151

UNIT 4
AN INCONVENIENT TRUTH Lesson 2

BEFORE READING
1. Answer the children's questions.

What does
“inconvenient” mean?

What is the
“inconvenient truth” related
to the environment?

What do you know

about “global warming”?
PICTIONARY

burn

coal

half

2. Read the title of the text. What is the purpose of the website?
a. To give a message heat
b. To offer a job
c. To advertise a new product
melt
3. Read the text quickly and find all the cognates.

HOME SWEET HOME 91

BEFORE READING 2. ++ Ask the students to read the title PICTIONARY

1. + Before starting the lesson, devote
some minutes to talk about global
warming. Elicit students' ideas about
this concept and ask them if they have
3. + Students skim the text quickly to find
heard about Al Gore and his
“Inconvenient Truth”. You may need
some additional information. See
Background information at the end
of the unit.
(L.A: to connect the topic with
previous knowledge).
of the text and to identify the purpose Before reading, ask your students to take
of the website. a look at the words in the Pictionary.
(L.A: to identify purpose of a text). Make sure they all understand their
Answers: a. meanings.
(L.A: to relate words and pictures).
Burn: quemar
Half: mitad
all the cognates.
Melt: derretir
(L.A: to identify cognates).
Heat: calentar
Answers: gases; factors; cause; global;
Coal: carbón
gasoline; carbon; dioxide; energy; traps;
space; air; responsible; scientists; level;
evaporation; hurricanes; result.
See Error Alert! at the end of the unit.
152
UNIT 4

READING

AN INCONVENIENT TRUTH
______________________________________ II. ______________________________
I. ____________
factors The earth's temperature stays
Greenhouse gases, cars, and coal are some of the
coal, or almost the same from year to
that cause global warming. When we burn wood,
gasoline in our cars, we release a gas called carbon
dioxide. year. If this average temperature
It traps some of the energy from the earth and
doesn't let is higher, then we have global
the energy go back out into space. warming.
heats up.
When carbon dioxide in the air goes up, the earth
That is the start of global warming. III. ______________________________
several other
Carbon dioxide is a greenhouse gas. There are
greenhouse gases. Carbon dioxide is responsible
for about Scientists think that temperatures will
half of our global warming and all the other gases
are go up between 2 and 6 degrees over
responsible for the other half. the next century. This will cause sea
ice to melt and result in a rise in sea
level.
There will also be more evaporation
that will cause more clouds and more
rainfall. Some scientists also think
that there will be more hurricanes as
a result of global warming.

g/beginners.stm
http://education.arm.gov/studyhall/globalwarmin

4. Read the information from the website and confirm or correct your
prediction.

5. Read the text again. Choose a title for each paragraph.

a. What are the effects of global warming?
b. What is global warming?
c. What causes global warming?

http://education.arm.gov/studyhall/globalwarming/beginners.stm

92 UNIT 4

READING

4. + Ask the students to read the

information from the website to confirm
or correct their predictions in exercise 2.
(L.A: to apply scanning to validate
predictions).

5. ++ The students read the text again

and choose a title for each paragraph.
(L.A: to identify general information).
Answers: Paragraph I, c. Paragraph II,
b. Paragraph III, a.
 153

UNIT 4
6. Read these sentences and decide if they are true (T) or false (F)
a. The temperature of the earth changes every year.
b. Carbon dioxide is the only cause of global warming.
c. In the future, temperatures will be higher.
d. Scientists think that global warming will cause more rainfall.
2. Ask students to reflect on what the
7. Read the text again and find three consequences of global
sentences express, and what elements
warming. they have in common.
a. _________________________________________________________.
b. _________________________________________________________.
Answers: c.
c. _________________________________________________________.
3. Make the students complete the rule.
AFTER READING
To talk about things we think will
LANGUAGE FOCUS The future tense happen in the future, we use will +
1. Revise these sentences from the text. Pay special attention to the verb.
words in bold. __________________________
Scientists think that temperatures will go up between 2 and 6
degrees over the next century.
This will cause sea ice to melt and result in a rise in sea level.
There will be more hurricanes as a result of global warming.
8. + Refer students to the Language Focus
and ask them to think and answer the
2. What are the sentences talking about?
a. events that are happening now
questions about the environment.
b. events that happened recently (L.A: to apply a new language
c. events that will probably happen in the future
structure)
3. Complete the statement below. Answers:
To talk about things we think will happen in the future, we use
a. Sea level will rise; b. It will rain
___________ + ___________.
more; They will go up between 2 and 6
8. Think and answer the questions about the environment.
degrees.
a. What will happen with sea level in the future?
Sea level _________________________________________________.
b. What about rainfall?
I ________________________________________________________.
c. What will happen with the temperatures?
They ____________________________________________________.

HOME SWEET HOME 93

6. ++ The students read the text again
and decide if the sentences are true (T)
or false (F).
(L.A: to discriminate between correct
or incorrect information).
Answers: a. F. b. F. c. T. d. T.
7. +++ Ask the students to read the
text again and find three consequences
of global warming.
(L.A: to extract specific information).
Answers:
Any three of these:
1. Temperatures will go up.
2. Sea ice will melt.
3. Sea level will rise.
4. There will be more evaporation.
5. There will be more hurricanes.
__________________________
LANGUAGE FOCUS – Future Tense
Remember that these activities are meant
to promote students' independent
learning, so help, guide and check but
don't take an active part.
1. Students revise the sentences from the
text paying special attention to the
words in bold.
154
UNIT 4
9. +++ 44 In groups, students think
about the area where they live and do a
survey about climate problems. Then,
they ask the rest of their classmates
and take notes of their answers.
(L.A: to consolidate vocabulary and
grammar, relating content and own
reality).
Answers: Will vary.
Did you know that…
Let students read this section on their own
and share comments in their groups. For
more information on this section see page
7 of the Introduction.
10. +++ With the information they
collected, the students answer the
questions. Then, they give an oral
report on the results of the survey they
did.
(L.A: to consolidate vocabulary and
language structures).
Answers: will vary, according to
students' results.
REFLECTIONS
The purpose of this activity is to help
students reflect on their language process
and to raise their awareness of how they
develop their strategies to become more
effective learners. They should work on
their own but you may help and guide
them when necessary.
Encourage students to keep a record of
their answers in a special section of their
notebooks.
The students read the questions and
identify:
a. The problems they had when asking
questions in English
b. How well they worked in their groups
9. In your group, think about the area where you live and do a
survey about climate problems. Then ask the rest of your classmates
and take note of their answers.
Do you think climate is changing in your area?
How is global warming affecting our environment?
YES NO
Tick your answers
- Climate is changing.
- Some marine and land species are endangered.
- Glaciers are melting.
- Plants grow more slowy than before.
- Sea level is rising because of the melting glaciers.
- There are floods because of the rising sea level.
- Warmer ocean water is producing storm activity.
- Droughts are affecting our environment.
Can you mention three consequences of global warming in your area?
Did you know that … 1. ___________________________________________________
we can reduce one ton of 2. ___________________________________________________
carbon dioxide in the air 3. ___________________________________________________
replacing 75 watt light
bulbs with energy
efficient bulbs?
10. With the information above, answer the following questions. Then,
give an oral report on the results of the survey you did.
How many students in your group answered 'yes' to the first
question? :____________________________
What alternatives got more 'yes' answers than others?
What consequences of global warming in your area did your group
mention?
11. First only listen. Then, listen and repeat the tongue twister.
What noise annoys an oyster?
A noisy noise annoys an oyster
REFLECTIONS
What problems did I have
when asking questions in
English? 12. FL Invent three more predictions for the future.
How well did I work in my
group?
94 UNIT 4
11. + 45 Play the recording. The
students first only listen. Then, they
listen and repeat the tongue twister.
(L.A: to imitate a model of
pronunciation).
12. FL Invite fast learners to reflect on
the topic of the text and invent three
more predictions for the future.
(L.A: to consolidate a language
aspect).
Answers: Will vary.
 155

UNIT 4
MINI - TEST
LISTENING
5 pts
1. Listen to the text in lesson 1 again and decide if the sentences are true or false.
a. On Earth Day we take care of our planet.
b. Animals and plants are dissappearing.
c. Cities don't have any problems.
d. School children can't participate in Earth Day activities.
e. Everybody can help change the planet.
5 pts
2. Listen to the text again and circle the correct alternative.
a. Oil / soil is polluting water.
b. Tankers are pouring oil into rivers / oceans.
c. Eating birds / fish is dangerous.
d. The destruction of rainforests / woods is threatening animals.
e. We can recycle gas / glass and paper.

READING
3. Read the text in lesson 2 again and answer the following questions. 3 pts
a. When do we have global warming?
b. Where does carbon dioxide come from?
c. What do scientists think about temperatures in the future?

4. Read the text in lesson 2 again and match the cause in column A with the consequence 4 pts
in column B.
A B
a. Temperatures go up. i. The earth heats up.
b. We burn gasoline in our cars. ii. There will be more clouds and rainfall.
c. Carbon dioxide goes up. iii. We release carbon dioxide.
d. There is more evaporation. iv. We have global warming.

LANGUAGE

5. What do you think life will be like in the future? Complete the following paragraph with 5 pts
the verbs in the Future tense.
be be cause increase rain

Scientists predict that in the next twenty years, there _________ higher temperatures.
Carbon dioxide and greenhouse gases _________ and _________ global warming. There
_________ more clouds and it _________ more.
total
0-9 10 - 14 15 - 19 20 - 22 score
Keep trying Review! Well done! Excellent! 22 pts

HOME SWEET HOME 95

Answers:
MINI - TEST
1. a. true. b. true. c. false. d. false. e. true.
2. a. oil. b. oceans. c. fish. d. rainforests.
The mini-tests provide material to check
e. glass and paper.
and revise students' progress and, at the
3. a. When the temperature is higher.
same time, information to the teacher
b. It comes from burning coal, wood or
about any points that the majority of the
gasoline in cars.
students may have problems with. Make
c. They think temperatures will go up
sure they understand what they are
between 2 and 6 degrees.
expected to do and then give enough time
4. a. - iv. b. - iii. c. - i. d. - ii.
to answer individually.
5. will be; will increase; will cause; will be;
will rain.
156
UNIT 4
BEFORE LISTENING
While students are still with their books
closed, start the class with a general
conversation about pollution. Write the
word on the board and elicit students'
ideas about this concept. Ask students if
they know the word that is used in
Spanish. Accept this language if necessary,
as this is the stage when you need to
collect students' general information on
the topic, not their ability to express
themselves in English.
1. ++ With the information you
collected, arrive at a conclusion. Ask the
students to define pollution in their
own words.
(L.A: to connect content with previous
knowledge).
Answers:
Pollution: the act of polluting
(destroying, contaminating,
something, especially the natural
environment)
See Error Alert! at the end of the unit.
2. + Ask students to look at the pictures
and identify the kinds of pollution they
can see. At this stage, accept Spanish if
necessary. See Background
Information at the end of the unit.
(L.A: to relate content and visuals).
Answers: a. smog. b. lluvia ácida.
c. contaminación acústica. d. derrame
de petróleo.
3. + Now ask the students to write the
names of the problems in English
below each picture.
(L.A: to relate meaning and visuals).
Answers: a. smog. b. air pollution (acid
rain). c. noise pollution. d. oil spill.
CAN WE STOP IT? Lesson 3
BEFORE LISTENING
1. What is pollution?
2. Look at the pictures. How many kinds of pollution can you see?
Tick the ideas
that you think are
true.
a. ________________________ b. ________________________
c. ________________________ d. ________________________
3. Write the names below them.
oil spill acid rain smog noise pollution
4. Read and do what Kelly says.
a. _____ Air pollution can't irritate people's lungs.
PICTIONARY b. _____ Pollution can kill plants, animals, and people.
c. _____ Recycling is not a good way to stop pollution.
lung
s
d. _____ Pollution can also get into soil and water.
e. _____ We should use wind and solar power.
pois
on
5. Study the words in the Pictionary.
UNIT 4
96
4. +++ Ask the students to read and do PICTIONARY
what Kelly says: tick the ideas they Poison = veneno.
think are true. Do not check answers at Lungs = pulmones.
this stage.
(L.A: to predict general information
using previous knowledge).
5. + Before listening, draw students'
attention to the words in the
Pictionary. Make sure they understand
their meaning. You may also
brainstorm ideas about their
connection with the topic of the lesson.
 157

UNIT 4
LISTENING

6. Listen to the recording and confirm or correct your ideas in

exercise 4.

7. Who are the people in the recording? Match them. Did you know that…
a. a girl i. the interviewer Let students read this section on their own
b. a man ii. the interviewee
Did you know that … and share comments in their groups. For
the word smog is a
8. Listen again and say if the sentences are true (T) or false (F)
combination of the words
more information on this section see page
a. _____ The man thinks pollution is not an important problem. smoke and fog? 7 of the Introduction.
b. _____ Pollution damages people's lungs.
c. _____ There is no problem for animals.

9. In your opinion, do most people agree or disagree with the

AFTER LISTENING
interviewer's point of view?

AFTER LISTENING
10. In your group, use the pattern below to talk about the different types
of pollution that were mentioned. Then, listen and complete.
A: How many types of pollution can you remember?
B: There are ______________ types of pollution: _______________.
A: How does pollution affect our environment?
B: It _____________________________________________________.
A: What type of pollution most affects our city/town?
B: I think _________________________ is the most important
problem in our city/town.
LISTENING
6. + 46 The students listen to the
recording and confirm or correct their
ideas in exercise 4.
(L.A: to validate predictions).
Answers: a. False; b. True; c. False;
d. True; e. True.
7. + Invite students to listen to the
recording and identify the people
speaking.
(L.A: to identify speakers)
Answers: a. - i.; b. - ii.
10. +++ 47 In their groups, the
students use the pattern to talk about
the different types of pollution that
were mentioned in the recording.
Then, play the recording and make
students listen and complete.
Answers: Will vary.
REFLECTIONS
The purpose of this activity is to help
students reflect on their language process
and to raise their awareness of how they
develop their strategies to become more
REFLECTIONS YES NO effective learners. They should work on
Did I use cognates to
understand the text? their own but you may help and guide
Did I connect the topic
of the lesson with my them when necessary.
own reality?
Encourage students to keep a record of
HOME SWEET HOME 97 their answers in a special section of their
notebooks.
The students read the questions and
identify:
8. ++The students listen again and then
a. If they used cognates to understand the
decide if the sentences are true (T) or
text
false (F).
b. If they connected the topic of the
(L.A: to discriminate between correct
lesson with their own reality.
and incorrect information).
Answers: a. False. b. True. c. False.
9. +++ Play the recording once more.
Invite students to listen and then give
their opinions.
(L.A: to deduce information)
Answers: will vary, according to
students' opinions.
158
UNIT 4

11. First only listen. Then listen and repeat the tongue twister.
Sean and Shane shipped the sheep ships cheaply.

12. Match each picture with the type of pollution they illustrate.
11. + 48 The students first listen. Then
they listen and repeat the tongue American English:
Encyclopedia
twister.
British English:
(L.A: to imitate a model of Encyclopaedia
a b c d
pronunciation).
Soil Pollution Water Pollution Air Pollution Noise Pollution

12. + Invite students to relate each LANGUAGE FOCUS Can in questions

picture with the type of pollution they 1. Read these sentences from the text and other examples.
Can I ask you a few questions?
illustrate. Can you give us any suggestions…?
(L.A: to relate visuals and meaning to Can you help me with the homework?
Can you give some examples?
consolidate vocabulary).
2. What do they have in common?
Answers: a. noise pollution; b. soil
pollution; c. water pollution; d. air 3. Complete the rule.

pollution To _________ questions in English in a polite way, we use __________.

