INTRO GUIA ING 2JO (001-023).

qxd 4/12/09 15:27 Página 1

GUÍA DIDÁCTICA PARA EL PROFESOR

INCLUYE TEXTO PARA EL ESTUDIANTE

Jolanta Polk Reyes

Teaching English as a Foreign Language, Dublin, Ireland.
Teacher training, translation and English Literature, University of Silesia, Poland.
INTRO GUIA ING 2JO (001-023).qxd 11/12/09 15:10 Página 2

Ediciones Cal y Canto ®

© English 2º Medio

2010
Original text Jolanta Polk
Teaching English as a Foreign Language,
Dublin, Irlanda.
Teacher training, translation and English Literature,
University of Silesia, Poland.

Original illustrations © Ediciones Cal y Canto ®

Design © Ediciones Cal y Canto ®

Nº de Inscripción: 180.758
ISBN: 978-956-8623-66-1

General Publisher Jorge Muñoz Rau.

Publisher Alicia Manonellas Balladares.
Assistant Publisher Gloria Caro Opazo.
Ly-Sen Lam Díaz.
Designed by María Jesús Moreno Guldman.
Cover designed by María Jesús Moreno Guldman.
Layout by Juvenal Sepúlveda Aravena.
Proofreading Thomas Connelly.
Illustrations Venus Astudillo.
General Production Cecilia Muñoz Rau.
Production Assistant Lorena Briceño González.
Recording Producer Rodrigo González Díaz.
Photos Banco de Fotos Ediciones Cal y Canto ® .

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system,
transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the publisher.

La materialidad y fabricación de este texto está certificado por el IDIEM - Universidad de Chile.

Impreso RR Donnelley

Se terminó de imprimir 9.701 ejemplares en el mes de enero de 2010.

INTRO GUIA ING 2JO (001-023).qxd 11/12/09 15:10 Página 3
CONTENTS
• PLAN OF THE BOOK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
• COURSE COMPONENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Student's Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Teacher's Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
• METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Skills development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Communicative skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Language structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Dictionary work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
False cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Learner training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Large classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Pairwork and groupwork . . . . . . . . . . . . . . . . . . . . . . . . . 10
Learning environment and learning styles . . . . . . . . . . . 10
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Photocopiable evaluation instruments . . . . . . . . . . . . . . 11
• SOME BASIC TEACHING REMINDERS . . . . . . . . . . . . . . . . 12
Some methodological suggestions
for skill development . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
• THE INTERNET IN THE LANGUAGE CLASSROOM . . . . . . 15
• LEARNING PROGRESS MAPS . . . . . . . . . . . . . . . . . . . . . . . 16
• CLASSROOM LANGUAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
• SUGGESTED YEAR PLANNING . . . . . . . . . . . . . . . . . . . 22-23
• UNIT 1: COMMUNICATION AND UNDERSTANDING . . . . 24
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Answers Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
• UNIT 2: HOW STRANGE! HOW WONDERFUL! . . . . . . . . . 47
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Answers Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
• UNIT 3: WE ARE WHAT WE EAT . . . . . . . . . . . . . . . . . . . . . .68
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
Answers Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
• UNIT 4: WHATEVER YOU DO OR MAKE -
DO IT AND MAKE IT WELL . . . . . . . . . . . . . . . . . . . . . . . . . .89
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
Answers Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
• UNIT 5: LIFE AS WE KNOW IT . . . . . . . . . . . . . . . . . . . . . .112
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130
Answers Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
• UNIT 6: TRADITIONS, TRADITIONS . . . . . . . . . . . . . . . . .133
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151
Answers Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
• EVALUATION INSTRUMENTS . . . . . . . . . . . . . . . . . . . .154
Applying Evaluation Instruments . . . . . . . . . . . . . . . . . 154
• PHOTOCOPIABLE EVALUATION INSTRUMENTS . . . . . .157
Evaluating listening comprehension . . . . . . . . . . . . . . . . . 157
Evaluating reading comprehension . . . . . . . . . . . . . . . . . . 158
Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Writing rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Working with others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Oral presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Class participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Extended- response reading . . . . . . . . . . . . . . . . . . . . . . . . 166
Inference from a text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
• BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170
3
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:27 Página 4

1 2 3

NAME COMMUNICATION AND NAME HOW STRANGE! NAME WE ARE WHAT

UNDERSTANDING HOW WONDERFUL! WE EAT
PAGES 8 - 39 PAGES 40 - 71 PAGES 72 - 103

Reading Reading Reading

We Are Happy To Announce . . 10
Decoding Writing . . . . . . . . . . 22
Two Announcements . . . . . . . 36
Listening
Am I Getting Through To You?. . 16
Visible Body. . . . . . . . . . . . . . . . . 28
The Morse Code . . . . . . . . . . . . 37
Speaking
To participate in a guided oral
text imitating a model . . . . . . 14
To consolidate key
expressions . . . . . . . . . . . . . . . . . 19
To talk about topics expressing
their own ideas . . . . . . . . . . . . . 26
To imitate a model
conversation . . . . . . . . . . . . . . . . 32
To imitate a model
conversation . . . . . . . . . . . . . . . . 38
Writing
To rewrite a passage using
linking words . . . . . . . . . . . . . . . 15
To write a short text
consolidating language
learnt . . . . . . . . . . . . . . . . . . . . . . . 21
To write a short report . . . . . . 27
To write a short paragraph . . 33
To rewrite a passage
using linking words . . . . . . . . . 39
Welcome To New Zealand . . . 42
Twister, Twister. . . . . . . . . . . . . . 54
San Pedro De Atacama . . . . . . 68
Listening
The Strange Things We Do . . 48
Eyewitness Reports . . . . . . . . . 60
The Weather Report . . . . . . . . 69
Speaking
To talk about celebrating
an anniversary.. . . . . . . . . . . . . . 46
To express possibility. . . . . . . . 51
To complete a conversation
and talk about it . . . . . . . . . . . . 59
To complete a conversation
and talk about it . . . . . . . . . . . . 64
To express opinions
about some pictures . . . . . . . . 71
Writing
To write suggestions
to organise a party . . . . . . . . . . 47
To write a short paragraph
to express opinions. . . . . . . . . . 51
To write about a natural
phenomenon . . . . . . . . . . . . . . . 58
To write sentences about
measure instruments. . . . . . . . 65
To write a short
weather report. . . . . . . . . . . . . . 70
Staying Healthy -
Keeping Fit . . . . . . . . . . . . . . . . . 74
Eating Out . . . . . . . . . . . . . . . . . 86
Eating Out The
Japanese Way . . . . . . . . . . . . . 100
Listening
Edible Art . . . . . . . . . . . . . . . . . . 80
Let's Do It All Together . . . . . . 92
What A Chef Has To Say . . . 101
Speaking
To talk about food
preferences . . . . . . . . . . . . . . . . . 76
To participate in a dialogue
with a food artist. . . . . . . . . . . . 83
To talk about a restaurant . . . 90
To complete a conversation
using visual clues . . . . . . . . . . . 96
To complete and role-play a
conversation about food . . . 103
Writing
To complete a recipe . . . . . . . 78
To write a description
of a picture . . . . . . . . . . . . . . . . . 84
To write a short restaurant
review . . . . . . . . . . . . . . . . . . . . . 91
To write sentences using
visual clues . . . . . . . . . . . . . . . . . 97
To write a set of questions
about a recipe . . . . . . . . . . . . 102

4
INTRO GUIA ING 2JO (001-023).qxd 11/12/09
4 5
NAME WHATEVER YOU DO
OR MAKE - DO IT
AND MAKE IT WELL!
PAGES 104 - 135
Reading
Do It Well! Make It Big! . . . . . 106
Holding The World On
Your Shoulders . . . . . . . . . . . . 118
Making Curanto . . . . . . . . . . . 132
Listening
Follow The Instructions . . . . 112
I'd Like To Apply!. . . . . . . . . . . 124
How To Use It . . . . . . . . . . . . . 134
Speaking
To express plans for the future. 110
To express plans for the future. 116
To talk about wishes
and regrets . . . . . . . . . . . . . . . 122
To talk about wishes . . . . . . . 127
To express distances
and duration of events. . . . . 135
Writing
To write the end of a story
using visual clues . . . . . . . . . . 111
To write a set of instructions
for using a gadget . . . . . . . . . 117
To write sentences expressing
wishes and desires. . . . . . . . . 123
To write a letter requesting
information for a job . . . . . . . 129
To write a paragraph expressing
hopes and desires . . . . . . . . . 135
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200
15:10 Página 5
6
NAME LIFE AS WE NAME TRADITIONS,
KNOW IT TRADITIONS
PAGES 136 - 167 PAGES 168 - 199
Reading Reading
Alternative Lifestyles. . . . . . . 138 Let's Celebrate . . . . . . . . . . . . 170
Life As We Knew It . . . . . . . . . 150 Living With Traditions . . . . . 182
Up For A Drive . . . . . . . . . . . . 164 On The First Day Of
Christmas . . . . . . . . . . . . . . . . . 196
Listening
I Would Like To Dedicate Listening
This Song. . . . . . . . . . . . . . . . . . 144 Proud To Be . . . . . . . . . . . . . . . 176
Life As It Will Be . . . . . . . . . . . 156 Changing Language . . . . . . . 188
Clouds . . . . . . . . . . . . . . . . . . . . 165 The Right Clothes. . . . . . . . . . 197
Speaking Speaking
To participate in a conversation To talk about duration
expressing opinions . . . . . . . 142 of events . . . . . . . . . . . . . . . . . . 175
To participate in a conversation To talk about life
using visual clues . . . . . . . . . . 147 experiences . . . . . . . . . . . . . . . 180
To express what people need, To express feelings . . . . . . . . 185
wish or want to . . . . . . . . . . . 155 To talk about predictions
To express ideas about for the future . . . . . . . . . . . . . . 192
protecting the planet . . . . . . 161 To express surprise,
To participate in dialogues sympathy or joy . . . . . . . . . . . 198
according to visual clues . . . 166
Writing
Writing To write a paragraph about
To write a paragraph about a familiar celebration . . . . . . 175
someone's lifestyle . . . . . . . . 143 To write a short paragraph
To write a note of apology . . 149 about a tradition. . . . . . . . . . . 181
To write a set of suggestions To rewrite questions
to visit a place . . . . . . . . . . . . . 155 in direct speech. . . . . . . . . . . . 187
To write a list of everyday To write a list of predictions
activities. . . . . . . . . . . . . . . . . . . 161 for Chile . . . . . . . . . . . . . . . . . . . 193
To write a paragraph expressing To write descriptions
needs and obligations . . . . . 167 of pictures . . . . . . . . . . . . . . . . 199
5
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:27 Página 6
COURSE COMPONENTS
Looking Ahead has been specially written to meet the
requirements of the Chilean Reform and with the objective of
creating a textbook that will keep students happy and
interested when using it. For this reason, the subjects are of
special relevance and attraction for young people of this age
group. The units in the book have been developed around key
issues that have proved to be interesting for our students. The
tasks students carry out are similar to what they do in real life,
require that they link new information to previous knowledge
and provide opportunities for effective communication and
collaboration in the classroom.
The topics chosen range from leisure, food, fashion, music to
more serious subjects such as choosing a profession or thinking
about relationships and the environment. The majority of the
listening and reading texts have been taken from authentic
sources; they may have been shortened, but they have not been
simplified or otherwise manipulated.
Special emphasis has been placed on common values students
should pay attention to and develop, such as the respect for
diversity, the protection of our environment, the equality of
genres, the importance of healthy habits, among others.
Looking Ahead consists of a Student’s Book, a CD and a Teacher’s
Book.
Student’s Book
At the beginning of the Student’s Book there is a list of contents
and a two-page spread to help the students identify the
different sections in the book, together with an explanation of
the symbols used. At the end, there is list of verbs and a
bibliography for students.
The Student’s Book is divided into six self-contained units
which, in turn, are divided into 4 lessons of gradually increasing
levels of complexity and difficulty; two of these lessons are
based on reading texts and two are based on listening texts.
6 INTRODUCTION
Unit 1: Communication and Understanding
Unit 2: How Strange How Wonderful!
Unit 3: We Are What We Eat
Unit 4: Whatever you Do or Make - Do it and Make it Well
Unit 5: Life As We Know It
Unit 6: Traditions, Traditions
Each of the four lessons in the six units is divided into the
following parts:
Set up
To establish the topic of the lesson, motivate students and
identify and activate previous knowledge.
Think Ahead
Pre-reading or listening activities that motivate students to
read or listen, help them to relate the topic to their own reality
and their previous knowledge, present or activate key
vocabulary, and encourage them to predict and anticipate
information.
Go Ahead
While-reading or listening activities that focus students’
attention and teach them to look for general or specific
information, to locate clues, to separate essential from non-
essential information, to discriminate between correct and
incorrect information, etc.
Make Connections
Post-reading or listening activities that connect the text with
students’ own experiences, give practice on specific grammar
points and provide opportunities to develop speaking skills
(Have a Chat section) and writing skills (Write it Down section)
following models provided by the texts and other activities.
Additionally, in each lesson there is a self-evaluation section -
Check it over - to allow students to reflect on their achievements
and weaknesses in connection with the language skills
developed in the lesson, and there is also a Fast Check section,
the purpose of which is to allow students to evaluate their
progress on a particular aspect of the lesson and, at the same
time, provide information to the teacher about any points that
the majority of the students have problems with.
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:28 Página 7
At the end of each unit, you can find these three additional
sections:
• Apply your Knowledge offers additional activities that
synthesise what has been learnt throughout the unit and
provide a good opportunity for students to consolidate topics
and language structures.
• Check & Correct has a test format covering the four skills and
the language studied in the unit. It helps students to revise
contents and evaluate their performance in the whole unit.
• Final Check offers students a summary of what they have
learnt in the unit, allows them to reflect on their strengths
and weaknesses, gives them an idea of their level of
achievement, and guides them to make decisions concerning
actions to take in order to improve. It is very important that
students dedicate some time to this section as metacognition
(thinking about thinking) is an important part of the learning
curve. Metacognition helps students transfer knowledge,
skills, and abilities acquired in one context to other contexts.
The lessons also include the following sections:
Danger
A section that warns students of possible mistakes they could
make and suggests how to avoid them. Teachers should be
careful to make it very clear what the mistake can be and what
the correct version is. Some authors suggest that exposing
students to errors should be avoided, but awareness can be a
good strategy to prevent mistakes.
Mi d a
n T e se r
A section that provides more information on the main topic of
the lesson and interests students in finding more information on
their own, thus encouraging self-study. Teachers should
remember that when students realise their contribution and
efforts are seen and recognised, they usually become more
committed to - and interested in - improving their work. Mind
teasers can be quotes, bits of information, questions of interest,
jokes, cartoons and others.
HAVE A CHAT
Students read one part of the dialogue and complete the second
part with a partner using information provided in the text on
page10. Some variations are allowed. Then they listen to the
recorded version, check their answers and roleplay it with a
partner.
Bear it in mind
A section that offers tips to make learning more accessible and
contents easier to understand. This section is always short, to
the point, and strategically placed so as to be a valuable
contribution to the lesson. The tips can be analysed by students
on their own or by the whole class, assisted by the teacher, who
should always try to provide and / or elicit examples, as learning
in context is more effective than learning in isolation.
PLAY IT
A section with games that help to make the learning process
more entertaining. Teachers should remember that games are
an important part of the teaching / learning process because
they are motivating and help students to sustain the effort of
learning a foreign language.
Digital resource
Both students and teachers can use the web sites suggested to
find additional on-line information related to the subject of the
lesson.
CD
The CD that comes with the book has been recorded with care
and provides both the teacher and the students with a wealth
of different resources. All the actors who participated in the
recording are native speakers of the language required by the
characters they are playing; most of them are British, but there
are also some other nationalities represented.
INTRODUCTION 7
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:28 Página 8

The CD includes all the material for the listening tasks in the
lessons, the oral practice exercises, and the listening component
of all the tests (Check & Correct and Extra Tests).
This is the icon used in the Student’s Book to indicate that
recorded material is used.
1 This is the icon used in the Teacher’s Book to indicate that
recorded material is used; it includes the corresponding
track number.
Teacher’s Book
To quote Sonia Nieto, Professor of Language, Literacy, And
Culture at the School of Education, University of Massachusetts
and author of What Keeps Teachers Going? “The Teacher’s Book
will provide teachers with encouragement, consolation and
sometimes even a pep talk. Whenever new teachers feel worn out,
disillusioned, frustrated, or ready to quit they should pick up this
book! It will give them ideas, inspiration, and hope.”
The purpose of the Teacher’s Book is to be a useful resource for
teachers. Teaching is at times a hard and lonely task, so treat the
Teacher’s Book as a friend and use to its full extent. However,
once you have studied it carefully, don’t be afraid to modify it or
simply ignore some of the suggestions if you know that other
alternatives are better or more adequate for your classroom
environment.
This component offers support to the teacher through several
elements.
• An introduction with a description of the course, the
methodology used, suggestions for classroom management,
general methodological suggestions for the activities and to
deal with big classes, description of the course components, etc.
• A suggested year planning that establishes the relationship
between the contents and the expected learning outcomes
and offers a tentative time distribution, resources and types of
evaluation.
• Step-by-step lesson notes and suggestions, including ideas to
start each lesson, as well as follow-up activities and
suggestions for homework.
• The cognitive abilities to develop in every activity of the
lessons (L.A.).
• Background information related to the information content of
the different texts, to help the teacher deal with students’
questions.
• Photocopiable observation and evaluation sheets for the
teacher and the students.
• The answers to all the activities in the Student’s Book and in
the tests.
• Full transcripts of the recorded material: listening texts, oral
practice activities, listening tests.
• One extra test per unit.
• A complete bibliography for the teacher.
• Classification of the activities in the lessons according to their
level of difficulty, indicated with the following icons:
+ Low ++ Medium +++ High
• Icons to indicate the language ability to be developed:
Reading Listening
Speaking Writing
• One activity for fast learners in each lesson (FL).
FL

8 INTRODUCTION
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:28 Página 9

METHODOLOGY

Looking Ahead helps students develop language learning skills to they have to analise how the structure works in English,
carry out specific tasks related to the content. In every lesson, there discovering both use and form and then they do controlled
are tasks which consolidate the linguistic and thematic content. practice exercises where they apply the target structure in
The activities are designed to provide students with the language communicative situations.
and skills they will need in order to complete the tasks successfully.
This approach helps students to see language as a necessary tool,
Vocabulary
and gives the grammatical and lexical content a clear purpose.
The key vocabulary in each lesson is presented systematically in
the Get ready section of each lesson. There are specific
Skills development vocabulary activities in which students are trained to develop
The methodology adopts a three-phase approach with before, effective strategies for learning and keeping clear vocabulary
while and after listening and reading activities. records. A systematic use of dictionaries is encouraged.
The Before Reading / Listening activities provide a setting,
motivation and linguistic preparation, and they activate the
Dictionary work
students’ previous knowledge about the topic of the lesson.
Dictionaries (one language or two languages) are used to look
They motivate students to read or listen and encourage them to
up the spelling and meaning of words, pronunciation, inflected
predict and anticipate information.
forms of words, capitalisation, etymology, word division, and
The Reading / Listening activities focus students’ attention and
much more, depending upon the dictionary.
teach them to look for specific information, find clues and
Some recommended online dictionaries include:
discriminate between essential and non-essential information.
www.merriam-webster.com
The After Reading / Listening activities connect the text with the
www.thefreedictionary.com
students’ own reality, give practice on specific grammar points,
www.dictionary.cambridge.org
and help to develop writing and speaking skills.

Communicative skills Cognates

Cognates are words in different languages related to the same root.
Most students evaluate their language ability by how well they
The different lessons in Looking Ahead provide students with
can speak. Speaking activities are present in Looking Ahead
exercises to help them notice and recognize them, helping them to
right from the start and they are integrated with the other skills
increase their self-confidence by discovering how much these words
to encourage communication. Even in the first stages of
help them to understand a text. The teacher should encourage
learning, with only a limited knowledge of vocabulary and
students to find the cognates whenever they face a new text.
structures, there is a lot students can communicate. The
speaking tasks give students an additional opportunity to use
new language in the context of a real life task, carried out in False Cognates
pairs or with a group of classmates, following models provided. Students might get confused because there are several words in
Writing activities are also an integral part of each lesson, with a Spanish that are similar in English, but have a different meaning.
variety of tasks the students must accomplish during the class
or as homework, with varying degrees of support and guidance. Here are a few examples of false cognates:
• Actually = really, not actualmente (at present, currently).
• Embarrassed = avergonzado/a, not embarazada (pregnant).
Language structure
• Realise = darse cuenta, not realizar (carry out, fulfill).
In Looking Ahead, grammar is approached in a clearly
• Approve = aprobar = agree with something, not aprobar un
structured yet meaningful way. The students are presented with
examen (pass an exam).
an inductive task in a section called Take a Closer Look, in which
• Lecture = conferencia = a talk about a topic, not lectura (reading).

INTRODUCTION 9
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:28 Página 10
• Try = tratar de hacer algo, not tratarse de (be about) or tratar
con (deal with).
• Politics = la política, not los políticos (politicians)
• Library = biblioteca, not librería (bookstore)
• Familiar = estar familiarizado con, not familiar (relative)
• Parents = padres, father and mother, not parientes (relatives).
Learner training
Learner training is about developing students’ awareness of
how they learn and how they develop their learning strategies
to become more effective and independent learners. Teachers
should encourage students to analyse their learning process,
making them think about the problems they have faced and
how they could improve their performance. This is supported in
Looking Ahead with a section called Check it Over.
Classroom management
In most cases the teacher is the only direct contact the students
have with English. It is therefore important that he / she tries to
communicate with the students in English as much as possible.
Teachers can also use gestures or mime to help understanding.
Instructions for all the activities in Looking Ahead are given
clearly and simply, and teachers should encourage students to
read and interpret them on their own, and support whenever
necessary through demonstration and examples.
Discipline
Teenage students are going through a difficult period of
development in their lives, so the teacher might face discipline
problems, disruptive behavior, or unwillingness to do the tasks
they are assigned.
One of the reasons for bad discipline is usually the students’
inability to cope with the tasks. To avoid these problems, two
preventive strategies are suggested:
• Careful planning. When a class is carefully planned, students
realise there is a feeling of purpose which keeps their
attention on the task.
• Clear instructions. Instructions are crucial in a class. They must
be given clearly and assertively, including time limits
whenever possible, so that students know what to do and
when they should finish the task.
10 INTRODUCTION
Large classes
Large mixed-ability classes are a reality teachers have to face
every day. Grouping is one technique that is used to reduce the
negative effects of this situation. When the class is divided into
smaller units, many learning activities can be undertaken. This
implies a different role for the teacher; this does not mean that
he / she will become less active in the classroom, but that he /
she will not be the center of the activities. Teachers who
monitor, encourage and participate in different classroom
groups are even more active than traditional teachers.
By re-organising the classroom to allow more opportunities for
communicative interactions and activities, students will be in a
better position to practise and acquire the foreign language.
Pairwork and groupwork
One of the ways of giving students the amount of time they require
to practise a language in the classroom is by dividing the class into
groups or pairs. This helps teachers to individualise their learners.
Grouping provides opportunities for sharing experiences and it
may also help teachers to accommodate learner differences by
varying student roles.
Teachers must have in mind that this type of work encourages
students to share their skills and knowledge, and to learn from
each other. It also increases students’ involvement and active
participation, and develops positive attitudes.
It is important to share with the students the importance of
these activities that give them an opportunity to reinforce social
and communicative skills required to work with other people.
The teacher should take an active role in group and pair
formation, and students should take different roles each time.
Learning Environments and Learning Styles
Resources are normally written and prepared for a class as a whole
but one has to keep in mind that each class is composed by
individuals and each individual in the classroom lives and interacts
in a different environment so what might work well in a school in
Santiago might need to be adapted for a school in Puerto Montt.
It is also worth considering that students learning styles are
different. The main learning styles to take into account are:
• Visual (spatial) students prefer using pictures, images, and
spatial understanding.
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:28 Página 11

• Aural (auditory – musical) students prefer using sound,
rhythm and music.
• Verbal (linguistic) students prefer using words, both in speech
and in writing.
• Physical (kinaesthetic) students prefer using movements,
their bodies and their sense of touch.
• Logical (mathematical) students prefer using logic, reasoning,
rules and systems.
• Social (interpersonal) students prefer learning in groups or
with other people.
• Solitary (intrapersonal) students prefer working on their own
and use self-study.
she uses the information obtained to help students with a specific
point they have problems with. In each lesson there is one activity
to evaluate one particular aspect of that lesson, in the section
called Fast Check.
There is also overall assessment, periodically, at the end of each
unit, with test format, the Check & Correct section, which includes
evaluation activities of all the skills and language studied in the
unit. Teachers should encourage students to correct and mark their
Check & Correct themselves, either on their own or in small groups.
Finally, at the very end of each unit there is a Final Check section,
which guides students to analyse their performance in the whole
unit. All these forms of assessment complement each other.

Teachers are advised to use the following resources throughout

Self-assessment
the book.
In Looking Ahead, self-assessment takes place in each lesson, so
that students have the opportunity to reflect on their progress
The visible and on their main problems. This type of assessment helps
teacher uses: students to become more efficient learners; as it also makes
them feel more responsible for their own learning.
This is done lesson by lesson through the Check it Over section,
Gestures, signs, Colourful and in which students are asked to think about their performance in
picturesque attractive extra three of the language abilities developed. In the Fast Check and
language material Check & Correct sections, the students evaluate themselves to
become aware of the extent of their progress and in the Final
Check section they are asked to analyse their performance and
Flow charts,
Pictures, videos, make decisions concerning steps they can take to improve.
diagrams,
posters, slides
rubrics, graphs
Photocopiable Evaluation Instruments
The Teacher's Book offers a selection of rubrics and evaluation
Written symbols Markers, stickers, sheets that the teacher can use in different situations, with different
and notes coloured paper purposes and with different students. The labels and criteria can be
adapted to the class situation, the topics covered, the number of
students, etc. They can be used by the teacher to evaluate the
Assessment students, or by the students to evaluate themselves and / or their
Assessment is one of the most valuable sources of information about peers. As with all evaluation instances, these must be used to
what is happening in the classroom. The involvement of the students inform the teacher and the students of the progress made, the areas
in this process makes their attitudes towards their learning change that need revision and reinforcement and the level of achievement
significantly and they start to feel more responsible for their progress. of learning goals. The teacher may use the results of these
In Looking Ahead, assessment is an ongoing process. The teacher evaluation instances as part of the final mark of the students; the
assesses continuously, in every activity, in every lesson, to see how students must be informed of the system applied. The teacher must
far a student is making progress in line with the objectives. He / give the students the instrument so that they can analyze it, draw
conclusions and make decisions concerning their performance.

INTRODUCTION 11
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:28 Página 12
SOME BASIC TEACHING REMINDERS
• Start every lesson in a way that focuses everyone’s attention.
This creates expectation and prepares students for what is to
come. For example, with books closed, write the topic of the
lesson on the board and ask some questions about it, show a
poster / picture related to the lesson, ask who can remember
what they did the previous class, etc.
• Students should not open their books until everyone is paying
attention.
• End an activity before students get bored with it. Equally, do
not hurry the students or end the activity too soon if they are
obviously enjoying it.
• Ask students their opinion.
• Don’t assume that if one student says they understand,
everyone else does.
• Ask (elicit) rather than tell. Students get bored of listening to
the teacher explaining. Someone in the class will probably
know the answer.
• Don’t ask students to explain difficult things, such as
definitions of words in English.
• Don’t interrupt students during pair / group speaking
activities to correct their English. It is better to note the main,
common mistakes, put them on the board and correct them
with the class at the end.
• Don’t insist on 100% accuracy all the time. Mistakes are a
normal part of the learning process, and a valuable source of
information for the teacher.
• Give praise and encouragement, especially to the weaker
students. Write positive comments on their work. Let them know
what they are doing well, as well as what they need to improve.
• Remember that you are the main motivator in the classroom!
Some methodological suggestions
for skill development
Developing listening skills
Listening comprehension is the ability to identify and understand
what others are saying so it is one of the most important parts of
communication. Listening comprehension involves understanding
a speaker’s accent or pronunciation, his / her grammar and
vocabulary, and grasping his / her meaning (Howatt and Dakin).
When using the CD, the teacher should be aware that different
students have different levels of listening comprehension and
might require to listen more times.
12 INTRODUCTION
The listening exercises require from the students one of the
following tasks:
• General information (understanding the main points)
• Specific information (understanding particular items)
• Cultural interest (generally information about the target
language culture)
• Information about people’s attitudes and opinions
• The organization of ideas
• Difference in pronunciation (sometimes minimal pairs)
• Sequence of events
• Lexical items (words expressing noise / movement)
• Structural items (their use and meaning)
• Functional items (their form and use)
Where possible and available, teachers can use additional aural
material such as songs, extracts taken from the Internet and
even films rented from their local video or CD rental shop or
own home stocks.
• Follow the organisation of activities into before, while and
after listening.
• Before listening:
- Introduce and get students involved in the topic of the text.
Elicit what they know about it and help them relate it to
their own experiences. Make use of the illustrations
provided and / or use your own.
- Use this introduction of the topic to present key vocabulary
and structures, and write them on the board.
- Invite students to predict the content and to formulate
hypotheses of what will appear in the text.
- Do these activities quickly and take advantage of the
interest created to continue with the listening activities.
• Listening:
- Play the recording once or twice for students to check their
predictions and hypotheses. Accept other information they
may have gathered, but do not go into details at this stage,
just concentrate on the general idea.
- Remind students of cognate words. They can identify these
more easily when they listen, which helps comprehension
and aids task realisation.
- Read and clarify instructions with the class, and do the
different listening activities one by one, concentrating on
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:28 Página 13
the task assigned and checking answers after each
successive listening. Every time students listen to the text,
they should have a clear purpose and task, provided in the
instructions. This will help them to focus their attention and
identify the information required.
- Help students recognise different supporting elements in
the spoken texts: intonation, voice pitch, pauses, emphasis,
background noise, etc.
• After listening:
- Help students summarise the text orally and / or in writing
using the models provided.
- Encourage reinforcement of vocabulary and grammar that
appeared in the text, always using the context and
providing further examples or similar contexts.
- Discuss the topic of the lesson. Help students to reflect on
the contents and highlight the values presented. Make
them notice the connections with their own reality.
- Make students evaluate their own performance in the lesson.
a. Did their predictions help them understand the text?
b. How did they do in the different listening activities?
c. What new words, expressions or structures did they learn
in this lesson? Can they use them in other situations?
Developing reading skills
• Follow the organisation of activities into before, while and
after reading.
• It is important for students to interact with a text before,
during, and after reading by:
- setting a purpose.
- previewing the text.
- making predictions.
- asking questions.
- locating information for specific purposes.
- making connections.
• Before reading:
- Introduce and get students involved in the topic of the text.
Elicit what they know about it and help them relate it to
their own experiences. Make use of the illustrations
provided and / or use your own.
- Use this introduction of the topic to present key vocabulary
and structures, and write them on the board.
- Invite students to predict the content and to formulate
hypotheses about what will appear in the text.
- Always ask students to have a quick look at the text and
identify the cognate words and the words they already know.
This will help them formulate more informed hypotheses and
also help them feel less insecure when facing a new text.
- Draw students’ attention to the structure of the text and
help them notice layout, punctuation, titles, subtitles, etc.,
to identify the type of text they will be reading. This will
provide clues to help them understand the text.
- Do these activities quickly and take advantage of the
interest created to continue with the reading activities.
• Reading:
- First ask students to read the text quickly to check their
predictions and hypotheses. Accept other information they
may have gathered, but do not go into details at this stage,
just concentrate on the general idea.
- Remind students of cognate words which they can identify
easily. This will help comprehension and aid task realisation.
Present false cognates if there are any in the text.
- Read and clarify instructions with the class, and do the
different reading activities one by one, concentrating on the
task assigned and checking answers after each successive
reading. Every time students read the text, they should have
a clear purpose and task, provided in the instructions, which
will help them focus their attention and identify the
information required.
- Help students recognise different supporting elements in the
written texts: text organisation, reference markers, letter
types, graphic support, punctuation marks, illustrations, etc.
- Remind students of some general characteristics of text
organisation: main ideas are usually at the beginning of
each paragraph, connectors give important clues –and
indicates addition, but, however indicate contradiction,
because indicates a reason, or indicates alternatives, etc.
• After reading:
- Help students summarise the text orally and / or in writing
using the models provided.
- Encourage reinforcement of vocabulary and grammar that
appeared in the text, always using the context, and
providing further examples or similar contexts.
INTRODUCTION 13
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:28 Página 14

- Discuss the topic of the lesson. Help students to reflect on
the contents and highlight the values presented. Make
them notice the connections with their own reality.
- Make use of the activities for fast learners (FL), or of Apply
your knowledge in the Student’s Book and of the Extra Tests
in the Teacher’s Book to provide further practice in a freer
context. These can be done with the whole class, or with
faster, keener students. Invite them to make comments on
the contents and share them with the rest of the class.
- Encourage students to make use of the Reflections section
to evaluate their own performance in the lesson.
Developing oral expression
• At the beginning of the course, prepare a poster / posters
with the class, showing the expressions they must use as part
of classroom interaction. You may use different colours to
classify them into:
a. Greetings: Good morning, good afternoon, hello, hi, good-
bye, bye. How are you today? I’m (not) very well, thank
you. And you? Teach them to address you as Mr. / Miss /
Mrs. / Ms. plus your surname.
b. Asking for help or clarification: How do you say / spell /
pronounce ...?, Can you help me, please? Can you repeat
that, please? Can you play the recording again, please? Can
I / we use the dictionary / the computer? Can I work with
...? Can you tell / give me ...?
c. Expressing feelings: I’m sorry / happy / impressed / tired /
ill / worried. I’d be happy to ... . I like ... . I don’t like ... . I
liked ... . I didn’t like ... .
• Encourage students to use English to do the different
speaking activities that show comprehension.
• Choose relevant parts of the listening texts, especially
dialogues, for students to listen, repeat and try to memorise
and present in front of the class.
• Create a positive atmosphere in the classroom to facilitate
students’ participation in oral exchanges.
Oral production should be assessed from three main points
shown below:
Oral production
Language knowledge Strategic competence
Topical knowledge
Language knowledge refers to the use of structures
(grammar, gender, use of correct pronouns etc).
Topical knowledge refers to the subject in question (does
student know the subject he is talking about, for example can
he elicit and give information)
Strategic competence is the use of language components
that enrich oral production (phrasal verbs, interjections,
accuracy of pronunciation, etc.) .
Developing written expression
• Always provide a model for students to follow. Go from
simple, very guided activities to more complex ones: gap -
filling, or exercises in which they put words in order to form
sentences, short answers to simple questions, using a given
pattern and substituting certain elements, etc.
• Make students aware of punctuation marks and connectors to
be used.
• Check written work while walking around the classroom, or
collect notebooks, or provide the correct versions on the
board or an on a transparency.
Written
production
Language knowledge Topical and language
coherence

Topical knowledge

14 INTRODUCTION
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:28 Página 15

THE INTERNET IN THE LANGUAGE CLASSROOM

Nowadays, in the era of information revolution and widespread www.onestopenglish.com

use of the Internet in almost all spheres of life, this tool can www.bbc.co.uk/learningenglish/
serve as a teaching medium, a rich source of materials of any http://www.topenglishteaching.com
kind. It can also serve as a basis for lessons, instead of relying http://www.teachit.co.uk
texts from the course book only. www.wikipedia.org

Internet –assisted lessons may supplement teaching by adding

an additional dimension to the classroom. Students can use it
to gather information on different topics or search for
additional exercises to practice a particular language item.
The Internet provides students with unlimited opportunities to
work with materials they choose themselves and offers an
attractive and interactive learning environment.
This is achieved by the use of communication tools such as e-mail,
chat or forum groups, which students can use to communicate
with people from different parts of the world and therefore
practice their English in a meaningful and motivating way.
This icon indicates a digital resource used / suggested
for an activity.
Tips to develop safe Internet lessons
• Never start lessons by having students use search engines on
their own.
• Ask students to find specific information, not just surf the
web.
• Always tell students to write down the URLs of the sites they
use for reports in bibliography format.
• Try to preview sites before students visit them.

There is a wealth of materials available on the Internet and

most of them are ready-made and free to use. There are several
excellent sites for teachers such as:

INTRODUCTION 15
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:28
LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING 11
What we have in common makes us human. Our differences make
us individuals. In a classroom where there is very little or no
differentiated teaching, only the similarities among students seem
to be the focus of attention. In a differentiated class the common
areas are acknowledged and exploited, and the differences among
students also become important elements in the teaching –
learning process.
Carol Ann Tomlinson 12
The Chilean Ministry of Education has presented the community
with a new curricular tool, the Learning Progress Maps. It is
possible that the teachers may have a lot of information about
them, from different and probably more complete sources than
those provided here 13. This brief and concise document does
not intend to be exhaustive nor replace any of those sources. It
only wishes to present the Maps in a particularly specific
context, that of a very specific training in evaluation for
learning, as in that area they can be very useful in the different
steps of that training.
This is a brief introduction to the Maps that considers the
inclusion principle that guides them, the way in which they are
presented, an example and some details to understand their
pedagogical and evaluative usefulness. Rather than theoretical
or conceptual details, special importance is given to the
elements that facilitate their use by teachers.
Introduction
The Learning Progress Maps have been developed to show
teachers, students and parents the way in which learning
progresses along school life, and especially the expected
direction for each of the areas of the curriculum. They are neither
a new curriculum nor a curricular alternative, but are based on
the existing Curricular Framework. Their objective is to describe
the types of learning promoted by the Fundamental Objectives
and the Obligatory Minimum Contents, and to indicate the
characteristics of their development from 5th Year of Primary
11 Document prepared by the Unidad de Currículum y Evaluación, Ministry of Education, Chile, 2007.
12 Tomlinson, Carol Ann, Estrategias para Trabajar con la Diversidad en el Aula, Editorial Paidós, Madrid, 2005.
13 The full Maps are published in the web site of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl.
16 INTRODUCTION
Página 16
Education to 4th year of Secondary Education. The Maps can be
used in the day to day classroom work to establish the students’
position, their differences and their learning needs. Once this
reflection and awareness task is done, it is possible to design a
variety of teaching strategies to cater for the students’needs.
Learning progression and diversity
Children’s learning – as shown every day in the teaching process
- shows progressive development as they move up from one
level to the next. Older students generally know more about a
subject and show more complex cognitive abilities than younger
students; when comparing abilities and knowledge of a 4th
Media student with those of a 1st Básica student, it can easily be
noticed that the former is much more competent than the latter
in all the learning areas. Between these two students, who
represent the extreme levels of achievement during the school
cycle, it is possible to distinguish several intermediate stages.
On the other hand, children in a particular level make use of
different abilities to understand the same topic, and have
different ways to explain what they understand. There is
progression not only from one level to the next; it is normal that
in the same class the students are at different levels and show
different degrees of understanding and achievement of the
required abilities.
However, not all students progress in the expected direction.
Inadequate attention to differences can produce delay in the
students’ learning. This delay, in turn, has a cumulative effect, it
tends to increase in the upper levels, and when this happens, its
effects are more difficult to revert. Therefore, it is important to
know the state of students’ learning very well.
The Learning Progress Maps are a support instrument to
diagnose achievement and differences among students to help
them move on in their school work according to the expected
outcomes promoted by the national curriculum; they offer
common criteria and language to observe learning.
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:28 Página 17
Evaluation for Learning in Practice
It is important to distinguish Evaluation for Learning as a
particular model that is different from the traditional
interpretations of evaluation. Here is a summary of its main
characteristics. In this conception, evaluation:
• is considered an intrinsic part of teaching and learning.
• requires that teachers share with their students the learning
achievements expected from them.
• helps students know and identify the standards they must reach.
• involves students in their own evaluation.
• provides feedback that tells students what they have to do,
step by step, to improve their performance.
• assumes that every student can improve his / her performance.
• involves both teachers and students in the analysis and
reflection on the data provided by the evaluation.
This model contrasts with the type of evaluation that, in practice,
means adding evaluation procedures or tests at the end of the
programmed units of work. These procedures or tests are separable
and independent from the teaching of the unit. The “feedback”is to
get a mark. Although, according to this model, evaluation is a
teachers’issue (the State, for example, does not get involved), it
tends to have a summative rather than a formative objective.
However, the term “formative”can have several interpretations. Very
often it only means that evaluation is frequent in a period of time
and has been planned together with the teaching. In this sense,
formative evaluation does not necessarily consider all the features
identified as characteristic of Evaluation for Learning. Evaluation can
be formative because it helps the teacher to identify areas where
more explanation or training are needed. But from the point of view
of the students, their final mark and the comments written on the
margins of their work, although they may signal their weak and
strong points, they do not give them clues as to how to progress
towards the achievement of more and better learning.
The concept of learning underlying this model is another
distinctive feature. Today’s approach to learning suggests that,
eventually, it is the students themselves who are responsible for
their own learning (nobody can learn for them). Consequently,
Evaluation for Learning must necessarily involve the students in
the evaluation process so as to provide information on their
performance and guide their efforts to improve. An important part
of this information is the feedback the teacher gives the students,
but another part must be the result of the direct participation of
the students in this process through self-evaluation. In the context
of promoting life-time learning, it is more and more important to
develop in the students the capacity to know how much they have
learnt and the ability to guide and manage their own learning.
So, what actually happens in the classroom when evaluation is
used for improving learning? To begin with the more obvious
aspects, the teachers are involved in the collection of
information about their students’ learning and motivate them
to revise their work critically and constructively.
The methods to obtain information about the learning are well
known and they are mainly:
• to observe the students and listen to them when they reason
and describe their work.
• to ask students open questions, inviting them to explore their
ideas and reasoning.
• to propose ideas that require students to use certain abilities
or to apply ideas.
• to ask students to communicate their ideas not only in writing
but also through drawings, artefacts, actions, dramatisations
and concept maps.
• to discuss key words and analyse how they must be used.
Of course, teachers can collect this information through the
methods identified above, and then use it to improve learning.
The use of this information requires that teachers and students
make decisions and act: they must decide on the next steps in
the learning process and help students get started. It is of the
utmost importance to remember that it is the students who
must do the walking; consequently, the students who are more
involved in the process will better understand how to extend
and improve their learning. A plan that involves the students in
the judgement of their own work – instead of being passive to
face the judgements of teachers – has higher probabilities of
raising the learning and achievement standards.
This is a different conception of “feedback”. The “food”the teacher
offers is a portrait of the objective to reach, of the standard or
goal towards which the student must aim and which, in this way,
constitutes a point of comparison for his / her work. The role of
the teacher – and what constitutes the core of teaching – is to
provide the students with the skills and strategies required to
take the steps they need to improve their own learning.
INTRODUCTION 17
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:28 Página 18
Key Principles of Evaluation for Learning
Evaluation is a process that allows the recollection of evidence
on the learning achieved by the students at a given moment.
The object of the evaluation is the work produced by the
student, never the student.
• The key dimensions of learning from the point of view of the
learning area and the learning level of the students constitute
the criteria used for the evaluation of learning.
• The criteria must be shared with the students so that they
know and understand them, and so that they can direct their
work accordingly.
• Self-evaluation and peer-evaluation must be done using pre-
established criteria. If this does not happen their validity will
What Learning Progress Maps are and what they are not.
What LPMs are
They are materials for each area of the curriculum that describe the
usual road followed by students in their learning. They assume that
progress is the result of maturity and exposure to learning
opportunities in specific stages of school life.
They express knowledge and abilities, that is to say, the competences
that students typically reach at certain moments of their school life.
They indicate what we value as learning goals and the sequence in
which they are achieved; they provide a framework to monitor progress students in the same class should be in the same level of learning.
and to communicate results.
They are presented as concrete descriptions of learning and offer
examples of possible achievements in each level.
They provide a guiding framework for teaching: they let users elaborate They are not an instrument to classify students and they do not support a
evaluation tasks that will indicate the level of each student, and
organise teaching strategies accordingly.
How many LPMs have been prepared?
Each area of the curriculum has sub-divisions that represent
topics or abilities that must be developed during school life. A
Map has been designed for each of them.
English
Our country’s active participation in different areas of the
international sphere, together with the changes produced by
globalisation, make the learning of English essential to
successfully face the demands of society in the XXI century.
18 INTRODUCTION
be questionable, because different individuals naturally
evaluate according to their own personal criteria.
• It must be remembered that evaluation necessarily involves
value judgements. This happens when a teacher assigns a
numerical qualification to a student’s test, and also when
concepts are used, for example “poor” or “excellent”, to indicate
a student’s level of achievement at a certain moment.
• The teacher must take responsibility for the evaluation
instruments he / she develops and uses with the students; this
means that he / she must make sure that they really let him /
her collect information about the learning outcomes defined
in the pre-established evaluation criteria.
What LPMs are not
They do not state that learning is lineal (a sum of specific learnings) nor
do they propose an exact description of the learning progress that all
students experience.
They are not an expression of all the knowledge and abilities the
students can achieve in a specific level.
They are not a new curriculum and they do not assume that all the
They are not checklists for test correction.
specific teaching model to achieve learning.
Learning English is a challenging and attractive activity at any
age, but particularly for young people who see it as a tool to
access information and technology and as a means of
communication with other realities and cultures. Learning
English or any other foreign language, contributes to the
understanding of the mother tongue, and at the same time it
widens the opportunities to access information in other areas
of study.
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:28 Página 19
Presentation of the Maps
The Maps are organised in seven levels that cover students’
learning life from 1st year of Primary Education to 4th year of
Secondary Education. Each level describes the expected learning
outcome for two school years. For example, level 1 corresponds
approximately to 1st and 2nd Básico, level 2 to the next two
years, and so on. The last level (7) describes a student whose
outcome when finishing school is “outstanding”.
All this information can be found in the web site of the Unidad
de Currículum y Evaluación, www.curriculum-mineduc.cl.
Relevant aspects of the Reading Map
In concordance with the curricular emphasis aimed at the
development of the abilities and the use of language with the
purpose of acquiring information and gainning access to other
cultures and technological advances, grammar is not the focus
of attention of the Reading Map. Its role as facilitator of
understanding and communication is acknowledged, but the
role of grammar will become more evident in the Writing Map.
The Reading Map emphasises the importance of working with
authentic texts as early as possible; their degree of complexity
increases as students move from one level to the next. By the
end of their secondary school education students should be able
to read authentic texts of intermediate complexity, which
implies beginning their learning using simple authentic texts.
The Reading Map does not reject the use of the mother tongue
as a resource to monitor learning when the situation requires
that the students show evidence of comprehension and
interpretation rather than oral production. It is a well-known
fact that students of a foreign language can understand much
more than they can express orally or in writing. For this reason,
the answers to the tasks presented as examples in the Map are
in Spanish. This does not mean that the students are not
allowed to express comprehension in English or that there is an
intention to work these abilities separately.
In the following pages you will find the Reading Progress Map. It
begins with a synthetic presentation of all the level. Then, each
level is presented in detail, beginning with its description, some
examples of performance that illustrate how that level of learning
can be recognised and one or two examples of work done by
students of subsidised schools, with the teacher’s comments that
justify what criteria is used to decide that the student is “within”
the level. In an appendix, you can find the complete version of the
tasks from which the students’work was collected. In the case of
English, there is a description of an initial level, before level 3, that
describes a starting situation of knowledge of this language, which
can be a useful point of reference to describe the learning of
children who do not reach level 3 by the end of 6th Básico. No
examples of students’work at this level are included.
Reading Progress Map
The aim of the English curriculum is to get students to use and
apply the language in different tasks that imply they can
understand oral and written texts, and solve simple
communicative situations orally or in writing. From this point of
view, four English Learning Maps have been designed, around
the following linguistic abilities:
• Reading
• Listening
• Writing
• Oral Expression
The Maps of English have been designed using the international
standards of the Common European Framework (CEF) for
teaching, learning and evaluating languages, and those of the
Association of Language Testers of Europe (ALTE). CEF level A2 and
ALTE 1 (Waystage User) are associated to level 4, which describes
the expected learning achieved by the majority of the students by
the end of 8th year Básico; level B1 and ALTE 2 (Threshold user)
are associated to level 6, which describes the expected learning
achieved by the majority of students by the end of 4th Medio.
To describe progress in reading comprehension, the Reading Map
is organised around two dimensions:
a. Text-types. In this dimension the progression is given by the
complexity of the topics the students read about and the
complexity of the language used in the texts. There is
progression from concrete to abstract topics, and from
language expressed in simple sentences to language
expressed in compound sentences of intermediate complexity.
INTRODUCTION 19
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:28 Página 20

b. Reading abilities. This dimension includes the students’
capacity to extract specific information, to infer information
and to show global comprehension of what they have read.
The Map describes how these reading abilities become more
complex from one level to the next, and also in relationship
with the increasing complexity of the texts read.
In the light of these dimensions, the Map describes a student’s
reading comprehension progress, from the ability to identify some
highlighted information, to make simple inferences and state the
main topic of a very short, simple text (in level 3), to end up being
able to reach higher levels of inference and deeper understanding
of linguistically and conceptually more complex texts. (level 6).

English Progress Map

Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the
Level 7
main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related
Outstanding
to personal interest topics.
Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view,
Level 6 attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium complexity
structural patterns and are related to well-known or personal interest topics.
Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and
Level 5 identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium
complexity structural patterns and are related to well-known or personal interest topics.
Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or
Level 4 information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections
of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics.
Identifies explicit information that is highlighted. Infers information and identifies one main idea using information explicitly
Level 3 stated in the text. Understands very short texts that include plenty of visual support, use simple short sentences and are
related to concrete topics of the student´s immediate environment.
Identifies words and short sentences stated in very short texts that include plenty of visual support, use simple short
Initial level
sentences and are related to concrete topics of the student´s immediate environment.
In our teaching proposal for 1st and 2nd year, evaluation is conceived from the following level:
Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and
Level 5 identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium
complexity structural patterns and are related to well-known or personal interest topics.

