frequently used words. – Determine subject matter, purpose and intended audience. – Recognize text organization. – Differentiate examples and explanations from main ideas.

Lead-in

Class

Draw an inverted outline of Australia on the bo ard (south on top). Tell students to guess what the drawing represents. After a couple tries, give them a clue by drawing Mexico’s outline upside down. At this point students will know that your drawing represents s ome country outline. Reflect on how our view of the world is shaped by learned ideas about how things “have to be.” Then, re-draw Australia’s map in the usual position (south on top) and explain that this is the usual orientation to represent this country. Do not give away that the drawing represents Australia since they will discover it in a minute.

Stage 1: I know 1 Tell your partner everything you know about Australia. Ask students to open their Student Books to page 112. Tell them to look at the image in Activity 1; What is it? Can they recognize which country’s map it is? What things and animals are portrayed in there? Probably the kangaroo will give a key to students to identify the map as Australia. Ask: Where is Australia found? Display the world map in front of the class. Can anyone locate it on the map? Encourage students to describe Australia from geographical, natural, and cultural points of view. Why are there some grapes there? Because Australia has lately become a great wine producer. What do the flag reminds you of? Bring students attention to the colors and explain that Australia was a British colony and, although now independent, remains close to that country. The miner stands for the mining industry, which is another important economical activity in the country.

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Student Book

p. 112-117

– Use antonyms to establish comparisons between cultural aspects from English-speaking countries and Mexico (e.g. dressing codes or food). – Read short literary essays about a cultural aspect. – Use different comprehension strategies. – Identify sentences used to describe a cultural aspect. – Arrange sentences in paragraphs. Materials: – Reader – World map, teacher-made cards with animal names

2 Which source of information would you choose to learn more about Australia? Why? This activity is intended to help students grow conscious on how to select texts from their index. Explain that they will be reading a lot about Australia in this lesson; elicit which aspects they would be most interested in and, most important of all, ask: Where can you find that information? They will possibly mention the following sources: Internet, books, encyclopedias, television, magazines, etc. Ask students: What are the advantages and disadvantages of each different source? Then, direct their attention to the school’s library. Ask them: How can you choose between several books dealing with the topic of your interest? Ask them to see the two books indexes portrayed in the activity and to analyze their different components. Ask: What kinds of texts are these? Which one seems more interesting? More reliable? Which offers you specific information? What can you expect to find in each book?

Reader

An Aussie in the Land of the Aztecs

p. 98 – 107

Divide the class in pairs. Ask students to open their Readers to page 98 and to browse through the pages without reading to predict what the text will be about . The object is to anticipate the central sense and main ideas. Ask students to share their predictions with the rest of the class. This text explores differences and similarities between cultural features from Mexico and an Englishspeaking country, in this case, Australia; it also seeks to develop acceptance and respect for those differences. Divide the reading into three parts. First, pre-teach the following words: shaggy, wheat, drought, plague, locust, leap, stay-at-home. Write these vocabulary items on the board, ask students to look them up in the

dictionary and then tell student to read the first three paragraphs (pages 98-100). When they have finished, ask general comprehension questions to help students determinate subject matter, purpose, and intended audience. What does Keith do in his free time? What does his father do for a living? How old was he when he was an exchange student? Next, ask students to read the letter Keith wrote to his girlfriend (page 102). Ask students what the letter was about; What was the most difficult thing to adapt to? What difference does he mention about breakfast? Finally, pre-teach the concept of cultural shock (This refers to the trouble people have adjusting to a new culture which is different from their own). Tell students to read the rest of the text. When they have finished, ask: What happened when he went to the party? What surprised Keith the most about the wedding? Why did Keith enjoy eating barbacoa so much? What two ingredient has Mexico introduced to the world? Lead a brief class discussion and encourage students to express their opinions on the reading. Stress that learning about cultural differences is an important point to develop flexibility and value different people and cultures. Ask students to answer the comprehension questions on page 108. Check answers in the Reader Answer Key on page 172 of the Teacher's Guide.

Class

Lead-in Explain to students that you will be playing a miming game. Begin by miming the action of swimming , ask students to say what you are doing. When a student says, “You are swimming ,” you say, “ No, I am playing golf.” Then, explain that the student who said you were swimming, stands up and mimes to be playing golf, and so on. Have students get into groups of four. Ask them to play the game without moving too much around the room. The only rule is that all verbs must end in – ing . Ideas for miming activities are: shaving, brushing hair, talking on the phone, tying a shoe lace, singing, dancing, yawning, scratching, etc.

Stage 2: I build 3 Read Keith’s essay. Underline in blue the aspects of Australian culture. Underline in red the aspects of Mexican culture. In this activity students will revise short literary essay about cultural aspects of an English-speaking country with the teacher's supervision. Have students open their Student Books to page 112. Read the title of the text and ask students what kind of text they think this is. Then ask: What do you notice about capitalization in the title? Write the title on the board and point at the

words that are capitalized, then point to the words that are not capitalized. Ask: Why is this so? Remind students that the rule for writing titles in English is to capitalize every word, unless it’s an article or a preposition. Ask students to “skim” through the text. Remind students that skimming means reading quickly to get a general idea of the contents of the text. Set a short time limit for this task. Elicit which is the main idea (an Australian exchange student writes about similarities and differences between school life in Australia and Mexico). Have students read the essay and circle any difficult vocabular y they may encounter. Encourage them to get the meaning from context, as a comprehesion strategy. Ask students to read the text again and underline each country’s cultural aspects; Australia’s in blue, Mexico’s in red. Check answers as a class. Lead a brief discussion on how students feel about these differences and similarities.

Answers: in blue: Australian kids change classrooms. Play Australian rules football and cricket ; in red: Students remain in their classrooms. Play soccer all year round.

Cultural Note Australian Rules Football is probably the most popular sport in Australia. Despite its name, it is very different from football as we know it. Players can use any part of their bodies to manipulate the ball. The main objective of the game is to pass the ball through the opponent’s goal. The game involves a lot of physical contact and fast movement of both players and the ball.

4 Complete the organizer with information from Activity 3. Have students look at the organizer before they fill it in. Read the instructions and ask a volunteer to explain how they are supposed to complete the organizer. Ask: What are the advantages of using this kind of graphics to organize information? Explain that graphic organizers are useful tools because they help us organize important information in a visual way. Additionally, the critical thinking skills involved in organizing the information helps the student retain it. This organizer is specially intended for students to observe the differences and the similarities between a cultural aspect (school life) between Mexico and Australia. Answers: Mexico: 7:00 a.m., 1:00 pm, soccer, strict ; Australia: 9:00 a.m., 3:00 p.m., Aussie rules football and cricket, relaxed ; Both: chat, uniform

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Cultural Note In Australia, education is compulsory between the ages of six and fifteen or seventeen, depending on the state or on the territory. The academic school year begins generally in January and ends in December. In a broad spectrum, it takes a child twelve years of schooling to enter a university program. Australia is one of the countries with the highest ranking in education around the world.

5 Check (3) the charts that reflect the content of Keith’s essay. Have a volunteer read the instruction out loud. Ask students to look at the pictures and analyze the charts. Elicit: What are this kind of charts used for? Where can you find them? Discuss with students what each chart represents. The only one which is not related to the content of Keith’s essay is the second one; it portrays the annual divorce rate in Australia and Mexico, data not mentioned in Keith’s essay. The point of this activity is to help students widen their knowledge about different text and graphic components. Have students look at all the graphics on the page (including the Venn diagram in Activity 4) and ask: Which of these graphics is best to compare differences and similarities? Listen to students opinions, and explain why Venn’s diagram is particularly useful for comparing differences and similarities. Answers: 1; 3

Stage 3: I think 6 Read the text in Activity 3 and answer the questions. Elicit from students what they remember about Keith’s essay. Ask students to answer the questions in silence. Advice them to turn back to page 113 if they need more information. Check answers as a class. Focus on question number three; explore with students the importance of exemplifying main ideas. This activity will help students differentiate examples and explanations from main ideas. Explain that an essay is an interpretative or analytical composition. They are an important part of students’ writing development, as well as forming part of their intellectual knowledge. In the USA, essay writing is extremely common in high schools. Most teachers in the USA consider essay writing an important task because it develops critical thinking, research skills, and organization of thoughts, among other skills. Additionally, essay writing helps improve language skills, and it makes student more aware of the world that surrounds them; helping them to value different points of view and ways of being. With this activity

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students will have an opportunity to learn, acknowledge and respect a different culture, as well as, understanding the central sense and main ideas that the essay delivers.

Answers: 1 Similarities and differences between Mexico and Australia. 2 school and home life; 3 yes; 4 in an academic setting; 5 for teachers and peers

7 Read the extract. Circle the main idea and underline the examples. When students write and their minds rush up to too many ideas at the same time they usually have run-on sentences with too many ideas clustered. This activity will help students identify sentences used to describe cultural aspects, and recognize text organization. Explain that focusing on the main idea will help them arrange their sentences in the paragraph in a logical way. Tell them that the main idea needs to have a subject and an opinion. Write on the board Australia (subject) is a very interesting country (opinion and main idea). Elicit sentences from the students to exemplify your main idea. The better they understand how to identify the main idea, the easier it will be for them to produce a main idea in a paragraph. Read the instructions and elicit which is the main idea, have them circle it, and ask them to underline the examples. Answer: Main idea, circled: There are many similarities in school life between Mexico and Australia. Examples, underlined: school uniforms, day broken into lessons marked by the bell. emember Next class you will need: teacher-made cards with animal names. The number of cards will depend on the number of student you have. The goal is to form groups of 4 participants.

8 Look at these sentences and write past or present tense. Tell students to open their Student Books to page 114. Have student read the sentences and decide which is past tense and which is present. To clarify the different uses of the present tense, remind them that one of its uses is to describe both habits and routines. Other uses, which do not appear in this example but may b e worth mentioning, are to indicate thought and feelings and, to indicate a scheduled event in the near future. Answers: 1 past; 2 present tense 9 Complete the sentences. Tell students to read the sentences in the box. Ask them what they are about (essays). At this point students should appreciate the importance of essays as a mean to convey ideas. Explain that f being familiar with an essay’s

structure makes it easier to analyze the information it contains. Ask students to complete the sentences.

Answers: 1 beginning; 2 examples; 3 present; 4 past Class

Lead-in Prepare in advance a set of cards with different animals on them. Ideas for the animal are: bird, cat, cow, dog, duck, fish, frog, goose, horse, lion, monkey, mouse, owl, snake, rooster, sheep, wolf. The goal is to form groups of four. Each student gets a card with an animal name written on it. Everyone gets one card and can’t show it to anyone. Then they must set to find their group by imitating the sound of the animal on their card. For example, if the card says cat , the student has to meow to find other fellow cats; when they have found each other they must seat and work together for the rest of the class. Make sure all groups have four members. When groups are formed, ask for them to name themselves. Say: Those with a cat on their cards are the cats. Help students focus on irregular plurals. Explain that usually the plural of a noun is formed by adding an s; however, there are exceptions that have to be learnt. Such are fish, sheep (the noun remains identical in the plural form) and goose-geese, mouse-mice, wolf-wolves.

10 Circle these words in Keith’s essay in Activity 3. Help students detect frequently used words in Keith's essay. Ask a volunteer to read the list of words while you write them on the board. Elicit which ones students don’t understand, but don’t clarify them yet. Tell students to go back to Keith’s essay on page 113 and underline the words. Ask different students to read the whole sentence where they underlined each word. Ask: What kind of words are these? What are they used for? Explain that these words are used to establish a connection between ideas, then explain why you didn't clarify the words before. Tell students that you want them to extract meaning from context. Some words might be harder to understand (e.g., whereas). Ask students to look them up in their Glossary on page 163 at the end of the Student Book. Encourage students to give you some examples using these new words with a different topic. They can compare video games, movies, etc. 11 Complete the diagram using the words from Activity 10. Ask students to complete the diagram with the words you’ve just revised in Activity 10. There are two options: comparing words or contrasting words. Ask them to focus on the function that each word is performing. Copy the diagram on the board and ask for two volunteers to complete it; they may carry their books

with them to copy their answers. Discuss the meaning of comparing and contrasting . Focus student’s attention in everyday situations; How can the actions of comparing and contrasting help us understand situations better ?

Answers: 1 both, in the same way, also; 2 whereas, while, in contrast, however, nevertheless.

12 Match the antonyms. Ask students to read the two columns. Ask: What are these words? What is an antonym? Antonyms are also called opposites; this term may be easier for students to understand the concept. Have students match the columns and check their answers. Explain that antonyms will be very useful to establish comparisons between cultural aspects from English-speaking countries and Mexico. Answers: 1 c; 2 b; 3 c Alternative Activity: Help students boost their vocabulary. Write on the board the following words: hot - cold, humid - arid, dry - wet, happy - sad, small big, back - front, short - tall, war - peace, love - hate, silent - loud, dark - bright. Clarify meaning. Play Memory. Erase one element from each pair, and then choose one student to give you the antonym of one of the words. If he answers correctly, he gets to choose the next player. Time: 5 minutes

13 Complete the sentences with words from the box. To recap what students have learned so far, instruct them to complete the sentences in Activity 13 using the information from the previous activities. Answers: 1 similarities, differences; 2 antonym

Stage 4: I practice 14 Find two sentences containing antonyms in Keith’s essay and write them down. Tell students they will scan Keith’s text looking for the sentences containing antonyms. Explain that scanning is a reading technique used to find specific words, information, numbers, etc. In most cases you know what you are looking for, so you concentrate on finding that particular piece of information. Scanning involves moving your eyes quickly down a page seeking something specific, you do not read word for word. A good example of this is when we go to the airport and we look for a specific flight on the screens, nobody reads line by line, on the contrary they focus on a specific city, airline, or time. Elicit other situations

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where scanning is involved, e.g., looking up words in the dictionary, searching names on a phone book, etc.

Answers: 1 In Australia we play Aussie Rules Football in the winter and cricket in the summer. 2 In Mexico we get a lot of homework, while in Australia we only get a little bit.

15 Complete with words from the box. Have student look at the words in the box. Then tell them they must decide what these words are used for. If they have a hard time remembering this, have student go to page 115 and read Activity 11 again. Answers: 1 however; 2 whereas; 3 also; 4 while Class

others it is very different. Examples: lessons before lunch and two or three after lunch; after school activities; the way they see teachers; the way they treat their teachers; going to school three Saturdays a month.

Stage 5: I can 18 Complete the sentences in Leslie’s essay and then write the main ideas and examples. Ask students to answer individually and then check as a class. Students should go quickly thought this activity since it provides further practice to previously seen topics. Explain that the first part of the text asks students to use contrasting and comparing words. The correct use of these words is very important to talk about cultural differences between countries. The second one, to recognize the main idea and examples in the essay.

Lead-in

Answers: whereas; while; both; also; Main idea: Last

Greet the class and ask: Who has a pet? Make some follow-up questions: What is it? What is it called? How did you get it? etc. Ask student to take out a piece of paper, and tell them that they will not turn it in. Ask students to think of their favorite animal and write it down. Then, ask them to think about their second favorite animal, and then of a third animal they like. Have student share their preferences and the reasons with the person sitting next to them. Encourage them to explain why the like those animals and to provide examples to main ideas.

year I was an exchange student in C alifornia, so I will tell you about the contrast between Mexico’s and America’s school life. Examples: wearing uniforms, the food, what children like to do during recess?

16 Underline the best option in Leslie’s essay. Have students open their Student Books to page 116 to read a short literary essay about a cultural aspect. First, ask student to read Leslie’s essay individually and in silence. When they have finished, tell them to work in pairs and decide which is the best options in each case. Elicit the answers and write them on the board. Answers: have; are; see; are; find 17 Read the essay in Activity 16 again and circle the main idea. Which examples does Leslie give? Ask students to identify the main idea and examples of the essay. Ask: What do you know about Japan? And, about Japan’s school life? How does this relate to your school life? This essay exposes the differences between two cultures, and it acknowledges the similaraties as well. Continue promoting an attitude of respect and appreciation for cultural expressions particular to different countries.

19 Complete the organizer in the Worksheets section on page 180 with information about school life in Mexico and America. Ask students to complete the Venn’s diagram found on page 180 with information from Activity 18. Remind them that Venn’s diagram is a great resource to organize similarities and differences. Ask them: What is different about this diagram? Does the diamond shape affect the content? Can they think of different fun and interesting forms to design a Venns diagram? Answers: Mexico: Wear uniform. Sell food to students. USA: Rarely wear uniform. Lunch is provide d to the students. Both: Students love recess, hanging out with friends. Girls like busybody booklets.

20 Use the different texts in the lesson as a model to write some sentences describing important details about your own school life. Divide students into pairs and have them brainstorm characteristics about their own personal school life. Tell them to brainstorm first a list of items they ’d like to talk about. Then, ask them to make a list of items with the information they have about Australia, USA, and Japan. Next, ask them to compose sentences to describe these cultural aspects. Encourage students to revise the unit, to get information, to scan for particular details they want to include in their writing. Ask them to concentrate on the main idea and to provide examples, as they arrange the sentences in their paragraph.

Answers: Main idea, circled in red: School in Japan is similar to school in Australia in some ways, but in

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Answers may vary.

Unit 4

Lesson 4

Performance indicators: – Establish links between cultural aspects from illustrations and key words. – Compare cultural aspects between English-speaking countries and Mexico. – Propose titles for a description. – Compose sentences to describe cultural aspects. – Make a list of characteristics about a cultural aspect (ingredients on a traditional dish; clothing for a g ala event, a trip, and etcetera.).

Lead-in

Class

Write on the board the following sentences without the hyphens. 1 New Zealand is an English-speaking country. 2 Who is a well-known actor in Mexico? 3 In Australia, many young teenagers have a part-time job. 4 Do you believe finding a four-leaf clover brings good luck? 5 Green-eyed babies are not very common in Latin America and Japan. Divide the class into five teams. Have each team analyze one sentence and find what’s wrong with it. Give a couple minutes and see if any group has the correct answer (missing hyphens in compound adjectives). If no one has guessed, give students a hint and tell them to focus on the modifying words. Elicit answers and check as a class. Explain that a compound adjective is formed by two or more adjectives that work together to modify the same noun. Explain that they are visually “linked” by a hyphen. Check answers. Have volunter come to the board to add the hypens.

Student Book

p. 118-123

– Describe and compare cultural aspects, with the teacher’s coordination. – Use different strategies to write non-frequent words (e.g. use parts of a word to form new ones, say it out loud, consult a dictionary, etc.). Materials: – Reader, Audio CD – World map, colored pens and pencils, small stickers (one per student)

Cultural Note In 2010 the traditional Mexican cuisine became inscribed in the UNESCO’s Representative List of the Intangible Cultural Heritage of Humanity. This is something to be proud of, for sure. These lists are established to recognize value and protect important elements of different cultures. Cooking is an expression of everyday life, but, more than that, it also people’s reflects traditions, indigenous ingredients, tastes, and worldviews. Mexico’s cuisine is a rich mixture from different worlds; many of its culinary techniques are ancestral and are still reflected in communities’ customs and manners. Did you know that half a century ago the Aztecs already had tamales for breakfast just like many Mexicans still do nowadays? So, traditional Mexican cuisine is central to the cultural identity of the communities that practice and transmit it from generation to generation. Traditional food is an expression of our culture that we need to acknowledge, respect, and preserve.

Stage 1: I know 1 What are these Mexican dishes called? Which is your favorite Mexican dish? Have students open their Student Books to page 118. Explain that every country is famous for certain types of food and that Mexican food is becoming more and more popular everywhere in the world. In pairs, have students identify each dish and discuss with their partner which one is their favorite and why. Tell the class that you are going to take a poll and have them vote for which food is their favorite. Tell students to raise their hand to indicate which dish is their favorite when you call out the name of the dish. Say: Who likes chiles en nogada the most? Raise your hand! Repeat with the other dishes and discuss the class; choice.

2 Do you know these ingredients? In which dishes can you use them? Elicit which students like to cook and spend time in the kitchen at home. Explain that chefs in restaurants can be men or women and that this is an excellent profession for both genders. Also ask which students like to go to the grocery store or market; Why is it fun to go grocery shopping? How do you make a list of things to buy? Have students work in pairs to complete this activity. Ask volunteers to share who is the best cook in their home and what dishes they might make with the ingredients. Answers may vary.

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Stage 2: I build 3 Read Keith’s text about typical desserts. Work in pairs to retell the main points. Ask someone to remind you who is Keith and where he comes from. Point out that fictional character Keith grew up in a different culture and that he was surprised by different aspect of Mexico’s culture; can your students recall which? In this activity students will revise a short literary essay about one more cultural aspect of an English-speaking country (Australia) with your supervision. Ask a couple volunteers to read the text out loud by paragraphs. Write on the board: food, typical national desserts, cooking, wedding, and exchange student . Ask students to choose the best title for this text. This is a different comprehension strategy to help students identify what is the main idea and separate other details from the theme of the story. Ask students to get in pairs and choose one country each (Mexico or Australia). Then, each student retells to his partner all the cultural aspects he can remember. Answers: Flan: is a creamy dessert, very typical and is often served at parties; first introduced by the Spaniards in the sixteenth century; Pavlova: invented in New Zealand by a chef to celebrate a visit of the famous Russian ballet dancer Anna Pavlova; meringue-ba sed; source of energy.