To _________ make requests in English in a polite way, we use
__________________________ __________ = Is it OK to do something?

LANGUAGE FOCUS – Can to ask 13.Read what Kelly says. Then work with your partner.
questions
Remember that this section is meant to
Imagine you are
help students revise or discover a going to interview a famous scientist. Write
questions about the things you want to
particular grammar structure by know in relation to the environment and
themselves. find the answers in books, encyclopedias,
newspapers, on the Internet, etc.
1. Ask the students to revise the
examples.
2. Make students identify the type of
14. FL Now, role-play the interview in front of your classmates.
information required, and then
98 UNIT 4
complete the rule.
Answers: To ask questions in English
in a polite way, we use the verb can.
__________________________ Answers: Will vary, according to 14. FL Invite fast learners to role-play
13. +++ Ask students to read what students' interviews. the interview in front of their
Kelly says and to work with their classmates.
partners. Explain to them that they American v/s British English (L.A: to formulate questions and
have to imagine they are going to Draw students' attention to the two answers to ask for or give information).
interview a famous scientist. Refer different spellings of the same word used
them to the Language Focus to write in each variety of English. Remind them
questions about the things they want that both the British and the American
to know in relation to the environment. versions are correct, but that they should
Encourage students to find the choose one variety and stick to it.
answers in books, encyclopaedias, on
the Internet, in newspapers, etc.
(L.A: to consolidate a language point
and connect it with previous
knowledge).
 159

UNIT 4
WE CAN SAVE THE PLANET! Lesson 4

BEFORE READING
1. Answer Andy's questions.
Look at the two
pictures. Which of
them shows a healthy
environment? Why?
a
3. + Ask students to read the text
quickly and underline all the cognates
related to the environment.
(L.A: to identify cognates).
Possible answers: scientists; globe;
planet; reducing; use; protective;
difference; principles; reduce; reuse;
recycle; energy; gas; hybrid; products;
create; plastics; donate.

4. + Before reading, invite students to

look at the words in the Pictionary. Make
sure they understand their meanings.

PICTIONARY
b
PICTIONARY chemicals: químicos
2. Look at the picture and talk with your partner about the things you
icals
purse: monedero
can do to keep a healthy environment. Write a list of things that can chem
help: photo frame: marco de foto
a. in your community
er p
ot papier mache: papel maché
b. at home flow
c. at school flower pot: macetero
d. yourself che
r ma
papie
3. Read the text quickly and underline all the cognates related to
environment. me
o fra
phot
4. Study the words in the Pictionary and make sure you understand their
meaning.
e
purs

HOME SWEET HOME 99

them to write a list of things that can

BEFORE READING
help :
a. in their community
1. + Ask the students to look at the b. at home
pictures and answer Andy's questions. c. at school
Allow the use of Spanish at this stage. d. themselves
Brainstorm students' ideas about the Brainstorm their ideas and write a list
meaning of healthy. of actions on the board. You can also
(L.A: to infer topic from visuals). organize the information in a chart or
Answers: a. in a diagram.
(L.A: to relate topic to students' own
2. ++ Invite the students to look at the reality)
pictures and then talk with their
partners about the things they can do
to keep a healthy environment. Ask
160
UNIT 4

READING

READING

5. + Ask the students to read the text

quickly to see if the things they wrote
in their lists in exercise 3 are included
in the text.
(L.A: to apply scanning to confirm
predictions).
See Error Alert!, at the end of the
unit.
6. + Make students identify the kind of
text it is.
(L.A: to identify kind of text).
Answers: b.
IN A GREEN WORLD
LIVING
Scientists around the globe agree that we all must
Reuse means to find new uses for your
do our share to take care of our planet. This means old products. Turn a pair of jeans
making changes to our daily lives to reduce global warming
and reducing the use of chemicals that deplete the Earth's
into a cool purse, or use broken
flower pots and create mosaic
protective ozone layer. for a table or photo frame.
Use newspapers to make
Green is a term that many people use to talk about taking care of papier mache art for a
the planet and not overusing the resources that we all share. If you friend.
want to make a difference, the best way to start is to follow these
three principles: Recycle means to take your
used products like cans,
Reduce, Reuse, and Recycle bottles, plastics, and paper
Reduce means to use less of everything: less energy, less paper, less and donate them to groups
gas, and less water. It means to ride a bike or drive a hybrid car, that turn them into new
and to turn off the water when you are brushing your teeth. products.
Courtesy NASA http://kids.nationalgeographic.com/Activities/FunScience/Green

7. ++ Tell the students to read the text 5. Read the text quickly and see if the things in your list in exercise 3
again and find the words in bold in it. are included.

Then ask them to relate the words to 6. What kind of text is it?
a. A letter b. A set of instructions c. A description
their meanings.
(L.A: to infer meaning from the context). 7. Read the text again and find the words in bold. Match them with
their meaning.
Answers: Deplete the product of mixing two or more different things

Deplete: to reduce something; Overusing to give something to charity

Hybrid border that holds a picture
overusing: to use something too Frame to use something too much

much; hybrid: the product of mixing Donate to reduce something

two or more different things; frame: 100 UNIT 4

border that holds a picture; donate:

to give something to charity.
IDEA : We can follow the
8. +++ Read aloud the list of facts AFTER READING
principles: reduce, reuse and __________________________
that damage the environment. Then, recycle. b. We can turn them into
ask students to read the text and find LANGUAGE FOCUS – Prepositions
new products. c. We can turn
four ideas that could help. At this Remind students that this section is
off the water when we brush our
stage, it would be a good idea to start meant to help students revise or discover a
teeth.
a conversation about other facts that particular grammar structure by
damage the environment. You can themselves.
American v/s British English
write them on the board and ask your 1. Ask the students to revise the
Draw students' attention to the two
students to write a list in their examples, paying special attention to
different spellings of the same word used
notebooks with an idea to help. the words in bold.
in each variety of English. Remind them
(L.A: to find supporting information). 2. Make students identify the type of
that both the British and the American
Answers: information required, and then
versions are correct, but that they should
a. FACT: We want to make a complete the rule
choose one variety and stick to it.
difference. Answers: a.
 161

UNIT 4
8. Here is a list of actions that damage the environment. Read the text
and find three ideas that could help.
a. FACT : Exhaust fumes damage the Earth‘s ozone layer.
IDEA : __________________________________________________.
b. FACT : People throw away millions of tons of bottles and cans.
IDEA : __________________________________________________.
c. FACT : A family uses over 400 liters of water at home every day.
IDEA : __________________________________________________. American English:
Liters
British English:
AFTER READING Litres

LANGUAGE FOCUS Prepositions

1. Read these sentences from the text and other examples. Pay special
attention to the words in bold.
Scientists around the globe mosaic for a table
garbage on the floor depletion of the ozone layer

2. What do these words do?

a. They relate two things.
b. They relate two actions.
c. They relate two characteristics.

3. Complete the rule.

A ______ is a word that we use when we want to ______ two ______.

9. First only listen. Then, listen and repeat the tongue twister.
Silly Sally is shaking some sugar on her shiny shoes.

10.Work with your partner. Ask him/her about things you can do in
relation to the three principles in the text.
Did you know that …
a. A: What must we do to __________________ the use of energy? we can save 1440 liters
B: We should ___________________________________________. of oil by recycling 1 ton of
office paper?
b. A: How can we __________________ old products?
B: We can ______________________________________________.
c. A: What things can we ___________________________________?
B: We can _________________ things like cans,_____________.

HOME SWEET HOME 101

A preposition is a word that we use
when we want to relate two things.
_________________________
9. + 49 Play the recording. The
students first only listen. Then, they
listen and repeat the tongue twister,
paying special attention to the initial
sounds.
(L.A: to imitate a model of
pronunciation).
10. +++ In pairs, the students ask and
answer questions about the actions to
take related to the three principles
stated in the text: Reduce; Reuse;
Recycle. Encourage some pairs to
role-play their dialogues in front of
their classmates to provide a model to
the rest.
(L.A: to consolidate vocabulary).
Possible answers:
a.
A: What must we do to reduce the use
of energy?
B: We must use less electricity/turn
off the lights.
b.
A: How can we reuse old products?
B: We can turn old jeans into a
purse/create a mosaic from broken
flower pots/ make papier mache
from old newspapers.
c.
A: What things can we recycle?
B: We can recycle things like cans,
bottles, plastics and paper.
Did you know that…
Let students read this section on their own
and share comments in their groups. For
more information on this section see page
7 of the Introduction.
162
UNIT 4
11. ++ 50 In pairs, the students
complete the dialogue with their own
ideas.
(L.A: to use own reality to write a
dialogue).
Possible answers:
A: What can we do to help our planet?
B: Well, we can walk to school and
use less energy.
A: How can we help at our school?
B: We can reduce our garbage.
A: We can also recycle used paper!
12. +++ Motivate students to practice
the dialogue and to dramatize it in fron
of their partners.
(L.A: to dramatize a dialogue related
to own reality).
13. +++ Make students practice their
dialogues and present them to their
classmates. Do not forget to give
praise and encouragement, especially
to weaker students. Make positive
comments on their work and let them
know what they are doing well, as well
as what they need to improve.
(L.A: to imitate a model and express
own ideas).
REFLECTIONS
The purpose of this activity is to help
students reflect on their language process
and to raise their awareness of how they
develop their strategies to become more
effective learners. They should work on
their own but you may help and guide
them when necessary. Encourage students
to keep a record of their answers in a
special section of their notebooks.
The students read the questions and
identify:
a. How much they needed the teacher's
assistance to talk about the environment.
REFLECTIONS
How much did I need the
teacher's assistance to talk
about the environment?
How much did I support my
partner?
Now think about you
and your family. What
do you do to help
protect the
environment? Write
some suggestions.
102 UNIT 4
b. How much they supported their
partners.
14. +++ Ask students to read and do
what Andy says. They work
individually, reflecting on their
personal contribution to help protect
the environment. Invite some
students to share their conclusions
with the rest of the class.
(L.A: to consolidate vocabulary and
grammar, relating content and own
reality).
Answers: Will vary, according to
students' ideas.
11. With your partner, complete the following dialogue with your
own ideas. Then, listen to the recording and check.
A: What can we do to help our planet?
B: Well, we can _____________________ and ___________________.
A: How can we _______________________________ at school?
B: We can _________________________________________________.
A: We can also _____________________________________________.
12.Practice the dialogue above and present it to your classmates.
13.Do what Andy says.
Transport: We can __________________________________________.
Food: We ___________________________________________________.
Water: ____________________________________________________.
Other ideas: _______________________________________________.
14. FL Find out how much you know about the environment. Follow the trail.
START HERE
True We use more water for a shower than for a bath. False
Get 1 penalty point. Look at the sentence again.
True Smoke damages the ozone layer. False
Get 1 penalty point. Look at the sentence again.
True Acid rain and pollution harm trees, plants and animals. False
Get 1 penalty point. Look at the sentence again.
Penalty points
Count your
penalty points.
0 Expert
1 Good
Check your score. 2-3 More to learn about
the environment.
15. FL Motivate fast learners to find out
how much they know about the
environment following the trail and
checking their scores.
 163

UNIT 4
MINI - TEST
LISTENING
2 pts
1. Listen to the text in lesson 3 again and complete the statement.
The text is __________________.
a. a news report b.an interview c.a radio program d.a report
4 pts

2. Listen to the text again and complete.

a. Do you think pollution is an important __________________?
b. It's also changing the __________________.
c. __________________ should build cleaner cars.
d. Recycling __________________ reduces the amount of garbage..

READING
3. Read the text in lesson 4 again and decide if the statements are true or false. 4 pts
a. We can contribute to stop global warming with personal actions.
b. We should use more chemical products.
c. We must throw away all bottles and cans.
d. We should use our bicycles instead of cars.

4. Read the text again. Find a suitable verb for each word or phrase. 4 pts

a. _________ efficient light bulbs. e. _________ hybrid cars.

b. _________ paper waste. f. _________ old products.
c. _________ water use. g. _________ used bottles.
d. _________ plastics. h. _________ a mosaic.

LANGUAGE
5. Complete the following questions. Use the words in the box. 4 pts

follow reduce reuse recycle

a. What can you do to ______________ old things?

b. How can we ______________ the use of water?
c. Can we ______________ plastic bottles or cans?
d. Must we ______________ the three principles?

total
0-5 6-9 10 - 15 16 - 18
score
Keep trying Review! Well done! Excellent! 18 pts

HOME SWEET HOME 103

Answers:
MINI - TEST
1. c.
2. a. problem. b. climate. c. engineers.
The mini-tests provide material to check
d. paper.
and revise students' progress and, at the
3. a. true. b. false. c. false. d. true.
same time, information for the teacher
4. a. use. b. reduce. c. reduce. d. recycle.
about any points that the majority of the
e. use. f. reuse. g. donate. h. create.
students may have problems with. Make
5. a. reuse. b. reduce. c. recycle.
sure they understand what they are
d. follow.
expected to do and then give enough time
to answer individually.
164
UNIT 4

GOOD NEWS!!! Lesson 5

Where do pandas BEFORE LISTENING

live? Is it easy to find
BEFORE LISTENING them? Where can you
see a panda?
Why are pandas
associated with the
1. + Before beginning the lesson, and environment?

while the students are still with their

books closed, devote some minutes of
the class to talk about endangered
animals. Elicit students' ideas about
this topic and brainstorm the name of
animal species that they think are in
danger. You may need to provide them
1. Spend one minute writing down all the different words you associate
with additional information. See with pandas.
Background Information at the end
2. Share your words with your partner(s) and talk about them. Together,
of the unit. put the words into different categories.
Draw students' attention to the Positive Negative
pictures of panda bears on page 104,
and tell them to spend a minute
writing a list of words or phrases that
they relate to these animals. PICTIONARY

(L.A: to relate the topic and their cub

3. With your partner, answer Ema’s questions.
previous knowledge).
t 4. You are going to listen to something related to this animal. What kind
Answers: Will vary. gian
of text do you think it is?
a. A song
2. ++ Once the time is up, ask the
born b. An advertisement
was
c. A news report
students to share their words with their 5. Look at the words in the Pictionary and their meanings before
zoo
partner(s) and talk about them. listening.