How can one recognise the level of learning?
Examples of performance.
When a student has reached this level, he / she can do the
following activities:
• Select and classify information according to a given category.
• State details used for describing causes and consequences.
• Relate data and ideas to infer attitudes and moods.
• Extract the main idea(s) of the text and list the arguments
that support it / them.
• Invent a title that represents the main idea of the text.
• Identify words and phrases that give cohesion to the text. For
example: “therefore”, “on the other hand”.
• Identify in the texts the communicative function of compound
structural patterns, such as the passive voice, conditional
sentences, relative clauses.
• Identify in the text frequent phrasal verbs. For example:
“look after”.

20 INTRODUCTION
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:28 Página 21

CLASSROOM LANGUAGE

Greetings: Some Commands and Instructions (TEACHERS)

Good morning / Good afternoon / Hello / Hi. • Add more words. • Listen to the recording.
Good bye / See you tomorrow / See you later. • Answer the questions. • Listen.
Have a nice weekend / Enjoy your holiday. • Be quiet. • Look.
• Check your answers • Look at the pictures.
Moods and feelings: • Check your predictions. • Look up these words in the
A: How are you today? • Close the door. dictionary.
B: I’m fine / I’m great / OK / Very well, thank you. • Come to the board. • Make a list.
I’m not very well / I have a problem / I’m feeling low / I’m sad. • Compare your answers. • Make a list of topics.
• Compare your answers in • Make some notes.
Asking for clarification (STUDENTS)
your group. • Match the pictures.
Can you repeat that, please?
• Complete the paragraph. • Name three activities.
Can you say that again, please?
• Complete the sentences. • Open the window.
Sorry? I didn’t understand very well.
• Complete the summary. • Open your books.
Can you help me with this exercise, please?
• Complete the table. • Pay attention, please.
Encouragement (TEACHERS) • Copy the instructions. • Put the pictures in order.
Well done! • Cross out the words you do • Read the instructions.
Good! not hear. • Read the sentences.
Excellent! • Discuss the ideas in your • Select the correct answer.
Good work! group. • Silence, please.
Congratulations! • Do exercise 1. • Sit down.
• Do not write in ink. • Stand up.
The date • Do not write in your book. • Talk to your partner.
A: What day is it today? • Fill in the blanks. • That’s all for today, thank you.
B: It’s Monday / It’s Tuesday / It’s Wednesday / It’s Thursday / • Find examples in the text. Work in groups of 4.
It’s Friday / It’s Saturday / It’s Sunday • Find out who wrote this poem. Work in groups of three or
A: What’s the date today? • Find the cognates in the text. four.
B: It’s (Monday) March 9th. • Go to the board. Work with your partner.
• Identify the best description. Write the sentences.
The weather
A: What’s the weather like today? Turn taking and permissions: (STUDENTS)
B: It’s sunny / It’s cloudy / It’s hot / It’s cold / It’s nice and warm / It’s It’s your turn.
nice and cool. It’s raining / It’s snowing. Sorry, it’s my turn.
Excuse me, can I say something?
The time
Excuse me; can I leave the room for a minute?
A: What’s the time? / What time is it?
Can I talk to you after the class?
B: It’s one o’clock. / It’s two o’clock. / It’s three o’clock. /
May I go to the bathroom?
It’s ten o’clock. / It’s twelve o’clock.
A: What’s the time? / What time is it? Encouragement: (TEACHERS)
B: It’s quarter past nine. It’s half past ten. It’s five past eleven./ It’s Do it more carefully / Say it again / Try to correct that, please.
ten past twelve / It’s twenty past one/ It’s twenty five past two. Not too bad / You’ll do better next time / Keep trying!
A: What’s the time? / What time is it? Well done / Congratulations / Excellent / Good work.
B: It’s a quarter to eight. It’s twenty five to nine / It’s twenty to ten/
It’s ten to three/ It’s five to four.

INTRODUCTION 21
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:28 Página 22

SUGGESTED YEAR PLANNING

Unit Topic CMO Time
COMMUNICATION Reading Production Give reasons. Development
AND Find specific information Express emotions such as Grammar Lesson 1 Two class periods
UNDERSTANDING through scanning. interest, surprise and pleasure. The Present Continuous tense Lesson 2 Two class periods
Feelings. Discriminate between correct Say why things happen. Lesson 3 Two class periods
Unit 1

Necessities. and incorrect information. Functions Lesson 4 Two class periods

Words related to Listening Express interest, surprise, Consolidation One class
communication Identify types of text. sympathy and pleasure. period + home assignments
and Find specific information. Express feelings related to a Evaluation One class period
understanding. Identify speakers. situation. + home assignments
HOW STRANGE! Reading Production Grammar Development
HOW Find specific information. Express ideas and personal The Past Continuous tense Lesson 1 Two class periods
WONDERFUL! Identify the origin of texts. opinions. Modal verbs may/might Lesson 2 Two class periods
Strange events Listening Functions Lesson 3 Two class periods
Unit 2

and natural Match information. Express opinions. Lesson 4 Two class periods
phenomena Find specific information. Talk about duration of events. Consolidation One class
Discriminate between correct Refer to personal experiences period + home assignments
and incorrect information. Evaluation One class
period + home
assignments
WE ARE WHAT Reading Discriminate between similar To express thanks and Development
WE EAT Match written and visual clues. sounds. complaints Lesson 1 Two class periods
Healthy eating Summarise texts. Production To express quantities Lesson 2 Two class periods
habits and healthy Find specific information. To talk about preferences Grammar Lesson 3 Two class periods
Unit 3

diet. Listening To talk about quantities The Past Continuous tense Lesson 4 Two class periods
Recipes and Match visual and oral To complete a conversation Relative pronouns Consolidation One class
ingredients. information. and talk about it Countable and uncountable period + home assignments
Find specific information. Functions adjectives Evaluation One class period
To express preferences + home assignments
WHATEVER YOU Reading Identify specific information Development
To express hopes and
DO OR MAKE - To summarise a text Production disillusion Lesson 1 Two class periods
DO IT AND To identify type and source of a text To express hopes and disillusion Lesson 2 Two class periods
To express wishes and regrets
Unit 4

MAKE IT WELL! To find specific information To talk about wishes and regrets Grammar Lesson 3 Two class periods
Jobs and Listening To make complaints Lesson 4 Two class periods
Going to to express future
professions Identify the order of events Functions Consolidation One class
Wish to express hopes and desires
Match oral and visual To refer to personal Would like to… period + home assignments
information experiences Evaluation One class period
+ home assignments
LIFE AS WE Reading Find specific information of views Development
KNOW IT Identify mood of a text Production To express necessity, needs Lesson 1 Two class periods
Different ways of Discriminate between facts To talk about wishes and and wishes Lesson 2 Two class periods
life in past, and opinions regrets To express obligation Lesson 3 Two class periods
Unit 5

present and Match written information and To talk about needs Grammar Lesson 4 Two class periods
future visuals To talk about protecting the The Passive Voice Consolidation One class
Listening Earth Verbs want to, need to, have to, period + home assignments
Identify the tone of a message Functions must, ought to, should Evaluation One class period
Identify speakers To express opinions and points + home assignments
TRADITIONS, Reading Identify speakers To express feelings Development
TRADITIONS Identify the general topic of Production To express duration of events Lesson 1 Two class periods
Celebrations and texts To talk about duration of events Grammar Lesson 2 Two class periods
Unit 6

traditions around Match visual and written text To talk about personal The Present Perfect Lesson 3 Two class periods
the world Follow instructions experiences Use of since, for never, just now Lesson 4 Two class periods
Listening To talk about feelings Reported Speech Consolidation One class
Match oral instructions with Functions The Simple Future period + home assignments
visuals To describe a celebration and Evaluation One class period
Identify time expressions pictures + home assignments
22 INTRODUCTION
INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:28 Página 23

Resources Attitudes Evaluation Learning abilities

Reading The importance Check it Over Reading Oral expression To match oral and visual
Announcements of Metacognition Language Written production information
Reports communication Fast Check Oral expression Evaluation To paraphrase information
Listening and respect for Listening Written production Instruments To match written and oral
A rap other people's Reading Final Check Listening information
A poem opinions and Language Extra Tests comprehension. To identify type of a listening text
A radio reasons. Apply Your Knowledge Listening Reading comprehension. To extract information to
programme Check & Correct Reading Writing complete a chart.
Listening Language Working with others.
Reading Respect for Check it Over Reading Written production To classify information
A brochure different Metacognition Language Evaluation To consolidate new vocabulary
A film script opinions and Fast Check Oral expression Instruments and structures
Listening experiences Listening Written production Listening To express opinions following a
An extract from Acceptance of Reading Final Check comprehension. model
a book different points Language Extra Tests Reading comprehension. To ask for and give information
A report of view Apply Your Listening Writing To connect content and own
Knowledge Reading Working with others. experience
Check & Correct Language
Listening Oral expression
Reading To accept and Check it Over Reading Oral expression To match oral and visual
A brochure reflect on the Metacognition Language Written production information
An interview importance of Fast Check Oral expression Evaluation To organise information into a
Listening a healthy diet. Listening Written production Instruments summary
Restaurant Reading Final Check Listening To match written and oral
reviews. Language Extra Tests comprehension. information
A tale Apply Your Knowledge Listening Reading comprehension. To discriminate sounds
Check & Correct Reading Writing To express opinions and
Listening Language Working with others. preferences
Reading To reflect on the Check it Over Listening Language To use scanning to find specific
News-based importance of Metacognition Reading Oral expression information
anecdotes doing any job Fast Check Language Evaluation Instruments To organize information
Instructions well. Listening Oral expression Listening To discriminate between correct
Reading Final Check comprehension. and incorrect information
Listening To identify the logical order of information
A myth Language Extra Tests Reading comprehension. To relate visuals and oral text
An interview Apply Your Knowledge Listening Writing To express wishes and complaints
An advertisement Check & Correct Reading Working with others. To ask for information
Reading Respect for Check it Over Reading Oral expression To discriminate between correct
A newsletter different Metacognition Language Written production and incorrect information
An article lifestyles. Fast Check Oral expression Evaluation To distinguish facts and opinions
Listening Listening Written production Instruments To give suggestions
A song Reading Final Check Listening To express what you want and
Anecdotes Language Extra Tests comprehension. need
Apply Your Knowledge Listening Reading comprehension.
Check & Correct Reading Writing
Listening Language Working with others.
Reading Respect for Check it Over Reading Oral expression To relate information
An e-mail different Metacognition Language Written production To identify textual references
A Christmas carol traditions and Fast Check Oral expression Evaluation Instruments To extract specific information
An advertisement celebrations Listening Written production Listening To identify speakers
A website entry Acceptance of Reading Final Check comprehension. To express duration of events
Listening different points Language Extra Tests Reading comprehension. To exchange information
An interview of view Apply Your Knowledge Listening Writing To express interest, surprise and
A lecture Check & Correct Reading Working with others. joy.
Listening Language To write descriptions.
INTRODUCTION 23
U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 24

IN THIS UNIT YOU WILL LEARN TO
Reading: Scan a text for specific information / Paraphrasing
information from the text / Complete sentences choosing the
best option.
Listening: Identify types of text / Listen for specific
information / Identify sender/transmitter of a message.
Production: Express emotions such as interest, surprise,
sympathy and pleasure / Say why things happen.
Functions: Express interest, surprise, sympathy and pleasure
/ Express feelings related to a situation / Give reasons.
YOU WILL ALSO USE THE FOLLOWING TEXT TYPES
Reading: Announcements / Reports.
Listening: A rap and a poem / A radio programme.
YOU WILL ALSO LEARN
Grammar: The Present Continuous Tense / Linking words.
Vocabulary: Words related to communication and understanding.
YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES
The importance of communication and respect for other people’s
opinions and reasons.

Development
Lesson 1 two class periods
Lesson 2 two class periods
Lesson 3 two class periods
Lesson 4 two class periods
Apply your knowledge one class period/alternatively homework activity
Check and correct and final check one class period plus some home activity

Didactic resources and methodology tips

• If available, use of complementary material such as English language newspapers and magazines, cut-
outs or on-line media print-outs. If possible, use local resources such as local/community/school radio or
bulletins in Spanish to define communication functions.
• Useful materials for this unit are:
1. Lists of adjectives
2. Dictionaries
3. Glossaries
4. Definitions
5. Printed handouts
6. Library material
7. Notes (can use coloured Postits)
• Teachers should prepare the lesson beforehand given that thorough prior preparation allows them to create some
useful ideas. It is their chance to make the class entertaining and to involve students in the learning process.
• Teachers are advised to use the following resources throughout the book.
24
U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 25

Types of evaluation Indicators

Continuous / informal Students carry out reading and listening activities, take part in conversations, and produce written texts.
Check it over
Students analyze their performance in the speaking, reading, listening and writing activities.
Self - evaluation

Check & Correct Reading: Students identify type of language and specific information.
Unit evaluation Listening: Students identify type of text, identify and extract specific information.
Language: Students use linking words and relate text and visuals.
Speaking: Students exchange information using the clues provided.
Writing: Students write a paragraph about communication using linking words.

Final Check Students analyze their performance in the whole unit.

Extra Test Reading: Students identify and extract specific information and discriminate between correct and
incorrect information.
Listening: Students identify specific information and the correct sequence and discriminate between
correct and incorrect information.
Language: Students use the First and Second Conditional structures, Wish + Past Simple Tense and the
Passive Voice.
Speaking: Students exchange information about the role of English in the world.
Writing: Students write a letter requesting information to an International Language School.

PAGE 9
SET UP
The idea of each set up is to prepare students for the linguistic
and extra-linguistic contents of the lesson, cross-checking with
other curricular areas, identifying weak and strong points to
draw upon or reinforce during the course of the lesson.
1 +
This is a cross-curricular activity that students might have
seen or will see in the Lenguaje y Comunicación lessons. To
identify a communication channel is an important part of
the language learning process both in their native tongue
and their target language.
A communications channel refers to the medium used
to convey information from a sender (or transmitter) to a
receiver.
Answers
1. mobile phone, 2. a letter, 3. conversation /
voice transmission 4. computer/ web cam
2 ++
Ask students to describe the picture. Help them along with
prompts such as: what can you see in the picture? What
languages do you think they are speaking? If you speak
another language ask students a question in that language
and then ask them if they can understand you.
Answers
Because they speak different languages.
Russian and English
They should switch to the same language.
3 +
This is an exercise that works out well when a digital
resource is available so if the class has access to the Internet
try to do this exercise using that resource. Ask them to type
in the symbol and look for the meaning. They will be
familiar with some of the symbols such as at @ and
percentage. You might have to help out with the others.
Answers
a. at, b. and, c. dollar or peso sign, d. Euro,
e. percentage, f. trade mark

COMMUNICATION AND UNDERSTANDING 25

U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 26
Digital resource
Both students and teachers will find an icon with a mouse which
will lead them to additional on line resources related to the subject
of the lesson/unit. They can be found throughout the book.
For more information on the Digital Resource section see page 7
of the Introduction.
PAGE 10
WE ARE HAPPY TO ANNOUNCE
READING
LESSON 1
THINK AHEAD
In this section students get ready for the contents of the lesson,
make predictions and learn key vocabulary and potential
“danger” zones to look out for.
Danger
This section provides information on common mistakes
Spanish speakers who are studying English tend to make.
They may be false friends (false cognates) or structures
common in Spanish that students “import” into their target
language or other common errors that occur in English
learning. This section compares two commonly mistaken
words: because and why to ask for and give reasons.
For more information on the Danger section see page 7 of
the Introduction.
Bear it in mind
Bear it in Mind is an additional tool we have provided to
make learning more accessible and contents easier to
understand. All Bear it in Mind sections are short and to the
point and strategically placed were we think they will be a
valuable contribution to the lesson. They can be analysed
by students on their own or you can analyse them together
with the whole class. Always try to provide and elicit
examples as learning in context is they way to go.
For more information on the Bear it in mind section see
page 7 of the Introduction.
1 +
A message is usually a short communication transmitted by
words, signals, or other means from one person, station, or
group to another. Ask students to read the three messages
26 UNIT 1
and identify what they are trying to convey/what is the
purpose/reason for writing/saying them – tell them to read
the four options and match them with the source of the
messages.
(L.A.: to deduce the communicative purpose of a message)
Answers
a. – 3, b. - 2, c. – 1.
2 +
Tell students to go back to the three
messages/announcements and check what they have to do
to contact the sender of the message.
(L.A.: to find specific information in a text)
Answers
a. 1, b. – 3, c. 2.
3 +
It is important for students to interact with a text before,
during, and after reading, listening, or viewing by:
• setting a purpose.
• previewing the text.
• making predictions.
• asking questions.
• locating information for specific purposes.
• making connections.
The following exercise is asking students to predict the
subject of the reading using words they would expect to
find in an announcement of a short story competition.
(L.A.: to make predictions from context)
Answers
May vary.
PAGE 11
GO AHEAD
Danger
The section on this page provides information on false
cognates also known as false friends. Teacher can find a list of
false friends at http://www.miguelmllop.com/glos/index.php
For more information on the Danger section see page 7 of
the Introduction.
U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 27

4 ++
Ask students to take a quick look at the text but Visual Logical
concentrate on the form rather than on the content. There Social

are parts of the text that are written in a different colour Memietic Verbal
Aural Styles
and in bold. Can they tell you why a different format is Solitary
used in parts of the text?
Physical
We use bold text
• For emphasis, to highlight important points. Students use the scanning technique in this
• For headline to increase the contrast between headlines exercise. Scanning is a technique often used when
and body text. looking up a word in the telephone book or dictionary. A
• For titles, proper names, or key terms in a manual within student searches for key words or ideas. In most cases, they
a block of copy highlighted with bold for ease in scanning. know what they are looking for and they concentrate on
(L.A.: to find and classify quick information) finding a particular answer. Scanning involves moving the
Answers eyes quickly down the page seeking specific words and
c. phrases. Scanning is also used when first finding a resource
to determine whether it will answer specific questions.
5 + Answers
Title of the
Symbols provide a visual representation of an idea or word competition: of the 2008 William Trevor
in a short and succinct way. Short Story Competition
Try this simple visual exercise to see if students can Winner: Roland Brand
decipher it. It uses both symbols and pictures. 1st runner-up: Jo Campbell
2nd runner-up: Imelda Carroll
Judge 1: Debby Mayne
Judge 2: J.A. Konrad
(L.A.: to apply scanning to get specific information symbols)
Answers
€ - Euro, @ - at Digital resource
Both students and teachers will find an icon with a mouse which
will lead them to additional on line resources related to the subject
6 ++ of the lesson/unit. They can be found throughout the book.
Some students learn better when faced with visual For more information on the Digital Resource section see page 7
techniques but ALL students benefit from a visual display of of the Introduction.
a subject matter. That is why the use of charts, graphs and
diagrams is very important in language teaching. 7 +
Diagrams and charts are very good at showing actions,
Ask students to read the text once more and fill in the gaps
processes, events and ideas.
with the information related to the relevant person.
Underneath we present the general learning styles your
(L.A. to locate and match specific information)
students may fall into. It would help if you could classify your
students (after a few weeks of observation) according to the Answers
a. Jo Campbell. b. Roland Brand. c. Imelda
learning style they are most comfortable with. All styles are
Carroll. d. Roland Brand. e. Imelda Carroll.
describe in detail at http://www.learning-styles-online.com
(L.A.: to apply scanning to get specific information)

COMMUNICATION AND UNDERSTANDING 27

U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 28
8 ++
Tell students to first read the options before they go back to the
text to find the correct answers. Paraphrase is restatement of
a text or passage, using other words. A paraphrase typically
explains or clarifies the text that is being paraphrased. For
example, “The signal was red”might be paraphrased as “The
train was not allowed to proceed.” (Source: Wikipedia).
(L.A.: to paraphrase pieces of information)
Answers
a. i. b. ii. c. ii.
9 ++
Students read sentences a – d and then try to find the
corresponding sentences in the text.
Again, they employ their paraphrasing skills here.
(L.A.: to find and paraphrase pieces of information in a text)
Answers
a. He resides in Edinburgh.
b. Roland doesn’t want to become a
professional writer.
c. The William Trevor Competition attracts
1,000 entries each year.
d. Roland is a paediatrician.
PAGE 13
MAKE CONNECTIONS
As the title of the section suggests students connect what they have
read or listened to in Think and Go Ahead with more specific points
such as grammar explanations, examples, exercising and testing,
oral and written production and other consolidation activities.
TAKE A CLOSER LOOK
This section deals with linking words (conjunctions). More
useful information on linking words can be found at
http://www.english-at-home.com/grammar/linking-words.
The information in this section will help students join shorter
sentences into longer ones – frequently used in writing.
28 UNIT 1
10 +
First refer students to the Take a closer look section before doing
this exercise. Check both orally and on the board for spelling.
(L.A.: to apply new structures)
Answers
a. Ronald’s life is very busy but he finds time to
write fiction.
b. Besides €1,000 he also gets a laptop computer.
c. Imelda is a housewife but / and she writes
short stories and poetry.
d. Roland doesn’t want to become a professional
writer because he is happy with his career.
e. Jo Campbell is from London and she is a
school bus driver.
f. Although she is a school bus driver, she also
dedicates her time to other hobbies. Or
Besides driving a bus she also.
11 ++
Examine the table provided with students and work out the
examples on the board before re-writing the sentences in
exercise 9. Once again, you may refer to more examples on
linking words at the website indicated above.
(L.A.: to apply new vocabulary and structures)
Answers
Ronald’s life is very busy. However, he finds
time to write fiction.
Brand is the winner so he gets €1,000.
Imelda is a housewife. In addition she / She
also writes short stories and poetry.
Roland is happy with his career so he doesn’t
want to become a professional writer.
Jo Campbell is from London. In addition, she is a
school bus driver./ She is also a school bus driver.
PAGE 14
HAVE A CHAT
12 ++ 1
Students read one part of the dialogue and complete the
second part with a partner using information provided in
the text on page10. Some variations are allowed. Then
they listen to the recorded version, check their answers and
role-play it with a partner.
(L.A.: to participate in a guided oral text)
Answers
See transcript.
U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 29
TRANSCRIPT - ORAL PRACTICE 1 PAGE 15
A: Now that you have some information about the
competition, can you tell me why Roland Brand gets €1,000
and a laptop computer?
B: Because he is the winner of the competition.
A: And why does he not want to become a professional writer?
B: Because he is happy with his job.
A: So, if he doesn’t want to be a professional writer, why does
he write?
B: He thinks that writing is a way of looking after the creative
side of his personality.
A: And do you know why Jo Campbell doesn’t like watching TV?
B: Yes, because she thinks it is a waste of time.
13 ++ FL
Ask students to describe the three pictures before matching
them with the expressions. Once again, use prompts to
help them along.
(L.A.: to match oral and visual information and provide answers)
Possible answers
a. We need to put a stamp on an envelope to
send the letter by post.
b. I need to stop my car because children are crossing.
c. I need to use coins to make a phone call.
FAST CHECK
14
Each Fast Check has an evaluation scale where score 9 - 10
is excellent (100%), 6 - 8 quite good (60 to 80%), and 0 - 5
(0 to 50%), needs reviewing the lesson.
Make sure students understand what they have to do, give
them time to answer individually and check on the board.
Help students assign themselves a score.
Answers
a. In order to communicate effectively, humans
developed languages, signs and writing.
b. Although sometimes people speak the same
language they cannot communicate.
c. You need to learn English because the world
is becoming more and more globalised.
d. It is easy to say I love you but more difficult
to prove it.
e. Besides a laptop the winner also gets a cash prize.
WRITE IT DOWN
15 ++
Written production is always based on a model used in a
lesson, either in the main text (for example a report, an
announcement), or in one of the exercises. It should be
evaluated taking into account the following criteria
Written production
Topical and
Language Language
Knowledge Coherence
Topical Knowledge
Language knowledge refers to the use of structures
(grammar, gender, use of correct pronouns, etc).
Topical knowledge refers to the subject in question (does
student know the subject he is talking about?)
Topical and language coherence refers to the question
whether the text makes overall sense and ideas follow in a
coherent way.
This is a guided passage where students have to use what they
have learned in the lesson about linking words / conjunctions.
(L.A.: to consolidate a grammar aspect)
Answers
(Some variations are allowed.)
Hi, my name is Joe and I am new to this short
story writing. I love writing because it is very
relaxing and it helps me to rest after I come back
from work. Sometimes I am really tired but I write
stories anyway. I often read my stories several
times and I correct them. It takes time to write but
I try to write a few sentences every day.
PLAY IT
A teacher should bear in mind that games are important while
teaching a foreign language because they are motivating and
help students to sustain the effort of learning. However, games
are the means and not the end – they are simply a way of
making learning more entertaining. So never treat a game as a
time filler or something students should do when you are stuck
for ideas. Each game in this book is here for a purpose and
needs teacher supervision and sometimes prior preparation.
COMMUNICATION AND UNDERSTANDING 29
U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 30

Read the instructions with class and make sure they understand
how to apply the rules of normal tic tac toc to this instance. You
can model one game with a student.
For more information on the Play it section see page 7 of the
Introduction.
CHECK IT OVER!
Students take a fast critical look at what they have learnt in the
lesson in three main areas:
- Speaking
- Reading
- Writing
This is a section for the STUDENTS so teacher should intervene
as little as possible in this process.
PAGE 16
AM I GETTING THROUGH
TO YOU?
LISTENING
LESSON 2
THINK AHEAD
In this section, students get ready for the contents of the lesson,
make predictions and learn key vocabulary and potential
“danger” zones to look out for.
Mi d a will lead them to additional on line resources related to the subject
n T e se r
This Mind Teaser provides more information on the topic
of listening. Motivate students to find more reasons for
listening and more examples. For more information on the
Mind Teaser section, see page 7 of the Introduction.
1 +
Phrasal verbs are very common in spoken and written English
so students need them to understand and speak natural
English. A good resource on the most common phrasal verbs
can be found at http://www.phrasalverbdemon.com/list.htm
You might want to give more examples to students with
the phrasal verb get through to
a. Although I tried many times I couldn’t get through to him.
b. When you speak different languages you can’t get
through to people.
(L.A.: to connect content with previous knowledge)
Answers
a.
2 ++
Tell students to describe the pictures. Help them with
prompts such as: what happened to the boy? Why is he
sad/crying? etc.
(L.A.: to connect the topic with previous knowledge)
Answers
a. 4, b. 1, c. 5, d. 3, e. 2, f. 6.
3 +
For more information and examples on rhymes teacher can
visit www.rhymezone.com
Give some examples of rhymes before doing this exercise such as:
Bad – mad, spoke – joke, grass – pass, cat – mat etc. Elicit
more rhymes from students. You might want to read the
three words to students so they can see for themselves
which ones rhyme and which is the odd one out.
(L.A.: to use previous knowledge)
Answers
a. destination – information, b. call - hall,
c. reach – speech, d. better – letter,
e. code – mode.
Digital resource
Both students and teachers will find an icon with a mouse which
of the lesson/unit. They can be found throughout the book.
For more information on the Digital Resource section see page 7
of the Introduction.
PAGE 17
4 ++
You might assign this exercise as pair work.
The idea of pair work is to improve listening and speaking
skills by requiring students to exchange information with
each other. Pair work should always be accompanied by some
sort of ‘test’to ascertain whether or not information really has
been exchanged - in this case checking that students got the
meaning of the word in the marked blue spaces.
(L.A.: to transfer relevant information to a chart or table)
Answers
a. Computer, b. Telephone, c. Speak, d. Letter,
e. Say.
The word in blue is: Poetry

30 UNIT 1
U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 31

Mi d a Summer days, coloring books

n T e se r Feeding the ducks, cartoon weekends
This Mind Teaser provides more information on the topic Hey, look at you! You learn how to ride the bike!
of listening. Motivate students to find more reasons for Ah! How I miss my little girl!
listening and more examples. For more information on the Slumber parties with friends
Mind Teaser section, see page 7 of the Introduction. First dance in Junior high,
Well done! You win yet another match.
But now I miss my little girl.
PAGE 17 High school comes and goes
Wow, what a surprise! You are a graduate.
GO AHEAD And a young adult with your own future and life.
Please note that these texts are in American English Oh, how I miss my little girl.
American English British English As a father I am learning to let you go
diaper nappy No more permits or teaching you to drive
color colour I can’t I express what I feel
slumber party sleepover As I see you grow up before my very eyes.
Junior high Junior school
High school Secondary school I know one day you will be gone
One day, you need to go away
TRANSCRIPT - AM I GETTING THROUGH TO YOU? 2
One day you, you need to have children of your own
I. And I will miss my little girl.
Communication is getting information to its
Destination.
We can give a speech to people in our reach. 5 + 2
We can sign a sign or write a little rhyme.
Besides making a call Play the recording once. Ask students to identify the piece
to a friend down the hall, of poetry they have heard.
Or using the telephone when we really feel alone. (L.A.: to identify type of text)
Answers
Communication is getting information to its Recording 1 - rap - Recording 2 – poem
Destination.
We can write a letter; in fact, it is much better
To send a little code or use a different mode. 6 + 2
We can type on our computer, You may need to stop the recording a few times as students
Besides using a fax or sending a scooter. take notes. Remind them to write in their notebooks.
Or we can say it personally.
(L.A.: to locate specific information in a recording)
Because communication is getting information
to its destination. Answers
The Rap - Recording 1
II.
Diapers and bottles, up all night
Yet you make me happy - beautiful baby
How can you grow so fast?
And now I miss my little girl.

COMMUNICATION AND UNDERSTANDING 31

U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 32

7 + 2 PAGE 18
Play the recording again so students may take notes of the
ways of communicating. Check orally.
(L.A.: to locate specific information)
Answers
give a speech - sign a sign - write a little rhyme
- make a call - use the telephone - write a letter
- send a little code - type on our computer -
use a fax - send a scooter - say it personally
8 ++ 2
Ask students to go back to Exercise 2. Tell them to read the
expressions aloud. Play the recording again and ask
students to identify the ones that are used in the recording.
(L.A.: to match written and spoken versions of texts)
Answers
Ah! Hey, look at you! Oh! Well done! Wow, what
a surprise!
MAKE CONNECTIONS
TAKE A CLOSER LOOK
This section takes a closer look at the use of and the
differences between besides and beside.
Bear it in mind
Ask the students to read and discuss the section in pairs,
and then elicit comments and conclusions. Encourage them
to think of other interjections and write them on the board,
For example: Oh dear (pity), eh? (asking for repetition), er
(hesitation), hey (surprise, joy), hm (hesitation, doubt,
disappointment), ouch (pain), uh (hesitation), uh-huh
(agreement), etc.
For more information on the Bear it in mind section, see
page 7 of the Introduction.

9 ++ 2
PAGE 19
Before you play the recording again ask students to read
12 +
the instructions well and familiarize themselves with the
adjectives that describe each piece of poetry. Refer students to the TAKE A CLOSER LOOK section before
(L.A.: to identify feelings and emotions / non verbal content) doing this exercise. Students should often copy exercises in
their notebooks as it improves their spelling.
Answers
(L.A.: to apply new vocabulary and structures)
a. cheerful, b. nostalgic
Answers
a. beside, b. besides, c. beside, d. besides,
10 ++ 2 e. besides
Play the recording again and stop frequently to allow students
to take notes and pay attention to the difference in sounds. 13 ++
(L.A.: to discriminate between two similar sounds)
Ask students to read the parts of the sentences then write
Answers them down in the correct from in their notebooks.
Recording I: a. reach, b. feel Check orally.
Recording II: a. will, b. need
(L.A.: to apply new structures)
Answers
11 + 2 a. Although he is good at maths he likes to
There are no good or bad titles in this exercise – accept review before tests.
students criteria but ask them to justify their choices. b. Besides reading and jogging Janis also likes
cooking. Or: Besides reading and cooking
(L.A.: to use personal criteria in choosing a title)
Janis also likes jogging.
Answers c. Grace is buying an economy ticket because
May vary she doesn’t have much money.
d. Juliet knows how to speak French but she
doesn’t know much German.

32 UNIT 1
U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 33

14 + PAGE 20
Provide them with the transcript of the first recording (rap). Ask 16 +++ FL
them to practise in pairs and then make a presentation to the This exercise works well as homework or assigned to fast
whole class. Pay special attention to pronunciation and rhythm. learners. Ask students to read the words available and to
(L.A.: to imitate a model and roleplay a text) place them in the correct gaps. Check orally.
(L.A.: to use acquired knowledge to complete a guided text)
HAVE A CHAT Answers
We use various ways of communicating with
15 ++ 3 each other; the most effective are speaking
Review with students the expressions used to express and gestures, but these types of
feelings such as surprise, pleasure etc. Tell them to copy the communication require people to be present
dialogue with the gaps in their notebooks then in pairs fill in in front of each other. The problem arises when
the gaps using the expressions. After this, students check two people are at a distance. The invention of
the telephone makes it possible to
their answers with the recording and role play the dialogues.
communicate even when people are far away
(L.A.: to consolidate a structure or a grammar point) from each other. Unfortunately, this channel
only allows us to use our voice but not images.
TRANSCRIPT - ORAL PRACTICE 3 However, the invention of computers helps us
share a huge amount of information through
a. A: Look at this! My finger is bleeding. other types of data such as written messages,
B: Oh dear! Does it hurt? photos and even videos.
b. A: I scored 7 on my science test.
B: Congratulations! Well done. FAST CHECK
c. A: Jenny is going to London to study English.
B: Oh, how interesting! 17
d. A: 12,790,000 live in Tokyo.
Answers
B: Wow, that’s a lot!
Look Mum, I can ride my bike. Wow, that’s really
great, Annie.
Karen has a really small dog. Wow, how tiny it is!
Danny can’t go to the Oh dear, what a pity.
park with us.
You divide the number by Oh, now I understand.
two and subtract ten.
I can speak Congratulations! You are
Spanish and English! very good at languages.

COMMUNICATION AND UNDERSTANDING 33

U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 34

PAGE 21
WRITE IT DOWN
18 ++
Teacher should take into consideration that this is Unit 1
–one of the first lessons so he / she should not expect a full
composition. Check and correct grammar and spelling errors.
(L.A.: to write a short text using personal opinions and
information)
Answers
May vary
Mi d a alphabets and the origin of writing.
n T e se r
This Mind Teaser provides more information on the topic
of listening. Motivate students to find more reasons for
listening and more examples. For more information on the
Mind Teaser section, see page 7 of the Introduction.
PLAY IT
Read the instructions with the class and make sure everyone
knows what they have to do. Let them know this game is
similar to “Nervioso” they may be familiar with.
For more information on the Play it section see page 7 of the
Introduction.
CHECK IT OVER!
PAGE 22
DECODING WRITING
READING
LESSON 3
THINK AHEAD
In this section, students get ready for the contents of the lesson,
make predictions and learn key vocabulary and potential
“danger” zones to look out for.
1 +
You can start the lesson talking to students about different
The first writings were little images that were supposed to
show what was described. Later on, people replaced those
images by signs that symbolised a sound. The human voice
is capable of forming about 35 different sounds. So an
alphabet shouldn’t contain more than 35 letters.
The Phoenicians, who lived in Syria about 3,000 years ago,
were the first to develop a modern alphabet. The Greek
copied the alphabet from the Phoenicians and the Romans
copied it from the Greek and improved it. This Roman
alphabet is now used almost over the whole world although
there are other types of writing available such as the Cyrillic
alphabet, the Chinese and the Greek. (source: Think Quest)
(L.A.: to connect a topic with previous knowledge)
Answers
a. 4, b. 3, c. 1, d. 5, e. 2.

Students take a fast critical look at what they have learnt in the
lesson in three main areas: 2 +
• Speaking After you have discussed the meaning and examples of different
• Reading types of writing, talk to students about the meaning of the
• Writing word alphabet. Originally, the word alphabet comes from
This is a section for the STUDENTS so teacher should intervene Greek, from the two first letters of the system of writing - alpha
as little as possible in this process. and beta.
For more information on the Check it over! section see page 7 of Ask students to read the three definitions and choose one
the Introduction. they think is the best.
(L.A.: to connect a topic with previous knowledge)
Answers
a.

34 UNIT 1
U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 35

3 + For more information on reports, parts of a report and

Ask students if they have seen similar pictures before. Where?
In what context? Which ancient culture do they represent?
(L.A.: to match visual information and personal knowledge)
Answers
c.
4 ++
It is important for students to interact with a text before,
during, and after reading, listening, or viewing by:
• setting a purpose.
• previewing the text.
• making predictions.
• asking questions.
• locating information for specific purposes.
• making connections.
In the following exercise students predict the subject of the
reading text using as their “working background” previous
exercises, the whole context, pictures, etc.
(L.A.: to make predictions from context)
Answers
May vary
PAGE 24
GO AHEAD
5 +
Students read the text on page 23 and check their
predictions in Exercise 4.
(L.A.: to check predictions)
Answers
May vary
6 ++
Draw students’ attention to the format of the report. A
report is a written and often formal document describing
the findings of an individual or a group of people on a
specific studied subject. Often reports are considered to be
legal documents in the workplace and, thus, they need to
be precise, accurate and difficult to misinterpret.
Some types of reports are: laboratory reports, health and
safety reports, research reports, case study reports, field
study reports, cost-benefit analysis reports, proposals,
comparative advantage reports, progress reports, feasibility
studies, technical reports, instruction manuals etc.
other information teachers should consult
http://clc.cqu.edu.au/FCWViewer/view.do?page=1401
After you discuss the format of the report with the students
and draw their attention to the different colours, ask them to
match the different parts with the corresponding colours.
(L.A.: to identify the communicative purpose of a text)
Answers
Blue - introduction
Green - progress report on the brochure
Red - questions and requests
Purple - progress report on the investigation
7 +
Bullets (or bullet points) are small dots, squares, dashes or
graphics that begin a short descriptive phrase. Bullets are
used rather than sentences on PowerPoint presentation
and slides as key phrases that the speaker will discuss in
the presentation. Bullet points are introduced by an icon
such as a dot, a square, a star, etc.
Brilliant tips on bullet points can be found at
http://www.businesswritingblog.com/business_writing/200
5/12/the_best_of_bul.html
(L.A.: to relate information in the text and previous knowledge)
Answers
b.
8 ++
A footnote is an explanatory note inserted at the foot of
the page referring to a point within the text, usually
indicated by symbols such as asterisks or a number. It can
also be a passage that amplifies specific information on the
page and provides direction about how to find sources or
related reading.
A heading is a line of text that indicates what the passage
below is about.
(L.A.: to relate information in the text and previous
knowledge)
Answers
a.

COMMUNICATION AND UNDERSTANDING 35

U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 36
9 ++
Tell students to concentrate on the contents. They should
first read the instructions to the exercise and the options
and then go back to the text.
(L.A.: to find and match information)
Answers
a. ii, b. i, c. ii, d. i.
10 ++
Why do things happen? Students find the answers in the
text and write the reasons in their notebooks. Check orally.
(L.A.: to find specific information in a written text)
Answers
a. Prof. Harding is writing the report because
he wants to inform Dr. Rasmussen of the
progress on the brochure.
b. They are using simple language in the
brochure because it is for tourists of all ages.
c. They are using lots of pictures in the brochure
because they want to make it user friendly.
d. Prof. Harding needs a fast answer because
he doesn‘t have much time.
11 ++
Ask students to read the text again and match the
questions with the answers in the report. Tell students to
write the questions in their notebooks and write the
corresponding answer below each question. Check orally.
(L.A.: to match and classify specific information)
Answers
1 – c, 2 - b, 3 - a.
PAGE 25
MAKE CONNECTIONS
As the title of the section suggests students connect what they
have read or listened to in Think and Go Ahead with more
specific points such as grammar explanations, examples,
exercising and testing, oral and written production and other
consolidation activities.
For more information on the Make connections section see page
7 of the Introduction
36 UNIT 1
TAKE A CLOSER LOOK
This section deals with the Present Continuous - its most
common uses and forms, with special emphasis on the use
of the tense for activities happening or not in the near
future, especially in planned future events.
Danger
Draw students’ attention to this section and encourage
them to give examples of questions and answers using why
and because, such as:
Why are you happy? Because I got a very good mark in the test.
Why is Nancy going to the doctor? Because she is not feeling
very well.
Why did you buy that magazine? Because there is an excellent
article about teenagers.
12 +
Refer students to the TAKE A CLOSER LOOK section before
doing this exercise.
(L.A.: to consolidate vocabulary and grammar structure)
Answers
b, d, f.
13 ++
Tell students to copy the answers in their notebooks with
the corresponding gaps for the questions. Check orally.
(L.A.: to consolidate a grammar aspect)
Answers
a. Where are we going next month?
b. Is she going with us to the party next Tuesday?
c. When is he visiting his grandparents?
d. What are you doing after school today?
PAGE 26
14 ++
Refer students back to the Bear it in Mind on page 22.
(L.A.: to consolidate a structure)
Answers
a. because, b. as, c. because, d. since.
U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 37

HAVE A CHAT PAGE 27

FAST CHECK
15 + 4

Draw students’ attention to the bullet points and ask them 18

to read them aloud. Tell them to look at the report on page
23 again. Tell them to write a conversation between Jenna
and Robert about a history project. Ask them to include all
the bulleted points in the conversation. Ask them to follow
the example.
(L.A.: to expand content and vocabulary)
Answers
See transcript.
WRITE IT DOWN
Answers
a. He is going to the doctor’s tomorrow.
b. Is Conrad travelling with friends to Miami?
c. Geraldine is meeting us for dinner.
d. Are they leaving him at the airport?
e. They are planning to get married next year.

16 + 4 19 +
Students check their answers to Exercise 15 and role play Refer students back to the report on page 23 to see what
the conversation. parts a report consists of. Tell them to make the progress
(L.A.: to role play a dialogue or a conversation) report short and uncomplicated.
TRANSCRIPT - ORAL PRACTICE 4 (L.A.: to expand content and vocabulary)
Answers
Jenna: So, why are we writing the report? May vary.
Robert: Because we want to get a good mark.
Jenna: And do you think we should add lots of pictures? PLAY IT
Robert: Yes, because it makes the report more interesting.
Jenna: Is it better to handwrite it or use a computer? Read the instructions with the class and make sure everyone
Robert: I think a computer is better because it looks tidier. Do knows what they have to do. Revise examples i. and ii. and
we need to go the library or do we use the Internet? motivate students to invent their own codes.
Jenna: Both, I think. When do we need to hand it in? For more information on the Play it section see page 7 of the
Robert: Next Monday. Introduction.

CHECK IT OVER!
17 +++ FL
This exercise should be mainly reserved for fast learners. Students take a fast critical look at what they have learnt in the
Students should copy the paragraph in the notebooks. lesson in three main areas:
(L.A.: to consolidate a grammar aspect, vocabulary and • Speaking
structures) • Reading
Answers • Writing
a. am going, b. am not taking, c. am going, This is a section for the STUDENTS so teacher should intervene
d. am taking, e. am catching, f. am taking, as little as possible in this process.
g. am buying. For more information on the Check it over! section see page 7 of
the Introduction.

COMMUNICATION AND UNDERSTANDING 37

U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 38

PAGE 28
VISIBLE BODY
LISTENING
LESSON 4
THINK AHEAD
In this section, students get ready for the contents of the lesson,
make predictions and learn key vocabulary and potential
“danger” zones to look out for.
1 +
A gesture is a form of non-verbal communication made
with a part of the body, used instead of or in combination
with verbal communication. The language of gesture
allows individuals to express a variety of feelings and
thoughts, from contempt and hostility to approval and
affection. Most people use gestures and body language in
addition to words when they speak (source – Wikipedia)
To start, use a few gestures such as clapping, lifting up your
thumb up or down and ask students what they mean.
(L.A.: to connect topic with previous knowledge)
Answers
a. Palm up towards students
b. Wave your hand towards yourself with the
palm towards you
c. Nod your head up and down
d. Move your head from left to right or the opposite
e. Hold your open palm on your stomach and
bend forward
f. Index finger on your lips
g. Wave your hand
h. Put your index finger on your temple
Mi d a
n T e se r
This Mind Teaser provides more information on the topic
of communication. Motivate students to find more
information on telepathy and share it with their
classmates. For more information on the Mind Teaser
section, see page 7 of the Introduction.
2 +
Answers may vary but the most common gestures are
made using hands, head, face and a combination of them.
You may also ask students or tell them about gestures such
as the curtsey (holding skirts in both hands and bending
your legs at the knees), a bow ( courteous nod of the head
for men), Eskimo kiss (rubbing noses), etc.
(L.A.: to connect a topic with own experience)
Answers
May vary
PAGE 29
3 ++
An idiom or an idiomatic expressions is a phrase where the
words put together have a meaning that is different from
the dictionary definitions of the individual words, which
can make idioms hard for learners to understand. The
correct use of idioms often indicates the degree to which
students master a given language.
Useful information and hundreds of idioms can be found at
http://www.usingenglish.com/reference/idioms
(L.A.: to connect a topic with own experience)
Answers
a. - v, b. – iii, c. – iv, d. – ii, e. – i
4 +
Body language is a term for communication using body
movements or gestures (see exercise 1) instead of, or in addition
to, sounds, verbal language or other communication. It forms
part of the category of paralanguage, which describes all forms
of human communication that are not verbal language. This
includes the most subtle of movements that many people are
not aware of, including winking and slight movement of the
eyebrows. In addition, body language can also incorporate the
use of facial expressions. More information on paralanguage can
be found at http://en.wikipedia.org/wiki/Paralanguage.
It is important for students to interact with a text before,
during, and after reading, listening, or viewing by:
• setting a purpose.
• previewing the text.
• making predictions.
• asking questions.
• locating information for specific purposes.
• making connections.
In this exercise, students predict information that the text

38 UNIT 1
U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 39

will give using previous knowledge and information 5 + 5

already given in the lesson.
Play the recording once and ask students to pay special
(L.A.: to make predictions from context)
attention to the number/percentage indicating how much
Answers we use body language in everyday communication.
May vary (L.A.: to validate predictions)
Answers
PAGE 29 55%

GO AHEAD
6 + 5
TRANSCRIPT- VISIBLE BODY 5 Ask students to read the three options and then choose the
kind of programme they think the recording is.
John: To begin with, let me tell how happy I am to have (L.A.: to identify the type of recording)
with us two very important figures from show Answers
business. Welcome Andrew Remington, drama A radio interview – c
teacher from the Royal Shakespeare Company and
Gina Radcliff, a young but already successful actress.
Andrew: Thank you, John. I’m also glad to be here because it’s 7 ++ 5

such a famous show and you have so many listeners. Tell students to pay special attention to specific information
Gina: Same here. It’s a pleasure. they are asked to locate such as feelings, who expressed
John: The topic of today’s show is body language – them and how (what kind of expressions were used). Then
something that both of you use a lot in your profession. tell them to write down the information in the chart in
Andrew, as an expert, can you tell us more about it? their notebooks.
Andrew: Well, I’m a little worried about the word expert. But (L.A.: to identify speakers and expressions)
yes, it’s true - I know what body language is and Answers
how to teach actors to use it.
John: Expert or not – tell us how you use it in the theatre Feeling Speaker Expression
or in real life. Surprise Gina I also find it surprising
Andrew: Well, first of all a few statistics - scientists say that Pleasure / happiness John Let me tell you how
body language makes up 55% of our communication. happy I am
Voice tone is 38% and spoken words only 7%. Andrew I’m also glad
John: How interesting! Gina It’s a pleasure.
Gina: Yes, I also find it surprising. But I must say that when Worry Andrew I’m a little worried
we first start our acting classes we don’t use too many Interest John How interesting!
words. We use facial expressions and non-verbal clues.
You know, we’re preparing a new play and on
PAGE 30
Wednesday all the actors are meeting to discuss how to
express anger, fear or boredom using just their faces. 8 ++ 5
John: So, what else are you doing to prepare for the play? Ask students to read statements a – d before listening to
Gina: Several things. For example, we’re interviewing the recording again. Tell them to write the correct answers
people about their gestures and the facial expressions in their notebooks and check orally.
they use to express feelings. We’re going into the (L.A.: to discriminate between correct and incorrect information)
streets to look at people’s reactions at different events. Answers
And soon others are meeting with psychologists to a. False. (Andrew is a drama teacher), b. True,
discuss communication through body language. c. True, d. True

COMMUNICATION AND UNDERSTANDING 39

U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 40

9 ++ 5 11 ++
Read the sentences with the alternatives with the class.
Then play the recording again.
(L.A.: to discriminate between similar sounds)
Answers
a. expert, b. find, c. play
MAKE CONNECTIONS
TAKE A CLOSER LOOK
This section looks at a more specific use of the Present
Continuous tense with special emphasis on using it for
arrangements – events that take place in a near future
according to a plan made by two or more people.
Bear it in mind
Ask the students to read and discuss the section in pairs, and then
elicit comments and conclusions. Encourage them to think of other
expressions we use to express feelings, and write them on the board.
For example: What a pity – How wonderful! – How awful! , etc.
For more information on the BEAR IT IN MIND section, see page
9 of the Introduction.
PAGE 31
10 +
Refer students to the TAKE A CLOSER LOOK section before
doing this exercise.
(L.A.: to apply new structures and vocabulary)
Answers
a. When are all the actors meeting?
b. When are some actors interviewing people?
c. Who is meeting with psychologists?
Students look at the pictures and read the captions below
them then write the full sentences using the Present
Continuous tense. Check orally.
(L.A.: to apply a new structure in an exercise)
Answers
a. Juliet is meeting Peter at the train station.
b. Karin is going to a concert tomorrow.
c. Ken and Lucy are getting married in June.
d. Mr and Mrs Livingstone are buying a new
house.
12 ++
Refer students to the TAKE A CLOSER LOOK section on page
13 for a review of connectors.
(L.A.: to consolidate a language point and connect it with
previous knowledge)
Answers
a. He knows about body language because he
is a drama teacher.
b. They use different costumes in the play and
they use make-up. Or
Besides using different costumes they also
use make-up.
c. Lisa likes playing the guitar but she doesn’t
have time to practise. Or
Although she likes playing the guitar Lisa
doesn’t have time to practise.
d. You can use the telephone and / but you
can use the fax machine if you prefer.
e. Besides doing the interviews they are also
meeting with psychologists.
PAGE 32
HAVE A CHAT

13 ++ 6

Students copy the dialogue in their notebooks and then

complete it, using the expressions in the box. Then they
check with the recording.
(L.A.: to imitate o model and exchange information)
Answers
See transcript.