4 Decide which recipe is for flan and which is for pavlova. Create a title for the recipes using words from the box. Have students look at the text. Ask them to explain what kind of text it is. Ask: What do you see in these images? Which one do you think corresponds to each recipe? Why? Instruct students to explain their predictions. This will help students establish links between cultural aspects of desserts from illustrations and key words. Also, ask if someone knows how to make a flan, or if their moms prepare this dessert at home; if so, Can someone share some information about the procedure with the class? Student who have seen flan being cooked at home will easily identify the picture it is; the second one which shows some sugar being melted into caramel as used in flan. Ask students to read the recipes and underline unknown words to use different comprehension strategies. Before clarifying these words, read out loud the recipes acting out the actions. For example, when you say: Beat eggs whites until soft peaks are formed, form some peaks with your hand, etc. Then ask your students to look up the words which they still don’t understand in the Glossary on page 163.

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Next, tell them to write a catchy title for ea ch recipe. Discuss the importance of text and graphic elements. Explain that when we browse through recipes books, as well as other texts, we often guide ourselves by illustrations and titles; so it is important to create a good title for the desserts. Ask students to read the three compound adjectives in the box. Ask: Can someone explain why these words are hyphenated? Students should recall this information from the Lead-in activity. Write on the board compound adjective, hyphen. Review that a compound adjective is formed when two or more adjectives work together to describe the same noun. These terms use a hyphen to avoid confusion. Point out that as a general rule a compound adjective uses a hyphen before a noun (a well-known dessert) but not when it comes after (The dessert is well known). Have students look at the compound adjectives in the box. Then have them create clever titles for the recipe s and write them above the correct recipe.

Answers: Left recipe is for pavlova, right, for f lan. Answers may vary for titles.

5 Write the main ingredients for each dessert. Complete the lists and write the main ingredients for each dessert by referring to the recipes in Activity 4. Ask students to continue working in pairs. Tell them to compare and contrast the two desserts. This activity is intended for students to make a list of characteristics about a cultural aspect like ingredients on a traditional dish. Ask follow-up questions: What ingredients appear in both recipes? How many preparation steps are there in the directions for pavlova? How long is the preparation time for flan? What is the purpose of the photographs? Answers: 1 sugar; eggs; milk ; 2 egg whites; sugar; corn flour

Alternative Activity: Bring a bunch of colored sticky notes or pieces of colored construction paper. Use the following colors: red, yellow, white, orange, green, black, brown. Divide the class in pairs and give each pair a piece of colored paper. Give students five minutes to write as many ingredients and kinds of food as they can think of. But these ingredients and foods have to be of the same color as their piece of paper. For example, on a green piece of paper students can write green foods like lettuce, spinaches, peas, etc. Encourage students to use their dictionaries to make their lists as long as possible. When the time’s up, collect the pieces of paper.

Ask your class to choose a number from five to seven. Ask students to raise their hands to vote. The chosen number will be the number of ingredients you will use to create a delicious dish. Choose randomly that same number of pieces of paper from the heap (choose different colors), and write the first ingredient from each piece of paper on the board: that will make the ingredients list! Expect crazy combinations of ingredients like milk, meat, honey, green peas, etc. The object precisely is for students to get creative. In pairs, they have to discuss and decide what kind of dish can be prepared with those ingredients. Instruct them to think of a recipe that incorporates all of the ingredients. Ask some volunteers to share their ideas with the class. This activity will boost the word repertoire suitable to make a list of ingredients of traditional dishes from different countries. Time: 10 minutes

Lead-in

eaten one of these dishes? Do you like them? When do you eat them?, etc.

Answers: Mexican Fried Cookies ingredients: oil, cookie, sugar, cinnamon; Modern English Chips ingredients: potatoes, olive oil, salt, paprika

7 Match the adjectives to the dishes. Ask students to read the adjectives, or words that modify, on the left column. Review the definition of each. These adjectives are key words for differentiating and giving examples for food dishes. Have students look up the words in their bilingual dictionary and write the definitions. Ask: Which adjective means pleasant to smell or taste? (savory). Do you think some of these adjectives describe both dishes? If so, explain your reasons why. Have students match the columns. Give a hint that it is possible for two adjectives to describe both foods. Ask students to explain their answers.

Class

Divide the class in six teams to play a game called Fact or Fib. Explain that fib means a minor lie, while fact refers to information that is true. Procedure: you are going to read some statements about Australia. Teams get one minute to discuss each statement and decide if it is a fact or a fib. Keep track of the answers on the board. The team with more correct guesses wins. These are some examples of true, yet unexpected, facts about Australia: Sheep outnumber people in Australia (There are 150 million sheep and only 20 million Australians). When it is summer in Mexico, it is winter in Australia. Kangaroos are only found in Australia. Kangaroos cannot move backwards. In Australia, pancakes are served at dinner rather than breakfast.

Stage 3: I think 6 Underline the ingredients in the recipes. Have students open their Student Books to page 120 and ask: What is the difference between ingredients and recipes? Where do you find these types of written texts? Quickly review that ingredient is one of the substances (foods or liquids) that you use in making a particular dish. Recipe is a set of instructions with a list of ingredients for cooking or preparing something, especially food. Cookbooks contain recipes that are often handed-down from generation to generation. Ingredients are nouns, so have students circle the nouns that are ingredients for each of the dishes. Ask a volunteer to call out the answers for each recipe. Reinforce students’ ability to discuss cultural aspects by asking them their opinion on these dishes; Who has

Answers: 1 a; 2 a / b; 3 b; 4 a / b 8 Answer T for True and F for False. Divide the class in pairs and tell them to answer the questions. Ask a volunteer to write the answers on the board and have the class compare their results. Lead a class discussion on which kind of food is eaten in the traditional festivities of your region. Answers: 1 T; 2 F; 3 F; 4 T 9 Check (3) the best explanation for the sentence. Ask a volunteer to read the phrase and explain its meaning; Are two actions happening at the same time? Which? Ask students to choose the best description. Number two is correct, the actions are happening in the present, but the number one is more accurate in that it describes the relationship between the two simultaneous actions. Explain that to relate two actions happening at the same time, we use word such as while or when plus a comma in the sentence. Answer: 1 10 Complete the sentence. Ask students to read the rule for the present progressive. Elicit the answer to fill in the blank: Present progressive) is formed with am / is / are + verb ending in ____. Tell students to analyze the sentence in Activity 9 to find the answer (-ing ). Write on the board I, you, he / she / it / we / you / they and ask students to recall the corresponding auxiliaries for each person. Ask some volunteers to come to the front and write them down.

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When you have a complete list, elicit examples from students. For example, I am reading a book , etc.

Answer: -ing emember Next class you will need: a world map. Class

Lead-in Display a world map in front of the class. Give students three minutes to write down all the English-speaking countries they can think of. When finished, ask a volunteer to call out the name of a country on their list and then, ask another volunteer to come to the map and point it out. If students have trouble coming up with a list of English-speaking countries, write on the board this list in alphabetical order: Australia, Bahamas, Canada , England / Great Britain, India, Ireland, Jamaica, Kenya, New Zealand, Nigeria, Pakistan, Singapore, South Africa, United Kingdom, USA. Challenge students to find these countries as fast as possible on the map.

Answers: often; never; always; sometimes; usually 12 Match the columns. Ask students to reflect on the meaning of the different adverbs as seen in context in the previous activity. Have them match the columns and check answers as a class. Answers: 1 d; 2 c; 3 e; 4 a; 5 b 13 Complete with words from the box. Ask students to work in pairs and complete the graphic. Tell them to reflect on which percentage corresponds to each frequency adverb. Reproduce the graphic on the board and call different students to complete it with their answers. Some confusion might arise between the adverbs often and usually; both words refer to fairly recurrent actions. However, usually makes a stress on the recurrence (habit). Answers: 100% always; usually; often; 50% sometimes; 0% never

Stage 4: I practice

Cultural Note English throughout the world. Help students acknowledge different cultural expressions of different countries by learning that English is spoken as a first language in many countries around the world. Somehow there’s a widespread notion that English is only spoken in some countries of Anglo-Saxon tradition, such as the USA, the UK, etc. But for historical reasons, English is a first language in many other places, such as African countries, and throughout the Caribbean and Pacific region, for example. Isn’t it amazing that so many persons around the world enrich everyday this language with their different traditions and cultural heritages?

11 Read the text in Activity 3 again and circle the time adverbs. Tell students to open their Student Books to page 121. Ask a volunteer to read the words in the strip of paper. Ask: What kind of words are these? (frequency adverbs); What are they used for? (describing frequency).Tell students to go back to page 118 and find these words in Keith’s essay. Ask them to copy the complete sentence in their notebooks. Ask some volunteers to tell you the sentences where the words are found. Remind students that finding words’ meaning in context is an important comprehension skill to be practiced over and over. Refer students to the Glossary on page 162 to clarify the meaning of words. Do not give the exact meaning for the adverbs yet.

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14 Complete the recipe for Chocolate Mousse with words from the box. Read the words from the box and ask students if they understand them all. Do not provide the meaning; instead teach them another comprehension strategy called process of elimination. Explain this means using their logic and prior knowledge to understand the meaning of knew unknown words by focusing on their context and ruling out possibilities. Ask students to quickly scan the text and to tell you what it is about. Now, it is clear that the vocabulary has to do with cooking. Tell them to focus on one unknown word from the box (heat ). From the context, chances are that this word has something to do with an ingredient, a cooking step, etc. Can they figure out where it fits from the quick read? Ask students to fill in the blanks individually. Check answers as a class. Answers: 1 never; 2 often; 3 eggs; 4 sugar; 5 put; 6 heat; 7 stir; 8 cream

15 Match the columns to form complete sentences. Ask two volunteers to help you read the columns. Instruct students to match the first part of the sentences to their ending on the right. Advice them to pay attention to subject and verb agreement, as well as frequency words. Answers: 1 e; 2 a; 3 d; 4 c; 5 b

Lead-in

Class

Divide the class in two teams. Draw a line down the center of the board and write Team 1 (Mexico) and Team 2 (English-speaking countries) on either side of the line. Now ask students to brainstorm as many cultural aspects as they can think of. Students should come to the board one by one, like a relay race using the marker as the baton, and write as many words as they can on their side of the board. Set an appropriate time limit (5 minutes) and the team with the most words at the end of the time limit wins!

16 Complete the organizer with information from Activity 14. Divide the class in pairs and ask students to compare the American chocolate mousse with the Mexican flan. Instruct students go back to Activity 3 for information about flan. Ask students to write the information on the diagram on the correct flag. Direct students' attention to the differences in the diagram’s layout: Is it more or less attractive? Does it catch your attention better than the regular diagram with circles? Discuss with students the importance of visual (graphical) elements of texts. Answers may vary.

Stage 5: I can

18 Write sentences to describe cultural aspects of the dish you chose. Instruct students to write sentences to describe some cultural aspects of their dish. Have students decide if their dish is usually made at special times of the year, such as chiles en nogada are part of September and Mexico’s celebration of Independence Day, or if they are everyday dishes. Ask the following questions to guide the activity: When is your dish eaten? Are any of its ingredients found only in Mexico? Is your dish associated to some special celebration? Is it eaten in some region of the country more than others? What is your dish’s origin? Answers may vary.

19 Compare your dish with another pair and complete the diagram. Have students work in groups of four to compare and discuss their dishes including all the cultural aspects, ingredients, and cooking steps. Students make a list of the similarities and differences to complete the diagram. Encourage speaking and a relaxed exchange of information. When students are done, take a survey of the dishes students describe. Is there one repeated among many teams? Lead a brief discussion on which typical dish Mexicans like the most. Answers may vary.

17 Work in pairs. Choose a dish you like and make a list of the ingredients. Have student open their Student Books to page 123. In pairs, have students discuss what their family's favorite dish is. Ask: Do you know how to make it? Do you watch or help someone in your family make this special dish? Have students decide on a dish they both know how to make and work together to create the recipe. If they are unsure on how to write the recipes tell them to look back at the different recipes shown in the lesson. Instruct them to start by the ingredient list and then to think about the steps they need follow in order to cook their dish. If they are not sure about all the ingredients, encourage them to guess.

Cultural Note What is the origin of the name Australia? It comes from the Latin australis, which means southern. This name was popularized at the beginning of the nineteen century by a traveler called Matthew Flinders, when publishing his sea traveling experiences A Voyage to Terra Australis. Aussies is the name Australians like to call themselves. It is believed that it comes from the sound of the word Australian.

Answers may vary.

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Unit 4

Product 2 Comparative Chart

Performance indicators: – Select a cultural aspect to compare between Englishspeaking countries and Mexico. – Approach different sources to get information about the selected cultural aspect. – Choose information about the selected cultural aspect for both countries. – Compare similarities and differences about the cultural aspect from the selected information.

Lead-in

Class

Create a crossword diagram on the board as a class. Tell students that they can only use words related to typical Mexican and Australian food and dishes. Encourage them to leaf through the lesson to review ingredients, etc. Model the Activity. Write the words tamales on the board and then use the s to write (downwards) the word savory. Ask students to take turns coming to the board to add words on the crossword. You can divide the class into two teams and make this game a competition. The team with more correct words wins.

Stage 1: I get ready 1 Write the name of the country under its flag. Use words from the box. Tell students to open their Student Books to page 124. See how many flags they can correctly identify. Have students compare their answers with classmates sitting nearby. Then check answers as a class. Answers: 1 Brazil; 2 United Kingdom; 3 France; 4 Canada; 5 Japan; 6 Australia; 7 USA; 8 South Africa

2 In which of the countries in Activity 1 English is spoken as a first language? Tell students to circle the flags in Activity 1 where English is an official language. Challenge them to remember this information. Answers: the United Kingdom; Canada; Australia;

Student Book

p. 124-125

– Re-write the information to complete the comparative chart. – Elaborate a comparative chart and include the information. – Revise the writing to be complete and to comply with grammar, spelling and punctuation conventions. – Display a comparative chart in a presentation.

speaking country to work with. Tell them it is possible to choose one from those listed in Activity 2.

4 Select a cultural aspect of the Englishspeaking country you chose. Have students open their Student Books to page 124. Write on the board sports, holidays, traditional dishes, clothing, and music. Allow students time to discuss each category and the different things they involve. Then have students select which aspect they want to explore for their product. 5 Think of different sources where you can get information about the English-speaking country and Mexico’s culture. Have students open their Student Books to page 124. Besides the Internet, guide students to think about other sources where they can obtain data for the comparison chart. Remind them about the importance of going through indexes to get an idea of the kind of information they can expect, and then chose which source of information they want to use. 6 Decide which kind of chart you want to use to present your information. So far, students have been using Venn’s diagram because it is useful to compare similarities and differences. Ask: Is there another chart you could find useful and want to use for your product? Which? Why? Encourage students to leaf through the Student Book looking for examples of charts. Ask them to take a look at the chart on page 123 and ask if they can come up with interesting ideas to design their chart in a fun way.

the USA; South Africa

Stage 2: I plan 3 Get in teams. Choose an English-speaking country to compare it to Mexico. Divide the class in groups of four. Make sure each team elects a “secretary” to keep track of the team’s decisions. Next have students work together to choose an English-

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7 What materials do you need? Make a list. Have students record what materials they will ne ed to make this product. Encourage them to use the biling ual dictionary as a valuable tool. emember Next class students will need: the cultural information they researched about the English speaking country of their choice and Mexico.

Lead-in

Class

Divide the class in to groups of three. Ask them to imagine there’s an exchange student coming to the classroom to study Spanish for a month. He comes from South Africa and is 15 years old. His name is Elimu. Tell students to discuss and choose which are the three Mexican cultural activities Elimu can’t miss. Allow groups to share their choices with the rest of the class. Take notes and have a small discussion on which is the most representative Mexican cultural activity in your students' view.

Stage 3: I do 8 Use the sources you chose to find out about the selected cultural aspects of both the English-speaking country and Mexico. Help students organize their reference materials and have them open their Student Books to page 125. Ask students to get in teams. Have them divide up the source material they brought and start taking notes to select the information they will include in their chart. 9 Chose the most important information about the cultural aspects in both countries. Have students analyze the data they have collected and decide which information is the most important. Remind them to identify main ideas and examples. 10 Compare similarities and differences about the cultural aspect from the selected information. Have students do a quick check and see if they have enough information about both countries so they can compare the similarities and differences between the two nations. If the chart is one-sided in favor of one country, it is not too late to fix that. Have students create a chart that is evenly distributed. 11 Write sentences with the cultural similarities and differences. Make sure the spelling and punctuation are correct. At this point students write their sentences and proofread them before writing them on the chart. Suggest that teams divide the proofreading tasks. Someone can check subject and verb agreement. Someone can check spelling (encourage the use of the dictionary). Someone can check punctuation, and someone do a general reading. 12 Design the chart you are going to use to compare the information. Tell students that the secret to successful charts is to keep them neat. Have students work on creating their charts and making them as attractive and creative as they can.

13 Complete the comparative chart with your selected information. Have students complete the chart with the selected information. Remind them to write it clearly and to copy it carefully. Charts must contain sentences that are easy to read. 14 Revise that the information is complete and proofread the text in the chart. Students exchange their chart with another team. Mistakes are often easier to catch by someone who has not seen the text before.

Stage 4: All ready to share 15 Display your comparative chart in your classroom. If possible, display the comparative charts on a school hallway, or hang them on the classroom’s walls. If space is limited, have students display them at their desk . 16 Explain the information you are presenting on your chart to your classmates. Students present their charts in teams. Ask students in the audience to take notes to give feedback to their classmates.



– Can differentiate examples and explanations from main ideas. – Can formulate and answer questions about literary essays. – Can compare information, using antonyms. – Can compose sentences to describe cultural aspects.


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Social practice: Produce texts to participate in

Social practice: Interpret and convey instructions

academic events.

found in daily life.

Specific activities: Write diverse points of view to

Specific activities: Provide and understand

participate in a round table.

instructions for the performance of daily life activities.

Product: Round table

Product: Poster with instructions to carry out daily life activities

At the end of this environment students will: At the end of this environment students will: use different strategies to point out information containing individual points of view. select and organize information to write sentences describing my personal opinions. write paragraphs that express my point of view. receive and provide feedback for writing points of view.

•

•

• •

understand and request instructions to carry out a daily life activity. write instructions. use different strategies to ensure the comprehension of instructions. give instructions to perform daily life activities.

•

• •

•

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Unit 5

Lesson 1

Performance indicators: – Select texts about a topic of Civil and Ethic Formation from various sources.

– Predict subject matter based on graphic components. – Anticipate the central sense through familiar words and graphic components. – Identify text organization. – Compare personal points of view with main ideas of a text. – Recognize sentences used by the author to write personal points of view. – Organize main ideas of a text on a graph and contrast them with a personal opinion. – Complete sentences to write personal opinions. – Read to revise punctuation and spelling conventions.

Lead-in

Class

Write: UNICEF on the board and ask if any of the students have heard of the organization. Elicit any information they know, and write in on the board for reference. Divide the class into five groups of equal size, and hand each group one of the prepared balloons with the strips of paper inside. Each balloon should contain the eight rights outlined on page 111 of the Reader, as well as strips of paper with the questions and answers from the same page. Have students burst their balloons to release the strips of paper, and organize the questions with the answers, and the rights. Monitor and check answers as a class.

Classroom Management: o group students, tell the class to get in a line according to the first letter of the street where they live. When everyone is in line, have them get into groups of five with the people closest to them. his type of grouping activity can also be used with birthdays, height, alphabetical order of students’ names, their parents’ names, distance from their home to school, distance of where they’ve been on vacation, etc.

Stage 1: I know 1 Match the causes to the effects. Have students open their Student Books to page 128 and look at the pictures in Activity 1. o have them predict subject matter based on graphic components, ask them to describe what they can see. Encourage them to make sentences using the structures / connectors

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Student Book

p. 128-133

Materials: – Reader, Audio CD – A small ball – Cards with sentences using 1 st and 2nd conditionals written on them (20 cards -10 say first, 10 say second) – Sentence stems with the 2 nd conditional written on strips of paper (2 / 3 strips per student) – Five different colored balloons inflated, with strips of paper inside. Each balloon should contain twelve strips of paper with the questions and answers and the eight rights outlined on page 111 of the Reader.

from the lead-in to describe the causes and effects shown in the pictures (He doesn’t learn because he watches V all day. He watches a lot of V; therefore he doesn’t have time to read his books, etc.).

Answers: 1 b; 2 c ; 3 a 2 Discuss how the boy in Activity 1 could change the causes and what the new effects would be. Ask students to get into groups of four and discuss what the boy in Activity 1 could do to change each situation. Explain to students that each group member needs to participate, and to ensure this, ask each one of them to give an idea. Have them take turns, and give them enough time to allow each student a chance to contribute. Elicit their answers and help with any new vocabulary. Encourage them to use could when giving their answers: He could study more. He could eat less junk food. etc. Answers may vary .