Brainstorm different words and write 104 UNIT 4

them on the board. Together, put the
words into different categories.
(L.A: to classify concepts).
mountains; We can see pandas in some (L.A: to use previous knowledge to
Answers: Will vary, according to
zoos; We relate pandas to the predict type of text).
students' words.
environment because they are present in
the logo of the WWF (World Wildlife 5. + Before playing the recording, make
3. +++ Ask the students to read and Fund), which is one of the most sure the students study the words in
answer Ema's questions. At this point, important environmental organizations. the Pictionary and their meanings.
it would be a good idea to refer See Background information at the (L.A: to infer meaning from visuals).
students to the first lesson of the book. end of the unit.
Invite them to read again the children's
PICTIONARY
introductions and make them infer
4. + Explain to your students that they was born = nació
Ema's reason to present this lesson.
will listen to something related to this giant = gigante
(L.A: to connect the topic with previous
animal. Make them predict the kind of cub = cría
knowledge).
text they think it is. Do not check zoo = zoológico
Answers: Pandas live in China; It is not
answers at this point.
easy to find them, as they live in the
 165

UNIT 4
LISTENING
6. Listen to the report and see if you were right in exercise 4.

7. Listen to the report again and choose a title.

Did you know that …
a. Baby panda in danger in USA zoo the Chinese word for
b. Baby panda dies in USA zoo Panda is "Xiongmao" or
c. Baby panda is born in USA zoo giant cat bear?

8. Listen to the report again and tick the correct alternative to

complete each statement.
a b
The news comes from... A baby panda was born...
New York. early in the afternoon.
Mexico. late at night.
Washington. early in the morning.

c
Less than ……of d
these animals live The public will have to wait…… to see the cub.
in the mountains. 3 days
2000 3 weeks
20 3 months
2

e
f
The public can have more information The cubs belong to...
about the baby panda … Japan.
calling the zoo´s telephone number.
China.
visiting a website.
the USA.
listening to the radio and TV.

9. Do you think these sentences are true or false?

a. _____ A strange animal was born in an American zoo.
b. _____ It's the first time in 16 years this has happened.
c. _____ We don't know yet if the cub is male or female.
d. _____ These animals often give birth in zoos.
e. _____ Many baby cubs born in zoos die within a week.
f. _____ The cub will have to return to China when it's two years old.

HOME SWEET HOME 105

LISTENING 8. +++ Now the students listen to the 9. +++ Make students decide if the
report again and tick the correct sentences are true or false. Play the
alternative for each statement. recording again for them to check their
6. + 51The students listen to the report (L.A: to identify correct information). answers.
and see if their predictions in exercise 4 Answers: a. Washington. b. Early in (L.A: to discriminate between correct
were correct. the morning. c. 2,000. d. Three and incorrect information).
(L.A: to validate predictions). months. e. Visiting a website. f. China. Answers: a. False. b. True. c. True.
Answers: c. d. False. e. True. f. True.
Did you know that…
7. ++ Play the recording again to allow Let students read this section on their own
students to choose an appropriate title and share comments in their groups. For
for the report. more information on this section see page
(L.A: to find general information using 7 of the Introduction.
textual elements).
Answers: c.
166
UNIT 4

AFTER LISTENING

LANGUAGE FOCUS Obligations - Prohibition

1. Read these sentences from the text and other examples.

They have to leave the panda and her baby alone.
The cub has to return to China when the panda is two years old.
We can't see the baby panda.

2. Answer these questions.

a. Which of these sentences express an obligation?
b. Which of the sentences express a prohibition?
Practice the dialogue 3. Complete the following rule.
and role-play it in
front of your When we want to express an ________ we use ________ + ________.
classmates. When we want to express a ______________, we use _____________.

10. With your partner, circle the correct word to complete the
conversation.
A: Ssshh! You (1) have to/can’t feed the animals.
B: Sorry.
A: You (2) have to/can’t be careful. There are a lot of rules here at
the zoo.
B: Yes, you're right. We (3) have to/can’t go in there. It says 'No
entry'.
A: OK. I'll phone Laura and tell her we're here.
B: Guess what? You (4) have to/can’t use a mobile phone within
this area!

11.Do what Ema says.

12. First only listen. Then listen and repeat the tongue twister.
I cannot bear to see a bear
Bear down upon a hare.
When bare of hair he strips the hare,
Right there I cry, "Forbear!"

http://www.britishcouncil.org/kids-topics-environment.htm

106 UNIT 4

AFTER LISTENING
__________________________
LANGUAGE FOCUS –
Obligations - prohibitions
Remind students that this section is meant
to help them revise or discover a particular
grammar structure by themselves.
1. Ask the students to revise the examples
from the recording.
2. Ask them to identify what the sentences
express.
Answers: a. They have to leave the
panda and her baby alone.
The cub has to return to China when
the panda is two years old.
b. We can't see the baby panda.
3. Ask students to complete the rule.
Answers: When we want to express an
obligation we use have to + verb
When we want to express a
prohibition, we use can't.
__________________________
See Error Alert!, at the end of the unit.
10. + 52 In pairs, students decide on
the correct words to complete the
conversation.
(L.A: to apply new vocabulary and
structures to complete a dialogue).
Answers: (1) can't; (2) have to;
(3) can't; (4) can't.
11. ++ Encourage students to practice
the dialogue and role-play it in front
of their classmates. Don't interrupt
them to correct their English.
Remember that it is better to note
down the main, common errors and
correct them at the end of the activity.
(L.A: to role-play a dialogue).
 167

UNIT 4
13.Guessing game!
a. Choose an animal that is in danger of extinction from the list:
African elephant blue whale Western gorilla pudu jaguar
koala polar bear bald eagle wolf

When pandas
b. Ask your partners questions about useful information to guess the
have babies, we call
name of the animal.
them cubs.
i. Does it jump / run / walk / swim /etc.? ii. What does it eat? Unscramble the words
iii. How many legs does it have? iv. Where does it live? to find out the names
of the baby animals
The animal is: ___________________________________________ and match them with
c. Change roles. the pictures.

14.With your partner, use your own ideas to complete the following
paragraph to write a short piece of news .Then, give the good news
to your classmates!

____________ comes from ____________ in ____________. A

____________ was born. The baby ____________ is very __________
and ____________. The cub is called ____________. It eats _________
and we will have to wait ____________ before we can see it.

15. FL Read what Ema says and then do the exercise.

a b
Horse l t o c Sheep m a b l
__________________________ __________________________

c d
Pig t p i l g e Duck i l k u d n g c
__________________________ __________________________

HOME SWEET HOME 107

12. + 53 The students first only listen. the cubs and any other useful information 15. FL Invite fast learners to read what
that may help to guess the animal. Ema says and then do the exercise.
Then, they listen and repeat the
Once the students guess the animal, (L.A: to infer new vocabulary from
tongue twister.
they change roles. visuals).
(L.A: to imitate a model of
(L.A: to consolidate lexical and Answers: a. colt. b. lamb. c. piglet.
pronunciation).
grammatical content). d. duckling.
13.+++ Explain to your students that
they are going to play a guessing game
14. +++ In pairs, the students use their
in groups.
own ideas to complete the paragraph
a. Divide the class in groups of four or five
to write their own short piece of news.
students. Each student chooses an
Invite some pairs to give the good
animal that is in danger of extinction
news to their classmates.
from the list.
(L.A: to organize ideas to write a short
b. Their partners ask him / her questions
piece of news).
about the food, its habitat, the name of
Answers: Will vary.
168
d
UNIT 4

t an n e
t hi
Ma a c
EPISODE 4:
, MERRY CHRISTMAS
lly M
Ke Time
Notes e
th

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Kelly, Matt and the Time
Machine
Elicit information about what students
remember of previous episodes. Help
them remember that Kelly and Matt
were in the Roman Coliseum, trying to
escape from the gladiators and lions.
Motivate students to read this last
episode and know how the children finally
returned home. At the end of the class, get
their feedback and comments on the story
and invite them to summarize it. Allow
the use of Spanish, if necessary.
 169

UNIT 4
Notes

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________
170
UNIT 4
SYNTHESIS
Revise the contents of Unit 4 with your
students and help them to analyze and
reflect on which exercises helped them
achieve the learning outcomes.
SYNTHESIS
Revise the content of the
unit.
In this unit I learnt...
LISTENING
·To predict content from visual
clues.
·To recognize the purpose of a text.
·To discriminate between facts and
opinions.
READING
·To infer meaning of words from
the context.
·To identify purpose and type of text.
·To relate content and personal
knowledge.
·To distinguish facts and ideas.
SPEAKING
·To express opinions.
·To report news and problems.
·To give instructions.
·To do a survey.
WRITING
·To write a short interview.
·To complete a paragraph.
·To use new vocabulary.
LANGUAGE
·The Present Continuous Tense.
·The Future Tense.
·Obligations.
·Words related to the environment
and environmental problems.
VALUES
·To reinforce positive attitudes
towards the environment.
·To identify, reflect and offer
solutions to environmental
problems.
110 UNIT 4
TEST YOUR KNOWLEDGE
Explain to the students that the purpose
of this section is to help them revise
contents and evaluate their performance
in the whole unit. Read the instructions
and make sure they all understand what
they are expected to do in each activity.
Encourage them to give honest answers in
order to detect their strengths and
weaknesses. Check students' results and
revise any points that the majority of
them had problems with.
TEST YOUR KNOWLEDGE
READING: PEOPLE ARE CHANGING THE
PLANET EARTH
The earth is 4,600 million years
old. Modern man has lived on it
for only 35,000 years, but in that
time our planet has changed in
many ways. Many of the things III._________________________
people are doing are good, but Many aerosols and sprays are
many more are not good for our destroying the ozone layer. They are
world. making a big hole and too much
I._________________________ ultraviolet radiation is entering the
In big cities, cars and buses are earth. This is causing cancer in
affecting the air. Many people people around the world.
who live in cities are having very IV._________________________
bad health problems. People are cutting down
II._________________________ millions and millions of trees all
Factories are damaging the land over the world. As a result, many
and the water, so many fish are types of animals and plants are
dying. disappearing.
1. Read the text quickly and write the correct heading for 4 pts
each paragraph (I - IV).
a. Acid rain
b. Ozone layer depletion
c. Air pollution
d. Rainforest destruction
2. Read the text again and decide if the following sentences 3 pts
are true (T) or false (F)
a. ____ The earth is very old.
b. ____ People who live in cities are very healthy.
c. ____ Factories are very good for the environment.
3. Answer the following questions: 3 pts
a. How old is our planet Earth?
______________________________________________
b. Why are fish dying?
______________________________________________
c. What do aerosols and sprays do to the ozone layer?
______________________________________________
Answers:
READING - PEOPLE ARE CHANGING THE
PLANET EARTH
1. I. - c. II. - a. III. - b. IV. - d.
2. a. True. b. False. c. False.
3. a. It is 4,600 million years old.
b. Because many factories are
damaging the water. c. They destroy
the ozone layer.
LISTENING 54
4. a. iii. b. i. c. i.
5. a. True. b. False. c. True.
 171

UNIT 4
LISTENING
SELF-EVALUATION
4. Listen to the recording and circle the correct 3 pts
alternative. Answer the following questions
a. Amazing news comes from... and check your progress in this
unit. Put a tick in the box that is
i. a zoo ii. the jungle iii. an aquarium
true for you.
b. A mother talks with her _________ -year-old baby.
i. two ii. four iii. six reading
Do I relate the topic of a text with
c. Two _________ are chatting to each other. my previous knowledge?
i. dolphins ii. whales iii. sharks Can I identify different types and
purposes of texts?
5. Read these sentences and decide if they are true (T) 3 pts Can I predict the topic of a text from
cognates?
of false (F). Can I find specific information in a text?
a. ____ Very strange news comes from Hawaii.
b. ____ Scientists are not sure if the animals are talking.
c. ____ The animals communicate verbally and listening
non-verbally. Do I understand the texts?
Do I understand my classmates?
LANGUAGE Can I interpret obligations and
prohibitions?
6. Complete each collocation with a word from the list. 4 pts Can I predict the topic of a text from
visual clues?
pollution rain warming ozone

a. ____________________ layer
functions / grammar / vocabulary
b. Acid ____________________
Can I use collocations?
c. Air ____________________ Can I play games?
d. Global ____________________ Can I talk about obligations?

7. Circle the correct alternative. 3 pts speaking / writing

a. In this zoo, we have to / can’t take photos. Can I talk and write about
environmental problems?
b. To help our planet, we have to / can’t reduce the Can I complete summaries?
use of energy. Can I present a topic to my
c. We have to/can’t use less water. classmates?

ORAL EXPRESSION
project / group work
8. How can we help our planet? Mention three things 3 pts
Did I enjoy working with my
we can do. classmates?
Great! Not too bad Help! Did I find the tasks useful?
Did I collaborate with my
total classmates?
0-9 10 - 15 16 - 21 22 - 26
score
Keep trying Review! Well done! Excellent! 26 pts

HOME SWEET HOME 111

LANGUAGE
SELF - EVALUATION
6. a. ozone. b. rain. c. pollution.
d. warming.
The purpose of this section is to allow
7. a. can't. b. have to. c. have to.
students to reflect on their strengths and
weaknesses. Encourage them to give
ORAL EXPRESSION
honest answers and show an interest in
8. Motivate students to evaluate their
their results.
partner's performance seriously and
honestly.
172
UNIT 4

TRANSCRIPTS

LISTENING - WHAT ARE WE DOING TO OUR READING - AN INCONVENIENT TRUTH 44

PLANET? 41 Oral practice

A: Do you think climate is changing in our area?