40 UNIT 1
U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 41

TRANSCRIPT - ORAL PRACTICE 6 WRITE IT DOWN

Tricia: Hi, Nicola! It’s so nice to see you again. 17 +

Nicola: Yes, I’m glad to see you too. Students work individually observing their classmates to
Tricia: Jennifer is here. write about their gestures and body language. Remind
Nicola: What a surprise! Isn‘t she going to France in three them to be respectful and to avoid offensive comments.
days‘ time?
Tricia: Yes, she is, but she‘s here today because her 18 +
boyfriend has a little role in a new film. Tell students to write the correct answer in their notebooks.
Nicola: How interesting! Check orally. Ask them to explain the proverb.
Tricia: Yes, and she thinks he can get her into a film too. (L.A.: to do a task using previous knowledge)
Nicola: It worries me a little. She has really high hopes and
Answers
may be disappointed.
Two monologues do not make a dialogue.

14 + 6
CHECK IT OVER!
Students practise in pairs, repeating after the recording.
Check orally. Students take a fast critical look at what they have learnt in the
(L.A.: to imitate a model and role-play a dialogue) lesson in three main areas:
• Speaking
15 ++ FL • Reading
• Writing
This exercise can be assigned to Fast Learners. Give enough
This is a section for the STUDENTS so teacher should intervene
time to complete the exercise. Check orally.
as little as possible in this process.
(L.A.: to consolidate a grammar aspect)
For more information on the Check it over! section see page 7 of
Answers the Introduction.
a. They are going to the cinema after school.
b. My boss is meeting some important people
tomorrow. PAGE 34
c. She is taking her English exam next month.
d. The salesman is visiting a new client on Monday. APPLY YOUR KNOWLEDGE

FAST CHECK The purpose of this section is to put the different elements of
the unit together and check if they have been learnt.
16 The exercises have been structured to let students “gather”
Answers together the subject matter of the unit and try it as a whole.
What is Becky doing I’m not sure. I think she is This is also a place where teachers can see what the outcome /
on Monday? going to a party. impact of the unit as a whole has been.
Is he flying to New York or Neither – he is going to 1 ++
Washington? San Francisco.
Tell students to study the picture very carefully and to pay
Are they getting Yes, in June or July I think.
attention to all the details. Then ask them to copy
married soon?
Why is Dell meeting Because he doesn’t sentences a. – i. in their notebooks and connect the
Tom at the station? want to take a taxi. phrases using non-verbal information from the picture.
Who are you meeting My friends – Karen and
after school? Sharon

COMMUNICATION AND UNDERSTANDING 41

U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 42

Answers Possible Answers

a. Mr. Winston lives in London but he works in
Essex and usually travels to work by car.
b. Although he is a well-known pizza chef, he
doesn’t like to cook at home because he
likes doing other things after work.
c. Mr. Winston is married and he has two
children.
d. Besides playing the piano he also plays the
violin but he doesn’t know how to play the
trumpet.
e. Mr. Winston paints beautiful pictures. He
usually uses oil paints and water colours.
f. Although he speaks German very well he
doesn’t speak French but he is taking
lessons as he has some friends in France.
g. He plays tennis but he is not playing right
now.
h. Mr. Winston uses the computer to chat to his
friends in France and Spain.
i. Since he is a chef and knows about nutrition,
he likes to eat healthy food. He is eating a
salad now and drinking a glass of milk.
PAGE 35
2 ++
Ask students to read the letter in Exercise 2. In pairs, they
fill in the gaps with the correct linking words to ask and
answers questions about Ciara and her plans for the future.
12, Clondalkin Road
Walkinstown
Dublin 12
Ireland
Dear Salvador,
My name is Ciara and I’m from Ireland.
Originally, I’m from Galway but I am moving to Dublin next month
because I got a job there as a nurse.
Besides speaking English I also speak Gaelic – that’s the
original language of Ireland. When I get to Dublin I am
planning to take Spanish lessons. Since I like the language
very much I would like to have a pen pal from South
America and practice my Spanish.
Although I can play the tin whistle I can’t play the Bodhrán
which is typical Irish drum. Apart from Spanish I am
planning to take Bodhrán lessons when I have a little more
time - probably when I am already in Dublin.
Next week, I am taking my final nursing exams and I am a
little worried because the exams are so important. I and
other students are getting together this weekend to prepare
for the exams.
Can you tell me something about you? Do you play the
guitar or any other instrument? What other languages do
you speak apart from English and Spanish?
I hope you will write to me soon.
Love Ciara.
Possible questions
• Where is Ciara moving to?
• What lessons is she planning to take?
• What instrument is she planning to learn?
• When is she taking her nursing exams?
• Who is she getting together with at the weekend?

PAGE 36

CHECK & CORRECT

This is an opportunity to re-examine difficult questions and fit all

the main pieces of the puzzle together into one coherent picture.
Here the Teacher can also look for errors and wrong conclusions.
This is an extra opportunity to correct them before moving on to
the subsequent unit. Please refer to the Evaluation table and
indicators at the beginning of this unit (Teacher’s Book).

42 UNIT 1
U1-GUIA ING 2JO (024-046).qxd 11/12/09 15:11 Página 43
READING -TWO ANNOUNCEMENTS
Answers
1. a. II. b. I. c. I. d. II. e. II. f. I.
2. a. ii. b. i. c. i. d. ii. e. ii.
LISTENING - THE MORSE CODE
TRANSCRIPT 7 8 - 10 points:student can ask and answer
Presenter: This is BBC Radio 1 and our series on
communication; today we have with us Junior
Officer John Carrow, who is serving on her
Majesty’s ship “Queen Elizabeth II”. Welcome, John.
John: Thanks, it’s a pleasure to be here with you.
Presenter: Tell us John, how do sailors communicate?
John: Well, in modern times we mainly use satellite
communications and the Internet, but until a
few years ago it was the Morse code.
Presenter: Can you tell us a little about it?
John: The Morse code was invented by Samuel
Morse, who produced the first working
telegraph set in 1836.
Presenter: How does the code work?
John: The idea is very simple: there are short and
long sounds. In writing, a dot corresponds to a
short sound and a line to a long sound. For
example, A is a dot and a line, B is a line and
three dots. Number one is a dot and four lines.
A good telegraph operator can use as many as
twenty or thirty words per minute.
Presenter: I understand that the message everybody
knows well is the SOS, which stands for Save
our Souls. How does that sound in Morse?
John: SOS is three dots, three lines and three dots again.
3. 7 b.
4. 7
a. letter A: . _
b. letter B: _ …
c. Number 1: . _ _ _ _
d. SOS: … _ _ _ …
5. 7 them to form a realistic and honest awareness of their own work
a. A naval officer.
b. Satellite communications, the Internet
c. 1836
d. twenty or thirty words per minute
LANGUAGE
6. a. because, b. but, c. but, d. Although, e. Since.
7. a. – 2, b. 1, c. 3, d. 4.
SPEAKING
8. You can assign points according to these
criteria:
questions with correct pronunciation, normal
hesitation and no grammar mistakes.
5 - 7 points: student can ask and answer
questions with correct pronunciation and a
minimum of hesitation and grammar mistakes.
3 - 4 points: student can ask and answer
questions with appropriate pronunciation, but
hesitates and makes some grammar mistakes.
1 - 2 points: students can't ask and answer
questions, hesitates a lot and makes a lot of
grammar mistakes.
WRITING
9. You can use the Writing Rubric on page 160 of
this book, or you can assign points according to
these criteria:
8 - 10 points: student can write a coherent
paragraph, using correct linking words and
without grammar or spelling mistakes.
5 - 7 points: student can write a coherent
paragraph, with linking words, in good English,
with a minimum of grammar or spelling mistakes.
3 - 4 points: student can write a short
paragraph, but can't use linking words properly
and makes grammar and spelling mistakes.
1 - 2 points: student can't write a coherent
short paragraph, and makes a lot of grammar
and spelling mistakes.
FINAL CHECK
This part provides the students with feed-back on how much they
have learnt and puts them in a position to make an assessment of
their work. Most learners, by getting involved with evaluation,
come face to face with their learning problems and consciously try
to tackle them. Self-evaluation requires of students to be more
self-conscious about the changes they are experiencing, motivates
and to try to take responsible steps in solving their own problems.
Self-evaluation enables the learner to become an independent
learner as well as an independent thinker.
COMMUNICATION AND UNDERSTANDING 43
U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 44

EXTRA TEST UNIT 1

READING – A REPORT ON LANGUAGES

After completing most of our investigation we can now report
that most languages spoken in the world today are not static,
meaning that they change with the times, can incorporate new
words, and can take words from other languages. We can also
confirm that a language can be considered alive when the
population that speaks it as a primary means of
communication remains.
Language extinction may also occur if a natural disaster or
genocide destroys a whole population of speakers. Alternately,
people may live in areas where two languages are spoken and
gradually one becomes the language of choice while the other
dies off.

When we talk about an extinct language it doesn't mean that

no one remains who can speak the language. Several
languages such as Latin and Coptic are used for ceremonial
purposes, and people may still learn these languages in school.

As our investigation shows, an extinct language can be a

source of another language and such was the case of Latin that
transformed into the Roman languages, including Italian. As
we can see in our study, English comes from its own extinct
language, Anglo-Saxon, and from an infusion of French words.

1 Read the text and decide if these statements are true or
false. Correct the false statements. (5 points)
a. Languages are static and don't change with time.
b. An extinct language is a language that is not spoken by
anyone any more.
c. Italian comes from an extinct language.
d. The origin of English is Anglo-Saxon with some French
words.
e. Sometimes a language dies because people choose to
speak another language.
PHOTOCOPIABLE
2 Read the text again and answer the following questions.
(5 points)
a. In what way can a language change?
b. When can a language be considered alive?
c. Which are the extinct languages mentioned in the text?
d. What can cause the extinction of a language?
e. Are some extinct languages still in use? How?

44 UNIT 1
U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 45

LISTENING - ARE WE TALKING?

3 Listen to the poem. What is it about?

(2 points)
a. What we need to communicate
b. Different parts of the body
c. Communication problems 1 2

4 Listen to the poem again and tick all the words

related to parts of the body you hear in it. (5 points)

• ears • eyes • face • hand • head

• heart • legs • lips • mouths

5 3 4
Listen again. Number each verse in the order hear it.
(5 points)
SPEAKING
a. We all spit out a Babel of tongues 8 Complete these dialogues with the appropriate question.
b. And we don't really listen.
Then role play them with a partner. (8 points)
c. And, if by chance, we get this far
d. But we shut off what's most important a. A: What colour ________________________?
e. We all speak without any meaning B: She's painting her room green.
b. A: Where ____________________________?
LANGUAGE B: Jordan and his friends are playing football in the park.
6 Choose one linking word to join the sentences. (4 points) c. A: Why _____________________________?
B: She's not eating because she is not hungry.
a. They are buying new curtains and / because they want d. A: When ____________________________?
to redecorate the living room. B: We're planning to meet after the class.
b. You need to take a bus but / and a train to get to the
beach.
c. I like orange juice but / because I don't like apple juice. WRITING
d. I got a really good grade on my test because / and I 9 Write a short report on the unit and your progress. Include
studied really hard.
points such as: (8 points)
7 Match the sentences (a.- d.) with the pictures. (1 - 4) - what you studied.
(4 points) - how much you learnt.
- what your strong / weak points are.
a. He can't hold the ice-cream.
b. Can you pass me the hammer please?
Your 1 - 14 15 - 32 33 - 46
c. Congratulations! You can ride really well.
result: Not too good Acceptable Great!
d. He can't find his glasses.
PHOTOCOPIABLE

COMMUNICATION AND UNDERSTANDING 45

U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 46

ANSWERS TO EXTRA TEST UNIT 1

READING - A REPORT ON LANGUAGES 3. 8
1. a. False. They change with the times, can incorporate new c.
words, and can take words from other languages.
4. 8
b. False. Some extinct languages are used for ceremonial purposes.
c. True. ears; eyes; hearts; lips; mouths
d. True. 5. 8
e. True. b.; e.; a.; d.; c.

2. a. It can incorporate new words, and can take words from LANGUAGE
other languages. 6. a. because; b. and; c. but; d. because
b. A language can be considered alive when the population that 7. a. - 2; b. - 3: c. - 4; d. - 1
speaks it as a primary means of communication remains.
c. Latin, Coptic and Anglo-Saxon. SPEAKING
d. Language extinction can occur if a natural disaster or 8. You can assign points according to these criteria:
genocide destroys a whole population of speakers. 8 - 10 points: student can ask questions with correct
e. Yes. Some people use them in ceremonies. pronunciation, normal hesitation and no grammar mistakes.
5 - 7 points: student can ask questions with correct
LISTENING - ARE WE TALKING? pronunciation and a minimum of hesitation and grammar
TRANSCRIPT 8 mistakes.
We all talk at the same time 3 - 4 points: student can ask questions with appropriate
We all move our lips together pronunciation, but hesitates and makes some grammar
We all speak but do not think mistakes.
We all close our ears 1 - 2 points: students can't ask questions, hesitates a lot
And we don't really listen. and makes a lot of grammar mistakes.
We all speak without meaning
We all say words that make no sense WRITING
We all take pleasure in sounds 9. You can use the Writing Rubric on page 160 of this book, or
We all close our eyes you can assign points according to these criteria:
And don't look at who is speaking. 8 - 10 points: student can write a coherent paragraph,
using correct linking words and without grammar or spelling
We all make bird-like noises mistakes.
We all transmit along the same wavelength 5 - 7 points: student can write a coherent paragraph, with
We all spit out a Babel of tongues linking words, in good English, with a minimum of grammar
But we can't decipher the message or spelling mistakes.
Of interrupted communication. 3 - 4 points: student can write a short paragraph, but can't
We all understand we need lips use linking words properly and makes grammar and spelling
We all know we need ears mistakes.
We need mouths to say the words 1 - 2 points: student can't write a coherent short
But we shut off what's most important - paragraph, and makes a lot of grammar and spelling
Human communication mistakes.
We all know we need to talk -
beginning with the eyes
later with our lips
And, if by chance, we get this far
we may even touch - using our hearts
46 UNIT 1
U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:29 Página 47

IN THIS UNIT YOU WILL LEARN TO
Reading: Complete charts and tables using specific information
/ Complete booking forms / Identify the origin of texts.
Listening: Match titles with items of news / Complete charts
and tables with specific information / Match information with
correct alternatives.
Production: Personal opinions and ideas / Referring to
personal experiences.
Functions: Express opinions / Talk about duration of events /
Refer to personal experience.
YOU WILL ALSO USE THE FOLLOWING TEXT TYPES
Brochure / Film script
Book extract / Report
YOU WILL ALSO LEARN
Grammar: Modal verbs may/might / The Past Continuous tense
Vocabulary: Related to strange and wonderful events and
phenomena
YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES
Respecting different opinions and experiences

Development
Lesson 1 two class periods
Lesson 2 two class periods
Lesson 3 two class periods
Lesson 4 two class periods
Apply your knowledge one class period/alternatively homework activity
Check and correct and final check one class period plus some home activity
Didactic resources and methodology tips
• If available, use of complementary material such as English language newspapers and magazines, cut-
outs or on-line media print-outs. If possible, use local resources such as local/community/school radio or
bulletins in Spanish to define communication functions.
• Useful materials for this unit are:
1. Dictionaries
2. Glossaries
3. Definitions
4. printed handouts
5. A real tourism brochure either in Spanish or English
6. Notes (can use coloured postits for parts of the body exercise)
7. Books in English - for example if available “The Wizard of Oz.” It can be also downloaded for free at
http://www.literature.org/authors/baum-l-frank/the-wonderful-wizard-of-oz. it is also recommended
that students watch the movie available from Blockbusters or Bazuca.
8. Films and magazine articles about twisters and similar natural phenomena. The full script of the
movie Twister is available at http://www.geocities.com/Hollywood/Set/1243/script.htm
• Teachers should prepare the lesson beforehand given that thorough prior preparation allows them to
create some useful ideas. It is their chance to make the class entertaining and to involve students in the
learning process.
HOW STRANGE! HOW WONDERFUL! 47
U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:29 Página 48

Types of evaluation Indicators

Continuous / informal Students carry out reading and listening activities, take part in conversations, and produce written texts.
Check it over Students analyse their performance in the speaking, reading, listening and writing activities, and decide if
Self - evaluation they need more work, if they did ok or if they did really well.

Check & Correct Reading: Students classify the best icon according to the reading and identify specific information.
Unit evaluation Listening: Students discriminate sounds and identify the correct sequence of events.
Language: Students use say or tell, Question Words, the Past Continuous Tense and May/Might.
Writing: Students write a short weather report.
Speaking: Students express their opinions about some pictures.

Final Check Students analyse their performance in the unit, give themselves points according to the frequency with
which each criterion is observed and identify their situation.

Extra Test Reading: Students identify specific information and discriminate between correct and incorrect
information.
Listening: Students relate information and discriminate between correct and incorrect.
Language: Students use May / Might and the Past Continuous Tense.
Writing: Students write five suggestions about their city.
Speaking: Students express their opinions about some pictures.

PAGE 41 3 ++
SET UP
Students try to find spelling mistakes / typos in the
sentences
1 + Answers
Ask students to read sentences a. - e. and come up with a. tourists
the correct information. Offer prompts such as: is there a b. hurricane
d. two
hotel where you live? Is there a camping site?
Answers
a. harbour / pier / dock / port 4 ++
b. hotel, hostel, cottage, B & B, etc. Ask students what synonyms and antonyms are. Antonym -
c. camping site
word opposite in meaning to another. Fast is an antonym
d. information / tourist office
e. park, forest, etc.
of slow.
f. restaurant, cafe, etc. How do they understand this sentence: what is the synonym
of an antonym?
A synonym of an antonym is for example the word opposite.
2 + Answers
Students match the sentences in Exercise 1 with the clever - stupid, correct - wrong, familiar -
corresponding pictures. strange, heavy - light, ordinary - wonderful,
Answers persistent - sporadic
a. - 2; b. - 6; c. - 3; d. - 5; e. - 1; f. - 4.

48 UNIT 2
U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:29 Página 49
Digital resource
Both students and teachers will find an icon with a mouse which
will lead them to additional on line resources related to the subject
of the lesson/unit. They can be found throughout the book.
For more information on the Digital Resource section see page 7
of the Introduction.
PAGE 42
WELCOME TO NEW ZEALAND
READING
LESSON 1
THINK AHEAD
In this section, students get ready for the contents of the
lesson, make predictions and learn key vocabulary and
potential “danger” zones to look out for.
1 +
A concept/word map is a diagram showing the
relationships among concepts/words. Concepts are
connected with labelled arrows, in a downward-branching
hierarchical structure. They can be simple or complex.
When building or completing a concept map students
should ask the following questions
• What is the central word, concept, research question or
problem around which to build/complete the map?
• What are the concepts, items, descriptive words or
telling questions that we can associate with the
concept, topic, research question or problem?
Read the words with the class and ask them to classify
them using the diagram provided.
Ask students to choose two words from each heading and
write sentences illustrating their meaning.
(L.A.: to classify lexical contents)
Answers
Places: ballroom, golf course, highway, hill, hotel,
restaurant, sheep farm, swimming pool, village.
Things we do: dance, drive, skydive, stay, travel,
use, visit.
People: chef, guide, life-guard, manager, maid,
receptionist.
2 +
The Lord of the Rings is an epic fantasy novel written by
the English philologist J.R.R. Tolkien. The story began as a
sequel to Tolkien’s earlier, less complex children’s fantasy
novel The Hobbit (1937), but eventually developed into a
much larger work. It was written in stages between 1937
and 1949, much of it during World War II. The three parts are
1. The Fellowship of the Ring
2. The Two Towers
3. The Return of the King
The trilogy was later filmed and directed by Peter Jackson
(mainly on new Zealand locations).
(L.A.: to connect content with previous knowledge)
Answers
The Lord of the Rings
3 ++
Ask students to read the table and indicate the duration of
each event. After, tell them to write full sentences
following the examples provided. Check orally. You can also
ask questions about other events such as their lunch break,
the break between classes, winter holidays etc. linking the
questions to their personal experience.
(L.A.: to use information from a chart to do a task)
Answers
A class lasts 45 minutes.
Our summer holiday lasts two months.
A pop concert takes / lasts 2 hours.
It takes 10 minutes to eat a pizza. Eating a pizza
takes 10 minutes.
4 +
If you have a real brochure (ideally in English) students
could use photocopies to identify different parts and
predict which ones they think they will find in the text
they are about to read.
(L.A.: to predict contents of a text using provided
information)
Answers
May vary
HOW STRANGE! HOW WONDERFUL! 49
U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:29 Página 50

PAGE 44
GO AHEAD
Mi d a
n T e se r
This Mind Teaser provides information on the word holiday.
Motivate students to find more interesting bits of
information on other compound words, like birthday,
eyebrow, handbag, newspaper, skateboard, tablecloth,
walking stick, etc. For more information on the Mind Teaser
section, see page 7 of the Introduction.
5 +
Students read the text (brochure) on page 43 and check
their predictions.
(L.A.: to validate predictions)
Answers
a., b., c., d.
6 ++
Students first read questions a – f and then go back to the
text trying to find specific information needed to answer
the questions.
(L.A.: to find specific information in a text)
Answers
a. The Hobbiton tour takes 1.5 hours.
b. The additional tour might take 45 minutes.
c. It takes the chef 25 minutes to prepare any
dish.
d. The car journey from Auckland to Hobbiton
takes 2 hours.
e. It takes more time to get to Hobbiton by train.
f. It takes 4 hours to get to Hobbiton by coach.
7 ++
Ask students to read the text again and then fill in the form
with the correct information.
(L.A.: to find and classify specific information)
Answers
a. Chef, b. Manager, c. life-guard, d. maid,
e. guide, f. receptionist
8 ++
Ask students to read the text once again before doing the
exercise. Check their answers orally.
(L.A.: to discriminate between true and false information)
Answers
a. False. It is located 3 miles from Hobbiton.
b. True
c. False, it takes the chef 25 minutes to prepare
any dish.
d. True
e. False. Children may use the mini-golf course.
f. False. People can book on line, by phone, fax
or letter.
MAKE CONNECTIONS
As the title of the section suggests students connect what they
have read or listened to in Think and Go Ahead with more
specific points such as grammar explanations, examples,
exercising and testing, oral and written production and other
consolidation activities.
For more information on the Make connections section see
page 7 of the Introduction
9 ++
Ask students to fill in the form with their own or a friend’s
personal details. Check either orally or on the board.
(L.A.: to use personal information to complete a task)
Answers
Will vary from student to student.
PAGE 45
10 ++
Help students with prompts such as: Do you know the cost
of the holiday? Do you know how long you can stay? Then
tell them to write three questions they would like to ask
the manager. Check orally.
(L.A.: to express their own ideas following a model)
Answers
May vary

50 UNIT 2
U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:29 Página 51
Danger
Draw students’ attention to this section and encourage
them to give examples with the collocations provided.
Examples:
I try not to tell lies.
My mother says her prayers every night.
Paul is always telling silly jokes, etc.
For more information on the Danger section, see page 7 of
the Introduction.
11 ++
Refer students to Danger section before exercise.
(L.A.: to consolidate a grammar aspect)
TAKE A CLOSER LOOK
This section explains the use of the modal verbs may /
might. You may want to do this additional exercise before
referring students to Exercise 12.
Suggestions:
Ask students about the things they may do / might do in
the near future, on their holiday etc
You can find more information/exercises on may / might at
http://www.englishgrammarsecrets.com/maymight/menu.php
12 +
Refer students to Take a Closer Look before doing the exercise.
Remind them not to write in the books. Check answers orally.
(L.A.: to consolidate a grammar aspect )
Answers
a. may, b. might, c. may, d. might
13 ++
Tell students to work in pairs and write the completed
sentences in their notebooks. Check orally.
(L.A.: to consolidate a grammar point and lexical content)
Answers
a. The class might organise a party or a picnic.
b. You might want to study gastronomy or
marketing.
c. My friend might go to Arica or Calama.
d. Petrol prices may increase or decrease.
e. We might see the film Benjamin Button on
Saturday or Sunday.
HAVE A CHAT
14 ++
Ask students to read the different options to celebrate their
school anniversary. Which ones do they like? Why? Ask
them to justify their choice. Then, in pairs they use the
expressions in the bubbles, the suggestions in the box and
their own ideas to make a dialogue.
(L.A.: to express their own opinions following a model)
Answers (variations are allowed)
A: We have different options. For example, we
might go to the seaside on a trip.
B: We might but it depends on the weather.
A: Or we might have a picnic.
B: Yes, but a picnic also depends on the
weather.
A: Or we might organise a music and dance
show.
B: Actually, it’s a great idea.
A: Alternatively we might also do a cooking
competition.
B: Not really, we need too many ingredients
and they are expensive.
A: So, what’s the best option?
B: The best idea is the music and dance show.
15 +
Ask students to read the expressions in the bubbles. Do
they understand them? In which situations would the
students use them? Ask for examples. Finally tell them to
match them with the pictures.
(L.A.: to consolidate a new structure)
Answers
a. - 2, b. - 3, c. - 1
16 ++ FL
In pairs students read the expressions in the chart under
both headings: event and duration. Tell them to go on to
the dialogue and read the parts provided. Then using the
information from the chart answer the questions.
(L.A.: to practice a new structure and vocabulary applying
to a task)
HOW STRANGE! HOW WONDERFUL! 51
U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:29 Página 52

PAGE 47 CHECK IT OVER!

17 + 9
Students take a fast critical look at what they have learnt in the
Students listen to the recording to checking their answers. lesson in three main areas:
Then they role play the dialogue. • Speaking
(L.A.: to imitate a pronunciation and stress model) • Reading
Answers • Writing
See transcript. This is a section for the STUDENTS so teacher should intervene
as little as possible in this process.
TRANSCRIPT - ORAL PRACTICE 9
For more information on the Check it over! section see page 7 of
the Introduction.
Gordon: So, how long does it take to get to the airport from
your house?
PAGE 48
Susan: It takes around 50 minutes.
Gordon: And what’s the duration of the flight from THE STRANGE THINGS WE DO
Manchester to London? LISTENING
LESSON 2
Susan: The flight is more or less 1 hour and 10 minutes.
Gordon: And then how long is the bus ride from the airport
Bear it in mind
to your uncle’s house?
Susan: The bus ride takes approximately 45 minutes. Ask the students to read and discuss the section in pairs,
Gordon: So how long does the whole trip take? and then elicit comments and conclusions. Encourage them
Susan: It is about 2 hours in total. to mention typical spelling mistakes in Spanish. For more
Gordon: Wow! That’s really long! information on the Bear it in mind section, see page 7 of
the Introduction.

FAST CHECK
THINK AHEAD
18 In this section, students get ready for the contents of the
lesson, make predictions and learn key vocabulary and
Make sure students understand the code provided.
potential “danger” zones to look out for.
(✔ = weak probability, ✔✔ = strong probability).
1 +
Answers
a. may, b. might, c. may, d. might, e. might Ask students to read the three definitions and choose the
one they think is the best description of the word TYPO.
(L.A.: to use personal knowledge / experience)
WRITE IT DOWN Answers
c.
19 ++
(L.A.: to write a short paragraph using previously learnt
structures and vocabulary) 2 ++
Answers Refer students to the Bear in Mind section and ask them
May vary why they think spelling is or isn’t important. Are they good
at spelling? Can they recommend ways of improving their
spelling? Do a quick spell-it test in Spanish saying a few
words and asking them to spell it correctly.
Give a point or a good mark for detecting the spelling
errors in the exercise.

52 UNIT 2
U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:29 Página 53

If time permits, you can ask them to write a sentence on a PAGE 49

piece of paper and pass it on to their partner to check if the
spelling is correct or not. Make sure that you revise afterwards.
(L.A.: to apply previous knowledge)
Answers
a. necessary, b. common, c. story, d. correctly
Mi d a and much more, depending upon the dictionary.
n T e se r
This Mind Teaser is a joke. Motivate students to read it on
their own and share what they understand in their groups.
For more information on the Mind Teaser section, see
page 7 of the Introduction.
3 +
In my view, from my point of view, in my opinion are all fairly
formal ways of expressing your opinion characteristic of
written English. Less formal equivalents more characteristic
of spoken English, include the following:
to my mind: to emphasise that this is your opinion
I reckon: usually to express an opinion about what Is likely
to happen
feel: to express a strong personal opinion
if you ask me: to express an opinion that may be critical
to be honest (with you): to express a critical opinion
without seeming rude
as far as I’m concerned: to express an opinion that may
be different from others’
Very often, expressing a point of view in writing we use
one of the following:
I think that…
It seems to me that…
I would argue that…
I do not believe that…
I am unconvinced that…
I do not agree that…
(L.A.: express a point of view/referring to personal
opinions)
Answers
May vary
4 ++
This is a great exercise to promote the use of both hardcopy
and online dictionaries in English.
Dictionaries (monolingual or bilingual) are used to look up
the spelling and meaning of words, pronunciation, inflected
forms of words, capitalisation, etymology, word division,
Considering the wide range of dictionaries by content, what
makes someone choose a certain dictionary is its content.
Some recommended online dictionaries include:
www.merriam-webster.com
www.thefreedictionary.com
www.dictionary.cambridge.org
(L.A.: to infer the meaning of key lexical items and
predicting content)
Answers
May vary
GO AHEAD
TRANSCRIPT - THE STRANGE THINGS WE DO 10
Newsreader 1: And today, instead of economic problems and
political and social unrest, you might want to
hear some unusual but positive news. Let’s
start with Jeff Deck of Boston, Massachusetts
who, fed up with spelling mistakes, decided
to take some action. Mr. Deck set up the Typo
Eradication League in order to eliminate
mistakes by any means. For three months,
four members of his team travelled the
highways of America erasing all kinds of
errors, typos and mistakes. Mr. Deck thinks
that the most common typo is the simple
word “believe”, which people spell b-e-l-e-i-v-
e! Deck said: “There’re a lot of errors, besides
the typical typos that involve the use of the
apostrophe and punctuation.” According to
Mr. Deck it’s necessary to speak and write
correctly because language is an important
element that makes humans different from
animals. We, on our part, think it’s possible
that Mr. Deck might be right!

HOW STRANGE! HOW WONDERFUL! 53

U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:29 Página 54

Newsreader 2: Maybe you’ll find the next piece of news from 8 ++ 10

Japan difficult to believe but animals sometimes Give students a few minutes to read the chart. Play the
also display unusual behaviour. When Yosuke, recording again, check answers orally..
the parrot, escaped from his cage and got lost he (L.A.: to identify and classify specific information)
didn’t worry because he knew what to do. As his Answers
master taught him, he recited his name and An organisation - item 1
address to a man in the street. “I’m Mr. Yosuke. I An address - item 2
live in Nakamura Street,” the intelligent parrot The name of a policeman - item 2
told the man who took him to a Tokyo police One common mistake - item 1
station. The clever bird spent a night there while
the police looked for his owner. “In my opinion
PAGE 50
it’s incredible. You might think that Yosuke is a
person,” Police Inspector Mr Etsushi Ikanami 9 ++ 10

said. We also think that it’s possible smart birds This type of exercise is usually best done at the end when
like Yosuke might help Mr. Deck in his typo students have familiarised themselves with a recording.
eradication campaign! However, you might need to play the recording twice more
for them to complete the task. Always remember that
5 + 10
student’ listening skills are different and while some get
Students listen to the recording and check their predictions things quite quickly others need more time.
in Exercise 4. (L.A.: to listen for specific information to complete a task)
(L.A.: to validate predictions) Answers
Answers a. hear / news,
clever, incredible, positive, smart, typical, b. necessary / write,
unusual. c. possible / right,
d. name / street,
e. opinion / incredible,
6 ++ 10
f. birds / eradication.
Generally, a title or a heading is a very brief summary of a
paragraph or a full text. Summarising is an important skill
which is often used when researching, gathering or presenting MAKE CONNECTIONS
information and here the process is done in reverse - students
As the title of the section suggests students connect what they
must match the “summary”(title/heading) with the
have read or listened to in Think and Go Ahead with more
corresponding text. Tell students to concentrate on the key
specific points such as grammar explanations, examples,
aspects of each program. For example: what is the key aspect /
exercising and testing, oral and written production and other
main subject of paragraph 1? The summary / tile / heading /
consolidation activities.
title of the program must be related to the above.
For more information on the Make connections section see
(L.A.: to summarise a text or a recording)
page 7 of the Introduction
Answers
First item: a. Second item: d.

7 ++ 10

Play the recording again and give students sufficient time

to make note of the places mentioned in both texts.
(L.A.: to identify specific information)
Answers
Boston, Japan, Tokyo, Massachusetts, America

54 UNIT 2
U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:29 Página 55

10 ++
Refer students back to the beginning of the lesson and ask
them to read aloud the expressions that express an opinion.
The ask them to read statements a. - f. and identify the ones
that express an opinion. Tell them to justify their choice.
(L.A.: to apply previous knowledge and consolidate a
language aspect)
Answers
b, c, e.
Answers
a. Maybe Geraldine is in the library. It is
possible Geraldine is in the library
b. Maybe his telephone is disconnected. It is
possible his telephone is disconnected.
c. Maybe my boss is in another office. It is
possible my boss is in another office.
d. Maybe/it is possible we will travel to Greece
next year.
e. Maybe I will get/it is possible I will get a
haircut tomorrow.

11 ++
Students may work in groups. Check their answers orally.
(L.A.: to apply previous knowledge)
Answers
a. erasing, b. master, c. policeman, d. positive
TAKE A CLOSER LOOK
This section deals with modal verbs to express possibility.
For more in-depth information on may and might we
recommend that you visit
http://www.englishgrammarsecrets.com/maymight/menu.php
14 ++
Before asking them to do this exercise on their own
practise short answers for a while telling students to ask
you questions which you should answers:
It’s possible, I might, etc. Then change roles and you ask
them questions.
(L.A.: to practice a how structure)
Answers
a. It might be, b. They might be, c. They may
have, d. It might, e. It might.
WRITE IT DOWN

PAGE 51 15 +++ FL
12 ++ Allow sufficient time check on the board asking different
Refer students to Take a close Look before doing the students to write their opinions of the two items of news.
exercise. Ask the rest of the class to copy the one they most agree with.
(L.A.: to consolidate a grammar aspect and new vocabulary) (L.A.: to express personal opinions in writing)
Answers Answers
a. Tina and Leo may be getting married soon. Will vary
b. It might be John’s book.
c. Laura might not come to school today.
d. They may not like this kind of food. HAVE A CHAT
e. It may be Stewart.
16 ++
Ask students to read the options in the bubbles and
13 ++ sentences a. -d. and write complete sentences with a
Refer students to Take a close Look before doing the partner.
exercise. This exercise is the reverse of Exercise 12 on the (L.A.: to express personal opinions following a model)
same page. Answers
(L.A.: to consolidate a grammar aspect and new May vary
vocabulary)

HOW STRANGE! HOW WONDERFUL! 55

U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:30 Página 56

17 + 11 PAGE 54
Students listen to the recording and compare it with the TWISTER, TWISTER
recording. After they role play it in front of the class. READING
(L.A.: to follow a pronunciation and stress model in a LESSON 3

conversation)
Answers
See transcript.
TRANSCRIPT - ORAL PRACTICE 11
a. It seems to me that this unit is really easy!
b. I think that ice-cream is better than chocolate.
c. It seems to me that everybody loves Maroon Five.
d. According to many experts English is the most important
language in the world.
e. In my opinion people shouldn’t smoke in public places.
f. Everybody looks thin in black clothes.
FAST CHECK
18
You may want to refer students back to TAKE A CLOSER
LOOK before doing the exercise, especially those who found
modal verbs particularly difficult.
Answers
a. They might, b. It’s possible, c. We might
have, d. Maybe not, e. They might be.
PLAY IT
Read the instruction with the class. Make sure they understand
that all the words appeared in the lesson and that they can use
each letter on the computer screen only once.
CHECK IT OVER!
Students take a fast critical look at what they have learnt in the
lesson in three main areas:
• Speaking
• Reading
• Writing
This is a section for the STUDENTS so teacher should intervene
as little as possible in this process.
For more information on the Check it over! section see page 7 of
the Introduction.
THINK AHEAD
In this section, students get ready for the contents of the lesson,
make predictions and learn key vocabulary and potential
“danger” zones to look out for.
Mi d a
n T e se r
This Mind Teaser is a joke that makes use of the saying,
“It’s raining cats and dogs”. Motivate students to read it on
their own and share what they understand in their groups.
For more information on the Mind Teaser section, see
page 7 of the Introduction.
Danger
Draw students’ attention to this section and invite them to
read the examples aloud. For more information on the
DANGER section see page 7 of the Introduction.
1 +
Write the words on the board in the form they are written
in the book. Tell students that all the words are related to
the weather and climate.
Ask them if they can define the difference between climate
and weather
climate n. The meteorological conditions, including
temperature, precipitation, and wind, that characteristically
prevail in a particular region
weather n. The state of the atmosphere at a given time and
place, with respect to variables such as temperature,
moisture, wind velocity, etc.
(L.A.: to find the meaning of key lexical items)
Answers
ice, climate, humid, wind, fog
2 ++
Students match the words in Exercise 1 with their
definitions in Exercise 2.
(L.A.: to match the meanings of key lexical item)

56 UNIT 2
U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:30 Página 57

Answers 5 +
a. i. clouds - -3, b. - ii. lightning - 4, c. - iv. snow - 2, Ask students to quickly read the three texts and check their
d. - iii. rain - 1.
predictions in Exercise 4. Ask them to make new sentences
with the given words.
3 ++ (L.A.: to validate predictions)
Students describe the pictures and identify the names. Answers
Then they match the pictures with what the instruments break (breaking), cyclone, instrument
do. Ask students if they have ever seen such instruments, (instruments), noise, roar, storm.
do they have one at home?
(L.A.: to relate visual and non-visual clues)
6 +
Answers
1 - c, 2 - a, 3 - b, 4 - d. Ask students to identify the sources of the three texts. How
do they know? Is it the format, the vocabulary, etc?
(L.A.: to identify the source of reading text)
PAGE 55 Answers
4 + a. II, b. I, c. III.
It is important for students to interact with a text before,
during, and after reading, listening, or viewing by: 7 +
• setting a purpose. Ask students to read the three texts again quickly but this
• previewing the text. time paying special attention to the places.
• making predictions. Students use the scanning technique in this
• asking questions. exercise. Scanning is a technique often used when
• locating information for specific purposes. looking up a word in the telephone book or dictionary. A
• making connections. student searches for key words or ideas. In most cases, they
The following exercise is asking students to predict the know what they are looking for and they concentrate on
words they could find in a text about natural phenomena. finding a particular answer. Scanning involves moving the
Ask students to draw on their previous knowledge and the eyes quickly down the page seeking specific words and
context. phrases. Scanning is also used when first finding a resource
(L.A.: to make predictions from context) to determine whether it will answer specific questions.
Answers (L.A.: to scan a text for specific information)
May vary. Answers
Text I - Oklahoma, Text II - Kansas, Text III -
Kentucky.
PAGE 55

GO AHEAD 8 ++
Mi d a Ask students to read the texts again and match and classify
n T e se r the information in the corresponding column.
This Mind Teaser explains how we measure and classify (L.A.: to identify and classify specific information)
the intensity of tornados. Motivate students to read it on Answers
their own and share what they understand in their groups. a. - II, b. - I and II, c. - II, d. - III, e. - III.
For more information on the Mind Teaser section, see
page 7 of the Introduction.

HOW STRANGE! HOW WONDERFUL! 57

U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:30 Página 58

9 + 11 ++
Ask students to scan the texts again and find synonyms of Ask students to go through TAKE A CLOSER LOOK before
the word twister. doing the exercise. Check orally.
(L.A.: to apply scanning to find specific information) (L.A.: to apply new grammar structure)
Answers Answers
hurricane, thunderstorm, storm, cyclone a. was holding, b. was opening, c. were going

PAGE 58 12 ++ FL
MAKE CONNECTIONS
As the title of the section suggests students connect what they
have read or listened to in Think and Go Ahead with more
specific points such as grammar explanations, examples,
exercising and testing, oral and written production and other
consolidation activities.
For more information on the Make connections section see
page 7 of the Introduction
Ask student to write the full sentences in their notebooks.
Check orally.
(L.A.: to apply a new structure in a task)
Answers
a. Belinda was sitting in the armchair watching
TV.
b. Glenn was eating a sandwich and drinking
milk.
c. The scouts were packing their backpacks.

10 ++
This exercise requires that students use their own criteria
so the answers might differ from student to student. Why
do they think person X might say the following words?
What do they base their opinion on?
(L.A.: to match written information with personal opinion)
Answers
a. Jo’s father, b. Dorothy, c. Professor Jones
TAKE A CLOSER LOOK
WRITE IT DOWN
13 ++
Writing is a very subjective exercise and teacher must take
this into consideration when grading a paper or a
composition. Pay attention to common errors, correct spelling
and check that the structures and vocabulary are correct.
(L.A.: to write a paragraph using vocabulary provided)
Answers
May vary

This section deals with the Past Continuous tense and its PAGE 59
from and uses.
HAVE A CHAT
Draw students’ attention to the form.
14 ++ 12
Affirmative Negative Interrogative Go through the words in the box with students. Do they
I was singing. I was not singing. Was I singing? understand them all? If not, ask them to use a dictionary or
You were singing. You were not singing. Were you singing? explain. Tell them to complete the conversation and then
We were singing. We were not singing. Were we singing? check with the recording.
They were singing. They were not singing. Were they singing?
(L.A.: to complete and role play a conversation using a
He was singing. He was not singing. Was he singing?
model)
She was singing. She was not singing. Was she singing? Answers
It was singing. It was not singing. Was it singing? See transcript

58 UNIT 2
U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:30 Página 59

TRANSCRIPT - ORAL PRACTICE 12 PAGE 60

EYEWITNESS REPORTS
Reporter: I understand it was your personal experience LISTENING
Professor Jones. LESSON 4
Jones: Yes, I personally witnessed the tornado.
Reporter: So, were you scared Professor Jones? THINK AHEAD
Jones: I was terrified. In this section, students get ready for the contents of the
R: What did the tornado look like? lesson, make predictions and learn key vocabulary and
J: It looked like a funnel. potential “danger” zones to look out for.
R: What was the noise like? 1 +
J: It sounded like a loud roar and rumble. Ask students to describe the photos. Are they real creatures
R: How long did the twister last? or not? How do they know? Can they give you names of
J: It lasted some 2 minutes. other strange but real creatures or strange and fantastic
creatures?
15 + 12
(L.A.: to connect visual clues with written information or
Tell students to practise in pairs and then role play the previous knowledge)
dialogue in front of the class. If necessary, play the Answers
recording with pauses. The hairless guinea pigand the smiley fish are
(L.A.: to imitate a pronunciation model and follow an example) real; the owl cat and the Sasquatch are not real.

FAST CHECK
2 ++
16 Tell students to take a close look at the two pictures. There
are questions to help them describe / tell a story about the
Answers
pictures. You can add other questions to the list such as
a. ii, b. i, c. i, d. i, e. i
where do you think the people were going / coming from?
Do you think they are happy / sad / frightened etc?
Mi d a
n T e se r (L.A.: to express personal opinion and describe a situation)
A proverb is a short, traditional saying that expresses some Answers
obvious truth or familiar experience; adage; maxim. Ask May vary
students if they know any proverbs in English or Spanish
and if any of them are related to the weather of climate.
PAGE 61
A great list of English proverbs can be found at
http://www.learn-english-today.com/Proverbs/proverbs.html 3 ++
First ask students to tell you the meaning of the 7 words. If
they don’t know them ask them to use dictionaries or
CHECK IT OVER! explain the meaning of the words. Ask them to give you
examples of the words in sentences. Finally, ask them to
Students take a fast critical look at what they have learnt in the
find the words in the word search puzzle.
lesson in three main areas:
(L.A.: to identify the meeting of key lexical items)
• Speaking
• Reading
• Writing
This is a section for the STUDENTS so teacher should intervene
as little as possible in this process.
For more information on the Check it over! section see page 7 of
the Introduction.
HOW STRANGE! HOW WONDERFUL! 59
U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:30 Página 60

a n o d a f f j t y d s CONVERSATION II
d b x i t m v f m y f h General: So, tell us captain. What did you see?
c d p q w x a z c s h o
Pilot: Sir, it was an object that was not a commercial or a
r g l s ñ r w z f g o c
military plane.
e h p n c y e v i d b k
General: Who or what do you think it was?
a a v r s b t e u n c e
t m i j u r l k y b g d
Pilot: Sir, in my opinion it was an extraterrestrial vehicle
u a s x e x c i t e d q and its crew. I think they were from a planet
r f r i g h t e n e d t technically more advanced than we are.
e h k p z s c a r e d l General: Please tell us where you saw it.
Pilot: I could see it to the right of my aircraft, some three
metres from the wing. From my position I could see
4 + it wasn’t moving or advancing.
Tell students to take into consideration the whole context General: How do you know?
of the lesson before answering questions a and b. Pilot: Because the turbine at the top wasn‘t turning.
(L.A.: to predict using previous knowledge and context) General: Where you scared?
Answers Pilot: Not really scared. I was amazed. Besides, I didn’t have
May vary time to be frightened. It stayed still for a minute,
accelerated and then disappeared from my sight. But I
personally think their intentions were peaceful.
GO AHEAD Source of conversation II
Astronaut Gordon Cooper addressing a U.N. panel discussion on UFOs and
TRANSCRIPT - EYEWITNESS REPORT 13 ETs in New York, 1985

CONVERSATION I
Jill: You won’t believe what I saw on my holiday! 5 + 13

Gerry: Let me guess. You saw a ghost. Play the recording once and ask students to validate their
Jill: Laugh all you want, but I saw it with my own eyes in predictions.
the forest. (L.A.: to check predictions)
Gerry: What were you doing in the forest? Answers
Jill: I was walking down the path near our camping site looking May vary
for berries because we had nothing to eat for dessert.
Gerry: And?
Jill: Suddenly I felt that something was watching me. I 6 + 13

mean, really observing me.
Gerry: Let me guess. It was Clark - your husband.
Jill: Don’t be silly. Clark wasn’t looking at me because he
was cooking lunch at the time. Besides, I only felt it.
Then, the creature started to move and I could see it,
and it was huge, black and hairy.
Gerry: Probably an escaped dog.
Jill: No, it wasn’t walking on all fours like a dog but
standing on two legs! From where I was hiding it
looked human but covered in hair. I am still shocked. It
was the Sasquatch!
60 UNIT 2
How do students know that the people in the recording are
talking about a personal experience? Ask them to read the
four options and choose the ones they think are the best.
(L.A.: to identify personal opinions and experiences)
Answers
a, c.
PAGE 62
7 ++ 13
First students read the instructions to the exercise with all
the options. Then play the recording again. Tell them to
write the correct option in their notebooks. Check orally.
(L.A.: to identify and locate specific information)
U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:30 Página 61

Answers PAGE 63
I: a. ii, b. ii, c. ii, d. ii.
II: a. i, b. i, c. ii, d. ii. MAKE CONNECTIONS
As the title of the section suggests students connect what they
8 ++ have read or listened to in Think and Go Ahead with more
specific points such as grammar explanations, examples,
Listening comprehension has several stages and one of
exercising and testing, oral and written production and other
them is the discrimination between similar sounds. There
consolidation activities.
are several strategies to improve aural comprehension and
For more information on the Make connections section see
some of them are offered below to be used as
page 7 of the Introduction
complementary exercises both with recorded messages or
texts read out by the teacher.
(L.A.: to discriminate between similar sounds) TAKE A CLOSER LOOK

Activities to develop auditory discrimination skills This section deals with the Past Continuous with a special
1. Listening to the sound of real objects with eyes closed. emphasis on the form of the tense in the negative and
Children guess and name. interrogative forms.
2. Sound bingo – listening to sounds on tape and covering
the correct picture.
3. Odd one out – ask the pupils to identify the sound that 10 ++
is not part of a group of sounds, eg. dogs barking, pig Refer students to the Take a Closer Look section before
grunting, cow mooing, musical instrument playing. doing the exercise.
4. Musical discrimination – discriminating between (L.A.: to apply a new structure)
loud/quiet, high/low, fast/slow notes. Answers
5. Clapping or tapping rhythms – you can use pupils’names
Affirmative Negative Interrogative
and polysyllable words. This activity can be linked with
picture-noun recognition. Pupils can work in pairs, using I was walking I wasn’t walking Was I walking down
picture-noun cards – take turns to clap syllable beats and down the street. down the street. the street?
She was speaking She was not Was she speaking
choose the picture-noun card to match the number of beats. to me speaking to me to me?
6. Same/different 1 – ask the pupils to listen to sets of two They were They were not Were they having
everyday sounds and identify those that are the same having dinner. having dinner. dinner?
and those that are different.
7. Same/different 2 – ask the pupils to listen to sets of two
words and identify those that are the same and those 11 +
that are different, eg. bat/bat, bat/bet. Ask students to read the main sentences paying attention
Answers to the phrase word in bold and tell them to ask questions
a. ghost, b. path, c. dessert, d. guess, e. human about that part. Check orally.
(L.A.: to consolidate a new structure)
Answers
9 + a. I was walking down the path in the forest.
Play the recording again and ask students to write the Where were you walking?
correct answers in their notebooks. b. The strange creature was standing.
(L.A.: to identify specific information) What was the strange creature doing?
Answers c. Clark was cooking lunch in the camp.
b and d Where was Clark cooking lunch?

HOW STRANGE! HOW WONDERFUL! 61

U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:30 Página 62

PAGE 64 15 +++ FL
12 ++ This exercise requires some additional language knowledge
Ask students if they know the meaning of the word and understanding.
synonym. And if they know what an antonym is. If not, Answers
explain. Ask them to give examples. a. iv, b. i, c. ii, d. iii
Synonyms - two words that can be interchanged in a
context are said to be synonymous relative to that context.
FAST CHECK
Antonym - A word having a meaning opposite to that of
another word. 16
There is a very good resource on synonyms to be found at
Answers
www.synonym.com
a. They were trying to get out of the plane.
(L.A.: to consolidate lexical items) b. The author was signing autographs for her fans.
Answers c. Brendan was helping his brother with his
aircraft - aeroplane, creature - beast, huge - homework.
immense, observe - watch, scared - frightened d. Were you talking on the phone a moment ago?
e. Sarah’s parents were getting ready for the trip.