3 Write an effect for the following situation. Discuss it with a classmate. Write: How long do you spend on the computer? What do you use the computer for? on the board. Give the class five minutes to walk around the classroom and ask these questions to as many of their classmates as possible. hen have them share their answers in pairs. Ask questions about who spends the longest / least amount of time on the computer; what the most common uses of the computer are, what is the most common activity / website visited, etc. hen ask students to lo ok at the picture in Activity 3 of their Student Books and

describe what they can see. Once you’ve clarified that the girl is doing a lot of things at once on her computer, encourage them to give you sentences about the causes and effects of doing so many things on the computer at the same time. Ask them if this happens to them too. Answers may vary .

Stage 2: I build Reader

Know your Rights

p. 111–120

Maintain the five groups from the lead-in. Explain to students that during the next two lessons they will look at children’s and teenager’s rights. Ask them if they can think of any, and why it’s important that young p eople have rights. Write Survival, Protection, and Development on the board, and elicit meanings and examples of rights which could be covered by each heading. Have students open their Readers to page 111 and read the page out loud all together. hen assign each group a different segment of the Reader, starting from page 112. Have them read their segment out loud within their groups. When they finish, tell students to discuss the different achievements mentioned in their part of the text. hen ask them to go to page 121 in their Readers and answer Activities 1 and 2. ell them to may need to go back and read the chapter again. Monitor and provide help. o check answers go to page 172 in the eacher’s Guide. After that, ask students which rights they believe are the most poorly represented or defended in Mexico. Let them express their ideas freely. Finally, ask them to get into pairs to discuss the questions in Activity 3 page 121 of their Readers. Have some volunteers share their ideas with the rest of the class.

4 Read the text and label the sections with against , for , and topic. Ask students to get into pairs and to brainstorm the advantages / disadvantages of using the Internet. hen ask them to share their ideas with the rest of the class and write them on the board. Direct students to the text in Activity 4 on page 129 of their Student Books. For them to anticipate the central sense through familiar words or graphic components, ask them what they think the text will be about from looking at the photograph and the title. hen have them skim the text to get the main gist. Elicit some key words and write them on the board (new privacy law / act, personal information, website operators, parental permission, blocks, digital world, etc.). Refer students to the Glossary on page 164 to clarify the meaning of words. Elicit from students

where they can find the main ideas of the text (in the first line of each paragraph). hen have them look for the main idea of all three paragraphs together (parents want a new law which controls the information websites have about their children - paragraph 1; parents want computers to have more blocks to certain websites - paragraph 2; and they want to educate children about website dangers - paragraph 3; Draw students’ attention to the three words they will use to label the text, (for, against, and topic). Explain what these words refer to and check they understand that for / against refer to the proposal of a new law. hen explain that when we write a text which discusses two different arguments, there is a certain way in which it is organized. o identify text organization, tell students to read the complete text and to choose the correct words from the box to label it. Check answers.

Answers: 1 Topic; 2 For; 3 Against 5 Read the text in Activity 4 again and answer the following questions. Elicit again what supporting ideas refer to (ideas that give details or examples about, or support the main idea). Ask students to read the text in Activity 4 again, and underline the supporting ideas. Point out that when we write an essay of this type we use our personal ideas or hypotheses, and then provide information to support them. For students to recognize sentences written by the author to express their personal point of view, draw their attention back to the text and ask them to find an example of a sentence showing a fact and an example of a sentence showing an opinion. Ask students to tell you the difference (a fact has to be supported by a source). Elicit more sentences showing facts and opinions and have students tell you the source of the information to prove that it’s a fact. Invite volunteers to read out different sentences and ask students to stand up if they think it’s a fact and remain seated if it’s an opinion. Encourage them to justify their answers. Finally, do a quick quiz. Read out different sentences stating the writer’s opinion and then ask random students to give the supporting argument (they can paraphrase and use the words on the board to help them). hen have them answer the questions in their Student Book s. Check answers as a class and elicit opinions. If necessary, write some expressions for introducing opinions on the board (I think, I feel that, in my opinion …, etc.).

Answers: 1 A new law which would control the personal information about children collected by websites. 2 If blocks existed, children would have more protection. 3 It’s impossible to control all information that children put online, therefore children should learn how to control the information. 4 Answers may vary.

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Lead-in

Class

Write: TV and Radio on the board. hen write: senw, opas rpoae, iqzu whso, meric otnnrcositercu, risese, edmocy, vomsie, otsprs, stcrooan, eienastrcudom, theware, and tylraei whos. Ask students to get into pairs and give them six minutes to unscramble the words related to V and radio and write them out correctly. Have volunteers come up to the board to write out their answers: news; soap opera; quiz show; crime reconstruction ; series; comedy; movies; cartoons; documentaries; weather; reality show

Finally, ask students which V programs they like to watch, and which ones they don’t. Encourage them to give reasons for their answers.

Stage 3: I think 6 Listen to the radio show and match the information to make complete sentences. 21

Ask students if they e ver listen to the radio and what their favorite types of shows are. Explain that they are going to listen to a radio show, and direct them to Activity 6 on page 130 of their Student Books. Ask them to read the causes and elicit possible answers as to what the effects could be. hen have them read the effects. Using their previous knowledge and logic, ask students if they can match the causes and effects before listening to the radio show. Play the CD and have students match each cause to the correct effect. Play the CD a second time if necessary. Check answers as a class. Alternatively, have students listen again and look at the audioscript on page 189 in their Student Books to check their answers.

Answers: 1 b; 2 a; 3 d; 4 c 7 Read the information and circle the phrases that define the cause. Underline the phrases that are the possible effect. ell students to read the subtitles in the text in Activity 7 and elicit what they think the change refers to (the law / act about information protection for young people on the Internet). For students to identify patterns of text arrangement, and causes and effects, remind them of the sentences used in the previous class for discussing cause and effect. Ask students to read the first paragraph of the text and underline the causes and effects. Check answers. hen have them do the same with the rest of the text. Ask students to underline the verb in the cause part of the sentence in red, and the main verb in the effect part of the sentence in another color. Do the first sentence together as an example (made, would have to). hen students underline the rest of the verbs. Check answers as a class. Elicit the tenses. Point out that in the

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first paragraph, the verbs are past simple (put) and then would + infinitive without to (would have). Elicit the tenses in the second paragraph and point out that they are in the present and the future simple (will). Ask them to look at the sentences again and decide which are more probable to happen or which would be easier to achieve; show kids how to handle new technology or pass a new law. Evidently, the suggestions from the first paragraph are less probable or harder to make happen. herefore, when something is likely to happen we use: If + subject + present simple; subject, will + infinitive (without to), write this on the board for reference. hen write: If I see my friend at school tomorrow, and elicit a possible ending for the sentence. Ask: Is it likely or unlikely that I’ll see my friend? Explain the meaning of likely. Encourage volunteers to make different sentences. hen write: If I see (name of country’s president or a famous pop or sports star) tomorrow … Ask: Is it probable that you will see them tomorrow? (No). Finally, ask: What structure would we use? (If + subject + past simple; subject + would / wouldn’t + infinitive without to) Encourage volunteers to change the first part of the sentence for the past tense (If I saw …) and then complete it with various options. Write a couple of the examples on the board leaving out the comma after the if clause and the period at the end. Encourage students to tell you what punctuation is missing and where it goes. Stress the importance of correct punctuation. For students to compare personal points of view with the main ideas of the text, encourage them to say if they agree or disagree with the points stated in the text in Activity 7 and briefly justify their reasons. Write a mixture of sentence stems using If + present simple / past simple and elicit if they are probable / unlikely situations. Give students enough time to complete the activity, and check answers.

Answers: Causes: If we made a new act, I f we put more blocks on web pages, If parents teach their kids how to handle the new technology, If they show them how to use the computer; Effects: children under 18 years old would have to notify their parents and get their permission before putting their personal information on web pages, then children would have more protection on the Internet, they will be more aware of how to protect themselves, they will not write personal information on websites

8 Match the beginning of each sentence to the correct ending. Have students look at the box in Activity 8 and match the beginnings to the endings of the sentences. Check answers as a class.

Answers: 1 c ; 2 a; 3 b

9 Read the sentences and answer the questions. Students read the sentences in Activity 9 on page 131 of their Student Books. Point to the two questions below and ask: Which sentence talks about a probable future result? Which sentence talks about a situation that is not true or real? Finally, elicit what structures support their answers. Students answer the questions in their Student Books. Point out the names of each type of structure (first and second conditional).

Answers: 1 b; 2 a 10 Complete the sentences with words from the box. Have students look at the words in the box and encourage them to come up with a definition and an example sentence for each one. hen have them choose the correct option to complete the sentences in their Student Books. Ask them to compare their answers with a partner. Monitor and provide individual help.

Answers: 1 1 st conditional; 2 2nd conditional; st

say which tense it is (1 learn – present; 2 continue – present; 3 provided – past; 4 weren’t – past; 5 weren’t – past). hen have them match the beginning of each sentence, or the cause, to the correct ending, or effect. Check answers.

Answers: 1 e; 2 b; 3 a; 4 d; 5 c 12 Read the sentences and write 1 st for first conditional or 2nd for second conditional. Ask students again about how we form the first and second conditional, and invite two volunteers to write the structures on the board. Students look at the sentences in Activity 12 on page 131 of their Student Books and write 1 st if they think it’s in the first conditional, and 2nd , if it’s the second. Monitor and check. When they finish, invite students to say the first part of the sentence and choose a classmate to complete it with a different option than the one written.

Answers: 1 1 st ; 2 2nd ; 3 1 st ; 4 2nd ; 5 1 st Cultural Note

nd

3 1 conditional; 4 2 conditional

emember Next class you will need: cards with first and second written on them .

Lead-in

Class

Divide the class into two groups. Write different examples of verbs on the board, which can feasibly be used to make many different sentences either in the first or se cond conditional. Give each verb a value, depending on how uncommon / irregular they are. he verb like is extremely common and is worth one point, whereas the verb catch which is not as common, is worth two points. Elicit from the class how to make the first and second conditional, and recap with a few example sentences. Place the preprepared cards which say first or second in a shuffled pile on your desk. Have a member from each group go to the front and choose a card from the pile. hey must then make up a sentence using the appropriate conditional, according to their card, and they must use two verbs from the board. It should be pointed out that more risk = more points, to encourage the groups to try more complicated sentences. he rest of the group can help their classmate, but ensure that they do not make a lot of noise.

Stage 4: I practice

Te second conditional can be quite tricky to use in English as it differs from Spanish. It’s worth pointing out to students that the first conditional is formed in the same way in English as in Spanish. In Spanish however, the second conditional uses a separate tense; the subjunctive for the first part of the sentence, in English, the past tense is used.

13 Unscramble the words to make sentences. Elicit from students the structure of first conditional sentences and write it on the board. Do the same for the second conditional. Write a random scrambled sentence on the board and encourage students, to unscramble it. Check answers. Have students work in pairs to unscramble the sentences in Activity 13 on page 132 of their Student Books. Walk around the class and give help where necessary. Check answers by inviting students to write the unscrambled sentences on the board. Remind them to use the correct punctuation.

Answers: 1 If I were you, I would do my homework. 2 If I studied harder, I would get better grades. 3 If I get good grades, I will go to college. 4 If I get sick, I will go to the doctor. 5 If we get the money, we will fix the bicycle.

14 Rewrite the following sentences with If . 11 Match the causes to the results. Have students read sentences 1 to 5 in Activity 11 of their Student Books on page 131. Ask them to underline the main verb in the first part of each sentence and

Ask students about probable and improbable things that could happen to them (win a competition; go on vacation; study hard). Direct them to Activity 14 and have them read the sentences. For students to identify

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the probable future results or the unreal ones, ask them to read the sentences in pairs and decide which are probable and which are improbable. Check their answers (2 improbable; 3 improbable; 4 probable). Ask them which conditional we use for probable / improbable sentences and elicit answer (If). Have students write out the sentences in full. Monitor and check. Finally, ask them to raise their hands if they remembered to use a comma, and remind them how important it is to use the correct punctuation.

Answers: 2 If Rachel won the lottery, she would travel around the world. 3 If Pete had time, he would learn to play the guitar. 4 If Sammy practices the piano daily, she will improve.

emember Next class you will need: a small ball.

Lead-in

Class

Tell the whole class to stand up. Take the ball and explain to students they are going to practice the first conditional. Say: If I play football later , and throw the ball to a random student, (a high achiever so that the rest of the class gets the idea of the game straight away) to complete the sentence: I will win. They then throw the ball to someone else who says the second part of the previous sentence as the first part of the next one: If I win, I’ll drink a soda. They then throw the ball to someone else and that student does the same: If I drink a soda, I will sit in the café . Have the rest of the class listen, and if they hear a mistake, they should sit down. Continue until most students have had a turn. If after a few turns playing as a class, you feel students are quite confident, have them play the game in groups and walk around and monitor. Then do the same for the second conditional.

Stage 5: I can 15 Add the correct punctuation to these sentences. For students to read to revise punctuation and spelling conventions write: if we care for the environment we can try to reduce the effects of global warming on the board. Ask the class where we put a comma (in between the two clauses, after the word environment) and ask them to identify any other detail about punctuation (the capital letter in If and the period at the end of the sentence). Have students turn to Activity 15 on page 132 of their Student Books and look at the four sentences. Ask them to insert the correct punctuation. Check answers as a class.

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Answers: 1 If we don’t discriminate against others, we will all live in harmony. 2 If there’s something you want to change in your community, you will be able to do i t if you really want. 3 If young people become more involved with solving global problems, this world will be a better place. 4 If they study high school, they will be able to go to college to study for a degree .

16 Complete the notes on the text from Activity 4. Have students turn to Activity 16 in their Student Books, and have them look at the graphic organizer for planning their writing. Elicit the topic that they read ab out in Activity 4 (website use for children and teen s). Divide them into groups of four and have them try to remember the arguments for people who agree, and for people who disagree with the proposal of a new law. Give them enough time to complete the activity and to write notes in their Student Books. Ask students which side of the argument they agree with, and ask them to think of any other opinions that they could add. Then tell students to discuss in their groups what other advantages and disadvantages there are for the two main ideas proposed. Have them do this by analyzing each of the arguments: Educating children to control their access to the internet is a good idea, but perhaps parents don’t know how to do this. Try to generate as many ideas as possible.

17 Add your personal opinion to t he ideas in Activity 16. Students will organize the main ideas of a text on a graph and contrast them with a personal opinion. To do this, have them select information from the text in Activity 4 and write sentences adding their personal opinions. To complete sentences to write personal opinions, ask them to write about the topic and the main ideas in their own words, and then use supporting arguments from different sources to support those ideas. This could be a homework assignment. 18 Work in pairs to share your ideas. Ask students to walk around the class and discuss their ideas with a classmate. Have them include other students' ideas or arguments in their notes. At the end, have them say which would be the best solution for safe Internet use.

Unit 5

Lesson 2

Performance indicators: – Identify purpose and intended audience. – Identify synonyms used by the author to express the same idea. – Establish connections between personal points of view, and information that enriches, exemplifies, and / or explains them. – Select information from a text to write sentences with personal opinions. – Rewrite main ideas to write opinions; using synonyms.

Lead-in

Class

Ask students to remember which organization helps defend and protect children’s rights: UNICEF . o recap, ask them some of the questions which they had to match with the answers in the previous lesson: How many countries does UNICEF exist in? What does it protect exactly? When did it start? Play some lively music, and tell students to write down as many children’s rights as they can remember. ell them that they can ask classmates but only when the music stops. When you start the music again they cannot talk to anyone. After several minutes, ask them how many rights they remembered, and check they got the correct ones. Ask students to say which rights are the easiest to achieve in their country and which are the most difficult. Encourage them to give reasons for their answers.

Stage 1: I know 1 What teens’ rights and responsibilities are associated with the picture? Write: Responsibility and Right on the board and elicit the difference. hen tell students to think about their school. Write: I have the right to … I’m responsible for … I have a responsibility to … and elicit examples related to school. ell the class to get in a line according to their date of birth. Once they are in line, have students get into pairs with the people closest to them (the first two, the second two, etc.). ell students to open their Student Books to page 134 and look at the picture in Activity 1. In order to talk about a civic and ethic formation which involves knowing and exercising rights and responsibilities, ask students which rights and responsibilities they think are associated with the picture. Ask them to write their ideas next to

Student Book

p. 134-139

– Compose simple and complex sentences from personal opinions. – Write a paragraph that conveys points of view from a model to take part in a round table discussion.

Materials: – Reader, Audio CD – Scrap paper (1 piece per student for the class 2 lead-in) – im-, in-, -ion, -tion, -sion, -er, -or, on large pieces of card – A CD with lively (appropriate) music the picture. Write: Survival, Development, and Protection on the board and explain what these headings mean. ell students to classify the rights and responsibilities they wrote down before under each heading. Check answers. Answers may vary .

Stage 2: I build 2 Listen to the poem and complete the missing words. 22

Elicit any poems that students know. Explain that they are going to listen to a poem called Word Play by Katy Milan. Ask them: What is word play? (It’s a literary technique in which the words that are used become the main subject of the work, in this case the poem.) Play the CD and have them listen to the poem and identify what it’s about. Ask: Does it rhyme? (Yes) Ask what the poem is showing us (how words can change). hen play the CD again and have them listen and fill in the gaps to complete the missing words. Play the CD a third time for them to check their answers. Alternatively, have students listen again and look at the audioscript on page 189 in their Student Books to check their answers. Refer students to the Glossary on page 164 to clarify the meaning of words. Elicit the difference between prefix and suffix, and ask students to read the poem again and give you examples of both. Write them on the board. Have them tell you the rule for using in- and im-. Elicit that we use in- before a vowel and im- before words beginning with p.

Answers: 1 baker; 2 sadness; 3 pollution; 4 profession; 5 inactive; 6 impolite

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Cultural Note Many modern English words originally come from other languages. In fact, the majority of English words have Latin or Greek origins. Latin was the language spoken by the ancient Romans. When they conquered most of Europe, Latin spread to these other areas. Eventually, the Latin spoken in different areas developed into separate languages, including Italian, French, Spanish, and Portuguese. hese languages are considered to be similar and share many of the same words or root words, for example area (it’s the same in English, French, and Spanish), paper (paper – English; papel – Spanish; papier – French). Other similar words include: agile, compensate, ultimate, and habitual . During the 17th and 18th centuries, writers and linguists believed that English was an imperfect language but Latin was perfect. hey therefore made up a lot of English words from Latin. Words can be made up of three parts: the root, a prefix, and a suffix. he root is the part that contains the basic meaning (definition) of a word. A prefix is a word element that is placed in front of a root. It changes the word’s meaning or makes a new word. A suffix is a word element that is placed after the root. It changes the word’s meaning as well as its function (use). It helps us understand English better if we know some of these origins or “roots” of words. It may be possible to guess the meaning of an unknown word when we are familiar with the meaning of its root , prefix, or suffix.

group how many words they wrote, and note down their scores before turning over the next card. Repeat until all the cards have been turned over. he group with the most correct words wins.

4 Read the text. Then complete the table with synonyms. Write: sad, brilliant, happy, and tired on the board. hen write depressed, exhausted, angry, and fantastic. Ask students which words are synonyms (sad / depressed; brilliant / fantastic; and tired / exhausted). Check the meaning of synonym is clear: a word which has the same meaning as another word . ell students to read the text in Activity 4 on page 135 of their Student Books, and to identify purpose and intended audience, ask them who they believe the text is aimed at (young people who need advice). For students to identify patterns of text arrangement for describing problems and solutions, elicit what the main problem is, what other problems occurred, and what the solution was. o identify synonyms used by the author to express the same idea, tell students to find two words which mean the same in the text (dad and father). Ask: Why do we use synonyms? (o avoid repeating the same word in a text / conversation, and to make it sound more interesting.) Ask students to look at the table in Activity 4 and to find synonyms to match the words already provided. Walk around and monitor, and then check answers as a class.

Answers: Nouns: dad – father ; Adjectives: sick – ill; 3 Read the sentences about the poem in Activity 2 and underline the best option to complete each one. Have students read the sentences in Activity 3 and underline the correct answer. Check answers as a class.

Answers: 1 has a rhyme; 2 to form words; 3 the way words change

sad – unhappy; fast – quick; thrilled – excited ; Verbs: cease – stop; direct – guide

Stage 3: I think 5 Complete the sentences with words from the box. Have students read the sentences in Activity 5 on page 136 and choose the correct word from the box to complete the sentences.

emember Next class you will need: im-, in-, -ion, -tion, -sion, -er, -or, on large pieces of card and scrap paper.

Lead-in

Class

Stick the cards with the prefixes and suffixes (im-, in-, -ion, -tion, -sion, -er, -or) face down in a grid shape on the board. Divide the class into groups of four and give each group a piece of scrap paper. urn over one of the cards on the board, and have students write down as many words with that prefix or suffix as they can think of. hey should think about the words they have seen in class but also any other words they may know. Ask each

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Answers: 1 nouns; 2 adjectives; 3 verbs; 4 meaning 6 Alter the words with a prefix or a suffix to make three new words. Explain what a root word is (it is also called a base word, and it is the part of the word that doesn’t change). Elicit the prefixes and suffixes students saw in the previous class (-ness, -er, or, -tion, -ion) and their purpose (to transform words). Ask: When do we use -or / -er? (often for people) hen elicit examples (writer, professor). Elicit the rule for using in- / im-. Refer students to the words in Activity 6 and elicit what type of words they

are (verb, adjective, verb). Ask students to get into pairs and write down their new words. Elicit answers. Point out that in this case, verbs transformed into nouns, and the adjective into a negative adjective.