Speaker: Oil tankers are pouring millions of gallons of oil into
B: Yes.
the oceans. The oil is polluting the water and
A: How is global warming affecting our environment?
harming sea life; eating fish is becoming dangerous
B: Temperatures are rising.
to human health.
A: Can you mention some consequences of global
Heavy gray smog is hanging over the most important
warming?
cities all over the world.
B: Glaciers are melting, rainfall is heavier and there are
The destruction of rainforests and other habitats is
more storms.
threatening thousands of animal and plant species
around the globe.
READING - AN INCONVENIENT TRUTH 45
We need to wake up and learn what we are doing to
our planet! Pronunciation
On Earth Day we care about and try to understand our
planet's problems. First only listen. Then, listen and repeat the tongue twister.
Everybody can participate in Earth Day projects. How?
Recycling materials like cans, glass and paper. What noise annoys an oyster?
Think about what YOU can do to help make the planet A noisy noise annoys an oyster.
a cleaner and healthier place!

LISTENING - WHAT ARE WE DOING TO OUR LISTENING - CAN WE STOP IT? 46

PLANET? 42
Kelly: Good afternoon, Sir. Can I ask you a few questions?
Oral practice
Man: Sure!
Kelly: Do you think pollution is an important problem in
a.
our city?
A: Where is smog hanging?
Man: Absolutely! Pollution is changing our life!
B: Over important cities all over the world
Kelly: Can you give us some examples?
b.
Man: Well, nowadays, pollution is everywhere. It gets into
A: What is polluting the air?
the air and irritates people's lungs. It's also changing
B: Heavy gray smog.
the climate, damaging our animals and poisoning
c.
the water we drink!
A: What are oil tankers doing?
Kelly: Can you make any suggestions to solve this problem?
B: They are pouring oil into the oceans.
Man: In the first place, we shouldn't use vehicles that burn
gasoline. Engineers should build cleaner cars or use
LISTENING - WHAT ARE WE DOING TO OUR wind or solar power.
PLANET? 43 Kelly: What is your personal contribution to solve the
problem?
Pronunciation
Man: I try to recycle paper and also to reduce the amount
Listen and repeat.
of garbage I throw away. I'm sure recycling helps
What are you doing after class?
cut down on pollution!
They're waiting for the next act.
The actors are learning their lines.
 173

UNIT 4
47 They don't know its sex yet because they have to leave
LISTENING - CAN WE STOP IT?
the panda and her baby alone to let the immune
Oral practice
system develop; the first few days are very dangerous
for a baby panda, most baby pandas born in zoos do
A: OK. Let's revise for the test. How many types of
not survive.
pollution can you remember?
Less than 2,000 giant pandas live in the mountains of
B: There are many types of pollution: smog, acid rain,
central China and about 200 more giant pandas live in
ocean pollution, …
zoos.
A: How does pollution affect our environment?
B: It changes the climate, damages animals and
The cub born yesterday at the Washington zoo
irritates people's lungs.
belongs to China and has to return there when the
A: What type of pollution most affects our city?
panda is two years old. We, the general public, will
B: I think smog is our worst problem.
have to wait three months before we can see the
baby panda. Meanwhile, we can see it at the zoo's
web site, take a note:
LISTENING - CAN WE STOP IT? 48
*http://nationalzoo.si.edu/Animals/GiantPandas…..
Pronunciation (fade)

Sean and Shane shipped the sheep ships cheaply.

LISTENING - GOOD NEWS! 52

Oral practice
READING - WE CAN SAVE THE PLANET 49

Pronunciation A: Ssshh! You can't feed the animals.

B: Oops, sorry.
First only listen. Then, listen and repeat the tongue twister. A: You have to be careful. There are a lot of rules here at
the zoo.
Silly Sally is shaking some sugar on her shiny shoes. B: Yes, you're right. We can't go in there. It says 'No
entry'.
A: Anyway, I'll phone Laura and tell her we're here.
50 B: Guess what? You can't use a mobile phone within
READING - WE CAN SAVE THE PLANET
this area!
Oral practice

A: What can we do to help our planet?

LISTENING - GOOD NEWS! 53
B: Well, we can recycle things and reduce energy.
C: How can we help here at school? Pronunciation
A: We can reduce our garbage.
B: We can also recycle used paper! First only listen. Then listen and repeat the tongue twister.

I cannot bear to see a bear

51 Bear down upon a hare.
LISTENING - GOOD NEWS!
When bare of hair he strips the hare,
Right there I cry, “Forbear”!
Kelly: And now, wonderful news from the National Zoo in
Washington. A giant baby panda was born early this
morning; it is the first time in 16 years that this
happens!
174
UNIT 4

TEST YOUR KNOWLEDGE 54 Woman: Oh! Sorry, Look at the time!I've got to leave now…
Reporter: Thank you very much! Excuse me, can I ask you a
few questions? (fade)
LISTENING - NEWS FROM HAWAII

Reporter: Yes, amazing news from Hawaii aquarium. A mother 56

Classroom Language
dolphin chats with her baby …over the telephone!
See page 20.
Presenter:Oh! What do you mean?
Reporter: This special event takes place in the aquarium where
the mother and her two-year-old calf swim in
separate tanks.
Presenter:Oh! And do you know what they are talking about?
Reporter: Scientists are completely sure that dolphins are
talking and now they are trying to find out what
they are saying. They are studying wild and captive
dolphins by listening to and learning their code.
Presenter:Oh! Well, it seems scientists have a very difficult task.
Reporter: Oh, yes; deciphering "dolphin speak" is tricky
because their language depends on what they're
doing: playing, fighting, or going after tasty fish.
Presenter:Oh! If you like mysteries and detective work, then
this is the job for you. And who knows-maybe some
day you'll get a phone call from a dolphin!

LISTENING TEST - WHAT CAN WE DO FOR OUR

PLANET? 55

Reporter: Excuse me, can I ask you a few questions?

We're doing a survey on environmental problems
Woman: OK.
Reporter: What do you do to reduce the rubbish you and your
family produce every day?
Woman: Er…let me think…I try to recycle as many things as
I can.
Reporter: Such as…?
Woman: Cans, plastic bottles, paper, …
Reporter: Do you usually give your old clothes to charity
instead of throwing them away?
Woman: Yes. Something that we do not use any more can be
useful to someone else.
Reporter: Smog is only one type of pollution; what other types
do you know?
Woman: Let me see… noise pollution, ocean pollution, ah!
And acid rain!
Reporter: And would you like to …?
 175

UNIT 4
ERROR ALERT!

LISTENING - WHAT ARE WE DOING TO OUR

PLANET ?

Exercise 11
Collocations: when dealing with new words, check whether they
have a common collocation that is always repeated.

READING - AN INCONVENIENT TRUTH

Exercise 3
Responsible (NOT: responsable).
Watch out for more cases of negative language transfer from
Spanish to English.

LISTENING - CAN WE STOP IT?

Exercise 1
Incorrect language transfer.
Pollution (NOT: contamination)

READING - WE CAN SAVE THE PLANET

Idiomatic expression.
To do our share = to do what is expected of us to help; to do our
part.

LISTENING - GOOD NEWS!

Language Focus
Have to = must
Don't have to = don't need to (NOT: mustn't)
Examples:
The pandas have to return to China. (They must return to China)
We don't have to take care of the animals. (It is not necessary to
take care of the animals).
176
UNIT 4
BACKGROUND INFORMATION
LISTENING - WHAT ARE WE DOING TO OUR
PLANET?
Exercise 4
What is Earth Day?
Earth Day is a Birthday! Just like a birthday is a special day to
celebrate a person, Earth Day is a special day that celebrates the
Earth. Earth Day was born on April 22, 1970, in San Francisco,
California. Every year, America and over 100 different countries
join together in the celebration of Earth Day on April 22nd.
Earth Day is the largest, most celebrated environmental event
worldwide. On Earth Day, we remember to appreciate nature
and learn ways to protect our environment. Find ways that you
can help keep the planet clean and help protect our
environment.
http://www.epa.gov/superfund/kids/earthday.htm
READING - AN INCONVENIENT TRUTH
Exercise 1
An Inconvenient Truth is an American Academy Award-winning
documentary film about global warming, presented by former
United States Vice President Al Gore and directed by Davis
Guggenheim. The film premiered at the 2006 Sundance Film
Festival and opened in New York and Los Angeles on May 24,
2006. An Inconvenient Truth focuses on Al Gore and his travels in
support of his efforts to educate the public about the severity of
the climate crisis.
http://en.wikipedia.org/wiki/An_Inconvenient_Truth
LISTENING - CAN WE STOP IT?
Exercise 2
ENVIRONMENTAL PROBLEMS
ACID RAIN: The term acid rain refers to what scientists call acid
deposition. It is caused by airborne acidic pollutants and has
highly destructive results. Acid rain, one of the most important
environmental problems of all, cannot be seen. The invisible
gases that cause acid rain usually come from automobiles or
coal-burning power plants
AIR POLLUTION: Air pollution includes all contaminants found
in the atmosphere. These dangerous substances can be either
in the form of gases or particles. Air pollution can be found
both outdoors and indoors. Pollutants can be trapped inside
buildings, causing indoor pollution that lasts for a long time.
GLOBAL WARMING: Global warming is called the greenhouse
effect because the gases that are gathering above the earth
make the planet comparable to a greenhouse. By trapping heat
near the surface of the earth, the greenhouse effect is warming
the planet and threatening the environment.
OZONE DEPLETION: The ozone layer protects the Earth from
the ultraviolet rays sent down by the sun. If the ozone layer is
depleted by human action, the effects on the planet could be
catastrophic.
SMOG: In many areas around the world, smog has reached
extraordinary levels. The word smog is a combination of the
words smoke and fog.
WATER POLLUTION: Every year, 14 billion pounds of sewage,
sludge, and rubbish are dumped into the world's oceans. 19
trillion gallons of waste also enter the water annually. The
problem of ocean pollution affects every nation around the
world. This is especially true because water is able to transport
pollution from one location to another.
RAINFOREST DESTRUCTION: The atmosphere and oceans are not
the only parts of the environment being damaged. Rainforests are
being quickly destroyed as well, and their survival is questionable.
http://library.thinkquest.org/26026/Environmental_Problems/en
vironmental_problems.html
READING - WE CAN SAVE THE PLANET
Exercise 8
A hybrid electric vehicle (HEV) is a vehicle which combines a
conventional propulsion system with an on-board rechargeable
energy storage system (RESS) to achieve better fuel economy
than a conventional vehicle.
Regular HEVs most commonly use an internal combustion
engine (ICE) in tandem with electric motors to power their
propulsion system. Many HEVs reduce idle emissions by
shutting down the ICE at idle and restarting it when needed. An
HEV's engine is smaller and may be run at various speeds,
providing more efficiency.
 177

UNIT 4
LISTENING - GOOD NEWS!

Exercise 1
Many animals are currently in danger of going extinct. Human
beings are causing thousands of kinds of animals to die off.
Chemicals that pollute the environment can endanger animals.
Hunters kill some animals. Hunters kill rhinoceroses for their
horns. They kill tigers for their skins. They kill elephants for their
ivory tusks.
Most endangered animals today are in trouble because people
are destroying their habitats. A habitat is a place where an
animal normally lives. Forests, deserts, and wetlands are kinds
of habitats. Many endangered animals live in tropical
rainforests. People cut down rainforests to build farms, roads,
and towns. They drain water from wetlands. Gorillas and koala
bears are endangered because of destruction of the forests in
which they live.

Microsoft ® Encarta ® 2007. © 1993-2006 Microsoft Corporation.

All rights reserved.
178
PHOTOCOPIABLE
MATERIAL

COMPLEMENTARY ACTIVITIES

LESSON 1: WHAT ARE WE DOING TO OUR PLANET?

1. Start your own Earth Day!

a. In your group, reflect about the actions you need to take to help solve environmental problems in
your area / city.
b. Prepare a poster announcing The 7th Grade Earth Day and invite other students from your school
to participate in it.
c. Display your poster in a visible area of your school.

LESSON 2: AN INCONVENIENT TRUTH

2. Look at the picture and write 5 predictions for the future.

In the future…
a. …buses and cars _____________________________________.
b. …people _____________________________________ strange clothes.
c. …robots _____________________________________ the streets.
d. …people _____________________________________ by telepathy.
e. …people _____________________________________ to the moon for their holidays.
 179

PHOTOCOPIABLE
MATERIAL
LESSON 3: CAN WE STOP IT?
3 Complete the sentences with the collocations in the box; they are all related to the environment.
There is one extra collocation you will not need.
oil spill exhaust fumes catalytic converter ecological disaster
greenhouse effect acid rain ozone layer global warming

a. I think that the smoke from factories is more dangerous to the atmosphere than the
________________________ from cars. It contributes to ________________________, which can
destroy forests.
b. I don't believe that there is a hole in the ________________________ because I can't see it.
c. I like the fact that the ________________________ is making the planet hotter. I like hot weather
so I don't think that ________________________ is a problem.
d. I think the _________________ on the Galapagos Islands was a preventable ___________________.

LESSON 4: WE CAN SAVE THE PLANET!

4. Match the words in the box with the definitions below and then fill in the gaps. The first one has
been done for you.
environment global warming deforestation greenhouse gas
recycle environmentally friendly atmosphere natural resources

a. The natural world, including the land, water, air, plants and animals.
e.g. It is important to take care of the environment.
b. The mixture of gases around the Earth.
e.g. Oxygen is one of the gases in the Earth's ______________________.
c. The process of removing the trees from an area of land.
e.g. People often talk about _____________________ in the Amazon and other parts of the world.
d. Designed not to harm the natural environment.
e.g. I ride a bicycle, because it's more ______________________ than driving a car.
e. A gas that stops heat escaping from the atmosphere and causes the Earth's temperature to rise.
e.g. Carbon dioxide is a ______________________.
f. The slow increase in the temperature of the Earth caused by greenhouse gases in the atmosphere.
e.g. I think governments have to do something about ______________________.
g. Valuable substances such as wood and oil that exist in a country's land and sea.
e.g. Oil is one of our most important ______________________.
h. To change waste materials such as newspapers and bottles so they can be used again.
e.g. We always ______________________ all our bottles and waste paper.
180
PHOTOCOPIABLE
MATERIAL

LESSON 5: GOOD NEWS!