HAVE A CHAT
PAGE 65
13 ++ 14
WRITE IT DOWN
Read the instructions or ask different students to read them
aloud. Tell students to work with a partner and fill in the 17 ++
gaps in the conversation. Play the recording so that students
First ask students to identify the objects and the things they
can check their answers. Some variations are allowed.
do. Refer them back to Exercise 4 on page 54 for examples.
(L.A.: to participate in a guided dialogue)
(L.A.: to write instructions following a model)
Answers
See transcript Answers
Clock: an instrument for measuring and
showing time in hours, minutes and seconds.
14 Ruler: an instrument for measuring length or
TRANSCRIPT - ORAL PRACTICE
for drawing straight lines.
Scales: an instrument for weighing people or things.
Anne: How tall do you think it was? Calendar: a page or series of pages to measure
Jill: I think it was more than two metres tall. the passing of time in days, weeks and months
Anne: Do you believe it was human? of a year.
Jill: No, I believe it was not human.
Anne: What was it then, in your opinion?
Jill: In my opinion it was the Sasquatch. CHECK IT OVER!

Students take a fast critical look at what they have learnt in the
14 + 14 lesson in three main areas:
• Speaking
Students role play the conversation in Exercise 11 imitating
• Reading
the recording.
• Writing
(L.A.: to participate in a guided dialogue imitating a model)
This is a section for the STUDENTS so teacher should intervene
Answers as little as possible in this process.
May vary
For more information on the Check it over! section see page 7 of
the Introduction.
62 UNIT 2
U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:30 Página 63

PAGE 66 PAGE 68

CHECK & CORRECT

APPLY YOUR KNOWLEDGE
The purpose of this section is to put the different elements of
the unit together and check if they have been learnt.
The exercises have been structured to let students “gather”
together the subject matter of the unit and try it as a whole.
This is also a place where teachers can see what the outcome /
impact of the unit as a whole has been.
1 +
Answers
May vary
2 ++
Students match 4 of the sentences they wrote with the pictures.
1. He may have lunch in the port.
2. It’s possible he will meet members of Parliament in
Valparaiso.
3. He might have a short swim in the Pacific Ocean.
4. Possibly he will visit the Minister of Education at La
Moneda Palace.
This is an opportunity to re-examine difficult questions and fit all
the main pieces of the puzzle together into one coherent picture.
Here the Teacher can also look for errors and wrong conclusions.
This is an extra opportunity to correct them before moving on to
the subsequent unit. Please refer to the Evaluation table and
indicators at the beginning of this Unit (Teacher’s Book).
READING
1. a. - cabin, b. - hotel, c.- hostel
2. Located outside San Pedro - cabin
Best for small groups or individual - hotel
Breakfast service included - hotel
With a barbecue - cabin
Great for bigger groups - hostel
Located right in the middle of town - hotel
3. a. John
b. Stella and her mother
c. John and Stella‘s mother
d. John

PAGE 67 LISTENING - THE WEATHER REPORT

3 ++
TRANSCRIPT 15
Refer students to the lessons in this unit to see the
different ways of expressing opinions.
Newsreader: And now, in our 9 p.m. news, more information
Answers from the National Weather Service. We’re
May vary
confirming that the local government cancelled
4 ++ its tornado warning for Cumberland and Perry
Students read the programme and answer the questions counties, replacing it with a warning of severe
based on it. thunderstorms in the area. This is good news for
all the inhabitants who left their homes as they
Answers
a. He was meeting Chilean politicians. can now relax and go back to their everyday
b. He was having lunch. lives.
c. He was taking a ride in a cable car. The storm was moving to Lower Allen Town and
d. He was meeting the Minister of Education. New Cumberland when it suddenly turned
e. He was having lunch. towards Middletown and Hershey between
about 5:30 and 6 p.m. After leaving Hershey it
5 + lost intensity from F2 to F0 which, according to
Students work in groups writing and answering more questions. the Fujita scale, is considered mild. Eye Witness
Answers accounts confirm that the storm, besides creating
May vary some considerable nervousness among the

HOW STRANGE! HOW WONDERFUL! 63

U2-GUIA ING 2JO (047-067).qxd 11/12/09 15:11 Página 64

population, didn’t cause major damage in the WRITING

area. The National Weather Service said they also 10. You can assign points according to these
received no reports of destruction or flooding as a criteria:
result of the tornado. The service was still 8 - 10 points:student can ask and answer
collecting data on rainfall totals at 8:30 p.m. questions with correct pronunciation, normal
More information will be available in the 11 p.m. hesitation and no grammar mistakes.
news. Listeners may also tune in to WMCK on the 5 - 7 points: student can ask and answer
questions with correct pronunciation and a
FM radio frequency broadcasting its news
minimum of hesitation and grammar
bulletin and weather report in half an hour. mistakes.
Source: MIDSTATE NEWS from Harrisburg, Cumberland,
3 - 4 points: student can ask and answer
Dauphin, York counties
questions with appropriate pronunciation, but
LISTENING hesitates and makes some grammar mistakes.
1 - 2 points: students can't ask and answer
15 questions, hesitates a lot and makes a lot of
4. grammar mistakes.
a. Radio programme
b. National Weather Service SPEAKING
c. Can go back to 11. You can use the Writing Rubric on page 160 of
d. F2 to F0 this book, or you can assign points according
to these criteria:
15 8 - 10 points: student can write a coherent
5.
paragraph, using correct linking words and
5.30 to 6.00 p.m. The storm changed direction.
without grammar or spelling mistakes.
8.30 p.m. Data on rainfall is collected.
5 - 7 points: student can write a coherent
9 p.m. The broadcast is transmitted
paragraph, with linking words, in good English,
to the public.
with a minimum of grammar or spelling mistakes.
9.30 p.m. People can tune in to another
3 - 4 points: student can write a short
programme.
paragraph, but can't use linking words properly
and makes grammar and spelling mistakes.
LANGUAGE
1 - 2 points: student can't write a coherent
6. a. say, b. tell, c. told
short paragraph, and makes a lot of grammar
and spelling mistakes.
7. a. What was Miss Jefferson correcting?
b. Where was Dennis sitting?
c. What was the boy carrying? FINAL CHECK
d. Why was she crying?
This part provides the students with feed-back on how much they
8. a. She looked up at the sky to see if a storm was have learnt and puts them in a position to make an assessment of
coming. their work. Most learners, by getting involved with evaluation,
b. I tried to phone you all day yesterday. What come face to face with their learning problems and consciously try
were you doing? to tackle them. Self-evaluation requires of students to be more
c. The twister was moving in the direction of self-conscious about the changes they are experiencing, motivates
Claire County. them to form a realistic and honest awareness of their own work
d. A my was wearing a nice dress when we saw her. and to try to take responsible steps in solving their own problems.
Self-evaluation enables the learner to become an independent
9. a. They may come to our party.
b. The twister may change direction.
learner as well as an independent thinker.
c. It might be Peter.
d. You may pass the exam.

64 UNIT 2
U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:30 Página 65

EXTRA TEST UNIT 2

READING - HE DID IT!
A New Jersey teenager has figured out
how to make Apple's iPhone available
on other wireless services besides
AT&T, removing a major frustration for
thousands of consumers. In an
exclusive interview on CNBC, 17-year-
old George Hotz revealed his
motivation for unlocking the device:
"It was fun! This was a good use of the
summer holiday," he said during the
live interview Friday afternoon. "I
became obsessed with unlocking this
thing."
When Apple introduced the iPhone in
July, it made the device available only
on AT&T's wireless service, prompting
widespread complaints among
consumers. Hotz was able to unlock 500 hours developing his technique.
the device so that he can use it on his Hotz is going to be freshman at the
family's T-Mobile service. Rochester Institute of Technology this
Although T-Mobile is the only other fall.
service besides AT&T's that is
compatible with the implement in the
U.S, overseas users are likely to find
their services compatible.
Hotz isn't the only one to have
claimed to unlock the piece of
equipment. A group calling itself
iPhoneSimFree also says it has hacked
the multi-media device.
The teenager, who posted his
achievement on his blog Thursday,
said unlocking the iPhone is
complicated, takes about two hours
and requires skill with both soldering
and software. He estimated he spent

1 Read the text and find the answer to these questions. LISTENING -BEWARE OF LONDONERS!
(4 points)
4 Listen to the recording. What kind of programme
a. What was George's motivation for unlocking the
iPhone? is it? (2 points)
b. How long did it take him to unlock the iPhone? a. A television sports programme.
c. What was the major frustration for consumers? b. Television news.
d. What were the services compatible with the iPhone in c. A television talk show.
the U.S? d. A television weather report.

2 Read the text again and find at least three words that can 5 Listen to recording again. What do the numbers
replace the word iPhone. (3 points) mentioned in it refer to? Match the two columns. (5 points)

Six The number of miles in the Marathon

3 Read the text once more and identify the incorrect Five The number of pages in the guide given to
information in these sentences. (4 points) the Masai
Three The day on which the Marathon is run
PHOTOCOPIABLE

a. George Hotz is sixteen years old.

b. Hotz is going to be a freshman next summer. Twenty six The time the news bulletin is broadcast
c. Hotz has been the only one to unlock the iPhone. Thirteen The number of Masai warriors visiting London
d. Hotz is from New York City.

HOW STRANGE! HOW WONDERFUL! 65

U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:30 Página 66

6 Listen once more. Are these statements SPEAKING

true or false? (5 points) 10 Look at the pictures and take turns to say the statements
a. It is the warriors' first visit to Britain. below with your partner, expressing your opinion. Use the
b. They want to raise money for a school in their village. openings in the box. (8 points)
c. The news is broadcast by BBC 2 radio station. a. British English is better than American English.
d. Some Londoners look angry because they don't like
their office jobs.
e. The guide told the Masai to wear suits at all times.

LANGUAGE
7 Complete the following sentences about yourself,
expressing different degrees of possibility. (4 points)
b. People shouldn't drive their cars when they drink
a. I _______________ marry a millionaire. alcohol.
b. I _______________ grey hair when I'm older.
c. I _______________ in the same city all my life.
d. I _______________ Chinese next year.

8 Complete these short dialogues with an appropriate

question referring to the underlined part. (4 points)
a. A: ________________________________?
B: At eight o'clock, he was driving home.
b. A: ________________________________?
B: When you entered the room I was trying to kill a fly. c. The exam was very difficult.
c. A: ________________________________?
B: The accident happened while she was talking on her
mobile phone.
d. A: ________________________________?
B: My mother was cooking dinner when I arrived home.

WRITING
9 A friend from abroad is visiting your city next weekend.
Write a list of possible places / things he / she may / might d. I really love hot dogs
visit / do. (8 points)
PHOTOCOPIABLE

Your 0 - 14 15 - 33 31 - 46
result: Not too good Acceptable Great!

66 UNIT 2
U2-GUIA ING 2JO (047-067).qxd 4/12/09 15:30 Página 67

ANSWERS TO EXTRA TEST UNIT 2

READING - HE DID IT! 4. 16
1. a. It was fun for the summer holiday b. Television news.
b. He estimated he spent 500 hours developing his
5. 16
technique.
c. The device was available only on AT&T's wireless service. Six The time the news bulletin is broadcast
d. AT&T's wireless service and T-Mobile service.
Five The number of Maasai warriors visiting London
2. equipment - implement - device
3. a. George Hotz is sixteen years old. (seventeen) Three The number of pages in the guide given to the
b. Hotz is going to be a freshman next summer. (this fall) Maasai
c. Hotz has been the only one to unlock the iPhone. (Hotz Twenty six The number of miles in the Marathon
isn't the only one who can unlock the iPhone). Thirteen The day on which the Marathon is run
d. Hotz is from New York City. (New Jersey).
6. 16
LISTENING -BEWARE OF LONDONERS! a. True. b. False. c. True. d. True. e. False.
TRANSCRIPT 16
Newsreader: And now for the six o'clock news from the BBC LANGUAGE
World Service. Five Maasai warriors running 7. a. might marry; b. may have; c. may live; d. might learn
the London Marathon now know that hunting
lions is easy compared to English customs. 8. a. What was he doing at 8:00 o'clock?
The men, who are on their first trip to Britain b. What were you doing when I entered the room?
from their remote village in Tanzania, want to c. What was she doing when the accident happened?
raise money for a water well back home by d. What was your mother doing when you arrived home?
completing the 26-mile marathon on April 13.
Volunteers from the British charity Greenforce WRITING
prepared a three-page document to tell them 9. Help students assign themselves points according to the
about British dangers. They included the fact following criteria:
that Londoners “look like they are in a hurry all Correct information included (Interesting places,
the time". historical places, natural attractions, typical buildings
The document, entitled Visiting England: A and one more thing student finds attractive) 4 pts
Cultural Briefing - continues: "Some people Correct use of structures. 2 pts
look like they are angry but they are actually Correct use of connectors. 2 pts
quite friendly - the reason for their sadness is
that many of them work in offices doing jobs SPEAKING
they hate ,so they do not smile as much as 10.Variations are allowed as long as students use the correct
they should." expressions to state their opinions. Encourage peer
The Maasai warriors are also advised not to correction using these criteria:
spit in public and to wear shoes at all times. Inclusion of required expressions. 2 pts
A word of advice to our listeners - if you see Pronunciation, intonation and accentuation. 2 pts
the Maasai in the streets of London, try to be Fluency 2 pts
friendly and welcoming. And also, for once, put Turn-taking and dialogue tactics 2 pts
a smile on your face.

HOW STRANGE! HOW WONDERFUL! 67

U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 68

IN THIS UNIT YOU WILL LEARN TO
Reading: Match written and visual clues / Summarise texts /
Find and classify specific information
Listening: Match visual and recorded information / Listen
for specific information / Discriminate between similar sounds
Production: Talking about food preferences / Expressing
opinions and ideas about eating out / Talking about actions in
the past using the Past Continuous
Functions: Expressing quantities / Expressing preferences /
Expressing thanks and complaints
YOU WILL ALSO USE THE FOLLOWING TEXT TYPES
Brochure / Interview / Restaurant reviews / Tale
YOU WILL ALSO LEARN
Grammar: Past Continuous tense / some / any / much / many /
a little / a few / Relative pronouns - that, which, who, where, when
Vocabulary: Vocabulary related to healthy eating habits,
ingredients and eating out
YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES
The importance of a healthy diet

Development
Lesson 1 two class periods
Lesson 2 two class periods
Lesson 3 two class periods
Lesson 4 two class periods
Apply your knowledge one class period/alternatively homework activity
Check and correct and final check one class period plus some home activity

Didactic resources and methodology tips

• Teacher can use photographs, cut-outs, old postcards and pictures,
• Recipes from cookery books, magazines and newspapers
• Labels and ingredient lists
• If possible, real objects such as bottles, cups, bags and food items
• If possible teacher can have a “cooking class” with students or order a take-away, etc.
• Useful materials for this unit are:
1. Dictionaries
2. Glossaries
3. Definitions
4. Printed handouts
5. Library material
68
U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 69

Types of evaluation Indicators

Continuous / informal Students carry out reading and listening activities, take part in conversations, and produce written texts.
Check it over Students analyse their performance in the speaking, reading, listening and writing activities, and decide if
Self - evaluation they need more work, if they did ok or if they did really well.

Check & Correct Reading: Students identify general information and discriminate between correct and incorrect information.
Unit evaluation Listening: Students extract specific information and identify the correct sequence of events.
Language: Students use relative pronouns, expressions of quantity and the Past Continuous Tense.
Writing: Students write questions for an interview.
Speaking: Students role-play a conversation.
Students analyse their performance in the unit, give themselves points according to the frequency with
Final Check
which each criterion is observed and identify their situation.
Extra Test Reading: Students identify specific information and discriminate between correct and incorrect
information.
Listening: Students relate and discriminate between correct and incorrect information.
Language: Students use may / might and the Past Continuous tense.
Writing: Students write five suggestions about their city.
Speaking: Students express their opinions about some pictures.

SET UP PAGE 74
STAYING HEALTHY -
1 KEEPING FIT
The pictures show a part of a fruit or vegetable. Can students READING LESSON 1
name them? A fun alternative is to bring a bag with several
THINK AHEAD
fruits or vegetables (carrot, apple, tomato etc) and ask
students to put their hand in and touch the fruit / vegetable In this section, students get ready for the contents of the
and name what they are touching. Alternatively a “smelling” lesson, make predictions and learn key vocabulary and
exercise can be set up where a student is blindfolded and has potential “danger” zones to look out for.
to smell ketchup, vinegar, mustard, juice, etc.
Bear it in mind
Students express their preferences for the fruit / vegetables
in the pictures. Tell them to use expressions such as I like / I Ask the students to read and discuss the section in pairs.
prefer / I hate, etc. For more information on the Bear it in Mind section, see
Answers page 7 of the Introduction.
1. bananas 2. apple 3. kiwi 4. cucumber
5. water melon 6. orange 7. onion 8. carrots Mi d a
n T e se r
This Mind Teaser provides information on vitamins and
2 minerals. Ask the students to read and discuss the section
Go through the list with students to check their vocabulary in pairs.
comprehension. Ask them to work in pairs and copy the For more information on the Mind Teaser, see page 7 of
pyramid in their notebooks, using their previous the Introduction.
knowledge / opinions.
Answers
On page 97 of the Student’s Book

WE ARE WHAT WE EAT 69

U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 70

1 + (L.A.: to predict subject of a text from context. Do not

A concept / word map is a diagram showing the
relationships among concepts / words. Concepts are
connected with labelled arrows, in a downward-branching
hierarchical structure. They can be simple or complex.
When building or completing a concept map students
should ask the following questions
• What is the central word, concept, research question or
problem around which to build / complete the map?
• What are the concepts, items, descriptive words or telling
questions that we can associate with the concept, topic,
research question or problem?
(L.A.: to classify lexical contents)
Answers
Fruit: banana, melon, strawberry, raisin
Vegetable: lettuce, celery, garlic
Meat, fish and seafood: chicken, salmon,
meat, prawn
Others: protein, vitamin, sweets, cereal, peanut
butter, biscuits, chips, carbohydrates, sugar, salt, iron
2 +
Students work in pairs and express their preferences. Write
these expressions on the board for them to use:
• I would rather have …
• I much prefer …
• I really like ….
• I like better …..
• I’d rather eat ….
(L.A.: to express own ideas)
Answers
May vary
3 +
It is important for students to interact with a text before,
during, and after reading, listening, or viewing by:
• setting a purpose.
• previewing the text.
• making predictions.
• asking questions.
• locating information for specific purposes.
• making connections.
Ask students to draw on their previous knowledge and the
context.
Do not check answers at this point.
check answers at this point.)
PAGE 76
GO AHEAD
4 +
Ask students to read the text quickly and check their
predictions in Exercise 3. Help them notice that the article
is from an American source, so some of the words may be
different. You can also mention that of the words may be
slightly different some.
(L.A.: to validate predictions)
Answers
Protein – vitamin – sweets (British English) /
candy (American English) – cereal – celery –
peanut butter – buiscuits (British English /
cookies (American English) – chips –
carbohydrates – sugar (sugary) – salt (salty) –
iron – raisins.
5 ++
Generally, a title or a heading is a very brief summary of a
paragraph or a full text. Summarising is an important skill
which is often used when researching, gathering or
presenting information and here the process is done in
reverse - students must match the “summary”(title /
heading) with the corresponding text. Tell students to
concentrate on the key aspects of each tip. For example: what
is the key aspect/main subject of paragraph 1? The summary
/ heading / title of each tip must be related to the content.
(L.A.: to summarise a piece of text using a title)
Answers
Tip 1 – b. Tip 2 – a. Tip 3 – e. Tip 4 – f.
Tip 5 – c. Tip 6 – d. Tip 7 – g.
6 +
Students read the text again and match the provided
pictures with the 7 tips.
(L.A.: to match visual and written information)
Answers
Picture 1 - Tip 7. Picture 2 – Tip 1. Picture 3 - Tip 6.
Picture 4 - Tip 3. Picture 5 - Tip 4
Picture 6 - Tip 2. Picture 7 - Tip 5.

70 UNIT 3
U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 71

7 ++ TRANSCRIPT - ORAL PRACTICE 17

See notes on summarising in Exercise 5.
(L.A.: to summarise a text)
Answers
May vary
8 +
Read the questions with the class. Encourage them to
answer them in their notebooks and then read the text
again to check and correct their answers. Check orally.
(L.A.: to find specific information)
Answers
a. Because it is a meal that gives us energy for
the day.
b. You can invite a group of friends.
c. Your body needs protein, carbohydrates, fat
and vitamins and minerals.
MAKE CONNECTIONS
Students connect what they have read in the previous sections
with more specific points such as grammar explanations,
examples, exercising and testing, oral and written production
and other consolidation activities.
For more information on the MAKE CONNECTIONS section see
page 7 of the Introduction.
Gloria: Which do you prefer, fish or chicken?
You: I prefer chicken.
Gloria: So do I. But do you like fried chicken or roast
chicken more?
You: Definitely fried chicken.
Gloria: And would you rather eat pizza or a salad?
You: Mmm, I’d rather have pizza any time!
Gloria: Me too, but it’s not very healthy. And which one do
you like better: fizzy drinks or juice?
You: I’m afraid my diet isn’t very healthy - I love fizzy drinks.
PAGE 77
10 + 17
After they finish answering the questions students check
their answers with the recording and then role play the
conversation for the class.
(L.A.: to imitate a model of pronunciation)
TAKE A CLOSER LOOK
This section deals with relative pronouns which, that, who,
where and when.
You will find useful information on relative pronouns and
their comparison with Spanish equivalents at
http://spanish.about.com/library/beginning/aa-beg-
pronouns-relative.htm

HAVE A CHAT
11 ++
See notes on page 7 of the Introduction.
9 ++
Ask students to work in pairs. They read the questions
provided and answer them using their personal preferences,
always paying attention to what Gloria is saying.
(L.A.: to use a new structure in a guided dialogue)
Answers
See transcript.
Ask students to read the text carefully before filling in the
gaps. Tell them to pay attention to what they have learnt in
the TAKE A CLOSER LOOK section. Check orally and correct
mistakes.
(L.A.: to consolidate a grammar aspect)
Answers
who – which – that – which – which – who –
where

WE ARE WHAT WE EAT 71

U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 72

PAGE 78 PAGE 79
12 ++ PLAY IT
Ask students to describe the pictures. Then they finish the
See notes on page 7 of the Introduction.
captions using their own ideas and their previous knowledge.
You can organise this game as a competition within the groups
(L.A.: to apply a new structure and key lexical items)
or as a whole class competition.
Possible answers
a. A bakery is a place where bread is sold.
b. A chef is a person who makes food in a CHECK IT OVER!
restaurant.
c. Sushi is a type of food which is served cold. Students take a fast critical look at what they have learnt in the
d. I prefer snacks that look and smell nice. lesson in three main areas:
- Reading
- Speaking
FAST CHECK - Writing
This is a section for the STUDENTS so teacher should intervene
13 as little as possible in this process.
Make sure that students review the contents of the lesson For more information on the CHECK IT OVER! section see page
before doing this exercise. 7 of the Introduction.
Answers
A doctor is a person you see when you are not PAGE 80
feeling very well.
Your body needs nutrients that can be found in EDIBLE ART
certain foods. LISTENING
LESSON 2
Francisca is a school bus driver who drives a
big yellow bus. THINK AHEAD
Catalina is a computer engineer who is
preparing new software for schools. In this section, students get ready for the contents of the
Breakfast is a meal that gives you energy for lesson, make predictions and learn key vocabulary and
the day. potential “danger” zones to look out for.

1 +
WRITE IT DOWN
Write a long list of ingredients on the board including all
14 ++ FL the foods that students can see in the picture. Ask them to
read the list aloud and indicate which of the foods in the
Tell students to copy the paragraph with gaps in their
list can be seen in each of the three pictures.
notebooks. Tell them to study the words provided and
(L.A.: to use previous knowledge and personal experience)
make sure that they understand them all. Tell them to fill
in the gaps, and ask fast learners to read the whole Answers
paragraph to a partner. Check orally. May vary
(L.A.: to complete a written paragraph using provided vocabulary)
Answers
First, you need a metal pot which you fill with
hot water. Put the pasta into the water, which
must be boiling. Prepare the sauce: slice some
fresh mushrooms, fry them for two minutes in
olive oil and add cream. When the paste is “al
dente” drain it and mix with the sauce. Sprinkle
Parmesan cheese on top.

72 UNIT 3
U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 73
Bear it in mind
See notes on page 7 of the Introduction.
Read this section with the class and elicit the Spanish
equivalent of the expressions and more examples. Write
them on the board.
Other examples of food expressions are:
He was always buttering the boss up hoping for promotion
(= to flatter someone to try and get their favour or
friendship).
Their new album sold like hot cakes (= to sell quickly).
I really enjoyed the film; it was just my cup of tea (=
something one enjoys or does well).
2 ++
Tell students to read the list of ingredients. Explain the
vocabulary. Tell them to read questions a. - e. Call their
attention to the expressions how much / how many. Can
they identify when we use each of them?
(L.A.: to identify specific information)
Answers
We need 1/4 cup of lemon juice.
We need 2 tomatoes.
1 tablespoon is required.
We need 1 green pepper
A little oregano to taste is necessary.
3 ++
Ask students to guess Brown’s reasons for becoming a food
artist. Do not check answers at this point.
(L.A.: to predict the subject of a listening text)
PAGE 81
GO AHEAD
TRANSCRIPT - EDIBLE ART 18
Reporter: When I look at your food portraits and your food
collages, Carl I wonder why you only work with food.
Carl: I am a photographer and I work with real objects. I
don’t really paint; it’s not my cup of tea. When I was
a child, my father was a chef in an Italian
restaurant and he let me play with pizzas making
olives eyes, mushroom noses, using a slice of tomato
or a little cheese and spaghetti for the hair. It was
great fun. I spent a lot of time playing with food in
dad’s restaurant. And when I grew up I understood
that food’s an important part of our lives. Just think
about it! We eat so much food during our lives!
Food’s as important for us as water and air.
Reporter: So, everything you can see in your photographs is
made of real food? Can we eat it?
Carl: The process of making my food photos is very
long. I work really fast because, as you know, food
gets spoiled. A lot of images that I make can take
a few days to complete and photograph so no,
you cannot eat my fish seascape because I built it
three days ago and you know that three-day old
fish can be bad for your stomach.
Reporter: When exactly did you start working with food?
Carl: I started many years ago and quite by accident. A
supermarket asked me to make a Christmas
picture. And once I started I didn’t want to stop!
Reporter: Do you have many clients?
Carl: Yes, much of my work, for example collages and
landscapes is for food manufacturers, shops and
restaurants.
Reporter: Any plans for the future?
Carl: I have a few plans. For example, I’m planning to
make a picture of the Mona Lisa with pasta shapes
and a mosaic with many pieces of fresh fruit.
Reporter: Is it difficult?
Carl: Not at all. It’s a piece of cake!
Based on the biography of Carl Warner, food photographer.
www.carlwarner.com, Daily Mail, and www.moillusions.com
WE ARE WHAT WE EAT 73
U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 74

4 + 18 PAGE 82
Play the recording once and ask students to find out the
MAKE CONNECTIONS
reason why Carl Brown became a food artist.
(L.A.: to validate predictions) Students connect what they have read in the previous sections
Answers
with more specific points such as grammar explanations,
c. Food is an important part of our lives. examples, exercising and testing, oral and written production
and other consolidation activities.
For more information on the MAKE CONNECTIONS section see
5 ++ 18 page 7 of the Introduction.
Ask students to name all the 10 food items in the pictures.
Tell them to write them in a list in their notebooks and TAKE A CLOSER LOOK
then play the recording again. Students tick the items they
hear in the recording. This section explains the difference between countable and
(L.A.: to match visual and recorded information) uncountable nouns. Comprehensive information and
Answers exercises on both can be found at
pizza – olives – mushrooms – tomatoes http://esl.about.com/od/grammarforbeginners/a/g_cucou
(tomato) – spaghetti – fish nt.htm

Bear it in mind 8 +
See notes on page 7 of the Introduction. Ask students to list the food items in their notebooks. Then
Read this section with the class and elicit examples or the tell them to classify them as countable or uncountable.
Spanish equivalent of each form of art. (L.A.: to match key lexical items with visual clues)
Answers
Countable: eggs, oranges, melons, hot dogs,
6 ++ 18
lemons
Students read the list of art forms (a. – h.) then listen to Uncountable: milk, juice, ice-cream, ketchup,
the recording again ticking the words they hear. fish, mayonnaise
(L.A.: to listen for specific lexical items / to relate written
and spoken version of words) PAGE 83
Answers
a. collage, c. landscape, d. mosaic g. seascape
9 ++
Refer students back to the TAKE A CLOSER LOOK section
before doing the exercise.
7 ++ 18
(L.A.: to consolidate a language point and connect it with
Students first read sentences a. – d. with the two options previous knowledge)
then listen to the recording again. Answers
(L.A.: to discriminate between correct and incorrect a. a few; b. much; c. little; d. a little
information)
Answers
a. ii ; b. i; c. i ; d. ii

74 UNIT 3
U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 75

10 ++ TRANSCRIPT - ORAL PRACTICE 19

Refer students back to Exercise 2 in this lesson. Before
asking the questions ask them to identify the words in
bold as countable / uncountable.
(L.A.: to apply a new language item)
Answers
For how many days are we going?
How much are the tickets? / How much do the
tickets cost?
How many classmates are not going?
How much luggage are we taking?
Do we need many clothes?
How much water is there in the lake?
How much sun block do we have to use?
11 ++ FL
Make sure students understand exactly what they are
supposed to do. Apart from the example provided in the
book, you could give more examples explaining the task.
Tell fast learners to write the answers on the board for the
rest of the class to copy.
(L.A.: to consolidate new structures)
Answers
I have a few friends.
It takes a little time.
There was a little rain in Chile last year.
You need to use a little meat in the recipe.
HAVE A CHAT
See notes on page 7 of the Introduction.
12 ++ 19
You might need to play the first part of the conversation
between Carl Brown and the reporter again before
students fill in the gaps in the second part. Tell them to
read through the list of words in the box and explain the
ones they still do not understand.
(L.A.: to complete a conversation using information
provided)
Answers
See transcript.
Reporter: So, what kind of picture is the Mona Lisa?
Carl: It’s a portrait because it shows the face of a person.
Reporter: How much pasta do you need to make it?
Carl: It’s big so I need a lot of pasta shapes.
Reporter: Do you have any other plans apart from the Mona
Lisa?
Carl: It’s still a secret. If I tell you, you can’t spill the beans.
Reporter: I promise.
Carl: I am planning to make a huge landscape of New
York with lentils, peas, nuts and a few other seeds
for a very important client.
Reporter: Will you be working alone?
Carl: No, I’ll need many helpers to complete it.
13 + 19
After they fill in the gaps in the dialogue students check
their answers listening to the recording. Choose a few pairs
to role play the conversation.
(L.A.: to imitate a model of pronunciation)
FAST CHECK
14 ++
Give students enough time to do this exercise as they must
familiarise themselves with the ingredient list and then
copy and complete the questions in their notebooks.
Answers
a. How much; b. How many; c. How much;
d. How many; e. How many; f. How much;
g. How many; h. How many; i. How much;
j. How many
WRITE IT DOWN
15 +
Ask students to first write a list of all the food items they
can see and then write the description using the words.
Check spelling.
(L.A.: to express personal opinions in writing)
Answers
May vary

WE ARE WHAT WE EAT 75

U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 76

PAGE 85 PAGE 86
PLAY IT EATING OUT
READING
Tell students to get into groups, identify the food in the LESSON 3
pictures and then try to find the words in the puzzle.
Answers THINK AHEAD
The words are: BEANS – FRUIT – MEAT – NUTS In this section, students get ready for the contents of the
– VEGETABLES – BREAD – YOGURT – CEREALS – lesson, make predictions and learn key vocabulary and
RICE – CHEESE – SWEETS – EGGS – FISH – MILK potential “danger” zones to look out for.
– OIL – PASTA
+ + + + + V B + + + + + + 1 +
+ + + + P E + + + + + + + Ask students to read the titles of the books then look at the
E C I R A G B R E A D pictures. Ask them to identify the “key” words that will
+ + + N S E + + + + + M + help them do the task.
+ L S + T T L N + + + I + (L.A.: to use personal experience / previous knowledge)
+ + I + A A I + U + + L +
Answers
+ C + O E B + U + T + K + a. 1; b. 2; c. 4; d. 3
+ + H R + L + T R + S + +
H + E E + E + R + F + + +
S C + + E S + U + + + M + 2 +
I + + + + S + G + + E + + Talk to students about going to a restaurant. Have they
F + E G G S E O + A + + + ever been to any? Have they ever seen any restaurant
S T E E W S + Y T + + + + reviews? Where?
(L.A.: to relate the topic to their own reality)
Answers
CHECK IT OVER! b., c., d.
Students take a fast critical look at what they have learnt in the
lesson in three main areas: 3 +
- Reading Students read the conversation first silently and then in
- Speaking pairs, aloud. What are the two people talking about? How
- Writing do they know? What are the key words that indicate it?
This is a section for the STUDENTS so teacher should intervene (L.A.: to relate topic and previous knowledge)
as little as possible in this process.
Answers
For more information on the CHECK IT OVER! section see page They are talking about booking a table in a
7 of the Introduction. restaurant.

4 +
It is important for students to interact with a text before,
during, and after reading, listening, or
viewing by:
• setting a purpose.
• previewing the text.
• making predictions.
• asking questions.

76 UNIT 3
U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 77

• locating information for specific purposes. Answers

• making connections. The Crazy El Mariscal Café Dolce
Ask students to draw on their previous knowledge and the Cows Vita
context. Do not check answers at this point. Appetiser Cold tomato soup Mussels with some No appetiser
(L.A.: to predict general information using previous knowledge) with some old parmesan cheese.
bread.
PAGE 88 Main course Steak Salmon which Pasta Alfredo and
came with butter my partner had
GO AHEAD and pepper sauce cannelloni with
and some spicy spinach and a
Bear it in mind potato purée and little cheese
asparagus
Ask the students to read and discuss the section in pairs, Dessert No dessert Passion fruit Tiramisu
and then elicit comments and conclusions. Encourage them mousse
to find more examples and write them on the board. For Other They didn’t have Strong black coffee
more information on the Bear it in mind section, see coffee
page 7 of the Introduction.

Danger 7 +
Ask students to read the reviews again and find and copy
Help students notice the difference between this use of the
the description of each restaurant into their notebooks.
word too and the examples mentioned in the Bear it in
They underline key words such as checked tablecloths,
Mind section. Elicit examples and write them on the board.
transparent fish, etc. Then they match the written
For more information on the Danger section see page 7 of
information with the pictures.
the Introduction.
(L.A.: to match written and visual information)
Answers
5 + Picture 1 - El Mariscal; Picture 2 - Dolce Vita;
Picture 3 - The Crazy Cows
This is a rather long text so it might take students a while
especially if there are several words they don’t know.
Before doing any exercise in the GO AHEAD section make 8 ++
sure that students understand the new key vocabulary For this exercise the students must use some analytical
appearing in the text. skills and discrimination criteria. Allow enough time to
(L.A.: to validate predictions) complete. Check orally.
Answers (L.A.: to synthesise content using textual and lexical clues)
Mentioned: atmosphere, food, price, service.
Answers
Not mentioned: guests, menu selection.
a. El Mariscal
b. The Crazy Cows
6 ++ c. El Mariscal and Dolce Vita
d. The Crazy Cows
Students read the reviews again and complete the chart e. The Crazy Cows
with the correct information. You can explain the different f. Dolce Vita
parts of a meal such as appetiser, main course, dessert, etc. g. El Mariscal
before doing the exercise. h. Dolce Vita
(L.A.: to identify main idea and supporting information)

WE ARE WHAT WE EAT 77

U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 78
9 +
Do not expect a long speech from students - just a few
words with the correct answer will do, but encourage fast
learners to support their answers.
(L.A.: to comment on a text)
Answers
El Mariscal (great location, exceptional
selection of ingredients, excellent food,
impeccable service; food well-cooked; the
mussels were delicious and fresh; lovely
dessert; delicious meal)
PAGE 89
MAKE CONNECTIONS
10
Students connect what they have read in the previous
sections with more specific points such as grammar
explanations, examples, exercising and testing, oral and
written production and other consolidation activities.
For more information on the MAKE CONNECTIONS section
see page 7 of the Introduction.
TAKE A CLOSER LOOK
This section provides information on the differences
between the use of some and any (determiners). More
information below.
We use some in positive sentences. We use some
Some for both countable and uncountable nouns.
Example: I have some friends.
We use any in negative sentences or questions.
We use any for both countable and uncountable
Any
nouns. Example: Do you have any cheese? -
He doesn’t have any friends in Chicago.
We use some in questions when offering or
requesting something that is there. Example:
Exception!
Would you like some bread? (offer) - Could
I have some water? (request)
78 UNIT 3
11 +
Refer students to TAKE A CLOSER LOOK before doing this
exercise.
(L.A.: to practise a new structure)
Answers
a. Yes, there is; b. Yes, there are; c. Yes; d. There
are some buiscuits but there aren‘t any sweets;
e. Yes, there is; f. Yes
12 +
Again, make sure that students understand the differences
between the use of some and any.
(L.A.: to practise a new structure)
Answers
a. some, any; b. some, some; c. any, some, any
PAGE 90
HAVE A CHAT
See notes on page 7 of the Introduction.
13 + 20
Ask pairs of students to read the questions and the answers
then match the two to make a full conversation. Play the
recording to allow students to correct their answers.
(L.A.: to identify contextual sequence in a conversation
Answers
See transcript.
TRANSCRIPT - ORAL PRACTICE 20
Sandra: How long does it take to get there?
Michael: It depends; it takes about 10 minutes by car or
underground and around 25 minutes if you walk.
Sandra: How many dishes did you have?
Michael: We had a starter and the main course.
Sandra: Did you get any fortune cookies?
Michael: Yes, and mine said: good luck in your professional life.
Sandra: How about dessert? Did you have any?
Michael: No, the meal was so big that we didn’t want any dessert.
Sandra: How much was the bill?
Michael: Not really expensive. We paid ten pounds each,
including the tip.
U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 79

14 + 20 PAGE 92
Play the recording to allow students to check their answers. LET’S DO IT ALL TOGETHER
Ask a few pairs to role play the dialogue in front of the class. LISTENING
LESSON 4
(L.A.: to imitate a conversation model)
Danger
FAST CHECK
See notes on page 7 of the Introduction. You can brainstorm
See notes on page 6 of the Introduction. a few more uncountable nouns and encourage students to
15 find out what word is used to indicate a quantity.
Examples:
Answers
a. any, any; b. some, some, some News an item of news
Furniture a piece of furniture
Water a glass of water
PAGE 91
Mi d a
WRITE IT DOWN n T e se r
See notes on page 7 of the Introduction.
16 ++
Invite students to read the expressions in pairs and identify
To make it easier for students first talk to them about their their meaning.
experience with restaurants. Have they been to any? What
kind? Fast food or a traditional restaurant? Ask them if they THINK AHEAD
liked the experience and why.
In this section, students get ready for the contents of the
(L.A.: to write a paragraph following a given model)
lesson, make predictions and learn key vocabulary and
Answers potential “danger” zones to look out for.
May vary

1 +
PLAY IT Write a list of food items on the board such as: cheese,
ham, jam, bread, chocolate, etc. and ask students: how do
Read the instructions with the class. Make sure students
we normally eat these food items? Do we cut them? Do we
understand the meaning of the word bet. You can write two
divide them into smaller pieces?
other sentences on the board and demonstrate how to play
Then refer students to the pictures, ask them to identify
with one or two students.
the items and to say how we can divide each of them.
(L.A.: to use previous knowledge to match visual clues with
CHECK IT OVER! written information)
Students take a fast critical look at what they have learnt in the Answers
1 - bread - loaf or slice; 2 - cake - piece or slice;
lesson in three main areas:
3 - wheat / oats - grains; 4 - cheese - slice
• Reading 5 - salt - pinch, grain; 6 - sugar - spoonful,
• Speaking grains; 7 - rice - grains, handful
• Writing 8 - ham - slice, piece
This is a section for the STUDENTS so teacher should intervene
as little as possible in this process.
For more information on the CHECK IT OVER! section see page
7 of the Introduction.

WE ARE WHAT WE EAT 79

U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 80
2 ++
This is a fairly difficult exercise but it has the benefit of
showing students how to reason. Tell students to look at
the diagram first and then go to conversation parts a. - g.
Tell them to identify the first part of the diagram - (X asks
Z) and then all the following ones. Where does the
dialogue go in two different directions? Why? What are the
two possible endings?
After they do this exercise ask them to follow the same
graph but this time putting in their own ideas.
(L.A.: to create a dialogue following clues)
Answers
Dialogue I
X: How about organising a picnic for the
whole class?
Z: You always try to impose your ideas on me!
And besides we don’t have any money to
buy the ingredients.
X: Then why don’t we make a collection an ask
everyone to contribute?
Z: Yes, why not? We could ask people for some
money.
X: Thanks - you are a good sport. Let’s start
working then.
Dialogue II
X: How about organising a picnic for the
whole class?
Z: You always try to impose your ideas on me!
And besides we don’t have any money to
buy the ingredients.
X: Then why don’t we make a collection an ask
everyone to contribute?
Z: A collection? Another silly idea.
X: OK, then you invent something interesting.
PAGE 93
3 +
Students role play the dialogue with the two different endings.
Pay special attention to stress, intonation and pronunciation.
Stress
In words of more than one syllable, there will be one
syllable which is more heavily stressed than the others. We
say that this syllable carries the primary stress (e.g.
colourful). In some longer words, other syllables may carry
secondary stress.
80 UNIT 3
Look at the words below and notice the primary stress.
Collection
Besides
Money
Intonation
Intonation is the name given to sentence stress, or what is
sometimes called the “music of the language”. Just as
words have stressed syllables, sentences contain regular
patterns of stressed words.
‘How about ‘organising a ‘picnic for the ‘ whole `class?
You can write this sentence on the board and stress
different words at a time. Ask students if they can hear the
difference. Is there a difference in meaning?
It was the green apple that made him sick (the green and
not the red one).
It was the green apple that made him sick (the apple and
not the orange).
It was the green apple that made him sick (made him and
not her sick).
It was the green apple that made him sick (made him sick
and not happy).
(L.A.: to role play a dialogue)
4 +
It is important for students to interact with a text before,
during, and after reading, listening, or viewing by:
• setting a purpose.
• previewing the text.
• making predictions.
• asking questions.
• locating information for specific purposes.
• making connections.
Ask students to draw on their previous knowledge and the
context. Do not check answers at this stage.
(L.A.: to predict contents from key lexical items)
GO AHEAD
TRANSCRIPT - LET‘S DO IT ALL TOGETHER 21
Narrator: An old man was walking through the countryside
when he came to a village. He didn’t have any
money so he decided to ask a villager for some food.
U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 81

Old Man: Good morning. 5 + 21

Woman 1: What do you want? Why are you bothering me? Students listen to the recording and check their predictions
Old Man: I’d like something to eat, please. in Exercise 4.
Woman 1: You’re interrupting my nap! Go away, there’s (L.A.: to check and validate predictions)
nothing here. Answers
Old Man: Thank you anyway! carrot – delicious – fire – hungry – meat – money
Narrator: He moved on and while he was walking through the – nutritious – onion – pot – stone – village
centre of the village he saw an even bigger house.
Old Man: Good day, sir. Can you give me something to eat?
I’m old, tired and hungry. 6 ++ 21

Man 1: Dear me! I’m poor myself; I can hardly feed my
own family.
Narrator: But the old man was smart so he went to the
village square and pulled a large pot from his bag.
While he was doing this the villagers came out of
their houses. Why was he filling the pot with water,
they asked? And why was there a stone in the pot?
And why was he lighting a big fire under the pot?
Woman 1: Silly man. You can’t cook a stone.
Old Man: I’m preparing a delicious stone soup which I’ll be
happy to share with you. Why don’t we put a piece
of carrot or an onion into the soup to make it nicer?
Man 2: Yes, a piece of carrot is a good idea.
Narrator: One by one the curious villagers were brining bits
of vegetables to add to the pot.
Man 1: Here, a small slice of meat.
Woman 2: And a handful of rice.
Ask students to read the three options before playing the
recording again. Ask them to substantiate their opinion.
A moral is a message conveyed or a lesson to be learned from
a story or event. The moral may be left to the hearer, reader
or viewer to determine for themselves, or may be explicitly
encapsulated in a maxim. As an example of the latter, at the
end of Aesop’s fable of the Tortoise and the Hare, in which the
plodding and determined tortoise wins a race against the
much-faster yet extremely arrogant hare, the moral is “slow
and steady wins the race”. In some cases the moral may not
be explicitly given but it is quite obvious from the story.
(L.A.: to find specific information)
Answers
b.
7 ++ 21

Narrator: The man was stirring and tasting the soup and
the villagers watched. .
Old Man: The Stone Soup is ready. Bring your cups and
bowls and enjoy a tasty and nutritious meal.
There is enough for everybody.
Man 2: How can we express our gratitude? Thanks so much!
Woman 1: A thousand thanks for the delicious soup!
Narrator: As night was falling the grateful villagers
returned to their homes and the old man walked
away smiling under his breath.
Source: Adapted from “The 20th Century Children’s Book
Treasury to Read Aloud”
by Janet Schulman
Play the recording again and give students time to take notes.
(L.A.: to search for specific expressions)
Answers
Thank you anyway!
How can we express our gratitude?
Thanks so much!
A thousand thanks for the delicious soup!
8 + 21
Discuss the six pictures with the class or ask students to
describe them in their groups. Which picture is the
beginning of the story? Then play the recording again and
ask students to put the pictures (1 – 6) in the order the
events happen in the story.
(L.A.: to match visual and spoken clues)
Answers
2 – 3 – 6 – 5 – 4 – 1.

WE ARE WHAT WE EAT 81

U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 82
PAGE 94
9 ++ 21
Tell students to copy the sentences into their notebooks.
Read the sentences aloud and emphasise the parts in
italics. Then play the recording again, once or twice, for
students to choose the correct option.
(L.A.: to discriminate between similar sounds / words)
Answers
a. something to eat; b. I’m poor; c. a stone;
d. to share with you; e. There is
Bear it in mind
Ask the students to read and discuss the section in pairs.
Elicit and give more examples and write them on the board.
For more information on the Bear it in Mind section, see
page 7 of the Introduction.
MAKE CONNECTIONS
Students connect what they have read in the previous sections
with more specific points such as grammar explanations,
examples, exercising and testing, oral and written production
and other consolidation activities.
For more information on the MAKE CONNECTIONS section see
page 7 of the Introduction.
TAKE A CLOSER LOOK
This section provides information on the Past Continuous
tense. More information at http://www.englishpage.com/
verbpage/pastcontinuous.html
PAGE 95
10 +
Students read both sides of the chart and match the part
on the left with the part on the right to form complete
sentences.
(L.A.: to consolidate a new structure)
82 UNIT 3
Answers
While he was lighting the fire under the pot
the villagers brought different vegetables.
When he walked into the village the villagers
were closing doors and windows.
While the soup was cooking the old man was
telling them a story.
While he was talking they were all listening
attentively.
When he finished cooking they were all
standing in line with plates and bowls.
11 ++
Refer students back to the TAKE A CLOSER LOOK section.
They must pay special attention to the form of the Past
Continuous tense.
(L.A.: to consolidate lexical and grammatical content)
Answers
a. were you doing / was looking.
b. was the doctor operating / he was putting away.
c. was looking.
d. was crossing.
12 ++
Refer students back to Exercise 1 in this lesson. You might
want to review these words before they do the exercise.
(L.A.: to consolidate key words)
Answers
a. iii; b. ii; c. i; d. ii, ii
PAGE 96
HAVE A CHAT
See notes on page 7 of the Introduction.
13 + 22
Students read the written clues and match them with the
visual clues; then they complete the conversation
according to the visual clues. Play the recording for them to
check their answers.
(L.A.: to participate in a guide dialogue matching visual
and written clues)
Answers
See transcript
U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 83

TRANSCRIPT - ORAL PRACTICE 22 CHECK IT OVER!

Amy: So what were you doing yesterday when I called? Students take a fast critical look at what they have learnt in the
Helen: I was walking in the park with Jimmy, my little brother. lesson in three main areas:
Amy: But I called later on and you were still not in. • Listening
Helen: I was doing some shopping at the supermarket. • Speaking
Amy: Were you buying stuff for your birthday party? • Writing
Helen: No, I was buying some detergent. This is a section for the STUDENTS so teacher should intervene
Amy: Oh, I see. And why was your little brother crying as little as possible in this process.
when I arrived? For more information on the Check it over! section see page 7 of
Helen: He was crying because he fell into the mud in the park! the Introduction.

PAGE 98
14 + 22

Students listen to the recording and practise the conversation.
They role play the dialogue in front of their classmates.
(L.A.: to imitate a model conversation)
PAGE 97
FAST CHECK
15
Answers
a. when; b. when; c. while; d. while; e. when
WRITE IT DOWN
16 +
Students read the questions and look at the pictures. They
answer the questions in their notebooks and develop a
passage.
(L.A.: to write a passage following specific guidelines)
Answers
May vary
17 ++ FL
Using personal experience and offering own ideas, fast
learners ask two more questions similar to the ones in the
model provided in Exercise 16. They could be things like:
What were you doing when I called you last night? What
was your dad watching when you arrived home yesterday?
(L.A.: to relate content, previous knowledge and own
reality)
APPLY YOUR KNOWLEDGE
The purpose of this section is to put the different elements of
the unit together and check if they have been learnt.
The exercises have been structured to let students “gather”
together the subject matter of the unit and test it / try it as a
whole. This is also a place where teachers can see what the
outcome / impact of the unit as a whole has been.
1
Possible answers
Stella was eating a sandwich while Edna and
Robert were dancing. Deborah was standing
next to the window when Tony took the
picture, etc.
2
Answers
a. Stella was wearing a red dress.
b. I think Greg was drinking (students’own ideas)
c. Edna, Robert and George were enjoying the
party.
d. Jimmy was getting bored with the party.
e. It was Duncan’s party - he was opening the
presents.
3
Answers
a little / some baking powder, a little salt, a few
seconds, a lot of tiny tea biscuits, any sugar, a
little / some jam.