11 Complete the sentences about each picture with words from Activities 9 and 10. Have students look at the pictures in Activity 11. Ask them to describe the pictures. hen have them work in pairs to complete the sentences. Check answers.

Answers: discussion; impolite; infection Answers: 1 impatient; 2 attention; 3 inactive; 4 education 7 Read the text and write P for Prefix or S for Suffix. Direct students’ attention to the sentences describing teenage rights in Activity 7. Point out the spaces in the text and have students decide if the preceding word has a suffix or a prefix. Students work in pairs to complete the exercise by writing S or P in the spaces provided. Check answers.

Answers: 1 S, S; 2 S, S; 3 P; 4 S, P 8 Complete the sentences with words from the box. Have students look at Activity 8 on page 137 of their Student Books and choose the best option to complete the sentences. Remind them to take care of their punctuation. Have them check their answers in pairs.

Answers: 1 Prefixes; 2 Suffixes; 3 suffixes; 4 prefixes

Stage 4: I Practice 9 Make new words using the correct prefix. Check understanding of the words in the box, and elicit example sentences to demonstrate meaning. Ask what type of words they are (adjectives). Have students choose the correct prefix to give each adjective the opposite meaning, and make a new word. Have them write the answers in their Student Books and check as a class. Ask if anyone can think of any other words they know that begin with these prefixes or end with these suffixes and write them on the board for reference.

Answers: im-: impractical , impatient, immature; in-: inactive, inconvenient, inaccurate

10 Add -tion or - sion to each word. Have students close their Student Books. Write the words from Activity 10 on the board, but don’t include their endings. Ask students to try and guess them. Once they have correctly identified each suffix, have them complete the words on page 137 in their Student Books .

Answers: 1 -tion; 2 -sion; 3 -sion; 4 -tion; 5 -sion; 6 -tion

Lead-in

Class

Play Tic-Tac-Toe with synonyms. Draw a grid on the board and write nine different words taken from the lesson in each square (ill, fast, guide, unhappy, etc.). Divide the class into two groups, and explain the rules. Each group will take it turns to choose a word from the grid. hey have to say the synonym, and make a complete sentence using the synonym. If they do this correctly they can put their group’s symbol in the square. he first group to get a line of three wins.

12 Match these words to their synonyms. Have students turn to page 138 in their Student Books and look at the list of adjectives in Activity 12. Check understanding. Write them on the board and give students a few minutes to look at them. Explain that they will close their eyes while you erase a word at random. When they open their eyes they have to guess the synonym of the word you erased, (not the actual word itself). Check that students understand the game. he first student to guess the missing word must c all out the answer, but they have to answer immediately. Play a few rounds, and then when you are confident students have grasped it, ask them to match the adjectives to the synonyms on their books.

Answers: 1 e; 2 b; 3 a; 4 c; 5 f; 6 g; 7 h; 8 d 13 Write three pairs of adjectives and three pairs of verbs from Activity 12 in the organizers. Have students look at the graphic organizers. A sk: How are they divided? (in verbs and adjectives). Elicit some examples and the purpose of each type of word. Refer students to the words in Activity 12. Ask: Are there any words which could be used as both adjectives and verbs? Elicit clean, tidy, and shut . It is important to point out that shut will act as an adjective while clean and tidy will act as verbs. Have students insert three pairs of adjective synonyms, and three pairs of verb synonyms into the organizer. Check answers by inviting students to write them on the board. Make sure they only write three pairs in each section. here are more options, but one space must be left blank for Activity 14.

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Answers: Adjectives: quick – fast; sad – unhappy; closed – shut; tiny – small; sick – ill ; Verbs: view – see; clean – tidy; guide – direct

14 Add two more pairs of synonyms from this unit to the organizers. Use the Glossary on page 164. ell students that they need to add another pair of adjective synonyms and another pair of verb synonyms to the organizers in Activity 14, and to do this, they will need use their Glossary on page 164 of their Student Books. Give them time to look for the synonyms. Have students call out their suggestions and explain the meaning, mime the action, or give an example sentence. Ask volunteers to come to the board and write their answers up. Once they have all found them, and agreed, have them complete the organizers on page 138 of their Student Books.

Answers: Adjectives: safe – secure; Verbs: alter – change 15 Rephrase the following sentences using synonyms. Direct students to the picture in Activity 15 on page 138 of their Student Books and ask them to say what they can see. ell them to look at the sentences which describe the picture, and to rephrase them using synonyms. Monitor and check answers by having students read their rephrased sentences out loud. If there is time, give out scrap paper and divide students into groups of three. ell them to play their own games of Tic-Tac-Toe. One student is the moderator and designs the grid, and the other two are the opponents.

Answers: 1 The garden looked very clean. 2 The boy looked sad. 3 The door to the house was closed. 4 He looked through a small window ... and surprise!

Lead-in

Class

Explain to students that in today’s class they will have a discussion. Elicit some phrases for introducing an argument: I think … In my opinion … It’s important / not important that … It’s a good idea / not a good idea … hen write on the board: I agree, I disagree, I partly agree, I think so too, I totally agree and I totally disagree. Ask: Which phrases suggest strong agreement / disagreement? Which phrases suggest half agreement ? Write ++ next to the strong agreement expressions. Elicit from students some controversial topics that are important to them. If they can’t think of any, guide them with some suggestions (It’s necessary to have a cell phone in life. Schools should open on weekends.

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School vacations are too short / long. It’s not necessary to go to college. Students should choose which subjects they study. It’s better to only study something you like. School uniforms are a good idea. It’s not necessary to study English / history / math etc.). Choose one and write it on the board. Elicit some arguments, encouraging students to use the language suggested. Once they have had a chance to practice some of the expressions, divide the class into two and choose another statement. Decide which group will be for / against . Explain that you will give points for each good argument, and for each time students use one of the expressions on the bo ard.

Stage 5: I can 16 Write two teen rights that you think are important. Write: If children didn’t have rights … If children were responsible for … If children worked instead of going to school … When children don’t have a loving home … It’s important to have a nationality because … I think it’s good that children have the right to an education because … on the board. ell students to look at the structures. In the case of the conditional sentences, have them identify which conditional is used and the tense. For the other structures explain that we use them to introduce our opinions. hen, to practice composing simple and complex sentences from personal opinions, have students complete the sentences using their own opinions. It’s important to closely monitor this exercise. When they finish, encourage them to walk around the class and read each other their sentences. ell them to write down the three comments they liked best. hen guide them to page 111 of their Readers. o have students select information from a text to write sentences w ith personal opinions, have them look over the chapter and choose two teen rights which they think are important. Ask them to write down their two chosen rig hts, with a brief personal opinion explaining why. hen ask them to find another student / students who share their opinions and list as many rea sons for their choice as possible. hen ask students to write the sentences in their Student Books. Walk around and monitor, giving help where necessary. Answers may vary .

17 Rewrite your sentences from Activity 16 using synonyms. For students to rewrite main ideas to write opinions, using synonyms, write the rights from the Reader on one side of the board and underline certain words: get an education, receive healthcare, have a loving family,

rest, play and have fun, speak the language and follow the customs of their parents, to have friends your own age, to have a nationality, to be treated with respect. Once students have copied the words down, ask them to think of different ways of saying the underlined words. hen write: traditions, caring guardians, country, respected, go to school, buddies, Spanish, medical attention, enjoy yourself . Have students match the underlined words in each sentence with their synonyms (ge t an education – go to school; healthcare – medical attention; loving family – caring guardians; have fun – enjoy yourself; language – Spanish; customs – traditions; friends – buddies; nationality – country; treated with respect – respected). Finally, ask students to rewrite their sentences from Activity 16 using the synonyms. Answers may vary .

18 Choose a word with a prefix and a word with a suffix. Incorporate them into your sentences from Activity 17. Elicit the different prefixes and suffixes the students have seen in previous classes (-sion, -ion, -tion, -er, or, -ness, in-, im-). Encourage them to remember the new words they learned by adding prefixes and suffixes (incapable, impolite, impatient, important, immature, impractical, inconvenient, inactive, incapable). Have them make sentences as a class: If students don’t have the right to education, college is inaccessible. Students then write a sentence using a word with a suffix and a word with a prefix and incorporate them into their sentences. Monitor and check students’ sentences. Answers may vary .

Cultural Note A round table discussion is, as the name suggests, a discussion of a topic which has been decided by all its members. Members sit around a round table so that each one has an equal status; no one is at the head of the table or is seen to be more important than the others. he idea for a round table discussion comes from King Arthur, who was King of Great Britain in medieval times around the late 5 th and early 6th century. Many historians suggest that many of the tales surrounding King Arthur are folklore and legend, but many literary texts from the time make reference to him and to the Knights of the Round able. One of the most famous stories from this period is the search for the Holy Grail, which was a cup used by Jesus Christ at the last supper. Ask students to talk about legends and folklore from their own culture or other cultures they know.

19 Work in groups. Share your ideas and make a list of your group’s top five rights. ell students that they are going to write a paragraph that conveys points of view from a model to take part in a round table discussion. hey will use the different sentences they have written about the two rights which are most important to them, the sentences they added using new words formed with suffixes and prefixes, and the extra arguments they learned from their classmates when they walked around the classroom. Encourage them to use some expressions for introducing their arguments. Write on the board: It’s important that children have the right to … and I believe children have the right to … Elicit examples. hey could be a noun: It’s important that children have the right to an e ducation. Or they could be a clause: I believe children have the right to go to school for free. hen have students begin their discussion.

Classroom Management: o divide the class into groups of five, hand a strip of paper to each student. Each strip of paper will have the names of five of the Arthurian knights: Sir Lancelot, Sir Galahad, Sir Perceval, Sir Kay, and Sir Tristan. Have enough copies of each of these names written on strips of paper so there is one for each student. hen explain that they have to form groups so that each member of the group has a different name and the whole group has someone with one of these five names. Groups then find each other and sit down together.

ell students they have to make a list of their group’s top five rights. ell them they will have to discuss this in the same way as in the times of the Knights of the Round Table. hey each put forward the rights they consider the most important and, to establish connections between personal points of view and information that enriches, exemplifies, and / or explains them, have them justify their choices by explaining why, they believe that they are more important than the other suggested options. hey do this until the top five rights are chosen and written in order of importance. When they finish, encourage a class discussion by having groups argue why their five rights are more important than the five rights chosen by another group. o write a paragraph that conveys points of view from a model, ask students to write a paragraph about the two rights they think are the most important. hey should include the description of the rights, and the reasons why they think they are important. Ask them to use the text on page 113 of their Readers as a model. his can be done for homework.

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Unit 5

Product 1 Round Table Discussion

Performance indicators: – Choose a Civic and Ethic Formation topic to take part in a round table.

– Read texts from various sources. – Contrast the different personal points of view with the information from the text. – Write personal points of view.

Lead-in

Class

Have students get into groups of five. Write: RIGHTS on the board and ask them to write it on a sheet of paper. Explain that as a group they will make a word web. Have them pass their papers around in their groups , and brainstorm everything they can think of to do with rights. Give them five minutes, and then say: Stop! Have them hand their papers back. Ask for volunteers to come to the board and share their ideas.

Stage 1: I get ready 1 Write the topics next to the correct categories on the poster. Ask students to describe what they can see in the pictures in Activity 1 on page 140 of their Student Books. Elicit that UNICEF forms part of the United Nations (UN ). Elicit the main categories of children’s rights; if necessary write S, P, and D on the board (Survival, Development, Protection). Once students identify the categories, ask: What do you need to survive? What do you need to develop? What do you need to feel safe? Explain that these three terms cover all aspects of a child’s development, and if one or more is missing during childhood, a child may not be able to reach their full potential. Draw a mind map on the board with three extensions (one for each of the umbrella terms). Write a selection of jumbled up words relevant to each category above the mind map: education, illness, vaccines, inadequate water and sanitation, malnutrition, child abuse, violence, child marriage, child labor and exploitation, qualified teachers, standards, drug abuse, gender equality, etc. Invite students to the board to match the vocabulary to the correct category. Ask for a sentence using each example. Have some examples prepared if needed: Children have the right to be protected from / to … Have them complete the poster.

Answers: Survival Rights: Food, clean water, and shelter; Development Rights: Education and health care; Protection Rights: War and crime

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Student Book

p. 140-141

– Edit the personal points of view and make a clean version in a notebook, or a card. – Organize the turns and time of participation for each team. – Decide the place and date the round table of each team will take place. – Read the points of view to take part in the round table.

2 Use the information from Activity 1 to find the synonyms for the following words. Revise synonyms. ell students to look at the information in Activity 1 and to find synonyms for the list of vocabulary in Activity 2. Refer students to the Glossary on page 164 if needed.

Answers: 1 clean water; 2 shelter; 3 education; 4 health care; 5 war; 6 crime

Stage 2: I plan 3 Work in pairs. Choose one topic from Activity 1 and write two points of view about improving it. Divide students into pairs. You could do this by handing out pairs of synonyms on different cards, and students find the person with the matching synonym. Have them choose one of the three main topics and write two points of view about developing it. Encourage them to use the cause and effect structures they’ve already seen: therefore, because, so, etc. Students pick a topic. Ensure all topics are covered; make sure students don’t all pick the same one. Answers may vary .

4 Work in groups. Share your ideas from Activity 3. Have students find another pair who chose the same topic, but had different ideas as to how to develop it. Have them contrast their different personal points of view with the information from the text, and note down the new ideas. Answers may vary .

5 What materials do you need? Make a list. ell students to think about the materials they will need to prepare a round table discussion, and to write them down. Ask them if they will need any additional information, and where they plan to get it.

Stage 3: I do 6 Work in groups. Divide yourselves into those for, and those against a change. Choose one person to be the moderator. Divide students into groups of six and have each group assign a moderator. ry to ensure that the moderator is a confident student of high ability, as their role will be vital. Explain that they are going to hold a round table discussion about implementing their changes. Refer them back to the topic from the beginning of the discussion and tell them to decide who will be for and who will be against a change. Allow them a few minutes to add some extra notes to their points of view. As it may b e difficult for them to think of arguments against a change, you could divide the groups into anthropologists and UN policy makers. Explain that often anthropologists who live with different people for many years see that implementing changes is not as easy as it seems, as many situations aren’t simple or straightforward. Policy makers on the other hand, sometimes try to make a ‘one size fits all’ policy and this is difficult when cultures / histories aren’t shared. A right to education could mean very different things in different societies. Explain that the moderators have to be very strict. hey must take notes of the points that each group wants to make, and ensure they are followed point by point and that the discussion does not stray off course. Above all they must ensure that all participants actively contribute to the discussion in an equal manner.

7 Use your sentences and put together all the points for your group's side. Discuss how to present your information at the round table. Allow groups time to think about how they want to present their information at the round table. All members of each group must contribute. ell them to think about which point they want to address first, and then edit the personal points of view and make a clean version of their argument. Decide on the place and date of the round table discussion.

Lead-in

international health, conquering poverty, hunger and disease, etc. Check students understand the different meanings and have them tell you to which category they refer to (protection, development, or survival).

Stage 4: All ready to share 8 Hold a round table discussion. Allow students some time to regroup and mentally note their arguments. Brief the moderators of their responsibilities (hey should indicate who will speak, indicate if it is someone else’s turn to speak, and note down valid arguments. If a point is not clear then moderators should tell the student to clarify it. hey ensure everyone has a chance to speak and that views are respected.). Before students begin, point out the useful expressions box on page 141 of their Student Books and remind them to use them for agreeing, disagreeing, and giving an opinion. Begin the discussion.

9 When the discussion is over, the moderator votes on the best ideas. Allow the moderator a few minutes to collect their ideas. hey recap all the points made during the discussion, and announce whether the change will happen or not, based on the strength of the arguments.

I learn Ask students what they can do now that they couldn’t do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process. hen have them answer the I learn box on page 141 of their Student Books. Explain that its purpose is to assess their performance while making the product in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.

Class

Write: UN on the board, and ask if anyone remembers what it stands for: United Nations. Give a brief explanation about the UN . It was founded shortly after the Second World War in 1945 by 51 countries to promote peace, friendly relations, and social and economic development. Now there are 192 member countries. Write: peacekeeping, peace building, conflict prevention, humanitarian assistance, sustainable development, environment and refugee’s protection, disaster relief, counter terrorism, promote democracy, human rights, gender equality, economic and social development,

Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:

– Can use various strategies in order to point out information containing individual points of view. – Can select and organize information in order to write sentences containing individual points of view. – Can write paragraphs that express individual points of view. – Can solve doubts and provide feedback in order to edit individual points of view.


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Unit 5

Lesson 3

Performance indicators: – Distinguish speakers’ attitudes and turns of participation.

Class

Elicit as many everyday activities as you can from students, such as daily routines and hobbies. Write them on the board for reference. ell students to think about their usual routine, either on the weekend, or during the week, and invite volunteers to the front of the class. Have them say four sentences related to their routine, three of which are true, and one which is false: I get up at … I get the bus to school … On Saturdays … I play football … etc. Have the rest of the class listen, and try to guess which sentence was false. he student who guesses correctly has the next turn.

Stage 1: I know 1 Look at Paco’s morning routine. Do you follow a similar routine? Do you do anything out of the ordinary in the mornings? Have students open their Student Books, look at Activity 1 on page 142, and say out loud what Paco does in the mornings. hen have them say which things they do, and tell you if they do anything that could be considered out of the ordinary. As a class, decide who has the most unusual morning. Answers may vary .

2 Do you think that these routines are universal? Do you know of any place or area of the world that follows a different routine? Give students a few moments to think about the questions in Activity 2. he answers could vary greatly, especially if students go to school in the afternoon. Point out that for many British / European and American children, Mexico is quite unusual in that some students attend school in the afternoons rather than in the mornings. Ask them what other people or professions may not follow a typical routine and elicit answers. Ask students if they prefer to get up early and

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p. 142-147

Materials: – Reader, Audio CD – Food and fruit items or cut-out pictures of food and

– Detect volume, tone, rhythm, speed and intonation. – Recognize represented values. – Anticipate meaning from explicit information. – Recognize words which link ideas. – Identify words that convey undefined quantities. – Use non-verbal communication.

Lead-in

Student Book

fruit items – Colored pencils / markers – oilet roll – Flashcards or cut-outs of food items in different places in a kitchen

go to school in the morning, or if they prefer going in the afternoon. Ask if they think they would like to go to a boarding school and elicit what they think are the advantages and disadvantages of such a school. Answers may vary.

Culture Note A boarding school is a school where most of the students study and live at the school. Students bed and board which mean they sleep there, usually in dormitories (bed) and the school provides the food (board). Nearly all boarding schools are private, and students either return home during the vacations, or on weekends. Boarding schools date back to medieval times in the United Kingdom and parts of Europe where students were taught by monks. Many are single sex. Students can begin f rom the age of seven and continue until they are 18. Many boarding schools flourished in countries run by the British Empire, so that students whose families lived abroad in colonies could guarantee their children a British education, or leave their children in the UK to study instead of taking them with them. One of the oldest and most famous boarding schools still running today is in Winchester, England. Most boarding schools are very traditional and they feature in many books and stories.

Reader

The Brothers

p. 124 –133

Have students open their Readers to page 124. Re ad the title and encourage students to talk about their brothers and sisters, or people who fulfill a similar role. Write on the board: boarding school, Paco, rules, Isaías, village, uniform, responsible, Michoacán, “Get up!” “Get dressed!” Mom, Dad, angry. Ask students to get into pairs and to discuss how they think these words are relevant to the

story. Give them a couple of minutes and then have them share their ideas. Write their thoughts on the board for reference. Read the story with them and ask if anyone was correct in their predictions. Ask students to go to page 134 in their Readers and complete Activities 1 and 2. Monitor and provide help. o check answers go to page 172 in the eacher’s Guide. Finally, ask them to get into pairs to discuss the questions in Activity 3 page 134 of their Readers. Have some volunteers share their ideas with the rest of the class.

columns on the board and label them Food and Drink. Elicit students’ answers and have them come to the board and fill in the columns. Play Pictionary using the different breakfast foods that students have just seen.

Answers: Food: banana; apples; pears; grapes; toast; cereal; boiled eggs; butter; Drink: milk; orange juice

emember Next class you will need: fruit and food items, and a toilet roll .

Lead-in Alternative Activity: Have students read the whole story and tell you the differences between Isaías and Paco. Encourage them to use but to show contrast: Paco lives at boarding school while Isaías lives at home. Paco follows rules but Isaías can do what he wants. After students have made their comparisons, ask them to underline the dialog parts of the text. As there is little dialog for Paco, go through his text and encourage students to think of what he might say, arriving at the breakfast table, discussing the food, and talking to a friend. Write down suggestions on the board. Put students into groups of three, and have them act out and perform the dialog. Time: 20 minutes

Stage 2: I build 3 Read the text. Underline what Paco and Isaías have for breakfast. Draw some breakfast food items from the text in Activity 3 on the board to revise vocabulary with students. Before reading the text, ask students if they can remember from the Reader what the brothers ate for breakfast. If not, ask them to say what they think they ate, and encourage them to give reasons for their decisions. o anticipate meaning from explicit information, have students read the text and underline what both Paco and Isaías have for breakfast. Refer students to the Glossary on page 165 to clarify the meaning of words. For students to identify words to convey unidentified quantities, ask them to use quantifiers: a glass of orange juice, two slices of toast, some butter, etc. when talking about the food the boys eat.