5. Environment Quiz.

a. Where do greenhouse gases trap energy?

i. In the atmosphere
ii. In the mountains
iii. In outer space
iv. In the soil

b. Which one of these is a greenhouse gas?

i. Oxygen
ii. Carbon dioxide
iii. Helium
iv. Sulfur dioxide

c. What is one reason why scientists think that sea level is getting higher?
i. Ships make the water higher
ii. Melting glaciers add more water to the sea
iii. The ozone hole is warming the ocean
iv. Undersea volcanoes are displacing sea water

d. The Earth is surrounded by a layer of gases which protects it from the light and heat of the Sun.
What is it called?
i. Hydrosphere
ii. Biosphere
iii. Lithosphere
iv. Atmosphere

e. What is the name of the phenomenon produced by the mixture of sulphur dioxide and rainwater?
i. Ammonia rain
ii. Brown rain
iii. Yellow rain
iv. Acid rain

f. What will the greenhouse effect cause?

i. An increase in Oxygen Production
ii. Greater rainfall
iii. An increase in the temperature
iv. A decrease in atmospheric pressure
 181

PHOTOCOPIABLE
MATERIAL
EXTRA TEST

READING

The Planet Is Heating Up - and Fast

wildlife is fighting to
Glaciers are melting, sea levels are rising, cloud forests are drying up and
releasing gases that are
stay alive. It is clear that humans are causing most of the warming by
now than in the last
part of our modern lives. Called greenhouse gases, their levels are higher
650,000 years.
the Earth's climate, that
We call the result global warming, and it is causing a set of changes to
things.
varies from place to place. It's changing the rhythms of life for all living
in Earth's atmosphere
The greenhouse effect is the warming that happens when certain gases
trap heat.
then radiates back into
First, sunlight shines onto the Earth's surface, where it is absorbed and
phere, the more heat gets
the atmosphere as heat. The more greenhouse gases are in the atmos
trapped.
s emit them in a variety
There are several greenhouse gases responsible for warming, and human
es and electricity
of ways. Most come from the combustion of fossil fuels in cars, factori
e, also called CO2.
production. The gas responsible for the most warming is carbon dioxid
This is because as the
Scientists often use the term climate change instead of global warming.
the globe in ways
Earth's average temperature climbs, winds and ocean currents move around
and snow falling. As a
that can cool some areas, warm others, and change the amount of rain
result, the climate changes differently in different areas.
the climate faster than
The rapid rise in greenhouse gases is a problem because it is changing
some living things may be able to adapt to.
ing ice sheets (such as
Now, with concentrations of greenhouse gases rising, the Earth's remain
will potentially raise sea
Greenland and Antarctica) are starting to melt too and the extra water
levels significantly.
climatechangeeducation.org/planetary/index.htm

1. Read the text and circle the correct alternative. The text is: 2 pts

a. an encyclopaedia article
b. a news report
c. a piece of advice

2. Read the text again and decide if these statements are true or false. 4 pts

a. Greenhouse gases are part of daily life.

b. Global warming affects all living organisms.
c. If the atmosphere traps more greenhouse gases, the temperature decreases.
d. Climate change is a synonym for global warming.

3. Answer these questions. 3 pts

a. What is the greenhouse effect?

b. Where do greenhouse gases come from?
c. Where can we still find areas with ice on Earth?
182
PHOTOCOPIABLE
MATERIAL

LISTENING 55

4. Listen to the recording. Circle the correct answer. 1 pt

The reporter is
a. interviewing an expert.
b. doing survey.
c. reporting a piece of news.

5. Listen again. Number the sentences in the order you hear them. 5 pts

a. I only have a few minutes.

b. Exhaust fumes from cars contribute to smog.
c. Smog is only one type of pollution.
d. I try to recycle as many things as I can.
e. It's better for people's health too.

6. Listen to the recording again. Complete the sentences. 4 pts

a. Can I ask you a _______________ questions?

b. We're making a survey on _______________ problems.
c. Do you usually give your old clothes to _______________?
d. Cars that don't have _______________ converters are prohibited.

ORAL PRODUCTION

7. Here is a list of facts that damage the environment. Read and express some ideas to 6 pts
help solve these problems.

a. Exhaust fumes damage the Earth's ozone layer.

IDEA: We can _________________________________________________________________.

b. People throw away millions of tons of bottles, cans and plastic containers.

IDEA: We can _________________________________________________________________.

c. We use over 400 litres of water at home every day.

IDEA: We can _________________________________________________________________.

d. People cut down two hectares of forests every minute to produce paper.

IDEA: We can _________________________________________________________________.

0 - 7 8 - 15 16 - 20 21 - 25 total
Keep trying Review! score
Well done! Excellent!
25 pts
 183

UNIT 4
Answers

COMPLEMENTARY ACTIVITIES EXTRA TEST

1. Will vary. READING

2. a. will fly. b. will wear. c. will clean. d. will communicate.
e. will go.
3. a. exhaust fumes, acid rain. b. ozone layer. c. greenhouse
effect, global warming. d. oil spill, ecologicar disaster.
4. a. environment. b. atmosphere. c. deforestation. d.
environmentally friendly. e. greenhouse gas. f. global
warming. g. natural resources. h. recycle.
5. a. i. b. ii. c. ii. d. iv. e. iv. f. iii.
1. a.
2. a. True. b. True. c. False. d. True.
3. a. The greenhouse effect is the warming that happens when
certain gases in the Earth's atmosphere trap heat. b. They
come from the combustion of fossil fuels in cars, factories and
electricity production. c. We can find ice in Greenland and
Antarctica.
LISTENING
4. b.
5. a. d. c. b. e.
6. a. few. b. environmental. c. charity. d. catalytic.

ORAL PRODUCTION
7. Check fluency, pronunciation and correct ideas expressed with
correct sentences.

Assign points according to these criteria:

Correct information. 2 points
Pronunciation. 2 points
Fluency. 2 points
184

Notes

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________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________
 185

Notes

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

LOOk it up! 1 Amazing Creatures ___________________________

LOOk it up! 2 Geography
LOOk it up! 3 Dolphins ___________________________
LOOk it up! 4 Technology news
LOOk it up! 5 To the moon
___________________________

___________________________

___________________________
Issue 1 2009
THIS MAGAZINE IS YOURS TO KEEP. ___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________
186
LOOk it up! 51
Word search
Web surfing
Notes
homepage hyperlink

___________________________ www.amazingcreatures.net
Amazing Creatures

___________________________ Amazing Creatures

Written by Isabelle Tin-Aung

There are amazing and interesting creatures in the animal kingdom. Some of these creatures do
___________________________ incredible things with their bodies.
Look at the chameleon. This lizard can change its skin color to match its
___________________________ surroundings. Why does it do this? Sometimes it’s because it’s angry. And
sometimes it’s because it’s meeting another animal in a friendly way.
The grizzly bear is another interesting creature. These bears
___________________________ live in countries where winters are very cold. One of the things the grizzly bear
does is hibernate in the winter. Hibernating is when an animal goes into a deep
sleep. The bear hibernates during the winter because the weather is very cold. The
ground freezes and food is difficult to find. Sleeping helps these animals survive in
___________________________ the difficult winter. Grizzly bears can sleep for up to seven months with no food
or water!

___________________________ An amazing underwater creature is the flying fish. You already know that fish
come in lots of shapes and colors, but they all do three important things.
All fish live in water.
___________________________ All fish swim using their fins.
All fish use their gills to get oxygen from the water.

Flying fish are a little different from ordinary fish. These fish have “wings” to help them fly out
___________________________ of the water. They make long, flying jumps out of the water. Why? Because big fish like to eat
them! The big fish can’t see the flying fish when they’re in the air.

___________________________

___________________________

___________________________
one hundred and ninety

research tips
Not all the information on the
___________________________ Internet is correct in every detail.
Check with other reference books.

___________________________ 114

___________________________ 190

___________________________
The activities in the Travelers Magazine
___________________________ are meant to be done by the students on
their own and mainly for fun. Encourage
___________________________ them to read the articles and do the
activities which will provide useful
___________________________ training in study skills. Do not take an
active part but guide and help whenever
___________________________
required.
___________________________ Check the contents of each article to
decide the best time for students to
___________________________ approach them.

___________________________

___________________________
 187
date

A Number from 1 to 5 the activities which you do most frequently on the Internet. Notes
write an e-mail chat with people play games online
on-line

look for information read web pages for fun

___________________________

B Read the text on the opposite page. Where does it come from? ___________________________
a) a dictionary b) an encyclopedia c) a web page
___________________________
research tips
C a)• To surf the Web you need to access a search engine. Use the Web to find
information about
___________________________
different topics which are
11Type
Type“amazing
“amazingcreatures”
creatures”ininto
toaasearch
searchengine
enginelike
like useful for your classes.
___________________________
www.google.com
www.google.comor
orwww.yahoo.com.
www.yahoo.com.
22How
Howmany
manyhome
homepages appear?_________________________
pagesappear? _________________________
b)• AA home
home page
page isis like
like an
an introduction
introduction to
to what
what aa site
site contains.
contains. ___________________________
33What
Whatisisthe
thehome
homepage
pageof
ofthe
thetext
textininthe
theopposite
oppositepage?
page?
__________________________
__________________________ ___________________________
c)• In a home page you can find hyperlinks, like underlined words
or images that link you to other pages. ___________________________
44How
Howmany
manyhyperlinks
hyperlinkscan
canyou
youfind
findininthe
thetext?
text?
__________________________________
__________________________________
___________________________

___________________________
Look up the best home pages for the activities in exercise A
D
C and share them with your classmates.
___________________________
lOOk it up!
one hundred and ninety-one

___________________________
In teams, search for: chameleon, grizzly
bear or flying fish. Download information
and images to present to the class.
___________________________

115 ___________________________
191 ___________________________

___________________________
Answers:
A. Will vary. ___________________________
B. c)
C. ___________________________
a. 2 A lot.
___________________________
b. www.amazingcreatures.net
c. three: chameleon, grizzly bear, ___________________________
flying fish.
___________________________

___________________________

___________________________

___________________________
188
LOOk it up! 42
Word search
Finding the meaning in context
Notes
Text 1:
a The Inuit

___________________________
The Inuit

___________________________
The Inuit
b c
___________________________

___________________________

___________________________
Text 2:
___________________________
in Englan d
schools in
___________________________ G overnment
overnm ent second
similar to
are similar
are
schools in
schools in Chile,
Mexico
seconda
to govern
but
ary
governm
there
, but
ry schools
mentent second
areare
there
seconda
somesome
England
aryry

ofsecond ary
Thereare
ces.There
differences.
differen arefive yearsof
fiveyears seconda ry
16.The
16.
___________________________ school in Englan
school in England
student
students
d, , from
from
nineo’clock
startatatnine
s start
age
age 11
11
and
to
to
finish
The
at
o’clock and finish at half
half

three.The
pastthree.
past lunchbreak
Thelunch usuallyfrom
breakisisusually from
twelf o’clock to
toone
one o’clock
o’clock ..
twelf o’clock
___________________________ years,student
fiveyears,
Afterfive
After students takeofficial
s take official
Somestudent
exams.Some
exams. students leaveshcool
s leave afterfive
shcoolafter five
but others stay and study
study more
more before
before
years,
years, but others stay and
school student s They also take physical education and play
___________________________ goingtotounivers
going
homework
dohome
do
universi
workfor
ity. Second
aboutan
forabout
ary
ty. Secondary school students
anour evening. .
everyevening
ourevery soccer, hockey, net-ball cricket.
andcricket.
netball and
school.
mathematics,
studymathem Some students like playing sports after
Studen
Student usuallystudy
tssusually atics, a
physics, ,
, physics Usually the schools have a soccer team,
___________________________ English, ,chemis
English
geogra phy,
chemist
history
ry,biology
try,
geography, history and
biology,
and French
French.. netball team and a rugby team.
one hundred and eighty-eight

___________________________
___________________________
___________________________
research tips
When looking for a word in a dictionary, read
the complete entry to understand the word.
Examples and synonyms are useful to
understand the meaning.
116

___________________________ 188

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________
 189
date

A Look at the words in bold in Text 1. Notes

Use your dictionary to complete the table.

Singular Plural
houses
___________________________
man
trips ___________________________
fish
tourists ___________________________

___________________________
Look at the words in italics in Text 2. Use your dictionary to check the spelling
B and write them in the corresponding box. ___________________________
Correct Incorrect
research tips ___________________________
Use your dictionary to check the
spelling of unknown words, singular, ___________________________
plurals, and incorrect words.

___________________________

___________________________
C Correct the spelling of the incorrect words from exercise B.
___________________________
________________________________________________
________________________________________________
________________________________________________
___________________________
one hundred and eighty-nine

lOOk it up! web links ___________________________

suggested

www.spellcheck.net
Check your last English exam.
Look up the mistakes in the dictionary.
www.spellzone.com ___________________________
Write down the corrections.
117 ___________________________
189 ___________________________

___________________________
Answers:
A. house; men; trip; fish; tourist. ___________________________
B.
Correct: differences, chemistry. ___________________________
Incorrect: twelf (twelve); shcool
(school); home work (homework); our ___________________________
(hour); net-ball (netball).
___________________________
C. Twelve; school; homework; hour; net
ball. ___________________________

___________________________

___________________________

___________________________
190
LOOk it up! 33
Word search
Other reference materials
Notes
36 U N I V E R S A L E N C Y C L O P E D I A

___________________________
they can
___________________________ (Latin name delphinidae) are aquatic mammals and
hour and
swim in the ocean at speeds of 35 kilometers per
of the
they can also dive. Dolphins are found in many parts
pods. They
___________________________ world and usually live in groups called schools or
for their
are also very sociable animals and they are famous
s and we
intelligence. Scientists often do studies on dolphin
t
___________________________ now know that they can communicate in many differen
and
ways. For example, they can imitate actions and underst
human
artificial symbolic language, but they can’t produce
___________________________ verbal language.