WE ARE WHAT WE EAT 83

U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 84
4 Zajac:
Answers
Mr. Rich: I was sleeping on the sofa.
Mrs Rich: I was washing my hands in the
bathroom.
Johnny Rich: I was reading some papers.
Judy Hill: I was making the beds.
Greg Jones: I was standing outside the house.
Probably the ring was not stolen, but Mrs. Rich
lost it. When she was washing her hands the
ring went down the drain.
PAGE 100
CHECK & CORRECT
This is an opportunity to re-examine difficult questions and fit
all the main pieces of the puzzle together into one coherent
picture. Here the Teacher can also look for errors and wrong
conclusions. This is an extra opportunity to correct them before
moving on to the subsequent unit. Please refer to the
Evaluation table and indicators at the beginning of this unit
(Teacher’s Book).
READING – EATING OUT THE JAPANESE WAY
1. a. Paragraph II ; b. Paragraph III; c. Paragraph I
2. a. False; b. True; c. False; d. False; e. True; f. False.
LISTENING – WHAT A CHEF HAS TO SAY
TRANSCRIPT 23
Reporter: What was your experience of cooking when you
were growing up?
Zajac: I come from a Polish family with a long history in
the business and cooking was natural for me.
Reporter: What was your reason for becoming a
professional cook?
Zajac: Passion. When I was a child, my parents always
told me I should be passionate about making a
living. “You work all your life so be happy with
your choice”, they said. And I’m very thankful for
their advice.
Reporter: Can you tell us a funny kitchen incident?
84 UNIT 3
Once my sister invited me to a dinner in her house
and while she was upstairs, the dog ate the food.
When I arrived, nothing was ready and she knew
I’d complain about the food. She knows that
when I’m a guest I expect nice food. Finally, after
giving me some bread with a little ham and
cheese she told me about the dog! And I looked at
her and said, “Well then, let’s eat the dog!”
Reporter: In your opinion, what are the most important
elements of a recipe?
Zajac: A few simple points. First, good ingredients. Then,
keep it simple. Pay attention to details and go
slowly. Next, enjoy what you are doing. And
finally, remember, when you feed people, the
most important thing you give them is love.
Reporter: Thank you so much for your time, chef Zajac.
Source: Interview with Don Zajac, professional chef at the
“Reluctant Gourmet”
3. b.
4. a. What was your experience of cooking when
you were growing up?
b. When I was a child, my parents always told
me I should be passionate about making a
living.
c. While she was upstairs, the dog ate the food.
d. When you feed people, the most important
thing you give them is love.
5. 1 – a.; 2 – b.; 3 – d.; 4 – e.; 5 – c.
LANGUAGE
6. a. who makes bread and cakes.
b. which / that protects us from the rain.
c. which / that you made for me.
7. a. How far from the capital is the village where
Zajac grew up?
b. How long does it take to get from your town
to Santiago?
c. How much milk do we need to make this big
cake?
d. How much time do we have to do this
exercise?
U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 85

8. (Several options are possible) FINAL CHECK

While she was driving the car her husband was
sleeping in his seat / her husband was looking
at the map and giving her directions.
When she stopped the car her husband was
looking at the map and giving her directions.
While they were looking for the place it started
to rain / her husband was looking at the map
and giving her directions.
When she finally found the place it started to rain
/ a policeman came to ask her for her documents.
9. many – some / a few – some / a few – some / a
few – some – little
This part provides the students with feed-back on how much they
have learnt and puts them in a position to make an assessment of
their work. Most learners, by getting involved with evaluation,
come face to face with their learning problems and consciously try
to tackle them. Self-evaluation requires of students to be more
self-conscious about the changes they are experiencing,
motivates them to form a realistic and honest awareness of their
own work and to try to take responsible steps in solving their own
problems. Self-evaluation enables the learner to become an
independent learner as well as an independent thinker.

WRITING
10. Answers will vary, so check individually.
You can use the Writing Rubric or you can
assign points according to these criteria.
7 – 8 points: student can write four questions
about his / her favourite recipe, using the
correct language structures and without
grammar or spelling mistakes.
5 – 6 points: student can write three
questions about his / her favourite recipe,
using the correct language structures, with a
minimum of grammar or spelling mistakes.
3 – 4 points: student can write one or two
questions about his / her favourite recipe,
using correct language structures, but makes
grammar and spelling mistakes and makes no
use of textual references.
1 - 2 points: student can write questions
about his / her favourite recipe, he / she
doesn’t use the correct languages structures,
and makes a lot of grammar and spelling
mistakes.

SPEAKING
11. Chef A: How much time do we have to cook?
Chef B: About 2 hours. The guests are coming
at around 9 p.m.
Chef A: How many people are coming?
Chef B: Ten, five men and five women.
Chef A: How long is the party going to last?
Chef B: I’m not sure but I think until midnight.
Chef A: So we will need to book a cab to take
us back to the hotel.
Chef B: How far is the hotel from here?
Chef A: Only about 20 blocks.

WE ARE WHAT WE EAT 85

U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 86

EXTRA TEST UNIT 3

READING - UNDER THE COVER

Unlike other cookbooks published by the same publisher,
“The Essential Eating Well Guide” is a disappointment.
On the positive side, the recipes include useful features such
as notes on preparation time, start to finish time, and special
tips. And, as the title suggest, the book is dedicated to
healthy eating and has each dish marked with the calories,
cholesterol, carbohydrates, protein, fibre and sodium
content. And for the reader searching for dishes appropriate
for specific diets such as low carbohydrate, high fibre, etc.,
there is a handy “Healthy Weight-Loss Index” that allows the
reader to easily locate dishes that match their dietary
objectives and needs.
However, there is much more on the negative than on the
positive side. The appearance of the cover of the book offers
nothing to tempt the reader to explore its pages. The colours
are monotonous and uninteresting. The pages of the book
are smudged and dark and look as if they were photocopies.
The stars used for the difficulty of the dish (1 star for easy, 3
for medium and 5 for very difficult) do not really match the
complexity of preparation. In general, the recipes are a
repetition of what we saw in other books by the publisher.
There is no innovation, no imagination and above all, they
use the same old ingredients!
And finally, which I find most notorious, is the price of the
book. It is outrageously expensive. To be honest, in my
opinion as a professional cook, I would not buy the book for
anything in the world. It’s a total waste of your money.

1 Read the text and choose the correct answer for each 2 Read the text again. Write three positive and three
question. (3 points) negative comments on the guide. (6 points)
a. What kind of text is it? Positive:
i. A report. a. __________________________________
ii. A review. __________________________________
iii.A letter. b. __________________________________
__________________________________
b. What is the writer’s opinion of the book? c. __________________________________
i. It is a very good and informative book. __________________________________
ii. It is a complete waste of the reader’s money.
iii.It has some good and some bad parts. Negative:
a. __________________________________
c. What is the writer’s profession? __________________________________
i. He / she is a journalist. b. __________________________________
ii. He / she is a publisher. __________________________________
iii.He / she is a chef. c. __________________________________
PHOTOCOPIABLE

__________________________________

86
U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 87

LISTENING – THE SMELL OF SOUP 6 Complete these sentences with a little, a few, much, many,
3 Listen to the story and choose the best answer. or a lot of (6 points)
(6 points) a. There isn’t ____________ bread in the cupboard.
a. What did the poor man have? b. I need _____________ tomatoes but only
i. Soup. __________ lemons.
ii. Bread. c. How ____________ hot dogs are you going to eat?
iii.Nothing. d. I always drink coffee with __________ milk for
b. What kind of food did he see in the restaurant? breakfast.
i. Soup. e. My mother didn’t prepare ___________soup. She
ii. Meat. didn’t know you were coming.
iii.Bread.
c. Why did he hold his hand over the soup? 7 Complete each sentence with the correct relative pronoun.
i. To get a little bit of steam. (5 points)
ii. To warm his hand.
iii.To make the restaurant owner angry. a. I’m reading a book ___________ is very interesting.
d. Where did the restaurant owner take the poor man? b. That’s the house _____________ my mother was
i. To court born.
ii. To another restaurant c. My brother has a friend ___________ is from Brazil.
iii.To his house d. Carbohydrates and vitamins are nutrients ________
e. What did the judge do with the coins? our body needs.
i. She gave them to the restaurant owner. e. I always eat snacks in the middle of the morning
ii. She made a noise with them. __________I make a break.
iii.She gave them to the poor man.
f. What was the payment for the smell of the soup? SPEAKING
i. The sound of money. 8 In pairs, ask and answer questions about the ingredients
ii. A few coins. you need to prepare these two Chilean dishes.(10 points)
iii.There was no payment.
Sopaipillas Chilean-Style Beans
4 1 cup boiled 2 cups beans
Listen again. Number these events in the order they
mashed pumpkin 2 cups sweet yellow pumpkin
happened. (4 points)
1/3 a butter stick 2 cups corn kernels
a. The poor man ate the bread that smelt of soup. 1/4 cup water 2 lts. water
b. The restaurant owner took the man to court. 1 teaspoonful salt 2 tablespoonfuls oil
c. He saw a pot of soup in a restaurant. 1/4 cup milk 1/2 cup chopped onion
d. A poor man had only a piece of bread to eat. 1 kg. flour 2 garlic cloves
1/2 teaspoonful 1 tablespoonful paprika
LANGUAGE baking powder 1 green pepper
5 What was Jennifer doing when Jim took these photos in
Europe? Write sentences in the Past Continuous Tense.
(5 points) WRITING
a. walk around London 9 Write a short review of a restaurant you know. It can be a
PHOTOCOPIABLE

b. go to the top of the Eiffel Tower fast food restaurant or any other restaurant. (10 points)
c. take a tour of Barcelona
d. eat hot dogs in Berlin Your 1 - 19 20 - 40 41 - 55
e. visit the Kremlin in Moscow result: Not too good Acceptable Great!

WE ARE WHAT WE EAT 87

U3-GUIA ING 2JO (068-088).qxd 4/12/09 15:32 Página 88
ANSWERS TO EXTRA TEST UNIT 3
READING - UNDER THE COVER
1. a. – i.; b. – ii.; c. – iii.
2. Possible answers
Positive comments:
• The recipes include useful features such as notes on
preparation time, start to finish time, and special tips.
• The book is dedicated to healthy eating and has each dish
marked with the calories, cholesterol, carbohydrates,
protein, fibre and sodium content.
• There is a handy “Healthy Weight-Loss Index” that allows
the reader to easily locate dishes that match their dietary
objectives and needs.
Negative comments:
• The appearance of the cover of the book doesn’t tempt the
reader to explore its pages.
• The colours are monotonous and uninteresting.
• The pages of the book are smudged and dark and look as if
they were photocopies.
• The stars used for the difficulty of the dish (1 star for easy,
3 for medium and 5 for very difficult) do not really match
the complexity of preparation.
• The recipes are repeated and they use the same old ingredients.
• It is too expensive.
LISTENING - THE SMELL OF SOUP
TRANSCRIPT 24
Narrator: One day, a very poor man, who had only
one piece of bread to eat, was walking
past a restaurant. In the restaurant he
saw a large pot of soup on a table near
the door. The poor man took his piece of
bread and held it over the soup, so the
steam from the soup went into the bread,
and gave it a good smell. Then he ate the
bread. The restaurant owner was very
angry at this, and he asked the man for
money, in exchange for the steam from
the soup. The poor man had no money, so
the restaurant owner took him to court.
The judge, who was a clever woman,
thought about the case for a little while.
Then she took some money from her
pocket. She held the coins next to the
restaurant owner’s ear, and shook them,
so that they made a jingling noise.
88 UNIT 3
Restaurant owner: What do you think you are doing?
Judge: That was payment for you.
Restaurant owner: What do you mean? That was just the
sound of coins and not real money!
Judge: The sound of the coins is payment for the
smell of the soup. Now stop bothering
and go back to your restaurant.
3. a. – ii.; b. – i.; c.- i.; d. – i.; e. – ii.; f. – i.
4. d. – c. – a. – b.
LANGUAGE
5. a. She was walking around London.
b. She was going to the top of the Eiffel Tower.
c. She was taking a tour of Barcelona.
d. She was eating hot dogs in Berlin.
e. She was visiting the Kremlin in Moscow.
6. a. much; b. a lot of – a few; c. many; d. a little; e. much
7. a. that; b. where; c. who; d. which; e. when
SPEAKING
8. You can assign points according to these criteria:
8 – 10 points: student can ask and answer questions
expressing quantities with correct pronunciation, normal
hesitation and no grammar mistakes.
5 – 7 points: student can ask and answer questions
expressing quantities with correct pronunciation and a
minimum of hesitation and grammar mistakes.
3 – 4 points: student can ask and answer questions
expressing quantities with appropriate pronunciation, but
hesitates and makes some grammar mistakes.
1 - 2 points: students can’t ask and answer questions
expressing quantities, hesitates a lot and makes a lot of
grammar mistakes.
WRITING
9. You can assign points according to these criteria:
8 – 10 points: student can write a review, using correct
textual references and without grammar or spelling mistakes.
5 – 7 points: student can write a review, in good English,
with a minimum of grammar or spelling mistakes.
3 – 4 points: student can write a short review, but makes
grammar and spelling mistakes and makes no use of textual
references.
1 - 2 points: student can’t write a coherent review, and
makes a lot of grammar and spelling mistakes.
U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 89

IN THIS UNIT YOU WILL LEARN TO:
Reading: Summarise a text using questions / Summarise a
text using headings / Identify type and source of text / Scan
a text for specific information to complete a task
Listening: Follow oral instructions to complete the order of
events / Match oral instructions with visual clues / Match a
cause and effect in a recorded text / Identify specific
information to fill in a graphic organiser
Production: Suggestions and replies / Plans for the future /
Talking about wishes and regrets / Making complaints
Functions: Referring to personal experiences / Expressing
hopes and disillusion / Expressing wishes and regrets
YOU WILL ALSO USE THE FOLLOWING TEXT TYPES:
News-based anecdotes / Instructions / A myth / An interview / An
advertisement
YOU WILL ALSO LEARN:
Grammar: Going to to express the future / The use of wish / The
use of would like to
Vocabulary: Make vs. do / Vocabulary related to professions and
work / Giving and following instructions for different machines
YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES:
The importance of doing a job well

Development
Lesson 1 two to three class periods
Lesson 2 two to three class periods
Lesson 3 two to three class periods
Lesson 4 two to three class periods
Apply your knowledge one class period/alternatively homework activity
Check and correct and final check one class period plus some home activity

Didactic resources and methodology tips

• Teacher can use photographs, cut-outs, instruction manuals both in Spanish and English. Usually, any
instructions manual published today comes in several languages including English.
• A book or a part of Greek/Roman mythology or myths printed from the web.
• Local newspapers to provide anecdotal stories. A good source of “quirky” stories is www.ananova.com
• Chilean myths and legends
• Interviews from the web or newspapers to talk about personal experiences
• Useful materials for this unit are:
1. Lists of adverbs
2. Dictionaries
3. Glossaries
4. Definitions
5. Printed handouts
6. Library material
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL! 89
U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 90

Types of evaluation Indicators

Continuous / informal Students carry out reading and listening activities, take part in conversations, and produce written texts.
Check it over Students analyse their performance in the speaking, reading, listening and writing activities, and decide if
Self - evaluation they need more work, if they did ok or if they did really well.

Check & Correct Reading: Students locate missing information, relate text and visuals and identify specific information.
Unit evaluation Listening: Students discriminate sounds and extract specific information.
Language: Students going to, make/do and wish to express desires.
Writing: Students write wishes for the future.
Speaking: Students role-play a dialogue.
Students analyse their performance in the unit, give themselves points according to the frequency with
Final Check
which each criterion is observed and identify their situation.
Extra Test Reading: Students identify the general content, extract specific information and discriminate between
correct/incorrect and not mentioned information.
Listening: Students identify specific information and relate Speakers and speeches.
Language: Students use make/do, wish/would like to and going to.
Writing: Students write about the things they make/do well and about the things they wish/would like to
make/do well.
Speaking: Students exchange information about the things they make/do well and about the things they
wish/would like to make/do well with their partners.

PAGE 105 2
SET UP
Pair work. Students read the first definition in the chart
and then write similar definitions for the remaining
professions. Tell them to copy the chart in their notebooks.
1 Check orally.
Ask students who they consider “a professional”. What Possible answers
qualities must a professional have? Tell them to identify the Driver - a person who drives vehicles.
professions (pictures 1 – 5) and the situations (pictures 6 – Electrician - a person who works with electricity.
Engineer - a person who works with
10). Ask them to match the professionals and the
machinery.
situations.
Farmer - a person who works on a farm
Answers growing plants and breeding animals.
1 – 7; 2 – 10; 3 – 9; 4 – 6; 5 – 8 Hairdresser - a person who looks after and cuts
our hair.
Reporter - a person who reports news stories.
Translator - a person who translates words
from one language into another.

90 UNIT 4
U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 91
PAGE 106
DO IT WELL - MAKE IT BIG
READING
LESSON 1
Mi d a sound / look / smell or taste like. The central oval is used
n T e se r
This Mind Teaser provides information on the Guinness
World Records. Motivate students to find more interesting
cases of world records at
http://www.guinessworldrwecords.com
For more information on the Mind Teaser, see page 7 of
the Introduction.
Danger
The difference between do and make is very important and
a source of many mistakes on the part of students. Teacher
can find more information as well as a full list of
expressions with do and make at
http://www.learnenglish.de/grammar/doormake.htm
For more information on the Danger section, see page 7 of
the Introduction.
THINK AHEAD
In this section, students get ready for the contents of the
lesson, make predictions and learn key vocabulary and
potential “danger” zones to look out for.
1 +
Ask students what we use adjectives for. Tell them to give you
examples or write a list of words (adjectives, nouns, adverbs
etc) on the board and ask them to identify the adjectives.
Then ask them to place the adjectives in the box along the
line according to size (from smallest to biggest).
For information on adjectives see
http://www.enchantedlearning.com/grammar/partsofspe
ech/adjectives
(L.A.: to use previous knowledge)
Answers
microscopic, diminutive, tiny, small, substantial,
big, huge,
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
You can find several great adjective exercises on the site
including word maps such as the one below that can be
adapted to several situations, for example adjectives to
describe your country, adjectives you would use to describe
your best friend, adjectives that describe what things
for the heading and the numbered ovals for the adjectives.
1
8 2
7 3
6 4
5
2 +
Ask students to read sentences a. – d. and identify those they
believe refer to personal experiences. How do they know?
(L.A.: to use previous knowledge and personal experience)
Answers
a., c. They are in the first person singular. They
use the pronoun I.
3 ++
Ask students to describe the two pictures. What kind of
story do they think they depict? What is unusual about the
pictures? Do not check answers at this point.
(L.A.: to predict contents from visual clues)
4 ++
Make sure that students study the Danger note before
doing this exercise. Check orally.
(L.A.: to identify special collocations)
Answers
a. make; b. doing; c. done; d. doing, make
Digital resource
See page 7 of the Introduction.
91
U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 92

PAGE 107 Answers

9: hours to complete Couch’s journey
GO AHEAD 13: kilos of flour needed for the scone
100: how old the recipe is
Bear it in mind 150: the number of balloons the chair is tied to
318: the distance of the balloon journey
Ask the students to read and discuss the section in pairs. 700: the times the scone is bigger than a
Encourage them to give more examples with both normal scone
structures and write some on the board. For more
information on the Bear it in mind section, see page 7 of
the Introduction. 9 ++
Tell students to identify the food in the pictures. Then they
read the first text again to find the elements needed to
5 + make the giant scone.
Students read the two texts and check their predictions in (L.A.: to scan a text for specific information)
Exercise 3. Answers
(L.A.: to check and validate predictions) Needed: 1 (butter); 2 (cream); 5 (flour);
Answers 6 (strawberry jam); 7 (milk); 8 (sugar).
May vary Not needed: 3 (chocolate); 4 (eggs).

6 + 10 ++
Students identify the source and type of the two texts. In this case the teacher can use the star diagram to make
How can they validate their decision? Does the headline the task easier and more graphic for students.
help them to decide? Why? Star diagrams are a type of graphic organiser that
(L.A.: to identify type and source of a written text) condense and organise data about multiple characteristics
Answers of a single topic. Star diagrams are useful for basic
b. brainstorming about a topic or simply listing all the major
traits related to a theme.
For example, a star diagram can be used to create a graphic
7 +
display describing all you know about an animal (how big
Students read the four options then go back to the texts it is, where it lives, what it eats, how it breeds, etc.) A star
and choose the best answer. diagram can also be used to describe the key points of a
(L.A.: to get general information) story or event, noting the 5 W’s: who, when, where, what,
Answers and why.
b.

8 ++
Who
The teacher should be aware that there are different types
When Where
of reading and they serve different types of purposes. Story
Intensive reading - understanding every word that is read.
Extensive reading - trying to get the main idea of a text.
Scanning - looking for specific information in a text What Why
Skimming - or speed reading used to quickly identify the
main ideas of a text.
(L.A.: to scan a text for specific information)

92 UNIT 4
U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 93

To make it simpler for the students you can make the star
organiser like this (making it big enough to write in).
11 +
Make sure that students understand and can use the
structure before going to the exercise.
(L.A.: to apply a new grammar structure)
Answers
a. is going to be; b. are going to eat; c. is going
to share; d. is going to take part

12 ++
Read the questions with the class and revise the
Students write their questions in the ovals around the topic
information in the TAKE A CLOSER LOOK section. Check
of the story.
answers orally.
(L.A.: to summarise a text using questions)
(L.A.: to consolidate a structure and lexical items)
Answers
Answers
Story I Story II Will vary, but check that the structure is used
correctly and that the answers correspond to
Who? Mrs. Hallet and her Ken Crouch the questions.
family
When? Today In two days' time
What? A giant scone Fly in a chair tied to 13 +
Where? Torquay / Torquay 150 huge party Suffixes are an important part of language learning. They
Food Festival balloons are used to form new words and denote knowledge of the
Why? A dream, a wish Oregon, USA.
language. A suffix is an affix that is added to the end of a
A childhood dream
word that conditions its usage or meaning.
PAGE 109 A comprehensive list of suffixes and examples can be found
at http://www.learnenglish.de/grammar/suffixtext.htm
MAKE CONNECTIONS
(L.A.: to consolidate key lexical items)
Students connect what they have read in the previous Answers
sections with more specific points such as grammar baker - holder – creator – farmer –
explanations, examples, exercising and testing, oral and correspondent – owner – reporter
written production and other consolidation activities.
For more information on the MAKE CONNECTIONS section
see page 7 of the Introduction. 14 ++
Ask students to read the example before doing the
TAKE A CLOSER LOOK
exercise. Students re-write the sentences in their
This section deals with the going to + infinitive structure to notebooks. Check orally.
express future actions. More information on the structure (L.A.: to consolidate a structure following a model)
plus some exercises at http://www.englishclub.com/ Answers
grammar/verbs-m_future-gt.htm a. We’ve got to / We have to wash our car.
b. We’ve got to / We have to hurry up.
c. You’ve got to / You have to tell the truth.
Bear it in mind
d. Ken’s got to / Ken has to shoot 50 balloons.
Ask the students to read and discuss the section in pairs
and then elicit comments and conclusions. Encourage them
to mention other professions, identifying the suffix.

WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL! 93

U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 94

PAGE 110 Answers

FAST CHECK
15 25
As this is an evaluation instance, make sure students know
what they have to do and give them time to complete the
exercise on their own. Let them know that you are going to
play the recording for them to check answers. If necessary,
you can ask different students to write them on the board.
Answers
a. are going to organise
b. are going to buy
c. are going to invite
d. is going to take
e. is going to rain
HAVE A CHAT
16 25
You can play the recording again to make sure students
have the complete correct conversation. Then play the
recording again, with pauses, for students to repeat the
different exchanges.
TRANSCRIPT - ORAL PRACTICE 25
Jack: Have you made up your mind yet?
Bella: Yes, we’re going to organise a picnic.
Jack: Good idea. How about the food?
Bella: We’re going to buy some simple finger food:
sandwiches, veggie sticks and soft drinks.
Jack: And the guest list?
Bella: We’re going to invite the whole class and a few teachers.
Jack: The only problem is transport.
Bella: Greg’s mother has a minibus and she’s going to take us all.
Jack: Well, everything’s solved then!
Bella: Oh, no! Look at the clouds, Jack! It looks as if it’s going
to rain!
Mrs Hallet
I’m a baker and I have a little bakery in Torquay.
I usually make normal bread and cakes but this
year I want to make a giant scone which I’m
going to donate to the Torqay Food Festival.
This is going to be the biggest scone in the
world and I’m going to be in the Guinness Book
of Records.
Ken Crouch
I’m a garage owner but I’ve always wanted to
fly. So I’m going to fly across the desert in a
chair tied up to lots of huge party balloons. I’m
going to land softly on a field by shooting the
balloons one by one. My wife and son are
going to follow my journey overland in a jeep.
After I land I’m going to be interviewed by
national and international journalists.
PAGE 111
WRITE IT DOWN
See notes on page 6 of the Introduction.
18 ++
This is a shorter exercise than what is usually given as a writing
assignment. It is best done in class. Check for spelling and
grammar mistakes. Encourage students to add extra details.
(L.A.: to express own ideas in writing)
PLAY IT
Read the instructions with the class and do the first words as an
example.
Answers
oven – baker – scone – milk – sugar – cream –
jam – flour – bake – butter
CHECK IT OVER!

17 + FL Students take a fast critical look at what they have learnt in the
The two texts are told from the point of view of the two lesson in three main areas:
protagonists – they express personal experiences. Tell • Reading
students to pay attention to the first person singular, • Speaking
personal adjectives such as I, my, etc. • Writing
(L.A.: to summarise texts that express personal This is a section for the STUDENTS so teacher should intervene
experiences) as little as possible in this process.

94 UNIT 4
U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 95

PAGE 112
FOLLOW THE INSTRUCTIONS
LISTENING
LESSON 2
THINK AHEAD
In this section, students get ready for the contents of the
lesson, make predictions and learn key vocabulary and
potential “danger” zones to look out for.
1 +
Following instructions in any language is an important
part of our personal and professional lives. Instructions are
given to us on a daily basis - we need to know how to use a
machine, how to complete a form, how to prepare a recipe,
how to do homework. Students will use these skills in any
language they speak so it is important that they learn how
to follow instructions.
(L.A.: to match visual clues with written instructions)
Answers
a. ii. – iii. – i.
b. ii. – iv. – i. – iii.
2 ++
Talk to students about the cause and effect relationship.
You can use some of the graphic organisers provided below
to practise.
Cause and Effect diagrams, also called sequence of events
diagrams, describe how events affect one another in a process.
The student must be able to identify and analyse the
cause(s) and the effect(s) of an event or process. In this
process, the student realises how one step affects the
other. This type of diagram is very useful in science
projects, for example, and it would help students to learn
the different types.
Disjointed events - in which each cause has one effect.
Cause Effect
For example: if you press the P key on the keyboard the
computer will type the letter P.
One cause leading to various events - in which one
cause has multiple effects.
Effect
Cause
Effect
For example: if you rub a match against the side of a box it
will either light or not.
Multiple causes leading to one event - in which
multiple causes have one effect (a fishbone diagram can be
used for these).
Cause
Effect
Cause
For example: A glass will break (effect) if you drop it or hit
it against something.
Chain of events - in which one event causes another,
which triggers another, etc., like the domino effect.
Cause Effect/Cause Effect/Cause Effect
In this exercise students can apply what they have learnt in
other subjects or what they know from personal
experience.
(L.A.: to connect a topic and previous knowledge)
Answers
She presses the button on the microwave. The
machine starts working.
I dial a number. John answers the telephone.
Susie turns the taps on. Water comes out.
I put a card into the slot. Money comes out.
George turns the light on. The room gets brighter.
PAGE 113
3 +
Students read the dialogues and express their opinions based
on what they know or are aware of. Help them notice the
difference between hope / expectation (you want something
to happen) and regret (you feel sorry about something that
happened or not happened; you did or didn’t do).
(L.A.: to use personal opinions and previous knowledge)
Answers
a. hope / expectation; b. regret;
c. expectation; d. regret
4 +
It is important for students to interact with a text before,
during, and after reading, listening, or viewing by:
• setting a purpose.
• previewing the text.
• making predictions.
• asking questions.

WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL! 95

U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 96

• locating information for specific purposes. Man: Yeah, it does look like a dog!
• making connections. Instructor: You can draw eyes, a nose and a mouth and
In this exercise students use various clues to establish / you’ll get a really dog-like face!
guess the subject of the listening text. Do not check Woman: What are we going to do next class? Hopefully a
answers at this point. more complex design.
(L.A.: to predict the subject of a listening text using various clues)

GO AHEAD 5 + 26

Students listen to the instructions and check their

TRANSCRIPT - FOLLOW THE INSTRUCTIONS 26
predictions in Exercise 4.
(L.A.: to check and validate predictions)
Instructor: Welcome to our workshop. I hope that you are all
going to enjoy today’s lesson. Thank you for Answers
b.
taking the time to come and learn how to do
origami. I see a hand raised at the back. Yes?
Man: Can you tell us about the origin of origami? 6 ++ 26
Instructor: Well, we know that the art began as Chinese paper Students listen to the recording and place the pictures
folding. Japanese origami began in the 6th century (1 – 6) in the order they are described in the instructions.
when Buddhist monks from China carried paper to (L.A.: to identify sequence of events)
Japan. Yes, I see another hand in the air.
Answers
Woman: What’s the plan for today? 1–6–5–3–4-2
Instructor: We are not going to do anything complicated in
the first class. I’m going to show you some basic
shapes and then we can continue in future 7 ++ 26
lessons. Do you all have your pieces of paper? Order
Voices: Yes! 1st 2nd 3rd 4th 5th 6th
Instructor: OK, let’s start. First, prepare a square piece of
paper. Like this – you see? You can use coloured
paper like mine. If you put the coloured side face
down on the table you will get a white square. Oh
dear, careful with those scissors! They’re going to
Draw six squares or rectangles (shown above) on the board
fall from the desk!
and ask students to listen and place instructions a. – f. in
Man: Sorry, I hadn’t seen them.
order and then match them with pictures 1 - 6.
Instructor: You’ve got to be careful with sharp objects. I’m
afraid I can’t go to each individual student because
Chain diagrams, also called sequence of events diagrams,
we don’t have too much time but you may come to
are organisers that describe the stages or steps in a
the table and have a look. Next, we fold the paper
process.
along the diagonal line to make a triangle. Now,
Students must be able to identify the first step in the
fold the corners together and then unfold so you’ll
process, all of the resulting stages in the procedure as they
get a crease, as I’m showing you.
unfold, and the outcome (the final stage). In this process,
Woman: What’s a crease?
the student realises how one step leads to the next in the
Instructor: A crease, a pleat or a fold – or a line. Like this.
process, and eventually, to the outcome. Chain diagrams
Then fold the dog’s ears down, using the crease
are useful in examining linear cause-and-effect processes
line as a guide. Finally, fold the top and bottom of
and other processes that unfold sequentially.
the head, away from you. Your dog is ready!
(L.A.: to organise information according to order)

96 UNIT 4
U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 97

Answers 11 ++ 26

Order 1st 2nd 3rd 4th 5th 6th Read the questions with the class and encourage students to try
Instruction b f c e a d and answer them in their groups from what they remember.
Picture 1 6 5 3 4 2 Play the recording again for students to check their answers.
(L.A.: to get specific information)
Answers
a. Origami. b. China. c. Buddhist monks.
d. Not to do anything complicated.
8 ++ 26

Ask students to read the words in the box then play the 12 + 26
recording again. Tell them to write the words that the Refer students back to Exercise 3 before listening to the
person uses to give the instructions. recording again.
(L.A.: to listen for specific information) (L.A.: to find specific information)
Answers Answers
first, next, now, then, finally I hope; Oh dear

9 +++ 26 Digital resource

Students require some analytical skills to complete this
task. Give them plenty of time and play the recording as
many time as required. Refer them back to Exercise 2 on
page 112.
(L.A.: to apply analytical skills)
Answers
Cause Effect
If you put the coloured side face down on the
table you get a white square.
We fold the paper along the diagonal line to
make a triangle.
Fold the corners together and unfold so you’ll
get a crease, as I’m showing you.
You can draw eyes, a nose and a mouth to get a
really dog-like face.
See notes on page 7 of the Introduction.
PAGE 115
MAKE CONNECTIONS
Students connect what they have read in the previous
sections with more specific points such as grammar
explanations, examples, exercising and testing, oral and
written production and other consolidation activities.
For more information on the MAKE CONNECTIONS section
see page 7 of the Introduction.
TAKE A CLOSER LOOK
This section provides more information on the use of going
to + infinitive.

10 ++ 26
Ask students to read the part of the sentence provided before
playing the recording again. Check their answers orally.
(L.A.: to listen for specific information)
Answers
a. I hope that you are all going to enjoy today’s
lesson.
b. Can you tell us about the origin of origami?
c. I’m going to show you some basic shapes.
Danger
Draw students’attention to this section and elicit more
examples from them. If they like listening to songs in English
they may have heard expressions like: I’m gonna tell her,she’s
gonna leave me, they’re gonna be sad, etc. Draw a chart with
two columns on the board and ask students to write the
examples on the left column; ask different students to write
the correct sentences on the right column.
For more information on the Danger! section, see notes on
page 7 of the Introduction.

WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL! 97

U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 98

13 ++ TRANSCRIPT - ORAL PRACTICE 27

Refer students back to the TAKE A CLOSER LOOK section
in Lessons 1 and 2. Joel: What are you going to do first of all?
(L.A.: to apply and consolidate a new grammar structure) Billy: Well, first of all I’m going to sleep a lot.
Answers Joel: And what are you going to do second?
a. are going to paint Billy: Second, I’m going to have a big breakfast!
b. is going to have Joel: And what are you going to do after that?
c. are they going to do, are going to build Billy: After that, I’m going to watch some TV, read the
d. is going to rain morning papers, go for a long walk and then I’m
e. Are you going to visit, am going to stay going to have a nice lunch.
f. is Kelly going to study, is going to apply Joel: And next? What are you going to do next?
Billy: Next, I’m going to get together with some friends to
play cards and video games.
14 + FL
Joel: And what are you going to do at the end of the day?
Refer students back to Exercise 8 on page 114. Billy: And finally, I’m going to go to a party or a disco and
(L.A.: to use connectors of sequence) I’m going to dance all night long.
Answers Joel: I see that your weekend is going to be very busy.
First, second, next, last Billy: I hope so!

PAGE 116 PAGE 117

HAVE A CHAT
See notes on page 7 of the Introduction.
15 27
a. Students work in pairs, identify the activities in the
pictures and choose the possible order in which the
activities will be mentioned in the conversation. Play the
recording once or twice for them to check their ideas.
(L.A: to identify sequence of information)
Answers
7–3–8–6–2–4–5–1
b. Read the incomplete conversation with the class. Tell
them to work in pairs to complete it with appropriate
questions. Play the recording again, once or twice for
them to check and correct their answers.
(L.A: to ask appropriate questions using contextual clues)
Answers
See transcript.
16 +
Students listen again, practise the conversation and then
role play it. They can add or replace the sentences with
personal information about their own weekend.
(L.A.: to imitate a model of pronunciation)
FAST CHECK
See notes on page 6 of the Introduction.
17 a. Where is Jane going to travel?
b. What is Kate going to buy?
c. When is it going to snow?
d. Who is going to ask the teacher to postpone the test?
e. Why are you going to organise a party?
WRITE IT DOWN
See notes on page 6 of the Introduction.
18 ++
Students can work in pairs or individually.
(L.A.: to write instructions following a provided model)
Answers
May vary

98 UNIT 4
U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 99
CHECK IT OVER!
Students take a fast critical look at what they have learnt in the
lesson in three main areas:
• Listening
• Speaking
• Writing
This is a section for the STUDENTS so teacher should intervene
as little as possible in this process.
PAGE 118
HOLDING THE WORLD ON
YOUR SHOULDERS
READING LESSON 3
Mi d a detail at http://www.greekmythology.com.
n T e se r
This Mind Teaser provides information on words from
Greek used in English, which, in general, are also used in
Spanish. Motivate students to read the information impairs
and then find the Spanish equivalent of the words
mentioned. Encourage them to find more examples in
encyclopaedias or on the Internet.
If this is difficult for students, you can write these examples
on the board, ask them to find their Spanish equivalent and
/ or classify them under the categories provided in the
Student’s Book:
abacus – academy – acrobat – aerobic – aeronautics –
agony – amnesia – amnesty – anecdote – anorexia –
barometer – bicycle – bulimia – category – chemistry –
Christ – chromosome – comedy – delta – dinosaur –
dolphin – echo – economy – epidemic – euphoria –
galaxy – giant – gorilla – harmony – helicopter –
hemisphere – history – hygiene – hypocrisy – hypothesis
– hysteria – isthmus – kilogram – larynx – mechanic –
melody – melon – metamorphosis – method – microbe –
monarchy – music – mystery – narcotic – ocean – olive –
orchestra – panic – panorama – patriot – pedagogy –
philosophy – physics – planet – plastic – problem –
pseudonym – rhinoceros – rhythm – sarcasm – statistics –
symbiosis - synthesis – talent – telephone – theory –
trauma – utopia – zodiac – zone, etc.
For more information on the Mind Teaser, see page 7 of
the Introduction.
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
THINK AHEAD
In this section, students get ready for the contents of the
lesson, make predictions and learn key vocabulary and
potential “danger” zones to look out for.
1 +
It is possible that students are familiar with Greek or
Roman mythology from their Lenguaje y Comunicación
classes. If not, explain what a myth is and where they can
find more examples both Chilean and foreign.
A myth is a traditional sacred story, typically revolving
around the activities of gods and heroes, whose purpose is
to explain a natural phenomenon or cultural practice.
Greek mythology with its main protagonists is explained in
Ask them if they know what a Trojan means in modern
language. In computers, a Trojan horse is a program in
which a malicious or harmful code is contained inside
apparently harmless programming or data in such a way
that it can get control and do its chosen form of damage,
such as ruining files on the hard disk.
(L.A.: to relate previous knowledge to visual and written
clues)
Answers
1 – b. 2 – a. 3 – c.
2 +
If students don’t know any myths, be prepared to tell them
one. You can access more Greek myths at
http://www.greekmythology.com. or Chilean myths at
http://www.mapsofworld.com/chile/culture/chilean-
mythology.html,
http://en.wikipedia.org/wiki/Chilean_mythology
Alternatively you can assign this as homework in a previous
class.
As the purpose of this activity is to create a link between
the contents of the lesson and students’ own reality, accept
the use of Spanish if necessary.
(L.A.: to relate topic and own reality)
Answers
May vary
99
U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 100
3 ++
The relationship between words and meanings is
extremely complicated, and belongs to the field of
Semantics. Traditionally, grammarians have referred to the
meanings of words from two points of view:
denotation: the literal meaning of the word
connotation: an association (emotional or otherwise)
which the word evokes
Please study the following example of three connotations:
Negative: There are over 2,000 vagrants in the city.
Neutral: There are over 2,000 people with no fixed
address in the city.
Positive: There are over 2,000 homeless in the city.
All three of these expressions refer to exactly the same
people, but they will invoke different associations in the
reader’s mind: a “vagrant” is a public nuisance while a
“homeless” person is a worthy object of pity and charity.
(L.A.: to identify the connotation of key lexical items)
Answers
Positive: chief, favour, fine, smart.
Negative: lie, naïve, terrible, vengeful.
Neutral: weight, apple, basket, quiet.
4 ++
It is important for students to interact with a text before,
during, and after reading, listening, or viewing by:
• setting a purpose.
• previewing the text.
• making predictions.
• asking questions.
• locating information for specific purposes.
• making connections.
In this exercise students use lexical clues to establish / guess
the subject of a lesson. Do not check answers at this point.
(L.A.: to predict contents from key lexical items)
Digital resource
See notes on page 7 of the Introduction.
100 UNIT 4
PAGE 120
GO AHEAD
5 +
Students read the text once and check their predictions in
Exercise 4
(L.A.: to check and validate predictions)
Answers
May vary
Bear it in mind
See notes on page 7 of the Introduction.
Read this section with the class before doing Exercise 6.
Elicit more examples and write them on the board in two
columns: Headings and Titles.
6 ++
Generally, a title or a heading is a very brief summary of a
paragraph or a full text. Summarising is an important skill
which is often used when researching, gathering or
presenting information and here the process is done in
reverse - students must match the “summary” (heading)
with the corresponding text. Tell students to concentrate
on the key aspects of each paragraph. For example: what is
the key aspect / main subject of paragraph I? The title must
be related to it.
(L.A.: to identify and summarise main idea and supporting
information)
Answers
a. is not used; b. Paragraph III; c. Paragraph II;
d. Paragraph I.
7 ++
Ask students to read the three sentences (a. – c.) before
going back to the test. Ask them if they can support their
answers with additional information.
(L.A.: to match information using textual clues)
Answers
a. (3); b. (2); c. (1); d. (4)
U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 101

8 +++
Students will need to apply some analytical skills to do this
task. Make sure that you help them out if they have trouble
finding the correct answer. Provide other examples on the
board.
(L.A.: to identify textual references)
Answers
a. i, b. i, c. ii, d. i
9 ++
Ask students to substantiate their answers. If , for example
they think that according to the author Zeus is unforgiving,
how have they arrived to this conclusion? Work a little with
synonyms to show similarities and also give more
examples of positive, negative and neutral connotations.
(L.A.: to identify tone and opinion)
Answers
a. i, b. i, c. i, d. ii
10 ++
Again, students must resort to their analytical skills.
Analytical skill is the ability to visualize, articulate, and
solve complex problems and concepts, and make decisions
that make sense based on available information. To test for
analytical skills one might be asked to look for
inconsistencies in an advertisement, put a series of events
in the proper order, or critically read an essay. In this
exercise students must try to think like the protagonist and
use a given structure to express their thoughts.
(L.A.: to apply a language content)
Possible answers
a. i, b. i, c. i, d. ii
11 ++ FL
See notes on analytical skills in Exercise 10 above.
(L.A.: to apply analytical skills)
Answers
a. Atlas; b. Zeus; c. Hercules

PAGE 121
PAGE 122
MAKE CONNECTIONS
12 ++
Students connect what they have read in the previous sections
Refer students to the TAKE A CLOSER LOOK section where
with more specific points such as grammar explanations,
they can find more information.
examples, exercising and testing, oral and written production
(L.A.: to practise and consolidate a structure)
and other consolidation activities.
For more information on the MAKE CONNECTIONS section see Answers
a. wish I had
page 7 of the Introduction.
b. wish I lived
TAKE A CLOSER LOOK c. wish I understood
d. wish I was
See notes on page 6 of the Introduction. e. wish I knew
This section provides additional information on the use of
wish to express wishes and regrets. Danger
More information and exercises on the use of wish can be
found at http://www.eslbase.com/grammar/wish See notes on page 7 of the Introduction.

WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL! 101

U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 102

13 + TRANSCRIPT - ORAL PRACTICE 28

Refer students to the Danger section on page 122 before
doing this exercise. Reporter: So Jenna, do you speak any foreign languages?
(L.A.: to find specific information and collocations through Jenna: Only English, but I wish I spoke French and Spanish.
scanning) Reporter: Why Spanish?
Answers Jenna: Because I wish I could travel around South
How are you doing today? America, but in fact I can’t.
What can I do for you? Reporter: What’s stopping you?
Can you do me a favour? Jenna: As an athlete I spend most of my time training. I
I have some urgent work to do. wish I had more time for a few hobbies.
I’ll do my best. Reporter: When do you think you’ll have more time?
Jenna: I wish I knew! I’m really busy now with the London
14 ++ Olympics coming.

Refer students to the Danger section on page 122 before

doing this exercise. HAVE A CHAT
(L.A.: to consolidate some collocations)
Answers 16 + 28

Juliet: I have to make a telephone call.
Steve: Who are you going to call?
Juliet: Sarah, she has not made a decision
about the party yet.
Steve: Don’t worry. You know that whatever
she does she always does her best.
Juliet: Yes, but time’s running out and I can’t
make exceptions for anybody. She has
to make up her mind.
Steve: It’s going to be OK. You made the plans
for the party a long time ago and
everything else is going fine.
Juliet: I’m sure you’re right. Hey, can you do
me a favour?
Steve: Sure.
Juliet: Can you make the arrangements for
the party balloons and the flowers?
Steve: Don’t worry. I will do all the work!
15 ++ 28
Play the recording with pauses for students to repeat and
imitate pronunciation, intonation and accentuation. Give
them a few minutes to practise in pairs and then invite
some students to role play the conversation in front of their
classmates.
(L.A.: to imitate a conversation model)
PAGE 123
FAST CHECK
17 ++
(L.A.: to review a new structure)
Answers (some variations are allowed)
a. wish I had one.
b. wish it was the weekend.
c. wish I could speak the language.
d. wish it was warm and sunny.
e. wish it was lunchtime.

Ask students to work in pairs. Allow sufficient time before

WRITE IT DOWN
checking with the recording.
(L.A.: to consolidate key vocabulary and structures through 18 ++
a guided conversation)
Writing has always been a difficult task for students
Answers especially when some own initiative is involved. You can
See transcript.
brainstorm ideas both for the introductory sentences and
for the expression of wishes and write them on the board.
(L.A.: to write sentences expressing own ideas imitating a model)

102 UNIT 4
U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 103

PLAY IT 3 ++
It is important for students to interact with a text before,
See notes on page 7 of the Introduction.
during, and after reading, listening, or viewing by:
• setting a purpose.
CHECK IT OVER! • previewing the text.
• making predictions.
Students take a fast critical look at what they have learnt in the
• asking questions.
lesson in three main areas:
• locating information for specific purposes.
• Reading
• making connections.
• Speaking
In this exercise students use provided statements (which
• Writing
they read and discuss) to establish / guess the subject of
This is a section for the STUDENTS so teacher should intervene
the text they are going to listen to. Do not check answers
as little as possible in this process.
at this point.
For more information on the Check it over! section see page 7 of
(L.A.: to predict the subject of a listening text)
the Introduction.

PAGE 124 GO AHEAD

I‘D LIKE TO APPLY
LISTENING
LESSON 4
THINK AHEAD
In this section, students get ready for the contents of the
lesson, make predictions and learn key vocabulary and
potential “danger” zones to look out for.
1 +
Ask students to read the definitions and try to match them
with the words in the box. Allow students to use dictionaries
and other aids. Students may work in pairs or small groups.
(L.A.: to identify and learn the meaning of key lexical items)
Answers
a. apply for; b. interview; c. applicant;
d. interviewer
2 +
Invite students to examine and describe the pictures. Then
they work in pairs and identify the text (a. – d.) that could
go with each picture (1 – 4). You can write this pattern on
the board:
I think the man / woman in picture ___ is saying _____.
(L.A.: to match visual and lexical clues)
Answers
1 – b., 2 – d., 3 - c., 4 – a.
TRANSCRIPT - I‘D LIKE TO APPLY 29
I
Interviewer: Good morning. Take a seat, please.
Carly: Good morning, sir. Nice to meet you.
Interviewer: So, what brings you here?
Carly: I wish to apply for the job I saw in the ad.
Interview: The ad on our website or in the newspaper?
Carly: I saw it on your website.
Interviewer: Then you want to be our receptionist.
Carly: That’s right.
Interviewer: Can you tell us your name?
Carly: I’m Carly Martinez and I’m 25 years old.
Interviewer: Tell us, Carly, what experience do you have?
Carly: Well, I am a receptionist for a law firm and I
speak English and Spanish. I wish I spoke more
languages! I’m planning to take a French
course in the summer.
Interviewer: And what are your duties?
Carly: I answer the telephone and keep the visitors book.
Interviewer: We keep the visitors’ book on a computer. How
are your computer skills?
Carly: I did a computer course once but I’m not an expert.
However, I’d like to learn more. I also issue security
passes and provide information to visitors. And I
take the partners’ telephone messages.
Interviewer: Well, Carly, we’ll be in touch. We wish you lots
of luck.

WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL! 103

U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 104

II Answers
Interviewer: Good afternoon. Interview I Interview I
Dani: Hi, there.
Interviewer: Would you like to take a seat and tell us about Name Carly Dani
yourself? Surname Martinez Blake
Age 25 20
Dani: Well, I’m Dani Blake, I’m 20 and I’m a
Current Workplace Law firm Dental surgery
receptionist in a dental surgery.
Languages English and Spanish English
Interviewer: Do you speak any foreign languages?
Skills/ duties Answer the telephone Greet patients, indicate
Dani: Oh, gosh no. I just speak English. I want to politely, keep the visitors’ the treatment room,
learn French but I have very little time and I’m book, basic computer keep reception area tidy,
also quite useless at languages! skills, issue security show dentist patient
Interviewer: What are your duties at the surgery? passes, provide files information dentist
information to visitors, of his/her appointments
Dani: I’m normally up to my ears with work! I say
take telephone messages
hello to the patients when they come in and I
tell them where a specific treatment is, for
example where to go to get a filling, you 6 ++ 29
know? Or that the x-rays are in another What is the general tone of the two interviews? Can they
building and things like that. identify who in general speaks a more or less formal
Interviewer: Anything else? language? Ask students which terms in the two interviews
Dani: Yes, I tell the dentist where he can find indicate that they use either formal or informal language.
patients’ files and what appointments he has. (L.A.: to identify the tone and type of language of a
And I also make sure the reception is kept listening text)
clean and tidy.
Answers
Interviewer: Why do you wish to change jobs?
Interview II is more informal than Interview I.
Dani: Because I want something more interesting. Dani says:
Hi there.
Oh, gosh no.
4 + 29 I’m quite useless at languages.
Students listen to two interviews and validate their I’m normally up to my ears with work!
predictions in Exercise 3. Ask them to list the duties in their I say hello to patients
You know?
notebooks.
(L.A.: to check and validate predictions)
Answers 7 ++ 29
a., c., e., f., g., h., i.
Ask students to first read the sentences and pronounce the
two words given as options or alternatively you pronounce
5 ++ 29 them for the students. Then play the recording. Remind
Play the interviews again. Students fill in the chart. Check them not to write in their books.
answers on the board. (L.A.: to discriminate between similar sounds / words)
(L.A.: to identify and organise specific information) Answers
a. ad; b. law; c. skills; d. useless

104 UNIT 4
U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 105

MAKE CONNECTIONS PAGE 127

Students connect what they have read or listened to in the
previous sections with more specific points such as grammar
explanations, examples, exercising and testing, oral and
written production and other consolidation activities.
For more information on the MAKE CONNECTIONS section
see page 7 of the Introduction
8 +
Students talk about the interviews in pairs or small groups.
Which candidate did they like better? Why? Is it more
appropriate to use formal or informal language in an
interview? Why?
(L.A.: to express personal opinions)
Answers
May vary
PAGE 126
TAKE A CLOSER LOOK
See notes on page 7 of the Introduction.
This section deals with how to express what one wants.
This is a continuation of the previous lesson where wishes
and regrets were discussed.
9 ++
Refer students to the TAKE A CLOSER LOOK section in
Lessons 3 and 4 of this unit before doing this exercise.
(L.A.: to consolidate a grammar structure)
Answers (variations are allowed)
a. I want / would like a glass of water.
b. She wants to meet us after school.
c. I want / wish to make a complaint.
d. When would you like your breakfast?
e. I want / would like to cash this cheque.
f. What would you like to drink?
g. Would you like some dessert? Yes, I’d like
some cake.
10 + FL
Ask students to read the questions and then write their
answers in their notebooks. Tell them to find a partner who
will ask them the questions which in turn they will answer.
They take turns asking and answering the questions.
(L.A.: to provide personal information using a new structure)
Answers
May vary
HAVE A CHAT
See notes on page 7 of the Introduction.
11 ++ 30
Students practise two dialogues and role play them for the
rest of the class. They also substitute underlined parts with
personal information or their own ideas.
(L.A.: to imitate a conversation model)
Answers
See transcript.
TRANSCRIPT - ORAL PRACTICE 30
Glenn: Do you ever wish you were someone else?
Ross: Yes, sometimes.
Glenn: Who would you like to be?
Ross: Sometimes I want to be a football player and
sometimes I want to be a rock star.
Glenn: Yeah, I wish I could be a famous guitar player or a
drummer in Cold Play.
Ross: There is a Cold Play concert next week. I would
like to go.
Glenn: If you want we can try to get tickets.
Mr. Drake: I would like to see the shop manager.
Assistant: What is it about, Sir?
Mr. Drake: I wish to make a complaint about the refrigerator
I bought from the shop.
Assistant: What seems to be the problem?
Mr. Drake: I want to change it because it isn’t working properly.
Assistant: Would you like to take a seat please? The
manager will see you in a moment.

WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL! 105

U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 106

PAGE 128 PAGE 130

12
Read the instructions with the class and form pairs. Guide
students so that they understand what they are expected
to express in each stage of the conversation and help them
choose one of the advertisements. Give them plenty of
time to develop the task, encourage them to role play the
interview in front of other pairs and then invite some pairs
to role play their interview in front of the class.
(L.A: to participate in a communicative situation)
PAGE 129
FAST CHECK
See notes on page 6 of the Introduction.
13
Answers
a. had; b. to talk to; c. was; d. to visit; e. I knew.
WRITE IT DOWN
APPLY YOUR KNOWLEDGE
The purpose of this section is to put the different elements of
the unit together and check if they have been learnt.
The exercises have been structured to let students “gather”
together the subject matter of the unit and test it / try it as a
whole. This is also a place where teachers can see what the
outcome / impact of the unit as a whole has been.
1
Answers
They are going to make a guest list.
They are going to rent a salon for the wedding.
They are going to get a music band.
They are going to buy flowers.
They are going to order food and drink
They are going to buy a dress for Carol.
They are going to buy a suit for Greg.
They are going to buy wedding rings.
They are going to write invitations.

See notes on page 6 of the Introduction.
14 ++
Students may use some of the questions asked by the
interviewers in the listening texts. Check orally and tell
them to ask a partner the questions.
(L.A.: to write sentences following a provided example)
Answers
May vary
They are not going to rent a limousine.
They are not going to go on a honeymoon.
They are not going to invite people they don’t like.
They are not going to worry about problems.
2
Answers
Will vary - students follow the provided
example.

3
CHECK IT OVER!
Answers
Students take a fast critical look at what they have learnt in the If you are going to do something make sure
lesson in three main areas: that you do it well!
• Listening If you are going to drive make sure you don’t
drink any alcohol.
• Speaking
If you are going to travel abroad don’t forget to
• Writing take your passport.
This is a section for the STUDENTS so teacher should intervene If he is going to keep shouting at me I will just
as little as possible in this process. leave the room.
For more information on the Check it over! section see page 7 of If John is going to come to the party I am
the Introduction. definitely not coming. I can’t stand him!
If she is going to study languages she should
watch foreign films.

106 UNIT 4
U4 GUIA ING 2JO (088-111).qxd 11/12/09 15:12 Página 107

4 II
Answers Welcome to ITC customer service. If you’d like the instructions in
I wish I had a different name. English, press 1. For instructions in Spanish, press 2. If you’d like to
I wish I was smaller / shorter. get the assistance of an operator, press 3. If you want to make a
I wish I lived in the city. call, first pick up the receiver. Wait for the dial tone. Put coins into
I wish I had more free time. the coin slot or dial your card access number. Then dial the
I wish they lived closer. number of the person you wish to call. If you are going to call a
I wish I could go to the concert. number abroad please make sure you dial the country code and
the city code first. When you have finished, just hang up. Thank
PAGE 132 you for using ITC.

4. 31
CHECK & CORRECT
a. cash machine
This is an opportunity to re-examine difficult questions and fit all b. payphone
c. a bank
the main pieces of the puzzle together into one coherent picture.
d. phone company
Here the Teacher can also look for errors and wrong conclusions.
This is an extra opportunity to correct them before moving on to 31
the subsequent unit. Please refer to the Evaluation table and 5.
indicators at the beginning of this unit (Teacher’s Book). a. pick up the receiver.
b. wait for the dial tone.
READING – MAKING A CURANTO c. put coins into the coin slot or dial your card
1. a. (3); b. (4); c. (5); d. (1); e. (2) access number.
2. a. The Plaza de Armas d. dial the number of the person you are calling.
b. The Central Market e. dial the country code and the city code.
c. Boat tour f. hang up.
d. Viña del Mar
e. Valle Nevado LANGUAGE
3. a. 56 kilometres. 6. a. Who is Jackie going to visit in Torquay?
b. 160 metres long. b. Where is Torquay?
c. 5,000. c. How is she going to get there?
d. 5 tons. d. What is she going to buy?
e. Why is going to buy a present?
LISTENING - HOW TO USE IT f. Where are they going to have lunch?

TRANSCRIPT 31
7. a. do, b. do, c. making, d. making
I
Welcome to the Western bank. If you wish to use the machine, 8. a. to be; b. I had; c. she was; d. to make
you need a bank account and a debit or credit card. This card
will permit you to apply for a code number, also known as a
PIN. To start with, insert the card into the slot provided and
press the buttons equivalent to your PIN number. Look at the
screen and choose the language you wish to use. Then look at
the screen again and select one of the available operations
which include the following: you can withdraw money, deposit
a cheque, or check your bank balance. If you are going to
deposit a cheque make sure you type in the correct bank
account number.

WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL! 107

U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 108

SPEAKING FINAL CHECK

9. How far is the hotel from the city centre?
How long does it take to get there? This part provides the students with feed-back on how
How much is the taxi fare? much they have learnt and puts them in a position to make
How long are you going to stay in the city? an assessment of their work. Most learners, by getting
involved with evaluation, come face to face with their
You can assign points according to these criteria: learning problems and consciously try to tackle them. Self-
8 – 10 points: student can complete and role- evaluation requires of students to be more self-conscious
play the dialogue with correct pronunciation,
about the changes they are experiencing, motivates them
normal hesitation and no grammar mistakes.
to form a realistic and honest awareness of their own work
5 – 7 points: student can complete and role-play
the dialogue with correct pronunciation and a and to try to take responsible steps in solving their own
minimum of hesitation and grammar mistakes. problems. Self-evaluation enables the learner to become
3 – 4 points: student can complete and role-play an independent learner as well as an independent thinker.
the dialogue with appropriate pronunciation, but
hesitates and makes some grammar mistakes.
1 - 2 points: student can’t complete and role-
play the dialogue, he / she hesitates a lot and
makes a lot of grammar mistakes.

WRITING
10. Answers will vary. Check each paragraph using
the Writing Rubric or you can assign points
according to these criteria.
7 – 8 points: student can write sentences about
the things he / she wishes, using the correct
language structures and without grammar or
spelling mistakes.
5 – 6 points: student can write sentences
about the things he / she wishes using the
correct language structure, with a minimum of
grammar or spelling mistakes.
3 – 4 points: student can write sentences about
the things he / she wishes using the correct
language structure, but makes grammar and
spelling mistakes.
1 - 2 points: student can’t write a paragraph
about the things he / she wishes, he / she
doesn’t use the correct language structure, and
makes a lot of grammar and spelling mistakes.

108 UNIT 4
U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 109

EXTRA TEST UNIT 4

READING - SAVING OUR PLANET FOR THE FUTURE

GENERATIONS

When you are an elderly person and your children are adults you
obviously want the planet Earth to be the same as it was when
you were young. Can it be achieved? What are the things that you
can do to help save our planet? There are many things that you
can do – some of them simple and some of them more difficult.
For example, you can plant a tree in your garden or a nearby
park, you can recycle the trash you throw away every day, you
can use less water, and you can protect the wildlife around us.
And whatever you do, put your heart into your actions.

Besides all this you can think about your carbon footprint,
meaning how your everyday activities affect our planet or, in
other words, how much your activities - such as moving from
place to place, eating and washing - damage Earth. The next
time you use your car or take a bus to school or work, ask yourself
what you can do to make a smaller impact on our planet.
Scientists say that very soon we are all going to use an
alternative fuel called biodiesel. Biodiesel is the name of a
clean burning fuel produced from domestic, renewable
resources. It contains no petroleum, but it can be mixed at any
level with petroleum diesel.
Biodiesel is simple to use, biodegradable, non-toxic, and
essentially free of sulphur and aromatics. Biodiesel is made
through a chemical process where glycerine (a valuable by-
product that can be sold to be used in soaps and other
products) is separated from the fat or vegetable oil. When we
use biodiesel we can be sure that it is going to be better for the
environment because it is made from renewable resources and
has lower emission compared to petroleum diesel.
So remember, write up an action list and do the right thing for
our planet – your children and grandchildren will be really
thankful.

1 Read the text once. What is its general topic? (1 points)
a. The impact of fossil fuels on the environment
b. The production, use and advantages of biodiesel
c. Why we should protect the environment
2 Read the text again. Find four actions you can take to
protect our planet. (4 points)
3 Read the text once more. Are these statements true (T),
false (F) or not mentioned (NM)? (5 points)
a. Biodiesel is another name for petroleum.
b. It is simple to use and it is not toxic.
c. Brazil is the largest producer of biodiesel.
d. The use of biodiesel helps to protect the environment.
e. In the near future we are all going to use biodiesel.

a. __________________________________
b. __________________________________
PHOTOCOPIABLE

c. __________________________________
d. __________________________________

WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL! 109

U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 110

LISTENING – PROTECTING YOUR BIKE LANGUAGE

6 Put these words in the correct order and write the
sentences. (4 points)
a. her / grandparents / is / going / to / Lizzie / visit /
school / after.
b. Are / party / they / to / organize / going / a / birthday?
c. exams / Denise / is / take / her / to / final / not / going.
d. going / I / am / mother / to / tell / my / about / it.

7 Choose the best option, make or do. (5 points)

a. If you help me ___________ the beds I will help
you __________ the dishes.
b. ___________ up your mind now - we have no time
to lose!
c. Could you ___________ me a favour?
d. OK, I will ___________ the necessary arrangements
for transport.

8 Fill in the gaps in these sentences with wish (with Past

4 Listen to the recording. Choose the best option to Tense or Infinitive), would like to or want to. (4 points)
finish each sentence. (5 points)
a. Next year, I __________ travel to Ecuador. I know
a. The easiest things to disappear are that I need a lot of money but I really ______ visit the
i. bikes Galapagos islands.
ii. bike locks b. _______you ________ a drink?
b. An important element for securing a bike is c. I ________ I could speak at least two other
i. a bike rack languages.
ii. a bike chain
c. Bikes have become more expensive because WRITING
i. they are more complex and better quality
9 Write about 5 things that you do / make well and 5 things
ii. more of them are stolen every year
d. Another method to secure a bike is to use you wish you could do / make well or better. (10 points)
i. a bike lock
ii. solid metal SPEAKING
e. When you use a U-lock you should lock your bike to 10 In pairs, exchange information from Exercise 9. Ask and
i. a small tree
answer questions about the things you make / do well and
ii. an immovable object
the things you wish to make / do well. (10 points)

5 Listen once more. Who says these sentences, Speaker

Your 1 - 20 21 - 42 43 - 51
1, Speaker 2, Speaker 3 or Speaker 4? (4 points)
result: Not too good Acceptable Great!
PHOTOCOPIABLE

a. ___________: These locks are solid metal.

b. ___________: This may sound obvious.
c. ___________: Bikes have got more complex.
d. ___________: Avoid small trees.

110 UNIT 4
U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 111
ANSWERS TO EXTRA TEST UNIT 4
READING - SAVING OUR PLANET FOR THE FUTURE
GENERATIONS
1. b.
2. • you can plant a tree in your garden or a nearby park,.
• you can recycle the trash you throw away every day.
• you can use less water.
• you can protect the wildlife around us
3. a. False. b. True. c. Not mentioned. d. True. e. Not mentioned.
LISTENING - PROTECTING YOUR BIKE
TRANSCRIPT 32
Speaker 1: If you own a bicycle it’s important you know how to use
a storage rack. This may sound obvious, but bicycles are
one of the easiest things to disappear. So it’s incredibly
important to make sure that you know how to secure
your bicycle well when using a storage rack.
Speaker 2: Make sure you have a strong bike chain. Always
chain your bike to a storage rack or a secure object
whenever you are not around. As bikes have got
more complex and made out of higher-quality
materials, they’ve also increased in cost. This
means they are becoming a bigger target for a
thief and you need to make sure that they are
more secure than ever.
Speaker 3: Another great method to secure your bike to a storage
rack is to use a lock. These locks are solid metal in the
shape of a U and they are easily attached to your
bicycle while riding. Of course, like anything else they
are not invincible and it is necessary to make sure that
they are locked safely in place.
Speaker 4: Additionally, make sure you lock your bike to an
immovable object. Avoid small trees, wooden
posts, chain-link fences, and unsecured bike racks.
If you are locking your bike to a road sign, make
sure the sign is firmly secured to the ground!
32
4.
a. – i.; b. – ii. ; c. – i. ; d. – i. ; e. – ii.
5. 32
a. Speaker 3; b. Speaker 1; c. Speaker 2; d. Speaker 4
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
6. a. Lizzie is going to visit her grandparents after school.
b. Are they going to organise a birthday party?
c. Denise is not going to take her final exams.
d. I am going to tell my mother about it.
7. a. make, do
b. make
c. do
d. make
8. a. Next year, I would like to travel to Ecuador. I know that I
need a lot of money but I really wish to visit the
Galapagos Islands.
b. Would you like a drink?
c. I wish I could speak at least two other languages.
WRITING
You can assign points according to these criteria:
8 – 10 points: student can write about the things he / she
does / makes well and the things he / she wishes to do / make
well, without grammar or spelling mistakes.
5 – 7 points: student can write about the things he / she does
/ makes well and the things he / she wishes to do / make well,
with a minimum of grammar or spelling mistakes.
3 – 4 points: student can write about the things he / she does
/ makes well and the things he / she wishes to do / make well,
but makes grammar and spelling mistakes.
1 - 2 points: student can’t write about the things he / she does
/ makes well and the things he / she wishes to do / make well,
and makes a lot of grammar and spelling mistakes.
SPEAKING
You can assign points according to these criteria:
8 – 10 points: student can exchange information with correct
pronunciation, normal hesitation and no grammar mistakes.
5 – 7 points: student can exchange information with correct
pronunciation and a minimum of hesitation and grammar mistakes.
3 – 4 points: student can exchange information with
appropriate pronunciation, but hesitates and makes some
grammar mistakes.
1 - 2 points: students can’t exchange information, hesitates a
lot and makes a lot of grammar mistakes.
111
U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:34 Página 112

IN THIS UNIT YOU WILL LEARN TO
Reading: Identify and establish the mood of a text /
Differentiate between fact and opinion / Match written and
visual clues / Discriminate between correct and incorrect
information.
Listening: Identify the tone of a recorded message /
Identify speakers.
Find specific information.
Production: Express opinions and personal points of view /
Talk about wishes and regrets / Tell people what you want
and need / Talk about how to protect our planet.
Functions: Express opinions and personal points of view /
Express necessity, needs and wishes / Express obligation.
YOU WILL ALSO USE THE FOLLOWING TEXT TYPES
Anecdotes / A song / A newsletter / An article with predictions.
YOU WILL ALSO LEARN
Grammar: The Passive voice / Want to, need to, have to, would like
to / Modal verbs should, ought to, must / Similarities and differences
between must/have to.
Vocabulary: Words related to lifestyles and making a living /
Words related to life in the future.
YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES
Different lifestyles and why we should respect them.

Development
Lesson 1 two to three class periods
Lesson 2 two to three class periods
Lesson 3 two to three class periods
Lesson 4 two to three class periods
Apply your knowledge one class period/alternatively homework activity
Check and correct and final check one class period plus some home activity

Didactic resources and methodology tips

• Teacher can use photographs, cut-outs, old postcards and pictures,
• Real traffic signs (near the school or in the town or village) or pictures of them.
• If possible, futuristic movies (CD or video format) to discuss life in the future (Star Wars, Planet of the
Apes etc)
• Useful materials for this unit are:
1. Dictionaries
2. Glossaries
3. Definitions
4. Printed handouts
5. Library material
112
U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 113

Types of evaluation Indicators

Continuous / informal Students carry out reading and listening activities, take part in conversations, and produce written texts.

Check it over Students analyse their performance in the speaking, reading, listening and writing activities, and decide if
Self - evaluation they need more work, if they did ok or if they did really well.

Check & Correct Reading: Students identify specific information and infer meaning from the context.
Unit evaluation Listening: Students identify and extract specific information.
Language: Students use the Passive Voice and modal verbs.
Writing: Students write a short paragraph about likes, obligations and necessities.
Speaking: Students role-play dialogues from visual clues.
Students analyse their performance in the unit, give themselves points according to the frequency with
Final Check which each criterion is observed and identify their situation.

Extra Test Reading: Students identify source of the text, relate information and infer meaning from the context.
Listening: Students identify specific information and discriminate sounds.
Language: Students use modal verbs, the Passive Voice and the definite article the
Writing: Students write a short report on a person’s lifestyle
Speaking: Students exchange information about the things they have/would like/need to do.

PAGE 137 PAGE 138

SET UP
1
Ask students to look at the pictures and identify the living
organisms. How do they know they are living? What
qualities does a living organism have?
Answers
1, 3, 4, 6.
2 Ask students if they know the meaning of the word
Students read definitions a. - e. Help them with unfamiliar
words and allow the use of dictionaries. To drill the new
words, give or elicit more examples.
Answers
life – b.; lifestyle – c.; live (adj.) – e.; living – a.;
still-life – d.
3 www.synonym.com
Read the sentences with the class and ask students to copy
and complete them in their notebooks. Check orally.
Answers
a. still-life; b. lifestyle; c. living; d. life; e. live.
ALTERNATIVE LIFESTYLES
READING
LESSON 1
THINK AHEAD
In this section, students get ready for the contents of the
lesson, make predictions and learn key vocabulary and
potential “danger” zones to look out for.
1 +
synonym, and if they know what an antonym is. If not,
explain. Ask them to give examples.
Synonyms - two words that can be interchanged in a
context are said to be synonymous relative to that context.
Antonym - A word having a meaning opposite to that of
another word.
There is a very good resource on synonyms to be found at
(L.A.: to match meanings of key lexical items)

LIFE AS WE KNOW IT 113

U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 114
Answers
Synonyms: alternative – irregular; unusual –
extraordinary; out of the ordinary – different.
These in turn are the antonyms of the words
above: traditional, typical, common.
Antonyms: alternative, irregular – traditional,
unusual extraordinary – typical out of the
ordinary, different – common.
2 +
Students offer personal points of view/opinions about
different lifestyles.
(L.A.: to offer a personal opinion based on previous
knowledge / experience)
Answers
May vary
3 ++
Help students out with prompts / questions such as;
How many members are there in your family? What unusual
things does you family do? Is your family respectful of
traditions? Remind students of the importance of respecting
other people’s opinions and lifestyles.
(L.A.: to relate topic to personal experiences)
Answers
May vary
4 +
Students take into consideration the title of the lesson,
previous exercises and the pictures to predict the subject of
the text they are about to read. Do not check answers at
this point.
(L.A.: to predict the content of a text based on provided clues)
Bear it in mind
Ask the students to read and discuss the section in pairs,
and then elicit comments and further examples. For more
information on the Bear it in mind section see page 7 of
the Introduction.
114 UNIT 5
PAGE 140
GO AHEAD
5 +
Students read the three anecdotes and check their
predictions in Exercise 4.
(L.A:. to check and validate predictions)
Answers
May vary, but make sure they mention that the
texts are about people who live differently.
6 ++
Students analyse the pictures and match them with the
stories. They also assign one title to each story.
(L.A.: to match visual and written clues)
Answers
Picture 1 – III – c.; Picture 2 – I – a.;
Picture 3 – II – b.
7 ++
It is difficult for learners to understand the difference
between mood and tone. Teacher and students may try the
following technique:
Step 1 - Find a scene or passage in the fictional text to
analyse and read it through out loud.
Step 2 - Write down the sensory feelings you have while
reading. Are you angry, left in suspense, or curious?
Step 3 - Describe the setting. How are the objects and
people described? Try to draw an image of what you read.
Step 4 - Write “Mood” at the top of a piece of paper. Mood
is the term used to describe the feeling of a piece of
literature. When you read a novel and get a feeling of
suspense or mystery, this is the mood you are uncovering.
Step 5 - On another piece of paper write down what you
think the author thinks about the characters or subject in
the story. How does the author treat these elements? Are
they sarcastic, pessimistic or hopeful?
Step 6 - Write “Tone” at the top of this page. Tone is the
word used to describe the author’s opinion about the story,
character or events. Tone can be found in fiction and non-
fiction by looking at the way the author describes things
and at the words chosen.
U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 115
Step 7 - Practise! The key to learning is repetition. Try to
find the mood and tone of different pieces of fiction and
non-fiction. Keep practising until you know you’ve got it.
(source of information www.ehow.com )
(L.A.: to to identify mood and information)
Answers
a. iii; b. ii
8 +
Tell students to work in pairs. They write their answers in
their notbooks. Check orally.
(L.A.: to find specific information)
Answers (variations allowed)
a. (You can see the video of Greg with his
animals) on YouTube.
b. He eats a little, gives some to his animals
and gives the rest to other homeless people.
c. They were happy living and working in a big
city.
d. Because she was a vegetarian and she had
to see how workers killed animals for meat.
9 ++
A fact is something that is true about a subject and can be
tested or proven.
Look for clues such as: “56% of...., or“ The patient
experienced...” In 2000, the man ….”
An opinion is what someone thinks about that subject.
Look for clues such as: “I believe...”, “It’s obvious...”, or “They
should...” “Possibly…”
Before students do this exercise give them same guiding
examples.
Mr. Jones has two sons and one daughter. Fact
Her house is really beautiful. Opinion
L. Frank Baum wrote “The Wizard of Oz”. Fact
That boy is the nicest person in the school. Opinion
Nine plus one equals ten. Fact
(L.A.: to differentiate between fact and opinion)
Answers
a., c., f. – fact; b., d., e. - opinion
10 +
Refer students back to the Bear it in Mind section on
page 138 before doing this exercise. You can also give them
some examples and ask them: which ones express personal
experience?
Examples:
When I was a child I lived in Valdivia.
Greg Pike is a homeless person.
My dog is a big black Labrador called Snoopy.
Shops close at 10 pm in Santiago.
My friend and I saw a UFO.
(L.A.: to identify textual clues)
Answers
a., c., d., f.
PAGE 141
MAKE CONNECTIONS
Students connect what they have read in the previous sections
with more specific points such as grammar explanations,
examples, exercising and testing, oral and written production
and other consolidation activities.
For more information on the MAKE CONNECTIONS section see
page 7 of the Introduction.
TAKE A CLOSER LOOK
See notes on page 7 of the Introduction.
This section deals with the Passive Voice. It gives examples
of when and how to use it. Teacher will find a wealth of
information on the use and structure of the passive voice at
http://esl.about.com/library/grammar/blpassive.htm
Danger
Help students notice that the sentences in A are in the
Passive Voice (the agent is not mentioned, the action is
what matters), while the sentences in B express states with
the verb to be + adjective.
For more information on the Danger section see page 7 of
the Introduction.
LIFE AS WE KNOW IT 115
U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 116
11 ++
Before doing this exercise it is very important that students
study the Danger section on this page plus you should
provide more examples on the board. Remember, what is
obvious and easy for a teacher may not necessarily be so for
the students. Always give plenty of examples in context
that are easily comprehensible to students.
(L.A.: to apply new knowledge to a task)
Answers
Adjective: a., b., d.
Passive Voice: c., e., f.
12 +
Ask students to study the chart, select five values from it
(for example: orange juice in January, strawberry juice in
March, etc.) and write five sentences in their notebooks.
Check orally.
(L.A.: to apply a grammar structure to a task)
Answers
Will depend on the values chosen by students
but all should follow the provided example.
PAGE 142
13 ++
Students read the titles of the books and the authors and
then write sentences in their notebooks following the
provided example.
(L.A.: to apply a grammar structure and previous knowledge)
Answers
a. Harry Potter and the Philosopher’s Stone is
written by J.K. Rowling
b. The fellowship of the Ring is written by J.R.R
Tolkien.
c. The chronicles of Narnia is written by C.S.
Lewis.
d. The house of the Spirits is written by Isabel
Allende.
e. 100 Years of solitude is written by Gabriel
Garcia Marquez.
f. Intuition is written by Allegra Goodman.
116 UNIT 5
14 + FL
Offer a few examples on the board before doing this exercise.
They use a calculator to do this maths exercise.
A calculator ___________________
A calculator is used to do this maths exercise.
They buy 10 eggs to make a big omelette.
10 eggs are bought to make an omelette.
(L.A.: to consolidate a structure using provided clues)
Answers
a. A lot of money is spent by tourists in that city.
b. These texts messages are generally written by
my father.
c. Ancient tombs are often discovered by
archeologists.
d. Millions of bars of chocolate are eaten every
day.
HAVE A CHAT
See notes on page 7 of the Introduction.
15 ++
Students study the school report card and prepare a
conversation which should follow the provided example.
This is to practise the Passive Voice and ways of expressing
personal opinions..
(L.A.: to expand and consolidate a structure and fixed
expressions).
Answers
See transcript.
TRANSCRIPT - ORAL PRACTICE 33
A: What’s Ms. Jones’ s opinion of Lisa?
B: She is described by her English teacher as ‘quick to learn’.
A: And what does Mr. Spencer think of her?
B: He believes she is enthusiastic.
A: How about Mr. Stephens?
B: She is pictured in the report as a good student.
A: And Miss Delaney? What does she think of her?
B: Miss Delany thinks that Lisa is an excellent student.
A: Does Ms Castro think that Lisa is an excellent student?
B: No, she doesn’t. She thinks Lisa must improve.
A: And finally, how was Lisa described by Mr. Crossing?
B: She is described as a hard worker.
U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 117

PAGE 143 PAGE 144

16 + 33 I WOULD LIKE TO DEDICATE
THIS SONG
Students listen to the recorded conversation and practise it
LISTENING
in pairs. Ask a few pairs to act out the conversation for the LESSON 2
rest of the class.
(L.A.: to imitate and / or role play a provided model of THINK AHEAD
conversation) In this section, students get ready for the contents of the
lesson, make predictions and learn key vocabulary and
FAST CHECK
potential “danger” zones to look out for.

See notes on page 6 of the Introduction. 1 +

Students look at the six pictures, read the captions and
17 then choose one or two actions they would select to offer
Answers an apology.
a. A white and pink cake is made for my (L.A.: to offer personal opinion on a subject)
birthday every year. Answers
b. The grass in our garden is cut every month. May vary
c. Dinner is cooked for the whole group by the
volunteers.
d. Lots of greetings cards are sent for Christmas. 2 +
e. At least five computers are repaired every If possible, teacher and / or students could bring some of
day by that technician. the songs on CD. You can also ask students to bring CDs or
taps to listen to. You can also ask them to bring a favourite
song that they associate with friendship and love.
WRITE IT DOWN
(L.A.: to use personal experience and previous knowledge
See notes on page 6 of the Introduction. to complete a task)
Answers
18 ++ May vary
This exercise can be assigned as homework or done in
class. Make sure you check all written assignments. PAGE 145
(L.A.: to write a composition based on a personal point of
view / opinion.)
3 +
It is important for students to interact with a text before,
Answers
May vary during, and after reading, listening, or viewing by:
• setting a purpose.
• previewing the text.
CHECK IT OVER! • making predictions.
• asking questions.
Students take a fast critical look at what they have learnt in the • locating information for specific purposes.
lesson in three main areas: • making connections.
• Speaking • Reading • Writing In this exercise students use their personal experience and
This is a section for the STUDENTS so teacher should intervene the context to predict the subject of the listening text. Do
as little as possible in this process. not check answers at this point.
For more information on the CHECK IT OVER! section see page 7 (L.A.: to predict the subject of a listening text)
of the Introduction.

LIFE AS WE KNOW IT 117

U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 118

4 + Some have gone and some remain.

Students predict the title of a song a young man wants to All these places have their moments
dedicate to his girlfriend. Do not check answers at this point. Of lovers and friends I still can recall
(L.A.: to predict the subject of a listening text) Some are dead and some are living
In my life I’ve loved them all.

GO AHEAD And with all these friends and lovers

TRANSCRIPT - I WOULD LIKE TO 34 There is no one compares with you
DEDICATE THIS SONG And these memories lose their meaning
When I think of love as something new
Part I And I know I’ll never lose affection
Presenter: One minute past midnight and we’re starting “I’d For people and things that went before
like to dedicate this song …”. Many of you can’t I know I’ll often stop and think about them.
sleep thinking of how to fix a problem. Others In my life I loved you more.
wish they could take those hurtful words back.
Some need to say I love you. Still others would And I know I’ll never lose affection
like to say I’m sorry through a song. We have the For people and things that went before
first caller. Hello? I know I’ll often stop and think about them.
Frank: Yes... In my life I loved you more
Presenter: So, something’s gone wrong and you want to say In my life I loved you more.
you’re sorry?
Frank: Something like that.
Presenter: OK. You’ve got 15 seconds to talk. Danger
Frank: I just need to tell someone how much I care
about her. How much … (pause) See notes on page 7 of the Introduction.
Presenter: Remember mate, this is a radio programme. No
more than 15 seconds.
Frank: You see, this girl I like is angry with me and I 5 + 34

wish she wasn’t. I have to get in touch with her Students listen to the first part of the program and check
to tell her I’m sorry . their predictions.
Presenter: If she’s listening, what do you want to tell her? (L.A.: to check and validate predictions)
Frank: If she’s listening I’d like to tell her that I need her. Answers
And I miss her. If she’s listening I have to tell her a.
to think of the things and places we both
remember.
Presenter: And the song you’d like to dedicate to her?
6 + 34

Play the recording a second time after students have read the
Part II questions. Stop the CD if students so request to take notes.
Frank: ‘In my Life’ by the Beatles. Answers
Presenter: Here we go, then. a. At one minute past midnight.
b. For people who can’t sleep or are sorry or
Song need to say I love you.
c. He only has 15 seconds.
There are places I’ll remember all my life,
d. If she’s listening he’d like to tell her that he
Though some have changed
needs her and that he misses her. If she’s
Some forever, not for better listening he has to tell her to think of the
things and places they both remember.

118 UNIT 5
U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 119

7 + 34 Answers
Play the recording again and give students time to complete Nostalgic
the sentences.
(L.A.: to find specific information) PAGE 146
Answers 10 ++ 34
a. … I’m sorry through a song.
b. ….how much I care about her. Read the sentences with the class. Then play the recording
c. …to tell her I’m sorry. again.
d. …and places we both remember. (L.A.: to discriminate between similar sounds / words)
Answers
a. life; b. you; c. new; d. affection
8 + 34

Students listen to the second part of the program and

check their predictions in Exercise 4.
(L.A.: to check and validate predictions)
Answers
b.
9 + 34
It is difficult for students to understand the difference
between mood and tone. Teacher and students may try the
following technique:
Step 1 - Find a scene or passage in the fictional text to
analyse and read it through out loud.
Step 2 - Write down the sensory feelings you have while
reading. Are you angry, left in suspense, or curious?
Step 3 - Describe the setting. How are the objects and
people described? Try to draw an image of what you read.
Step 4 - Write “Mood” at the top of this page. Mood is the
term used to describe the feeling of a piece of literature.
When you read a novel and get a feeling of suspense or
mystery, this is the mood you are uncovering.
Step 5 - On another piece of paper write down what you
think the author thinks about the characters or subject in
the story. How does the author treat these elements? Are
they sarcastic, pessimistic or hopeful?
Step 6 - Write “Tone” at the top of this page. Tone is the
word used to describe the author’s opinion about the story,
character or events. Tone can be found in fiction and non-
fiction by looking at the way the author describes things
and what words they choose.
Step 7 - Practise! The key to learning is repetition. Try to
find the mood and tone of different pieces of fiction and
non-fiction. Keep practising until you know you’ve got it.
(source of information www.ehow.com )
(L.A.: to detect the mood of a song)
MAKE CONNECTIONS
Students connect what they have read or listened to in the
previous sections with more specific points such as grammar
explanations, examples, exercising and testing, oral and written
production and other consolidation activities.
For more information on the MAKE CONNECTIONS section see
page 7 of the Introduction.
TAKE A CLOSER LOOK
This section deals with verbs used for expressing what we
want, have to, need or would like to do.
11 ++
Refer students to the TAKE A CLOSER LOOK section before
doing this exercise. Tell students that their answers will
largely depend on how they interpret each sentence.
(L.A.: to apply new key lexical items)
Possible answers
a. would you like / do you want
b. have to
c. want to / would like to
d. need
e. need
PAGE 147
12 +
Ask students to read sentences a. –f. and change them into
the negative. Ask them to write their answers in their
notebooks. Tell them to pay attention to the tenses. Check
orally.
(L.A.: to apply and consolidate new structures)

LIFE AS WE KNOW IT 119

U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 120

Answers PAGE 148

a. She didn’t want to invite ….
15 +
b. I don’t need to …
c. They would not like to … Ask students to describe what is happening in the pictures.
d. She didn’t have to pay…. Then they read the three captions and try to match them
e. They don’t need to with the pictures. This activity requires some analytical skills.
f. We don’t want to … (L.A.: to match visual clues with written information)
Answers
1 – c.; 2 – a.; 3 – b.
HAVE A CHAT

See notes on page 7 of the Introduction.

FAST CHECK

13 ++ 35 16
Ask students to name the people, places and things in the Answers
pictures then read Diana’s questions. Initially they use the a. i.; b. ii.; c. i.; d. ii.; e. ii.
visual clues to answer the questions but then they may use
personal preferences to answer them.
PAGE 149
(L.A.: to practise a conversation model using visual clues)
Answers WRITE IT DOWN
See transcript
17 ++
35
Once again discuss with students the situation where they
TRANSCRIPT - ORAL PRACTICE have a problem or an argument with a friend. Ask them if
they should stay angry with their friend or if they should
Diana: If you were a famous pop star, who would you like to be? try to make up. Why?
Mark: I would like to be Joe Jonas. Tell them to write no more than 3 sentences referring to
Diana: When you finish school where would you like to live? their experience and the actions they would take. You can
Mark: I would like to live in New York. ask them to go back to exercise 1 on page 144.
Diana: What do you want to eat, pizza or pasta? (L.A.: to write a paragraph expressing personal opinions / ideas)
Mark: I want to eat pasta.
Answers
Diana: Do you have to study chemistry or physics?
Will vary.
Mark: I have to study chemistry.
Diana: To make a brownie, do I need milk or water?
Mark: You need to use milk. PLAY IT

See notes on page 7 of the Introduction.

14 + 35

Students listen to the recording, imitate and role play the CHECK IT OVER!
conversation.
(L.A.: to imitate a model of pronunciation) Students take a fast critical look at what they have learnt in the
lesson in three main areas:
• Speaking • Listening • Writing
This is a section for the STUDENTS so teacher should intervene
as little as possible in this process.
For more information on the CHECK IT OVER! section see page 7
of the Introduction.

120 UNIT 5
U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 121
PAGE 150
LIFE AS WE KNOW IT
READING
LESSON 3
THINK AHEAD
In this section, students get ready for the contents of the
lesson, make predictions and learn key vocabulary and
potential “danger” zones to look out for.
1 +
Ask students to look at the pictures and identify the famous
landmarks. Provide extra information to help them along.
(L.A.: to use previous knowledge or experience)
BACKGROUND INFORMATION
The Eiffel Tower is an iron tower built in 1889 on the Champ de
Mars beside the Seine River in Paris. Named after the designer and
engineer Gustave Eiffel the tower has become a global icon of
France and is one of the most recognizable structures in the world.
Buckingham Palace is the official London residence of the
British monarch. Located in the City of Westminster, the palace
is a setting for state occasions and royal hospitality, and a major
tourist attraction. It was built in 1703.
The Colosseum, originally the Flavian Amphitheatre, is an
elliptical amphitheatre in the centre of the city of Rome, Italy,
the largest ever built in the Roman Empire. It is one of the
greatest works of Roman architecture and engineering. It was
built in the first century AD.
The Moscow Kremlin usually referred to simply as The
Kremlin, is a historic fortified complex at the heart of Moscow,
overlooking the Moskva River. It is the best known of Kremlins
– or citadels and includes four palaces, four cathedrals, and the
enclosing Kremlin walls. The complex serves as the official
residence of the President of Russia.
Manhattan is one of the five boroughs of New York City,
located primarily on Manhattan Island at the mouth of the
Hudson River. Manhattan is the most densely populated county
in the United States, with 70,595 residents per square mile
(27,267/km2). It is also one of the richest counties in the United
States, with a 2005 personal per capita income above
US100, 000.
Source: Wikipedia
2 +
Ask students to look at the graph / organiser. How is it
divided? What are man-made structures? Can they give an
example? Then tell them to look through the list of names
in the box. Do they know all of them? If not, help them out
or assign this list beforehand for research at home. Finally
ask them to classify the words in their notebooks under the
correct heading.
(L.A.: to classify information in a graphic organiser)
Answers
Man-made, modern: Mount Rushmore, Niteroi
Bridge, The Channel Tunnel, The Eiffel Tower,
The Empire State Building, the Entel Tower, The
National Stadium, the Statue of Liberty, The
Tinguiririca Bridge, the Yangtze River dam.
Man-made, ancient: Buckingham Palace, The
Alhambra, The Colosseum, The Forbidden City,
The Sphinx,
Natural, water: the Bio Bio River, the Maipo
Canyon, the Nile, the Pacific Ocean.
Natural, solid: Easter Island, San Cristobal hill,
the Antarctic Peninsula, the Atacama Desert,
the Central Valley, the Moon.
PAGE 151
Bear it in mind
Ask the students to read and discuss the section in pairs,
and then elicit comments and conclusions. Encourage them
to mention more examples. For more information on the
Bear it in mind section, see page 7 of the Introduction.
LIFE AS WE KNOW IT 121
U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 122

3 +
It is important for students to interact with a text before,
during, and after reading, listening, or viewing by:
• setting a purpose.
• previewing the text.
• making predictions.
• asking questions.
• locating information for specific purposes.
• making connections.
In this exercise students use their personal experience and
the context to predict lexical content. Do not check answers
at this point.
(L.A.: to predict lexical contents of a text from context)
GO AHEAD
4 +
Ask students to read the brochure and check their
predictions listening the words in their notebook.
(L.A.: to check and validate predictions)
Answers
Will vary.
5 ++
You have already discussed with students different
important landmarks - now ask them to locate four in the
text. Two of the six are not mentioned.
(L.A.: to look for and locate specific information in a text)
Answers
Mentioned: 1 The Eiffel Tower, 3 The Kremlin,
4 Buckingham Palace, 5 The Empire State
Building.
Not mentioned: 2 Basilica of Saint Peter in
Rome, 6 Tower Bridge in London.
6 ++
Students must pay attention to the information before and
following the gaps. Check orally.
(L.A.: to match information to context)
Answers
a. – ii, b. – ii, c. – ii, d. – ii, e. – i, f. - ii
7 ++
Ask students to read each paragraph where the words in
bold are and write what they refer to.
(L.A.: to recognise textual references)
Answers
a. Paragraph I
it - refers to the newsletter.
him - refers to Professor Gellibrand.
b. Paragraph II
it - refers to planet Earth.
c. Paragraph III
they - refers to buildings made of wood.
8 +
Students read the statements and try to decide if they are
true or false. Then they read the text again to check their
answers. You can ask the keener students to correct the
false statements.
(L.A.: to discriminate between correct and incorrect
information)
Answers
a. True; b. False (within a hundred years);
c. True; d. False (wolves, lions, foxes and bears
will be the master species); e. True.
MAKE CONNECTIONS
Students connect what they have read or listened to in the
previous sections with more specific points such as grammar
explanations, examples, exercising and testing, oral and written
production and other consolidation activities.
For more information on the MAKE CONNECTIONS section see
page 7 of the Introduction
9 ++
Refer students back to the Bear it in mind section on
page 151 before doing this exercise.
(L.A.: to consolidate a language structure)

122 UNIT 5
U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 123
Answers
Dear John,
How have you been? As for me I have finally
arrived in the USA landing at JFK Airport on a
flight from Vienna, Austria. We flew over Spain
and the view of the Pyrenees was spectacular!
At the beginning of the journey there was a
quick stop over in Rio de Janeiro; I had really
hoped to see the Amazon but unfortunately it
is in another part of Brazil.
New York is spectacular. This afternoon we had
a quick walk in Central Park and tomorrow we
are planning to visit the Statue of Liberty. If we
have time we will also see the Empire State
Building.
I am staying at a little hotel called the Madison
which is located on the corner of 42nd Street
and 5th Avenue.
That’s’all for now. Send my love to mum and dad.
Your brother
Richard
TAKE A CLOSER LOOK
This section deals with modal verbs must (to express
certainty), might (to express possibility), should and ought
to (to express suggestions / recommendation).
10 +
Ask students to describe the pictures in their groups and
then read the sentences with them. Check answers orally.
(L.A.: to match visual and written clues to consolidate a
new structure)
Answers
a. – 1, b. – 4, c. – 2, d. – 3
11 + FL
Tell students to read the sentences with both options and
choose one that best fits the situation.
(L.A.: to match information)
Answers
a. – i, b. – i, c. – i.
PAGE 155
HAVE A CHAT
12 ++ 36
Ask students to look carefully at the pictures – what are
the key elements in each? For example “bridge” in picture
1. What does the man want / wish to do?
(L.A.: to match textual and visual information)
Possible answers
See transcript.
36
TRANSCRIPT - ORAL PRACTICE
a. A: Well, we definitely have a problem.
B: Yeah, I wish there was another way of crossing this river.
b. A: Isn’t this weather awful?
B: Yes! How I wish I could go swimming, even in this rain!
c. A: Are we going to have some water melon?
B: We can’t at the moment. We need a knife.
d. A: Which of the toys would you like to have?
B: I want to have the one on the top shelf, please.
13 +
Students check their answers listening to the recording.
Remember that there might be significant differences
between the recording and students’ answers – reassure
them that as long as their option is grammatically and
contextually correct, their answers are acceptable.
(L.A.: to imitate a model of conversation)
FAST CHECK
14
Answers
a. must, b. ought to, should, c. might, d.
should, ought to, e. must
LIFE AS WE KNOW IT 123
U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 124

WRITE IT DOWN 2 +
This is a very popular children’s song. It tells the story of
15 ++ Noah’s ark and how the animals entered it to get out of the
This is an ideal exercise for homework. Make sure that rain. If you know the music, sing it with students.
students have enough time to do some research. They may (L.A.: to identify general comprehension of a poem)
choose any city in the world or describe the place where Answers
they live. May vary
(L.A.: to write a description)
PAGE 157
CHECK IT OVER!
3 ++
Students take a fast critical look at what they have learnt in the Ask students to look at the information in the boxes –
lesson in three main areas: explain any vocabulary they might not understand. What is
• Speaking • Reading • Writing their opinion of the situations? What should we do if we
This is a section for the STUDENTS so teacher should intervene live in space?
as little as possible in this process. (L.A.: to discuss a subject offering personal opinions)
For more information on the CHECK IT OVER! section, see page 7 Answers
of the Introduction. May vary

PAGE 156
4 +
LIFE AS IT WILL BE
It is important for students to interact with a text before,
LISTENING
LESSON 4 during, and after reading, listening, or viewing by:
• setting a purpose.
THINK AHEAD • previewing the text.
In this section, students get ready for the contents of the • making predictions.
lesson, make predictions and learn key vocabulary and • asking questions.
potential “danger” zones to look out for. • locating information for specific purposes.
• making connections.
In this exercise students use their personal experience and
1 + the context to predict the subject of a listening text. Do not
Ask students to talk about the four pictures. How do we check answers at this stage.
know that they refer to the future? Do the objects in the (L.A.: to predict lexical contents from context)
pictures commonly exist in present life? Do they think that
life in the future will be better or worse? Why?
(L.A.: to use personal experience / previous knowledge to GO AHEAD
discuss a subject) TRANSCRIPT - LIFE AS IT WILL BE 37
Answers
May vary Teacher: Children, do you know what Noah’s Ark was? Have
you ever heard about it?
Charles: It’s a story about and old man who lived many years
ago and who saved all the animals on earth from a
flood.

124 UNIT 5
U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 125
Teacher: Very good, Charles. But do you know what the
modern Noah’s ark is? Can anyone guess? No? Well,
the topic of today’s lesson is the Modern Noah’s Ark
– very similar to the idea of the ancient ark.
Cathy: Do we have to build a boat? Do we have to prepare
for a flood?
Teacher: Well, maybe not for a flood but for other dangerous
things that might happen to our planet.
Mike: Like what?
Teacher: The earth is facing many dangers in the future. For
example, we have to prepare for global warming,
maybe for a nuclear war or for any other
catastrophic event.
Louise: And if we prepare well can we save the planet?
Teacher: I don’t know. But we must do something to prevent
the disaster. You know what the old proverb says:
“Better to be safe than sorry”.
Dan: So, what can we do?
Teacher: Well, Swedish scientists say that the best way to
prepare for a catastrophe is to store food in case a
tragedy happens. We must have enough food to
survive.
Anne: But there are millions and millions of people in the
world! Can we store enough food for everyone?
Teacher: Probably not, but again it’s better to have something
than nothing. What the Swedish scientists are doing
is this: they are preparing a very cold chamber in a
cave in a remote Arctic mountain. The cave is called
the Doomsday Vault. Doomsday in old English means
‘Judgement day’. This chamber, which looks like a
long tunnel, is very big and it can store 4 million
seeds, from most of the plants on our planet. This
way, if a cataclysm happens, humans will have some
seeds such as corn, potatoes, tomatoes, beans and
rice, to grow and have food again.
Frank: But what if the seeds go bad?
Teacher: Well, the seeds are stored at temperatures of minus
18ºC so they might last hundreds, even thousands of
years. And even if the cooling systems fail, the
temperature in the frozen mountain will never rise
above freezing and this way the seeds will be safe.
You see? Just like the animals in the ark.
5 + 37
Ask students to write the words in Exercise 4 as a list in
their notebook then play the recording once. Tell them to
tick all the words from the list they hear.
(L.A.: to check and validate predictions)
Answers
catastrophe - nuclear war - cataclysm - flood -
global warming - tragedy
6 + 37
A proverb is a simple and concrete saying popularly known
and repeated, which expresses a truth, based on common
sense or the practical experience of humanity. They are
often metaphorical. A proverb that describes a basic rule of
conduct may also be known as a maxim.
Some common English proverbs are:
A fool and his money are soon parted.
Actions speak louder than words / voice.
Beggars can’t be choosers.
Home is where the heart is.
(L.A.: to listen for specific information)
Answers
c. (Spanish equivalent: más vale prevenir que curar).
PAGE 158
7 + 37
Ask students to name the six vegetables in the pictures and
list them in their notebooks. Then play the recording again
and tell them to tick five vegetables mentioned in it.
(L.A.: to match specific information with visual clues)
Answers
beans – 1, corn – 2, potatoes – 4, rice – 5,
tomatoes – 6. Not mentioned: cucumber – 3.
8 ++ 37
Ask students to read sentences a. – e. and then listen to
the recording again. Who said the statements? Check orally.
(L.A.: to identify speakers)
LIFE AS WE KNOW IT 125
U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 126

Answers 11 +
a. One of the students. Ask students to observe the picture and the parts with the
b. One of the students.
arrows. Can they name all the parts and provide the correct
c. The teacher.
information for each box after they have listened to the
d. One of the students.
e. The teacher. recording several times?
(L.A.: to match visual and recorded information)
Answers
9 ++ 37 a. Doomsday Vault
Students first read the sentences, copy them into their b. Rice, beans, potatoes, tomatoes, corn
notebooks with the corresponding gaps then listen again c. A remote Arctic mountain
and fill in the gaps with the corresponding information. d. 4 million seeds
(L.A.: to match information)
Answers 12 ++
a. We have to prepare for global warming,
Divide the class into small groups and separate them
maybe for a nuclear war.
b. Swedish scientists say that the best way to
physically from each other (at different desks). Tell the
prepare for a tragedy is to store seeds. groups to read and discuss the two questions them. Ask
c. They are preparing a very cold chamber in a them to write the findings in a notebooks and then read
cave in a remote Arctic mountain. them out to the rest of the class. Where the answers similar
d. This chamber, which looks like a long tunnel, / different? How?
is very big and it can store 4 million seeds. (L.A.: to discuss a subject using own experience and
previous knowledge)
Answers
10 + 37
May vary
Read the questions with the class and then play the
recording again. Check answers orally.
(L.A.: to get specific information) PAGE 160
Answers TAKE A CLOSER LOOK
a. Swedish
b. Judgement day This section provides information on the forms, uses and
c. Hundreds, or even thousands of years. differences and similarities between must and have to.