Answers: Paco: a glass of orange juice, a boiled egg, two slices of toast with butter; Isaías: two fried eggs, a piece of toast, an orange juice

4 Read the text in Activity 3 again and circle all the food and drink. ell students to look at the text in Activity 3 again, and to circle all the food and drink they can find. Draw two

Class

Hand around a roll of toilet paper and tell each student to take some. When everyone has done this, tell them to count how many pieces they have. Ask at random and as students answer have them tell the rest of the class the same number of things about themselves: The number of things they reveal will depend on how many pieces of toilet paper they took. Limit the total in the event that a student took an excessive amount of the toilet roll. Alternatively, you could ask students to find a classmate who took the same number of pieces as them, and to find out something that they didn’t know before.

5 Read the descriptions and draw the things on the table. Place some easily recognizable fruit and food items on your desk and position them so that some are in front of others, some are to the side, etc. Ask: Where’s the …? Encourage students to use the prepositions: next to, in front of, behind, on the side, etc. Check understanding. Have students turn to page 143 of their Student Books and look at the sentences and picture in Activity 5. ell them that they are going to read the sentences and then draw the food on the table in the correct position, according to the description. Ask what they can see in the picture, and then ask what some means (more than two). Check that this is clear. Students use non verbal communication and draw what is described in the sentences.

6 Listen to the conversation and check (3) what Johnny has for breakfast. 23

Have students close their Student Books. For them to distinguish speakers’ attitudes and turns of participation, tell them that they will hear a conversation between Johnny and his dad, and before they listen out for anything specific, you would like them to listen and think about what they look like, what their personalities are like, and what they like and dislike. his way students approach the listening in a different manner. Play the CD. Elicit ideas and encourage students to give reasons for their impressions. hen, tell them to open their Student Books to page 143, to look at the picture in Activity 6, and to identify the different foods and drinks they can see. For students to recognize represented

141

values, play the CD again and have students listen to Johnny describe what he has for breakfast. Play the CD a third time and tell students to answer in their Student Books. Have them share their answers with a classmate and play the CD one last time for them to listen again and check their answers. Alternatively, have students listen again and look at the audioscript on page 189 in their Student Books to check their answers.

Answers: orange juice; scrambled eggs; bacon; a banana 7 Use these words to label the food in Activity 6. Have students look at the word box in Activity 7 and use the vocabulary to label the different foods and drinks in the picture in Activity 6. Check answers. hen tell students to cover up the words in their books and to test each other on the food vocabulary.

Write the following sentences with missing words on the board: We don’t have _________ _________. Do you want _________ _________? Do we have _________ _________? I’m going to have _________ _________ and _________ _________. Ask students if they can remember what is being asked / said from the CD. For students to detect volume, tone, rhythm, speed, and intonation, play the CD again and ask them to complete the sentences. Finally, tell them to try and repeat the sentences copying the same tone, intonation, volume, and speed as the speakers on the CD. Focus on their intonation and model the questions, affirmative and negative statements for them to copy. Point out the different intonation between questions making a request or offer, and questions enquiring about availability.

Answers: an apple; a banana; some scrambled eggs, Answers: 1 banana; 2 scrambled eggs; 3 grapes; 4 orange

orange juice, toast, jam; any milk, bacon; a few grapes

juice; 5 apple; 6 jam; 7milk; 8 toast; 9 bacon; 10 butter

Stage 3: I think 8 Listen to the conversation from Activity 6 again and write the words from Activity 7 in the correct place. 23

ell students they are going to listen to the conversation between Johnny and his dad again. ell them to look at the quantity words in the food and drink items in Activity 8. Encourage them to make guesses about the quantity words and the foods or drinks before they listen. Play the CD and have students write the answers in the correct section of the organizer. Play the CD again if necessary and check answers. Write: a, an, a few, some, and any on the board. Refer back to a / an and some and explain that there are certain expressions we use for singular and plural items. Ask which word we can use for both when we refer to a specific item or items. Write _____ apple. _____ eggs. and encourage students to guess (the). However if we use the, we are suggesting there is just one apple or one set of eggs. Explain that when we discuss quantities, it’s important to know if they are countable or uncountable. Elicit the use of some and any (We use some for positive statements when talking about plural quantities, or when we use questions to make offers or requests. We use any for negative sentences and questions). Ask students to tell you when to use a few and when to use some (a few is used for countable: a few grapes, and some is used for uncountable: some scrambled eggs). Write a list of countable and uncountable nouns on the board: ham, eggs, cheese, melon, papaya, potato, coffee, milk, bread, grapes, oranges, orange juice, sugar, butter, jam, tomato, onion. ell students to decide whether they are countable or uncountable. Check answers.

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9 Complete the sentences with words from the box. Point to the words in the box in Activity 9 and have students tell you, in their own words, when we use them. Write the following in a list on the board: apple X, oranges X, milk, cheese? melon, papaya? grapes? ham X, and a glass of orange juice. Divide the class into two groups and have them take turns to choose a word or phrase, and say the appropriate question, positive, or negative statement. Give them a point for each correct answer. Check that students are using the correct intonation and tone, particularly for the questions. hen have them complete the sentences in Activity 9 in pairs. Check answers.

Answers: 1 a few; 2 the; 3 an; 4 some; 5 a; 6 any; 7 the emember Next class you will need: food and fruit items or cut-out pictures of food and fruit items.

Lead-in

Class

Elicit the difference of when we use a, an, and some. Reiterate that a is for one item, an is for an item beginning with a vowel, and some is used if there’s more than one, or for a drink. However, if you say cup of … or glass of …, then we use a. Begin by saying: For breakfast I had an apple. Choose a student to repeat what you said, and add an item of their own: For breakfast I had an apple, and some cereal. hen the next student must remember both items and add another. Continue until someone forgets an item. Once students get the hang of the game, form four groups and have them repeat the game among themselves. Monitor and check that they use the correct quantities. hen recap the story from the Reader. Have students open their Readers to page 124 and divide

the text into five parts. Divide the class into five groups, and have each student read the text from their group’s section individually. Afterwards ask for volunteers to summarize their part of the story.

10 Read the text and circle the prepositions. Have students turn to page 145 in their Student Books and look at the text in Activity 10. Ask them to read the text individually and circle all the prepositions they can find. Once they finish, ask them to compare their texts with a partner. Ask students what the function of the prepositions in the text is: they tell us where things are. Divide students into groups of five. Hand out some scrap pieces of paper and tell them they are going to rewrite the short text. Have them rewrite the f irst line of the text, and then after thirty seconds they pass it to the next group. Groups continue to write one line of the text until they each have a completed text. Groups then compare their final text with the original to see whose was the closest version.

Answers: on; in Classroom Management: o group students, create your own jigsaw puzzles! Cut out pictures from magazines, and cut each picture into however many pieces according to the number of students you want in each group. Separate the cut out puzzles from each other and cut the pieces into different shapes and sizes. hen jumble up the pieces. Hand out the puzzle pieces to students. When you want them to form groups, tell them to find the rest of the pieces of their puzzle in order to complete it.

Stage 4: I practice 12 Complete the sentences about the food on the table. Have students look at the picture in Activity 12 on page 145 of their Student Books and say what they can see. Allow them a few minutes to prepare for this. Encourage them to use the quantifiers from the box: a few, some, any, etc. hen ask them to complete the sentences in the speech bubble. Check answers.

Answers: 1 the; 2 an; 3 a few; 4 a; 5 some; 6 some; 7 any

13 Complete the following sentences with words from the box. Use in, on, or at . Have students turn to page 146 of their Student Books and say when we use the prepositions, in, on, and at. Check that students understand the household areas and objects from the box. hen have them read the sentences and complete them using the household areas and objects, and the correct preposition. Remind them to use the correct punctuation. Check answers as a class. Ask students to write three more sentences ea ch. hey can use either quantifiers or prepositions: The ham is on the table. There is some water . Check their sentences, and then hand out strips of paper. Ask students to write one word from their sentences on each little strip of paper. hey have them shuffle the words, and give them to a classmate who has to put the words in the correct order to make a sentence.

Answers: 2 in the trash; 3 on a plate; 4 at the table; 5 in the sink

14 Write a sentence to describe each picture. 11 Complete the sentences with words from the box. Bring in some food and fruit items or cut-outs of different food and fruit items of different quantities and in different containers. Place them on your desk so that some items are in their containers, some items are on the table, or on each other, and some items are next to each other. Elicit the names of the items and review the prepositions: in, on, next to. hen tell students to make as many sentences as possible about the location of the food items. hey should concentrate on the prepositions rather than quantities: The cereal is in the bowl, etc. After a while ask students to come to the front to change the arrangement and repeat the activity. Have students read the sentences in Activity 11 a nd choose the correct preposition.

Bring in the flashcards or cut-outs showing food in different places. Show them to students and ask them to describe where the foods are. Write: There is / are … and elicit possible answers. Check students use the correct quantifier and the correct preposition. Have them look at the pictures in Activity 14 and describe what they see. hen ask them to write a descriptive sentence about each picture. Monitor and check answers.

Answers: 1 There is an apple on a plate, on the table. 2 There are lots of dirty plates in the sink. 3 There is a banana on a plate, on the table. 4 There is an egg in the fridge.

emember Next class you will need: two pieces of scrap paper for each student and colored crayons.

Answers: 1 in, on, at; 2 at; 3 in; 4 on

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Lead-in

Class

Write on the board: Who eats the most for breakfast? Who travels the farthest to school? Who wakes up at the earliest time? Elicit meaning and the appropriate questions for students to ask each other to find out the answers: What do you eat for breakfast? Where do you live? How long is your journey to school? What time do you wake up? Give students ten minutes to ask as many of their classmates as possible then have them share the results with the rest of the class.

Stage 5: I can 15 Work in pairs and tell each other where the food is. Write the following words in different places on the board: a can of, a packet of, a jar of, a jug of, a bag of, a box of, a glass of, a slice of, a bottle of, tuna, sugar, milk, water, bread, cereal, sauce, rice, jam, corn, lettuce, orange juice, coca-cola, butter, eggs, beans. Check for understanding, and if necessary explain what the containers are by drawing pictures or showing cut-outs of them. Have students write down which foods go with each container. Check answers by having them come to the board and drawing lines between the food and its correct container. Play Bingo for students to practice the containers. ell students to draw a grid of nine squares, and in each square they should write a food item from the lesson. Read out different types of containers at random. If the food item they have in their grid matches the container, then they cross it out. he first student to cross out all their squares wins. Ask students to look at the picture in Activity 15. Have them working in pairs and describing to each other what they can see. Make sure they use the names of the containers, the correct quantifier, and prepositions.

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Give them a few minutes, then ask them to write four sentences about the picture, two of which should be true and two of which should be false. When they are ready, ask for volunteers to read out their sentences. he rest of the class should remain seated if the sentences are true, and stand up if they are false. Let as many students as possible have a turn so that they feel comfortable giving descriptions.

16 Work in pairs and follow the instructions on the role play cards. Hand out scrap paper to students. ell them you will describe a kitchen with food, and they must listen carefully and draw it. Make sure you already have the drawing ready to show them later. Describe your drawing: There is a jug of orange juice on the table. Next to the orange juice, there is a box of cereal. There is a fridge next to the table. In the fridge there are some apples and a few eggs. There is also some ham. Next to the fridge there is a plate. On the plate is some bread. On the table there is a fruit bowl. In the fruit bowl, there are some oranges. Next to the fruit bowl, there is a jar of honey and a packet of butter. When you have finished ask students to hold up their drawings and compare them. hen hold up your own and see how close they were. Have them point out any differences. ell students that they will now do something similar in pairs. ell them to pair off and label themselves as Student A or Student B. Have them look at the instructions on the role play cards in Activity 16. Student A will imagine their breakfast table and describe it to Student B who will draw it. Remind them to use there is / are, the quantifiers, and the correct container. ell students to include at least ten food items. When they finish, have Student A check Student B’s drawing, then they exchange roles. Monitor and check.

Unit 5

Lesson 4

Student Book

p. 148-153

Performance indicators: – Listen to instructions to carry out activities. – Recognize emotional states from non-verbal

Materials: – Reader, Audio CD – Five or six (appropriate) teenage problems written

communication. – Listen to instructions particular to daily life. – Identify words and expressions that point out orders. – Compose sentences to give instructions. – Organize sentences into a sequence. – Formulate questions to clarify doubts and broaden information. – Ask for instructions to carry out an activity. – Give instructions particular to daily life spontaneously. – Paraphrase instructions to ensure comprehension.

down on paper. Four pieces of paper for each problem each with a different piece of advice – Cards with the following adverbs written on; noisy, happy, slow, quick, clear, loud, beautiful, sneaky, careful, naughty, beautiful, sad, polite, crazy, cheerful, correct, angry, patient, bad, shy, and nervous – Cards with a selection of daily routine actions written on them. – A CD with different genres of (appropriate) music – A small ball

Lead-in

Class

Play Simon Says with daily routines to warm-up students. Ask them to brainstorm as many daily routine activities as they can: wake up, brush your teeth, shower, comb your hair, get dressed, have breakfast, listen to the radio, make coffee, meet friends, catch the bus, etc. Write them on the board for reference and explain the rules of Simon Says. When you say Simon Says before the action, they must do the action. When you just say an action, without Simon Says, then they mustn’t do it. Play a few rounds, and anyone who doesn’t do the correct action, sits down.

Stage 1: I know 1 Listen to the instructions and number the pictures in the correct order. 24

Have students open their Student Books to page 148 and look at the pictures in Activity 1. In order to recognize emotional states from non-verbal communication, ask them to describe what is happening in the pictures. ell them they are going to listen to a recording of instructions to carry out activities, and they should number the pictures in the order they hear them. Play the CD and have students complete the order in their Student Books. Play the CD a second time if necessary. Have students listen again and look at the audioscript on page 190 in their Student Books to check their answers.

Answers: 1 b; 2 c; 3 a; 4 d 2 Listen to the instructions again and answer the questions to complete the table. 24

Have students look at the questions in Activity 2. ell them they relate to the instructions from Activity 1, and ask them to look back at the pictures and say who they think is giving the instruction and where it’s taking place.

Play the CD again, and students listen and answer the questions in their Student Books. Check answers as a class.

Answers: 1 teacher – school; 2 dad – home; 3 mom – home; 4 Answers may vary.

Stage 2: I build 3 Listen to the conversation and number the instructions in the order they are mentioned. 25

Ask students to look at the instructions in Activity 3. Ask them what order they would usually do these routines in, and write some versions on the board for reference. Ask them who would usually give these instructions (parents and teachers). For them to listen to instructions particular to daily life and to organize sentences into a sequence, play the CD and tell students to listen and number the instructions in the order they are mentioned. Remind them that some of the instructions might not necessarily be read exactly as they are written, so it is important that they listen carefully. Play the CD again if necessary. Elicit answers.

Answers: 6; 2; 1; 5; 4; 3 4 Work in pairs and discuss the following questions. Have students look at the questions in Activity 4. Ask for a volunteer to tell the rest of the class what the difference between an obligatory action or routine and a recommended one is. Ask them to look at the instructions in Activity 3 again, and to decide which actions are obligatory and which are recommended. Have them share their answers and discuss, as they may not have the same ideas. Elicit other daily routines or activities which are obligatory and recommended in their everyday lives.

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Answers: Obligatory: go to school. All the others are suggested.

Stage 3: I think 5 Read the text and underline the instructions and rules. Ask students to turn to page 149 in their Student Books and look at the pictures in Activity 5. Ask them to say what they can see, and ask how they would describe Paco and his brother Isaías. Elicit that although they are brothers, the two are very different. Give students time to read the text. Refer students to the Glossary on page 165 to clarify the meaning of words. Ask: How many children are in the boarding school? Where do they sleep? What time does Paco get up? What does Paco wear to school? What are the differences between Isaías’ and Paco’s daily routine? o identify words and expressions that point out orders, ask students to explain the difference between instructions and rules (rules usually begin with you must + infinitive;) instructions use the imperative and are followed by an exclamation mark. Check students understand the difference between an instruction and a rule, and then have them underline them in the texts. Check answers.

Answers: Make your beds, please; You must be responsible; Everyone must follow the rules; Get up Isaías; You should get up ten minutes earlier; Get dressed and comb your hair! You should clean your shoes!

6 Read the text in Activity 5 again and answer the following questions. Have students think about the activities from the text in Activity 5 and elicit which are obligatory and which are recommended or suggested . Write them on the board for reference and encourage students to add more. Ask: For which activities would we use must? (obligatory ones) For which activities do we use should? (instructions that are recommended) Write: You must wear a uniform. and Brush your teeth. on the board. Using students’ suggestions have them make sentences using must or should . Finally, ask: Do we conjugate must? (No, it always stays the same whoever the subject is.) hen have students answer the questions in Activity 6 in their Student Books and check answers as a class.

Lead-in

Class

Ask students to get into pairs, decide who will be Student 1 and Student 2, and stand up facing each other. ell them they are going to play the Mirror game. o start the game, ask: What are you doing? Student 1 has to mime an action (related to daily routines and to household chores: washing their face). Student 2 must follow the action as if they were a mirror. Ask again: What are you doing? his time Student 2 mimes an action, and Student 1 follows as if they were the mirror. Continue for five minutes.

7 Read the sentences and underline the modal verbs. Write O if they refer to obligation or S if they refer to suggestion. Read the sentences in Activity 7 and ask students to identify an example of a modal verb they know (must). ell them to look at the sentences again and tell you any other modal verbs they can find (should). Elicit that we use should to make suggestions, and elicit how it is formed: you + should + infinitive. Point out that we use it in exactly the same way as must , as in it doesn’t change with the subject. Say a few sentences at random: I forgot my homework. I have a headache. I’m tired. I need a holiday. And have students give you advice using should . Write on the board: Your friend is going to take an exam. Ask: What would you tell them about the rules when sitting an exam? What suggestions would you make? And again, encourage students to make sentences using: You must … and You should … : You must arrive on time. You must write your name on the paper. You should study. You should eat before the exam. ell a pair of students to leave the room. While they are out, have the rest of the class think of a situation which they can describe to the pair when they return, using must and should: You’re going on holiday. Bring the pair back in, and without saying what the situation is, the class must tell them things they have to do and suggest things to do in the situation: You must buy a ticket. You must have injections. You should take a swimming costume. You should buy a guide book . he pair has to guess from the instructions and advice given to them, what the situation is. Finally, tell students to underline all the modal verbs in their Student Books and identify which refer to obligation and which refer to suggestion. Check answers as a class.

Answers: 1 They must both go to school. They must both get up early. 2 He must make his bed, he must be responsible, he must follow the rules, and he must wear a uniform. He combs his hair. 3 Answers may vary.

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Answers: 1 should – S; 2 should – S; 3 should – S; 4 should – S; 5 must – O; 6 must – O; 7 must – O

Classroom Management: Many of the activities or games suppose that students have a small repertoire of basic language to be able to carry out the activities successfully with little prompting. However, if you feel students for whatever reason, don’t have enough vocabulary or structures, you can provide extra support. For example, in the activity above, prepare the situations and have them ready, written on cards so the langua ge students need and will use is more predictable. Before the students leave the room, write possible verbs and vocabulary for each situation on the board and add extra ones. Then students still have to sele ct the correct vocabulary but it’s not as difficult as having to think of words on the spot. As time goes on and students become more comfortable you can reduce the amount of extra support available to them.

8 Complete the sentences with words from the box. Elicit from students what they’ve learned about must and should . Then tell them to read the sentences in the Reflexion Box in Activity 8 and complete them with words from the box. Check answers as a class.

Ask students about the jobs that need to be done around the house and write them on the board for reference: cleaning, washing the dishes, washing clothes, ironing, mowing the lawn, repairs, paying the bills, child care, cooking. Ask them which household chores they do, or they help with. Tell them that they are going to find out if the results of the study still hold true. Ask them to write down how many hours on each task their mothers / aunts / grandmothers spend each week, and then do the same for their fathers / uncles / grandfathers. Then have them total up the average number of hours each gender spends on household chores. Ask them to find out the total sum reached by five other classmates, and see what their results show. Ask if there are any tendencies within the class for the number of hours men and women spend on housework related to how much paid work they do. Also ask if there are and tendencies according to the information gathered about the type of tasks men and women do.

10 Match the beginning of each sentence to the correct ending. Have students look at the parts of sentences in Activity 10 and match the beginning of each one to the correct ending. Check answers.

Answers: 1 must; 2 should; 3 Must and should; 4 must and should; 5 Must, should

Answers: 1 b; 2 c; 3 a

9 Write which picture corresponds to each instruction. Ask students to look at the pictures in Activity 9 on page 150 of their Student Books. Encourage them to guess what is happening in each one. Have them read the instructions, and then elicit the negative form: Don’t + infinitive. Ask students at random to transform the instructions into the negative. Then, ask them to write which picture corresponds to each instruction, and check answers.