___________________________
BlueJeans
Blue jeans
www.bluejeans.com

___________________________ Welcome toblue-jeans.com

Welcome to bluejeans.com

Do you know where your blue jeans come from? Read this simple but amazing story.
___________________________ Imagine it’s the year 1853. Mr. Levi Strauss arrives in San Francisco and he opens a store. He
has many customers who often visit the store. One of his customers is Mr. Jacob Davis. He
usually buys shirts and pants, but he needs his pants to be stronger. What can he do?
___________________________ Suddenly, he has a brilliant idea: he puts metal rivets on the pockets.
His pants now look very nice and original and are an instant success. Many people want to buy
pants like these. So, Jacob now needs a business partner and asks Mr. Levi Strauss to be his partner.
___________________________ They are very good friends and go together to get a patent for the design. They get patent #139,121
from the US Patent and Trademark Office 20 years later, in 1873. Strauss and Davis never imagined
that they were going to design the most popular jeans on earth!
___________________________
one hundred and eighty-six

___________________________
research tips tips
research
Check your CRA (Centro de
Check your Biblioteca del
___________________________ recursos dereference
Aula aprendizaje)
booksreference
for
booksmore
for more information.
information.

___________________________ 118

___________________________ 186

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________
 191
date

What type of reference material do you use?

A Write the letter in each case. You can write more than one.
D for Dictionary E for Encyclopedia I for Internet Notes
I use reference material to:
do my English homework. __________
study for an exam. __________ ___________________________
research tips
do a science lab report. __________
do a math project. __________ Reference materials include ___________________________
books, encyclopedias,
write a composition. __________
dictionaries and the Internet.
work on a team project with friends. __________ ___________________________
find song lyrics. __________
look for images. __________
___________________________
Look at the encyclopedia entry on the opposite page and compare it
B with a dictionary entry and a Web
web page.
page. Check
Check (( )) their
their features.
features.
___________________________

Features Encyclopedia Dictionary Web ___________________________

words in Latin
examples ___________________________
pictures
definitions ___________________________
statistics
grammar explanations
___________________________

___________________________

lOOk it up! web links ___________________________

suggested

one hundred and eighty-seven

www.google.com
Look up blue jeans in any search engine www.wikipedia.com ___________________________
and bring the information to class.
Compare it with a classmate’s findings.
___________________________

119 ___________________________
187 ___________________________

___________________________
Answers:
A. Will vary. ___________________________
B.
___________________________
FEATURES ENCYCLOPEDIA DICTIONARY WEB
words in Latin ✔ ✔ ✘ ___________________________
examples ✔ ✔ ✘ ___________________________
pictures ✔ ✘ ✔
___________________________
definitions ✔ ✔ ✘
___________________________
statistics ✘ ✘ ✔
grammar explanations ✘ ✔ ✘ ___________________________

___________________________
192
LOOk it up! 54
Word search
Making sense of reference
material
Notes
A Read and write the number of the article which describes the following products.
___________________________ a.1 AA product
product that
that will
will be
be useful
useful for
for short
short journeys.
journeys. _________
_________
2 A product that will help you improve your physical condition. _________
b. _________
c.3 A product that will tell you how fast you’re going. _________
_________
___________________________
4 A product that will be easy to carry around with you.
d. _________
_________

___________________________

___________________________ Technology news

well-known company is going to sell musical trainers to help you
___________________________ 1 A keep running! When the runner starts to slow down, the shoes
will play songs with a faster rhythm – for example, moving from a rock
ballad to hip hop – in order to inspire the runner to go faster. A laser
___________________________ sensor in the sole of the shoes will calculate the runner’s pace and will
send a signal to a receiver attached to an iPod®. The iPod® will display
time, calories burned and distance covered and will also transmit this
___________________________ information to the runner via headphones. The running shoes will cost
around $260 and will be in stores in the fall.

___________________________ 2
T his bicycle, made of nylon reinforced with fiberglass will
revolutionize the way we travel, and it will soon be in stores. It
folds up in 15 seconds, and it weighs just one kilo – so you can carry it
___________________________ in your backpack. It won’t be much good for long journeys because it
will only go at 20 kph, but it will be perfect for getting from y home to
the bus stop, for getting
stop or from home from
the subway thetosubway
station home. station. It will
It will cost cost
around
around
$220 $220
and willand
be will be available
available in before
in stores stores before theofend
the end theof the year.
year.
___________________________

___________________________
one hundred and seventy-six

___________________________ research tips

___________________________
___________________________
The appropriate reference material
for research depends on the type
and the quantity of information
you require.
120

___________________________ 176

___________________________
Answers:
___________________________ A.
a. - 2
___________________________ b. - 1
c. - 1
___________________________ d. - 2
___________________________

___________________________

___________________________

___________________________

___________________________
 193
date

Decide which reference material can be useful to obtain more information

B about these statements. There can be more than one answer.
English-English dictionary Encyclopedia web page Atlas
Notes
11 What
What is
is aa sneaker?
sneaker?
22 How
How does
does aa laser
laser sensor work?
sensor work?
33 What
What is
is the
the definition
definition of
of an
an iPod®
iPod® ??
44 What
What is
is the
the history
history of
of radio
radio transmission?
transmission? ___________________________
55 What
What is
is the
the correct
correct pronunciation
pronunciation for
for headphones?
headphones?
66 What
What is
is the
the highest
highest mountain
mountain inin Chile?
Colombia?
___________________________

C Answer these questions using any reference material. ___________________________

Reference Material Quiz

___________________________
1 What is the temperature of 0° Celsius in Fahrenheit?
a) 32° b) -20° ___________________________
2 Does the word lecture mean the same in English
as in Spanish? ___________________________
a) Yes b) No

3 What is the hard part of an egg called? ___________________________

a) cover b) shell

4 In the word magic, how is the g pronounced? ___________________________

a) as in image b) as in go

5 Koala bears are only found in Australia and Africa.

___________________________
a) True b) False
___________________________

research tips ___________________________

lOOk it up!
one hundred and seventy-seven

Check your CRA (Centro de recursos de aprendizaje)

Check yourbooks
reference Biblioteca del Aula
for more books for more information.
information.
Exchange tips with your classmates ___________________________
about the best dictionaries, web web links
suggested

pages, links and books you used for:

school assignments
e-pals and friends
www.google.com
www.bbc.co.uk
___________________________
sports and entertainment
121 ___________________________
177 ___________________________

___________________________
B. C.
1. English-English dictionary, 1. a) 32º. Reference material: Web page. ___________________________
encyclopedia, web page; 2. b) No. Reference material: dictionary.
2. Encyclopedia, web page; 3. b) Shell. Reference material: ___________________________
3. English - English dictionary, encyclopedia.
encyclopedia; web page; 4. a) As in image. Reference material: ___________________________
4. Encyclopedia, web page; dictionary.
___________________________
5. English - English dictionary; 5. b) False. Reference material:
6. Atlas. encyclopedia, web page, atlas. ___________________________

___________________________

___________________________

___________________________
194
Notes
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
LOOk it up! 15
Word search
Entries in monolingual and
bilingual dictionaries
Read the monolingual and bilingual entries and identify the sections of the entries in the
A list below. Then write the correct number in the boxes.
1 Headword 5 Translation
2 Pronunciation 6 Example
3 Word class or part of speech 7 Common expressions or phrases
4 Definition 8 Derived word
Entry 1 research tips
b.
a.
If you use a dictionary
to look up every
c.
unfamiliar word, you can
lose the flow of the text
and become bored. Try
d. to understand the words
by guessing meanings
from the context.
e.
research tips
Entry 2 c.
When one word has
several meanings or a
a.
prefix, use your
monolingual dictionary
and look up the entry’s
part of speech without
the prefix. If you are
looking for high
frequency expressions
you will find better b.
results in a bilingual
one hundred and sixty-eight
dictionary. If you want to
find more examples of
expressions, look in your
monolingual dictionary.
Macmillan Essential Dictionary For Learners of American English, Macmillan Education, 2003, p. 233.
122
Diccionario Macmillan Castillo Español-Inglés, Inglés-Español, Editorial Macmillan de México, 2007, p. 436.
168
Answers:
A.
Entry 1: a. 4; b. 2; c. 3; d. 6; e. 8.
Entry 2: a. 5; b. 7; c. 1.
 195
date

B Read the text below.

To the moon Notes
Neil Armstrong, Edwin Aldrin, and Michael Collins
were three brave
young men who set off from Cape Canaveral in
Apollo XI on July 16,
1969, to go to the moon. They arrived four days
later, after an
uneventful journey of some quarter of a million
miles. Armstrong was
the first human being to set foot on the moon.
“That’s one small step
for a man,” he said over a worldwide radio transmiss
___________________________
ion, “one giant
leap for mankind.” Armstrong and Aldrin spent
a day and a night on
the moon. The mission was a success. Apollo XI,
of brave men and moon rocks, splashed down
with its precious cargo
into the Pacific Ocean
___________________________
on July 24. Today, some people believe that the
landing was set up
and that the journey never actually happened.
What do you think?
___________________________

___________________________

___________________________

___________________________
Find the meaning of the expressions with the word set in a dictionary and match the
C columns. Then complete the blanks with the synonyms using the correct form.
___________________________
to set up to stage
to set off to step on
___________________________
to set foot to leave on a journey

1 Neil Armstrong, Edwin Aldrin, and Michael Collins were three astronauts who ___________________________
to the moon in 1969.
2 Armstrong was the first human being to on the moon. ___________________________
3 Some people believe the landing on the moon was .

___________________________
lOOk it up!
one hundred and sixty-nine

Not all entries have the same amount or kind of ___________________________

information. Look up these words and compare your web links
suggested

findings.
brave
mankind
www.foreignword.com
www.yourdictionary.com
___________________________
go well
123 ___________________________
169 ___________________________

___________________________
C. To set up - to stage
to set off - to leave on a journey ___________________________
to set foot - to step on
1. set off. 2. set foot. 3. set up. ___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________
196
EVALUATION INSTRUMENTS
These evaluation instruments are assessment tools you can use
to measure students' work. They are scoring guides that seek 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
The instruments included in this section differ from traditional
methods of assessment in that they examine students in the
actual process of learning, clearly showing them how their work
is being evaluated. They communicate detailed explanations of
what constitutes excellence throughout a task and provide a
clear teaching directive.
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. And while scores can be
translated into final grades, it is important that we remind
students that not every score “counts.”
These instruments are meant, above all, 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 to 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 critically evaluate their own work.
Advantages of using a variety of evaluation
instruments
• Teachers can increase the quality of their direct
instruction by providing focus, emphasis, and attention
to particular details as a model for students.
• Students have explicit guidelines regarding teacher
expectations.
• Students can use these instruments as a tool to develop
their abilities.
• Teachers can reuse these instruments for various
activities.
• Complex products or behaviors can be examined
efficiently.
• They are criterion referenced, rather than norm
referenced. Evaluators ask, "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 they can be done by others, e.g., peers, teachers,
instructors, U.T.P. people, etc.
Applying Evaluation Instruments
Self- assessment
Give copies to students and ask them to assess their own
progress on a task or project. Their assessments should not count
toward a grade. The point is to help students learn more and
produce better final products. Always give students time to
revise their work after assessing themselves.
Peer assessment
Peer assessment takes some time to get used to. Emphasize the
fact that peer assessment, like self-assessment, is intended to
help everyone do better work. You can then see how fair and
accurate their feedback is, and you can ask for evidence that
supports their opinions when their assessments don't match
yours.
Again, giving time for revision after peer assessment is crucial.
Teacher assessment
When you assess student work, use the same instrument that
was 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 work on in the future.
Using the evaluation instruments provided in this section is
relatively easy.
Identify the maximum number of points for achieving the
highest level of quality and assign a number to the students'
performance. Typically, the gradations increase/decrease in 1
point.

The last column shows the actual score assigned to this
particular student, based on his or her actual performance. The
overall total score is assigned by simply 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
provided:
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 the weaknesses of the class lie.
After applying the instrument, ask the students to get into groups
of four and analyze their results. As a class, discuss important
points that may help improve listening skills in the future.
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
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 has been identified 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 (See page 17 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.
197
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
demonstrate comprehension by responding to open-ended
questions. The aim of this instrument 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 discussion and feedback for each
student as well.
To work out the score of each student, identify the level of
student's performance, according to the scale provided by this
instrument.
Behavior
Use this instrument when you detect some problems related to
students' behavior. This rubric is meant to offer information on
students' attitude and behavior in relation to their classmates
and can be a useful source of information for class 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 they
should pay more attention to in the future.
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:
0= Unsatisfactory - 1 = Fair - 2 = Very Good - 3 = Excellent
Beginner's Writing
Use this rubric as a way to assess your students' writing skills. You
can use it two or three times in a year. This instrument is a
simplified way for teachers 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,
not only to evaluate the product, but also 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
198
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 - 2= Unsatisfactory - 3 - 4 = Fair - 5 = Very Good - 6 = 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 any other aspects the teacher considers important to assess,
such as: how effectively the student accomplished his or her
responsibilities as a member of the team or the quality of his or
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 the
particular dimension. The last column is the actual score
assigned to this particular student, based on his or her actual
performance, along the three dimensions. The overall total score
is assigned by simply adding together the scores corresponding
to the three dimensions.
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 in advance 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 rate
each category according to the scale provided in the instrument.
Self Assessment - General English
This instrument is meant to allow students to recognize and
evaluate their general abilities in relation to English. You can
apply it three times, at the beginning of the year and at the end
of each semester, so that students can identify their level of
achievement.
Make students read the descriptions of tasks that they can do
and ask them to check the appropriate areas that indicate how
they rate themselves.
After applying this document, you may inform students if their
results coincide with your ideas about their performance.
Homework
You can use this instrument anytime you assign homework.
When applying it, the first step is to provide clear expectations to
your students. After reading the rubric, students are clear on
what an acceptable homework assignment looks like and what
an unacceptable 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.
At the same time you can also include a reward component. For
example, students who average a grade of 3 or 4 for the month,
can earn an extra mark in 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:
0 -1= Unsatisfactory - 2 = Fair - 3 = Very Good - 4 = Excellent.
Feedback
Here are some phrases that are useful for giving feedback and
making 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 areas of ____ has been extremely good.
You are capable of achieving a higher average in the areas of ____.
You would improve if you developed a greater interest in ___.
 199

PHOTOCOPIABLE
MATERIAL
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: Almost 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 with 4 response to response to
many or 5 teacher with 2 teacher with 1 or
questions or questions and or 3 questions no questions or
prompts. prompts. and prompts. prompts.

At the end of the session, the listener is able to: Answer factual Answer factual Summarize 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
motivation of
characters.