PAGE 159 13 +
First refer students to the TAKE A CLOSER LOOK section.
MAKE CONNECTIONS Provide more examples if necessary.
Students connect what they have read or listened to in the (L.A.: to practise a new structure)
previous sections with more specific points such as grammar Answers
explanations, examples, exercising and testing, oral and written a. have to
production and other consolidation activities. b. has to
For more information on the MAKE CONNECTIONS section see c. must
page 7 of the Introduction d. must
e. do you have to

126 UNIT 5
U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 127

14 ++ FAST CHECK
Ask students to look at the five traffic signs – they are
quite common on all the roads around the world. Ask them 16
to describe the actions a driver or a pedestrian must take if Answers
he or she sees one of them. She has to answer the phone and write down
(L.A.: to practise a new structure using visual clues) messages.
Answers She has to buy food at the supermarket.
a. You must stop She has to check all the doors before going to bed.
b. You must go in a specific direction. She has to clean and tidy up.
c. You must slow down. She has to feed the cat.
d. You must keep to the right. She has to phone her grandparents.
e. You must yield or give way. She has to switch off lights before going to bed.
She has to take out the rubbish.
She has to take the dog out for a walk.
PAGE 161 She has to water the plants.

HAVE A CHAT
’ WRITE IT DOWN
15 ++ 38

Ask students to work in pairs where one is Elizabeth and 17 ++

the other is Howard. Tell them first to read the whole Students write a list of things they have to do every day.
dialogue before filling in the gaps. Check spelling and grammar.
(L.A.: to practise a new structure through a conversation) (L.A.: to write a list following a model)
Answers Answers
See transcript. Will vary.

TRANSCRIPT - ORAL PRACTICE 38 CHECK IT OVER!

Students take a fast critical look at what they have learnt in the
Elizabeth: So, what do you think we should do?
lesson in three main areas:
Howard: We must use less energy.
• Listening • Speaking • Writing
Elizabeth: And what could we do at school?
This is a section for the STUDENTS so teacher should intervene
Howard: I think we could recycle soft drink cans.
as little as possible in this process.
Elizabeth: How about planting trees in the school garden?
For more information on the CHECK IT OVER! section see page 7
Howard: First we have to collect some money.
of the Introduction.
Elizabeth: Do you think we could prepare an ecological
newsletter?
Howard: Good idea, but we have to find someone to write it. PAGE 162

APPLY YOUR KNOWLEDGE

The purpose of this section is to put the different elements of

the unit together and check if they have been learnt. The
exercises have been structured to let students “gather” together
the subject matter of the unit and test it / try it as a whole. This
is also a place where teachers can see what the outcome /
impact of the unit as a whole has been.

LIFE AS WE KNOW IT 127

U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 128
1 READING – UP FOR A DRIVE!
27 tons of bananas were produced in Tonga in June.
14 tons of pineapples were produced in Tonga in June.
15 tons of mandarins were produced in Tonga in June.
10 tons of kiwis were produced in Tonga in June.
14 tons of cherries were produced in Tonga in June.
2
Mangoes were sent to France.
Kiwis were sent to Brazil.
Oranges were sent to Norway.
Pineapples were sent to the USA.
Bananas were sent to Argentina.
3 rain comes from.
Digby must rest for 3 days. He should get up on the 4th day.
He must avoid too much effort. He should do light exercise
on day 4.He must eat 3 small meals a day. He should drink
lots of water. He must avoid carbohydrates. He should eat
fresh fruit and vegetables. He must visit the doctor in a
week. He should go back to work in 2 weeks.
4 (may vary)
Camila would like to visit Easter Island.
Dennis would like to be a pilot.
Stella wishes she had a bigger house.
Bruce wants to be a signer.
PAGE 164
CHECK & CORRECT
This is an opportunity to re-examine difficult questions and fit
all the main pieces of the puzzle together into one coherent
picture. Here the Teacher can also look for errors and wrong
conclusions. This is an extra opportunity to correct them before
moving on to the subsequent. Please refer to the Evaluation
table and indicators at the beginning of this unit (Teacher’s
Book).
128 UNIT 5
1. a. Because his father told him the story.
b. He lived in Calama.
c. 80 kilometres.
d. He had to take the car to the garage.
e. To free Lotty, the kitten, stuck under the bonnet.
2. a. engine; b. bonnet; c. purr; d. terrified
LISTENING – CLOUDS
TRANSCRIPT 39
Teacher: The topic of today’s lesson is clouds. Does anyone
know what clouds are?
Cathy: They are the fluffy white things in the sky where
Teacher: Yes, but what are clouds made of?
Charles: Snow?
Teacher: Not quite.
Mike: Water?
Teacher: Very good. Clouds are made of water. As you
already know, we can find water in three
different forms: liquid, solid and gas. Liquid is the
form that you normally drink. Solid is ice and
snow. And water as a gas is called vapour.
Clouds form when water vapour turns back into
liquid water drops. That’s called condensation.
Louise: It’s like when my mom cooks dinner and drops of
water fall from the lid of the pot. It looks as if it
was raining in the pot.
Teacher: That’s correct. Rain is very similar to the cooking
process. At first water drops are very light and
stay on the clouds but when they get heavy, they
fall to the ground. And rain is the primary source
of fresh water for most areas of the world
Dan: Are all clouds the same?
Teacher: No, Meteorologists name clouds depending on how
high in the sky they form and by the way they look.
The highest clouds are called cirrus. Middle clouds
are called alto. And clouds that are described by
their appearance are cumulus and stratus. And if a
cloud produces snow it is called nimbus.
3. a. Water. b. Vapour. c. When water vapour
turns into liquid water. d. Five.
U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 129
4. a. Cirrus. b. Nimbus. c. Cumulus and stratus.
d. Alto.
LANGUAGE
5. First, all unwanted paper is collected in big
cardboard boxes.
Second, the boxes are collected by a charity
truck and taken to the paper recycling plant.
Then, the paper is mixed with water and
chemicals and converted into a pulp.
Next, water is removed from the pulp.
After, colouring and hard parts are removed
from the pulp.
Finally, the pulp is converted into sheets of paper.
6. a. Mount Everest is the highest mountain on
earth, and the highest mountain range in
the world is the Himalayas.
b. Loch Ness is a famous lake in Scotland.
c. The longest river in Chile is the Bio Bio.
d. Easter Island is in the Pacific Ocean.
e. The shoe shop is in Elm Street.
7. a. We ought to buy a swimming suit for
Gabriella. She might also like a tennis
racquet.
b. We ought to buy a detective book for
Diana. She might also like a set of brushes
and paints.
c. We ought to buy a classical music CD for
Becky. She might also like a theatre ticket.
8. a. You have to put a stamp on the envelope.
b. He must hurry if he wants to catch the train.
c. You must call the doctor.
SPEAKING
9. Picture 1: Would you like some ice-cream?
Sorry, I don't like ice-cream.
Picture 2: Excuse me, could you move a little
please. Sorry there is no more space.
Picture 3: I'm really sorry. I didn't see you.
That's OK.
You can assign points according to these criteria:
7 - 8 points: student can role-play dialogues
using visual clues with correct pronunciation,
normal hesitation and no grammar mistakes.
5 - 6 points: student can role-play dialogues
using visual clues with correct pronunciation
and a minimum of hesitation and grammar
mistakes.
3 - 4 points: student can role-play dialogues
using visual clues with appropriate
pronunciation, but hesitates and makes some
grammar mistakes.
1 - 2 points: student can't role-play dialogues,
he / she hesitates a lot and makes a lot of
grammar mistakes.
WRITING
10.Answers will vary. Check each paragraph using
the Writing Rubric or you can assign points
according to these criteria.
7 - 8 points: student can write a paragraph
about the things he / she must / should / need
to do, using the correct language structures
and without grammar or spelling mistakes.
5 - 6 points: student can write a paragraph
about the things he / she must / should / need
to do using the correct language structures, with
a minimum of grammar or spelling mistakes.
3 - 4 points: student can write a paragraph
about the things he / she must / should / need
to do using correct language structures, but
makes grammar and spelling mistakes and
makes no use of textual references.
1 - 2 points: student can write a paragraph
about the things he / she must / should / need
to do, he / she doesn't use the correct
languages structures, and makes a lot of
grammar and spelling mistakes.
FINAL CHECK
This part provides the students with feed-back on how much
they have learnt and puts them in a position to make an
assessment of their work. Most learners, by getting involved
with evaluation, come face to face with their learning problems
and consciously try to tackle them. Self-evaluation requires of
students to be more self-conscious about the changes they are
experiencing, motivates them to form a realistic and honest
awareness of their own work and to try to take responsible
steps in solving their own problems. Self-evaluation enables
the learner to become an independent learner as well as an
independent thinker. Monitor this section of the Unit as it will
help you evaluate the Outcome and the Impact part of the
general evaluation , especially in the Impact part it will show
you and let you measure students’ attitudes towards what they
have learnt.
LIFE AS WE KNOW IT 129
U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 130
EXTRA TEST UNIT 5
READING - THE RIGHT QUALIFICATIONS
Sometimes, when people travel, the strangest things can
happen to them. If you travel you must be prepared for
whatever comes your way. You may, for example, remember
the story of the heroic pilot who landed his airplane in the
Hudson River saving hundreds of lives. Or the story of a
Uruguayan rugby team whose plane crashed in the Andes and
who waited to be rescued for nearly 40 days. Many of them
died but some were saved and their story was filmed.
But the latest news is quite strange and we want to share it
with our readers who might appreciate the humour of the
situation.
A British pilot flew 80 passengers from Cardiff, UK, to Paris,
France, and then told them: “I am really sorry but I must turn
back - I’m not qualified to land.”
The pilot took the decision after thick fog cut visibility to 700
metres at Charles de Gaulle airport and he told passengers he
could not land the aircraft in such conditions as he did not have
adequate training. So, the pilot and passengers flew the 300
miles back to Cardiff airport.
1 Read the text once. Where would you expect to find a text
like this? (1 pt.)
a. In a scientific magazine.
b. In a training manual for pilots.
c. In newspaper gossip column.
d. In a brochure advertising Flybe flights.
PHOTOCOPIABLE
130 UNIT 5
Cassandra Grant, 29, who paid £220 for her Flybe ticket, said:
“20 minutes outside Paris, the captain said, ‘ I cannot land in
these conditions. To land now I would need level 2
qualifications and I only have level 5. I urgently have to fly
back to Cardiff. I couldn’t believe it! I expect an airline pilot to
have every qualification possible, and then a few more,”
Cassandra said. “But I must say that he was very apologetic
with the passengers”, she added.
Flybe said that they fully supported their pilot: “He has been
recently transferred from a Bombardier Q300 to a Q400
aircraft. He’s not yet completed low visibility training to land in
such conditions. Actually, he acted according to the correct
procedures. Landing in difficult conditions without the correct
qualifications might lead to the suspension of his licence.”
2 Read the text again. Identify what the numbers in it refer to
(7 points)
300 The price of a flight from Cardiff to Paris.
220 The required level of qualifications to land in fog.
2 The number of passengers on board the flight.
80 The type of aircraft the pilot was flying at the
time of the incident.
5 The distance between Cardiff and Paris.
20 The time left before landing in Paris.
400 The level of qualifications the pilot had at the
time of the flight.
U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 131

3 Read the text once more. Find words in the text that
correspond to these definitions. (4 pts.)
a. showing extreme courage (adj.)
b. having passed the exams or completed the necessary
training (adj.)
c. feeling or showing you are sorry for doing something
wrong or causing a problem. (adj)
d. the official or formal order or way of doing something.
(noun)
7 Complete these sentences about your obligations for
tomorrow using the verbs in the box. (5 pts.)
• be • finish • get up • phone • return • walk
a. __________________ at 8 a.m.
b. __________________ to school with my brother.
c. __________________ a science project.
d. __________________ home by 6 p.m.
e. __________________ in bed by 10 p.m.

LISTENING - VIRUSES
4 Listen to the conversation between a teacher and a
student and answer the questions. (5 points)
a. What are viruses?
b. How big are they?
c. What do we need to see them?
d. How do we know we have been attacked?
e. What do viruses do in our bodies?
5 Listen to the recording again and choose the correct
alternative. (5 pts.)
a. They are the dangerous electronic bugs / buds.
b. They are the living things that can make you sleep / sick.
c. They are so timely / tiny that you need to use a
microscope to see them.
d. We can now see them magnified hundreds / thousands
of times.
e. How do they make us live / sick?
LANGUAGE
6 Use these prompts to write sentences in the Passive Voice.
(5 pts.)
a. Don Quixote de la Mancha / write / Miguel de Cervantes
b. The Eiffel Tower / build / Gustave Eiffel
c. World War II / win / the allies
d. America / discover / Christopher Columbus
e. Mona Lisa / paint / Leonardo da Vinci
8 Insert the definite article the where necessary. (4 pts.)
a. What is the highest mountain range in the world? I
think it’s _________ Himalayas.
b. ______ Villarica Lake is in the south of _____ Chile.
c. When I was 18 years old I crossed ______ Atlantic for
the first time in my life.
d. ______ Amazon is the biggest river in the world.
SPEAKING
9 Ask and answer these questions with your partner. Then,
change roles and ask and answer the questions changing
the underlined parts. (10 pts.)
a. What would you like to do after school?
b. What do you need to use to make a chocolate cake?
c. What do you want to eat for dinner?
d. What do you have to do this weekend?
WRITING
10 Choose one of the people below and write a paragraph
about what you think their lifestyle is like. (10 pts.)
a. A famous pop star
b. A hermit
c. A volunteer in Africa
PHOTOCOPIABLE

Your 1 - 21 22 - 44 45 - 56
result: Not too good Acceptable Great!

LIFE AS WE KNOW IT 131

U5 GUIA ING 2JO (112-132).qxd 4/12/09 15:35 Página 132
ANSWERS TO EXTRA TEST UNIT 5
READING - THE RIGHT QUALIFICATIONS
1. c.
2.
300 The distance between Cardiff and Paris.
220 The price of a flight from Cardiff to Paris.
2 The required level of qualifications to land in fog.
80 The number of passengers on board the flight.
5 The level of qualifications the pilot had at the
time of the flight.
20 The time left before landing in Paris.
400 The type of aircraft the pilot was flying at the
time of the incident.
3. a. heroic; b. qualified; c. apologetic; d. procedures
LISTENING - VIRUSES
TRANSCRIPT
Teacher: Does anybody know what viruses are?
Emma: They are the dangerous electronic bugs that can eat your
computer programs! I had a virus on my computer once
and it destroyed all my e-mails and information.
Teacher: Yes, that’s true, but originally they are the living bugs
that can make YOU sick. Our bodies are pretty amazing.
Day after day, they work hard digesting food, pumping
blood and oxygen, the little grey cells in your brain think
for you and let you make lots of things but constantly
our bodies are exposed to viruses - a group of tiny
invaders that can make our bodies sick.
Gabriel: How big are they? Can we see them?
Teacher: Viruses are so small and sneaky that they get into our
bodies without us noticing. In fact, they are so tiny
that you need to use a microscope to see them. We
only know they exist because scientists can see them
magnified thousands of times. When they get into our
bodies, we don’t know it until we have symptoms that
say we’ve been attacked. And that’s the moment when
we must try to get them destroyed.
Harry: How do they make us sick?
Teacher: They eat our nutrients and energy, and can produce toxins
which are like poisons that affect our bodies. These toxins
can cause fever, coughing and vomiting, for example.
Emma: They sound really bad, just like the virus that ate my
computer programs.
4. 40
a. They are electronic bugs / They are the living bugs that
can make us sick.
b. Very small.
c. A microscope.
132 UNIT 5
d. By the symptoms.
e. They make us feel sick.
5. 40 a. bugs; b. sick; c. tiny; d. thousands; e. sick
LANGUAGE
6. a. Don Quixote de la Mancha was written by Miguel de Cervantes.
b. The Eiffel Tower was built by Gustave Eiffel.
c. World War II was won by the allies.
d. America was discovered by Christopher Columbus.
e. The Mona Lisa was painted by Leonardo da Vinci.
7. a. I must get up at 8 a.m.
b. I must walk to school with my brother
c. I must finish a science project.
d. I must return home by 6 p.m.
e. I must be in bed by 10 p.m.a. - 1; b. - 3: c. - 4; d. - 1
40 8. a. What is the highest mountain range in the world?
I think it’s the Himalayas.
b. Villarica Lake is in the south of Chile.
c. When I was 18 years old I crossed the Atlantic for the
first time in my life.
d. The Amazon is the biggest river in the world.
SPEAKING
9. You can assign points according to these criteria:
8 – 10 points: student can ask and answer questions with correct
pronunciation, normal hesitation and no grammar mistakes.
5 – 7 points: student can ask and answer questions with correct
pronunciation and a minimum of hesitation and grammar mistakes.
3 – 4 points: student can ask and answer questions with
appropriate pronunciation, but hesitates and makes some
grammar mistakes.
1 - 2 points: students can’t ask and answer questions,
hesitates a lot and makes a lot of grammar mistakes.
WRITING
10.You can assign points according to these criteria:
8 – 10 points: student can write a paragraph about a
person’s lifestyle, using correct languages structures and
without grammar or spelling mistakes.
5 – 7 points: student can write a paragraph about a person’s
lifestyle using correct languages structures, with a minimum
of grammar or spelling mistakes.
3 – 4 points: student can write a paragraph about a person’s
lifestyle using correct languages structures, but makes grammar
and spelling mistakes and makes no use of textual references.
1 - 2 points: student can’t write a paragraph about a person’s
lifestyle, he / she doesn’t use correct languages structures, and
makes a lot of grammar and spelling mistakes.
U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 133

IN THIS UNIT YOU WILL LEARN TO
Reading: Identify the general topic of different texts /
Match visual and written information / Fill in a graphic
organiser with specific information / Follow directions to
draw a picture
Listening: Match oral instructions with visual clues /
Identify expressions referring to the duration of events /
Identify speakers / Complete a gap exercise with specific
words
Production: Express personal opinions and ideas about
traditions and celebrations / Talk about cultural differences in
your country / Express interest, surprise, happiness in
different situation / Offer predictions for future events
Functions: Referring to the duration of events / Expressing
obligation / Expressing interest, surprise, joy / Making predictions
for the future
YOU WILL ALSO USE THE FOLLOWING TEXT TYPES
An email / A Christmas carol / An advertisement / A website entry
/ A magazine interview / A lecture
YOU WILL ALSO LEARN
Grammar: The Present Prefect Tense / The use of since, for, never,
ever, just now / Reported Speech / The Simple Future Tense
Vocabulary: Vocabulary related to holidays, festivals and
celebrations / Vocabulary related to different cultures
YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES
Why we should respect and follow traditions

Development
Lesson 1 two to three class periods
Lesson 2 two to three class periods
Lesson 3 two to three class periods
Lesson 4 two to three class periods
Apply your knowledge one class period/alternatively homework activity
Check and correct and final check one class period plus some home activity

Didactic resources and methodology tips

• Teacher can use photographs, cut-outs, both in Spanish and English.
• Books and other written material about traditions of the country
• www.serindigena.cl - to learn about cultural differences
• Photos of birthday parties, Christmas celebrations, 18th September celebrations, etc.
• Interviews from the web or newspapers to talk about traditions
• Useful materials for this unit are:
1. Lists of adverbs
2. Dictionaries
3. Glossaries
4. Definitions
5. Printed handouts
6. Library material
TRADITIONS, TRADITIONS 133
U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 134

Types of evaluation Indicators

Continuous / informal Students carry out reading and listening activities, take part in conversations, and produce written texts.

Check it over Students analyse their performance in the speaking, reading, listening and writing activities, and decide if
Self - evaluation they need more work, if they did ok or if they did really well.

Check & Correct Reading: Students relate and identify specific information.
Unit evaluation Listening: Students identify and extract specific information.
Language: Students use the Present Perfect, the Future Simple, and the Reported Speech.
Writing: Students write a short description of a picture
Speaking: Students role-play mini-dialogues expressing feelings.

Final Check Students analyse their performance in the unit, give themselves points according to the frequency with
which each criterion is observed and identify their situation.

Extra Test Reading: Students identify general information, infer meaning from the context and discriminate
between correct and incorrect information.
Listening: Students identify type and purpose of the text and discriminate sounds.
Language: Students use the Simple Future, the Present Perfect and the Reported Speech.
Writing: Students write a short report on their experiences.
Speaking: Students exchange information about their predictions for the future.

SET UP
Camel races are an important tradition in Arab countries
such as Qatar, Saudi Arabian and others.
1
Talk to students about your and their traditions. What are 2
they? Is celebrating a birthday a tradition? How about the Ask students which of the activities in the pictures are
school anniversary? What other traditions do they have? universal traditions and which ones are not? Which ones
Are all traditions the same? Do all regions, countries, cities are Chilean traditions?
etc have the same traditions? Answers
Ask them to look at the pictures and match the traditions May vary
with their names.
Answers
1 – c, 2 – b, 3 – h, 4 – a, 5 – e, 6 – f, 7 – d, 8 – g 3
Ask students to read the list of sentences and in pairs
discuss the ones they think are important reasons for
BACKGROUND INFORMATION keeping traditions.
Guy Fawkes Night (also known as Bonfire Night, Cracker
Answers
Night, Fireworks Night, Bonny Night) is an annual
May vary
celebration on the evening of the 5th November,. It
celebrates the foiling of the Gunpowder Plot of the 5th
November, 1605, in which a number of Catholic conspirators,
including Guy Fawkes, were alleged to be attempting to
blow-up the Houses of Parliament, in London.

134 UNIT 6
U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 135

PAGE 170 4 ++
LET’S CELEBRATE Students look at the four pictures. Do they know what kind
READING of celebrations / traditions they represent? They then make
LESSON 1
predictions about the subject of the text they are about to
read. Do not check answers at this point.
Mi d a
n T e se r (L.A.: to make predictions from context and visual clues)
This Mind Teaser provides more information on the topic
of listening. Motivate students to find more reasons for PAGE 171
listening and more examples. For more information on the
Mind Teaser section, see page 7 of the Introduction. GO AHEAD
5 +
THINK AHEAD Students read the texts on pages 172 and 173 to check
In this section, students get ready for the contents of the their predictions in Exercise 4.
lesson, make predictions and learn key vocabulary and (L.A.: to check and validate predictions)
potential “danger” zones to look out for. Answers
1 Diwali; 2 St. Patrick’s day; 3 Christmas;
1 + 4 Halloween
Students read the three definitions and match them with
the correct words. 6 +
(L.A.: to define the meaning of key lexical items) Students identify the type of texts they have just read. How
Answers do they know? Is it the choice of vocabulary? Is it the form
a. – iii; b. – i; c. - ii the text is presented or other clues they can name?
(L.A.: to identify type of text)
Answers
2 +
a. – IV, b. – I, c. – II, d. – III
Students read the list of words in the box, say them aloud
and identify the ones that sound or look similar to the
words in Spanish. When practising cognates always make 7 +
sure that students understand their meaning and that they Tell students to look for key words in each text such as :
are not false cognates (false friends). festival, celebration, etc. to support their answers.
(L.A.: to identify cognates) (L.A.: to define the general topic of several texts)
Answers Answers
celebrate, colloquial, comfort, decorate, a.
ignorance, remotely, victory

8 ++
3 ++ Ask students to read the three sentences and then match
Ask students to form pairs. They must take turns to read a them with the pictures. Again ask them to identify the key
question from A and the partner must try to find an words. (marching band, lamps, light, witch)
answer in B. Check orally. (L.A.: to match written and visual clues)
(L.A.: to use previous knowledge to form dialogues) Answers
Answers 1 – b, 2 – c, 3 – a
a. – iii; b. – i; c. – ii

TRADITIONS, TRADITIONS 135

U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 136

9 ++ Answers
Ask students to copy the chart in their notebook then go a. favourite; b. popular; c. costumes; d. tradition
back to the text. They must fill in the columns with correct
information from the text. PAGE 173
(L.A.: to place information in a graphic organiser)
Answers MAKE CONNECTIONS

Which text mentions 1 2 3 4 In this section students connect what they have read or
the participation of a family member? ✔ listened to in the previous sections with more specific
points such as grammar explanations, examples, exercising
the name of a goddess? ✔
and testing, oral and written production and other
the name of a saint? ✔
consolidation activities.
the reason for the celebration? ✔ ✔ For more information on the MAKE CONNECTIONS section
the exact date and time of the celebration ✔ see page 7 of the Introduction
TAKE A CLOSER LOOK
10 +
This section deals with the Present Perfect tense, its forms
First give students a few examples of colloquial expressions and uses.
against formal ones. More information and exercises on the Present Perfect tense
Colloquial expressions are similar to slang, but tend to be can be found at http://www.englishpage.com/verbpage
more universal, whereas slang can often be limited to a /presentperfect.html
particular social group. For more information on the Take a Closer Look section see
Examples: page 7 of the Introduction.
What’s up mate? = Hello, how are you today?
We’ re just hanging around = we are not doing anything
special right now. PAGE 174
Wanna go to a party? = Would you like to go to a party? 12 ++
(L.A.: to identify colloquial language in a text)
Ask students to read the page from the passport – both
Answers dates and countries and then read questions a. – h. Stress
The email uses the following colloquial expressions: the importance of not giving the dates when using the
anything spooky = anything scary
Present Perfect tense. We use specific dates with the Past
a blast = a wonderful time
I could burst like a bubble = I am very happy
Simple tense.
yummy things = delicious food Examples:
kids = children He has visited the USA.
goodie bags = bags with nice things He visited the USA in 1998.
sweeties = sweets (L.A.: to practise a new grammar structure)
Answers
Danger a. No, he hasn’t.
b. No, he hasn’t.
See notes on page 7 of the Introduction. c. Yes, he has.
d. No, he hasn’t.
e. Yes, he has.
11 + f. Yes, he has.
Ask students to copy the sentences into their notebooks. g. Yes, he has.
Copying is very important as it let’s students practise their h. He has been to five countries.
spelling.
(L.A.: to match information)

136 UNIT 6
U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 137
13 ++
Students read and copy the text with the gaps in their
notebooks and fill in the gaps with the correct form of the
Present Perfect tense.
to consolidate a new grammar structure
Answers
The Christmas tree today is a common custom
to most of us, but have you ever wondered
about its origin? When did the tradition start?
How long has it lasted? We now know that it
has been around as a tradition for many
centuries. One of the most important aspects
of the Christmas tree is its colour. For years,
having a green tree full of lights inside your
home has symbolised life in the middle of a
cold winter. Probably there is no one on the
planet who has not heard about the Christmas
tree tradition.
14 ++ FL
Ask students to work in pairs. Both read the results
provided in the chart. One student asks questions
following the example and the other answers them using
the information in the chart.
(L.A.: to practise and consolidate a new structure using a
graphic organiser)
Answers
According to the example provided
PAGE 175
HAVE A CHAT
15 + 41
Students listen and repeat the recorded questions. Ask
them to write the questions and answers in their
notebooks and practise asking and answering.
(L.A.: to ask questions imitating a model and answer them
with true information)
Answers
May vary
TRANSCRIPT- ORAL PRACTICE 41
a. How long is the Chilean National Day celebration?
b. How long have you known your best friend?
c. How many days a week do you go to school?
d. How long does it take to go from your house to your school?
e. How long have you studied English?
f. How long have your parents lived in the same house?
g. How many hours have you spent at school today?
h. How long has it taken you to answer all the questions?
FAST CHECK
16
Answers
Mrs. Carlow has taken the children to school.
Mrs. Carlow has bought Christmas decorations.
Mrs. Carlow has visited James in hospital.
Mrs. Carlow has not gone jogging in the park.
Mrs. Carlow has called Susan about the party.
Mrs. Carlow has written an e-mail to Lucy’s teacher.
Mrs. Carlow has not sent Christmas cards.
Mrs. Carlow has not made a chocolate cake for tea.
Mrs. Carlow has read the papers.
Mrs. Carlow has not collected the children from school.
WRITE IT DOWN
17 ++
Give sufficient time so that students can write a coherent
and cohesive piece but do not expect a lengthy essay.
(L.A.: to use own experience and ideas to write a passage
related to the subject of the lesson)
Answers
May vary
CHECK IT OVER!
Students take a fast critical look at what they have learnt in the
lesson in three main areas:
- Speaking
- Reading
- Writing
This is a section for the STUDENTS so teacher should intervene
as little as possible in this process.
TRADITIONS, TRADITIONS 137
U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 138

PAGE 176 PAGE 177

PROUD TO BE
LISTENING
LESSON 2
THINK AHEAD
In this section, students get ready for the contents of the
lesson, make predictions and learn key vocabulary and
potential “danger” zones to look out for.
1 +
Students draw on their personal experience and previous
knowledge of their country. Can they identify the original
inhabitants of Chile? How? Remind them always to be
respectful of traditions and differences in culture.
(L.A.: to relate previous knowledge and visual clues)
Answers
1 Aymara 2 Mapuche 3 Rapa Nui
2 +
Ask students to look at the map of Chile. Can they identify
the approximate area where these inhabitants live?
(L.A.: to relate previous knowledge and visual clues)
Answers
Aymara - north, Mapuche - south, Rapa Nui –
Easter Island / the Pacific Ocean.
3 ++
Ask students to copy the words with the gaps in their
notebooks. Tell them to write the list of vowels above the
words and then use the ones they think should go in the
gaps to complete the words. Check orally. Do they know
the meanings of the words they have just formed?
(L.A.: to identify key words through a game)
Answers
a. roots; b. origin; c. tattoo; d. images;
e. culture; f. spiritual
4 +
Tell students to read the instructions and then the
sentences taken from the text they are going to listen to.
What clues can they find to identify the ethnic group the
three young people belong to? Write the clues on the
board but do net check answers yet.
(L.A.: to make predictions from written clues and previous
general knowledge)
GO AHEAD
42
TRANSCRIPTS - PROUD TO BE
Jane: How do you feel about your customs and traditions?
Ariki: I think it’s important to know where you come from
and respect your customs and traditions.
Millaray: Yes, we ought to know our roots. For example, our
names. Millaray means Golden Flower in the
Mapuche language.
Jane: And your name, Ariki?
Ariki: Ariki means King in Rapa Nui. And your name, Uruchi?
Uruchi: My name means Beloved Son in Aymara. I believe
that we ought to be proud of our origin.
Jane: What do you know about your ancient art of
tattooing, Ariki?
Ariki: I’ve been a tattoo artist since I was sixteen and I’ve
learnt a lot about why our people like to have
images on their skin.
Jane: Why is it?
Ariki: For centuries we have believed that tattoos make our skin
sacred and help us communicate with our ancestors.
Jane: What kind of pictures do you use?
Ariki: Polynesian symbols and figures from our legends.
Jane: Do the Aymara use tattooing and body painting
too, Uruchi?
Uruchi: No, but we’ve always been known for our respect
for Mother Earth.
Jane: Yes, I’ve heard of the ancient cult of the Pachamama.
Uruchi: This cult has helped my people to order the natural
cycle of life; this month we are celebrating an
important holiday called “the cleaning of channels”.
Jane: That’s really surprising; I’ve never been to the north
but I know it’s very dry.

138 UNIT 6
U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 139
Uruchi: Yes, and the festival, which lasts for 6 days, is to
pray for plenty of water for our harvest. And it also
brings our people together.
Jane: Is it the same in the Mapuche culture, Millaray?
Millaray: It seems it all depends on where our people live. In my
culture, it’s always been important to look after both the
body and the soul and that’s why we have the Machi.
Jane: Oh, yes. Have you ever visited one?
Millaray: No, but we are certain that the most common
sicknesses are spiritual. When your mind’s not well
then your body suffers too.
5 + 42
Play the recording once through so that students can check
their predictions in Exercise 4.
(L.A.: to check and validate predictions)
Answers
a. Mapuche; b. Aymara; c. Rapa Nui
6 + 42
Ask students to describe each picture - do they know these
traditions? Then play the recording again and ask them to
identify the correct tradition the speakers talk about.
(L.A.: to identify specific information in a recorded text and
match it with visual clues)
Answers
a. ii (tattoing)
b. i (the machi)
c. ii (the cult of the Pacha Mama)
PAGE 178
7 + 42
Ask students to read options a. – g. and then play the
recording again. Alternatively, ask them to copy the
statements in their notebooks and write the correct name
beside each sentence. Then play the recording.
(L.A.: to match speakers and speech)
Answers
a. – Ariki; b. – Millaray; c. – Jane; d. – Uruchi;
e. – Jane; f. – Uruchi; g. – Millaray
8 + 42
It is often more difficult to listen for specific words in a
recorded text than it is to listen for the general idea. Bear
in mind your students might need you to play the
recording two or three times to complete the task. Read
the gapped sentences with them and remind them of the
importance of the context to help them identify the type of
word(s) they will need to fill in the blanks.
(L.A.: to listen for specific information)
Answers
a. How do you feel about your customs and
traditions?
b. Millaray means Golden Flower, Ariki means
King and Uruchi means Beloved Son.
c. Tattoos make our skin sacred and help us
communicate with our ancestors.
d. This cult has helped my people to order the
natural cycle of life.
e. We are certain that the most common
sicknesses are spiritual.
9 + 42
Read the questions with the class and encourage students
to try and answer them from what they remember of the
text. They can do this in pairs or small groups. Then play
the recording again for them to check and complete their
answers.
(L.A.: to listen for specific information)
Answers
a. Polynesian symbols and figures from their
legends.
b. The cleaning of channels.
c. When your mind’s not well then your body
suffers too.
MAKE CONNECTIONS
In this section students connect what they have read or listened
to in the previous sections with more specific points such as
grammar explanations, examples, exercising and testing, oral
and written production and other consolidation activities.
For more information on the MAKE CONNECTIONS section see
page 7 of the Introduction
TRADITIONS, TRADITIONS 139
U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 140

TAKE A CLOSER LOOK TRANSCRIPT- ORAL PRACTICE 43

This section provides more information on the Present

Perfect tense.
For more information on the Make connections section see
page 7 of the Introduction
PAGE 179
10 +
Refer students first to TAKE A CLOSER LOOK before doing
this exercise. Ask students to copy the sentences into their
notebooks before filling in the gaps.
(L.A.: to practise a new structure)
Answers
a. since, for; b. for, since; c. for, since; d. since, for
Jane: Have you ever been to see a Machi?
Millaray: No, I’ve never been to see one but my mum has.
Jane: How long have you lived in Santiago?
Millaray: I’ve been here for about 5 months.
Jane: Have you already seen most of Santiago?
Millaray. No, I’ve not seen all of it yet.
Jane: Have you been back to see your relatives in the south?
Millaray: Yes, I went to Quelhue a month ago.
Jane: How many hours does it take to get there?
Millaray: Depends, it takes approximately 9 hours by bus.
Jane: Have you done anything interesting recently?
Millaray: I’ve recently visited the San Cristobal Hill.
Jane: And what have you done just now?
Millaray: Just now I’ve finished my math homework!

11 +
Students will need to analyse the three different options
before they choose the correct one. Ask them to read the
questions/statement and then try to match the second
part. Do they go together well or not? Ask them to say
them aloud.
(L.A.: to apply analytical skills to complete a task)
Answers
a. iii; b. iii; c. i; d. ii; e. i
13 + FL
Play the recording several times; once or twice for students
to check their dialogues and then with pauses for them to
imitate pronunciation, intonation and accentuation. Give
pairs a few minutes to practice the conversation and then
invite some pairs to role play it in front of their classmates.
(L.A: to imitate a model conversation)
FAST CHECK

PAGE 180 14
Answers
HAVE A CHAT
a. I have known Sebastian since primary school.
b. We have discussed the plans for the party
12 + 43
for five weeks.
Ask students to consider what they have heard in the c. This festival has been very popular with
recorded text and also use their own ideas to complete the school children for a long time.
conversation. Tell them that their answers may be different d. We have looked for the information since
from the recorded version. the teacher gave us the questions.
(L.A.: to use own ideas and gather information to complete e. Frances has studied Spanish for two years.
a conversation) f. Peter has done karate since he was a little boy.
g. Harry and Kim have been on the island for
Answers
three weeks.
See transcript
h. Tammy has played chess since she was 12.
i. Rick has lived in Japan for two months.
j. My parents have worked in the same school
since they finished university.

140 UNIT 6
U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 141

PAGE 181 1 +
WRITE IT DOWN
Review prepositions of place with students and explain the
ones that are new to them. Remember that it is a part of
15 ++ speech that is often quite difficult to master Point out the
Ask students to do some Internet / library research before main differences with Spanish.
completing this task. Check compositions for spelling and More information with pictures on prepositions can be found
grammar. at http://www.learnenglish.de/PictureIt/
(L.A.: to write a paragraph on one of the topics of the lesson) prepositionsplace.htm
(L.A.: to use previous knowledge to describe visual clues)
Answers
May vary Answers
1 – far from, 2 – in front of, 3 – behind,
4 – under, 5 – between, 6 – in, 7 – on, 8 – near,
9 – above, 10 – in the middle
PLAY IT

See notes on page 7 of the Introduction.

Read the instructions with the class. Help them notice that
probably they play this game in Spanish. It may be a good idea 2 +
for the Player who is answering the questions to write his / her Students copy the sentences in their notebooks before
chosen verb on a piece of paper, to avoid changes of mind in completing the exercise.
the middle of a game. (L.A.: to practice key words)
Answers
CHECK IT OVER!
a. between; b. in front of; c. far from;
d. under / in / on
Students take a fast critical look at what they have learnt in the
lesson in three main areas:
- Speaking PAGE 183
- Reading 3 +
- Writing Ask students to read the three bubbles. Do they
This is a section for the STUDENTS so teacher should intervene understand them? Which pictures should they go with?
as little as possible in this process. Check answers orally.
(L.A.: to match written and visual clues)
PAGE 182 Answers
a. – 3; b. – 2; c. – 1
LIVING WITH TRADITIONS
READING
LESSON 3
4 +
THINK AHEAD Ask students to look at the picture and name all the
objects they can see. Do they have any of these objects in
In this section, students get ready for the contents of the
their home / room? Which ones would they like to have in
lesson, make predictions and learn key vocabulary and
their home / room? Why? Which ones they would not like
potential “danger” zones to look out for.
to have?
(L.A.: to express personal opinions using key vocabulary)
Answers
May vary

TRADITIONS, TRADITIONS 141

U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 142

5 ++
Students first read the definitions and then the words in
the box. Explain any vocabulary they are not familiar with
in the definitions. Then ask them to match the definitions
with the words.
(L.A.: to match key lexical items with definitions)
Answers
a. – interior decorator; b. – architect; c. – house
painter; d. – carpenter; e. – landscape artist
9 +
Ask students to read the questions then go back to the text
and find the answers. Ask them to write the answers in
their notebooks then check orally.
(L.A.: to find specific information)
Answers
a. He is a famous decorator; b. Wallpaper;
c. Because he has been named Decorator of
the Year; d. No, he will not.

6 ++
(L.A.: to make predictions based on previous information )
It is important for students to interact with a text before,
during, and after reading, listening, or viewing by:
• setting a purpose.
• previewing the text.
• making predictions.
• asking questions.
• locating information for specific purposes.
• making connections.
In this exercise students use all the previous information in the
lesson and the visual clues they have seen so far to predict the
subject of a text. Do not check answers at this point.
PAGE 185
GO AHEAD
7 ++
Students read the text once and check their predictions.
Ask them to list the words in their notebooks. Check orally.
(L.A.: to check and validate predictions)
Answers
Painter; landscape artist; carpenter; decorator
8 +
Ask students to pay attention to the two parts of the text
marked in different colours. Why are they different?
(L.A.: to identify text markers)
Answers
One part is an interview written in Direct
Speech and one part is an article written in
Reported Speech.
10 +
Ask students to copy the rectangle in their notebooks but
to make it bigger – it can even take half a page of their
notebooks. Tell them to then find the corresponding
information to complete the picture – colour of the walls,
the position of the furniture, etc. Ask them to compare
their picture with the plan on page 187 of their book.
(L.A.: to follow written instructions to complete a picture)
Answers
See page 187 of the Student’s Book
MAKE CONNECTIONS
In this section students connect what they have read or
listened to in the previous sections with more specific
points such as grammar explanations, examples, exercising
and testing, oral and written production and other
consolidation activities.
For more information on the MAKE CONNECTIONS section
see page 7 of the Introduction
HAVE A CHAT
11 ++
Give students more examples of situations where they
could use the expressions in the bubbles: what would you
say if I told you that my mother is coming to visit me from
Canada? I’m so glad! My little dog had an accident and is
now in hospital. How awful! etc.
(L.A.: to complete a dialogue using expressions of interest,
surprise, etc.)
Answers
See transcript.

142 UNIT 6
U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 143
TRANSCRIPT- ORAL PRACTICE 44
Donna: Last week I had nothing to do so I decided to visit
the design museum to see the new interior
decoration exhibition.
Rose: How interesting!
Donna: And I booked and paid for my tickets on-line. But
when I got to the museum the tickets were not there!
Rose: How awful!
Donna: I spoke to the man in the ticket office and he told
me to ask the manager. And fortunately the tickets
were in his office.
Rose: I’m so glad.
Donna: Yes, so I finally got to see the Victorian collection
and it was great.
Rose: You should tell Emma about the museum. She is
really into design.
Donna: Emma is away on holiday now and the exhibition
ends this week.
Rose: What a pity!
12 + 44
Play the recording once or twice for students to check their
answers in Exercise 11. Play it again with pauses for
students to repeat each of the exchanges. Give them
some time to practice the dialogue in pairs and invite some
of them to role play it in front of the class. Encourage them
to imitate pronunciation, intonation and accentuation as
closely to the model as possible and tell them that it is not
necessary to know the dialogue by heart; you can assign
some students as prompters.
(L.A.: to practise a pronunciation model)
PAGE 186
TAKE A CLOSER LOOK
This section deals with Reported Speech. More information
on Reported Speech can be found at
http://www.geocities.com/gob72/reportedspeech.html
13 ++
Remember that Reported Speech is quite difficult for
students. They will probably need lots of examples and
drilling before doing the exercises.
(L.A.: to practise a new structure)
Answers
a. Pat asked if I was happy.
b. Eddie said he was going on holiday soon.
c. Andy and Jill told us they would visit Kim
when they were in New York.
d. Gabriel asked me if I could swim well.
e. Tony said he always washed his hands
before eating.
f. Sue told me her daughter sang beautifully.
14 ++ FL
In this exercise students revert the process – they might
find it even more challenging.
(L.A.: to practise a new structure)
Answers
a. Rick said: “I am working in the design industry.”
b. Paula and Kate asked: “Can we use your computer?”
c. Daniel said: “I will help you with your project.”
d. Molly said: “I check my e-mails every day.”
e. Gregory said: “I am going to study computer
sciences.”
f. Tania said: “I can go shopping with you.”
PAGE 187
FAST CHECK
15
Possible answers
Glenda asked what they could see in the room.
Lawrence answered that it was their family
room. He said it was a typical 5 x 4 metre
rectangular room with basic beige and white
colours. He added that it had one good sized
window that overlooked the garden.
Glenda asked what they were going to see on
that day.
Lawrence told her that when they had finished
they would have a charming place where his
whole family could feel relaxed and want to
spend quality time together.
TRADITIONS, TRADITIONS 143
U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 144

PLAY IT 1 +
Students first read the definitions and then the words in
Read the instructions with the class. Give students a few
the box. Explain any vocabulary they are not familiar with
minutes to make their drawings and write a description of the
in the definitions. Then ask them to match the definitions
drawing, including as many details as possible. Then they work
with the words.
in pairs and take turns to describe their drawings for their
(L.A.: to match key lexical items with definitions)
partners to draw. Once they have finished, they compare
Answers
drawings and comment on similarities and differences.
linguist – b. native speaker – c. polyglot – a.

WRITE IT DOWN 2 +
16 ++ Ask students to describe the pictures and tell you where the
people are. What are the most important elements in the
Ask students to choose one or two passages from the text pictures? You can write a list of countries on the board and
and change them into Direct Speech to add to the interview. ask students what languages are spoken in those countries,
Check students’work as you walk around the classroom. at the same time practising the Passive Voice. For example:
(L.A.: to consolidate a structure through a writing German is spoken in Germany.
assignment) English is spoken in Australia.
(L.A.: to match visual and written clues using previous
CHECK IT OVER! knowledge and experience
Answers
Students take a fast critical look at what they have learnt in the
1 Josette is from Paris; she speaks French.
lesson in three main areas:
2 Natalia is from Moscow; she speaks Russian.
-Speaking 3 Luigi is from Rome; he speaks Italian.
-Reading 4 Ly-Sen is from Beijing; she speaks Chinese.
-Writing
This is a section for the STUDENTS so teacher should intervene
as little as possible in this process. PAGE 189
For more information on the CHECK IT OVER! section see page 7 3
of the Introduction. Read the instructions with the class. Ask them to work in
pairs, take turns to read the words aloud and discuss the
PAGE 188 answers to the questions.
CHANGING LANGUAGE (L.A.: to identify cognates and false cognates)
LISTENING Answers
LESSON 4 All the words look or sound similar in Spanish.
They are cognates.
Mi d a These two words are false cognates. Lecture
n T e se r
looks similar to the word lectura in Spanish,
See notes on page 7 of the Introduction. but it is a presentation on a given subject
delivered before an audience or a class, as for
THINK AHEAD the purpose of instruction. Question is similar
to the word cuestión, which is one of the
In this section, students get ready for the contents of the
meanings of this word, but it also means
lesson, make predictions and learn key vocabulary and pregunta, in which case it is a false cognate.
potential “danger” zones to look out for. Answers will vary, but accept any
approximation that uses at least two of the
words in the box.

144 UNIT 6
U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 145
4 +
It is important for students to interact with a text before,
during, and after reading, listening, or viewing by:
setting a purpose.
previewing the text.
making predictions.
asking questions.
locating information for specific purposes.
making connections.
In this exercise students use all the previous information in
the lesson to predict the subject of a text using options
provided. Do not check answers at this stage.
(L.A.: to predict the subject of a listening text)
GO AHEAD
TRANSCRIPT - CHANGING LANGUAGE 45
Lecturer: Good evening ladies and gentlemen and welcome
to the first of our series of lectures about the
changing language and specifically about the
changes we think will take place in English. Before
I start, can anyone tell me what language is?
Man 1: It’s a traditional system we humans use for
communicating.
Lecturer: Very good, anything else?
Woman 1: It’s the symbols and signs we use to express
feelings and thoughts.
Lecturer: Now the question is: in your opinion, is language
alive or not?
Voices: Yes, yes, yes….
Lecturer: You’re right. I’m glad you all agree. Language is a
living means of communication. And today I’m
going to talk about the changes which we,
linguists, think will take place in English. We think
that the language once used by great writers such
as Shakespeare, Dickens and, more recently, J.K.
Rowling - the author of Harry Potter - will look
completely different in a very short time. Let’s call
this new language: Panglish.
Lecturer: Panglish because in Greek the word pan means “all
over” like for example in Pan-American. And the
change will not happen because of Britons,
Americans and Australians who speak it, but
because of the millions who are today learning
English. According to linguists, Panglish will be
similar to the versions of English used by non-
native speakers. Will it happen fast? We think it
will. When? That’s a question I can’t answer.
Man 2: Can’t native speakers prevent the changes?
Lecturer: No, they can’t because they’re a minority. By 2012
around two billion people will speak English as a
second language. In contrast, just 350 million
people will speak it as a first language.
Woman 2: What changes do you think will happen?
Lecturer: Linguists say Panglish will lose some of the English
sounds which non-native speakers find difficult to
pronounce. The “th” sound in “this” and the “th”
sound in “think” replaced by “z” or “s” respectively.
Group nouns like “information” and “furniture” -
which don’t have plural versions - could vanish, so
that it may become acceptable in Panglish to talk
about “informations” and “furnitures”. Non-English
speakers often forget the “s” at the end of third
person singular verbs like “he runs” or “she walks”.
In Panglish, people will say “he run” or “she walk”.
Consonants will also vanish from the end of words
- turning “friend” into “frien” and “send” into “sen”.
5 + 45
Sudents listen once to check and validate their predictions.
(L.A.: to check and validate predictions)
Answers
b.
TRADITIONS, TRADITIONS 145
U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 146

6 ++ 45 8 ++ 45

Ask students to copy the chart into their notebooks and Ask students to copy the sentences with the corresponding
read carefully the part on the left that lists the ways we gaps into their notebooks. Ask them to read each sentence
speak English now. It would help if they said the words aloud and guess what kind of word they think should go
aloud. Play the recording again and ask them to fill in the into the gap and pencil it in; then play the recording again
chart with the corresponding changes in the future. and ask them if they guessed right. If not, what word did
(L.A.: to listen for specific information) they write after listening? Check orally.
Answers (L.A.: to listen for specific words)
Answers
Now In the future a. Is language alive or not?
“th”in this z b. We think that the language once used by
“th”in think s great writers such as Shakespeare, Dickens
and, more recently, J.K. Rowling will look
Information Informations
completely different.
Furniture furnitures c. By 2010 around two billion people will
He runs He run speak English as a second language.
She walks She walk d. Linguists say the new language will lose
Friend frien some of the English sounds which non-
Send sen native speakers find difficult to pronounce.