11 Complete sentences 1-3 with words from the box. Circle the best option for sentences 4-7. Elicit the meanings of adjectives, verbs, and nouns and have students give you some examples of each. Write on the board: She writes beautifully. Ask students to identify the verb (writes). Ask: What is the role of the word beautifully? (It describes the verb or how something is done.) Explain that this is called an adverb. Ask them if they know of any other adverbs, and elicit examples. Explain that there are many types of adverbs but they always describe an action (an adverb of frequency tells us how often we do something). Pick up a book, open it, and pretend to read it very quickly. Elicit from students what you’re doing (reading quickly). Then walk slowly across the room and elicit what you’re doing (walking slowly). Explain that students will look at adverbs of manner which describe the way we do something. Ask: How do we form an adverb? (add -ly). Write on the board: loudly and quietly, and elicit the adjectives: loud and quiet. Tell students to look at the adverbs in the box in Activity 11 and identify the adjectives: punctual, quick, and sneaky. Explain the meaning of sneaky. Tell students to read sentences 1-3 and choose the adverb which best completes the gaps. Check answers. Elicit from students the adjectives which formed the adverbs, and their spellings. Write them on the board and underline the

Answers: 1 b; 2 d; 3 a; 4 c; 5 e Cultural Note Point out that gender and labor division studies show that although large numbers of women enter full time employment, they still do an overwhelming majority of the household chores. Furthermore, when men do help at home, they tend to do the more enjoyable or interesting chores such as playing with children, or outdoor ta sks such as taking out the trash or mowing the lawn. Women however, do more of the repetitive jobs such as cooking and cleaning. This is a general international trend, although figures do vary from country to country. However, a study at the end of the 1990’s showed that women in the USA still did three times more housework than the average man, even when they worked full time.

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last letters: quick, punctual, sneaky. Elicit the spelling of the adverbs: quickly, punctually, sneakily. Ask students what they notice about the spelling of sneakily (added –ily, because the y was changed for an i). Write: slow, crazy, noisy, violent, happy, and timid on the board and tell students to change them into adverbs: slowly, crazily, noisily, violently, happily, timidly. hen, ask students to read sentences 4-7 and choose the best option to complete each one. Check answers.

Answers: 1 sneakily; 2 punctually; 3 quickly; 4 actions; 5 –ly; 6 keep one consonant before –ly; 7 add –ily

Answers may vary .

13 Read the sentences and complete the obligations or suggestions. Ask students to turn to page 152 of their Student Books and look at the sentences in Activity 13. Check they understand the first part of each sentence. hen, have them work in pairs and write the obligation or suggestion for each sentence using must / should . Walk around and monitor. Check answers in pairs, and then for students to give instructions to daily life spontaneously, encourage them to practice the sentences by changing the information to personalize it for themselves.

emember Next class you will need: a CD with different genres of (appropriate) music, cards with daily routine actions and adverbs written on them, and five or six short teenage problems written down on paper with one piece of advice each. Photocopy the advice so that each group has one problem and five or six pieces of advice.

Lead-in

Class

ell the class that you have moved to a new school and you don’t have any friends. You are very unhappy. Explain that you need advice from them about what to do. Remind them of the structures they should use: must / should , and that must implies stronger advice. Have the class give you advice. Divide the class into five or six groups and hand out the teenage problems. Ask each group to read their problem and the advice and choose the advice which is most appropriate to their problem. hen have them guess, from the advice, what the other problems could be.

Stage 4: I Practice 12 Look at the pictures and write the corresponding instructions. Write on the board: You’re late for school. Your shoes are dirty. Ask students what suggestions or instructions they could give in these situations. Encourage them to paraphrase the instructions using should and must to ensure comprehension. hen, have students turn to page 151 of their Student Books and look at the pictures in Activity 12. Ask them what instructions or suggestions they would give for each picture. Ask: What modal verb do we use when making suggestions? What modal verb do we use when something is obligatory? Check comprehension by asking for the difference between an obligation and a suggestion. Have students give example sentences for each picture using both should and must . hen have them complete the sentences in their Student Books. Check answers and clarify if they are suggestions or obligations.

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Answers may vary .

14 Complete the table with words from the box. Ask students to remind you what adverbs they’ve seen and what their role in a sentence is. Ask: Do they describe nouns? (No) Do they describe adjectives? (No) Do they describe verbs? (Yes.) Elicit as many examples of adjectives as students remember, including all the ones they have seen in the unit: noisy, happy, slow, quick, clear, loud, beautiful, sneaky, careful, naughty, beautiful, sad, polite, crazy, cheerful, correct, angry, patient, bad, shy, nervous. Check students understand the meaning of new adjectives, and ask them to write them down for reference. Ask for volunteers to give some example sentences using an adjective from the list. hen ask them about the rules for forming adverbs: when do we add –ly and when do we add –ily? (when the adjective ends with a vowel consonant or when it ends in y.) hen have students circle all the adjectives from their list that end in – y, and underline all the adjectives that end with a vowel consonant. Check answers as a class. Ask students how to turn adjectives ending in –y into adverbs, (remove the –y and add –ily). Elicit what to do for other adjectives, (add –ly). Draw two columns on the board and write the headings as –ly and –ily. Have students take it in turns to come to the front, to transform an adjective into an adverb, and to write it in the correct column. Divide the class into two groups. Explain that you have all the adverbs students have seen in the class written on cards in one pile, and the daily routines from the previous lessons written on cards in the other pile. Groups take it in turns to send a student to the front to choose a card from each pile. hey must mime the action on the card in the manner of the adverb written on the other card. It is down to the rest of the group to make sentence about what they are doing (He is combing his hair nervously). Actions could include: comb your hair, brush your teeth, wake up, get dressed, catch the bus , walk to school, have a shower, polish your shoes, make some coffee, do your homework, play football, dance, etc.

hen have students look at the adjectives in the box in Activity 14 and complete the table in their Student Books. Monitor and check answers.

Answers: –ly: quickly, carefully, beautifully, badly, quietly; –ily: happily, sneakily, naughtily

15 Complete the following text with words from Activity 14. Elicit some of the adverbs students saw in the previous class and write them on the board. hen play the CD with different genres of music. It should contain a contrast of music styles, from very soft and slow, to very lively and fast. Ask students to think of an activity and an adverb which they would use to describe what each piece of music makes them think of, or feel. ell students to read the text in Activity 15. Ask them to tell you the verbs around the gaps: leaves to take a shower, closes the door, showers, did . Elicit which adverbs from the previous activity could go with these verbs. hen have students working in pairs to complete the text using adverbs from Activity 14. Check answers as a class.

Answers: 1 Juan is at a swimming pool. 2 The pool rules are on the wall. 3 Answers may vary.

17 Work in pairs. Write rules for the swimming pool. Ask students which new sports they would like to try, and again, encourage them to give reasons. o formulate questions to clarify doubts and broaden information, ask students to get into groups of four and discuss the sports they chose. Elicit possible questions they could ask and write them on the board: Where can I do it? Is it expensive? What do I need? Is it dangerous? What must I do when I do this sport? What are the rules? Leave the questions on the board for reference. Give students enough time to discuss, and make sure everybody participates. Ask students to think about the possible rule s in a swimming pool, and what they need to consider: the venue, health and safety, the sport itself, diet, tips, etc. Have students working in pairs to write down their rules and suggestions in their Student Books. Walk around and monitor, checking their sentences and encouraging reasons for their answers.

Answers: 1 sneakily / quickly / quietly; 2 quietly / 18 Share your rules from Activity 17 with another pair.

carefully; 3 quickly; 4 badly

emember Next class you will need: a small ball.

Lead-in

Class

Write the word: SPORTS on the board. Ask students to brainstorm as many different sports as they can, and then to rank their ten favorite sports in order of preference. Encourage them to give reasons for their choices . Explain that they are going to associate words with a sport. You will say a sport at random and throw the ball to a student who must mime a specific movement from that sport, and then throw the ball to another student who must do the same. Continue until students get the hang of it and become quicker and quicker.

Stage 5: I can 16 Work in pairs. Look at the picture and discuss the following questions.

Keep students working in the same groups of four that they formed in Activity 17. One student should ask for instructions to carry out the activity (swimming) and the others should oblige with the instructions that they wrote in Activity 17. Elicit how to form questions (How do I … Am I allowed to … Can I … etc.). Have students note down three different rules to the ones they already have.

19 Do you follow instructions when you see rules at the pool? Why is it important to follow rules? Ask students to reflect on the questions in Activity 19 for a couple of minutes. After that, ask them to get together with a partner to compare answers. Encourage them to express their points of view and to respectfully listen to their partner’s. ell them that it is important to be able to express their own opinions, but it is also very important to respect others.

Have students look at the picture in Activity 16 on p age 152 of their Student Books. For students to clarify doubts and broaden information, give them a couple of minutes to brainstorm swimming and swimming pool vocabulary. Have them think of clothing, equipment, venue, and dangers: swimsuit, flip-flops, goggles, cap, slip, wet floor, deep end, shallow end, etc. Write down all their suggestions on the board for reference and add more if necessary. Ask them what modal verb they should use for rules: must. hen have them answer the questions. Walk around and monitor answers.

149

Unit 5

Product 2 Poster with instructions to carry out daily life activities

Performance indicators: – Select a daily life activity. – Compose instructions for the selected activity. – Write the instructions. – Use the poster to provide and follow instructions.

Lead-in

Class

Play Hangman with different sentences for daily activities. Start by giving students an example, draw the Hangman diagram and have students guess the letters to complete the words. hen divide the class into two groups and tell them to write at least five sentences per group about their daily activities. Check their sentences are correct. hen each group takes it in turns to write the dashes on the board for the other group to guess the letters that make up the sentences. Repeat various times.

Stage 1: I get ready 1 Check (3) the activities you do every day to help at home. Ask students to open their Student Books to page 154 and to look at the picture in Activity 1. Ask them to say what the girl is doing (ironing). hen ask them to rea d the sentences and to check (3) the ones they do at home. Ask students at random to tell you and the rest of the class what activities they do, how often they do them, and if they have rules in their house about household activities. Answers may vary .

2 Work in pairs. Use the organizer in the Worksheets section on page 181 to write other activities you can do to help at home. Elicit other household activities : taking out the garbage, setting the table, feeding the dog, watering the plants and tending the garden, etc. Have students give their opinion about which activities they think are the mo st and least enjoyable. Encourage them to give reasons for their answers. hen, guide them to page 181 of their Student Books to complete the organizer in the Worksheets section with the new activities they’ve learned. Practice the enunciation of instructions. Monitor and check. Introduce different verbs for expressing likes and dislikes: hate, love, can’t stand, don’t mind, etc. and write them on the board for reference. Ask volunteers to use

150

Student Book

p. 154-155

– Revise the instructions are understood when spoken and listened to. – Practice the enunciation of instructions. – Place the poster in a visible place to use it whenever instructions must be given.

these new verbs to describe how they feel about certain household activities or chores. Have the class choose five activities and write them down in the form of a questionnaire. hen ask them to ask as many of their classmates as possible about the activities to find out which are the most / least popular, or which ones are most / least done by students at home. Answers may vary .

Stage 2: I plan 3 Use your notes from Activity 2 to sketch the outline for a poster of the activities you do to help at home. Ask students for ideas as to what daily life activity to put on their poster, and elicit suggestions. hen ask them to select a daily life activity each. Encourage them to say why they feel their chosen activity is the most important. hen ask them to think about four more household chores, either the ones they like the best or the ones they feel are the most neglected and note them down. ell students to look at the instructions in Activity 3 on page 154 of their Student Books. Elicit the tense (imperative). Hand out the poster sized pieces of paper and tell them to sketch the outline for a poster of the activity they do to help at home. Remind them that they have to make helping around the house seem as attractive as possible. How will they do this? Ask them for suggestions as to how they can make household activities seem more enjoyable, and offer some suggestions in case they need help with ideas (play music, time themselves to try and do the activity quicker the next time they do it, sing, remember words in English, etc.). Students plan the design of their poster and think about the art work they would like to include. Make sure they don’t write the rules or suggestions yet.

4 What materials do you need? Make a list. ell students to think about the materials they will need, and write a list: magazine cut-outs, colored pencils, markers, glue, poster paper, etc. ell them to try and bring as many resources as they can from home.

emember Next class students will need: materials to make their posters, magazine cut-outs, colored pencils, glue, markers, etc.

Class

Lead-in

Elicit the structures used for giving instructions and making suggestions: must and should . Write some examples on the board. Say the name of a famous, relevant person, who has recently been in the news quite a lot. Encourage students to make suggestions and give instructions about what they should do, recommendations for their love life, professional life, personal appearance, etc. For students to practice the enunciation of instructions, model the differences in stress and intonation in sentences using should and must and have students repeat them. Also point out the silent ‘t’ in must. Often in English, the pronunciation is: You “mus” wash the dishes. Allow them to practice this until it comes more naturally to them.

related to their topic, and to sit with them in a circle. Keep the category cards as you can use them again for many different activities, as well as for forming groups. Students then share their posters with the rest of their group. For them to use the poster to provide and follow instructions as well as revise the instructions are understood when spoken and listened to, they should hold up their poster and do a mini presentation. Direct them to the useful expressions box on page 155 of their Student Books for tips on introducing and talking about their poster. Make sure they include reasons, and that they use full sentences.

8 Vote on the posters. Decide on which you think was the most creative, the best presented, and the most informative.

Stage 3: I do

Once each member of each group has presented their poster, they should take a vote on which they believe was the best poster of the group. ell them to vote according to the most creative, the most informative, and the best presented. he students with the best posters from each group present them to the whole class.

5 Make the poster in real-life size.

I learn

Ask students what structures they will use to write their instructions and suggestions, and elicit must for obligation and should for suggestion. Remind them to consider things they can do to make the activity more enjoyable, and that they should include these tips on their poster. Ask if these are rules or suggestions: suggestions. o compose sentences to give instructions for their selected activity, have students write their rules, instructions, and tips for making it more enjoyable on scrap paper. hen have students make their poster. Don’t let them write up their instructions just yet, but they can decide on the layout, design, and decoration.

6 Check the spelling and punctuation of your text. Remind students to check their punctuation and spelling. Check any queries they have about their work, and once it is ready, have them add the instructions onto their posters.

Stage 4: All ready to share 7 Work in groups. Share your poster with the rest of your group. o form groups of three or four students, use category cards. Write vocabulary associated with certain categories on cards: colors, fruits, sea animals, jungle animals, transportation means, countries, etc. Hand out as many cards for each category as the number of groups you require, and tell students to find classmates with words

Ask students what they can do now that they couldn’t do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product. hen have them answer the I learn box on page 155 of their Student Books. Explain that its purpose is to assess their performance while making the product in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.


– Can adjust volume, intonation, and tone to emphasize or alter instructions. – Can understand and request instruction to carry out an activity. – Can compose sequences of enunciation to provide instructions. – Can use linguistic resources to ensure the comprehension of instructions. – Can produce instructions spontaneously.


151

Glossary Autonomous learning: A school of education which sees learners as individuals who should be responsible for their own learning. It also helps students develop their self-consciousness, vision, practicality, and freedom of discussion. Cognates: Words in different languages related to the same roots. Collaboration skills: The ability to work successfully with others at school, work, or in life. Cooperative learning: A teaching strategy involving teams in a collaborative environment. Each member of the team is not only responsible for their own learning , but for getting involved with other teammates and creating an environment of achievement. Critical thinking: The process of conceptualizing, applying, analyzing, synthesizing, and / or evaluating information from observation, experience, reflection, or communication. Details: Information that supports or explains the main idea of a text or paragraph. Echo reading or repetition: Reading of a text where the teacher reads a line out loud and students repeat. It is a good way to build pronunciation and expression when reading.

Lifelong learning: The continuous building of skills and knowledge throughout the life of an individual. It occurs through experiences encountered in the course of a lifetime. Main idea: The central idea of a text or paragraph. Metacognition: Also defined as “knowing about knowing.” It includes knowledge about when and how to use particular strategies for learning or for problem solving. Paraphrase: To express what someone else has said or written using different words, especially in order to make it shorter or clearer. Plot: The sequence of events in a story. Scaffolding: A supportive framework that teachers give children while they are learning a language. Scan: A reading strategy to seek specific words and phrases. Shared reading: Students, in pairs, take turns reading sections of a text out loud to each other and ask each other questions about what they have just read. Skim: A reading strategy to quickly identify the main ideas of a text.

Elicit: The action of obtaining information from the students by provoking a response from them.

Readers’ theater: A dramatic reading of a text or a section of a text that is written as a conversation, with parts divided among readers.

Graphic components: Illustrations, diagrams, maps in a text; and how the text is arranged on the page (layout).

Rhythm: The way some words are emphasized so as to give the effect of regular beats.

Graphic organizers: Diagrams or other pictorial devices that summarize and illustrate concepts and interrelationships among concepts in a text. Inductive approach: A method where learners find out rules through the presentation of adequate linguistic forms in the target language. Inference: It is a logical conclusion reasoned from evidence. For example, if the story reads that a character is crying, you can infer that the character is sad. Intended audience: The readers for whom the author is writing. Intonation: The melodic pattern of connected speech that distinguishes one language from others.

Speech register: The spoken language used for a particular purpose or in a particular social setting. It also used to indicate degrees of formality. Story / Text structure: A set of conventions that govern different types of texts, such as setting, characters , plot, climax, ending in a narrative text, or instructions and materials in an information text. Syntax: The arrangement of words in a sentence. Turn-taking: The skill of knowing when to alternate speaking in a conversation. Word stress: The relative emphasis that is given to certain syllables in a word by increasing loudness, length, or tone of voice.

153

Unit 1

Formal Assessment


Name: 1 Listen to the conversation and circle T for True or F for False.

02

1 They are playing soccer.

T

F

2 They are looking at a menu.

T

F

3 They want soda.

T

F

02

(3 points, 1 each)

2 Listen to the conversation and answer the questions.

(3 points, 1 each)

1 What shoes does the second boy want?

.

2 Which are more expensive, Roadrunners or Rickie tennis shoes?

.

3 Where are Roadrunners made?

.

3 Read the advertisements and complete the sentences.

(10 points, 2 each)

Comet bike

Pegasus bike

19” speed bike Maximum speed up to 25 Km/hr Weight: 20kg Brand new. Only $2,500 Contact Beto Palacios 3546-4459

19”Mountain bike Maximum speed up to 45Km/hr Weight: 16kg Six months old. Only $2,600. Contact Pablo Suarez 6454-6698

A: How much is the Pegasus? B: It’s $2,600. It’s 1)

than the Comet and it’s

2)

.

(expensive)

(old)

A: That’s right. The Pegasus is as 3)

as the Comet. (tall)

B: It’s 4)

than the Comet too. I think it will go 5)

than the Comet.

(light)

(fast)

4 Write the correct phrases from the box.

(4 points, 1 each)

A: 1)

I suggest Let’s That’s a good idea Why don’t you

sell your old bike, Andy?

B: Great. We can make some money.

2)

write an advertisement.

A: 3)

you ask your father first.

B: 4)

.

Score: (

154

Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.

/ 20 points)

Unit 1

Formal Assessment


Name: 1 Read the story and answer the questions.

(6 points, 2 each)

My grandfather told me his father had met Joaquin Murrieta, the famous outlaw. One day when my grandfather was a boy he was taking care of his family’s sheep in the mountains. He was sitting under a tree watching the sheep when a man suddenly appeared. My grandfather looked at him and asked, “Where did you come from?” The man laughed and said he was thirsty. My grandfather offered him some water. When the man left, he told my grandfather never to be afraid of Joaquin Murrieta. He said Joaquin never forgot a favor. 1 What was his grandfather doing in the mountains? . 2 What did Joaquin Murrieta want? . 3 Why shouldn’t the grandfather be afraid of Joaquin Murrieta? .

2 Write the correct form of the verbs.

(8 points, 2 each)

Mary said she 1)

worried because she has two exams tomorrow. She (be)

wished that she could 2)

more. If I 3) (study)

Mary, I wouldn’t 4)

(be)

to the movies tonight. (go)


(4 points, 1 each)

A: 1) Have / Had you ever been to the city? B: Yes, I have. We 2) had / have lived there for six months when we had to move because my

father found a better job here. He 3) can’t / couldn’t find a job there. He 4) has / had looked for a job for months.

4 Describe this superhero. Use the words in the box. blond

(2 points, 1 each) thin

girl

small

short

1

.

2

.

Score: (

/ 20 points)


155

Unit 2

Formal Assessment


Name: 1 Read the instructions for an emergency and number them in the correct order.(6 points, 1 each)

What to do in case of a flood

Also, if you are in your car and it is safe, leave it and move to higher ground. Finally, remember, never try to walk, swim or drive through flood water. First, make an escape plan in case of a flood. Listen for emergency information. Then if you hear a flood is coming, be sure to move to higher ground. Then when there is the possibility of a flood, turn on the radio.

2 Read the instructions again and answer the questions.

(3 points, 1 each)

1 What should you do to prepare for a flood in advance?

2 What should you do if there is a possibility of a flood?

3 What should you do if you are driving and you see flood water in the distance?

3 Complete the sentences with words from the box. after In case of a scorpion sting, 1) raise it above the heart.

that

finally

(3 points, 1 each) first

put a tourniquet on the arm or leg above the sting and

2)

put an ice cube on the area of the sting to cool it.