Total points
200
PHOTOCOPIABLE
MATERIAL

EVALUATING READING COMPREHENSION

Name: _______________________________ Lesson: ________________________ Date: _______

Skills Criteria Points

1 2 3 4

Understands key events or facts. Understanding Understanding Understanding Understanding

1 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.
Understands details. Gets few or no Gets some Gets many Gets most
important important important important details
details. details. details. and key
language.
Identifies 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 with 4 response to response to
many or 5 teacher with 2 teacher with 1 or
questions or questions and or 3 questions no questions or
prompts. prompts. and prompts. prompts.

Total points

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

 201

PHOTOCOPIABLE
MATERIAL
EXTENDED-RESPONSE READING RUBRIC – SELF-ASSESSMENT

Name: Date: Class:

• I explain the main ideas and important information from the text.
• I connect my own ideas or experiences to the author’s ideas.
4 • I use examples and important details to support my answer.
• I balance the author’s ideas with my own ideas.

• I explain some of the main ideas and important information from the text.
• I connect some of my own ideas and experiences to the author’s ideas.
3 • I use some examples and important details to support my answer.
• I balance only some of the author’s ideas with my own ideas.

• I explain only a few ideas from the text.

• I summarize the text without including any of my own ideas or experiences.
2 OR
• I explain my own ideas without explaining the text.
• I use general statements instead of specific details and examples.
• I explain little or nothing from the text.
1 • I use incorrect or unimportant information from the text.
• I write too little to show I understand the text.
• I write nothing.
0 • I do not respond to the task.

http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf
202
PHOTOCOPIABLE
MATERIAL

BEHAVIOR RUBRIC

Name: Date: Class:

Behavior skill Never Rarely Generally Always Points

0 1 2 3

On time and prepared

1. Arrives on time.
2. Brings necessary materials.
3. Completes homework.

Respects teacher

1. Follows directions.
2. Listens to teacher.

Attitudes

1. Demonstrates positive character traits (kind,

trustworthy, honest).
2. Demonstrates productive character traits (patient,
thorough, hardworking).
3. Demonstrates concern for others.

Total:

Teacher’s comments:

Source: http://www.sdst.org/shs/library/resrub.html
 203

PHOTOCOPIABLE
MATERIAL
BEGINNERS’ WRITING

Points Criteria

1 Writing has some words. No punctuation. Scribbly letters. A picture.

Writing has short simple sentence(s) on the topic. Some punctuation (full stops and question marks).
2 Letter size and shape need fixing. Picture matches topic.
Writing has some simple sentences on the topic. Some attempt to put ideas in order.
Some correct, some “best guess”spelling.
3
Capitals, periods and question marks used correctly most of the time.
Correct printing. Some spacing between words.
Writing has most sentences on the topic. Ideas in order. Sentences with some details and describing words.
4 Correct spelling of most high frequency words. Most punctuation correct.
Letters and spacing between words are correct.
Writing has all sentences on the topic. Ideas in order. There is a beginning, a middle and an end.
5 Many details and interesting words. Correct spelling for all high frequency words.
Correct punctuation; printing and spacing with few errors.

Writing has sentences giving more information about the topic. Beginning, middle and end with a lot of
information and details. Sentences use interesting and expressive language.
6 Sentences are put together in a paragraph. Correct high frequency words and some harder words.
Correct punctuation. Neat, well spaced, easy to read.

http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf
204
PHOTOCOPIABLE
MATERIAL

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 organized 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. Organization 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:

Source: http://www.sdst.org/shs/library/resrub.html
 205

PHOTOCOPIABLE
MATERIAL
ORAL PRESENTATION RUBRIC

Your Name: ___________________________________ Group Topic : _____________________________

Group Members: _____________________________________________________________________

Oral Presentation Rubric Possible Points Self-Assessment Teacher Assessment

Provided depth in coverage of topic. 10

Presentation was well planned and coherent. 10
Personal experience integrated where relevant and 10
appropriate. Explanations and reasons given for
conclusions.
Communication aids were clear and useful. 10
Bibliographic information for others was complete. 10
Total Possible Points . 50

Rate each category according to the following scale:

9-10 = excellent
7-8 = very good
5-6 = good
3-4 = satisfactory
1-2 = poor
0 = unsatisfactory
206
PHOTOCOPIABLE
MATERIAL

STUDENT SELF ASSESSMENT OF FOREIGN LANGUAGE PERFORMANCE

Grade: _______________________ Name : _________________________________________________

Read the descriptions of tasks that you can do.

Check the appropriate areas that indicate how you rate yourself.

Description Yes Yes No

Language _________________________________ (no assistance) (with assistance)
I can do the following:

1. Greet someone and ask the person how she/he feels.

2. Tell someone a little information about my family.

3. Describe my best friend.

4. Discuss 3 countries where a foreign language is spoken and tell a few

interesting points about these countries.

5. Understand and respond to questions asked to me about my name,

age, where I live, and the music I like.

6. Read a simple short paragraph.

7. Write a note to a pen pal telling him / her about myself.

8. Write to my teacher and describe a typical day from the time I get up
to the time I go to bed.

9. Write the correct endings of verbs, when requested, because I

understand which endings go with specific subjects.
 207

PHOTOCOPIABLE
MATERIAL
HOMEWORK RUBRIC

Homework Rubric

4 Exceptional Work Interesting, neat and easy to read.

With date and name.
On time.

3 Complete Neat and easy to read.

Must have date and name.
Must be on time.

2 Incomplete (directions not followed) Difficult to read.

Has name, missing the date.
May be on time.

1 Incomplete Unorganized and/or difficult to read.

Missing name and date.
Late.

http://www.jamestownri.com/school/classes/4_1/homeworkrubric.htm
208
PHOTOCOPIABLE
MATERIAL

READING COMPREHENSION - SELF ASSESSMENT

Always Sometimes Never

1. I make predictions before I read.

2. I understand the message-the text makes sense to me.

3. I know when I am having trouble understanding the text.

4. I know the main idea of the text.

5. I understand the words in the text.

6. I understand the punctuation.

7. I know how to find different parts of the text (chapters, pages,

beginning, middle, end).

8. I can pick out clues from the reading to help me make an

interpretation.

9. I give my opinion-make a judgment-about the text.

10.I support my opinion with details from the text.

11.I know the difference between fact and opinion.

12.I can see similarities and differences between the texts I read.

13.I can make connections between the text and my own life.

14.I can make connections between the text and other subjects.

15.I can pick out words from the story that help me work out the
setting.
 209

PHOTOCOPIABLE
MATERIAL
LANGUAGE REFERENCE

Personal pronouns Possessive adjectives

I my
you your
he his
she her
it its
we our
they their

Use personal pronouns instead of a noun.

Julie has a red sweater.
She has a red sweater.

Use possessive adjectives before a noun to show possession.

John has a new car.
His car is new.

Possessive –’s
Add possessive –’s to a noun to show possession.
My mother’s shoes are brown.

IMPERATIVE

Use the imperative to give instructions or orders.

To form the imperative use the verb in its base form.

Listen.
Be quiet, please.
Come to the board.
Open your book on page 10.
210
PHOTOCOPIABLE
MATERIAL

ARTICLES: A, AN

I’m a student. He’s an architect.

There’s a hospital on that street. She’s wearing a blue skirt.

Use articles a and an with singular nouns.

Use a when the noun starts with a consonant sound. My father is a farmer.
Use an when the noun starts with a vowel sound. She’s an engineer.

VERB TO BE

Affirmative Negative Question form

I am tall. I am not strong. Am I strong?

You are nice. You aren’t tall and slim. Are you tall and slim?
He’s young. He isn’t old. Is he old?
She is kind and generous. She isn’t tall. Is she tall?
It is black. It isn’t big. Is it a cat?
We are talented. We aren’t lazy. Are we lazy?
They are beautiful. They aren’t fast. Are they fast?

Use the verb to be to describe physical appearance and personality.

Is he old? Yes, he is. / No, he isn’t. She is kind and generous. You are tall and thin.
 211

PHOTOCOPIABLE
MATERIAL
PLURAL NOUNS

Singular + –s Singular + –ies Singular + –es Irregular Plural

plumber-plumbers secretary-secretaries dress-dresses child-children

notebook-notebooks story-stories watch-watches man-men
shirt-shirts party-parties brush-brushes foot-feet

Add an –s to a singular noun to make a plural noun.

For example; pen-pens; book-books.
Add an –es to nouns that finish in –ch, –sh, –s, –ss, –x, –z, –o. For example; watch-watches.
Change final y to i and add –es: For example city-cities.
Irregular nouns change in the plural; woman-women.

THERE IS / THERE ARE

Affirmative Negative Question form

There is a small church. There isn’t a disco. Is there a mall?

There are three stores. There aren’t any clubs. Are there any restaurants in the area?

Use There is… / There are… to talk about the existence of things.
Use There is… for a singular object and There are… for plural objects.
Use There isn’t a… / There aren’t any… to express the idea that something doesn’t exist.
Use Is there a…? / Are there any…? to ask about the existence of singular and plural objects.
212
PHOTOCOPIABLE
MATERIAL

PREPOSITIONS OF TIME
Use the preposition in for months. For example, My birthday is in March.
Use the preposition on for weekdays and specific dates.
For example, The party is on Saturday. My birthday is on December 7th.

Prepositions of place
Use the preposition of place in to say that something is in a place with three dimensions.
Use on to say that something is on a surface or on a street.
Use under to say the something is below a surface.
For other prepositions, see the symbols below.

a) on the left b) between c) on the right d) next to e) across from / opposite

CAN

Affirmative Negative Question form

I can dance very well. I can’t play the guitar. Can you play the guitar?
You can skate quite well. You can’t speak Japanese. Can you speak Japanese?
He can swim. He can’t play soccer. Can he play soccer?
She can play the guitar. She can’t sing well. Can she sing well?
It can help the police. It can’t see at night. Can it see at night?
We can run fast. We can’t cook well. Can we cook?
They can jump very high. They can’t fly. Can they fly?

Use can to talk about ability or inability.

Tony can swim, but he can’t dance.
Can they swim? Yes, they can. / No, they can’t.
 213

PHOTOCOPIABLE
MATERIAL
PRESENT PROGRESSIVE (OR PRESENT CONTINUOUS)

Affirmative Negative Question form

I’m watching TV. I’m not watching TV. Am I watching TV?

You’re shopping. You aren’t shopping. Are you shopping?
He’s wearing shorts. He isn’t wearing shorts. Is he wearing shorts?
She’s sitting next to her mum. She isn’t sitting next to her mum. Is she sitting next to her mum?
It’s eating. It isn’t eating. Is it eating?
We’re making costumes. We aren’t making costumes. Are we making costumes?
They’re making hot dogs. They aren’t making hot dogs. Are they making hot dogs?

Use the Present Progressive to talk about what is happening at the moment of speaking.
For example: We are studying English.
For verbs ending in consonant + vowel + consonant, double the last consonant.
For example: sit-sitting; shop-shopping.
For verbs ending in –e, take out the –e and add –ing.
For example: write-writing; dance-dancing.

PRESENT SIMPLE

Affirmative Negative Question form

I take a shower at 6:00.
You get up at 7:00.
He walks home in the afternoon.
She finishes work at 5:30.
It likes eating fruit.
We go to the museum on Saturdays.
They live at Cocoa Beach.
I don’t take a shower at 6:00.
You don’t get up at 7:00.
He doesn’t walk home in the afternoon.
She doesn’t finish work at 5:30.
It doesn’t like eating fruit.
We don’t go to the museum on Saturdays.
They don’t live at Cocoa Beach.
Do I take a shower at 6:00?
Do you get up at 7:00?
Does he walk home in the afternoon?
Does she finish work at 5:30?
Does it like eating fruit?
Do we go to the museum on Saturdays?
Do they live at Cocoa Beach?

Use the Present Simple to talk about routines, likes and dislikes and facts.
For he, she and it add –s or –es to the verb.
For example: He walks to school. She finishes school at 3:00 p.m.
214
PHOTOCOPIABLE
MATERIAL

ADVERBS OF FREQUENCY

Use adverbs of frequency: always, usually, often, sometimes and never to say how often you do an activity.

0% 50% 75% 85% 100%

never sometimes often usually always

You can also use the expressions below at the end of the sentence to say how often you do something.
For example: I brush my teeth three times a day.

once
a day day
twice
a week week
three times every
a month month
four times
a year year
five times

SYNONYMS
A synonym is a word that has the same or nearly the same meaning as another word or other words in a language.
Examples of English synonyms are:
• baby and infant (nouns) • petty crime and misdemeanor (nouns)
• student and pupil (nouns) • buy and purchase (verbs)
• pretty and attractive (adjectives) • sick and ill (adjectives)
• quickly and speedily (adverbs) • on and upon (prepositions)
• freedom and liberty (nouns) • dead and deceased (adjectives)

Taken and adapted from: http://en.wikipedia.org/wiki/Synonym

 215

PHOTOCOPIABLE
MATERIAL
PAST PROGRESSIVE (OR PAST CONTINUOUS)

Affirmative Negative Question form

I was singing. I was not singing. Was I singing?

You were singing. You were not singing. Were you singing?
We were singing. We were not singing. Were we singing?
They were singing. They were not singing. Were they singing?
He was singing. He was not singing. Was he singing?
She was singing. She was not singing. Was she singing?
It was singing. It was not singing. Was it singing?

The Past Progressive tense (also called the Past Continuous tense) is commonly used in English for actions which were going on
(had not finished) at a particular time in the past.

Use the Past Progressive to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in
the Simple Past. Remember this can be a real interruption or just an interruption in time.
Examples:
• I was watching TV when she called. • When the phone rang, she was writing a letter.
• While we were having the picnic, it started to rain. • What were you doing when the earthquake started?

Taken and adapted from: http://www.englishpage.com/verbpage/pastcontinuousforms.html

COMPARATIVES (short adjectives and long adjectives)

You can use comparatives to talk about the differences between 2 things or places or people. They are made from adjectives in 2 ways:
Short Adjectives Long Adjectives

• With short adjectives, we make comparatives by adding -er to
the end of the adjective.
Example:
- Your CD player is cheaper than mine.
• With some adjectives, we double the last letter:
Example: London is big, but Moscow is bigger.
• With long adjectives (usually 2 syllables or more), we add more before
the adjective.
Example:
The French restaurant is more expensive than the Italian restaurant.

Two Syllable adjectives that end in -ly.

With two syllable adjectives that end in -ly, we make the comparative by changing the y to i, and adding -er:
Example: I was angry when I heard the news, but Nick was angrier.