PAGE 190 MAKE CONNECTIONS

7 + 45
Ask students to read questions a. – f. and work in pairs or
small groups. Tell them to listen carefully and answer the
questions in their notebooks. Check orally.
(L.A.: to get specific information)
Answers
a. It’s a traditional system humans use for
communicating. It’s the symbols and signs
we use to express feelings and thoughts.
b. Panglish.
c. In Greek the word pan means “all over” like
for example in Pan-American.
d. The changes will happen because of the
millions who are today learning English.
e. No, she can’t.
f. No, they can’t because, they are a minority.
In this section students connect what they have read or
listened to in the previous sections with more specific
points such as grammar explanations, examples, exercising
and testing, oral and written production and other
consolidation activities.
For more information on the MAKE CONNECTIONS section
see page 7 of the Introduction
TAKE A CLOSER LOOK
This section deals with the Simple Future. More
information on the tense and some more exercise can be
found at http://www.englishpage.com/verbpage/
simplefuture.html

146 UNIT 6
U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 147

PAGE 191 PAGE 192

9 ++ 12 +
Ask students to read the list in pairs or groups and discuss the Read the statements with the class. Students look at the
potential changes that might take place in Spanish. Ask them pictures and try to match them with the predictions.
to write them in the form of predictions in their notebooks. (L.A.: to match predictions with visual clues)
(L.A.: to express an opinion) Answers
Answers a. – 2; b. – 3; c. – 1; d. – 4
May vary, but they should begin with: We will
______. / We will not ______.
HAVE A CHAT

10 ++
Tell students to look at the pictures. Which ones do they
think will come true about them in a few years time?
Which ones would they like to be true? Ask them to write 5
sentences predicting their future. Check orally.
(L.A.: to write predictions using visual clues and personal
experience)
Answers
May vary
11 ++ FL
For an adult text messages might seem like a foreign
language; however, young people use texting as a way of
13 ++
Ask students to work in pairs. One will be the fortune teller
and the other a client. The client reads the questions and
the fortune teller tries to give him / her an answer.
Encourage them to use their imagination to answer and
not to worry if their answers are different from the
recording – they are supposed to use their own ideas.
(L.A.: to prepare a conversation using a new structure and
own ideas)
Answers
May vary
14 + 46

communicating in a fast and easy way. There are more than
1,000 text messaging abbreviations and it is important to
remember that different chat abbreviations are used by
different groups of people when communicating online.
Here are some examples. Write them on the board and ask
students if they know what they mean.
?4U I have a question for you
121 One-to-one (private chat initiation)
MNSG Mensaje
BBS Be back soon
DUR Do you remember?
(L.A.: to decipher a message in modern code / slang)
Answers
Sorry for not answering before. Yes. I’d love to
see you face to face. I see that you like chatting
too. Be back tonight. See you soon.
Play the recording once or twice for students to check and
compare their answers. Later play the recording with
pauses for students to repeat each exchange. Give pairs
some time to practise their conversations; encourage them
to use their own answers, but try to imitate pronunciation,
intonation and accentuation.
(L.A.: to imitate a model conversation using personal
information)
Answers
See transcript.

TRADITIONS, TRADITIONS 147

U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 148

TRANSCRIPT- ORAL PRACTICE 46 PLAY IT

Client: What will I study after I finish school? Read the instructions with the class and make sure everyone
Fortune-teller: I can see in my crystal ball that you will study knows what they have to do. You can brainstorm ideas with the
languages. whole class and write them on the board or encourage the
Client: Will I travel a lot in the future? groups to do this before they write their cards. Emphasise the
Fortune-teller: Yes, you will travel to all the continents. importance of being respectful of classmates at all times.
Client: Will I meet some important people there? For more information on PLAY IT on page 7 of the Introduction.
Fortune-teller: Yes you will but I can’t see them too well in
the crystal ball. CHECK IT OVER!
Client: Will I meet someone who will love me very much?
Students take a fast critical look at what they have learnt in the
Fortune-teller: You will meet a wonderful woman.
lesson in three main areas:
Client: And how about my future job?
-Speaking
Fortune-teller: You will become a tourist guide.
-Reading
Client: Do you think I will be rich?
-Writing
Fortune-teller: No, you will not have too much money.
This is a section for the STUDENTS so teacher should intervene
Client: Just one more question, will people in the
as little as possible in this process.
future be immortal?
For more information on the CHECK IT OVER section see page 7
Fortune-teller: Hmm, I wish I could say they will, but the
of the Introduction.
crystal ball is dark now.

PAGE 194
FAST CHECK

APPLY YOUR KNOWLEDGE

15
Possible Answers
a. We will use flying cars.
b. The Earth will be contaminated.
c. We will live in very modern cities.
d. We will eat food in the form of pills.
e. Families will not communicate.
WRITE IT DOWN
16 ++
You can brainstorm ideas and write some key words on the
board. Then students can work in pairs or small groups.
Check their work while walking around the classroom.
Invite some students to write their answers on the board
for the rest of the class to copy.
(L.A.: to relate topic to own reality in a writing activity)
Answers
May vary
The purpose of this section is to put the different elements of
the unit together and check if they have been learnt.
The exercises have been structured in such as way so as to let
students “gather” together the subject matter of the unit and
test it / try it as a whole. This is also a place where teachers can
see what the outcome / impact of the unit as a whole has been.
1
a. China (has won the most gold medals).
b. (Great Britain has won) 47 medals.
c. The USA (has won more silver medals than China).
d. (Russia has won) 23 gold medals.
e. Chile has won more bronze medals than Great Britain.
f. China and Russia (have won 21 silver medals).
2
Gregory: Do you think we will stay here the whole day?
Peter: No, I don’t think we will stay here the whole day.
Gregory: Do you think they will rescue us soon?

148 UNIT 6
U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 149
Peter: Yes, I think they will rescue us soon.
Gregory: Will they call the fire brigade?
Peter: I’m not sure they will call the fire brigade.
Gregory: Do you think our families will be waiting for us?
Peter: No, I don’t think our families will be waiting for
us.
Gregory: Will we be on the 9 o’clock news?
Peter: Of course not! We will not be in the 9 o’clock news!
3 f. The maids were milking.
“Fashion in Ancient Egypt” will take place in March.
“What our grandmothers wore” will take place in April and
May.
“Dresses from our history” will take place in June.
“Fashion in the early 20’s” will take place from August to
December.
“Not just a question of fashion” will be on in September.
In November, there will be “Accessories in Ancient Greece”.
In December there will be “Christmas Extravaganza”.
4 sunglasses and sunscreen to protect your skin from
1. B.F Skinner said that the real question was not whether
machines thought but whether men did.
2. Martha Graham said that dance was the hidden
language of the soul.
3. Maria Montessori said that if help and salvation were to
come they could only come from the children, for
children were the makers of men.
4. J.M. Synge said that a man who was not afraid of the
sea would soon be drowned.
PAGE 196
CHECK & CORRECT
This is an opportunity to re-examine difficult questions and
fit all the main pieces of the puzzle together into one
coherent picture. Here the Teacher can also look for errors
and wrong conclusions. This is an extra opportunity to
correct them before moving on to the subsequent unit.
Please refer to the Evaluation table and indicators at the
beginning of this unit (Teacher’s Book).
READING – ON THE FIRST DAY OF CHRISTMAS
1. a. Ten lords a-leaping
b. Nine ladies dancing
c. Four calling birds
d. Six geese a-laying
2. a. A partridge in a pear tree.
b. Three French hens.
c. Two turtle doves.
d. Five golden rings.
e. The swans were swimming.
LISTENING – THE RIGHT CLOTHES
TRANSCRIPT 47
Jane: What clothes ought we to take if we visit Easter
Island?
Ariki: The weather on the Island is generally good but it
rains from time to time. I would suggest that you
take light clothes, a swimsuit, maybe shorts, and a
pair of sneakers or trekking shoes. And take
the sun.
Millaray: What do original Rapa Nui people wear?
Ariki: We usually wear western clothes that we buy on
the island or on the continent but during festivals
and special holidays we wear traditional costumes
with feathers in many vibrant and nice colours.
Both men and women wear very beautiful
headgear.
Jane: And if we wanted to visit the south, Millaray?
Millaray: When you visit the south you’d better prepare for
changeable weather. Sometimes it’s nice and sunny
and sometimes it’s rainy and cold. You ought to
take a sweater and strong boots but you should
also take a T-shirt and light trousers in case it’s
sunny and warm. And you ought to take an
umbrella if you don’t like the rain.
Jane: What is the traditional dress of your people?
Millaray: We still wear traditional clothes every day – not
only for special occasions. Women wear a type of
black tunic which is fastened in the middle with a
type of belt called tralihue. We also wear nice white
or flowery blouses and lots of silver jewellery for
special ceremonies.
TRADITIONS, TRADITIONS 149
U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 150

3. To the south: sweater, boots, T-shirt, trousers,
umbrella.
To Easter Island : shorts, sneakers, swimming suit.
4.
Clothes Mapuche Rapa Nui
Tralihue ✔ 10. You can assign points according to these
Beautiful headgear ✔
Clothes made of feathers ✔ description of a picture, without grammar or
Silver jewellery ✔ spelling mistakes.
Flowery and white blouses ✔ 5 – 6 points: student can write a short
LANGUAGE
5. a. How long have you known Greta? I have
known her for 7 years.
b. How long have you had this car? It is brand
new! I’ve just bought it.
c. Have you ever seen such a beautiful thing in
your life? No, this is the first time I have seen
such a beautiful thing.
d. Have you worked with Peter for a long time?
Yes, I have worked with him since 2008.
6. a. People will travel by spaceship.
b. People will work fewer hours.
c. People will live on other planets.
d. Cars will use solar energy as fuel.
7. a. – i; b. – i; c. i; d. i.
8. a. Pearl said she could speak French and
German.
b. Jenny asked if I wanted to go to the cinema
with her.
c. Susan asked me what Sonia was saying.
d. The boys said they would play in the park.
SPEAKING
9. a. – ii; b. – iii; c. – i; d. – iv.
You can assign points according to these criteria:
7 – 8 points: student can role-play mini
dialogues expressing feelings with correct
pronunciation, normal hesitation and no
grammar mistakes.
5 – 6 points: student can role-play mini
dialogues expressing feelings with correct
pronunciation and a minimum of hesitation and
grammar mistakes.
3 – 4 points: student can role-play mini
dialogues expressing feelings with appropriate
pronunciation, but hesitates and makes some
grammar mistakes.
1 - 2 points: student can’t role-play mini
dialogues, he / she can’t express feelings, he /
she hesitates a lot and makes a lot of grammar
mistakes.
WRITING
criteria:
7 – 8 points: student can write a short
description of a picture with a minimum of
grammar or spelling mistakes.
3 – 4 points: student can write a short
description of a picture, but makes grammar
and spelling mistakes.
1 - 2 points: student can’t write a short
description of a picture, he / she makes a lot of
grammar and spelling mistakes.
FINAL CHECK
This part provides the students with feed-back on how
much they have learnt and puts them in a position to make
an assessment of their work. Most learners, by getting
involved with evaluation, come face to face with their
learning problems and consciously try to tackle them. Self-
evaluation requires of students to be more self-conscious
about the changes they are experiencing, motivates them
to form a realistic and honest awareness of their own work
and to try to take responsible steps in solving their own
problems. Self-evaluation enables the learner to become
an independent learner as well as an independent thinker.
Monitor this section of the Unit as it will help you evaluate
the Outcome and the Impact part of the general
evaluation, especially in the Impact part it will show you
and let you measure students’ attitudes towards what they
have learnt.

150 UNIT 6
U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 151
EXTRA TEST UNIT 6
READING – CHINESE TRADITIONS
I.__________________
In ancient China people generally wore tunics that looked
like long T-shirts. Women wore long tunics down to the
ground, with belts, and men wore shorter ones down to their
knees. Sometimes they wore jackets over their tunics. In the
winter, when it was cold, people wore padded jackets over
their tunics, and sometimes pants under them. In early
China, poor people made their clothes from very raw
materials and rich people wore silk. Most people in China,
both men and women, wore their hair long.
II.__________________________
People said that you got your hair from your parents and so it
was disrespectful to cut it. During the Sui Dynasty, the
emperor decided that all poor people had to wear blue or
black clothes, and only rich people could wear colours. About
1,100 AD, a fashion started at the emperor’s court for women
1 Read the text about clothing traditions in China. Choose
one heading for each paragraph. There is one extra
heading you do not need to use. (3 points)
a. Some really strange traditions.
b. Cotton replaces other fabrics
c. Clothing of the last Chinese emperor
d. Clothing in ancient China
2 Read the text again. Find words in it that correspond to
these definitions. (5 points)
a. A piece of leather or fabric that is tied around the waist
(paragraph I)
b. A succession of rulers from the same family or line.
(paragraphs II and III)
c. Very, very small (paragraph II)
d. The male ruler of an empire (paragraph II)
e. Material such as gauze used to protect, immobilise,
compress, or support a wound or injured body part
(paragraph II)
to have very small feet. Women thought that to be beautiful
they needed to have tiny feet and of course they all wanted to
be beautiful! They got these tiny feet by wrapping tight
bandages around the feet of little girls, about five or six years
old. The bandages were so tight they broke the girls’toes and
bent them under their feet and then they had to walk on
them like that. For two or three years the girls spent most of
their time crying and then their feet stopped hurting so much.
III.____________________________
Then in the Yuan dynasty, the Mongols brought cotton to
China. At first, people didn’t want to grow cotton but foreign
invasions destroyed a lot of the mulberry trees that were
needed to make silk. So Chinese farmers started to grow a
lot of cotton and soon everyone liked cotton better than
other materials. Cotton was warmer, softer, stronger, and
cheaper. You could make it thin for summer, or you could
make thick padded clothes out of it that were warm for
winter.
3 Read the text once more. Are these statements true or
false? (4 points)
a. Old China tunics were similar to modern T-shirts.
b. It was polite for Chinese people to wear their hair short.
c. Small feet were a sign of beauty.
d. Chinese people started to wear cotton clothes because
of the Mongols.
PHOTOCOPIABLE
TRADITIONS, TRADITIONS 151
U6 GUIA ING 2JO (133-153).qxd 4/12/09 15:35 Página 152

LISTENING – HOW SCARY! 8 Fill in the blanks in these sentences with a word from the
4 Listen to the recording and choose the correct answer box. (4 points)
for each question. (2 points)
• ever • for • just • never • since
a. What kind of text is it?
i. A song.
ii. A poem. a. Have you been here ______ a long time?
iii.A riddle. b. I have lived in this house _______ I was a child.
b. What special occasion was it written for? c. We have ________ read that book.
i. Christmas. d. I have _________ bought a new car.
ii. Easter.
iii.Halloween. 9 Re-write what these people say using Reported Speech.
(4 points)
5 Listen again and identify the animals that are
a. Gemma: “I want a cheese sandwich and a glass of milk.”
mentioned in the recording. (4 points)
b. My friend: “Tom and Mary will not come to our party”
• ants • bats • bears • bees • crows c. The coach: “Louise is training very hard for the final
match.”
• eagles • frogs • mice • owls • scorpions
d. David: “Sylvia can play the piano beautifully”
• serpents • spiders
SPEAKING
10 In pairs, ask and answer questions about predictions for
6 Listen once more and choose the correct alternative.
Chile and for the planet. Use expressions such as I think …
(4 points)
/ In my opinion … / I believe … (10 points)
a. For that is where the wishes / witches live.
b. We can hear / fear music – oh, how scary!
WRITING
c. So we run with all our night / might.
d. Don’t go into the world / wood. 11 Write a short paragraph about things you have / haven’t
done yet in your life. Use time references such as: since, for,
LANGUAGE never, ever, just, recently. (10 points)
7 Complete these short dialogues with an appropriate
question referring to the underlined part. (4 points)
a. When _____________________________?
Gerald will finish school in two months.
b. How many __________________________?
He will then take two months off to rest.
c. What ______________________________?
When autumn starts he will look for a job.
d. Where _____________________________?
He will buy some flowers at the supermarket.
PHOTOCOPIABLE

Your 0 - 19 20 - 39 40 - 50
result: Not too good Acceptable Great!

152 UNIT 6
U6 GUIA ING 2JO (133-153).qxd 4/12/09
ANSWERS TO EXTRA TEST UNIT 6
READING – CHINESE TRADITIONS
1. I. – d.; II. – a.; III. – b.
2. a. belts; b. dynasty; c. tiny; d. emperor; e. bandage
3. a. True; b. False; c. True; d. True
LISTENING
TAPESCRIPT – HOW SCARY
There’s a house upon the hilltop
We will not go inside
For that is where the witches live,
Where ghosts and goblins hide.
Tonight they have their party,
The lights are burning bright,
But oh we will not go inside
The haunted house tonight.
The bats that live there wink at us
And scorpions move about.
They sing their songs to Halloween.
“Come join the fun,” they shout.
An owl is sitting on a fence
Nodding her feathered head
She’s calling us to come inside
How awful. What a dread!
And hairy spiders make their webs
Fat pumpkins smile their grins
We can hear music - oh how scary!
The party now begins.
And we don’t want to go in there
So we run with all our might
And oh we will not go inside
The haunted house tonight.
We run and stumble, run again
As fast as we can go
The light that shines behind the trees
Thank goodness, it’s our home.
So stay indoors on Halloween
Don’t go into the wood.
I’ll stay at home on this strange night
And I’ll will be Oh! so good!
4. 48
a. ii.; b. iii.
15:35 Página 153
5. 48
bats, scorpions, owl, spiders.
6. 48
a. witches; b. hear; c. might; d. wood
LANGUAGE
48 7. a. When will Gerald finish school?
b. How many months will he take to rest?
c. What will he look for when autumn starts?
d. Where will he buy some flowers?
8. a. for; b. since; c. just; d. never
9. a. Gemma said that she wanted a cheese sandwich and a
glass of milk.
b. My friend said Tom and Mary would not come to our party.
c. The coach said that Louise was training very hard for the
final match.
d. David said Sylvia could play the piano beautifully.
SPEAKING
10. You can assign points according to these criteria:
8 – 10 points: student can express his / her opinions about
future events with correct pronunciation, normal hesitation
and no grammar mistakes.
5 – 7 points: student can express his / her opinions about
future events with correct pronunciation and a minimum of
hesitation and grammar mistakes.
3 – 4 points: student can express his / her opinions about
future events with appropriate pronunciation, but hesitates
and makes some grammar mistakes.
1 - 2 points: student can’t express his / her opinions about
future events, he/she can’t express feelings, he / she
hesitates a lot and makes a lot of grammar mistakes.
WRITING
11. You can assign points according to these criteria:
8 - 10 points: student can write a short paragraph, using correct
languages structures and without grammar or spelling mistakes.
5 - 7 points: student can write a short paragraph using
correct languages structures, in good English, with a
minimum of grammar or spelling mistakes.
3 - 4 points: student can write a short paragraph using
correct languages structures, but makes grammar and
spelling mistakes and makes no use of textual references.
1 - 2 points: student can't write a short paragraph, he / she
doesn't use correct languages structures, and makes a lot of
grammar and spelling mistakes.
TRADITIONS, TRADITIONS 153
ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 154
EVALUATION INSTRUMENTS
These are assessment tools you can use to measure students’ work.
They are scoring guides to evaluate a student’s performance based on
the sum of a full range of criteria rather than a single numerical score.
The evaluation instruments provided here include:
• Rubrics.
• Questionnaires.
• Observation sheets.
These instruments differ from traditional methods of assessment in
that they examine students in the process of learning, clearly
showing them how their work is being evaluated. They
communicate detailed explanations of what excellence is
throughout a task and provide clear teaching directives.
The instruments’strength is their specificity, which means that
individual students can fall between levels, attaining some but not
all standards in a higher level. While scores can be translated into
final grades, we must remind students that not every score “counts.”
These instruments are meant, to inform and improve teachers’
instruction while giving students the feedback they need to learn
and grow.
These instruments can also be used in peer assessment and then
used to provide feedback.
Prior to assessment, the evaluation instruments can be used to
communicate expectations to students. During the assessment
phase, they are used to easily score a subjective matter.
After an instrument is scored, it should be given back to students to
communicate them their grade and their strengths and weaknesses.
Students can use them to see the correlation between effort and
achievement. Sharing the instruments with students is vital as the
feedback empowers students to evaluate their own work.
Advantages of using a variety of instruments:
• Teachers can improve their direct instruction by providing focus,
emphasis, and attention to details as a model for students.
• Students get explicit guidelines of teacher expectations.
• Students can use the instruments to develop their abilities.
• Teachers can reuse these instruments for various activities.
• Complex products or behaviours can be examined efficiently.
• They are criterion referenced, rather than norm referenced: (“Did
the student meet the criteria for level 4?”rather than “How well
did this student do compared to other students?).
• Ratings can be done by students to assess their own work, or by
others (peers, teachers, instructors, U.T.P. people, etc.).
154 EVALUATION INSTRUMENTS
Applying Evaluation Instruments
The evaluation instruments provided can be used for the following
purposes:
Self- assessment
Give copies to students and ask them to assess their own progress
on a task. This should not count toward a grade. The point is to help
students learn more and produce better final products. Always give
them time to revise their work after assessing themselves.
Peer assessment
This takes some getting used to. Emphasise the fact that peer-
assessment, is also intended to help everyone do better work. You can
then see how accurate their feedback is, and you can ask for evidence
that supports their opinions when their assessments don’t match
yours. Giving time for revision after peer-assessment is crucial.
Teacher assessment
When you assess student work, use the same instruments that
were used for self- and peer-assessment. When you hand the
marked instrument back with the students’work, they will know
what they did well and what they need to improve.
To use the evaluation instruments provided in this section:
• Identify the maximum number of points for achieving the highest
level of quality and assign a number to the students’performance.
The gradations increase/decrease in 1 point.
• The last column shows the actual score assigned to this particular
student, based on his her performance. The overall total score is
assigned by adding together the scores.
Once you have worked out students’scores, you can express them in
gradations. Gradations are the descriptive levels of quality starting
with the worst quality up to the best quality.
Always keep in mind that, however you use them, the idea is to
support and to evaluate student learning.
Here is a description of each of the evaluation instruments:
Evaluating Listening Comprehension
Use this instrument two or three times in a semester to assess
where the students rank within the four categories and to
determine where the strengths and weaknesses of the class lie.
After applying the instrument, ask the students to get in groups
and analyse their results. As a class, discuss important points that
may help improve listening skills.
ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 155
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students’performance according to this
scale. Once you have worked out the score of each student, you can
apply this chart to express his/her results:
1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent
Evaluating Reading Comprehension
The goal of this reading assessment instrument is to determine if
the students have improved their reading comprehension skills.
Use this instrument once a month. Once you have applied this
instrument, make the students identify their strengths and
weaknesses and brainstorm ideas that could help them improve
their performance in the future.
This instrument also gives the teacher the opportunity to focus
diagnostic attention on students whose performance is as below
standard. You can reach this conclusion after calculating students’
scores and grades and correlating them with the levels stated in the
Progress Map (Page 15 of the Introduction).
You must take into account that the maximum score corresponds to
the highest expected results conceived by this teaching proposal for
this level.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students’performance according to this
scale. Once you have worked out the score of each student, you can
apply this chart to express his/her results:
1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent
Project
Use this instrument every time students do a project. Each student
is evaluated along three dimensions, each having to do with the
student’s contribution to the work, the final product and other
aspects the teacher considers important to assess: how effectively
the student accomplished his / her responsibilities as a member of
the team or the quality of his / her interactions with the other team
members.
These dimensions are assigned a score of 1 through 7; these values
represent increasing degrees of achievement in each dimension.
The last column is the actual score assigned the student, based on
his / her performance, along the three dimensions. The overall total
score is assigned by adding together the scores corresponding to
the three dimensions.
Writing Rubric
You can use it two or three times in a year. This instrument is a
simplified way to grade a writing assignment. It is important to
show students the instrument beforehand so that they get better
quality work; they know what they are supposed to produce and it
saves problems afterwards as they can see where they can have
points taken off.
This instrument should also be used after the task is complete, to
evaluate the product, and to engage students in reflection on the
work they have produced.
To work out the score of each student identify the maximum number
of points for achieving the highest level of quality and assign a
number to the students’performance according to this scale. Once
you have worked out the score of each student, you can apply this
chart to express his/her results:
1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent
Working with others
You can use this instrument when you assign a project or in
isolation. It is designed to be applied as peer assessment. It offers
feedback about students’attitude towards their classmates. It can
be a useful source of information for the teacher about individual
contribution to a final product.
To work out the score, students identify the maximum number of
points for achieving the highest level of quality and assign a
number to their partners’performance.
After you have worked out the score of each student, you can apply
this chart to express his/her results:
1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent
Homework
When applying this instrument it, to provide clear expectations to
your students. After reading the rubric, students are clear on what
an acceptable homework assignment looks like.
The system can improve students’homework skills because
• the teacher gives each student attention about their homework;
• students can see the opportunities to improve their work;
• the teacher has the data required to give a “pure”homework
grade for homework completion.
You can also include a reward component: students who average a
grade of 3 or 4 for the month, can earn an extra mark on the next
period.
To work out the score of each student identify the maximum number
of points for achieving the highest level of quality and assign a
number to the students’performance according to this scale. Once you
have worked out the score of each student, you can apply this chart
to express his/her results:
1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent
EVALUATION INSTRUMENTS 155
ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 156
Oral Presentation
Use this instrument two or three times per student during the year.
The students will be evaluated in: Non-verbal skills, Vocal Skills and
Content areas.
The teacher can give each student a copy of the instrument and
then read it with them. The students will improve their
performance if they know what they are expected to produce and
the areas they have to focus their attention on.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students’performance according to
this scale. Once you have worked out the score of each student, you
can apply this chart to express his/her results:
1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent
Class participation
Use this instrument, at the end of each semester. It is a useful tool
for teachers to evaluate the way in which students take part in the
different activities and their level of engagement in class. It also
provides useful information to share with parents. The teacher can
combine the results of this rubric and those of the Behaviour rubric
to get a global additional mark at the end of a period.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students’performance according to this
scale. Once you have worked out the score of each student, you can
apply this chart to express his/her results:
1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent
Behaviour
Use this instrument when you detect behaviour problems. This
rubric is meant to offer information on students’attitude and
behaviour in relation to their classmates and can be a useful source
of information for course council. It can be applied by teachers or
used for peer assessment.
After applying this instrument, make students identify the areas in
which they got higher scores, and also the areas that need
improvement.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students’performance according to
this scale. Once you have worked out the score of each student, you
can apply this chart to express his/her results:
1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent
Extended-response reading
Use this instrument in any lesson that invites students to
156 EVALUATION INSTRUMENTS
demonstrate comprehension by responding to open-ended
questions. Its aim is to give information to the teacher on students’
placement in the Reading Skills English Progress Map.
Use the checklist to assess reading tasks, to provide feedback to
students and as a basis for feedback for each student.
To work out the score of each student, identify his / her level of
performance, according to the scale provided by this instrument.
Inference from a text
Use this instrument two or three times in a semester. It provides
information on students’capacity to make inferences from a
reading or listening text in order to generate strategies that may
improve their comprehension process.
To work out the score of each student, identify the level of his /her
performance, according to the scale provided by this instrument.
Questionnaire: Tasks' Development
The teacher can apply this instrument to know how students deal
with English in general and can also be applied for peer
assessment. This questionnaire provides criteria for scoring
students' performance in the five dimensions that are evaluated. It
allows teachers and students to identify strengths and weaknesses
and set clear performance goals.
Before applying it, read it with the students and listen to their
comments. After applying it, talk about the results and get
feedback on students' strengths and weaknesses.
To work out the score of each student apply the scale and calculate
the gradation.
Feedback
Here are some phrases that are useful for giving feedback and make
comments to your students:
• You are developing a better attitude toward your classmates.
• You can be very helpful and dependable in the classroom.
• You have strengthened your skills in ___.
• You are learning to be a better listener.
• You are learning to be careful, cooperative, and fair.
• You are very enthusiastic about participating.
• Your work habits are improving.
• You have been consistently progressing.
• You are willing to take part in all classroom activities.
• Your attitude toward school is excellent.
• You are maintaining grade-level achievements.
• You work well in groups, planning and carrying out activities.
• Your work in the area(s) of ____ has been extremely good.
• You can do better in areas of ____.
• You would improve if you developed a greater interest in ___.
ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 157

PHOTOCOPIABLE EVALUATION INSTRUMENTS

EVALUATING LISTENING COMPREHENSION

Name: _______________________________ Lesson: ________________________ Date: _______

Skills Criteria Points

1 2 3 4

Understanding key events or facts. Understands 1 Understands Understands Understands

or 2 events or some of the many events or most events in
key facts. events or key key facts, sequence or
facts. mainly in understands
sequence. most key facts.
Understanding details. Gets few or no Gets some Gets many Gets most
important important important important details
details. details. details. and key
language.
Responding appropriately to features such as: Nearly never. Sometimes. Most of the Nearly always.
laughter, silence, etc., and / or accentuation, time.
intonation and rhythm.
Answering questions. Answers Answers Answers Answers
questions with questions with questions with questions with
incorrect some literal interpretation
information. misinterpretation. interpretation. showing higher
level thinking.
Doing tasks. Provides limited Provides some Provides Provides
or no response response to adequate insightful
and requires teacher 4 or 5 response to response to
many questions and teacher 2 or 3 teacher 1 or no
questions or prompts. questions and questions or
prompts. prompts. prompts.
At the end of the session, the listener is able to: Answer factual Answer factual Summarise the Reveal the
questions on questions on beginning, sequence of
general general and middle, and end events, providing
information. specific of the story. details on
information. dialogue, and
PHOTOCOPIABLE

motivation of
characters.

Total points

EVALUATION INSTRUMENTS 157

ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 158

EVALUATING READING COMPREHENSION

Name: _______________________________ Lesson: ________________________ Date: _______

Skills Criteria Points

1 2 3 4

Understanding key events or facts. Understands 1 Understands Understands Understands

or 2 events or some of the many events or most events in
key facts. events or key key facts, sequence or
facts. mainly in understands
sequence. most key facts.
Understanding details. Gets few or no Gets some Gets many Gets most
important important important important details
details. details. details. and key
language.
Identifying characters or topics. Identifies 1 or 2 Identifies 1 or 2 Identifies many Identifies all
characters or characters or topics or characters or
topics using topics by characters by topics by specific
pronouns (he, generic name name in text name (Old Ben
she, it, they). (boy, girl, dog). (Ben, Giant). Bailey).
Answering questions. Answers Answers Answers Answers
questions with questions with questions with questions with
incorrect some literal interpretation
information. misinterpretation. interpretation. showing higher
level thinking.
Doing tasks. Provides limited Provides some Provides Provides
or no response response to adequate insightful
and requires teacher 4 or 5 response to response to
many questions and teacher 2 or 3 teacher 1 or no
questions or prompts. questions and questions or
prompts. prompts. prompts.

Total points

Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html

PHOTOCOPIABLE

158 EVALUATION INSTRUMENTS

ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 159

PROJECT

Name(s): Date:

Process Poor Satisfactory Excellent Points

1. Has clear vision of final product. 1,2,3 4,5 6,7

2. Properly organised to complete project. 1,2,3 4,5 6,7

3. Managed time wisely. 1,2,3 4,5 6,7

4. Acquired needed knowledge base. 1,2,3 4,5 6,7

5. Communicated efforts with teacher. 1,2,3 4,5 6,7

Product (Project) Poor Satisfactory Excellent Points

1. Format. 1,2,3 4,5 6,7

2. Mechanics of speaking / writing. 1,2,3 4,5 6,7

3. Organisation and structure. 1,2,3 4,5 6,7

4. Creativity. 1,2,3 4,5 6,7

5. Demonstrates knowledge. 1,2,3 4,5 6,7

Other:

1. _____________________________ 1,2,3 4,5 6,7

2. _____________________________ 1,2,3 4,5 6,7

3. _____________________________ 1,2,3 4,5 6,7

4. ____________________________ 1,2,3 4,5 6,7

Total:

Teacher comments:
PHOTOCOPIABLE

Source: http://www.sdst.org/shs/library/resrub.html

EVALUATION INSTRUMENTS 159

ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 160

WRITING RUBRIC

Name: Title of work: Date submitted:

Criteria Points

1 2 3 4

Main Idea Sentence Unclear and Unclear and Either unclear or Clear, correctly
incorrectly placed; incorrectly placed; incorrectly placed; placed, and is
it is not restated in it is restated in the it is restated in the restated in the
the closing closing sentence. closing sentence. closing sentence.
sentence.
Supporting Sentence(s) Paragraph(s) have Paragraph(s) has / Paragraph(s) has / Paragraph(s) has /
no supporting have one have two have three or more
detail sentences supporting detail supporting detail supporting detail
that relate back to sentence that sentences that sentences that
the main idea. relate(s) back to the relate back to the relate back to the
main idea. main idea. main idea.
Detail Sentence(s) Each supporting Each supporting Each supporting Each supporting
sentence has no sentence has one sentence has at sentence has three
detail sentence. detail sentence. least two detail or more detail
sentences. sentences.
Legibility Writing is not Writing is not Marginally legible Legible
legible. legible in places. handwriting, handwriting,
typing, or printing. typing, or printing.
Mechanics & Grammar Six or more Three to five One or two No errors in
punctuation, punctuation, punctuation, punctuation,
capitalisation, and capitalisation, and capitalisation, and capitalisation, and
spelling errors. spelling errors. spelling errors. spelling.

Total:

Teacher comments:

Taken and adapted from:

PHOTOCOPIABLE

http://712educators.about.com/od/rubrics/Rubrics_Writing_and_Grading_Rubrics.htm

160 EVALUATION INSTRUMENTS

ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 161

WORKING WITH OTHERS

Name: _______________________________ Teacher: _______________________

Date: _________ Class: ________________________ Lesson: ________________

Skills Criteria Points

Working with others 1 2 3 4

Help Never offers Some of the time Most of the time All of the time
assistance to offers assistance to offers assistance to offers assistance to
others. each other. each other. each other.
Listen Never works from Some of the time Most of the time All of the time
each other's ideas. works from each works from each works from each
other's ideas. other's ideas. other's ideas.
Participate Never contributes Some of the time Most of the time All of the time
to the project. contributes to the contributes to the contributes to the
project. project. project.
Persuade Never exchanges, Some of the time Most of the time All of the time
defends and exchanges, defends exchanges, exchanges, defends
rethinks ideas. and rethinks ideas. defends and and rethinks ideas
rethinks ideas.
Question Never interacts, Some of the time Most of the time All of the time
discusses and interacts, discusses interacts, discusses interacts, discusses
poses questions to and poses questions and poses questions and poses questions
all member of the to all member of to all member of to all member of
class. the class. the class. the class.

Respect Never encourages Some of the time Most of the time All of the time
and supports the encourages and encourages and encourages and
ideas and efforts supports the ideas supports the ideas supports the ideas
of others. and efforts of and efforts of and efforts of
others. others. others.
Share Never offers ideas Some of the time Most of the time All of the time
and reports offers ideas and offers ideas and offers ideas and
findings to each reports findings to reports findings to reports findings to
other. each other. each other. each other.
Total points

Teacher comments:
PHOTOCOPIABLE

Taken and adapted from: http://rubistar.4teachers.org

EVALUATION INSTRUMENTS 161

ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 162

HOMEWORK

Name: _______________________________ Teacher: _______________________

Date: _________ Class: ________________________ Lesson: ________________

Skills Criteria Points

1 2 3 4

Assignment Completeness Less than 1/2 of all At least 1/2 of the 9/10 of items All items
items attempted. items attempted. attempted. attempted.

Accuracy Less than 1/2 of all Between 1/2 and 9/10 of items are All items are
items are correct. 9/10 of items are correct. correct.
correct.
Demonstrated Knowledge Response shows a Response shows Shows substantial Shows complete
complete lack of some understanding of understanding of
understanding for understanding of the problem, ideas, the questions,
the problem. the problem. and processes. ideas, and
processes.

Requirements Does not attempt Does not meet the Meets the Goes beyond the
to meet the requirements of requirements of requirements of the
requirements of the the problem. the problem. problem.
problem.

Legibility Writing is not Writing is not Marginally legible Legible

legible. legible in places. handwriting, handwriting,
typing, or printing. typing, or printing.

Total points

Teacher comments:
PHOTOCOPIABLE

Taken and adapted from: www.teach-nology.com

162 EVALUATION INSTRUMENTS

ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 163

ORAL PRESENTATION

Name: _______________________________ Teacher: _______________________

Date: _________ Class: ________________________ Lesson: ________________

Skills & Content Criteria Points

Non-verbal skills 1 2 3 4

Eye Contact No attempt to look Attention to one Occasionally looks Constantly looks at
at audience, reads particular part of at someone or someone or some
notes all the time. the class; does not some groups during groups.
scan audience. presentation.
Facial Expression Shows a conflicting Occasionally displays Occasionally Gives clues about
expression during conflicting demonstrates content of speech;
entire presentation. expression during conflicting appropriate
presentation. expression during expression.
presentation.

Vocal Skills

Enthusiasm Shows absolutely Shows some Occasionally shows Strong positive

no interest in topic negativity toward positive feelings feelings on topic
presented. topic presented. about topic. during entire
presentation.
Vocalised Pauses (uh, ) 10 or more are 6-9 are noticed. 1-5 are noticed. No vocalised pauses.
noticed.
Content

Topic Announced Audience has no Vaguely tells Gives some Clearly explains
idea what the audience what explanation of what what the report is
report is about. report is about. report is covering. covering.
Time frame Less than minimum More than Less/ More than Within required
time. maximum time. required time but time frame.
tries to solve it.
Visual Aids Poor, distract Add nothing to Thoughts Enhance
audience, hard to presentation. articulated clearly, presentation,
read / see. but not engaging. thoughts
articulated; keep
interest.
Completeness of Content One or more points Majority of points Most points All points
PHOTOCOPIABLE

left out. glossed over. covered in depth, thoroughly

some glossed over. explained.

Total points

Taken and adapted from: http://www.tcet.unt.edu/START/instruct/general/oral.htm

EVALUATION INSTRUMENTS 163

ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 164

CLASS PARTICIPATION

Name: _______________________________ Teacher: _______________________

Date: _________ Class: ________________________ Lesson: ________________

Skills Criteria Points

1 2 3 4

Attendance / Promptness Student is late to Student is late to Student is late to Student is always
class more than class more than class once every prompt and
once a week and/or once a week and/or two weeks and regularly attends
has poor has poor regularly attends classes.
attendance of attendance of classes.
classes. classes.
Level Of Engagement In Class Student never Student rarely Student proactively Student always
contributes to class contributes to class contributes to class contributes to class
by offering ideas by offering ideas by offering ideas by offering ideas
and asking and asking and asking and asking
questions. questions. questions once per questions more
class. than once per class.
Listening Skills Student never Student rarely Student sometimes Student almost
listens when others listens when others listens when others always listens
talk, both in groups talk, both in groups talk, both in groups when others talk,
and in class. and in class. and in class. both in groups and
in class.
Behaviour Student almost Student often Student rarely Student almost
always displays displays disruptive displays disruptive never displays
disruptive behaviour behaviour during behaviour during disruptive behaviour
during class. class. class. during class.
Preparation Student is almost Student is rarely Student is usually Student is almost
never prepared for prepared for class prepared for class always prepared for
class with with assignments with assignments class with
assignments and and required class and required class assignments and
required class materials. materials. required class
materials. materials.

Total points

Teacher comments:
PHOTOCOPIABLE

Taken and adapted from: www.teach-nology.com

164 EVALUATION INSTRUMENTS

ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 165

BEHAVIOUR

Name: _______________________________ Teacher: _______________________

Date: _________ Class: ________________________ Lesson: ________________

Skills Criteria Points

1 2 3 4

Distraction Distracts Distracts Distracts Does not distract

instruction several instruction 2-3 instruction once instruction during a
times during a times during a class during a class class period.
class period. period. period.
Leadership Never displays Rarely displays Generally displays Displays leadership
leadership leadership leadership and is positive
Participation Does not Participates in Participates in Participates in all
participate at all in some class most class class activities.
class activities. activities. activities.
Cooperation Never listens, Rarely listens, Generally listens, Always listens,
shares and shares and shares and shares, and
supports the supports the efforts supports the supports the efforts
efforts of others. of others. efforts of others. of others.
Attitude to group work Often is publicly Occasionally is Rarely is publicly Never is publicly
critical of the work publicly critical of critical of the critical of the
of other members the work of other project or the work project or the work
of the group. members of the of others. of others.
group.
Attitude about the task(s) Repeatedly has a Rarely has a Generally has a Always has a
negative attitude positive attitude positive attitude positive attitude
about the task(s). about the task(s). about the task(s). about the task(s).

Total points

Teacher comments:

PHOTOCOPIABLE

Taken and adapted from: http://rubistar.4teachers.org

EVALUATION INSTRUMENTS 165

ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 166

EXTENDED-RESPONSE READING

Name: _______________________________ Teacher: _______________________

Date: _________ Class: ________________________ Lesson: ________________

Indicator Level Yes/No

Student uses information from the text to interpret significant concepts or make connections to other
5
situations or contexts logically through analysis, evaluation, inference, or comparison/contrast.
Student partially integrates interpretation of the text with text-based support, also uses relevant and
4
accurate references; some are specific; some may be general and not fully supported.
Student uses information from the text to make simplistic interpretations and demonstrates an
3
accurate but limited understanding of the text.
Student does not address the task, makes little or no interpretation of the text and demonstrates brief
Initial level
or no understanding of the written work.

Taken and adapted from: http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf

The aim of this Reading Progress Map is to place students in one of these levels according to their reading skills to generate future
improvements.
See English Progress Map on page 15 of the Introduction.
PHOTOCOPIABLE

166 EVALUATION INSTRUMENTS

ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 167

INFERENCE FROM A TEXT

Name: _______________________________ Teacher: _______________________

Date: _________ Class: ________________________ Lesson: ________________

Indicator Level Yes/No

Includes a connection between the text and the reader's background knowledge. 5

Includes details, predictions, or conclusions based on text information. 4

Attempts to make a prediction or draw a conclusion about the text, includes details that are not explicitly stated. 3
No evidence of inference (making a prediction, interpreting information or drawing a conclusion) about the
Initial level
text, conveys a minimum amount of information about the written work.

Adapted from: the Hill Middle School Staff, Long Beach Unified School District, 1/2000

The aim of this Inference Reading Progress Map is to place students in one of these levels according to their reading skills to generate
future improvements.
See English Progress Map on page 15 of the Introduction.

PHOTOCOPIABLE

EVALUATION INSTRUMENTS 167

ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 168

QUESTIONNAIRE

Development of Tasks

Student's Name: _______________________________ Date: _______________________

Questions Always Frequently Occasionally Hardly ever Never

1. Can the student share ideas in

response to the class discussion? 5 4 3 2 1

2. Can the student participate actively

in spontaneous conversations? 5 4 3 2 1

3. Can the student practise asking

and answering question? 5 4 3 2 1

4. Can the student improve

vocabulary by keeping a notebook 5 4 3 2 1
with definitions and examples?

5. Is the student able to learn about

good online resources to improve 5 4 3 2 1
English vocabulary?

Total

Total

Poor Fair Good Excellent

5 - 10 11 - 15 16 - 20 21 - 25

Teacher comments:
PHOTOCOPIABLE

Taken and adapted from: http://faculty.deanza.edu/

168 EVALUATION INSTRUMENTS

ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 169
Notes
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
EVALUATION INSTRUMENTS 169
ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 170
BIBLIOGRAPHY
The following web pages and books have been selected as
support and extra activities for teachers:
Listening comprehension:
• http://www2.gol.com/users/johnm/song-lyrics.htm
• http://www.isabelperez.com/songs.htm
• http://www.musicalenglishlessons.org/popsongs/
index.htm
• http://www.saberingles.com.ar/songs/57.html
• Book, Interchange Third Edition Class Audio, by Jack C. Richards
(author), Cambridge University Press, 2004.
• Book, Edutainment: How to Teach Language With Fun & Games
(Paperback) by I. E. Hewitt (author), Delta Systems Co Inc; Bk &
CD edition (December 1998)
• Book, Classroom Teacher's ESL Survival Kit No 1, by Elizabeth Claire
and Judie Haynes (authors), paperback, Pearson ESL, 1994.
• Book, Simple Listening Activities, Jill & Charles Hadfield
(authors), Oxford Basics series, Oxford University Press, 2002.
Students learn better by listening to songs, videos or audio
recordings. So, it is advisable to work in pairs or small groups and
do not forget the three stages (before, while and after listening).
As a consolidation activity and if the text is appropriate, ask
them to sing together.
Reading comprehension:
• http://www.abcteach.com/directory/
reading_comprehension/grades_24/informational/
• http://www.readwritethink.org/lessons/
lesson_view.asp?id=152
• http://www.breakingnewsenglish.com/
0805/080506-cyclone.html
• Book, Reading, Writing and Learning in ESL: A Resource Book for
K-12 Teachers (3rd Edition), by Suzanne F. Peregoy (Author), Owen
F. Boyle (Author).Allyn & Bacon, Pearson, 2005.
• Book, In the Middle: New Understanding about Writing,
Reading, and Learning (Workshop Series) by Nancie Atwell,
Heinemann, 1998.
• Book, Reading Reminders: Tools, Tips, and Techniques by Jim
Burke, Boynton/Cook, 2003.
Quedó así: Students need to read in a wide variety of genres:
narrative, informational, procedural, biographical, persuasive,
poetic; the texts will become part of their background
170 BIBLIOGRAPHY
knowledge, providing textual information to help them to draw
conclusions and interpret facts. When working with them, try to
follow the usual steps of before, while and after reading, and
don't forget to give students positive feedback on their work.
Speaking
• http://www.onestopenglish.com/section.asp?section
Type=listsummary&catid=59406&docid=153770
• http://www.eslflow.com/speakingandcommunica
tiveicebreakeractivities.html
• http://www.proteacher.com/070001.shtml
• http://iteslj.org/c/games.html
• Book, Keep Talking: Communicative Fluency Activities for Language
Teaching (Cambridge Handbooks for Language Teachers) by
Friederike Klippel, Cambridge University Press, 1984.
• Book, Communication Games Intermediate by Jill Hadfield,
Pearson, 2000.
• Book, Pronunciation Games, Mark Hancock, Cambridge
University Press, 1995.
For a successful English speaking lesson it is recommended to
show pictures to the class and elicit students' ideas about them
by asking and answering questions. Role playing dialogues and
drills may help them to pay attention to the pronunciation and
intonation of words. Give students plenty and different ways of
practicing and encourage them to speak as much as they can.
Writing
• http://esl.about.com/library/lessons/
bl_guided_writing.htm
• http://www.readingrockets.org/article/5608
• http://esl.about.com/library/lessons/
blwrite_informalletter.htm
• http://www.englishclub.com/esl-articles/200004.htm
• http://esl.about.com/library/lessons/
bl_guided_writing.htm
• Book, Simple Writing Activities, Jill & Charles Hadfield, Oxford
Basics series, Oxford University Press, 2000.
• Book, Choices, (Writing Projects for Students of Esl), Cambridge
University Press, 1999.
Writing is one of the most difficult tasks for for students of
English as a foreign language, so it is advisable to offer
interesting topics that make them want to write.
ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 171

Ajuste curricular: un apoyo al mejoramiento continuo del aprendizaje

Los textos escolares son una importante herramienta para la implementación del currículum en la
sala de clases, constituyen un apoyo estratégico para el desarrollo del aprendizaje y son un recurso
pedagógico utilizado en diversos espacios educativos, tanto dentro del aula como fuera de ella.

En conjunto con los Programas de Estudio y los Mapas de Progreso, buscan apoyar el trabajo docente
 
  
  
        
el Currículum nacional.

Como es de conocimiento del sistema escolar, a partir de marzo del año 2010, se comienza a
implementar el ajuste al Currículum nacional, que ha actualizado los Objetivos Fundamentales y
Contenidos Mínimos Obligatorios (OF-CMO) de los sectores de Lenguaje y Comunicación, Matemática,
       ! " #$ % 
  &
nuevo sector curricular para el idioma inglés y los OF-CMO de Idioma Extranjero seguirán vigentes
para las otras lenguas.

Este proceso de Ajuste Curricular es parte de una política de desarrollo curricular, a través de la cual
se busca mejorar cíclicamente el currículum, a la luz de lo observado en su implementación y de los
cambios ocurridos tanto en la sociedad como en el conocimiento. En los 5 sectores de aprendizaje
 '
  '    
  
la extensión del currículum, mejorar su secuencia y articulación entre ciclos (tanto entre básica y
media como con la educación parvularia), visibilizar la presencia de las habilidades y fortalecer la
presencia transversal de las tecnologías de la información.

Es importante destacar que este ajuste al Currículum nacional mantiene el enfoque que orienta las
           *

+ Un currículum para la vida, orientado al desarrollo de competencias que son relevantes para el
desenvolvimiento personal, social y laboral de los sujetos en la sociedad actual. En este sentido,
el proceso de ajuste curricular ha buscado reforzar la orientación del currículum, enfocada en
el aprendizaje de conocimientos, habilidades y actitudes que facilitan y son requeridas en el
desenvolvimiento de los sujetos en diversos ámbitos personales, sociales, ciudadanos, laborales
y de estudios.

+ Aprendizajes orientados hacia el desarrollo de competencias, entendidas como sistemas de

acción complejos que interrelacionan habilidades, conocimientos, motivaciones, orientaciones
valóricas, actitudes y emociones, que en conjunto se movilizan para una acción efectiva en
determinados contextos.

+ Aprendizajes que buscan contribuir simultáneamente a los propósitos del desarrollo personal
  /   /     #

+ Aprendizajes que promueven la formación ciudadana de los alumnos y alumnas para que
participen activamente de la sociedad democrática.

+ Aprendizajes que apoyan la inserción de los alumnos y alumnas en un mundo globalizado, de

modo complementario al reforzamiento de la identidad nacional.
ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 172

La entrada en vigencia del Currículum ajustado se acompañará de Programas de Estudio, también


    

    
      
 

por parte de profesores y profesoras del país. Para apoyar la implementación curricular, en estos
programas se orientará respecto a cómo monitorear y evaluar el crecimiento del aprendizaje con el
apoyo de los Mapas de Progreso.

A continuación se presenta un diagrama que representa la relación entre los diferentes instrumentos

 
  
   
 

  
 www.curriculum-mineduc.cl y www.textosescolares.cl