3)

take the victim to the hospital.

4 Combine the pairs of simple sentences to make complex sentences. Use the connectors in parentheses and the correct punctuation. 1 Try to stay calm. You are in an emergency. (when)

(8 points, 2 each)

3 An emergency happens. Read instructions manuals. (before)

2 There is a fire. Do not enter it to save things. (if)

4 Do not try to enter a building. It is on fire. (while)

Score: (

156


/ 20 points)

Unit 2

Formal Assessment


Name: 1 Listen to this conversation between Molly and Neil and circle T for True or F for False.

(4 points, 1 each)

09

1 Molly doesn’t love Neil.

T

F

2 Neil doesn’t have time for her.

T

F

3 They went out last night.

T

F

4 They haven’t seen each other for three weeks.

T

F

2 Write the correct words from the box. characters I like 1)

comedies

(8 points, 2 each) horror

romantic

movies because they are about love, but my brother likes

2)

movies because they’re scary. I don’t like them because the

3)

in them aren’t realistic. We both love 4)

because

they make us laugh.

3 Complete the conversation with the sentences in the box.

(8 points, 2 each)

Can I ask you a question? I’d like to learn more about mime. You just have to practice imitating people. You shouldn’t apologize.

A: Excuse me. I’m sorry, I know you ‘re busy

1) B: Sure, but 2) A: Can I join your drama class? 3) B: Sure. We meet here every afternoon at five. Mime is easy.

4)

Score: (

/ 20 points)


157

Unit 3

Formal Assessment


Name: 1 Read the instructions and answer the questions.

(5 points, 1 each)

This is the Princess and the Dragon. It’s a fun game review for an exam. Before you begin to play, draw a Princess on one side of the board. She is tied to a post. Draw six ropes around her. Then draw a Dragon on the other side of t he board. Draw six ocean waves between them. Make twelve questions from your textbook on pieces of paper. Form two teams. One team is the Princess and the other team is the Dragon. First, the Princess team chooses a piece of paper and asks the Dragon team a question. If the Dragons answer correctly, one wave is erased. If they answer incorrectly, one rope is erased. Then, the Dragons choose a paper and ask a question. If all the ropes are erased first, the Princess wins and she escapes. If all the waves are erased first, the dragon eats the Princess. 1 What is the objective of the game? 2 What two figures do you draw on the board? 3 What separates them? 4 What happens if the Princess wins? 5 What happens if the Dragon wins?

2 Write the correct contractions.

(5 points, 1 each)

A: 1)

(what is) that?

B: 2)

(it is) my new phone.

A: I like it. I think 3)

(I will) get one soon.

My sister 4)

(does not) have one.

5)

(she has) asked my parents to buy her one.

3 Listen to this conversation between Tracy and Ken. Answer the questions. 14

(8 points, 2 each)

1 What is Tracy going to do this weekend? 2 Why is Ken going to the beach? 3 What is Chris going to do? 4 What is he going to do there?

4 Circle the number of syllables in these words have and underline the stressed syllables. 1 memorial

one

two

three or more

2 orange

one

two

three or more

(2 points, 1 each)

Score: (

158


/ 20 points)

Unit 3

Formal Assessment


Name: 1 Read the description of this kitchen tool and answer the questions.

(3 points, 1 each)

Save time with this popular kitchen tool. This pressure cooker lets you cook beans in only an hour. Potatoes cook in ten minutes and chicken in fifteen minutes. You can also use it to make delicious desserts, like flan. Some pressure cookers are dangerous, but our pressure cooker has a special valve that prevents accidents. It comes with a complete recipe book and handy meal suggestions. 1 How long does it take to cook beans? 2 What dessert can you make in it? 3 Why is it safe?

2 Listen to this conversation between Kim and Arthur and circle T (true) or F (false).

(4 points, 1 each)

16

1 You can ride the Sen Skateboard faster than a normal one.

T

F

2 The helmet has special sensors.

T

F

3 You straighten your knees if you want to go less quickly.

T

F

4 You raise your legs if you want to go up.

T

F

3 Circle the correct words. Note the + or - .

(7 points, 1 each)

This machine is designed 1) for / so that you can exercise the muscles you need for skateboarding. If you use it regularly, you will soon move 2) (+) less / more quickly than you do now. You’ll love it, but 3) for / in order to get the best results, you have to do the exercises 4) (-) less / more quickly than you think. If you move 5) (+) less / more slowly, you will build more muscles 6) for / so that you get stronger much faster. 7) For / In order to best results, read the instruction manual.

4 Match the columns.

(6 points, 1 each)

1 Many years ago people 2 Nowadays we

save food.

keep our food in a refrigerator.

3 All we do now is plug it

and it keeps our food cool.

4 Our grandparents had to wake 5 They

early to find food.

only keep some food in their houses.

6 Now we can count

having fresh food in our houses.

a) can b) could

c) couldn’t d) in

e) on f) up

Score: (

/ 20 points)


159

Unit 4

Formal Assessment


Name: 1 Read the anecdote and answer the questions.

(5 points, 1 each)

You’ll never believe what happened to me at Mary’s birthday party at Main Street restaurant last week. I was eating some nachos and having a soft drink while I was talking to Chuck. He was telling me a joke and it was really funny. I was laughing and laughing. I laughed so hard I spilled my soft drink all over the person next to me. I turned around to apologize and when I saw who it was, I wanted to die. It was Mary’s father and he was covered with orange soda. I felt horrible. 1 Did the anecdote happen at home or in a public place? 2 What happened? 3 Why was the speaker laughing? 4 Who got covered with soda? 5 How did the speaker feel?

2 Circle the best option.

(6 points, 1 each)

When I 1) used to be / was young, I 2) always / never liked going to the doctor. My mother used to 3) take / took me every two months. The only good part 4) used to be / were after we saw the doctor we 5) never / sometimes had lunch together. I 6) had / used to have a hamburger and a soft drink.

3 Complete the sentences with the correct form of direct and indirect speech. (3 points, 1 each) Use the words in parentheses. The doctor asked me if I 1)

(be) sick. I said, “My head 2)

(hurt).” Then he asked me, “ 3)

it

(hurt) here?” and I said, yes.

4 Complete the conversation with phrases from the box. Oh, poor you

Really

(6 points, 2 each)

Did I ever tell you

A: 1) about the time I broke my arm? B: No, what happened? A: I was running because I was late for school. I ran across a street and I didn’t see a car coming. It hit me. I only broke my arm. It really hurt. B: 2) A: My teacher.

! Do you know who was driving the car?

B: 3) A: Yes, he felt very bad.

?

Score: (

160


/ 20 points)

Unit 4

Formal Assessment


Name: 1 Read this essay and answer the questions.

(6 points, 2 each)

Last year I went on a student exchange to Australia. I spent two months living with a real Australian family and attending the local school. It was very similar to here in Mexico. Most students wear school uniforms and school days are divided into classes by the bell. They also get only a little bit of homework. Sports are different. In Mexico we play soccer and in Australia, they play cricket in the summer. In general, I found there are similarities and differences, but I enjoyed the experience. 1 What is the topic of the essay? 2 What are the main cultural aspects in the essay? 3 What differences are there in sports?

2 Read this recipe and underline the ingredients.

Flan

(4 points, 1 each)

Boil the sugar and water together to make the caramel. Pour it in the molds. While it is cooling, make the custard. Blend the eggs together and then, add the milk, sugar, and vanilla. Add the mixture to the caramel in the molds. Bake for forty minutes.

3 Write the correct words from the box. both

1)

eggs

(5 points, 1 each) strict

sweet

way

my mother and my grandmother make flan, but they don’t make it in the

same 2) . My grandmother is very 3) and she always follows the recipe. My mother likes to experiment. Sometimes she uses less sugar and the f lan isn’t 4)

and other times she uses more 5)


and the flan is different.

(5 points, 1 each)

1) When / While I’m making flan, my cat is 2) always / never next to me. She 3) liked / likes milk and I 4) never / usually give her some so she can drink it 5) when / while I’m stirring the flan.

Score: (

/ 20 points)


161

Unit 5

Formal Assessment


Name: 1 Read the text and label it with For or Against .

(4 points, 2 each)

There are lots of discussions on which websites teens should be allowed to visit on the Internet. Some sites were made for adults and not teenagers. Many parents worry about social media sites. Some people argue that social media sites should be limited to people

1

over eighteen. They say that teens are too immature to know when they could be in danger of meeting people who want to hurt them. Other people think social media sites can be useful for teens, but that adults need to teach them how to use them safely. They say it’s like

2

learning how to relate to strangers in the street. Teens need to learn what they should and shouldn’t do on the Internet.

21

2 Listen to the radio show and circle T for True or F for False.

(6 points, 2 each)

1 The show is about parental control of Internet access.

T

F

2 Barry thinks we should block all web pages.

T

F

3 Katie thinks parents should teach their kids about computer safety.

T

F

3 Match the causes to the results to complete the setences.

(4 points, 1 each)

1 If teens learn to use the Internet properly,

a) they wouldn’t be protected.

2 If more parents were responsible,

b) their children would be safer.

3 If teens weren’t taught about Internet use,

c) they will be in danger.

4 If they don’t know how to use it safely,

d) they won’t be in danger.

4 Complete the text with the words from the box. attention

education

Mike is ill today. He’s very 1) to get a good 2) 4)

immature

(6 points, 1 each) impatient

polite

unhappy

because he doesn’t want to miss school. He wants . His brother Edward is 3)

in class. He’s very 5)

. He doesn’t pay and he doesn’t like to wait for things.

He wants them immediately. Both Mike and Edward are very good boys and they’re both very 6)

.

Score: (

162


/ 20 points)

Unit 5

Formal Assessment


Name: 1 Read the text and answer the questions.

Larry lives with his grandmother. He’s sitting at the breakfast table. His grandmother doesn’t have much money, so they don’t spend too much on food. Today, Larry has a glass of milk and some toast. He remembers when he lived

(3 points, 1 each)

with his parents. They both died in a car accident. They used to have more money. He remembers eating eggs and he had butter for his bread. His grandmother comes into the room and he smiles at her while he drinks his milk.

1 Why doesn’t Larry live with his parents? 2 What is he having for breakfast today? 3 What did he use to have for breakfast?

2 Listen to the conversation between Johnny and his father. Answer the questions.

(3 points, 1 each)

23

1 What is Johnny drinking? 2 What fruit does Johnny want? 3 What is his father going to have for breakfast?

3 Read the paragraph and circle the best option to complete each sentence. (6 points, 1 each) Johnny is sitting 1) at / in / on the table. There is 2) a / an / some fruit. It’s 3) at / in / on a big dish. There are 4) an / any / a few grapes and 5) a few / some / the orange juice. The dirty plates are 6) at / in / on the sink.

4 Complete the story with words from the box. brush

carefully

must

punctually

(8 points, 1 each) quickly

quietly

shouldn’t

wash

“Wendy, it’s very late. You 1) __________________ get dressed and when you finish, 2) __________________ your teeth. You have to arrive 3) __________________. You can’t be late,” said Mother. “Ken, you 4) __________________ eat so much. 5) __________________ your plate when you finish.” Ken 6) __________________ took his dishes to the kitchen. He didn’t want to break one.” “Let’s go,” said Mother. Ken 7) ____________________ picked up his books. Wendy 8) __________________ came running out of her room. She is always late.

Score: (

/ 20 points)


163

A: Look, here’s another advertisement: 50% off all

Audioscripts UNIT 1 02 Lesson 1 / Activity 1 / Page 8

Listen to the conversations and number the pictures in the order you hear them. 1 A: Look John! B: Where? A: On the second page of the menu: double

hamburger with cheese and a side order of fries.

bikes at Narty’s. B: Narty‘s prices are more expensive than Venotto’s. A: You are right, let’s find Venotto bike stores on

the Internet … 03 Lesson 1 / Activity 3 / Page 9

Listen to the conversation and complete the information. Marcelo: Look at these bicycles, Pedro!

Marcelo: How much money have you saved,

Pedro?

C: Anything to drink? A: Yes, two sodas.

years. Marcelo: Yes, saving money isn’t a five minute

process but I’ve saved faster than you.

Pedro: How much money do you have?

Marcelo: I have 5,000 pesos.

2 A: I really think that Rickie tennis shoes are more

comfortable. B: Yes, but look at the price. They’re also more

expensive. I want some Roadrunners. A: Are they as good as Rickie tennis shoes? B: Of course, and they aren’t as expensive. A: Where are they made?

Pedro: Wow! You have much more than I do. Marcelo: Well, I’m not as impulsive as you are, Pedro.

You are always buying music online.

A: Well, they are cool maybe …

Pedro: I’m not impulsive. I’m a rather calm person.

But look at these Venottos. Marcelo: They have titanium and aluminum.

Pedro: Titanium is lighter and more resistant than

aluminum. I suggest you get the

B: In Mexico! Look at these colors!

titanium bycicle. Marcelo: Look at the price! It is too expensive. I need

to think about it.

3 A: Look at these beautiful blouses! B: Wow, they are very colorful and modern. A: Just touch the material.

A: And it’s cheaper than the blouses at

Manchester’s. B: Well, this is an outlet. A: Yes, the brands are just as fashionable as in

other stores.

Sandra: Anita says that I should buy the Lucci jeans.

They are more beautiful than the Gicci brand.

A: Here we are. This is the section for bicycles. B: Look at this ad: Beautiful mountain bike for

B: Yeah! But they are really cool!

Pedro: They all look very pretty, Anita …

Marcelo: Why don’t you get the less expensive jeans

and a pretty blouse too? Alicia: That’s a great idea!

Sandra: We should all get jeans!

Anita: Let’s go to Manchester’s before we make

a decision. They have clothing and bicycles

$4,000.00 A: Mountain bikes aren’t as fast as city bikes.

Anita: They are also more expensive. What do

you think, Pedro?

4

Alicia: Pedro, Marcelo! Can you help us decide

which jeans are better?

B: It feels soft!

164

Pedro: It’s been a difficult process. I have 3,000

pesos. I’ve been slowly saving for two

B: That sounds delicious. We’ll have two hamburgers

with cheese and fries.

Pedro: Wow! All of them are awesome.

there.

Pedro: That’s a good idea. When are we eating?

04 Lesson 1 / Activity 10 / Page 12

David: And it has the most fantastic camera and

video I’ve ever seen!

Listen to the conversation and complete it. Anita: How much is the blouse at Manchester’s?

Dad: On a cell phone? What’s the name of this

wonder machine?

Sandra: It’s 450 pesos and it’s very beautiful. Alicia: It’s too expensive. The one at The Palace is

David: It’s the most famous phone in the world! The

Blueberry 1000.

as pretty as that one and is much cheaper. Anita: I don’t know, I also need some jeans.

Dad: And how much does this magic wonder

cost?

Sandra: I suggest you get the jeans at Manchester’s,

they’re very fashionable.

David: It’s the cheapest cell phone of its kind dad

and it has Internet. It’s 1,000 dollars.

Alicia: No, I don’t think so. They are too expensive.

I suggest you buy the blouse at The Palace

Dad: That’s too expensive son, why don’t you keep

and the jeans at Zears because they would

your cell phone in good condition for two

look good together.

more years?

Anita: I’ll think about it. Let’s get some food,

David: No, no, no, no dad! You don’t understand.

I would be the most popular guy at school,

I’m starving.

not to say the happiest. 05 Lesson 2 / Activity 2 / Page 14

Dad: I’m terribly sorry, but my answer is no. I

suggest you think about this more carefully.

Listen and repeat the jazz chant. Two Wheel Vehicles


by Joe Venotto

Listen to the conversation and write the suggestions you hear. Boy 1: Excuse me, waiter. What are your lunch

The most dangerous vehicle on the street,

specials for today?

As fast as a car, faster than feet. This two-wheel vehicle must be mine!

Waiter: I suggest you try the steak and potatoes. Boy 1: Why don’t we try something new like the

So all can say, “so handsome, so fine!”

spaghetti and meatballs?

To school I’ll arrive; the fastest of all, All eyes on me as I walk down the hall.

Waiter: That’s also a very good choice, sir. May I

The only thing is, I’ll have to wait

suggest that you try a Cesar’s salad to go

With my good old bike tied on the gate.

with that? Boy 1: That sounds delicious!


Boy 2: Let’s just get a hamburger, Peter.

Listen to the conversation and answer the questions.

Boy 1: Well, OK.

David: Hey Dad. I need to show you this catalogue

UNIT 2

of used cell phones. Dad: Whoa! Calm down son. You already have a

very good one. David: No, you don’t understand, Dad. It’s not just

a cell phone, it is the most incredible, the


Listen to a recording of emergency instructions and answer the questions.

Man: You have reached the Poison Control

most modern and complete communication

Center Emergency hotline. Press

device in the world!

the number corresponding to your emergency:

Dad: What does this incredible phone do? David: It has the largest selection of games and the

games are the newest on the market and … Dad: Son, please speak more slowly. You don’t

need a phone to play games.

1 snake bite 2 insect sting 3 poisoning 4 skin contact with a chemical 5 burns

165

Please stay on the line. Poisoning is a serious

Man 1: Yeah! We’ve got him now!

emergency, and a poison control expert will assist you. Be prepared to give the following information

Conversation 3

when the expert comes on the line:

Neil: What’s wrong, Molly? Please tell me.

• First, give your name, address, and phone number.

Molly: Oh, I don’t know, Neil. I just don’t know

• Then, tell the expert who took the poison. Give

if this is working.

the age of the person and the symptoms they

Neil: Not working? Why? You know I love you!

have. For example, is the person conscious or

Molly: Do you? You never have any time for me

unconscious? Is the person hot or cold? Is the person vomiting or coughing? • Next, tell the expert what the poison or medicine was, when the person ingested it, and how much they ingested. • Finally, give the expert the information that is on the container of the poison. It is important to give the name of the substance and the ingredients.

anymore. Neil: Molly, that’s not true! We went out last

Saturday, and … uh … Molly: Yeah, uh. Apart from Saturday, we haven’t

seen each other for two weeks! I’m just not happy, Neil. Neil: Molly, I’m so sorry. I’ve been really busy with

work, but I promise it will change! Please don’t leave me!

Dr. Martin: Hello, this is Dr. Martin. I’m going to ask you

Molly: Oh, Neil, I do love you! Can we go …

some questions. After that, if necessary, we will send an EMS unit to your house.

Conversation 4

OK, first, …

Teenage boy 1: Ssshhh! Whaat was that? Teenage boy 2: Nothing, man. Just an owl.


Teenage boy 1: No, man, I heard something else!

Listen to the conversations and match each conversation to the genre.

Teenage boy 2: I didn’t hear anything. Stop being

Conversation 1

Teenage boy 1: There it is again! Listen!

Woman: You know, they say that everyone has a

Teenage boy 2: Oh, wow, that door is opening!

double somewhere in the world – someone who looks just like them.

Man: Oh yeah? I wonder who I look like.

so nervous!

Teenage boy 1: Yeah, and something’s coming out!

Oh no! Both boys: Aaaaahhhhh!

Woman: Oh, I definitely know who you look like. Man: Ah, yes, actually, several people have said

that I look like George Clooney. Woman: Oh, sweetie, you don’t look like George

Clooney at all!

Man: Oh. Well, then, who do I look like?

Woman: You look exactly like my mother! If you were

a woman, you could be twins!

Man: Your mother? Oh, great!


Listen and check your ideas. Nick: Uh, excuse me. Can I ask you a question? Tricia: Sure, I guess so. Nick: Why were you watching me? Tricia: Well, you were doing some strange things,

and it was interesting to watch you. You were sort of imitating people and talking to yourself. Nick: Yeah, uh, I guess that looked a little weird.

Conversation 2 Man 1: I see him! Go left, now, now, now!

Sorry. The thing is, uh … Tricia: Oh, you shouldn’t apologize! I thought it was

Man 2: Got him! There’s the Mustang!

really interesting. You see, I’m taking a class in

Man 1: Go, go, go!

mime, and …

Man 2: Hang on! Man 1: Watch out on your right! Man 2: Got it! OK, he’s behind that truck!

Nick: You’re kidding! That’s why I was doing that

stuff! I’m taking a mime class, too! Tricia: Oh wow! That explains it! You have to practice

imitating people! Oh, my name’s Tricia. What’s yours?

166

Nick: I’m Nick. So tell me about your class, Tricia. Tricia: Well, I’m studying literature, and I’ve read a

lot about the history of mime, especially in Greece and England. I want to know more about it, so I decided to take this class. Nick: That’s really cool. I’m in a drama major, and I

would like to do some mime performances if I can. Hey, maybe we could help each other, you know, like practice together. What do you think? Tricia: Why not? I think that would be fun! Nick: OK! Let’s start now. I’m going to mime a

scene, and you tell me if you can understand the story. Tricia: Ready!