Irregular Comparatives
The three main irregular comparatives are:
good - better bad - worse far - further

Taken and adapted from: http://www.roseofyork.co.uk/learning12.html

216
PHOTOCOPIABLE
MATERIAL

THE FUTURE TENSE (WILL)

Affirmative Negative Interrogative

I will help you carry the bags. They will not buy that house. Will she sing at the party?

Use will to express a voluntary action. Use will to express a promise.

Examples: Examples:
• I will translate the e-mail, so Mr. Smith can read it. • I will call you when I arrive.
• Will you help me move this heavy table? • I promise I will not tell him about the surprise party.
• I will not do your homework for you. • Don't worry, I'll be careful.
• I won't do all the housework myself! • I won't tell anyone your secret.

Taken and adapted from: http://www.englishpage.com/verbpage/simplefuture.html

THE USE OF THE VERB CAN

Can is a kind of auxiliary verb called a modal verb. Modal verbs express a particular character or mood of a verb.
Use can to talk about ability:

Affirmative Negative Question form

I can play the piano. I cannot (can't) play the piano. Can you play the piano?
She can drive a car. She cannot (can't) drive a car. Can she drive a car?

Use can to talk about permission:

Affirmative Negative Question form

You can meet her tomorrow. She can't come to our house. Can we go to the movies?
(You have permission to meet her). (She doesn't have permission to visit us). (Please give us permission to watch a movie).

Taken and adapted from: http://www.1-language.com/englishcourse/unit18_grammar.htm

 217

PHOTOCOPIABLE
MATERIAL
HAVE TO

Use have to to say that something is obligatory.

Use don’t have to to say something is not necessary.

Affirmative Negative Question form

She has to work. I do not have to see the doctor. Did you have to go to school?

In general, have to expresses impersonal obligation. The subject of have to is obliged or forced to act by a separate, external power
(for example, the Law or school rules).
Examples:
• In France, you have to drive on the right.
• In England, most schoolchildren have to wear a uniform.
• John has to wear a tie at work.

Taken and adapted from: http://www.englishclub.com/grammar/verbs-modals-have-to-must-not-1.htm

MUST

Use must to say that something is essential or necessary.

Subject + must + main verb

Subject Auxiliary must Main verb

I must go home.
You must visit us.
We must stop now.

• Like all auxiliary verbs, must CANNOT be followed by to. So, we say: I must go now. (not *I must to go now.)

In general, must expresses personal obligation. Must expresses what the speaker thinks is necessary.
Examples:
• I must stop smoking.
• You must visit us soon.
• He must work harder.

Taken and adapted from: http://www.englishclub.com/grammar/verbs-modals-have-to-must-not-2.htm

218

IRREGULAR VERBS

Infinitive Past simple Past participle Meaning

be was/were been ser, estar

beat beat beaten batir, derrotar
become became become convertirse, llegar a ser
begin began begun empezar
bend bent bent doblar(se)
bite bit bitten morder
blow blew blown soplar
break broke broken quebrar
bring brought brought traer
build built built edificar
burn burnt/burned burnt/burned quemar(se)
burst burst burst reventar(se)
buy bought bought comprar
catch caught caught tomar
choose chose chosen escoger
come came come venir
cost cost cost costar
cut cut cut cortar
deal dealt dealt repartir
dig dug dug cavar
do did done hacer
draw drew drawn dibujar
dream dreamt/dreamed dreamt/dreamed soñar
drink drank drunk beber
drive drove driven conducir
eat ate eaten comer
fall fell fallen caer
feed fed fed alimentar, dar de comer
feel felt felt sentir
fight fought fought combatir
find found found encontrar
fly flew flown volar
forbid forbade forbidden prohibir, vedar
forgive forgave forgiven perdonar
freeze froze frozen helar(se)
get got got obtener
give gave given dar
 219

Infinitive Past simple Past participle Meaning

go went gone ir
grow grew grown cultivar; crecer
hang hung hung colgar
have had had haber; tener
hear heard heard oír
hide hid hidden esconder
hit hit hit golpear
hold held held sostener
hurt hurt hurt dañar
keep kept kept guardar
know knew known saber; conocer
lay laid laid poner
lead led led conducir, liderar
learn learnt/learned learnt/learned aprender
leave left left dejar
lend lent lent prestar
let let let dejar
lie lay lain yacer
light lit lit iluminar
lose lost lost perder
make made made hacer
mean meant meant querer decir, significar
meet met met encontrar(se)
pay paid paid pagar
put put put poner
read read read leer
ride rode ridden montar
ring rang rung sonar
rise rose risen levantarse
run ran run correr
say said said decir
see saw seen ver
sell sold sold vender
send sent sent enviar
set set set fijar
shake shook shaken sacudir
shine shone shone brillar, relucir
220

Infinitive Past simple Past participle Meaning

shoot shot shot disparar

show showed shown indicar
shut shut shut cerrar(se)
sing sang sung cantar
sink sank sunk hundir(se)
sit sat sat sentarse
sleep slept slept dormir
speak spoke spoken hablar
spell spelled/spelt spelled/spelt deletrear
spend spent spent gastar
stand stood stood estar de pie
steal stole stolen robar
stick stuck stuck pegar
swim swam swum nadar
take took taken tomar
teach taught taught enseñar
tear tore torn romper
tell told told contar
think thought thought pensar
throw threw thrown lanzar
understand understood understood entender
wake (up) woke (up) woken (up) despertar(se)
wear wore worn llevar, usar ropa, accesorios
win won won ganar
write wrote written escribir
 221

BIBLIOGRAPHY

Listening Comprehension Reading Comprehension

Songs are among the best ways of teaching a foreign language. Young children are wonderful processors of new information; they
Also songs are an important aspect of culture, representing the can learn to read and write quickly, if well motivated. They must
history, folklore, and current idiom of a country. Singing can build
enjoy the process and be in a positive, fun, success-oriented
students' confidence by allowing them to enjoy a degree of learning environment - consider how children learn their mother
fluency in English before they have achieved it in speaking. tongue.
It is possible to have a lot of input in every lesson. Don't
Here in this site are techniques and procedures when using music underestimate what children can learn and give them plenty of
in the EFL classroom: opportunities to pick up new language.
For tips on how to prepare material for reading activities, see the
http://www.lingolex.com/userpages/music.html advice web sites and books:
• http://www.britishcouncil.org/kids-stories
See the advice web sites and books to find songs and how to use • http://www.magickeys.com/books/#yc
them in class: • http://pbskids.org/lions/stories/country.html
• http://www.britishcouncil.org/kids-songs.htm • http://www.thefreelibrary.com/Teaching+mindfully:+
• http://www.isabelperez.com/songs/worldholdon.htm learning+and+teaching+through+story-telling-a0107489433
• http://www.bbc.co.uk/cbeebies/tweenies/songtime/songs/ • http://www.britishcouncil.org/kids-stories-nessie-1.htm
watchnsing.shtml • http://www.teach-nology.com/gold/readan.html
• http://www.genkienglish.net/doctorsong.htm
• http://www.songsforteaching.com/ • A WAY WITH WORDS. Redman S., et al. Cambridge
• http://www.esl4kids.net/songs.html University Press, Great Britain. 1996, 1st Ed.
• MORE GRAMMAR GAMES. Rinvolucri, Mario and Davis,
• DEVELOPING TACTICS FOR LISTENING, Richards, Jack et al. Paul. Cambridge University Press, Great Britain. 1995, 1st
Oxford University Press, England. 1997, 1st Ed. Ed.
• LISTENING. White, Goodith. Oxford University Press, • TECHNICAL ENGLISH 1. Jara, Harry et al. Salesiana, 1995,
England. 1998, 1st Ed. 3rd Ed.
• CLASSROOM TESTING. Heaton, J. Addison Wesley Longman, • TEACHING READING: a Differentiated Approach by
England. 1990, 5th Ed.(r.1997) Scholastic.
• THE PRACTICE OF ENGLISH LANGUAGE TEACHING. Harmer,
Jeremy. Addison Wesley Longman, England. 1991, 11th
Ed.
• LISTENING COMPREHENSION by the education center.
• SECOND LANGUAGE LISTENING: THEORY AND PRACTICE.
Cambridge Language Education by John Flowerdew,
Lindsay Miller.
• TEACHING LISTENING COMPREHENSION. Cambridge
Handbooks for Language Teachers by Penny Ur.
• ROLE PLAY-Resource Books for Teachers by Gillian Porter
Ladousse
222
Speaking
The teacher may be the only person who can provide a model for
the students, even if the students are in contact with other native
speakers. Good tools are the role play and the drill, and there is no
reason why they should do role plays only once; they can
repeat them several times with different partners; by the end of
the activity they should be confident enough about what they are
doing to perform the role play realistically and well.
For materials on speaking skills the teacher can visit these web
pages or check these books:
• http://onestopenglish.com/section.asp?catid=59411&docid
=149728
• http://www.eslgo.com/resources/sa/role_plays/intercultural.html
• http://www.englishlearner.com/teachers/speaking.html
• http://www.esl-galaxy.com/speaking.html
• http://www.lessonplanspage.com/LAPublicSpeakingTongue
TwistersIdea67.htm
• http://www.indianchild.com/tongue_twisters.htm
• http://www.justesltalk.com/HTMLobj163/iwannaholdyourhand.pdf
• http://www.eslflow.com/roleplaysdramatheatregames.html
• http://www.cambridge.org/us/esl/letstalk/support/optional
/l3u11oa.htm
• CLASSROOM DYNAMICS. Hadfield, Jill. Oxford University
Press, England. 1992, 4th Ed.
• EL DISEÑO DE TAREAS PARA LA CLASE COMUNICATIVA.
David Nunan. Cambridge University Press, Gran Bretaña.
1996, 1st ed.
• TOMBOLA. Communication Activities for Teenagers. Palim,
J. y otros. Addison Wesley Longman, England. 1992, 3rd
Ed.
• THE ART OF TEACHING SPEAKING: Research and Pedagogy
for the ESL/EFL classroom by Keith S. Folse.
• IMPACT TOPICS! 30 EXCITING TOPICS TO TALK ABOUT IN
English STUDENT. Book and audio CD by Richard R. Day,
Junko Yamanaka.
Writing
Young children are wonderful processors of new information, they
can learn to read and write quickly, if well motivated. They must
enjoy the process and be in a positive, fun, success-oriented
learning environment - consider how children learn their mother
tongue.
It is possible to have a lot of input in every lesson. Don't
underestimate what children can learn and give them plenty of
opportunities to pick up new language.
In order to develop writing skills the teacher can visit these sites or
read these books:
• http://www.netrover.com/~kingskid/name/themead.htm
• http://www.enchantedlearning.com/essay/writing.shtml
• http://www.learnenglish.org.uk/kids/makeapoem/index_
obtree.html
• http://www.britishcouncil.org/kids-writing-storymaker.htm
• http://www.learnenglish.org.uk/kids/bookreview_obtree/
your_reviews.asp
• http://www.learnenglish.org.uk/kids/filmreview/
• ON THE JOB. Millán, Ana María y Toselli, Marisela, Mcgraw-
Hill Interamericana, España. 1996, 1st Ed.
• A COURSE IN LANGUAGE TEACHING. Ur, Penny. Cambridge
University Press. Great Britain. 1996, 1st Ed.
• ESTRATEGIAS DE REFLEXION SOBRE LA ENSEÑANZA DE
IDIOMAS. Richards, Jack y Lockhart, Charles. Cambridge
University Press. España. 1998, 1st Ed.
• HANDS-ON WRITING ACTIVITIES THAT GET KIDS READY FOR
THE WRITING ASSESSMENTS by Van Zile.
• TEACHING THE CRAFT OF WRITING: Organization by
Scholastic.
 Mapas de Progreso:
algunas ideas para su uso como apoyo al mejoramiento
continuo del aprendizaje

Los Textos Escolares son una importante herramienta para la implementación del
currículum en la sala de clases. En conjunto con los Programas de Estudio y los Mapas de
Progreso, buscan apoyar el trabajo que se realiza en los establecimientos educacionales
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establece el Marco Curricular nacional.

En el siguiente esquema se presenta la pregunta orientadora que busca responder cada

uno de los instrumentos curriculares:

Los Mapas de Progreso describen resumidamente los conocimientos, habilidades

y comprensiones que caracterizan cada uno de los 7 niveles en que se desarrolla el
aprendizaje de una determinada competencia o dominio clave. Son una herramienta
curricular no obligatoria, que complementa a los Programas de Estudio y los Textos
Escolares, y pueden ser utilizados de diversas formas.

A continuación se describen dos de ellas, que pueden ser de utilidad para apoyar el
desarrollo del aprendizaje que promueve este texto de estudio:
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Si se hace una lectura de los siete niveles de los Mapas ya pueden ser un interesante
aporte, debido a que muestran una visión sintética de lo que se espera se logre como
aprendizaje en los 12 años de escolaridad. Su estructura concisa describe una panorámica
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pedagógica entre profesores de distintos cursos.

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conjunta respecto de la manera en que progresa el aprendizaje, estableciendo un análisis
general, entre profesores del sector y la jefatura técnica, en relación a ¿cómo estamos
entendiendo la progresión del aprendizaje respecto de este referente? Los profesores
y profesoras pueden revisar y analizar en conjunto los aprendizajes constitutivos de
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el logro de dichos aprendizajes, en base a preguntas como: ¿de qué forma estamos
ordenando el trabajo y organizándonos en conjunto para ir progresando en el logro de
estos aprendizajes de nuestros alumnos y alumnas?

Los Mapas favorecen la articulación dentro y entre los ciclos de enseñanza de un

establecimiento educacional, promoviendo una comprensión común respecto al
aprendizaje y aportando claves para observar su progresión. Ello propicia la responsabilidad
compartida entre docentes y el trabajo en equipo dentro del establecimiento.

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través de descripciones de sus distintas etapas y de trabajos de alumnos en cada una de
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estímulos o motivaciones que se utilizaron para recoger evidencias del aprendizaje,
buscando observar el desempeño de los alumnos en la competencia descrita en el
Mapa.

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uno de los Mapas (www.curriculum-mineduc.cl) u otras que el equipo docente puede
desarrollar, para luego analizar la evidencia del desempeño de sus estudiantes e inferir
el nivel de aprendizaje en relación a las descripciones realizadas por el Mapa.

Es importante que esta observación y análisis de los trabajos de los alumnos sea
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pares y desarrollar una visión compartida respecto a cómo progresa el aprendizaje de
sus alumnos en las distintas competencias claves.