UNIT 3 11 Lesson 1 / Activity 9 / Page 71

Listen to the rules of a game and number them in order. Countries

1 Work in pairs and choose a country. 2 Write ten Wh- or Yes / No questions about the country on a card. 3 Write the correct intonation pattern for each question. 4 Use CAPITAL letters to indicate the stress. 5 Write the answer on the back of the card. 6 Get together with another pair that has a different country. 7 Take turns asking each other the questions. Use the correct intonation. 8 The other team answers the question. 9 Each team that answers correctly gets 10 points. 12 Lesson 1 / Activity 10 / Page 72

Listen to two people playing the game and underline the stressed words. A: What is the capital of Canada? B: The capital of Canada is Ottawa. A: What is the official language of Canada? B: Canada has two official languages: English

and French. A: Is the city of Vancouver in the North of Canada? B: No, it isn’t. It’s on the West Coast. A: Does it snow in Toronto in the winter?


Listen and check your answers. One or two syllables: orange, pledge, fudge, aspects, paper, solve, social, creature. Three or more syllables: alternate, monitor, evaporate, operate, energy, conditioner, employee, memorial, Canadian, Japanese, volunteer 14 Lesson 2 / Activity 9 / Page 77

Listen to the sentences and underline the part that is stressed. Then answer the questions. 1 I don’t think she should get the scholarship. 2 I don’t think she should get the scholarship. 3 I don’t think she should get the scholarship. 4 I don’t think she should get the scholarship. 5 I don’t think she should get the scholarship. 6 I don’t think she should get the scholarship. 15 Lesson 2 / Activity 11 / Page 77

Listen to these native speakers using contractions and say what the conversation is about. Work in pairs. Tracy: How are you doing Ken? Ken: Hi, I’m doing just fine. I haven’t seenya in

a while. Tracy: Yeah, it’s been ages. Ken: Tell me, what are you gonna do this

weekend? Tracy: I’m going to the school dance. How

about you? Ken: We’re going to the beach. Tracy: Sounds like fun. Ken: Well, it’s my brother’s birthday and the whole

family is going. Tracy: That’s great! So how are they? How’s Jessica?

Does she have a boyfriend? Ken: No, she doesn’t. Tracy: And what about your brother, Chris? Ken: He’s great. He’s gonna travel to Orlando. Tracy: Orlando? Ken: Yup, he’s gonna take an acting course. Tracy: What’s Peter doing? Ken: Not much, he’s kinda studying. Tracy: Sure, I get it. We’ll, it was nice talking to you. Ken: Nice talking to you, too. Bye!

B: Yes, it does.

167



Listen to Kim explaining to Arthur how to use the skateboard and number the instructions in Activity 3. Then answer the question.

Listen to Arthur and Chris and put the instructions in order.

Kim: Are you ready for a super surprise?

Chris: Is that Kim’s new invention?

Arthur: Sure, what is it?

Arthur: Pretty cool, isn’t it?

Kim: It’s a very light plank. Pretty cool, huh? Arthur: Come on, what is it for? Kim: It’s for skateboarding. Isn’t it a dream?

Arthur: Look at this, Chris!

Chris: Come on, what is it for? Arthur: It’s for skateboarding. Chris: I don’t get it! Where are the wheels?

Arthur: Sweet! But where are the wheels?

Arthur: We don’t need them, it flies!

Kim: We don’t need them, look!

Chris: Awesome! How do you control it?

Arthur: Awesome! I want to fly too!

Arthur: Through this mind-reading helmet. It has

Kim: OK, but be careful. You have to ride it more

these two sensors that interpret messages

slowly than on a normal skateboard. Arthur: Are you crazy? I don’t want to ride

more slowly!

sent by your brain. Chris: OK. Arthur: The sensors send messages to the panel on

Kim: Relax; this board is made from a very light

the skateboard.

material. It looks like it goes more slowly than

Chris: Aha!

the normal ones. But it’s quicker than the

Arthur: In order to control it you use your knees and

carbon boards. That’s why you need

feet. If you bend your knees to the left, it

to practice!

goes to the left. If you bend them to the right,

Arthur: OK, what do I have to do? Kim: In order to ride it, the first thing you have to

do is put this on.

it goes to the right. It’s a bit like surfing. Chris: And how do I control the speed? Arthur: If you want to go more quickly, bend your

Arthur: What is it?

knees more. If you want to go less quickly,

Kim: It’s a custom-made mind reading helmet

straighten your knees.

that has a sensor on each side. These sensors

Chris: How do I make it go up or down?

interpret the messages sent by your brain

Arthur: Well, to go up just raise your arms, if you want

and send a signal to these panels on the skateboard.

to go down, lower your arms. Try it! Chris: Cool! It’s time to fly!

Arthur: Cool! How can I control it? Kim: In order to control it, you use your knees

UNIT 4

and feet. Let me show you. If I bend my knees to the left, it goes to the left. If I bend


them to the right, it goes to the right. It’s like

Listen and order the conversation.

surfing. If you want to go more quickly, bend

Sally: Hi, Becky!

your knees. If you want to go less quickly,

Becky: Hi, Sally!

straighten your knees. Arthur: Got it! Will it fly very high? Kim: Yeah, like two feet. That’s why I need your

Becky: Oh, you know. Just school and stuff. But I did

go to the movies.

help; I don’t know how to skateboard, so it’s

Sally: Uh-huh, what movie did you see?

really hard for me. Besides, I can only get it

Becky: It was called The Birthday Party .

this high or I fall.

Sally: How was the movie?

Arthur: I see. How do I make it go up or down? Kim: Well, to go up just raise your arms; if you want

to go down, lower your arms. Try it! Arthur: Cool! It’s time to fly! Kim: Wait, wait, slow down! Watch out!

168

Sally: Hey, what did you do last week?

Becky: It was terrible. It was about the worst birthday

party ever. It was a really bad movie. My aunt took me. Sally: No! My aunt used to take me to the really

bad movies too.

Becky: Really?

their parents and get their permission

Sally: Yes!

before putting their e-mail addresses and

Becky and Sally: Hahahaha!

any other personal information on Internet web pages. If we put more blocks


on web pages, then children would have

Listen to the story. How many parts are there to a personal anecdote?

more protection on the Internet. Show host: Yes, very valuable opinions there Barry.

You’ll never believe what happened to me! I was

Thanks. Now Katie, you are against the

about six years old and we were on holiday with

motion. Can you give us your reasons why?

my family.

Katie: If parents teach their kids how to handle

We went to the hotel pool and it had a safety fence

the new technology, they will be more

around it. I was too young to go into the pool and

aware of how to protect themselves.

had to wait for my mom. While I was waiting for

If they show them how to use the

my mom to get ready, my brother and sister were

computer safely, they will not write

teasing me from inside the pool.

personal information on the websites.

“Little baby can’t come in.” “You’ll be out there

Then it won’t be necessary to create a

all day!”

new law.

I was mad at them and wanted to go in, so I put my

Show host: Yes, another valuable opinion there, too!

head through the bars and, yes!, my head got stuck

Bit of a difficult one! Well audience,what

and I couldn’t get it out. I had to stand there with my

do you think? Send in your vote and

head stuck in the fence until my mom came back

keep listening as we continue to discuss

and got the security guard to cut the fence and get

today’s theme: how much control

me out.

do parents need over their children’s Internet access?


Listen to the fragments and underline the words that are emphasized.


1 He was sitting in front of me the whole time !

Listen to the poem and complete the missing words.

2 Yes!, my head got stuck and I couldn’t get it out.

Why does write become a writer? And bake become a baker?

UNIT 5

How does good become goodness? And sad become sadness?


How does reduce get to reduction?

Listen to the radio show and match the information to make complete sentences.

And pollute get to pollution?

Show host: Hello, and welcome to the show where

Nor profess before profession!

But aggress doesn’t exist before aggression?

parents have the chance to speak and

There are lots of suffixes

share their concerns and worries.

In an extremely long list

Today we are talking about Internet

They add to the end of the word

access and how much control parents

And they go like this.

need to have on what their children see,

read, and reveal on the web. Our first

There are also lots of prefixes

caller is Barry. Hello, Barry! So, what do

That go before the word

you think about controlling how much

Add -im or -in and

personal information our children give on

Say how they’re heard.

the web?

In- before accurate and before active

Barry: Well, if we made a new act, children

under 18 years old would have to notify

Im- before practical and polite, Make inaccurate and inactive Impractical, impolite, that’s right!

169


Listen to the conversation and check ( ) what Johnny has for breakfast.

Dad: Good morning, Johnny! What do you want

for breakfast? Johnny: Can I have a glass of milk please, Dad?

Dad: Oh … We don’t have any milk. Do you want

some orange juice instead? Johnny: OK, then. Can I have some scrambled eggs,

Dad? And do we have any bacon?

Dad: Of course! Coming right up. And here,

have an apple and a few grapes whilst I’m cooking. Johnny: Oh, no thank you. I will have a

banana though!

Dad: Good. Johnny, can you pass me some

butter from the fridge, please? Johnny: Sure. What are you going to have for

breakfast, Dad?

Dad: I’m going to have some toast and

some jam. Johnny: Mmm, I’m so hungry!

Dad: It’s almost ready.


Listen to the instructions and number the pictures in the correct order. 1 Teacher: Arrive to school on time. 2 Dad: Do your homework. 3 Mom: Take a sandwich for lunch. 4 Dad: Do sports in the afternoon.

170


Listen to the conversation and number the instructions in the order they are mentioned. Mom: Come on Pepe, time to wake up for school. Pepe: [murmuring] Mom: Come on. It’s 7 o’clock. It’s time to get up! Pepe: OK. OK. I’m getting up. Mom: Comb your hair and get dressed, please! I’ll

wait for you downstairs. Pepe: OK, Mom. Mom: Eat up your cereal. Pepe: OK, Mom. Mom: Brush your teeth and we’re off. Pepe: OK. Let’s go. Mom: Great! Don’t forget your lunch! It’s on the

table there. Pepe: Thanks, Mom.

Answer Key for Reader Comprehension Questions Unit 1

Unit 2

Unit 3

Chapter 1

Chapter 3

Chapter 5

Activity 1, page 17 1 Because fashions are always changing and prices are different from store to store. 2 Because they will continue to buy brands for many years and become loyal clients. 3 Tey are looking for quality price, and durability among other things. 4 Research on the Internet, use Internet sites to sell or buy things, and classified ads in the newspapers. 5 From friends.

Activity 1, page 43 1 Natural emergency and manmade emergency; 2 Under strong tables or against interior walls; 3 Fire; 4 o be informed about weather; 5 Home

Activity 1, page 69 1 Stress, intonation and rhythm; 2 Te variation in emphasis or vocal stress on the syllables of words within a sentence; 3 Te words that have more meaning – content words, and the ones that have less meaning – function words; 4 It refers to the timing of sounds and silences when speaking, and it is produced by the combination of stressed and unstressed syllables.

Activity 2, page 17 1 F; 2 ; 3 ; 4 F; 5 

Chapter 2 Activity 1, page 30 1 Because he already knew how to charm ladies. 2 He was tall, strong, and handsome with flashing black eyes and long curly hair. 3 Because the newspapers reported that there was gold in California. 4 Because a group of men killed his family and going back to mining was painful for him. 5 Tat he died in a gunfight near Pacheco Pass in San Benito County on July 25th, 1853. Activity 2, page 30 1 a; 2 c; 3 c

Activity 2, page 43 Answers may vary.

Chapter 4 Activity 1, page 56 1 Watch videos of shows by famous mime artist; Go to see live shows, Watching people; 2 o watch people having conversations and try to guess what they were saying; 3 A conversation between a mother and her teenage daughter and a young man and woman standing near the fountain. 4 Because she was taking a class in mime too. 5 She is studying literature and she has read a lot about the history of mime. 6 Action and Comedy movies Activity 2, page 56 Possible answers: Tat what we say is not as important as our actions.

Activity 2, page 69 1 ; 2 F; 3 F; 4 F; 5 F Activity 3, page 69 c

Chapter 6 Activity 1, page 82 1 Te March issue of Young Inventors; 2 He showed the registration form to his friends; 3 Go to the Fair; 4 o present his invention; 5 Answers may vary. Activity 2, page 82 4, 1, 2, 6, 5, 3, 7 Activity 3, page 82 Answers may vary.

171

Unit 4

Unit 5

Chapter 7

Chapter 9

Activity 1, page 95 1 Sharing our Lives Trough Language; 2 fourteen; 3 o explain the topic of the paragraph. 4 storytelling, messaging, chatting; 5 Answers may vary. 6 Answers may vary.

Activity 1, page 121 Rights: o have and education; to receive health care; Responsibilities: o make a difference; to coexist in peace and harmony

Activity 2, page 95 1 great; 2 low; 3 your life

Chapter 8 Activity 1, page 108 1 Lamb (barbacoa) 2 People don’t arrive on time to a party. 3 Possible answers: People in Australia have toast with butter and a cup of tea for breakfast. Tey also take things to parties. 4 Answers may vary. 5 Te school schedule, the classes, the food, the people, the music. 6 Answers may vary. Activity 2, page 108 1 F ; 2 F; 3  ; 4 F

Activity 2, page 121 1 ; 2 ; 3 ; 4 F; 5  Activity 3, page 121 Answers may vary.

Chapter 10 Activity 1, page 134 1 Paco goes to a boarding school in a town two hours away. 2 Isaías stays at home with his parents. 3 Because he misses his brother. 4 He promises not to argue with his brother during the weekend and to make an effort to be really nice. Activity 2, page 134 4; 5; 3; 1; 2 Activity 3, page 134 Answers may vary.

172

Answer key for Self-Tests Unit 1

Unit 4

Learning Environment 1 (page 166)


1 1 cheaper, smaller; 2 more expensive; 3 as heavy, lighter;

1 1 Wow!; 2 Oh poor you!; 3 Hmmm; 4 That’s good; 5

4 better

2 1 buy; 2 faster; 3 most expensive; 4 more carefully; 5 lightest; 6 best

Really?; 6 How boring!

2 1 No punctuation marks needed. 2 “Excuse me, is this your cart?”; 3 “Yes. Why?”; 4 “Are you sure?”; 5 “Absolutely!”; 6 “No problem!”


1 1e ; 2 a; 3 c ; 4 b ; 5 f ; 6 d 2 had, had; 2 hasn’t, could; 3 had; 4 can


1 1 However; 2 whereas; 3 while; 4 nevertheless; 5 also; 6 In contrast.

Unit 2

2 1 While the cake is cooling off, prepare the icing. 2 While preparing the icing, never stop


beating the whites. 3 I often cook with my mother on

1 1 After that; 2 First; 3 Next; 4 Finally; 5 Then;

Never open the oven while the cake is inside. 6 People

6 Once

weekends. 4 Mom sometimes lets me beat the eggs. 5 in Mexico often eat chilaquiles for breakfast.

2 1 before; 2 If; 3 when; 4 where; 5 and; 6 If

Unit 5 Learning Environment 2 (page 169)

1 1 f; 2 e; 3 a; 4 c; 5 d; 6 b 2 A; C; A; A; B; C


1 Answers may vary. The final period in each answer is important. Sample answers may be:

Unit 3

1 it would help to save the world. 2 I will earn lots of money. 3 they would be healthier / bored. 4 they would


1 1 important; 2 instructions; 3 compete; 4 game;

be safer on the Internet. 5 I will get fat. 6 I would get better grades.

2 1 inactive, RE; 2 education, RI; 3 vaccinations, RI; 4 illnesses, RI; 5 discrimination, RE; 6 affection, RI

5 English; 6 Mexican

2 1 1 b , 2 a, 3 c 2 1 b , 2 a, 3 c Learning Environment 2 (page 171)


1 1 at; 2 at; 3 On; 4 a; 5 some; 6 any 2 1 must; 2 should; 3 should; 4 must; 5 must; 6 must

1 1 so that; 2 for; 3 In order to; 4 so that; 5 for; 6 In order

2 1 can, count on; 2 breaking down; 3 carry out; 4 could; coming out.

173

Answer Key for Formal Assessments Unit 1

2 1 romantic; 2 horror; 3 characters; 4 comedies

Learning Environment 1 (p. 154)

3 1 Can I ask you a question? 2 You

1 1 F; 2 T; 3 T 2 1 He wants the Roadrunners. 2 The

shouldn’t apologize. 3 I’d like to

3 1 was; 2 hurts; 3 Does, hurt 4 1 Did I ever tell you; 2 Oh, poor you; 3 Really

learn more about mime.


Roadrunners are more expensive.

4 You just have to practice

1 1 A student exchange (in Australia)

3 They are made in Mexico.

imitating people.

/ A comparison (of schools) in

3 1 more expensive; 2 older; 3 tall; 4

Mexico and Australia; 2 school

lighter; 5 faster

4 1 Why don’t you; 2 Let’s; 3 I

uniforms / school days,

Unit 3

homework / sports; 3 in Mexico,

suggest; 4 That’s a good idea

soccer, in Australia, cricket

Learning Environment 1 (p. 158) Learning Environment 2 (p. 155) 1 1 He was taking care of his family’s sheep. 2 He wanted some water. 3 Because Joaquin never forgets a favor. 2 1 was; 2 study; 3 were; 4 go 3 1 Have; 2 had; 3 couldn’t; 4 had 4 1 Zenda Zentry is a short, thin girl. 2 She has long, blond hair.

1 1 To review an exam; 2 A princess and a dragon; 3 Ocean waves; 4 She escapes; 5 It

Learning Environment 1 (p. 156) 1 5; 6; 1; 3; 4; 2 2 1 Make an escape plan. 2 Turn on the radio. 2 Never try to drive through it. 3 1 first; 2 After that; 3 Finally 4 1 Try to stay calm when you are in an emergency. 2 If there is a fire, do not enter it to save things. 3 Before an emergency happens, read instruction manuals. 4 Do not try to enter a building while it is on fire.

1 1 F; 2 T; 3 F; 4 F

5 while

5 she’s

Unit 5

3 1 She’s going to the school dance. 2 It’s his brother’s birthday. 3 He’s going to travel to Orlando. 4 He’s


going to take an acting course.

1 2 3 4

2 orange - two

Learning Environment 2 (p. 159) 1 1 one hour; 2 flan; 3 It has a special valve 2 1 F; 2 T; 3 T; 4 F 3 1 so that; 2 more; 3 in order to; 4 less; 5 more; 6 so that; 7 For 4 1 c; 2 a; 3 d; 4 f; 5 b; 6 e

Unit 4 Learning Environment 1 (p. 160)

1 1 public; 2 He / She spilled his / her soft drink on someone. 3 Chuck 4 Mary’s father; 5 horrible

2 1 was; 2 never; 3 take; 4 used to be; 5 sometimes; 6 used to have

174

4 1 when; 2 always; 3 likes; 4 usually ;

2 1 What’s; 2 It’s; 3 I’ll; 4 doesn’t;

was telling him / her a joke.


eggs

eats the princess

4 1 memorial - three or more;

Unit 2

2 eggs; milk; sugar; vanilla 3 1 both; 2 way; 3 strict; 4 sweet; 5

1 Against; 2 For 1 T; 2 F; 3 T 1 d; 2 b; 3 a; 4 c 1 unhappy; 2 education; 3 immature; 4 attention; 5 impatient; 6 polite

Learning Environment 2 (p. 163) 1 1 Because they died in a car accident. 2 He is having a glass of milk and some toast. 3 He used to have eggs, bread, and butter. 2 1 He is drinking orange juice. 2 He wants a banana. 3 He is going to have some toast and jam. 3 1 at; 2 some; 3 in; 4 a few; 5 some; 6 in 4 1 must; 2 brush; 3 punctually; 4 shouldn’t; 5 Wash; 6 carefully; 7 obediently; 8 quickly

Bibliography for Teachers • De Bolt, Virginia, Write! Cooperative Learning and the Writing Process. San Clemente : Kagan Publishing, 1998 • Harmer, Jeremy, How to Teach English. Upper Saddle River, NJ : Pearson ESL, 2007 • Lewis, Gordon, Teenagers. Oxford : Oxford University Press, 2007 • Nuttall, Christine, Teaching Reading Skills in a Foreign Language. Oxford : Macmillan, 2005 • Seymour, David & Popova, Maria, 700 classroom Activities. Oxford : Macmillan, 2008 • Stone, Jeanne M., Cooperative Learning & Language Arts. San Clemente : Kagan Publishing, 1994 • Stone, Jeanne M., Cooperative Learning Reading Activities. San Clemente : Kagan Publishing, 2000 • Stone, Jeanne M., Cooperative Learning Writing Activities. San Clemente : Kagan Publishing, 1998 • Tate L., Marcia, Graphic Organizers and Other Visual Strategies : Engage the Brain. ousand Oaks : Corwin Press, 2008

Reference Websites For the Teacher • One Stop English: http://www.onestopenglish.com/ Macmillan’s resource site for English language teachers. • Teaching English: http://www.teachingenglish.org.uk/ BBC and the British Council’s site for classroom materials and teacher development. • Adolescent Literacy: www.adlit.org Literacy resources for parents and educators.

For Students • Learn English: http://learnenglish.britishcouncil.org/ A site that includes games, songs, stories, listening activities, and grammar exercises. • BBC Bitesize: http://www.bbc.co.uk/schools/ks3bitesize/ A website provided by the BBC, with interactive activities for years 7, 8, and 9 in the English school system. • e Podcast Directory: http://www.podfeed.net A listing of imaginative and informative podcasts with a variety of topics. • Teen Reads: http:// teenreads.com A website with numerous sections to connect teens with the love of reading. • Kids Love to Know: http://www.kids.lovetoknow.com Numerous topics for helping children, parents, and teachers.

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